Enriching the Curriculum for the Elementary-School Child EIGHTEENTH YEARBOOK THE NATIONAL ELEMENTARY PRINCIPAL Bulletin of the Department of Elementary School Principals, National Education Association | Vol. XVIII, No. 6 July 1939 Price $2 Copyright, 1939 National Education Association THE EDITORIAL COMMITTEE FOR 1939 L. M. Fertscu, Chairman Pease, Mathews, and West Avenue Schools, Austin, Texas CECELIA GALVIN Lucretia Mott School, No. 3, Indianapolis, Indiana Jess 8. Hupson Springdale School, Tulsa, Oklahoma QO = oh mee ees eS ta PREFACE N COMPILING THIS YEARBOOK the Editorial Committee has not | attempted to outline either a model curriculum or an ideal ad- ministrative plan for curriculum revision. Instead, the Committee has assembled information on a wide variety of actual practices in curriculum enrichment as reported by principals, teachers, curriculum specialists, and others. The practices described here range from those used in carrying on a single unit of class work to those used in a city- wide program of curriculum development. The curriculum, as conceived here, is not confined to textbooks or formal courses of study, but includes all the experiences which children have under the guidance of the school. According to this concept, cur- riculum enrichment depends not only upon improved choices of subject- matter, but also upon better methods of teaching and learning, wiser selection of school materials and equipment, wider and more effective use of community resources, more adequate methods of measurement and guidance, and more appropriate school organization and adminis- tration. All these factors are discussed and illustrated in this book. The organization of the book has been a difficult task. Many of the authors deal with several of the factors just mentioned. Hence it has been impossible to draw sharp lines of distinction between chapters. Each chapter, however, is unique in its major emphasis and in the specific illustrations presented. Some principals and teachers may be tempted to adopt a suggested method of enrichment without due consideration of its implications. Attention is therefore directed especially to Chapter I, which appraises various methods and emphasizes the importance of using methods that are consistent with one another and with an acceptable general plan of curriculum development. Like its predecessors, this yearbook has been prepared with the help of many people. The Committee is especially grateful to all who sub- mitted manuscripts. It also appreciates the assistance of the Research Division of the National Education Association, particularly that of Dr. Richard R. Foster, assistant director, who edited and helped plan the entire book. The Division of Publications contributed by checking the manuscript, reading proof, and seeing the book thru the press. Miss Eva G. Pinkston, the Department’s executive secretary, compiled the official information and helped in many other ways. The publication of this volume marks the end of Mr. Fertsch’s three- year term on the Committee. The new member will be Miss Nellie V. Lind of Denver, Colorado. THE Eprror1AL COMMITTEE [ 229 ] THE PRESIDENT’S MESSAGE Principals is due in no small measure to the quality and popu- larity of its yearbooks. Aids to Teaching, Personality Adjustment, Newer Practises in Reading—these and other volumes in the yearbook series have helped principals and teachers thruout the nation to improve their school programs. This latest volume, with its emphasis on cur- riculum enrichment, offers inspiration and guidance to all who wish to combine the best that is new with the good that is older in elemen- tary education. Here one finds a wealth of practical suggestions for’ making the school experiences of children individually richer and so- cially more significant. T® STEADY GROWTH of the Department of Elementary School In this book, as in its predecessors, the Editorial Committee has made no attempt to present an exhaustive, closely integrated treatment of the topic under consideration. That important function has been left to other writers in the field. Instead, the yearbook is a well-organ- ized collection of many individual contributions, most of which describe concretely some of the best work of teachers, supervisors, or adminis- trators in actual school situations. The publication of such material, we believe, is the most useful service the’Department can render to the educational profession. It is a privilege to introduce this book to its many prospective readers. It measures up well to the standard set in previous years. It should have wide use both in publie and private elementary schools and in institutions for the preparation of teachers. Individual and group study of its contents will surely result in better teaching and more productive supervision. To the authors and editors we owe a substantial debt of gratitude. They have labored faithfully and intelligently, and have given us something which we can use every day in our work. Maupe A. Ruopes, President Department of Elementary School Principals [ 230 | ve ols up = nm CONTENTS PAGE I ash Sihidctt a are kien Binaries dks tie, AW hed a 229 The Editorial Committee THE PRESIDENT’S MESSAGE................. Pere: Yee eee 230 Maude A. Rhodes, President, Department of Elementary School Principals CHAPTER I—Tue NATURE AND SIGNIFICANCE OF CURRICULUM PP, OPE De ee err re eT pe Pe ee ye 235 Hollis L. Caswell, Professor of Education, Teachers College, Columbia University, New York, New York PREM ee oi. Kc apse, 0 ee a are C. V. Millard, Department of Education, Michigan State College, Mast Lansing, Michigan INDIVIDUALIZING THE READING PROGRAM IN THE PRIMARY GRADES...... Helen R. Gumlick, Supervisor of Kindergarten and Primary Grades, Public Schools, Denver, Colorado ENRICHMENT FOR Poor READERS THRU A REMEDIAL READING PROGRAM... Helen Clowes, Reading Teacher, and John W. Robertson, Principal, Bellerose School, Floral Park, New York EVALUATING THE RESULTS OF CURRICULUM ENRICHMENT............... J. L. Rogers, Associate Professor of Education, Southwest Texas State Teachers College, San Marcos, Texas enn (III ols ded nos Gh bieaartie wk wk ele Rmewiaice nee Capea Sa Caaptrer VIII—VitTALiIzING THE CURRICULUM UNDER VARIOUS TYPES OF SCHOOL ORGANIZATION nada a gemma Ae S OD bla haewind We ee GROES GROUPING PUPILS WITHIN EAcH GRADE ACCORDING TO READING ABILITY. . Roy E. Learned, Principal, Washington School, Sacramento, Cali- fornia INTEGRATING PuptL EXPERIENCES THRU A CONTINUING-TEACHER PLAN.. Roy E. Robinson, Principal, Liberty School, Highland Park, Michigan INTEGRATION THRU COOPERATIVE ASSEMBLIES IN A DEPARTMENTAL MINE gg dah at a eM ag alah ate acele el gin wip ove aselag Garrett E. Rickard, Principal, LaFayette School, Chicago, Illinois ENRICHMENT THRU A MopiFrrep PLATOON ORGANIZATION............... E. P. O'Reilly, Principal, William Land School, Sacramento, Cali- fornia IMPROVING HEALTH AND SAFETY INSTRUCTION IN PLATOON SCHOOLS..... John 8S. Herron, Assistant Superintendent of Schools, Newark, New Jersey VITALIZING THE CURRICULUM IN SMALL RuRAut SCHOOLS................ Gladys L. Potter, Assistant Chief, Division of Elementary Education, State Department of Education, Sacramento, California ENRICHMENT THRU THE Book AvuTo IN A County SCHOOL SYSTEM....... Elizabeth R. Topping, Librarian, Ventura County Free Library, Ventura, California Ee ECE en ne a eo RECORDS AND INFORMATION TGGad, PCE ARG CC ATIIRATIONIE oo coo 5 ik ik hb ees cece ween SECTIONAL PRINCIPALS ASSOCIATIONS............ ccc cece cece eee eee eeees Srate ELEMENTARY ScHOOL PRINCIPALS ASSOCIATIONS. ............--. IIR oe ee ar ale ear ae EC ae eae cat ae a 6 ge MR SEN [ 234 | 542 549 559 568 574 oti 583 591 596 603 607 618 624 628 . 632 634 701 — 5 © © 712 *®. &» —| —= re @&. ao mM 38 42 49 607 618 622 624 628 632 634 CHAPTER I THE NATURE AND SIGNIFICANCE OF CURRICULUM ENRICHMENT Houus L. Caswetu Professor of Education, Teachers College, Columbia University, New York, New York defined and generally recognized meaning. It is employed to de- scribe many different practices which undertake to increase the amount and variety of instructional materials and the number and vari- ety of pupil activities provided by the school. Some practices are largely administrative in nature; others are supervisory; and still others relate primarily to the preparation of courses of study. For the pur- poses of this yearbook it appears desirable to seek further implications of the term. Enlightening interpretations may be made from a con- sideration of the nature of the curriculum. Te EXPRESSION “curriculum enrichment” does not have a clearly Tue MEANING OF THE CURRICULUM Traditionally “the curriculum” has been used most commonly to designate selected subjects of study, or the content of subjects. During recent years the meaning has been broadened, and the term is now generally accepted as referring to the experiences which boys and girls have under the guidance of the school. Two points are of particular importance in this enlarged concept. First, reference is to the actual experiences which pupils undergo, not to those which are anticipated or desired by teachers. The curriculum is not measured in terms of intentions or plans, but in terms of the kind of living that actually goes on in the school. This emphasis is in contrast to the dominant position accorded courses of study in some organized programs of cur- riculum development, for the course of study under the enlarged con- cept is considered merely a manual or bulletin to assist the teacher in developing the curriculum. A school may have an excellent course of study and a poor curriculum, or a poor course of study and a good curriculum. The second point is that the curriculum as now generally conceived refers to all the experiences children have under the guid- ance of the school, not merely to those which are planned or which are largely academic in nature. Recreational experiences, excursions, as- sembly programs, group singing—these activities as well as work in arithmetic or in the social studies enter into the curriculum. In brief, “curriculum” is a short way of referring to the living, with all its good and bad qualities, which goes on under the guidance of the school. [ 235 ] 236 ELEMENTARY SCHOOL PRINCIPALS Enrichment of the curriculum, consequently, is not primarily a mat- ter of writing courses of study or a problem restricted to academic sub- jects. It involves modification of the quality of school life at any and all points to the end that the experiences of boys and girls become more meaningful and vital. It assumes the utilization of any means— courses of study or otherwise—to accomplish this end. Curriculum enrichment is important to the extent that the experi- ences now provided boys and girls by the school are not as full of meaning, as significant, or as interesting as they might be, and hence are not possessed of the greatest educative possibilities. The provision of experiences which possess these qualities to a maximum degree is a complex problem not to be solved by the mere addition of books, charts, equipment, and activities to the usual program. The effect of such additions can be judged only as the emerging experience is evalu- ated as a whole. It is entirely possible for such additions to restrict as well as to enrich pupil experience. If these new experiences are a more direct expression of the needs and interests of children, if they have greater social significance, if they provide a more meaningful inter- action of the child and his environment, then it may be concluded that real curriculum enrichment has been accomplished. On the other hand, if merely more facts or rules are memorized, if interests are narrowed rather than broadened, or if the child comes to rely more than previ- ously on extraneous motivation, limitation rather than enrichment has resulted. Curriculum enrichment frequently has been emphasized as a peculiar need of gifted children. It is true that the opportunities generally afforded highly capable pupils are not as challenging and meaningful as might well be desired, and that there is need for greatly enriched opportunities for these children. But the typical curriculum is prob- ably as poorly, if not more poorly, adjusted to the needs of pupils with less than average ability. This group requires consideration just ' as surely as does the gifted group. Curriculum enrichment is in fact a problem common to all levels of ability and all types of pupils. EXPERIENCE LIMITED BY THE TRADITIONAL CURRICULUM The traditional curriculum of the elementary school provides in many respects a limited and restrictive experience for boys and girls. The historic influences which have led to this development throw light on the need for curriculum enrichment. Prominent in the functions assigned to the elementary school has been mastery of the so-called “tool” subjects—that is, those subjects which deal with the ability to use language and number. Emphasis was given to this view in the early stages of our educational development NATURE OF CURRICULUM ENRICHMENT 237 thru the dominance of freedom of worship as a social ideal. Freedom could be accomplished only as each individual could read the Bible for himself in order to make his own interpretation, and literacy thus became a matter of primary concern. In later years, particularly as nationalism became more pronounced, stress was placed on education for citizenship. This again centered attention on literacy, for the first and major requirement for effective citizenship appeared to be the ability to read and write. As a result, the elementary school, or com- mon school as it was called, was assigned this objective even more definitely than before. Another influence in the same direction came from the increase in the number of secondary schools. The dominance of the college-preparatory function accepted by the secondary school caused the elementary school in turn to be looked upon as a prepara- tory institution for the high school. Thru a variety of means the high school impressed upon the elementary school a demand for mastery of skills and facts in the tool subjects. Thus forces converged to make the traditional elementary school a reading, writing, and figuring school greatly concerned with facts and skills, and little concerned with social understanding and sensitivity, creative expression, recrea- tion, methods of work, and attitudes. Here was laid the basis for the fatal dissociation of fact and skill from their use in meaningful situa- tions, a dichotomy which has produced our persistent confusion of memory and verbalism with education. With a major emphasis on memory, it is not surprising that the traditional curriculum of the elementary school was one of restricted opportunities for boys and girls. Activities tended to be dominantly of a drill type; instructional materials were usually limited in scope; and vicarious experience was largely relied upon. The result was a school program in which there has long been a major need for curriculum enrichment. While significant enrichment has been accomplished in the curriculums of better elementary schools, much still remains to be done before optimum opportunities are approximated. The problem is therefore an important one at the present time. THE CURRENT NEED FOR AN ENRICHED CURRICULUM Conditions have operated to make the limited curriculum of the traditional elementary school increasingly unsatisfactory. Of major importance has been the tendency for social institutions which for- merly assumed a large responsibility in the education of children to play a less and less important role. Modification of the home has perhaps been the change of greatest moment. So often have we seen changes in the home, resulting from industrial development with attendant con- centration of population and influence on the employment of women, 238 ELEMENTARY SCHOOL PRINCIPALS increase the educational load of the school that the point need not be developed here. Suffice it to call attention to the great limitation on the educational function of the home exerted by changing eco- nomic conditions which no longer permit the child to learn by work- ing side by side with his parents. Similarly, modifications have come in community organization, in the church, and in other social agencies which vitally affect the scope of educational opportunity needed. As these changes have occurred, the American people have shown in a variety of ways that they expect the school to take over and serve a larger role in the complexity of modern living than was assumed under simpler conditions. Demands for instruction in health, physical education, character, safety, citizenship, and similar areas are but indications of this expectation. Even under such pressure the school is far from exerting the leadership in social development which may reasonably be expected of it. This extension of function has far- reaching implications for the enrichment of the curriculum. At the same time it has come to be recognized that the idea upon which the older curriculum was based—that is, that the elementary school should provide for the mastery of tools and facts which later will be used in the secondary school or in life out of school—was largely fallacious. It is seen that social understanding and sensitivity, methods of work, and attitudes begin to develop while the child is in the ele- mentary school and must have attention there if optimum growth is to be accomplished; and likewise that the secondary school must as- sume some responsibility for mastery of tools and facts since there is a continuing need for improvement in such abilities. Thus the untenable dichotomy between skill and fact on the one hand and understanding and attitude on the other has been largely broken down. This places a demand on the elementary-school curriculum for a much broader experience than has been provided traditionally. The factor which has perhaps exerted the greatest influence in the direction of curriculum enrichment has been the increased recognition of individual differences among pupils. The traditional curriculum was developed on the basic assumption that each grade should repre- sent a level or standard of achievement, and that the range of achieve- ment on each grade level should approximate the difference between the particular grade standard and the one above it. Many administra- tive devices were put into effect to try to make practice conform to this assumption. Semiannual and in some cases quarterly promotion was a popular means of seeking to accomplish uniform achievement. But as the results of these devices were studied it became increasingly evident that the basic assumption did not hold in practice. So great are the differences in ability between pupils, and so great the differ- sul shi sig reg por pre for met Pra on tive NATURE OF CURRICULUM ENRICHMENT 239 ences in the various abilities of an individual pupil, that invariably wide differences occur within a grade group however the group is selected. The extent of individual differences within instructional groups made it obvious that many pupils were not challenged to do their best work. The result was a development which is most frequently thought of as curriculum enrichment—that is, extension of the requirements for the so-called “basic” curriculum to require higher standards for the more able students. Some of the ways in which this was done will be ex- amined later. As indicated above, the conventional grade-standard curriculum was probably as inadequate for the pupils of less than average ability as it was for the more capable. Being planned for the average pupil, the work was as poorly adjusted to pupils on the lower end of the scale as to those of superior ability. The pupils of less than average ability frequently had their offering reduced largely to abstractions, the type of curriculum with which they were least able to deal. Thus, when they really needed more firsthand experience involving objective materials —an enriched curriculum—they were provided the opposite. Shortages in educational opportunities which have been revealed by study of the interests and needs of children have also contributed to emphasis on curriculum enrichment. Only with great difficulty has the attention of educational workers been directed specifically to the children being educated. In much curriculum planning there has been an assumption, frequently not recognized, that the needs for education can be determined largely, if not entirely, from analysis of subject fields. As a result, the curriculum has tended to be a subject curriculum and the experiences provided therein have been circumscribed by subject boundaries. Study of children revealed other needs which should be met and interests which merit cultivation. Perhaps the most significant enrichment resulting from this influence has been in the realm of the creative arts. Dramatization, singing, composition of poetry and music, painting, sculpturing, and engaging in handicrafts provide evidence of the enrichment which has been thus accomplished. These, then, are factors of major importance in bringing a demand for curriculum enrichment. The need is a pressing one which can be met only thru careful study, extensive planning, and great insight. Practical attacks on the problem have varied greatly in form and rest on widely divergent points of view. METHODS OF ENRICHING THE CONVENTIONAL CURRICULUM In spite of many shortcomings, the conventional curriculum opera- tive in American schools at present is greatly enriched over the tradi- Xe 240 ELEMENTARY SCHOOL PRINCIPALS tional curriculum of earlier years. The methods most generally em- ployed in an effort to accomplish improved opportunities are con- sidered herewith. Addition of subjects—As already pointed out, the subject pattern of the curriculum has greatly influenced curriculum development. Be- cause subjectmatter in a particular field is delimited with considerable clarity, the simplest way in which to meet new needs as they arose or to care for shortages as they became evident was to add new sub- jects. Thus the historical development of:the elementary-school cur- riculum can be described in no small part in terms of the subjects added from time to time. Development moved from the point at which major emphasis was placed on reading, writing, spelling, and arithme- tic, to the inclusion of courses in art, music, health, physical education, science, history, geography, citizenship, safety, character, and other fields. This addition of subjects unquestionably provided desirable curriculum enrichment. However, certain larger considerations should be accorded attention in relation to this method of curriculum enrichment. The point of major importance is the effect of the method on the curriculum as a whole. Specialists in various fields have guarded zealously the time allotment for their respective subjects and have stood vigorously against encroachment by other fields. The result has been twofold. On the one hand, the curriculum plan has become a highly depart- mentalized affair with few interrelationships; on the other, the cur- riculum has become a battleground for vested interests, each striving to promote its own individual welfare. The plan of organization thus developed has been such as to make difficult, if not impossible in many cases, consideration of the needs of children and problems of major social consequence. Such needs and problems tend to require subject- matter from a variety of fields and must be made the center of cur- riculum organization if they are to be dealt with effectively. This re- quirement cannot be met with a highly departmentalized plan of curriculum organization. The “patchwork” curriculum resulting from the addition of subjects as the strength of various interests waxed and waned, has no unity and no basic plan of organization. It is better than the earlier curriculum from which it developed, but by making organi- zation of experiences in terms of pupils’ needs and purposes largely impossible, it limits severely optimum curriculum enrichment. A second matter of practical significance is the excessive time limita- tion placed on any unit of study by a large number of subjects. The extreme result of this situation is seen in schools with more than one grade per teacher, where the longest period is often fifteen or twenty minutes. Such a schedule encourages routine drill, memoriza- ~~ @ 2 ,. 2 eee a Co —-; me ane ari ren am elir exp use can shi has rieu by t —_— ee a eS a ' =—lC tl elUrlhCUO —_ —_—vw he F ss =— Cv NATURE OF CURRICULUM ENRICHMENT 241 tion, and recitation, and gives little opportunity for well-rounded ex- periences. The condition has now been reached when it seems entirely impossible to add more subjects to the curriculum as new needs arise. To do so will exert a limiting rather than an enriching influence on the experiences of boys and girls. It seems clear that the method of enrichment which historically has been most widely employed in American schools has no possibility of desirable future use, and in fact has already been used to the point that restriction of children’s experiences rather than enrichment has resulted. As shortages are recognized and new needs arise, other means must be employed, and it is to be hoped that some of the damage resulting from the over-addi- tion of subjects may in some way be repaired. Modification of content and activities in subjects already taught— One of the most popular means of seeking curriculum enrichment has been thru the addition or elimination of content and activities in sub- jects already taught. This method is employed in a great variety of ways and with widely different degrees of systematization. Usually emphasis centers on the preparation of courses of study and lesson plans. Sometimes it is largely a matter of adding supplementary ma- terials so that pupils may read several sources rather than the text- book alone. Again, the list of reference materials may be extended to cover a wider range of difficulty, or the types may be extended to in- clude new materials such as current magazines and newspapers. Activi- ties as well as reference materials may be added. Provision may be made for children to take excursions, participate in group projects, make booklets, conduct experiments, and the like. In the more tradi- tional school, activities have been so closely restricted to reading, memorizing, and reciting that there are many possibilities of such extensions. Enrichment may also be accomplished by eliminating materials and activities within subjects currently taught. The elimination of arithmetical processes rarely used in life situations, and of problems remote from the experiences of boys and girls, reduced greatly the amount of relatively meaningless activity in the curriculum. The elimination from reading material of content unrelated to children’s experiences contributed to the same end. Reduction in the excessive use of drill and recitation activities has been of considerable signifi- cance, for as these activities have been brought into direct relation- ship to the needs and status of the child, much meaningless routine has been eliminated from his experience. Thus enrichment of the cur- riculum has been assisted, altho perhaps not contributed to directly, by the elimination of meaningless instructional materials and activities. 242 ELEMENTARY SCHOOL PRINCIPALS Modification of the materials of instruction and pupil activities within the subjects ordinarily taught is a valuable means of curriculum enrichment. It cannot lift the curriculum above the limitations set forth in the preceding section, but within those limitations it offers g feasible method of attack. It is of great importance in using this method to see that suggested materials and activities really become a part of the experiences of boys and girls—that is, that the curriculum as well as the course of study is enriched. Not infrequently committees work on suggestions for courses of study which never are used by teach- ers in the actual development of the curriculum. This fact suggests the importance of employing a general plan of curriculum development which tests all procedures in terms of actual influence on the experi- ences of boys and girls. Addition of an activity period—In a number of cases enrichment of the curriculum of the elementary school has been sought thru the addi- tion of an activity period. The general plan is to follow the conven- tional curriculum organization in subject categories for the major part of the program, but to allow in addition a long period during which a project, unit of work, or activity can be carried forward. The work of this period is usually of the type carried on in more advanced pro- gressive schools. Children make playhouses, plan and develop a school garden, beautify their schoolgrounds, make a study of the community, study boats or Indian life, and in general tend to follow whatever appears to be of greatest interest and concern to them. Emphasis fre- quently is placed on excursions, constructional activities, and other types of firsthand experience. The activity period is related to the rest of the school experience to varying degrees. In some situations such a period is almost another subject in the curriculum plan. It has little relationship to work in the usual subject fields and sometimes follows a planned sequence of units. Variations are found from this point to the other extreme, in which the activity period develops entirely out of the immediate interests of children and is made the basis of prac- tically all other instruction. The significance of an activity period as a means of curriculum en- richment is directly dependent upon the way it is developed. In general, such a period permits greater consideration of pupil interests, greater variety of activities, and better adjustment of activities to individual pupil abilities than is provided by the traditional plan of curriculum organization. So far as these provisions are increased thru the activity period, the curriculum is enriched. The procedure has certain practical advantages in situations in which the traditional organization and con- tent of the curriculum are so well entrenched as to make modifications difficult if not impossible. Addition of an activity period in such a sit- ass the ma am on | ed _—_— _ ——/ NATURE OF CURRICULUM ENRICHMENT 243 uation does provide at least a portion of the school day in which con- sideration of pupils’ interests and needs is expected, and in which flexi- bility is recognized as an essential element in the curriculum. Regulation of pupil progress—A means of curriculum enrichment employed in a variety of ways is regulation of the rate of pupil prog- ress. The form most commonly employed is acceleration, altho fre- quently this practice is not recognized as being a way of seeking enrichment. When a pupil is accelerated a grade or half grade, it repre- sents a belief of the teacher or administration that the pupil will profit more from the advanced work of the higher grade than from the less advanced work of the grade to which normal progress would assign him. Another way in which progress is regulated is thru a plan of con- tracts or assignments whereby each individual moves forward at his own rate. The curriculum is set up in terms of a series of such contracts or individual assignments and each student works thru each assign- ment, beginning a new assignment as soon as he has completed the one upon which he is working. In this way the more competent student advances more rapidly than the poorer student, and is presumed to gain his enrichment by getting into more advanced work before the less capable student. The contract plan is frequently arranged so that contracts of vary- ing difficulty may be undertaken by pupils. A basic contract will be required of all pupils. Additional assignments may be done to secure better grades or to meet the special interests of pupils. This variation will be considered further in a later section. As is true with the other methods of curriculum enrichment which we have considered, the acceptability of modifying the pupil’s rate of progress depends upon one’s basic concepts of education and curricu- lum organization. This method rests upon the assumption that the curriculum is composed of so much material or content to be covered, and that education is largely a process of covering this content. Thus, whether it involves acceleration of a grade or half grade or more rapid progress thru a series of assignments, the curriculum plan is laid out in advance in segments and in considerable detail. In acceleration the determining factor is whether the pupil has sufficient command of skills and subjectmatter to skip a segment and move directly to the study of more advanced subjectmatter. In the contract or individual assignment plan, the work is planned in great detail in advance and the pupil simply moves from the mastery of one segment of subject- matter or one skill to another which appears logically to follow. The amount of material covered in a given period of time is the factor relied on for enrichment. 244 ELEMENTARY SCHOOL PRINCIPALS To the person who believes that American schools should provide every child an educational opportunity adjusted to his needs, inter- ests, and abilities for at least twelve years, acceleration is a makeshift method of enrichment—one which has been used to advantage upon occasion simply because of our failure to deal with the larger problem of broadening the curriculum sufficiently to care for the varying abili- ties of children in given age groups. It is believed that, as a rule, chil- dren should be grouped with others of their own general stage of growth and development, that common interests and similar social and physical development are more important than like ability in reading or arithmetic, and that acceleration in any form tends to overlook these more important factors in grouping. Because of these considera- tions there are few who would support acceleration as an optimum means of enrichment. Rather, the contention would tend to be that this method is better than no attack on the problem. The contract or individual assignment is limited by a number of factors. The root of the matter lies in the conception of the school: Is it a place where a group of children live together in a stimulating and worthwhile environment and learn as a result of the quality of their living, or is it a place to master certain bodies of materials and skills which can be used in other life situations? In the one, the group rela- tionship with emphasis on cooperation, citizenship, and problem-solv- ing predominates; in the other, the progress of the individual thru a course of study is accorded major emphasis. Under the former concept it is probable that limited use might be made of individual assignments or contracts to meet individual needs as they arise, but such use would be a small part of the curriculum, would be highly flexible, and would be related to enrichment largely because it would conserve time which could be devoted to other activities. Ability grouping and special classes—A method more largely of an administrative nature but aiming directly at curriculum enrichment is the classification of pupils in ability groups and special classes. The pros and cons of ability grouping and special classes have been dis- cussed so extensively that we shall not seek in the limited space here available to go into the general merits of the various plans that have been employed. We shall, however, consider certain general factors involved in the relation of such plans to curriculum enrichment. In some cases ability grouping and special classes are carried on in con- junction with carefully planned curriculum adjustments, while in other cases such adjustments are left entirely for the teacher to make with- out assistance. It is doubtful if much real change is accomplished in the curriculum except in those situations in which definite plans are worked out for different ability levels and special classes. Even in such sitt ope pen anc unc gui the: pur tecl ma: the to k ects to 1 oth the wor latt abil the prog fran thos is a edur requ the curr ized set ¢ and of a grea of t tivit into inte: cire prac Cl IES OO," Sl itr ve a NATURE OF CURRICULUM ENRICHMENT 245 situations the amount of real curriculum enrichment provided is an open question upon which opinions differ sharply. The position one takes on ability grouping and special classes de- pends largely on the relative importance he ascribes to homogeneity and heterogeneity of ability for the purposes of instruction. There are unquestionably some activities carried on in school which can be guided more effectively and be better adjusted to individual needs if there is a considerable degree of homogeneity in ability among the pupils involved. This is particularly true of the mastery of skills and technics. Brighter children require less time than duller children to master a given ability, even tho the two may feel equally the need for the ability. But there also are many activities in which it is desirable to have a wide variety of ability represented in the group. Group proj- ects in which emphasis is on learning to share, to assume responsibility, to work out a plan together, to follow leadership, and to do all the other things required in cooperative group living are promoted thru the presence of different abilities. The bright children must learn to work with the slower children and to appreciate the qualities which the latter have, and the slower pupils must in turn learn to recognize ability which is superior to theirs and to evaluate the suggestions of the more competent. ENRICHMENT THRU Basic REORGANIZATION OF THE CURRICULUM There are many curriculum workers who believe that no adequate program of enrichment can be accomplished in the traditional subject framework of the curriculum. It is contended that methods such as those reviewed above are only further tinkering, and that the result is a more and more unsatisfactory patchwork. To provide adequate educational opportunities for boys and girls in a social setting which requires a direct and immediate relationship between schooling and the needs and problems of living, it is believed that a new basis of curriculum organization is necessary. Unrelated facts, compartmental- ized beliefs, isolation of schooling from life situations, subjectmatter set out in advance to be learned, major attention to skills and technics, and emphasis on specialization are held to be inevitable characteristics of any curriculum organized within the traditional subject framework. The child-centered curriculum—-The movement which has exerted greatest influence in the direction of a comprehensive reorganization of the elementary-schoql curriculum is the “child-centered” or “ac- tivity” curriculum. This movement represents an effort to interpret into educational practice the philosophy of experimentalism. Varying interpretations of the principles involved and the pressure of practical circumstances have led to widely divergent and sometimes conflicting practices within the movement. Major emphasis is placed upon the 246 ELEMENTARY SCHOOL PRINCIPALS child’s interests, needs, and purposes, and on the importance of first- hand experiences as a means of learning. The optimum curriculum js held to be possible only as freedom is permitted to organize the cur- riculum directly in terms of children’s interests and needs, Fixed divyi- sions of the curriculum are dispensed with, and the plan of curriculum development becomes a problem for each teacher to work out with his particular group of pupils. Emphasis has been placed upon the restrie- tive nature of the activities in the traditional curriculum, and upon the need for increasing the variety of activities in which pupils may en- gage. Constructional, creative, excursional, and recreational activities have been accorded greatly increased emphasis over that provided in the traditional school. It is not our purpose here to undertake a general evaluation of the “activity” curriculum, but rather to look at the movement in terms of the contribution it has made to curriculum enrichment. An impar- tial judgment will recognize the very significant and far-reaching in- fluence of the movement in liberalizing and enriching the curriculums of even the most traditional schools. There can be little doubt that the movement has done as much as or more than any other influence to help free American schools from the dominance of memorization and vicarious experience. Introduction of subjects such as art and music into the traditional curriculum has been furthered by schools with the activity curriculum demonstrating the value of activities which fall in such subject fields. Just which of the practices introduced under the name of the activity curriculum represent an adequate interpretation of experimentalism, and just what procedures will persist in the evolving curriculum, are open questions, but it appears to be a fact which can be verified by general observation that schools which have undertaken re- organization of the curriculum along the lines of the activity movement have, as a rule, enriched the living of the boys and girls under their care. The social-centered curriculum—A second movement toward funda- mental curriculum reorganization which has become of increasing im- portance during recent years seeks to develop a “social-centered” or socially oriented program. This movement also involves widely varied practices. The general position accepts many of the points emphasized in the “activity” curriculum, being also an effort to interpret into prac- tice the philosophy of experimentalism, but it holds that the activity curriculum has been so completely absorbed with the interests of chil- dren that the equally important factor of the culture and its part in the interactive process of learning has been largely overlooked. According to this position the activity movement is lacking in a social philosophy, and the fundamental curriculum reorganization needed in America is | Th pu of ph: zat cur plo ricl sur ula imy cur: corr the whi boy wit] disy hee pate inte prov this % r. ss 1$ = l- eg in a- or ed ed ty il- he ng y, an NATURE OF CURRICULUM ENRICHMENT 247 — schools can be accomplished only as the individual with his needs and interests is seen in the larger relationships provided by such a philos- ophy. It is further contended that once an adequate picture is seen of the individual in these social relationships, a basis for a flexible, moving curriculum organization will be available. The lack of some basis of organization is pointed out as an essential weakness of the activity curriculum. Procedures employed in curriculum programs seeking this social em- phasis have involved extended study and analysis both of pupils and of problems and issues of general social significance in the various areas of living. The effort has been to provide a twofold guide whereby the teacher will be in position to apply the criterion of social significance as well as the criterion of pupil purpose and interest. The principal influence of this movement on curriculum enrichment is in the direction of emphasis on actual problems and issues of living. The curriculum is brought closer to life, with increased concern that pupils come to understand social realities and have as great opportunity as possible to participate in socially worthwhile enterprises. The variety of reference materials and activities is increased as the foregoing em- phasis is made operative. This brief review of major movements toward curriculum reorgani- zation makes evident the importance of evaluating any specific plan of curriculum enrichment in terms of the general approach which is em- ployed in the development of the curriculum. Under each plan of en- richment are assumptions concerning the general type of curriculum which should be developed, and the curriculum worker should be as- sured that these assumptions are acceptable before adopting a partic- ular plan. IMPORTANCE OF A UNIFIED CuRRICULUM In concluding this chapter, we turn attention to a matter of major importance in all phases of curriculum development. Whatever plan of curriculum organization is employed—whether subject, activity, or core—it is essential, if optimum enrichment is to be accomplished, that the entire life and program of the school be developed as a unified whole which is designed directly to provide a rounded program of living for boys and girls. Emphasis on specific parts or aspects of the curriculum without reference to the whole will inevitably lead to maladjustment, disproportionate emphases, ignored interrelationships, and overlooked needs of children. This is a matter of special importance because of the patchwork nature of the traditional curriculum and the resulting dis- integrative influence on the education of children. Plans presumed to provide curriculum enrichment should not be permitted to perpetuate this situation. Cross currents and conflicts must be eliminated, and inter- 248 ELEMENTARY SCHOOL PRINCIPALS relationships established among all phases of the curriculum if essen- tial continuity of experience is to be assured. It is of major importance, therefore, that any specific plan of cur- riculum enrichment be a part of a larger program of curriculum devel- opment. In this way, primary consideration may be devoted to the adequacy of the entire life and program of the school, and specific plans may be made to contribute to the support of the entire program, Optimum curriculum enrichment thus becomes possible. N the newer practices of elementary schools the individual is | introduced to a broad, rich environment that presents for him many challenging disturbances; for he must face effect- ively a great variety of real-life situations in order to become integrated within himself and with his environment. No limited concept of a curriculum as organized within compart- ments will suffice. No narrow concept of a school as operative within four walls will suffice. No restricted intelligence about conditions of modern society will be acceptable. Rather, only the realities of society, the total life and culture of the in- dividual, a theory of multiple learning, and the most compre- hensive view of experience will meet the need. . . . Such ac- tivities as participation in school community life, discussion groups on elementary social and economic problems, and field trips to study industrial processes, housing conditions, or the machinery of government help to build a realistic apprecia- tion.—Wrightstone, J. Wayne, Appraisal of Newer Elementary School Practices, Teachers College, Columbia University, 1938, p. 139. (Quoted by permission of the publishers.) tr Tm 1 2 NATURE OF CURRICULUM ENRICHMENT 249 SELECTED REFERENCES _ Bove, Boro H. Progressive Education at the Crossroads. New York: Newson and Co., 1938. 128 p. . Bruner, Hersert B. “Some Requirements of the Elementary School Curricu- lum.” Teachers College Record 39: 273-86; January 1938. 3. CALIFORNIA ELEMENTARY SCHOOL PRINCIPALS ASSOCIATION. Current Curricular — ao oo o 13, s 0. Practices in Elementary Education. Ninth Yearbook. Sacramento, Calif.: the Association, 1937. 158 p. _Caswe.t, Houuis L. “Developing the Design of the Curriculum.” Democracy and the Curriculum. Third Yearbook of the John Dewey Society. (Edited by Harold Rugg.) New York: D. Appleton-Century Co., 1939. Chapter 15, p. 406-34. CasweL,, Houuis L. “Social Understanding and the School Curriculum.” Teachers College Record 39: 315-27; January 1938. . CasweLi, Hoiuis L., and Campseti, Doak S., compilers. Readings in Curricu- lum Development. New York: American Book Co., 1937. 753 p. . Courtis, Stuart A. “Of the Children, by the Children, for the Children.” Childhood Education 14: 101-105;. November 1937. . NationaL Epucation Assocration. “Curriculum in Transition: Panel Discus- sion.” National Elementary Principal 18: 36-53; October 1938. . Dewey, JoHN. Experience and Education. New York: Macmillan Co., 1938. Chapter 1, “Traditional vs. Progressive Education,” p. 1-11. . Harap, Henry. “Trends in the Early Elementary Curriculum.” Childhood Education 14: 53-57; October 1937. . Harris, Pickens E. The Curriculum and Cultural Change. New York: D. Appleton-Century Co., 1937. 502 p. . JOINT COMMITTEE ON CURRICULUM OF THE DEPARTMENT OF SUPERVISORS AND Directors or INSTRUCTION OF THE NATIONAL EDUCATION ASSOCIATION AND THE Society ror Curricutum Strupy. The Changing Curriculum. New York: D. Appleton-Century Co., 1937. 351 p. Kivpatrick, WILLIAM H. Remaking the Curriculum. New York: Newson and Co., 1936. 128 p. . Misner, Paut J. “Curriculum Building as Group Thinking.’ Journal 10: 55-59; February 1939. ’ Curriculum . Morrison, J. Cayce. “Elementary Education Moves Ahead through Cur- riculum Reconstruction.” New York State Education 24: 512-15; April 1937. . Reece, Cueaves M. “Curriculum Construction by a Committee of One.” Jour- nal of the National Education Association 28: 7-8; January 1939. . Reep, Homer B. Psychology of Elementary School Subjects. Revised edition. Boston: Ginn and Co., 1938. 582 p. . Ruec, Harotp O. American Life and the School Curriculum. Boston: Ginn and Co., 1936. 471 p. . Scumippt, Cuartes C. Teaching and Learning the Common Branches. Revised edition. New York: D. Appleton-Century Co., 1938. 468 p. . StretcH, Lorena B. The Curriculum and the Child. Minneapolis, Minn.: Edu- cational Publishers, 1939. 503 p. CHAPTER II APPROACHES TO CURRICULUM ENRICHMENT EDITORIAL COMMENT HE INTRODUCTORY CHAPTER has discussed the modern conception Ts the curriculum, the current need for curriculum enrichment, and the general methods which have been used to bring about enrichment. These methods include the addition of subjects, the modi- fication of content and activities in subjects already taught, the addi- tion of an activity period, individualized assignments, ability grouping, special classes, and finally, basic reorganization of the curriculum in terms of child interests and activities or social enterprises and prob- lems. This chapter illustrates several of these methods. While there are differences of opinion as to the relative merits of these approaches, each one may have value in particular school situa- tions. The trend today is away from the traditional subject-centered curriculum and toward a curriculum organized around child needs and social living. Yet many schools are able to move only slowly in this direction. Specific approaches to enrichment should harmonize with the general curriculum plan adopted. If the general plan is inadequate, it should be modified as soon as possible. The first article in this chapter, by Jones, outlines a plan of instrue- tion in which the direct teaching of subjects is accompanied by units of work that cut across subject lines. In the next article Jump tells how separate subjects were correlated with the socia] studies as a cen- ter. Farthing and Gorman offer suggestions for integrating material from several subject fields about a central theme. Willcockson describes the reorganization of a school program in terms of children’s activities. The next three articles are concerned with programs of curriculum study and revision involving whole school systems. Falk reports such a study in a city system and emphasizes the development of new courses in social studies and science. Broaddus and Norris outline city- wide curriculum projects in English and science. Wein’s article shows how the teachers of a county school system cooperated in enriching the science program. The last two contributions are quite different from the others. Zieg- feld tells how the art needs of a community were studied in developing a functional program of art education. Chalfant describes the introduc- tion and teaching of French in the upper grades. Various approaches to curriculum enrichment are discussed also it the references listed on page 303.—Editorial Committee. [ 250 } sel cec to. siti acc sel Pot cre dus diti sch tint zat: chil of 3 a si suc! “ cor vali of 1 dev: nee¢ pres Ark the tion ent, Out di- ldi- ing, 1 in ‘ob- 3 of ua- red and this vith ate, APPROACHES TO CURRICULUM ENRICHMENT 251 A COMBINATION OF UNIT TEACHING AND SUBJECT TEACHING IN A PLATOON SYSTEM RatpyH B. Jones Director of Curriculum Revision, Public Schools, Fort Smith, Arkansas most significant is the concept of the teacher as a guide to the child in his growth and adaptive processes. The acceptance of this notion of the teacher’s position in the educational scheme places a tremendous responsibility upon all who are connected with a school system. It involves, first of all, a recognition of the needs and interests of the child as a basic consideration. Second, there must be an ad- ministrative framework within which the child’s interests can be dis- covered and extended and his needs can be met. Third, there must be selection and rejection of materials, equipment, and teaching pro- cedures in terms of (1) the relative significance of their contributions to child growth, and (2) the limitations which exist in any given school situation. In a constantly changing world, with its ever increasing cultural accumulations and complexities, the need for a continuous program of selection is evident. The possible activities for the child are countless. Potential subjectmatter is boundless. Both are being continually in- creased as a result of the scientific research, the discoveries, the in- dustrial developments, and the creative endeavors of man. These con- ditions, together with a growing conception of the function of the school, make it imperative that every school system maintain a con- tinuous program of curriculum revision. Curriculum revision in its broadest aspect is a continuous reorgani- zation of the whole school program in terms of those experiences of childhood which come within the province of the school. It is a matter of improving every school factor involved in child development thru a series of guided experiences. From this point of view there are no such activities as are commonly designated as “extracurricular” or “cocurricular.” Any activity or material having a justifiable educative value becomes a definite element of pupil experience, and as such is a part of the school’s curriculum. The only justifiable basis for any of the activities or materials which are included as a part of the developmental offering of the school is the needs of the child. These needs are conditioned by a great many factors in the past experience, present environment, and future plans of the child. The program of instruction in the elementary schools of Fort Smith, Arkansas, is planned with two main purposes in view: (1) to provide the child with an environment conducive to the development of the fs RECENT DEVELOPMENTS in educational thinking, one of the 252 ELEMENTARY SCHOOL PRINCIPALS — ns social traits and attitudes which are generally agreed to be essentig| for successful living in a democratic society; and (2) to provide thoge experiences which will lay a foundation in the skills and understand. ings which are essential for continued intellectual growth and cultura| enjoyment. While not minimizing the importance of such fundamenta| skills as reading, writing, spelling, oral and written language, and use of number, the program also provides a definite series of enriching experiences in music, art, science, the library, the auditorium, and physical education. The platoon school organization is used, the skill subjects being taught in the homeroom and the more specialized con- tent subjects being taught in separate rooms by special teachers. 4 brief description of each distinct phase of the school program follows, Units or Work A large portion, tho not all, of the materials of instruction is organ- ized into units of work adapted to each of the various grade levels. In organizing these units the teachers take their leads from the various aspects of social living with which children come in daily contact, This is sometimes referred to as the “social functions approach” to the problems of instructional organization. Units of work on the primary level—In the primary grades th teacher takes her cue from the child’s experience and contacts in the home, school, and community. Examples of leads around which may be organized meaningful situations for the primary child are: using educational facilities; taking part in recreational endeavors; protect- ing life from accidents in the home, school, and community; practicing health habits in home and at school; preventing disease in home, school, and community; using medical and hospital facilities; plan- ning and selecting a balanced diet; conserving foods produced in the community; using transportation. facilities; using mail service; beat- tifying home, school, and community; and participating in religious activities. The chief responsibility for planning and organizing units of work in the areas suggested above lies with the teacher of the regular or skill subjects—that is, the homeroom teacher. Having each of two groups of children for half of the school day gives this teacher adequate opportunity for directing these socializing experiences in an effective manner. If and when leads develop in the direction of the more highly specialized fields, the teachers of special subjects are called upon to make whatever contribution seems advisable from their respective fields. Many significant leads are omitted from the manuals on unil materials, because it is felt that they can be more adequately developed under the direction of teachers with specialized training. org lan tial Ose nd- Ira] ital and ling and kil] On- 3. A IWS, rain: the the may sing ect- cing yme, lan- the eal- r10us vork r or two uate ative ghly n to otive unit oped APPROACHES TO CURRICULUM ENRICHMENT 253 In planning units of work the teachers are urged to use the greatest possible amount of originality and initiative, and to adapt the activi- ties and materials of instruction to fit the needs of each particular group. There is no definite sequence of units suggested for them, and no ready-made units are planned in advance. Each unit grows from a com- bination of the needs and interests of the children and the instructional materials available. The manual is merely a source book to help the teacher in her planning. Units of work on the intermediate level—A similar plan is followed with respect to the development of units on the intermediate grade level. Among the leads around which units of work may be organized in these grades are the following: maintaining personal and community health; enjoying our surroundings and making them more attractive; developing and using communication; developing and using trans- portation; protecting life and property from floods and fires; protect- ing life from accidents; protecting the public from crime; providing the necessities of food, shelter, and clothing; participating in educa- tional and recreational activities; developing and using educational and recreational facilities; conserving social, moral, and esthetic values thru religion. On this level, consideration is given to the child’s continually ex- panding contacts with presentday living. An attempt is made to guide him thru a series of experiences which will make him progressively more aware of the problems of community living and progressively more capable of finding satisfactory solutions to those problems. Here, as in the primary grades, the controlling factors are the needs and interests of the child together with the available instructional materials. THE Direct TEACHING PROGRAM It is recognized that the informal type of organization which char- acterizes the unit of work cannot provide for every child the proper sequence of skills and abilities in all the important areas of human culture and achievement. Therefore, it is necessary to have a program of direct teaching, the main responsibility of which is to provide for continuous growth in those areas which are not adequately cared for in the units of work. Since in most cases the unit of work does not occupy more than one-fourth of the school day, ample time is left for a systematic program of directed activities in areas which demand amore highly sequential treatment. Language arts—The language arts field is the chief medium for developing the units of work. Listening, reading, talking, discussing, and writing are all involved in these units. One advantage of the unit organization is that it provides a desirable situation wherein the language arts can function to better advantage than in more formal 254 ELEMENTARY SCHOOL PRINCIPALS school situations. At the same time, the technics used in the units of work do not guarantee a definite sequence of language experience or a continuous growth in functional language. For this reason some direct teaching of language seems essential. As the child uses his language skills in meaningful situations, he recognizes a need for continued im- provement. The teacher also becomes more conscious of the child’s need because of the highly individual nature of his contribution to the unit. This recognition of individual need gives the teacher and her pupils the dominant purpose necessary for economical learning of the more complex language skills in a directed study period. Arithmetic—Little emphasis is given to the more formal types of arithmetic in the primary grades. Some attention is given to simple addition and subtraction combinations at about the second-grade level, but no formal drill is given in the first grade. The child’s number experiences in the first grade are wholly incidental and are brought out in relation to his schoolroom environment. As the child advances to higher grade levels, an attempt is made to follow a definite sequence of arithmetical skills and concepts according to their presumed diffi- culty. For example, since certain division skills are easier for the child to master than certain long and complicated problems in addition, the former are introduced before the latter. It is not advocated that teachers attempt to secure complete mastery of any given type of arithmetical skill before introducing another type. Music—Next to the language skills and number concepts, music per- haps occupies the place of major importance in the lives of most chil- dren in and out of school. Music instruction in the elementary schools begins in the first grade. There is a definite program of such instruc- tion under the direction of a teacher who has had special training in public school music. This teacher is charged with the responsibility of providing a series of planned experiences in music which will promote continuous growth on the part of the child in the production and appreciation of music. These planned experiences may be roughly divided into three types: (1) experiences which are designed to provide growth in singing; (2) experiences which are designed to provide growth in ability to listen to music understandingly and apprecia- tively; and (3) experiences which are designed to provide opportuni- ties for the child to express himself creatively in music. The various types of musical experience are interwoven and are not generally presented as involving separate skills. In addition to the program just indicated, all pupils who wish to do so may become members of the elementary-school band. Naturally, a great deal of the child’s musical experience is in con- nection with units of work developed under the guidance of the regular- rn, So © @ 8S" te = m = ww: i) on res rar eX] sch wel of t ing wee clot fere mat hun cov the hh teac wv a coe rserhUlC TO nee ' APPROACHES TO CURRICULUM ENRICHMENT 255 subjects teacher. When definite leads develop which indicate that an important contribution can be made from the area of music, the regular-subjects teacher and the music teacher plan cooperatively for such experiences. When not assisting in such relationships, the music teacher is free to provide her own program with emphasis on the best known music sequences. It is also quite common for units of work to have their origin in the music classes. The musical observance of spe- cial holiday seasons, such as Thanksgiving, Christmas, and Easter, and the preparation of operettas or other types of school programs, often lead to the development of units of work related to these activities. Art—Art experiences also have a definite place in the program of the elementary school. These experiences may be roughly classified in two groups: (1) those provided in connection with the development of units of work; and (2) those planned by the art teacher to provide for continuous growth of the child’s ability to express himself thru the various art media. Any good unit of work involves certain aspects of art. In such situations a good teacher is concerned with the child’s use of materials on the highest artistic level of which he is capable. Within the unit, art becomes an aid to the child in the expression and illustration of his ideas. A great deal of the art teacher’s time is taken up in guiding the child in such activities as making posters, charts, and friezes which are the direct outgrowth of his participation in other phases of the school program. The chief consideration in this work is not the results which appear on paper, but what goes on in the child’s mind while he is getting these results. The art experiences, therefore, are designed to introduce a wide range of subjectmatter and to capitalize upon the art elements which exist in all phases of the child’s experience, both in and out of school. Elementary science—The science experiences of the elementary- school child are planned around a few major problems which are heavily weighted with both natural science and social science implications. Some of these problems are: enjoying and protecting our animal friends; liv- ing with plants all about us; observing and recording the changes of weather and seasons; providing our community with food, shelter, and clothing; making and using maps; discovering how people travel in dif- ferent parts of the world; adapting dress to the needs of varying cli- mates and occupations; using plants, animals, and minerals to meet human needs; using machinery to make more goods available; dis- covering the natural forces which affect ways of living; and learning the story of our earth. In guiding children thru experiences indicated by such problems, the teacher of elementary science works in very close cooperation with the 256 ELEMENTARY SCHOOL PRINCIPALS teacher of the regular subjects. A comparison of these problems with those indicated earlier for units of work will show a very close relation- ship between the two lists. In many cases the science teacher is con- cerned only with the purely scientific aspects of the unit being developed in the regular-subjects room. At other times the science teacher is free to plan her own program of guided experiences within the area assigned to her. Physical education—The physical education program in the Fort Smith elementary schools is designed to meet the needs of growing chil- dren for wholesome physical activities, and at the same time to provide experiences which will carry over into their leisure hours. The activi- ties are selected on the basis of their suitability for actual participation by children at the various age levels represented. The following types of activities are included: mass games, hunting games, squad games, highly organized games, relay races, individual athletic contests, gym- nastic stunts, fundamental skills and correctives, organized playday programs, and rhythmies, including singing games, folk dances, natural dances, character dances, clogs, and free rhythm. LIibrary—In recent years our elementary schools have experienced an unusual development in the field of library materials and their use. It is believed that modern educational trends necessitate the library as an integral part of the school. Today elementary-school children, like high- school and university students, are encouraged to read, observe, experi- ment, investigate, and organize the information thus acquired. The ele- mentary-school library, therefore, becomes the laboratory of the school and provides a natural center for integrating the school program. The following types of activities and situations are provided therein: caring for and handling books, learning how to open and use books, learning the meaning of book classification, developing a suitable daily routine, using reference materials, using the bulletin board, providing and using suitable magazines, reading for pleasure, introducing a new book, read- ing for information, using the library in connection with class work, telling stories and enjoying poems, using the library and special days, keeping a check on the reading done, selecting library materials, intro- ducing authors and illustrators, cataloging books, and using the card catalog. Auditorium—tThe auditorium of the elementary school also is an im- portant socializing and integrating center. The daily auditorium period provides an opportunity for the child to bring together and present to others the results of his experiences in all other phases of the school pro- gram and in his out-of-school contacts. The emphasis of the auditorium activities is upon group participation, oral expression, and social expe- riences of a distinctly character-building nature. The directed audi- im- ‘iod t to r0- jum pe- 1di- APPROACHES TO CURRICULUM ENRICHMENT 257 torlum experiences are concerned with such activities as pantomime, creative dramatizations, pageantry, formal plays, puppets, motion pic- tures, story-telling, poetry-reading, formal and informal talks, radio broadcasts, group singing, special-day programs, operettas, folk dances, and club programs. The main consideration of the teacher in guiding these activities is to provide situations in which the child may express himself freely, willingly, and joyfully. The actual participation of the child far outweighs in importance the quality of the finished product. PROVIDING GUIDANCE FOR TEACHERS The above plan of organization is the result of five years of inten- sive work on the part of the entire staff of the elementary schools. During this time a definite plan has been outlined for each year, plac- ing the emphasis at points agreed upon by all workers. All teachers in the elementary schools have made contributions thru the various com- mittees to which they were assigned. The committee work has resulted in manuals of guidance for teachers in all the phases of instruction indicated in the above discussion. These manuals are used as source materials to which the teachers may go for suggested solutions of their curriculum problems. They are not courses of study, in the traditional sense, but are collections of reports written by the teachers themselves on the basis of their daily classroom experiences. ep new school, on the other hand, encourages the child to be a distinet personality, an individualist, to believe in his ability—but of course not to an unjustifiable degree. It sets up situations which provide constant practice in cooperative liv- ing. It encourages activities in which he can make a personal contribution to group enterprises; in which he has social experi- ences, graded to fit his level of social development; in which he feels himself an accepted and respected member of a society of which he himself approves.—Rugg, Harold O., and Shumaker, Ann, The Child-Centered School, World Book Co., 1928, p. 65. (Quoted by permission of the publishers.) 258 ELEMENTARY SCHOOL PRINCIPALS USING SOCIAL STUDIES AS A CENTER FOR THE INTEGRATION OF SUBJECTS RayMOoNnD JUMP Teacher, Tilghman School, Talbot County, Maryland as an integrating center in an elementary-school classroom. The social studies program was not the kind which overemphasizes contemporary problems and neglects the influence of the past on the present. Rather, it was an organization of history and geography mate- rials in which the problems that have faced social groups, together with their solutions or attempted solutions, were seen in proper per- spective, and in which the influences of the past on the present were viewed with careful attention to time sense, origins, and developments. The term “integration” is here used broadly to mean a bringing of related materials and activities in various subject fields to bear on a central core of subjectmatter or field of primary interest. The pur- pose of such integration is to give greater homogeneity to the concepts and ideas developed by children, to foster comprehension by presenting subjects in their manifold interrelations rather than in isolation, and to enable children to see facts and ideas in their natural setting, in their developmental sequence, and in a full frame of reference. By this means it is believed that the dynamic life-quality of subjectmatter may be retained, and that the personalities of pupils may be enriched so that they will be better able to cope with the problems of their own times. The specific plan of integration described here was a type often referred to as “correlation,” since each subject field except history and geography retained its separate identity and had its own place on the daily schedule. This integrated program was used with a group of sixth- and seventh-grade pupils in a four-teacher elementary school—seventeen pupils in the sixth grade and twenty-one in the seventh. Their [Q’s as measured by a standard group test of mental ability ranged from 70 to 124, with a mean of 104. Their chronological ages ranged from eleven to fourteen years. The children lived in an island community in Talbot County, Maryland, and altho the island is connected with the mainland by a bridge, the children lacked many of the desirable social and cultural experiences which are found in other less isolated communities in the same school system. Previous to this school expe- rience these pupils had not been taught by means of an integrated program of instruction, but by a program in which each subject was presented in isolation. Te: ARTICLE tells how a unified course in social studies was used ii, a a: i lik us pe du bo an: ent pu in | rial APPROACHES TO CURRICULUM ENRICHMENT 259 THE PROGRAM IN GENERAL The daily schedule was arranged so as to allow a large block of time for the subject fields included in the integrated program. The first hour of the day was devoted to social studies—a combination of Old World background history and the geography of the lands and peoples considered therein. No basal texts were used, but thru the use of study guides, outlines, and problems the materials from several geography and history texts were integrated. Following this came a forty-five-minute period given over to liter- ature. The material studied during this period included literature written during the eras being considered, and literature written later but referring particularly to the lands and peoples being discussed in the social studies period. This material was selected, of course, with consideration for the maturity level of the pupils. The art period followed the literature period. Here the instruction consisted of actual manipulation of materials in drawing, sketching, carving, and painting, and in making objects. It also included appre- ciation lessons based on pictures of the architecture and sculpture of the historical period being discussed. The materials and activities of the music period were related to the peoples being studied thru the use of songs based on legends and stories of those peoples. Choral speech and choral reading were employed in interpreting literary materials related to those countries which in their older civilizations used choric groups to express religious and patriotic feelings. Musical instruments representing those fashioned and used by certain ancient peoples were constructed during several of the musie periods. During the time devoted to reading the pupils were supplied with numerous books—both factual and literary—dealing with the peoples and times studied earlier in the day. The classroom library was sup- plemented by books transported by the teacher from the central library located in the county seat. The reading periods met the usual requirements established for library periods. On some days the period was used entirely to stimulate the children to read by intro- ducing them to certain texts, by suggesting the contents of certain books, by raising questions which the material in the books would answer, and by giving the pupils just enough of the stories contained in certain books to whet their reading appetites. On other days the entire period was given over to library reading on the part of the pupils. Sometimes the teacher read to the pupils for a whole period. At still other times the children received instruction in reading and in library skills so that they would be better able to utilize the mate- rials found in history and geography texts, books of a literary nature, 260 ELEMENTARY SCHOOL PRINCIPALS anthologies, atlases, reference books, and books containing collections of pictures of paintings, architecture, and sculpture. The instruction in English, which more than met the requirements of the course of study so far as types of activity and achievement in skills were concerned, was based on the materials used and the activities engaged in by the pupils during all other periods of the day. In one sense the work in English was the crown of each day’s work in all other subjects. Since the major portion of each day was spent in assimilating new facts, clarifying ideas, and building meaningful concepts, the pupils were well equipped with ideas to express when the time for a skills period in English arrived. While the other subjects in the integrated program served to establish countless impressions and develop numerous ideas, the English program served as a vehicle for organizing and expressing those ideas in many different forms. In this way, purposeful yet systematic training was given in story- telling, conversation, paragraph construction, outlining, note-taking, the writing of diaries, play-writing, dramatic expression, and book- reporting. It will be noted that certain important subjects in the elementary- school curriculum have not been mentioned in the preceding descrip- tion of the integrated program. Their omission does not mean that these subjects were not taught at this time to these children. Arith- metic and elementary science, for example, were taught daily but were correlated with the content of the social studies only when the nature and development of these subjects showed a close relationship to the history of certain ancient civilizations. AN ILLUSTRATION OF THE PROGRAM To make clearer the picture of the integrated curriculum presented in general terms above, a more detailed view, with attention to actual materials and activities used, is given briefly here. This example of integration has been selected from a part of the first semester’s work in which the “Life of the Ancient Greeks” was the integrating center. Practically all class activities, materials, and learnings were focused on this topic during the time allotted to it. Social studies—The story of the Greeks was divided into five major periods: the Mythical Period of Early Greece, the Rise of Sparta, Early Days of Athens, the Golden Age, and the Decline of Greek Power. The history of these periods, together with the geography of Greece and other lands with which the Greeks had contact, was taken as the basis of study. The sketchy treatment of this phase of history offered by most elementary-school texts was supplemented by other readings and by the teacher, so that the pupils were given intimate and detailed knowledge of the lives of the early Greeks and their a a di APPROACHES TO CURRICULUM ENRICHMENT 261 neighbors. Emphasis was placed on the social history and cultural development of these peoples. Literature—Myths and legends portraying the life and the religious and scientific beliefs of the early Greeks were read and discussed. Legends related to Jason, Heracles, Theseus, Oedipus and the Sphinx, Deucalion and Pyrrha, Damon and Pythias, and Croesus were read. The pupils enjoyed reading and hearing read children’s editions of the Odyssey and the Iliad. In addition, the pupils experienced some of the poetry of Sappho, Aleaeus, and Simonides; stories of the trage- dies of Aeschylus, Sophocles, and Euripides; stories of the comedies of Aristophanes; simplified versions of Herodotus’ History of the Persian War and Thueydides’ History of the Peloponnesian War. The children also read the biography of Alcibiades from Plutarch’s Lives, and simple biographies of Socrates, Plato, Demosthenes, and Diogenes. Xenophon’s Retreat of the Ten Thousand was also used successfully with these boys and girls. Art (manipulation and appreciation)—The activities included in the art periods were drawing, sketching, and painting objects and scenes related to Greek life; making friezes which were used for decorative purposes in the classroom; making models of Greek boats; sculpturing from soap and white wax candles some of the principal buildings of Athens, with particular reference to the types of columns used in architecture, and reproducing in the same media some of the outstanding examples of Greek sculpture; making scrolls; and making booklets in which were mounted drawings and pictures, with each item properly labeled and explained in accompanying paragraphs. In addition to the activities in which materials were manipulated and out of which grew some objective representation of ideas gained thru the &tudy of Greek life, there were appreciation lessons based on pictures of Greek architecture, including several presentday build- ings which have been designed according to the Greek traditions. There were also lessons based on pictures relating to Greek life and customs, such as “A Reading from Homer” and “Nausicaa and Her Maidens.” Reading—Space does not permit the listing of all the books used during the reading periods. More than sixty books were transported from the central library and made available to the pupils. In addi- tion to this source of reading material, there were numerous sample copies of readers and supplementary history texts which had been placed in the classroom by the supervisor. These contained valuable information on the topie under discussion, and since the material was scattered thruout the texts, it afforded excellent motivation for lessons in developing the skills and habits involved in locating, select- ing, evaluating, and organizing materials for specific purposes. 262 [IXLEMENTARY SCHOOL PRINCIPALS OUTCOMES OF THE PROGRAM The program of integration which has been described was planned and administered for the purpose of teaching desirable information and skills, developing understandings and concepts, and enriching the personalities of the boys and girls in the class. As in practically all programs of instruction, many of the desired outcomes were intan- gible and not subject to accurate and objective measurement. Yet it is gratifying to the teacher and to the school administration to realize that certain measurable traits showed marked growth. While there was no control group with which to match the group being studied, the results achieved by this group as measured by certain standard tests were compared with the results achieved by all other sixth and seventh grades in the school system, and were also compared with the test norms for achievement and for growth. In Old World background knowledge, in literature, in geography, and in reading, the experimental group was found to be superior to the other sixth and seventh grades, and its achievement exceeded the grade norms and growth norms of the tests used.1 Also in terms of pupil enjoy- ment and ease of adjustment it is felt that the program of integration was highly successful. 1Branom, M. E., and others. Unit Scales of Attainment (Divisions 2 and 3, Form B). Min- neapolis, Minn.: Educational Test Bureau, 1933. Renfrow, O. W. The Renfrow Sixth Grade History Test (Tests I and II, Form B). Cincinnati Ohio: C. A. Gregory Co., 1930. Wiedefeld, M. Theresa, and Walther, BE. C. Wiedefeld-Walther Geography Test for Grades 4 to 8 Yankers-on-Hudson, N. Y.: World Book Co., 1931. pe schools, as one factor of this educational process, are simply institutions specialized to the task of helping youth to find short cuts to the world’s wisdom. They aid him to organize his experiences; to recognize relationships and se- quences in natural phenomena; to understand, as much as he may, the behavior of his fellows in order that he may coop- erate—or refuse to cooperate—with them.—Marshall, Leon C., and Goetz, Rachel M., Curriculum-Making in the Social Studies, Charles Scribner’s Sons, 1936, p. 1. (Quoted by per- mission of the publishers.) pr mt ani a ( be APPROACHES TO CURRICULUM ENRICHMENT 263 SUCCESSFULLY INITIATING AN INTEGRATIVE PROGRAM Dororuy K. Farrturne, Supervisor and Frank H. Gorman, Principal Elementary Division, University of Missouri Laboratory School, Columbia, Missouri HERE 1S probably no activity in the field of teaching in which the caution “make haste slowly” applies more pertinently than in the introduction of an integrative program of instruction. Several years of experience in assisting both teachers in training and experienced teachers who were desirous of learning how to conduct such a program have led the writers to place this item foremost in their list of observations. Obviously, success for the experiment requires more than the mere heeding of this caution. There must be a plan of procedure which one van follow with confidence and assurance. It is hoped that the obser- rations on this problem which are presented here will be of value to those who must assist in initiating integrative programs of instruc- tion. Need for orientation of teachers—A plan which will initiate a teach- ing program that is integrative in purpose cannot cast aside all equip- ment, courses of study, and experience found useful in the past. It is desirable to build upon that which is already available. A chaotic state is almost inevitable if teachers with little preparation for a program of this kind are required to operate one of pure integration. A plan, then, to incorporate a new philosophy into classroom practices must look first to orienting the teacher upon whom its success will ultimately depend. Wise administrators who hold hopes for extending integrative programs understand that there is more in the issue than indoctrination of teachers with the philosophy and values of integra- tion. Two major problems will immediately present themselves for solution. The first of these has to do with adjusting teachers to the new idea. The second involves adaptation of the curriculum so as to produce the desired degree of integration. The latter is the problem dealt with in the remainder of this discussion. The nature of the program—First of all, it is necessary to have a core for the program. This core or emphasis is essential because there must be some one thing which serves as a selector of subjectmatter and activities. A definite trend at present is toward the selection of a core from the social studies. However, the core does not have to be the same in every grade or in every unit of any one grade. Indeed, 264 ELEMENTARY SCHOOL PRINCIPALS it is advisable to give different emphases from time to time. In one unit there may be a historical theme dominant; in another, a geographical theme may receive primary consideration. Obviously, the history and geography of the same area must be considered in any unit of this kind. It would be futile, for example, to attempt the joint use of the history of the United States and the geography of the Nile Valley. A historical theme involving events and periods presupposes a geo- graphic setting. This fact is the point from which one proceeds in planning for integrative materials based on the social studies. It is unwise at first to include many subjects. It is advisable to increase the number of fields only as the directing teacher is able to see their place in the integrative scheme. Unless the experimenter can see clearly how each subject introduced will further the integration of the pupils concerned, the attainment of subjectmatter goals thru correlation is likely to be the only result. It is extremely important that those mak- ing first steps to realize an integrative plan of instruction should limit themselves to one major field. To repeat, ambition to try a new plan is commendable, but unless the experimenter moves slowly he may attempt more than can be suc- cessfully carried to completion. It is better that the classroom worker first evaluate the results of a modest but successful attempt. Failure in the initial trial may play havoe with future effort and progress. An illustrative unit—A brief description of a unit in which an inte- grative organization was tried may help to clarify the foregoing point. The history curriculum for the Advanced Unit (Grade VI) of the University of Missouri Laboratory School included the Louisiana Pur- chase. History at once became the main core of the integrated unit. Factors of history involved are quite evident, but there are also geo- graphical factors which contribute to the understandings anticipated from a study of the Louisiana Purchase. Rivers, plains, boundaries, natural resources, and natural environment were selected as important for a better understanding of the historical event. These were learned not as mere facts of geography, but rather in relation to their impor- tance in the Louisiana Purchase. This combination of history and geography was all that was at- tempted in the way of integration at the first teaching. A second teaching of the unit viewed English as another field which could emphasize the understandings hoped for. Written and oral English in the form of original dramatizations depicting scenes from Jefferson's and Napoleon’s part in the purchase, life in the area, and strife at New Orleans were introduced. Letters and messages were composed for use in the dramatizations. Reports and book reviews also resulted. An assembly program utilized many of these efforts to good advantage. APPROACHES TO CURRICULUM ENRICHMENT 265 —— A third teaching of the unit included art activities as still another means by which the anticipated outcomes could be realized. Produc- tion of Mississippi scenes, pictorial maps, and costumes had a part in giving reality to the study. After three different experiences with teaching the unit, its integra- tive possibilities are not yet exhausted. Music and physical education would contribute much and will ultimately be included. Conclusion—This description is not intended to be inclusive, but merely to show how integrative organization can progress. The writers hope to leave with those who plan to initiate integrative programs an appreciation of the importance of proceeding only as fast as teach- ers can actually break down subjectmatter lines and select relevant material from the various fields. ““Make haste slowly” must be observed if successful integrative programs are to evolve from present cur- riculums which consist of subjectmatter fields treated in isolation. HE titles we find in a school program, such as history, p patinaesl algebra, botany, assume that learning is al- ready at hand, set in proper summaries and needing only to be divided up into proper doses. . . . It is only too common to hear students (in name) say in reference to some subject that they “have had it.” The use of the past tense is only too sig- nificant. The subject is over and done with; it is very much in the past. Every intelligent observer of the subsequent career of those who come from our schools deplores the fact that they do not carry away from school into later life abiding intellectual interests in what they have studied. . . The failure is again due, I believe, to segregation of subjects. A pupil can say he has “had” a subject, because the subject has been treated as if it were complete in itself, beginning and terminating within limits fixed in advance. A reorganization of subject-matter which takes account of out-leadings into the wide world of nature and man, of knowledge and of social interests and uses, cannot fail save in the most callous and intellectually obdurate to awaken some permanent interest and curiosity—Dewey, John, The Way Out of Educational Confusion, Harvard University Press, 1931, p. 138, 37-38. (Quoted by permission of the publishers.) 266 ELEMENTARY SCHOOL PRINCIPALS REORGANIZING A SCHOOL PROGRAM ON A FUNCTIONAL BASIS Mary WILLcocKSON Supervisor of Elementary Grades, McGuffey School, Miami University, Oxford, Ohio at Miami University asked their director to help them reorganize the work of the school because they were becoming more and more dissatisfied with its effectiveness. Each teacher realized that she was an isolated unit, carrying on her own work without thought of the continuous growth of children during the entire elementary-school period. She taught the three R’s and any other subject that appealed to her. As a result, one teacher was stressing science, but had no work in history and only an occasional lesson in geography. Another teacher stressed poetry, but had no science. In an intermediate grade, history, geography, and civics were taught in parallel but unrelated courses with subjectmatter logically arranged. Next door, history and geog- raphy were taught in alternating courses with somewhat related sub- jectmatter, psychologically arranged. The teachers felt the need for a more effective, functional organiza- tion of school activities. Some teachers wanted a reorganization of school subjects with a definite amount of subjectmatter planned for each grade. Others thought that a mere reorganization of subjects would not touch the root of their problems; they wanted the work of the school organized in terms of the normal activities of childhood. They insisted upon a broad, well-balanced, dynamic program that would emphasize understandings thru firsthand experience. To bring about the desired reorganization of the curriculum, the teachers were organized in committees. The director of the school met with the supervisor and teachers in weekly meetings during the first year and whenever the committees needed him during the following years. Subjectmatter specialists were invited to participate when the teachers required their help. Developing a common point of view—As a first step in the program of reorganization, the director helped the group develop a common philosophy of education. He led the teachers in discussions of the nature of present society, of how it came to be, and of how it could become more ideal. There was agreement that the school is an agency set up by our kind of society—American democracy—to perpetuate and to improve that society. Not only during the first year but also during the following years the teachers took advantage of university lectures and recent readings in sociology, psychology, and education | ee YEARS AGO the elementary teachers of the McGuffey Schoo! lu of ch sc ne pr lay ch Sh to se use of the dre tim chi spe WO. chil the net irst ing the ‘am non the yuld ney late also sity tion APPROACHES TO CURRICULUM ENRICHMENT 267 —_——- . - —— - that were listed for graduate students. The dean of the school of edu- cation led the entire college staff to think more deeply about current problems of society. He called a series of meetings in which the report of President Hoover’s Research Committee on Social Trends was dis- cussed and inferences were drawn concerning our responsibilities to help college students and children meet current social problems. Deciding upon major and minor aims of education—When the ele- mentary-school staff seemed to have reached a common social view- point, it worked on the major aims of education and on the minor ones for the various levels from five to twelve years of age. The teachers wanted boys and girls to participate more effectively in the activities of life today and tomorrow. Since the activities of life are so numerous, it was deemed necessary to group them under institutional headings to clarify thinking. Children must learn to participate more effectively in the various activities of the home, the school, the community, the church, the state, and the nation. Specific life activities under these headings were listed for each level of growth. Formulating a curriculum in terms of activities—Next the curricu- lum was discussed as the tool of the school for the accomplishment of its major aims. The teachers agreed that it should not consist merely of subjectmatter found in textbooks, but of all the activities in which children participate under expert guidance in a carefully controlled school environment. Textbooks represent only one kind of material needed by children to help them solve stimulating work and play problems. Subjectmatter lines were forgotten as the teachers organized large areas of experience on increasingly high levels of growth. Pos- sible school activities were suggested for each area. The group decided that the kindergarten teacher should help her children to become aware of the major institutional activities of life. She should plan visits to local stores to purchase supplies for lunch, to the different churches to hear music, to various kinds of homes to see new babies, and so on. There was common agreement that the first-grade teacher should use that large area of experience that deals with the interdependence of members of the family upon each other and upon workers outside the home. Altho cooperative home life should be the core of her chil- dren’s wide and varied activities, the teacher was to be free at all times to utilize any experience, far or near, which would help her children to grow. For example, if a child had heard Admiral Byrd speak and had seen his motion picture, that experience might be worthy of sharing with the group. The staff concluded that the second-grade teacher should help her children to become more effective community members. She should 268 ELEMENTARY SCHOOL PRINCIPALS guide them into and thru activities that would help them to appreciate the interdependence of community workers. Since 60 percent of our chil- dren live on nearby farms, it was agreed that the third-grade teacher should emphasize those experiences which develop a greater apprecia- tion of farm life. The selected activities should help her children to interpret interdependence in the enlarged local community, past and present. It was the judgment of the group that the fourth-grade teacher should develop a feeling for the interdependence of people in Ohio, past and present, and the interdependence of people in large world areas, such as hot lands, cold lands, high lands, and low lands. The fifth-grade teacher should stress the interdependence of people in dif- ferent areas of the United States, past and present. Previously she had thought of the study of things, such as coal, lumber, and cotton. Now she would guide the children’s thinking in terms of people. For example, some of the problems that a fifth-grade child would normally raise concerning people in the South are: Do they have homes like ours? What do the fathers do to earn a living? What do the children play? Do the children worship in churches like ours? The area of experience selected for the sixth-grade teacher dealt with the interdependence of people in Europe, past and present, altho she was not to exclude other valuable experiences. For instance, when the sixth-grade children decided that they wanted to publish the next issue of the school newspaper, the activities of the school council were of greatest concern because the council had charge of the newspaper. Selecting suggestive materials and methods—Next the staff consid- ered the kinds of materials and methods needed to carry on the sug- gested activities. It no longer thought of subjectmatter merely as text- book content, but as all kinds of animate and inanimate materials that are necessary to satisfy the interests and needs of children. The inade- quacy of the usual materials purchased by the school was recognized as demanding unlimited resourcefulness on the part of each teacher. The out-of-school environment was explored and many new possibili- ties appeared. The teachers agreed that the methods must vary according to the purposes for which the materials were to be used. If fourth-grade children wanted to find out how the pioneers lived, they would raise specific questions; they would classify these questions according to the institutional activities involved; they would set up committees to take the responsibility for finding out about the various phases of the problem. Each committee would read books, visit museums, look at pictures, and talk with old settlers. The committees would then pool their experiences and organize them for the solution of their problem. wh rel; cur Wi of act: or { arr: wit] he 01 m. saeiieniien tc hisie’ «aia APPROACHES TO CURRICULUM ENRICHMENT 269 When the problem was solved, the entife activity would be evaluated carefully. Perhaps there would be a final sharing of the activity with the whole school by means of an assembly or an exhibit. Again, during a free period in the fourth grade a child might pretend he is Daniel Boone. He would play informally, not using a set pattern but creating his acts spontaneously for his personal satisfaction. Later he might want to dramatize the life of Boone for his friends. He must then gather information from all available sources, select the usable parts, plan his actions, and learn them. He must practice as many times as are necessary to make his dramatization a valuable experience for the audience. Choosing appropriate means of evaluation—The teachers studied the problem of making an adequate appraisal of their attempt to organize the work of the school on a functional basis. Standardized tests seemed to measure skills and factual knowledge mainly, but were accepted as valuable for some purposes. Beyond these, it was agreed, evaluation must be in terms of the aim for more effective living. How well a child plays his part in present society can be determined best by the slow, careful, continuous process of observation. Informal tests also must be devised to measure the outcomes of children’s activities, their appre- ciations, interests, and methods of work. Methods of self-evaluation and of group evaluation were suggested for each level. Reclassifying the children—The problem of classifying the children also was studied. It seemed advisable to begin with chronological age and then to shift children up or down according to their social ma- turity. The teacher’s judgment was the basis of each shift. Usually in the lower grades there was a two-year spread in age within a grade, while in the upper grades the difference was sometimes as great as three years. The administration thought it would be unwise to change the term “grade” to “group” because of possible difficulties with patrons. The teachers, however, were not thinking of a third grade as composed of eight-year-old children, as in the past, but as a group of children who were able to work and play well together. Planning a flexible time schedule—The daily program of short, un- related class periods was changed to correspond with the reorganized curriculum. Greater flexibility was secured thru larger blocks of time. Within each block a variety of related activities could be carried on. A daily period could be omitted or lengthened according to the needs of the children. Weekly planning seemed desirable for many kinds of activities. The elasticity of larger block planning, for either the day or the week, facilitated integration of the thinking processes. Such an arrangement was less distracting for creative work, for experimenting with materials, and for maintaining continuity of purpose. There was 270 ELEMENTARY SCHOOL PRINCIPALS provision for group and individual conference periods, for work periods including the various skills, for free periods to develop individual in- terests, and for recreational periods including play, literature, music, and art. Advantages of the reorganized program—After more than a decade of experience in developing and using the functionally organized cur- riculum, the teachers feel that it has been more effective than the earlier plan. The newer plan has facilitated and required continuous reorganization of experiences on the part of both the children and the teachers. It is nurtured by a common philosophy and by a conscious- ness of socially valuable goals. Both children and teachers have greater faith in themselves because they are free to initiate, to execute, and to evaluate activities in the light of everyday needs. There is a continuous process of growth, not just on one group level but on increasingly higher levels. Teachers in the high school notice the difference in the way chil- dren can manage their daily affairs. Parents have commented on the increased judgment that their children show in meeting practical sit- uations in the home, and have praised the school for its attempt to teach children both the art and the science of daily living. HH curriculum, to be effective, must be organized in terms of the level of development reached by the children, but as has been made evident repeatedly, the children in a given classroom are at many levels of development and the same child is not at the same level of development with respect to his readiness for the various types and aspects of learning and experience. It is obvious, therefore, that the form of school organization in which the same assignment is given to a whole class, and in which all members of the class make the same preparation from the same text and are then measured by the same standards, is essentially unsound.—Washburne, Carleton, in Child Development and the Curriculum, Thirty-Eighth Yearbook, Part I, National Society for the Study of Education, 1939, Chapter 19, p. 392. (Quoted by permission of the Society.) — ope tra spe sub mit cou tear thei All of s ente ced was had "Th APPROACHES TO CURRICULUM ENRICHMENT 271 —_———— COOPERATIVE CURRICULUM STUDY IN A CITY SCHOOL SYSTEM Eruet Masie Fak Formerly Supervisor of Curriculum, Madison Public Schools, Madison, Wisconsin * has become a definite part of the teachers’ responsibilities. Whether such study is handled by committees appointed by the superin- tendent, directed by principals in individual schools, or organized under a curriculum director, the obligation to learn how best to make the school fit the needs of boys and girls is accepted by progressive teachers as a challenging part of their work. Sometimes this study may deal with a condition needing correction, such as poor study habits or a low level of handwriting achievement. It may center around the construction of a new course of study in some subject where changes are needed. Or it may be concerned with reor- ganization of the entire curriculum according to units of experience which disregard subjectmatter lines. Whatever the problem, study of it is easier and more effective if undertaken by many people together. From group thinking and discussion come solutions to problems that one teacher would hesitate to attack alone. New attitudes, new levels of teaching ability, staff friendliness and unity, and significant ad- vances in professional knowledge result from the wide reading and the exchange of experience that such a program requires. [ MANY SCHOOL SYSTEMS today continuous study of the curriculum THE BEGINNINGS OF CURRICULUM Stupy IN MADISON For a number of years previous to 1931 a unique plan of supervision operated in this city. Certain elementary-school principals with special training and ability in the field of reading, arithmetic, social studies, or spelling, for example, were given the responsibility for supervising the subject of their special interest thruout all the schools of the city. Com- mittees of teachers worked with these principal-directors in producing courses of study and bulletins which were used by all teachers. The teachers of each grade met in councils about once a month. They chose their own chairman and discussed problems common to their grade. All directors and committees worked directly with the superintendent of schools. Thru such experiences teachers and principals became ori- ented in the democratic way of determining teaching policies and pro- cedures, so that the introduction of citywide curriculum study later was not a sudden change from the professional climate in which they had been working. 1The present supervisor of curriculum is Mrs. Janet Millar. 272 . ELEMENTARY SCHOOL PRINCIPALS THE First ORGANIZED PROGRAM Purposes—In the year 1931-32 Superintendent R. W. Bardwell felt that the time had come for a coordination of such efforts in a specially organized curriculum department. Separate approaches by subjects and by grades seemed inconsistent with a philosophy of integration and with the ideal of maximum growth for every child rather than achievement of an arbitrary grade standard by all children. Accord- ingly, a supervisor of curriculum was appointed. With the superin- tendent she set up the following purposes for her work: A. To promote similar educational ideals and unity of purpose in the Madison schools 1. By organizing an investigation of a fundamental part of the teaching responsibility of our schools, in order to true up ideals and to secure thoughtful consideration of methods and emphasis in instruction 2. By placing before principals for frank discussion all supervisory plans of major importance 3. By arranging for an exchange of experiences among teachers and prin- cipals that will provide recognition for successful methods and results. B. To assist principals in carrying out individual building programs, whenever requested 1. By meeting with teachers for the discussion of certain problems 2. By discussing and interpreting with the principal the results of diagnostic tests and the organization of remedial instruction 3. By cooperating in the improvement of the work of individual teachers. C. To promote among teachers an experimental, analytical attitude toward teaching 1. By encouraging intensive study of the problems of instruction in their own classrooms and an interest in the results of such study by other teachers 2. By so directing this study that the teachers may discover principles for the selection of methods and materials 3. By providing speakers, professional books, and text materials that will be stimulating and valuable. Organization—The problems selected for study during the first year of the new program centered around child expression, with main em- phasis on expression thru language. Specific topics, determined by observation in the schools, were outlined for study. Some of them were: (1) language and health, (2) creative expression, (3) stimulating ideas for expression, (4) improving sentence structure and the mechanics of written expression, and (5) measuring the results of language teach- ing. The list of topics was submitted to teachers in order that they might express preferences for committee work. Plans for the study, drawn originally by the superintendent and the supervisor of curriculum, were submitted to elementary principals in individual conferences and as a committee. Thruout the year, and in succeeding years, all curriculum plans were approved by this central committee of principals before any action was taken. This procedure has been a factor in whatever success has been attained. sti ye po of ye 0 rs by sug dey (5) APPROACHES TO CURRICULUM ENRICHMENT 273 Committees were appointed to study the topies selected. The follow- ing points were considered in the selection of committee members: (1) preferences of teachers for work on certain problems, (2) recom- mendations of principals as to the needs and capacities of teachers, (3) the need of representation from several grades to break down the barriers created by teachers’ unfamiliarity with the problems of grades other than their own, and (4) the need of representation from several schools to create citywide interest and unity. About one-third of the elementary teaching staff served on the original committees. All teach- ers, however, participated at some time during the year, either as mem- bers of subcommittees or as contributors of data or materials needed by the committee members. The following kinds of reports from all teachers provided needed data for committees, and kept the entire staff interested and informed about the efforts of the central committees: 1. A list of pupils who were not expressing themselves satisfactorily because of timidity. lack of confidence, indifference, aggressiveness, malnutrition, or other emotional, physical, or social conditions 2. A list of the specific usage errors made by the pupils of their classes 3. An analysis of the types of sentence and organization faults found in their classes 4. An appraisal of pupils’ responses to the daily reading of poems 5. A statement from each teacher concerning the goals set for her pupils in each type of language activity 6. Reports on the experimental use of standard tests. General meetings and bulletins kept the entire staff informed and unified during the investigation. In addition to contributing to the pro- fessional growth of teachers, the study resulted in a mimeographed report—a compilation of the work of all committees—which was made available in the fall of 1932 and was discussed and used in all schools under the guidance of the principals. THE PROGRAMS OF SUCCEEDING YEARS Course-of-study construction—Altho the construction of a course of study was not the main aim of the curriculum program during the first year, or even during succeeding years, eventually the study and the pooled thinking of the staff resulted in suggestive outlines in the fields of social studies and natural science. Each of these courses required two years for development. The procedure included the following steps: (1) wide reading in the field and discussion of aims, (2) a carefully organized, detailed study of the interests of 6000 children as revealed by their conversation and questions, (3) the setting up of aims and of suggestive sequences by a small core committee of principals, (4) the development of units within that general design by classroom teachers, (5) experimentation with, and editing of, those units by other teachers 274 KLEMENTARY SCHOOL PRINCIPALS during the second year, (6) an evaluation of every unit by every teacher who taught it, and (7) the summarizing, selecting, and final editing of suggestive outlines for eacli grade. Scope and sequence of the courses—The pattern of units in the social studies completed in 1934 is revealed in Figure I. From the units out- lined, each teacher selects the four or five best suited to her class and its environment, supplementing these with one original unit which falls within the area suggested for the grade. THE PLAN OF THE SOCIAL STUDIES wes6THE «€©ELEMENTARY SCHOOLS OF MADISON, WISCONSIN =? % t 1 Pr . nT < Be as 2 nre® cr 5 g 3 $s % s CATTLE Ranen And Time MounTAinoys S°UTWERN “oe. Cae Lawos STares (6806. svevey) _ Te = z w cwio : Swarzéaiany ~ Grog Sumvey? a €S oF THe c ° = _ s © ~ - ~ < Source n rs = °o & s = = Rive, > Linn Vice ys 7 is wo s Men, = Noy, 3 ? 2 av, Ts cuno’s BRoAEniWe PreTYRE CF Wiese” 1m «@RLATION §6To OTHER PROME, TO His PuYsicay SU@ROUNDINGS, AND To 4 WweR.to TwaAT 13 VERY OLD. ¢ de ? “rey + % rea nes gra to; the I SYS gib] dey or y prin tion FIGURE I—Parrern or THe Sociat Srupies IN THE ELEMENTARY ScHooLts oF Mapison, WISCONSIN we bo ~j on APPROACHES TO CURRICULUM ENRICHMENT TREES AND PLanrs a WHat man HAS FO “Cory STARS ANO Aa Consre ration? FIGURE II—Generat PLAN oF THE NatTuRAL Science ProGRAM IN Grapes IV, V, Ano VI, Mapison, Wisconsin Similarly, the content of the natural science program, as it was made available in 1937, is shown in Figure II. __ A reading readiness study—In the years 1935-36 and 1936-37, kin- dergarten and first-grade teachers cooperated on a study of reading readiness. Eleven committees, each studying a specific phase of readi- ness, did wide reading and conducted research that resulted in a pro- gram of more suitable prereading experiences for all children entering the schools. Installation of new programs—The problem of installation is negli- gible in a system where every teacher has participated in the actual development of the course of study. With teachers new to the system or with those who had taken a less active part in production, the school principals assumed responsibility for seeing that the new outlines func- tioned successfully. 276 ELEMENTARY SCHOOL PRINCIPALS OTHER CURRICULUM ACTIVITIES Corrective programs—In addition to the planning and production of new courses in various fields, the discovery and correction of de- ficiencies in the growth and achievement of pupils have been a part of each year’s curriculum effort. This remedial work yields not only a current improvement in the progress of the children studied but also better plans and materials to use another year. Better first teaching is the aim and the result. This justifies the place of such work in a curriculum program. During the eight years of curriculum study in Madison there have been corrective programs in handwriting, reading, and spelling. An effort has been made also to secure a higher degree of accuracy in arithmetic fundamentals. As part of this work, several studies of grade placement have been made. In all these studies the principal-directors, who previously had super- vised their chosen subjects in all schools, were advisers and key mem- bers of central committees studying the problems in their particular fields of knowledge and interest. Testing programs—Citywide use of standardized tests each fall pro- vides the curriculum office with valuable facts and helps to indicate its responsibilities. These tests have generally been given only in the tool subjects—reading, arithmetic, spelling, and handwriting. The curriculum supervisor takes no responsibility for testing later in the year beyond including in the courses of study suggestive tests which teacher committees have constructed and made available to other teachers who may wish to use them. Since the responsibility for the results of instruction rests with the principal and teachers in each school, any citywide testing program at the close of the year would seem inconsistent with the philosophy of the entire curriculum program. Textbook and professional library—The curriculum office has been equipped with a valuable textbook library. All samples of new texts are placed there for examination by principals and teachers. In addi- tion, as new problems are studied each year, copies of research reports, courses of study, and professional books on the subjects under con- sideration are placed in the library, where committees may secure them for their work. Public relations—Not only the parents of children in school but all adults in the community have a vested interest in the educational pro- gram provided. Opportunities to explain the work of the schools, and particularly the curriculum, are welcomed by the supervisor. Parent- teacher meetings, club meetings, school exhibits, and newspaper arti- cles are used for this purpose. Because of the thoro study required by every problem attacked, we have been unable to see a way to include laymen in the actual curric- of fo ac an wl wh ing of cay SUC ay me ulu set ! me! and con n- lar r0- 001 ter sts to for ach uld Am. een oxts \di- rts, on- ure , all pro- and ent- arti- . Wwe rrie- APPROACHES TO CURRICULUM ENRICHMENT 277 ulum programs, as some other cities have done. It is felt that few laymen have the background, the time, or the inclination to study an unfamiliar field intensively enough to make reasoned and significant contributions. Teachers, with their training and experience, are better equipped than any other group of persons to determine the nature of the educational opportunities which the school should provide. Most communities expect and appreciate teacher leadership in curriculum development. THE PHILOSOPHY OF THE CURRICULUM PROGRAM The ideals and policies of curriculum work in Madison, which de- veloped slowly during the first four or five years, have crystallized into a few fundamental beliefs, as follows: (1) The greatest value to be derived from an organized curriculum program lies in the intensive study of specific problems determined by the needs of the children and the nature of the school organization. Such investigation acquaints teachers with recent trends, published investigations, the thinking of other teachers in the same system and elsewhere, and facts from ex- perimentation or research within their own classrooms. Because each year the work is concentrated on one or two phases of instruction, the superficiality of much spasmodic professional reading is avoided. (2) The courses of study or the mimeographed reports resulting from each investigation are of secondary but essential value in providing unity of purpose in the staff. They are also means of giving deserved credit for effort and of lending prestige to curriculum contributions and achievements. (3) Whenever possible members of special departments, such as school librarians, health workers, teachers of art and music, and child guidance workers, should be included on the committees to which their special training may enable them to make contributions. (4) The placing of teachers from several grades on each committee, when practicable, does much to break down barriers of misunderstand- ing. It also helps to make the progress of the child thru the grades resemble a ramp rather than a series of steps with landings at the end of each year. (5) There are great differences in the willingness and capacity of individual teachers to contribute to curriculum study, and such differences should be provided for. Placing much of the work on a voluntary basis takes care of some of these differences. Good judg- ment in appointing teachers to committees is essential. (6) A curric- ulum department should capitalize upon the existing administrative setup in the schools, and not overlap or conflict with any part of it. Adherence to these principles and policies will, in the writer’s judg- ment, bring continued success in the curriculum program at Madison, and will be helpful in initiating or developing such programs in other comparable school systems. 278 ELEMENTARY SCHOOL PRINCIPALS STIMULATING AND GUIDING TEACHERS IN ENRICHING THE CURRICULUM Louise E. Broappus Supervisor of Second and Third Grades and Forses H. Norris Assistant Superintendent of Schools, Richmond, Virginia EACHER PARTICIPATION in the school program may be encouraged by the administrator for a variety of reasons. It may be looked upon as a safety valve to assure a more peaceful cooperation of teachers. It may be encouraged because of the general trend and the desire to be “up to date.” It may be indulged in as a mere matter of lip service to democratic procedures rather than as a truly cooperative enterprise. The wise administrator, however, encourages teacher par- ticipation for the truly constructive purpose of enriching the curricu- lum, and as a means of professional growth. Intelligent participation in the school program stimulates teachers to feel a more genuine respon- sibility, not only for their own classrooms but for the school system as a whole. It strengthens the teacher’s self-confidence; develops his in- terests and special abilities; provides an opportunity for public recog- nition of good work; and encourages a finer spirit of cooperation between the administrative staff and the teaching corps. When teachers participate on the highest level in developing a cur- riculum, they immediately feel a responsibility, an interest, a share in carrying the program to a successful conclusion. Just as the competent teacher seeks to draw all types of pupils into the class activities for the sake of their development as individuals and as members of 4 cooperating group, so should the administrator seek to include all types of teachers in the activities of curriculum building. The good teacher should be called upon because of the benefits to be derived from her superior skill and artistry, and because she deserves encouragement and recognition for good work. The mediocre teacher should be utilized because of the personal growth she will undergo and the possibility of discovering potentialities which she has not hitherto revealed. One of the most important tasks of supervisors and administrators is to call forth creative work from their teachers. An infinite variety of true enrichment of the curriculum may be con- tributed by the teaching staff. It is the person actually on the job who receives the stimulation of daily opportunities and problems which arise in the classroom. If the fundamental interests of childhood form an important basis for curriculum building, then the person in intimate daily contact with children is the one best prepared to make suggestions ors call con- who hich ‘orm nate pions APPROACHES TO CBRRICULUM ENRICHMENT 279 and help in planning. A school curriculum is to be found in the activi- ties in the classroom, not in the mimeographed circulars in a central office. The classroom is the place where theory and practice must mect, if they ever do. The person who looks upon the curriculum as a daily task, who sees it in action, is the one best fitted to suggest, plan, and devise the ways in which it shall go. The purposes, therefore, of staff participation in the administrative phases of curriculum enrichment are as follows: 1. To further the democratic way of life (there can be no true democracy in the classroom with an autocratic administration) 2. To inculcate a feeling of joint responsibility, to build interest, and to increase professional growth 3. To enrich the curriculum by bringing into play those forces and personalities which are in most intimate contact with the pupil. Recently the school staff of Richmond, Virginia, has undertaken two curriculum projects—one in elementary English and one in elementary science. Both of these arose as the result of a widespread need for constructive study and action. Both were undertaken as citywide projects. The remainder of this article tells how they were developed with the foregoing purposes in view. THE ProJEcT IN ENGLISH For some time we had been dissatisfied with our results in the field of English. It was decided that an intensive study should be made of our work in elementary English. The recent studies of the National Council of Teachers of English—especially An Experience Curriculum in English'—offered a splendid guide for the organization of the project. Staff organization—Following the organization in the volume named above, four major committees were created. Heading each of these groups was a principal with two other principals as assistants. The remainder of each major committee consisted of one to three teacher representatives from each school grade taken from as wide an area as possible. Each teacher representative, in turn, was asked to form a committee of teachers from her grade to study and advise with her. In this way it was planned to include a wide range of views and interests, and yet keep the major committees from becoming unwieldy. Such a plan made it possible to bring from 150 to 200 people into the pro- gram. Principals, supervisors, and directors were asked to recommend teachers for these committees because of the good they would do the committees, or with a view to helping individual teachers. Letters of invitation were sent from the superintendent’s office expressing the hope that those invited could take part, and nearly all accepted. The whole procedure was kept on a voluntary basis. ‘National Council of Teachers of English. An Experience Curriculum in English. English Monograph No. 4. New York: D. Appleton-Century Co., 1935. 323 p. 280 ELEMENTARY SCH@OL PRINCIPALS Since the chief emphasis of this project was to be in the field of ele- mentary English, reading as a tool subject was not emphasized as it ordinarily would have been. An intensive reading program had been begun two years earlier, and it was felt that the other phases of Eng- lish merited the most attention in this study. The areas of study under- taken by the four major committees were the same as those set up in the monograph already mentioned: (1) corrective teaching, (2) crea- tive expression, (3) appreciation, and (4) communication. In addition to the major committees, each principal in the system was encouraged to form a similar committee in his own school. Committee technics and activities—After the organization was ef- fected, group meetings were held and procedures were discussed. It was generally agreed that the first step should be a period of study and discussion. To facilitate this, each member was furnished with a copy of An Experience Curriculum in English. Altho the school year was well along when the work got under way, some very constructive work was started by each of the committees. The Committee on Creative Expression listed a bibliography and set up a series of problems for study. Some of these problems and tentative answers to them were as follows: 1. What objectives lie behind creative expression in English as encouraged by teachers? a. Enrichment, broadening, and refining of experience for all children b. Development of personality—mental, physical, and emotional growth c. Improvement of social adjustments d. Achievement of effective English 2. What conditions foster creative expression in English? a. Freedom to experiment, practice, and evaluate b. Power in assurance of success, mastery of important skills, and self- appraisal 3. What qualities does the teacher look for in creative expression? a. Evidence of rich, firsthand experience b. Evidence of initiation by the author, spontaneity, and eagerness c. Evidence of power to work and rework raw material into an_ artistic whole d. Evidence of the individual’s personality, an emotional mood. The Committee on Corrective Teaching adopted the point of view that the term corrective should be construed to mean “preventive” as well as “remedial.” This committee has been concerned, therefore, with investigating the purposes, content, and methods in teaching English usage, and with the problems of grading and arranging in sequence those skills and abilities which might be deemed. essential for ele- mentary pupils. Three subgroups were formed within the major com- mittee to work on these three phases: 1. Purposes and objectives to guide teachers, along with concrete suggestions for classroom use in the form of units, materials, and methods SI n ati po Wi tu bo tio wa aft she boc tho the of 1 spe the T ann chil the P loll 1. of st nie om ef. nd Py ive by fol- et of adily soph hould duce: whole owing APPROACHES TO CURRICULUM ENRICHMENT 283 1. That the study of science is not too difficult for the youngest child. 2. That much science has been successfully taught to primary children by teachers without special training in the field of science. 3. That the teacher should keep in mind the larger concepts and generalizations; and that children, by building concepts bit by bit, will gradually come to a better understanding of life and their environment. 4, That firsthand experiences, excursions, and real materials must be the basis for beginning the study of science. 5. That a teacher can use the natural questions of children in achieving a determined objective. 6. That each teacher should cultivate in the child an open-mindedness and a respect for truth; a questioning attitude—not accepting a fact merely because it is in a book, but because he, from his own observation, believes it to be correct. 7. That science investigations give the child the thrill of an explorer in a new world, yet help him to relate himself consciously to the world in which he lives. 8. That desirable attitudes and improved behavior patterns in children can be attained thru an intelligent study of science. To avoid duplication of effort, the committee was subdivided and small groups worked intensively on specific phases of the science cur- riculum. These subcommittees of teachers worked both independently and with the supervisor; they frequently met together as a complete committee to exchange ideas and to insure uniformity in the prepara- tion of materials. Science experts in the school system were called into consultation from time to time. These included science teachers from the high schools, principals, and others known to be students in the field of science. Much research was done, and usable source material was included for the teachers with a limited science background. The result at the conclusion of the first year’s work was a mimeographed booklet of approximately 100 pages containing suggested activities, illustrations, “finger-tip” facts, and page references for content material and related poems and stories in books known to be available to the teachers. The mimeographed booklets were distributed to the teachers at general grade meetings, with explanations as to the use of the ma- terial, and with the request that each teacher send to the committee suggestions for the further improvement and enrichment of the science curriculum. Additional reference books in science were furnished to all teachers by the school administration. This year other teachers have been added to the central committee, and all primary teachers have accepted the responsibility of carrying on an evaluation program of science teaching. Each teacher is to report to the central committee incidents occurring in her classroom which illustrate improved behavior and personality growth in children due primarily to the study of science. The committee hopes to compile an additional booklet on evaluation. Evidence of enrichment—Because of the participation of these teach- ers, the administration believes that the curriculum in science has been truly enriched. This is evident in the increased interest of the children 284 ELEMENTARY SCHOOL PRINCIPALS of practically every classroom in the natural phenomena of their en- ; vironment. Parents report that children are more observant, are request- ing to be taken on walks thru the parks and to the country, and are asking questions which show a healthy stimulation of their natura] curiosity. Children are reading more science books, carrying on more investigations, and expressing their ideas more freely thru oral and written language and thru the medium of art. Both children and teach- ers are developing more initiative and are growing in the desire and ! the power to explore, to experience, and to achieve a happier way of th life. fel “h aff wh ha: att siti ene. interest of individual teachers can be enhanced bec by stimulating and challenging the corps of teachers as a 1 group to attack professional problems en masse. Momentum will of ¢ be developed in professional work causing the younger teachers tea through their contact with the group to become professionally giv stimulated and the older teachers, whose professional interest arti may have waned, to seek to retrieve their professional enthusi- pro asm. Problems of professional study, such as how best to teach ( the fundamental operations in arithmetic, to secure extensive hav reading, or to make effective use in the school of visual mate- scie rials, may be utilized for study by committees and the results recc reported to the entire group of teachers. Care should be exercised cent by the principal in selecting the leaders for the study of com- que: mittee projects, and he should attend the meetings of each real committee and also frequently confer with the leaders in order In ¢ that the time of teachers will not be spent on fruitless or mis- abil: guided effort.—Reavis, William C., and others, The Elementary R School; Its Organization and Administration, University of dren Chicago Press, 1931, p. 341. (Quoted by permission of the pub- stan lishers. ) mail to tl instr Socie the ] Crs Teachi Bloom: ind APPROACHES TO CURRICULUM ENRICHMENT 285 COUNTYWIDE TEACHER PARTICIPATION IN DEVELOPING A SCIENCE PROGRAM DorotHEA M. WEIN Helping Teacher, Cape May County, New Jersey LARGE PROPORTION of the questions that young children ask fall in the field of natural science. No doubt this is because children are so keenly aware of physical objects and processes. All about them is a world of things to explore—things which can be seen, heard, felt, smelled, or tasted. Naturally they want to know the “why” and “how” of these things, especially those which are unusual or which affect their lives in striking ways. Since children learn most readily when their curiosity is thoroly aroused, the typical elementary school has an excellent opportunity to enrich its curriculum by giving greater attention to children’s interests in science. When classroom learning situations are based on the children’s own problems, the learning may become functional to a degree that is impossible otherwise. With a growing realization of the importance of science in the lives of children as well as adults, a group of approximately fifty elementary teachers in Cape May County, New Jersey, have been stimulated fo give science a definite and significant place in the curriculum. This article outlines the steps taken to date in the development of this program. Capitalizing on children’s questions—For several years the teachers have been gathering evidence on children’s interests in the field of science. Children’s questions having scientific implications have been recorded and pooled. These questions are being used in determining centers of interest around which a science program is developing. Such questions provide many interesting and valuable leads, altho it is realized that a sound science program cannot be built upon them alone. In carrying on this work, the teachers have gained markedly in their ability to recognize science leads given by the children. Relating children’s questions to major science concepts—The chil- dren’s questions were grouped according to some of the larger under- standings in science and according to subjectmatter headings. The main purpose in doing this was to see the relation of the questions to the science program as a whole. The larger objectives of science instruction presented in the Thirty-First Yearbook of the National Society for the Study of Education,’ which are based on the list for the Horace Mann Course of Study in Elementary Science, were used ‘Craig, Gerald S. “The Program of Science in the Elementary School.” A Program for Teaching Science. Thirty-First Yearbook, Part I. National Society for the Study of Education. Bloomington, Il].: Public School Publishing Co., 1932. Chapter 10, p. 133-62. 286 ELEMENTARY SCHOOL PRINCIPALS Ls in this connection. They include such broad statements as the following: 1. There is a cause for every effect. 2. The earth is very old when measured in terms of our units of time. 3. All life comes from life and produces its own kind of living organism. 4. The sun is the chief source of energy for the earth. 5. Life is dependent on certain conditions and materials. 6. Any machine, no matter how complicated, may be analyzed into a few simple forms. These major concepts are beyond the complete comprehension of elementary-school children, but if the teacher has them in mind she can guide the children thru experiences which illustrate the principles involved. Altho children may be able to go only a single step toward understanding one of these principles, they will achieve something worthwhile, and additional activities will have greater meaning and purpose for them. The children will not be expected to state the larger concept that the teacher has in mind; nor is the teacher to present such abstract facts to the class to be learned. They merely give diree- tion to the program. When a child has arrived at a broad generaliza- tion and states it of his own volition, that much is pure gain. Most of these generalizations are so broad, however, that even tho an indi- vidual understands their meaning in certain situations he can still prof- itably devote a great deal of study to them. Therefore, such generali- zations can be used most effectively in guiding individual pupils and classes thru increasingly broad and illuminating experiences. Checking children’s questions against a list of these major principles shows the breadth and depth of children’s thinking in the field. Need of science subjectmatter for teachers—Since the children were encouraged to ask questions, the teachers in the county felt that they must do their part to guide the children in answering these questions. Many of the teachers frankly stated that they were not familiar with science materials and did not know how to proceed to teach scienee. To help answer the many and varied questions which the active child asks requires a wide range of science information. So the questions also became an important element in organizing and directing the teachers’ study. Their study was carried on during the school year, while the teach ers were spending most of their energy in the classroom. For this reason it may be of particular interest to other teachers to know some of tli procedures that were used, as follows: 1. Individual teachers studied, within chosen fields, subjectmatter which wa closely related to problems confronting their classes. 2. Teachers worked together in groups, focusing on subjectmatter and methods which would meet needs common to all of them in their classrooms. 3. Extension courses from a nearby state teachers college were conducted. 4. High-school science teachers contributed to the program by conferring wit! the elementary teachers and by helping them with subjectmatter. c0) tar: bus unak arou coun D seC0 mat, Fro drer the | esta hum are | Afte forn *Cr, 1934, | 1937, *Gh 2 vols, os ple of she les ard ing and ‘ger ent rec- 2a- lost ndi- rof- “ali- and king the were they ons. with nee. child tions r the ach »As0l f the h was othods : with APPROACHES TO CURRICULUM ENRICHMENT 287 Stimulating further study—In addition to the foregoing activities, teachers have been taking part in those listed below. Only as these contribute to individual study do they become vital in developing a stronger science program. By further study in group activities, indi- vidual teachers begin to sense the broader meaning of science. 1. In groups the teachers studied Craig’s A New Science Program for Elemen- tary Schools,? Croxton’s Science in the Elementary School, the Glens Falls Sylla- bus, and reports of other elementary science programs to ascertain how such pro- grams had been developed, what had been included in them, and their underlying philosophy. ; 2. Recently published science textbooks for children were reviewed and some of the older ones were evaluated. ‘Later, a list of pertinent reference material available for children was compiled. 3. Schools outside of our county were visited to observe their science programs in action. 4. Science implications in the social studies program have been noted. 5. Patrons of the school have evidenced keen interest in the development of the program. Interesting discussions have been carried on in meetings of parent- teacher groups and service clubs. 6. As a group, the teachers attended the Fels’ Planetarium and Franklin In- stitute in Philadelphia. 7. The teachers helped to plan the annual meeting of their section of the New Jersey Science Teachers Association. 8. Teachers have taken field trips together to become better acquainted with science in their environment. On these trips they have invited leaders from the community to direct them. 9, Teachers have begun to develop a lending collection of permanent equip- ment. 10. Schools are following the National Broadcasting Company’s radio programs in the field of science. ll. Teachers have found that reading children’s reference books is a good way to begin developing their own background of science information. Smaller schools, wuable to build an adequate science library, are buying reference materials around only one or two topics. These are exchanged with other schools in the county. In this way, for a small expenditure each school has access to many books. Developing possible teaching units—At the end of the project’s second year, a committee representing each school grade gathered the materials that had been developed by the teachers of the county. From these the committee wrote up tentative units to see how the chil- dren’s questions might be utilized in formulating problems embodying the larger science concepts. The purpose of writing the units was not to establish a set course of study in science, but to lay a basis for a great number of well-planned, challenging experiences. So far as these units are found to have educational value, others like them will be developed. After much discussion the teachers decided to use the following general form in outlining each unit: "Craig, Gerald S. A New Science Program for Elementary Schools. New York: the Author, 1934. 30 p. (Available thru Ginn and Co., New York City.) oe. Walter C. Science in the Elementary School. New York: McGraw-Hill Book Co., (87. 454 p. ‘Glens Falls Public Schools. Glens Falls Syllabus. Glens Falls, N. Y.: the Schools, 1936. 2 vols. (Mimeo.) 288 ELEMENTARY SCHOOL PRINCIPALS 1. A problem presented by children’s questions, interests, and needs 2. Possible approaches leading to establishment of the problem in the children’s minds 3. Questions that might be asked by the children following the approach 4. Outline of subjectmatter that might be needed 5. Suggested activities 6. Generalizations that might be reached. At present most of the teachers in the county are organizing their material according to the suggested outline. This practice gives us q uniform organization that enables other teachers to use the materia! more easily when similar problems arise in their classrooms. This js especially helpful when teachers are beginning a program in a com- paratively new field. Teachers may follow these units as written if they wish, and some teachers are doing so. As the units are taught, these teachers are sending valuable criticisms of them to the committee. Other teachers are adapting the subjectmatter of the units to their local situations. Still other teachers are breaking away entirely from the written units, and are providing experiences based on problems that children in their own classrooms bring up. Determining the place of science in the total program—At this point we have stopped to consider whether we are developing a science pro- gram that could, because of the immensity of its scope, crowd every- thing else out of the school program. We are beginning to realize that a great age of science is dawning upon us and that an understanding of science is essential to intelligent existence. For this reason we must see science as it fits into the whole picture. Science should not be thought of as an isolated subject that is trying to dominate education. It should be a part of an integrated program whose purpose is to develop the whole child as he lives and grows in our ever changing society. It ought to provide rich and varied experiences leading to ever widening and more meaningful interests. With attainment of the democratic ideal as its primary goal, it should take account of indi- vidual differences and strive to promote independent critical thinking, intelligent self-direction, organized group activities, and the develop- ment of social attitudes conducive to desirable behavior. It should uti- lize the environment in such a way as to liberate and stimulate the development of children’s capacities, and it should provide for the perpetuation and re-creation of society. This point of view we are trying to embody in a science program which will be a series of guided experiences so related and so arranged that what is learned in one experience will enrich and make more valuable the experiences that follow. We believe that this program must be flexible enough to allow frequent revision, and that it should be developed by democratic participation of the entire teaching staff. (2 ar fo in sm the he he m ed re ist APPROACHES TO CURRICULUM ENRICHMENT 289 —— - eee DEVELOPING A FUNCTIONAL PROGRAM OF ART EDUCATION EpWIN ZIEGFELD Instructor in Art Education, University of Minnesola, Minneapolis, Minnesota' N THE EARLY 1930’s a disturbing situation for art education devel- oped in this country as an outgrowth of the depression. On the one hand, art teachers all over the country were being dismissed, and art was being dropped from school curriculums as an “unneces- sary” special subject. On the other hand, automobile manufacturers and producers of countless other industrial products, spurred on by falling sales, were spending millions of dollars to improve the appear- ance of their products. One group of people was looking at art as unnecessary, superficial, easily discarded; another group, at the same time and under the same circumstances, thought it important enough to merit large expenditures of money. The difference lay in the fact that art teaching was not functional, whereas the arts of commerce and industry were meeting demands directly. Altho the industrialists were finding that art (they seldom called it art) was part and parcel of living—that art could be, and was, appreciated by the great buy- ing public—it was not being taught in the publie schools as essential to the education and lives of children. Melvin E. Haggerty, the late dean of the College of Education at the University of Minnesota, sensed this unfortunate situation and, after a preliminary study of conditions, received from the Carnegie Corporation funds for a five-year experiment to discover presentday needs in art, and to devise a course of study in art so that the public schools could better meet these needs. With the help of an advisory committee of staff members of the College of Education and an advisory council of representatives from various university departments, Pro- fessor Robert 8. Hilpert defined the purposes of the study as follows: (1) to develop a method of discovering the art needs of a community; (2) to develop a functional course of study in art suited to these needs; and (3) to develop an interest in art in the daily life of the community. This article will discuss the community analysis and its implications for art teaching in the schools. To realize the aims of the study, it seemed desirable to develop it in a typical midwest community. That is, the community was to be small, of such size that the residents would be directly aware of the study; was not to be dominated by one nationality, religious belief, or industry; was to be located at a sufficient distance from Minne- ' Formerly head of the art department in the Owatonna publie sehools, and resident direetor of the project described in this article. 290 ELEMENTARY SCHOOL PRINCIPALS apolis and St. Paul to have developed a community culture and integrity of its own; and it was to be a stable community undergoing no major changes in size, strength, or wealth. After careful considera- tion, Owatonna, Minnesota—a town of 8000 with a public school enrolment of 1700—was chosen. The study was called the Owatonna Art Education Project, and work was started in the community and its schools in September 1933. THE CoMMUNITY Stupy In conducting the survey to discover the status of art in the com- munity, it was agreed that observations were to be made of the occurrence of art in normal everyday living—of the role which art plays in contemporary society. Inasmuch as the interest and support of the community were vital to the success of the project, it was decided that all contacts should come as a result of invitations from community residents, and that there should be nothing even remotely resembling a house-to-house canvass. Professor Hilpert, who directed the study during the first year, and the other staff members were encouraged by enthusiastic cooperation from all sources. To gain the needed informa- tion, various methods of study were used. Conferences with residents—Held as a result of invitations extended to members of the project staff by homemakers, commercial and indus- trial men, owners of furniture stores, printing shops, canning factories, and photographic studios, these conferences varied in each case but were centered in the art problems and interests of the individual in relation to his own situation. Checklists—These were used to obtain comparable ratings on the degree of success with which art problems had been solved. Observa- tions were made during conferences and the results were recorded later. Questionnaires—Questionnaires requesting detailed information on art training and on interests, reading, practices, and hobbies in the field of art were sent to all residents with whom conferences were held the first year. Adult classes in art—These were held at the requests of the towns- people, and included both a lecture-and-discussion group and a parti- cipation group. The informality of the gatherings enabled the project staff to familiarize itself with the art problems and interests which the residents considered important. Individual assistance with art problems—During the course of the project, the staff received many requests from individuals and organi- zations for help with art problems. Always outgrowths of recognized needs, these requests covered a wide range of topics from furniture APPROACHES TO CURRICULUM ENRICHMENT 291 arrangement to the decoration of a canning factory, from planning a club program to planning a home. Cooperation with agencies interested in art—The public library, women’s clubs, and civic organizations also requested aid on problems which confronted them, such as selecting books, planning and con- ducting programs, planning park and town beautification, and arrang- ing commercial and industrial exhibits. Such requests offered additional insight into the nature and extent of community and nonvocational aspects of art. FINDINGS OF 'THE COMMUNITY STUDY AND IMPLICATIONS FOR ART IN THE ELEMENTARY GRADES From the community study generalizations having important impli- cations for public school art teaching were derived, and the school program was based to a large extent on these. The major findings and their implications are as follows: 1. Art in some form is used by all people and in all areas of activity. Our study of the activities of residents of Owatonna revealed with unmistakable clarity that art is an integral part of all the daily activities of all persons. Art was not something reserved for the select few possessing unusual abilities, nor was it limited to a few types of activity. It was not something set apart from life to be applied after functional requirements had been satisfied, but was integrally related to life. It is essential, then, to include all areas of art in a functional program of art education. If art is used by all people in all activities, it follows naturally that a sound program of art instruction must resemble this pattern. Overemphasis of some aspects and omission of others make an art program out of key with reality, untrue to life. The all too prev- alent concept that art consists of painting, sculpture, and design prin- ciples—the concept underlying much public school art instruetion— finds no basis in actuality. 2. Problems in art occur as a result of needs in meaningful life situations—never of or by themselves. In seeking advice from the art staff, the residents of Owatonna presented art problems directly con- cerned with their living: how to plant a lawn to secure privacy, how to make a living room appear larger, how to hang paintings to best advantage. They were not concerned with abstract, generalized theories of design, nor were they concerned with the history of art. Their art problems were integral with the other problems of daily living. Art work in the schools, then, should be organized in terms of areas of life, areas of experience, or areas of activity. If art outside the school is integral with life, art in the school should approximate as closely 292 ELEMENTARY SCHOOL PRINCIPALS as possible these conditions. Organizing art work in such terms as the home, the community, the school, and the individual—in terms of real, meaningful areas of activity—will insure vitality in the program and application of school experiences to life situations. 3. People are generally unaware of the many art values in their environment. Altho surrounded by community, religious, commercial, and domestic architecture, public parks, billboards and other adver- tisements, and industrial products, few people give attention to the art values inherent in these objects. As discovered in Owatonna, how- ever, recognition and appreciation of the art in one’s environment does increase the pleasure of everyday living. For these reasons, art teaching should include the study of local art examples of all types. Every community has art products which have value as mentioned above. Altho these may not be of the highest order artistically, they are the art objects to which the people have easiest access. The community can thus be used as a laboratory where pupils may visit, see, inspect, and discuss a wide range of art products. This study of the art in the immediate environment should be as broad as possible. 4. Art tastes, in general, are compartmentalized. People often fail to understand relationships between various art forms. For example, a contemporary painting and a streamlined automobile develop from the same social order and quite naturally have much in common. An acceptance of the art values of a modern automobile demands at least a recognition of the values of modern painting. However, inflexible compartments of taste deprive people of much esthetic enjoyment, lead them into incongruous arrangements and relationships, and destroy integration. Art teaching, it follows, should clarify the relationships between various fields of art and between art and other subjects..To promote integration, relationships and congruity should be stressed. This applies not only within the field of art, but also in the multitudinous places in which art penetrates other fields. Teaching art in relation to situa- tions which cut thru subjectmatter boundaries reduces the dangers 0! compartmentalization even before classroom work is begun. 5. Good solutions of real art problems are a source of satisfaction leading to better integration and personal adjustment. The order—o lack of it—in our environment directly affects us. Cluttered living rooms or stores, clashing or monotonous color schemes lead to tensions and dissatisfactions. Well-ordered, pleasant surroundings, on the other hand, are conducive to rich, successful living. An art program should be organized to achieve this aim. If we believe that pleasant surroundings are essentials of good living, pupils | co in in; re ski the eal, and leir ‘al, the OW- loes art ave rest ave ere cts. oad fail ple, rom An past ible ead een note shies ACES pua- s of tion —or ving 1ons ther ipils APPROACHES TO CURRICULUM ENRICHMENT 293 must be given experiences which will be directly helpful to them in improving their environment. 6. In general, people show most interest in those areas of art with which they have most contact. Of all the requests for advice that were made to members of the art staff during the five years of the project, the greatest percent were concerned with the home. Next in frequency were those from commercial and industrial establishments, then those from clubs and organizations, and last, those concerned with the com- munity. The frequencies of requests were in direct proportion to the nearness of the areas to the lives of the residents. Home, being the closest to most people, was naturally the area in which they were most anxious to increase the art content. The community, on the other hand, was the least personal, and in that sense the most distant. Of import, too, was the reaction of the townspeople toward the history of art. Of all the requests for topics to be discussed in the evening classes in art, not one had to do with the history of art. Instead, the people of Owatonna wanted information about house- planning and garden design and contemporary developments in other fields. Interest, however, was stimulated when it was shown that the courthouse on Main Street was related to historic Romanesque archi- tecture and was part of the Romanesque revival that swept this country in the late 1800’s. Such information served to enrich present interests and contacts, and the historical aspects of art became mean- ingful as they were shown to be related to the lives of the local residents. These findings imply that in art teaching the emphasis must be placed on those areas of art with which the pupil has most contact. Too often there is a complete lack of consideration for contemporary art expressions. The student should be enabled to discover the possi- bilities of art in his dress, in his home, in his community, in trans- portation, and in commerce. He can discover the intimate relation- ships which these possibilities have to his own daily life and well-being. Opportunities for investigating developments in art in other periods and places should be included, but they should grow out of an imme- diate situation. It must always be remembered that the art products which a pupil sees and lives with are for the most part contemporary ; they are the products of his own day and age, and potentially, at least, mean more to him than the art of other periods and civilizations. It is essential that his interest in them be stimulated, for they are the products which he will see and use. 7. In Owatonna there was little interest in developing and using technical art skills on the part of adults. Rather, the people wanted skills in those areas with which they came into frequent contact— 294 ELEMENTARY SCHOOL PRINCIPALS skills that would aid them in solving their own art problems. In other words, they desired proficiency as consumers of art rather than as producers. Problems connected with dress, homes, business, or the community had more immediacy than such activities as water-color painting. Art instruction, therefore, should be organized to develop needed skills without undue emphasis on technics of art production. Situations should be provided which will give pupils opportunities to select, judge, discriminate, and arrange art products, and the backgrounds to enable them to do these things to the best of their ability. Opportunities also should be available to artistically gifted individuals to develop their talents. It must be remembered, too, that children’s interests in art and art activities differ from those of adults. Children are often eager to develop some technical skill, and should be allowed to do so when they have reason for it. But the important fact remains that those skills are of greatest interest which are useful to the individual in his daily activities. We should emphasize the development of functional art skills. OUTCOMES OF THE PROJECT Work in the local schools was conducted during the entire five-year period of the project. A course of study in art was formulated during that time on the basis of the foregoing principles, and is now being organized for publication. The reader may well ask: What are the results of such a program? How do pupils react to art teaching based on these principles? Unfortunately, evaluation in many aspects of teaching is difficult to achieve due to the inadequacy of present measur- ing instruments. However, we made two checks in Owatonna which showed something about the reactions of our pupils. Twice during the project—at the end of the first year and at the end of the fifth year—we asked the teachers in Grades III, IV, V, and VI to have the pupils write down the subjects studied in their grades in the order of their preference. This took place at a time other than the art period, and the pupils did not know that it was being done for the art department. The results were then tabulated, and we found that in those four grades more children ranked art first than any other subject, and that in all grades but one, more boys than girls liked art best. Superintendent I. E. Rosa of the Owatonna public schools has the following to say concerning the outcomes of the project: One of the most gratifying things about this study has been the sustained and steadily developing interest of school patrons, citizens, pupils, and teachers in its basic philosophy. There is much practical evidence in the community of the in- fluence of the art department in increased art consciousness, in newly and more 7 APPROACHES TO CURRICULUM ENRICHMENT 295 ler soundly decorated offices, factories, stores, and homes, in city and park planning, in the realization of healthier school objectives in this field, and certainly in very as obvious classroom results. Children have come to recognize art as a part of their the daily living and as a very vital element in their school life. lor We feel that using the principles indicated above has given the art program in the schools a meaning and a vitality which the pupils led themselves feel and react to very favorably. Functional art teaching _ works. Moreover, the development of such a program is entirely feasi- Be, ble in communities of all sizes, and in many cases could be undertaken ™ without any increase in the school expenditures. Iso \eir art ger hen ose in nal i eo school at its best does not neglect children with special ear gifts . . . but what is needed by a community and by all ‘ing the adults who compose it is an elevation of taste, the develop- ‘ing ment of a sensitive judgment that chooses beautiful things to the live with as intuitively as a healthy hunger selects good food. sed To improve the standards of taste in a community through an of educational program, to render a generation of children sensi- sur- tive to good design, indirectly to make ordinary homes habita- rich tions for things fitted to their uses is a greater service for the the schools to perform than that they should discover a more or less ifth gifted child and give him the technical training of a professional ave artist—Haggerty, Melvin E., Art a Way of Life, University of rder Minnesota Press, 1935, p. 38-39. (Quoted by permission of the art publishers. ) the that ther iked the and in its e 1n- more 296 IXLEMENTARY SCHOOL PRINCIPALS INTRODUCING THE STUDY OF FRENCH IN THE UPPER GRADES ANNABELLE CHALFANT Director of French, Public Schools, Akron, Ohio IVE YEARS AGO the superintendent of public schools in Akron decided to enrich the elementary-school curriculum by giving seventh- and eighth-grade pupils an opportunity to study French in those buildings where the principals wished to offer it. From twelve seventh-grade classes in 1934, the project has now grown to sixty-six classes of seventh- and eighth-grade children in thirty-two different buildings. The choice of pupils for these classes is left entirely to each principal. Whenever feasible, we prefer to offer French only to the pupils who have grades above the average in their other subjects. On account of the enrolment of the school or the organization of classes within the building, it is not always possible to choose only good pupils, and in such cases the groups are sometimes heterogeneous. How- ever, this is the exception rather than the rule; most classes are made up of better-than-average pupils. The original plan was to have the classes meet thirty minutes daily and to give no homework. The third year we began to assign some homework. During the past year, in order to make our periods correspond with the regular elementary-schoo! period, we are meeting for forty minutes daily instead of thirty. The teaching is handled by eleven itinerant teachers, each of whom teaches six classes daily in from to two four different buildings. The director of the work serves on a part-time basis. Those who are accustomed to thinking of French as a subject taught only in high schools and universities may think that a child of eleven or twelve years is too young to begin the study of a foreign tongue. They may question whether the study of a modern language really does enrich the curriculum of an elementary school. They may ask, too, why French is given preference over other modern languages. If such inquirers will turn to France, as well as to several other Kuropean countries, they will learn that the study of foreign languages is begun at least six years before the student enters a university. This means that the French student begins his English in the class corresponding to our seventh grade and continues it during the next six or seven years. Is not the American pupil capable of beginning his study of foreign languages at the same age as his French cousin? In Akron we think that he is. In fact, we believe that the younger child does better work in French than his older brother because his speech muscles are more supple, he is much less self-conscious, and he is more enthusiastic about his new subject. oa ean Vv ru th be ne dr dif a | wh pel ho dr: est vl APPROACHES TO CURRICULUM ENRICHMENT 297 Method of teaching—Naturally, the teaching of French must be adjusted to the age of the child. The vocabulary must be kept within his experience. The approach to the language must not be the old “grammatical method” so familiar to many who have survived it and who think even today that the study of a modern language is synony- mous with paradigms, long lists of irregular verbs to be memorized, rules, and exceptions to rules. In Akron we do not think that grammar is the language itself; it is only a tool used in the learning of the language. While we realize that there is no “one method” for teaching lan- guages, we use only French in our teaching. We are well aware that many educators emphasize the reading of a language as the most attain- able objective. They contend that most students can learn to read French quite readily and can always have access to French books, while very fe pupils will probably use the language for travel. There- fore, they say we should concentrate on teaching reading because that is practical. True, most children can learn to read the language, but learning to speak some French as they go along helps them to read it better. Then, too, the young child gets the greatest thrill not from read- ing a sentence but from saying it. He takes great pride in being able to say things in a foreign tongue. The emphasis in our teaching of young children, then, is linguistic rather than grammatical. We think that the natural gateway to a language is thru the ear rather than thru the eye. Therefore, one rule to which we always adhere is to present our material orally before the child sees it in print. He invariably hears and repeats his French before he reads and writes it. Another rule that we follow is to present new words in sentences rather than as isolated units. We try to make our presentation of new material as interesting as possible. For concrete objects, we need only show the real object, draw it, show a picture of it, or describe it. Abstract ideas are more dificult to convey to the young mind, but with plenty of gestures and a little descriptive ability on the part of the teacher, it is remarkable what the imaginative child can grasp. Experience has taught us that in the learning process, repetition plays perhaps the most important role. In order that constant repetition may not become monotonous, however, we use a number of games, contests, dramatizations, and various other devices to arouse and hold the inter- est of the pupils. The philosophy underlying our teaching is expressed in Rousseau’s Emile, namely, that education should be a joyful process. We there- fore endeavor to take the drudgery out of language study and to make such study a pleasure. By the use of French as our classroom language, 298 ELEMENTARY SCHOOL PRINCIPALS we immediately arouse the interest of our children and give them the feeling that they are really learning a living language. At the end of the first week the pupils are proud of themselves, for they are able to greet each other, pass a few remarks about the weather, count to ten or fifteen, give the alphabet, and say and dramatize a series of action sentences. They can also sing two or three little French songs, Our motto is to make haste slowly, especially at first. From the very beginning, we lay stress on training the learner’s ear and on requiring acceptable pronunciation. The former is naturally necessary before the latter can be achieved. In order that the child may be free to con- centrate his attention on listening carefully and repeating fairly aceu- rately, we do not give him a book until about the end of the sixth week. When he receives his book, he is delighted to discover that he ean read several pages. The teachers have, of course, centered their early teaching in the vocabularies of the first few lessons of the text. These texts are not followed slavishly, but are used merely as guides for presenting new words and grammatical material. The teachers realize that grammatical material must be taught, but they postpone it until the need for it becomes necessary. Even then rules of grammar are seldom spoken of as such. For instance, a pupil may know all the forms of the verb “to be” in the present tense and be able to use them correctly in sentences without having learned parrot-fashion to conjugate the verb. He may never have heard the command, “Conjugate in the present tense. . . .” But as soon as the teachers feel that the children need to know some grammatical terms, they teach those terms. At no time is grammar considered an interesting enough subject to become the main topic of conversation for the day. The children talk— they talk all the time—but they talk about subjects that interest them. They make conversation about their school and their homes. They talk about the different members of their families. They tell what time they get up, what they eat, and when they go to bed. They talk about their birthdays, about the movies, and about sports. At Christ- mas time they talk about their Christmas presents and at Laster about their new Easter clothes. Of course, the order of these subjects of conversation logically follows the vocabularies of the text. The teachers, however, must frequently supplement the vocabularies 0 the book. When a child wants to tell what he has eaten for breakfas! and cannot find “grapefruit” in the text, the teacher tells him and he proudly records it in his notebook together with other words whic! do not appear in his text. The written phase of the work is not neglected; the pupils also d written exercises. Some of these exercises are selected from the book ——— the 1 of able t to s of ngs, very ring the con- ccu- sixth t he their text. 1ides , but then pupil - and urned 1 the s the eTms, et to alk— them. They what talk hrist- Laster bjects . The ies 0! rk fast nd he whieh Iso do . book APPROACHES TO CURRICULUM ENRICHMENT 299 and others are made by the teachers. The children learn to spell all the words of their active vocabulary, while the words of the passive vocabulary are used only in conversation.* Provisions for individual differences—Since the groups are not always made up of pupils having similar capacities, allowance must be made for individual differences. Here the passive vocabulary plays an impor- tant role. The superior child learns to spell many of these words, while his less gifted classmate uses them only for conversational purposes. The more gifted child also writes more translations from English into French. He sometimes makes simple original compositions. The teachers have directed several projects to take care of these differences in ability. Their immediate aim has been to offer an oppor- tunity to the poorer pupils to excel in something. In one instance, sev- eral teachers suggested that it would be interesting to have a “French museum” in the classroom if the children cared to make the objects for it either after school under their guidance or at home. The children responded enthusiastically. Some of the interesting objects made by boys were soap or wood carvings of Jeanne d’Are, Napoleon, gargoyles, French policemen and soldiers, the Obelisk, the Eiffel Tower, the Are de Triomphe, the Tomb of the Unknown Soldier, Notre Dame, the Madeleine, the Normandie, and Napoleon’s Tomb. Several boys made guillotines; one boy who excelled in handwork made one about a foot high which was perfect in every detail. Since he was one of the poorer pupils academically, he probably received more praise and satisfaction from that piece of work than from anything else he did during the year. The girls also made some soap carvings, but on the whole they pre- ferred to make flags or marionettes and to dress dolls in the costumes of the different provinces. Alsace, on account of its colorful costume, was one of the favorite districts. One girl dressed a doll as Marie Antoinette, copying her costume to the minutest detail and not forget- ting the jewels. Large colored drawings of Jeanne d’Are, Napoleon, Louis XIV, and Marie Antoinette adorned the walls of several classrooms. Maps and flags made by the children were hung in most of the rooms. Several classes made large maps of salt, flour, and cornstarch, on which they placed objects representing an industry, a specialty, or a building of the city indicated. For instance, Paris was represented by a little Eiffel Tower, a Notre Dame, or perhaps a very stylish woman; Grasse was represented by a small flower or bottle of perfume; Grenoble by a glove; Bordeaux by a small bottle marked “vin” or a bunch of grapes; ‘active vocabulary”’ refers to the words which the children can use ’ jneludes the 1In this instance the term im conversation, recognize in print, and use in writing. The “passive vocabulary’ words which they can use in conversation but which they cannot spell or write. 300 ELEMENTARY ScHooL PRINCIPALS Cherbourg by a boat; Rheims by a small cathedral; Nice by a gay beach parasol; and the Landes by a man on stilts. Other units were a Norman farm, a Basque house, a French bakery (for which the chil- dren baked miniature loaves of bread shaped like French bread), and an outdoor market with merchants dressed as peasants and exhibiting their merchandise with prices often marked in franes. The work on these projects also was voluntary on the part of the pupils and was not done during class time. While this kind of work is valuable, the teachers realize that children do not learn the French language by making a guillotine or a guignol, and the teachers, of course, are primarily interested in teaching the language. Several classes gave French programs and invited the parents. These programs consisted of French songs and short plays. “Snow White” was chosen in two schools soon after the motion picture of the same name was shown. The plays, which were very simple and called for a great deal of action, were written by the children under the direction of the teachers. We also broadcast six radio programs, three of which were seventh- grade lessons and the others eighth-grade lessons. Naturally, the chil- dren participating derived the most pleasure and profit from these pro- grams, but the others enjoyed hearing them. Ground covered by the pupils—In the last two grades of the ele- mentary school, the pupils cover the work of the first year of high- school French. In the eighth grade they use the same text as do the ninth-grade pupils in high school, while in the seventh grade a much simpler text is used. Since the children who have studied French in the elementary grades take tenth-grade French during their freshman year in high school, the reason for the use of the same text in the eighth and ninth grades is obvious. In the fall of 1936 our first twelve classes entered high school, and it was interesting to get the reactions of the six high-school teachers who received these pupils. The consensus of opinion was that the ninth-grade pupils who had begun French) in the seventh grade had a larger vocabulary, talked much more fluently, pronounced words better, and wrote about as well as the tenth-grade children who had begun French in their first year of high school. The obvious reason for the better pronunciation and the larger vocabulary was that these children had spent a year more in studying the language and had used two texts instead of only one. They had had time to repeat their words over and over, to use them in various ways, to hear them often—in short, to absorb their vocabularies. During the past two years all the other high-school teachers have had an opportunity to observe the product of our elementary-school French classes, and their opinions have been no less favorable than those of the first six. ‘or on ear ast ‘ity and Six. APPROACHES TO CURRICULUM ENRICHMENT 301 ———— —_——--— Contributions of a modern language—After five years of experience in teaching French in the seventh and eighth grades, those who have been associated with the project believe that the study of a modern foreign language makes the following contributions to the elementary- school curriculum: 1. It is a valuable aid to the pupil in correcting careless articulation and faulty pronunciation. 2. It develops an appreciation for the right choice of words. 3. It enriches the child’s experience. 4. It helps to build habits of good citizenship. Since the children give many short dramatizations, they must learn to work harmoniously in groups—to be courteous and considerate of others. 5. It necessitates clear, orderly, and analytical thinking. 6. It develops accuracy and precision. 7. It exercises the memory; it demands concentration. 8. It trains the ear as nothing else except the study of music does. 9. It makes the pupils more voice-conscious than they have ever been before. 10. It Jays the foundation for an acquaintance with another civilization, thus broadening the view and deepening the sympathy of the child for a people of whom he probably knew very little before his introduction to the study of their language. 11. It is the beginning of a worthwhile recreational interest. The child who continues his study of French in high school will be able to read French books all his life. In this era of more leisure time, surely this contribution should not be underestimated. In Akron, then, we justify our teaching of a foreign language in the elementary school on the ground that it is educational, disci- plinary, cultural, and recreational. Why French was chosen—The reason French is preferred to another modern language is that French has usually been the first choice among modern foreign languages in high schools of the United States, as well as in the schools of most European countries. This fact is undoubtedly due in turn to the preponderant role that French plays today and has played for centuries as a second spoken language in the entire civilized world. Moreover, French literature is one of the richest of all litera- tures. Finally, the French language itself probably has a greater com- bination of desirable qualities than any other spoken language, its dis- tinctive characteristics being clarity, precision, and elegance. If we can attribute all these values to the study of French, are we not justified in saying that the elementary-school curriculum is en- riched by the introduction of this subject? Importance of competent teachers—On the other hand, merely de- ciding to give seventh- and eighth-grade pupils an opportunity to study French does not necessarily mean that these pupils will derive maxi- mum benefits from it. The suecess of the undertaking obviously de- pends upon the instruetional and supervisory staff. Akron considers itself fortunate in having been able to obtain as teachers of French in 302 ELEMENTARY SCHOOL PRINCIPALS its elementary schools eleven young women who are enthusiastic about the language and about teaching it. All are excellent students and are capable of imparting knowledge to others. Each possesses a magnetic personality and a sympathetic understanding of children. They have all studied French and methods of teaching French in schools which specialize in such training. What success we have achieved in Akron in the French field is due very largely to the untiring efforts of these eleven young women, together with the perfect cooperation we have received from the central school administration, the building principals, and the regular classroom teachers thruout the city. ATURITY is but one factor that affects student achievement M in foreign language study. Of equal importance are such factors as the objectives, the materials and methods used in study, the quality of teaching, and the general standards of the school and community in question. Accordingly, the problem of optimal age or grade for beginning foreign language study is not solved by merely determining the relative efficiency of learning the language at different age or grade levels—difficult and com- plex as this problem may be. The other factors must be taken into account.—Brooks, Fowler D., and Arndt, C. O., in Child Development and the Curriculum, Thirty-Kighth Yearbook, Part I, National Society for the Study of Education, 1939, Chapter 14, p. 261-62. (Quoted by permission of the Society.) APPROACHES TO CURRICULUM ENRICHMENT 303 SELECTED REFERENCES 1. AMERICAN AssocIiATION oF ScHoot ADMINISTRATORS, A DEPARTMENT OF THE NationaL Epucation Association. Schools in Small Communities. Seven- teenth Yearbook. Washington, D. C.: the Association, 1939. Chapters 5 and 6, p. 105-49. 2. BENJAMIN, Harotp R. Saber-Tooth Curriculum. New York: McGraw-Hill Book Co., 1939. 139 p. 3. Burcess, H. O. “Integration Principles.” Social Education 2: 21-24; January 1938. Same condensed: Education Digest 3: 20-21; February 1938. . Connote, Rocer J. “Integration in Relation to Curriculum-Making.” Pro- ceedings, 1936. Washington, D. C.: National Catholic Educational Associa- tion, 1936. p. 416-23. : 5. HANNA, Pau R., and Leonarp, J. Pau. “Promising Efforts at Curriculum- Improvement.” Democracy and the Curriculum. Third Yearbook of the John Dewey Society. (Edited by Harold Rugg.) New York: D. Appleton- Century Co., 1939. Chapter 18, p. 475-512. 6. Hopkins, L. THomas, and oruers. /ntegration; Its Meaning and Application. Report of the Committee on Integration of the Society for Curriculum Study. New York: D. Appleton-Century Co., 1937. 315 p. 7. LANE, RoBert Hit, and orHeErs. The Progressive Elementary School; A Hand- book for Principals, Teachers, and Parents. Boston: Houghton Mifflin Co., 1938. 197 p. 8. Leary, Bernice E. Curriculum Laboratories and Divisions. U. 8. Dept. of the Interior, Office of Educatien, Bulletin, 1938, No. 7. Washington, D. C.: Government Printing Office, 1938. 33 p. 9. Leary, Bernice E. A Survey of Courses of Study and Other Curriculum Materials Published Since 1934. U. S. Dept. of the Interior, Office of Education, Bulletin, 1937, No. 31. Washington, D. C.: Government Print- ing Office, 1938. 185 p. 10. Metvin, ArtHurR G. Activated Curriculum; A Method and a Model for Class Teachers and Curriculum Committees. New York: John Day Co., 1939. 214 p. 11. McGaveuy, JaMes R. An Evaluation of the Elementary School. Indianapolis, Ind.: Bobbs-Merrill Co., 1937. 421 p. 12. McKown, Harry C. Activities in the Elementary School. New York: MeGraw- Hill Book Co., 1938. 473 p. 13. MossMAN, Lots Corrry, The Activily Concept; an Interpretation. New York: Macmillan Co., 1938. 197 p. 14. NationaL Counci, or TEACHERS OF ENGLISH, COMMITTEE ON CORRELATION. A Correlated Curriculum. English Monographs No. 5. New York: D. Appleton-Century Co., 1936. 326 p. 15. Nationa, Socrety For THE Stupy or Epucation. The Activity Movement. Thirty-Third Yearbook, Part II. Bloomington, IIl.: Public School Pub- lishing Co., 1934. 320 p. 16. Norton, Jonn K., and Norton, Marcarer A. Foundations of Curriculum Building. Boston: Ginn and Co., 1936. 599 p. 17. OperHoLrzer, Epison E. An Integrated Curriculum in Practice. Contributions to Education, No. 694. New York: Teachers College, Columbia Uni- versity, 1937. 218 p. 18. “The Ohio State University Elementary School and Kindergartens.” Educa- tional Research Bulletin (Ohio State University) 14: 115-48; May 15, 1935. 19. Sweeney, Frances G., and orHers. Western Youth Meets Eastern Culture. Lincoln School Curriculum Studies. New York: Teachers College, Co- lumbia University, 1932. 335 p. 20. Woon. Howarp D. “The Participation of the Counselor in Curriculum Re- search, the Student Council and the Homeroom.” Education 57: 621-27; June 1937. —_ S CHAPTER III MAKING LEARNING CONCRETE AND PURPOSEFUL KDITORIAL COMMENT NE ESSENTIAL FACTOR in effective learning is concrete experience. Preoccupation with verbal abstractions has been a serious weakness in many school programs. This is not to say that abstractions or generalizations should have no place in education, Rather, it means that children can develop accurate concepts only thru close contact with reality. In addition to making learning more efficient, experience in real-life situations increases the likelihood that children will use their learning outside the school. Another requirement of effective learning is that the activities en- gaged in be purposeful to the learner. It is not sufficient for the teacher alone to know why a particular activity is carried on. Each child must be able to see how his school tasks will help him to reach goals which are important to him. It is not suggested that the child always be allowed to do as he pleases. Instead, the teacher should utilize the child’s natural interests and_ purposes to achieve educational objectives that are socially acceptable. This chapter illustrates both concreteness and purposefulness in| learning, with emphasis on activities which disregard subjectmatter lines. Perkins begins the chapter by reviewing units of work at several grade levels. Williams describes the integration of subjectmatter and handwork in all grades. Kibbe and Edlebeck tell how concrete experi- ences in the first grade made reading more meaningful to the children. Each of the next three authors deals with a single activity unit. McCarthy reviews a primary unit growing out of the children’s interest in mail. O’Connor shows how a fifth grade developed a unit based on the activities of the Boy Scouts. Noyes reports a project in which sixth- grade pupils constructed a large relief map of the United States and used it to show the country’s development from earliest times to the present. The seventh article, by Howard and Arnold, describes the study of a current social problem by sixth-grade children. Derrig outlines the methods used by a group of teachers to extend pupil experience both inside and outside the school. In the last article Mackintosh discusses the school newspaper as a device for vitalizing other school activities. Additional information on the topie of this chapter is available in the references mentioned on page 373.—Editorial Committee. [ 304 ] ter Frrst-Grape CHILDREN AT WorK IN THEIR OWN Post OFFICE Photograph by courtesy of Mrs. R. M. Mitchell, Jr., First-Grad¢ Teacher, Davis Street School, Atlanta, Georgia ph ati mi on th tiv 0) tri MAKING LEARNING CONCRETE AND PURPOSEFUL 307 LEARNING THRU ACTIVITY UNITS AT VARIOUS GRADE LEVELS Huau V. Perkins’ Principal, Boulevard School, Cleveland Heights, Ohio LERT CLASSROOM TEACHERS interested in children and their needs have long recognized the importance of physical activity and concrete experience as factors in learning. The increased em- phasis on these factors in recent years has been accompanied by greater attention to the social aspects of child development. Fortunately, manipulation of concrete materials in or outside the classroom not only contributes to individual learning, but also lends itself well to the development of desirable social attitudes and habits thru coopera- tive group projects. Yet the wise teacher realizes the limitations of concrete activity in fostering the all-round growth of children. She tries to combine the concrete and abstract phases of learning in suitable proportions according to the abilities and interests of the pupils in her class. The teachers who have guided the classroom activities described in this article believe thoroly in giving children opportunities to work with concrete objects. All of them have led their pupils thru many experiences similar to these. Yet none of them relies upon such activi- ties to the exclusion of drill involving abstract ideas. Abstractions often take on meaning for children if the latter are given appropriate expe- rience with real objects for a brief period of time. The activities described here have developed thru teacher and pupil initiative, stimulated by opportunities offered by the prescribed courses of study. Altho the social studies have been the basis for most of these enterprises, correlated efforts in other fields have contributed to the completion of each. Presenting a circus—Thru a patron’s courtesy the kindergarten class attended an indoor circus as guests of a classmate. The enthusiastic discussion during the next class session resulted naturally in a sug- gestion that the class produce a circus. A number of children told how they would like to dress to represent lions, tigers, elephants, clowns, horses, dancing ladies, ete. During several class periods the children looked at pictures of circus animals in books on the library table, described animals they had seen during family visits to the 200, and chose the characters they wished to impersonate in their circus. Each child decided how to make his costume, accepting suggestions ‘The following teachers contributed classroom experiences to this article: Anne Gage, Ruth Buchanan, Grace Cobb, Kate Philips, Maude Ramsdell, Viola Dougan, June Kinne, Louina Siverson, and Jean Mackenzie. 308 ELEMENTARY SCHOOL PRINCIPALS from others if he wished. During several work periods the pupils fashioned percale, paper cambric, and other materials into the cos- tumes desired. Altho the teacher gave help as needed, the finished materials reflected the children’s individual plans, so that no two cos- tumes were alike. During other periods the pupils used Patty Hil! blocks to build a strong animal cage with a runway from the cloak- room. As the setting for the circus neared completion, a child asked whether mothers might see the performance. The group answered this question in the affirmative and planned a program for parents. They also invited the first-grade pupils to see their costumes and handwork. Thru this enterprise the children learned to adopt purposes and to plan to achieve them by the use of various materials. The constructive phases of the unit stimulated growth in manual skill. Ideas took on fuller meaning as they were realized in dramatic form. The children learned about circus characters thru impersonation. Valuable lessons learned by cooperating with others and by accepting individual re- sponsibility also contributed to their growth. Studying farm life—Some of the first-grade children returning from summer vacation told of their visits to farms. Because of evident group interest a study of farm life was begun. Several pictures of farm scenes, together with stories of the farmer and his work, led to the discussion of buildings, animals, plants, and foods found on the farm. Parents took the children in their cars to a nearby farm so that the class might get firsthand information about these subjects. Further study led the pupils to decide to build a farm, and to discuss the buildings their farm should have and the kinds of shelter needed for different farm animals. All cooperated in planning the arrangement of the buildings on an area which they covered with heavy wrapping paper. Then the class was divided into groups and a part of the activity was assigned to each. From corrugated paper boxes the chil- dren made their buildings and painted them white trimmed with red. Animals were made of wood cut with coping saws, and the farm family was represented by stocking and raffia dolls. The children’s interest in reading was stimulated by learning to recognize in books and pictures many words dealing with the farm. By reading stories of farm life written by the teacher at their dicta- tion and later assembled in book form, the pupils began to realize that we may read books to secure information. Growth in oral English was evident as they told original stories, invited other classes to see their farm, and prepared talks to describe their work to the mothers whom they invited as guests. Children used their own initiative in designing covers for farm booklets, and made a frieze to represen their idea of a farm scene. Thruout the activity they learned to use G in pr Di su: Wl me to sle of reg ; tw to the In wal cor the wit vid and fro con: orig othe F and and suck ness in tl On en ns ym MAKING LEARNING CONCRETE AND PURPOSEFUL 309 ——— —— materials economically, to store their unfinished articles, and to take proper care of a paint brush. This activity gave the pupils a knowledge of farm products and their uses. They came to appreciate the importance of group organization, and developed the power of observation and the traits of self-reliance, fair play, and orderliness. A few pupils showed ability to lead others, while those with less initiative developed self-confidence by undertak- ing tasks which were within their ability and necessary to the success of the enterprise as a whole. Visiting Holland—To set the stage for the unit on Dutch life in Grade II, the teacher posted about the room many pictures of scenes in Holland. All the books on the library table contained stories of Holland attractively illustrated. The children read these as interest prompted, in addition to supplementary readers describing the life of Dutch children. During the reading and attendant discussion a pupil suggested a visit to Holland. Of course the whole class wanted to go with him. They were eager to find out the best way to travel. Since most of the children had never ridden on a train, they made a trip to the union terminal station, where they visited a dining car and a sleeper with the beds all made up. Posters showing the conveniences of ocean liners provided the pupils with the necessary background in regard to that means of transportation. The children enjoyed making things described in their books. From two barrels and a bushel basket they built a windmill with sails attached to a crank which they could turn. Using two kindergarten tables, they improvised a cupboard bed in which each child “slept” in turn. In the sand table they constructed a Dutch village and farm, with water in the cemented canals, real grass growing in the meadows, and cork boats floating on the canals. Toy animals and Dutch dolls made the sand table very realistic. Each child made a six-inch clay tile, with a design in blue and white, for the fireplace. All worked out indi- vidual Dutch designs which they applied to paper cups, plates, napkins, and doilies. They also designed and painted large posters with scenes from Dutch life, and learned Dutch songs, dances, and games. After constructing a crude gangplank for the “ocean liner” and preparing original explanatory talks, these children dramatized their trip for other classes, inviting their mothers to one performance. For four weeks the pupils found their understanding of Holland and its people extended thru their work in art, spelling, reading, music, and physical education. They came to associate with the Dutch people such commendable traits as industry, cheerfulness, cleanliness, neat- ness, and courage, and expressed admiration for such characteristics in those about them. 310 ELEMENTARY SCHOOL PRINCIPALS Learning about Vikings—In Grade III the study of this early people began with the problems they had faced in making a living, and in- cluded their mythical folklore and stories of daring adventurers. Ip addition to the use of supplementary and reference books, the children gleaned illustrative material from magazines and advertisements, and searched many readers for Viking stories. Interest was furthered by sets of Viking pictures borrowed from the library and the museum. Group enthusiasm led children to suggest ways in which they might reproduce some phases of Viking life. Among others they built a large Viking boat, made costumes and armor, drew a large panel for the classroom depicting a Viking scene, and wrote original poems and stories. To unify the study, the children planned a dramatic program based upon the story of King Harald and Gyda from Viking Tales by Hall.? This play required the writing of dialog, and provided a constructive use for the costumes and armor previously made. One scene used the Viking boat. The children’s creative interest was re- flected also in original stories and poems read by the authors, as well as in dances interpreting Norse life. Several children prepared books of drawings with written descriptions of Norse dress and occupations. Thru this activity the children built into reality a world first conceived in imagination. All set sail in their own boat in quest of adventure; all participated in the assembly program growing out of their activity; and each found satisfaction in this integrated effort toward a desirable goal. Pupil growth was shown thru improved coop- eration in small groups, evidence of leadership in a few children, greater readiness to appreciate individual contributions, and pride in the result achieved by the entire class. Living with American pioneers—Children in Grade IV had obtained some understanding of the hardships faced by pioneers in the West- ward Movement thru their study of early Cleveland and their visit to the Historical Museum in the previous grade. After reading textual material and stories of pioneers in library books, a group of these pupils suggested several things they might make or do much as the pioneers did. From this list each child made one first choice and two more which he would accept. After completing the object of his first interest, a child might work at another or assist a classmate. Among the items suggested were a log cabin, furniture, a patchwork quilt, dressing dolls as pioneers, samplers, a covered wagon, a flatboat, weav- ing rag rugs, and posters showing pioneer activities. Making candles and soap were group activities directed by the teacher. When some of the objects were finished, pupils described their methods to the class so that all might understand them better. After * Hall, Jennie. Viking Tales. Chicago: Rand MeNally and Co., 1902. le In en nd by ht ge he nd im les ne ks »st- isit ual ese the two ong ult, AV dles heir {ter MAKING LEARNING CONCRETE AND PURPOSEFUL 311 —_—— a few of these oral explanations the class decided to summarize its work in a program. This involved writing explanations of charts and of illustrations in booklets showing styles of dress and materials used to make them. Children also wrote invitations to parents and an article for the school newspaper, while many wrote the descriptions which they were to present orally in the program. In the gymnasium these children learned some of the dances enjoyed by frontiersmen and the tunes that went with them. Growth in oral English was stim- ulated by frequent opportunities for discussing the life of the pioneers and the means used to represent their life activities clearly. Thruout this unit of work the children improved noticeably in their willingness to help each other and in their individual responsibility for the work of the class. Altho a child occasionally expressed lack of interest in his chosen activity, his perseverance was stimulated by the accomplishment of others and by his pride in executing his share of the group plan. Finding out about bees—An interesting story about bees discovered in their reader stimulated a class of fourth-grade children to seek further information on this subject. For factual material they read reference books and scientific articles in magazines. In addition, they had living and dead specimens of bees for classroom study, and were privileged to see slides and a movie depicting bee life. Their enthusiastic interest provided the stimulus for arranging a program that would present to others many of the facts they had learned. Since this program was given in the classroom, small groups of children and parents were invited from day to day. The program was divided into two parts, one factual and the other consisting of romance and fiction. The first part included information on the parts of the bees’ bodies, classes in the hive, products of the colony, and care of the young. A large chart containing questions covering the main facts formed the basis for a Quiz Bee. The second part of the program presented the creative work of the children. It pictured per- sonified bee characters in various activities, using some fantastic ideas similar to those of Maeterlinck. It also included original stories and poems as well as interpretive dances. To their mothers the children served tea, honey, and cookies. This unit of work fostered worthy group cooperation and provided opportunity to recognize the value of individual accomplishments. The class learned to organize the contributions of its different members into an ordered sequence. The individual pupils improved their skill in using reference books, tables of contents, and indexes. They learned to sean a page rapidly for special information, and improved their ability to express thought orally. Their pleasure in sharing a chal- 312 ELEMENTARY SCHOOL PRINCIPALS lenging interest with others and their skill in presentation developed self-confidence for further school tasks. Getting acquainted with the early Egyptians—Because the civiliza- tion of ancient Egypt surpassed that of other early peoples studied during the second semester of the fifth grade, the art, architecture, and life of the early inhabitants of the Nile Valley receive major emphasis at this level. One class, after learning the important. facts of Egyptian history and the principal activities of various classes of the popula- tion, decided to present a dramatization of an Egyptian story or legend. All members individually read as many Egyptian stories as they could find, and told them to the class. Each story was either placed on the list of possibilities or definitely rejected. When the number of possible stories had been reduced to three, these were read in class and one was selected. In class discussions the children suggested scenes for dramatic action, characters that should be used, and the kinds of stage scenery needed. With careful guidance and assistance from the teacher, they also wrote the dialog. The stage represented an Egyptian house, a garden, and a temple. Decoration of the set demanded accurate knowledge of Egyptian art, and the costuming of characters approximated the dress of the period. The play stimulated the pupils to do extensive reading and to use written and oral English for a purpose. Some measurement and many computations were necessary in building the scenery. Decorating the set presented an opportunity for rich artistic experience. The play itself introduced a characteristic group dance. Thru this unit all the pupils gained a knowledge of life in ancient Egypt and an appreciation of its gifts to modern civilization. A few showed traits of leadership not recognized before, and all gained a sense of personal achievement thru their individual contributions to the success of the group enterprise. The cooperation essential to sue- cess was the result of improved social attitudes and increased recog- nition of the values of group effort. Studying medieval life—Following several class periods in which children in Grade VI discussed the fall of Roman power and the resulting eclipse of civilization, the following question was regarded by these children as very important: What was the life of the people during the Middle Ages like, and what do we owe them? In group discussions several phases of this question were proposed, most of which were accepted by individuals and by groups for further study. The children’s next purpose was to gather information about their special topics and to formulate and execute their plans for presenting this information to the class as a whole. The activities of individuals and groups included the preparation of ! F ing the in eve to | tell: ( “go WOU witl com the and they rep W to i¢ were the of t Py task Thr impe subj ve me he tic ont ew la uc- og- ich the Jed ple yup of dy. 1eir ‘ing 1 of MAKING LEARNING CONCRETE AND PURPOSEFUL 313 reports, the presentation of dramatic interpretations, and the dressing of dolls as medieval characters. Later many of these dolls were grouped in a setting to represent a medieval fair. In addition, one group of children constructed the layout of a manor with buildings made of clay. Another group built a castle of wall board and decorated it appropriately. In these activities the children correlated their oral and written English, art, and shop work. They also discussed some of the geographical factors operating to produce the situations in which people lived during the Middle Ages. From these activities the children learned to secure information more rapidly and accurately thru silent reading, and to outline this informa- tion in preparation for its later use. The success of group and individual enterprise was directly related to growth in self-direction. The com- pletion of accepted tasks helped children to recognize acceptable standards of work. Thru cooperation in pursuit of a definite goal, each child learned to appreciate the abilities of other children and to recognize talent for leadership. Charting a nature trail—Identified by numbered markers correspond- ing to a prepared key, the trees, shrubs, and perennial plants near the school form a nature trail which is used by all upper-grade classes in elementary science. Preceding a certain school-levy election an evening program was planned to present the activities of the school to local citizens. One sixth-grade class accepted the responsibility for telling the audience about our nature trail. Group discussion quickly led to the children’s choosing Jimmie, “good in art,” to draw the plan upon which the explanatory talk would be based. Jimmie selected two members of the class to help with the outdoor measurements needed for his drawing. While this committee was completing its preliminary tasks, the remainder of the class enthusiastically reviewed previous lessons on drawing to scale and on the identity of the plants and trees in the nature trail. Thus they individually expressed their interest in the work of their chosen representative. While drawing the chart, Jimmie and his committee evolved a key to identify the various items on it. Several members of the class who were “good at lettering” assisted in adding the numbers and names to the chart. Jimmie himself explained the chart and the children’s use of the nature trail to the audience. Previously Jimmie had appeared bored with school, giving to his tasks only as much attention and effort as were absolutely necessary. Thru the confidence expressed by the class in choosing him for an important task, he completely changed his attitude toward academic subjects. Evidently he recognized the functional values of English and 314 ELEMENTARY SCHOOL PRINCIPALS arithmetic in completing his work on the chart, and the enthusiasm thus aroused continued for the remainder of his elementary-schoo] life and extended to all subjects studied. His interest in elementary science led him to collect and mount leaves and butterflies, and to build bird houses and feeding trays. More significantly, Jimmie identified himselj with the interests and activities of his class, and thus won his clags. mates’ approval and appreciation of his ability. It is not strange that he soon found himself accepted as a leader in all group activities on the playground as well as in the classroom. Conclusion—The activity units described above are typical of many worked out by the teachers and children in the Boulevard School, However, such units in no sense displace the drill commonly used in teaching tool subjects and basie concepts. The outcomes of eac enterprise included motivation of academic learning, improved social attitudes as evidenced by modified conduct, and worthy development of individual personality. The procedures used followed one genera pattern, with variations in detail and emphasis from class to class The greatest value of such procedures lies in giving children oppor- tunities to live close to reality and to strive toward challenging goal thru avenues of their own choosing. LL educators everywhere are enjoined, therefore, to close up the gap that exists between the school and life by recog- nizing the full meaning of the principle that the community and social institutions are themselves functions of education, and that the ultimate worth of any social arrangement whatever is the extent to which it makes a desirable difference in the indi- vidual life. No fixed, predetermined body of subjectmatter should be allowed to obscure the teacher’s vision here. The stu- dent is not to study about life’s problems, customs, and institu- tions; he is to experience them as concrete realities.—Harris, Pickens E., The Curriculum and Cultural Change, D. Appleton- Century Co., 1937, p. 364. (Quoted by permission of the pub- lishers. ) ~—— asm life ence bird nsel lass- that ities, nany hool. used each ocial ment neral class, ppor- goal: MAKING LEARNING CONCRETE AND PURPOSEFUL 315 INTEGRATION OF HANDWORK AND SUBJECTMATTER LEARNING Ciaupe L. WILLIAMS Principal, Wentworth School, Chicago, Illinois perimentation and discussion concerning the handwork of the elementary schools. The debate has included the nature and amount of handwork to be undertaken, its placement in the grades, the amount of time that it should receive, and the question of whether it should be taught by the regular teacher or by a special teacher. After many years in which manual training and household arts were taught by special teachers, the Chicago schools in 1933 eliminated formal training in both these subjects from the first eight grades. Among many experiments to introduce more handwork into the cur- riculum since that time was one conducted at the Wentworth School during the first semester of 1937-38. This project was an attempt to fuse or integrate various subjects with the handwork in all grades from the kindergarten thru the eighth. It was undertaken with the official sanction of the superintendent of schools, and had the cooperation of special assistants from the school department of manual arts and from the department of manual arts at the teachers college of the city. There was no appropriation for supplies other than those furnished regularly to all the schools of the city. After a late start due to three weeks’ delay in opening schools in the fall, the experiment was con- tinued until January 20. On that date a demonstration of the class work, as well as an exhibit of the finished products, was held for the benefit of the directors, supervisors, principals, and teachers of the city. [ THREE-QUARTERS OF A CENTURY there has been continuous ex- SELECTION OF UNIFYING THEMES In order to have a unifying center about which much of the work could be organized, the teaching staff adopted the theme, “The Pageant of the Murals.” This idea was suggested by the murals which had been placed in the building on three different occasions. A brief explanation of these murals will assist in understanding why the theme was selected. In 1904 Norman Hall painted for the walls of the old gymnasium- assembly hall two very attractive murals depicting scenes from the King Arthur legends. Grown dark with age and neglect, these paint- ings were recently cleaned and retouched by WPA artists and thus gave an additional appeal to what is now our library. In 1926 a large new assembly hall had its walls decorated with thirteen murals by J. F. McBurney, depicting scenes from the life of Abraham Lincoln, the Westward Movement, Indian life, and the life of D. 8S. Wentworth, 316 ELEMENTARY SCHOOL PRINCIPALS ———$——___., who was the first president of the Chicago Normal College and the educator for whom our school is named. In addition, three murals suggested by the characters in Little Women, Huckleberry Finn, and Tom Sawyer were painted recently by Florian A. Durzynski under g WPA grant. Still another painting is entitled “Modern Youth.” Since the subjectmatter of the murals was too advanced for children in the primary grades, the latter were left to choose other themes for their handwork. For the middle and upper grades, however, these murals offered much inspiration for many of the undertakings. The entire school was engaged in the experiment, and each teacher kept in mind the desired integration of art, music, literature, history, dra- matics, and handwork. The handwork served as a binding force for the other subjects and furnished a means of expression for them. ACTIVITIES IN THE PRIMARY GRADES In the kindergarten and primary grades the children were studying the home, the community, the helpers, the shops, the transportation, the family, and the school. The following paragraphs indicate some of the activities carried on in each grade. Kindergarten and first grade—As a means of increasing reading readiness, the kindergarten teachers developed units on the home and on transportation. Daily discussions of these topics elicited contribu- tions from the various members of the four kindergarten divisions. Pictures were introduced, excursions were conducted, conversations were held from day to day, and stories were read or told by the teach- ers. The children expressed themselves thru the media of clay, draw- ings, blocks, and construction paper. The study of transportation was quite extensive considering the ages of these pupils. Horses, wagons, automobiles, streetcars, railroads, and airships received attention in turn and were of great value in extending and enriching the children’s concepts. Typical studies and projects undertaken in the first grade were the construction of a doll house with its furniture, equipment, and inhabi- tants; a study of the kinds of stores in the busy section of Englewood nearby, and the building of a street and shops of construction paper, including many objects found in the real shops; and a carefully de- veloped post-office project following an excursion to the branch post office which serves our school. Second grade—The pupils of the second grade reached out a bit fur- ther in their study of the environment, developing a unit on the farm with its crops, its animals, its houses, its silo, and its workers and their means of transportation. Many of the children had spent part or all of the preceding summer on farms, and these added generously to the “7 ml res mt fig to Val Iro squ sm 1 lor ( ing On, of ing AW- MAKING LEARNING CONCRETE AND PURPOSEFUL 317 available information. This work involved reading, English compo- sition, songs, graphic art, and handwork of various kinds. These pupils, as well as those in other grades thruout the school, found means of expression not only in the work of the classroom but also in the as- sembly hall thru dramatics, costumes, games, and other features of what we term work-type assemblies—that is, assemblies that are direct outgrowths of the classroom experiences of the children. Much of the reading, for instance, proved itself appropriate to an audience situa- tion, and so was presented as a feature of assembly work. There was, however, no better expression of the children’s newly acquired under- standings and appreciations than that found in their handwork. Third grade—Going still further from home, the children of the third grade studied life beyond the seas. Their reading included stories from Japan, China, and Holland. The visual education department furnished slides and movies that helped them to understand these countries. My Weekly Reader,’ with its graded lessons, was of great service in ob- taining a grasp of the subject. Many children in the community are of Dutch descent; so in the study of the Netherlands these pupils brought in wooden shoes, costumes, and other mementos of the days when their ancestors were in their native land. A large amount of handwork grew out of these studies, including Japanese kites, costumes, lanterns, pagodas, shrines of various kinds, and collections of coins, Chinese writing, fans, stamps, and other items. One child brought in a long list of Chinese letters or characters sent over from China by a missionary. Not only in the social studies was handwork introduced, however. In natural science the children studied real trees, plants, leaves, and flowers of many kinds. This work called for mountings, drawings, and other means of reproducing specimens on paper. ACTIVITIES IN THE INTERMEDIATE AND UPPER GRADES Fourth grade—It was in the fourth grade that the influence of the murals mentioned above became quite evident. The study of Indians, regularly placed in this grade, began with an observation of the Indian murals in the large assembly hall. Colorful, bright, dramatic—these figures greatly influenced the thinking of the young people with respect to the Indians. A number of Indian projects were undertaken by the various fourth-grade rooms. One room made a special study of the Iroquois and constructed a village with the homes, the braves, the squaws, the dried venison, the skins beside the doors, and the curling smoke from the fire. Another group worked out a large Pueblo home 'My Weekly Reader. Columbus, Ohio: American Education Press. (Published in five editions fer Grades I-VI.) 318 ELEMENTARY SCHOOL PRINCIPALS with its tiers of cave-like rooms and their inhabitants. A number of small dioramas were developed showing the work and other activities of the Indians. Bracelets, rings, and necklaces of beads were produced in great numbers, and basketry, weaving, clay modeling, pottery, and drawing were popular. New interest in Indian stories and legends wag engendered, and the library was called on frequently for aid. When Indian Week came around, an assembly was held in which the fourth- graders shared with the other grades the knowledge they had gained about the early inhabitants of our country. The Indians thus became flesh and blood like the other people about us, and were no longer thought of as wild savages to be hunted down and killed or mistreated, Fifth grade—An important unit of the history course for the low fifth grade is devoted to the study of Chicago. This is always a very popular subject with pupils and teachers alike. In the present experi- ment, various texts were consulted for information about the early his- tory of the city; compositions were written; pictures of the early homes were studied and reproduced; maps of the Chicago area were’ drawn, based on those of early explorers as well as those of more recent date; a set of slides was prepared tracing the growth and development of the city, including the early settlements, the great tragedy of the Chicago fire, the two world fairs, and some of the leaders who have made the city what it is. A model of Fort Dearborn was the children’s master- piece. This familiar log fort was constructed with great success; the furniture, the supplies of food, the arms for defense, and the immediate surroundings were all shown with great satisfaction to the pupils and to the edification of parents and other guests who visited the school from time to time. In the process of construction, the children used three-ply wood, cardboard, and many other materials, much of which was brought from home. In addition to the other sources of information consulted, the chil- dren studied the murals so far as they bore on Chicago history. Scrap- books with clippings and illustrations from many sources added much interest to the entire project. Sixth and seventh grades—In the sixth and seventh grades an inte- grated study of the King Arthur legends was inspired by the colorful and dramatic scenes painted on the walls of the library. From the study of these murals came a new interest in the stories of King Arthur. Histories, encyclopedias, reference books, and special texts on the chil- dren’s level were consulted for further details. The armor, the cos- tumes, the weapons, and the characters of the legends were studied and appreciated in a new light. One elass made a group of wooden figurines, neatly carved and appropriately decorated in colors. Many posters were painted and displayed in the classrooms. A very effective project of eg nd ras th- ed me ver ed. ow ery Tl 118- nes wh, ite; the ago the ter- the late and 1001 ised nich hil- rap- uch nte- yrful budy hur. chil- cos- and ines, sters oject MAKING LEARNING CONCRETE AND PURPOSEFUL 319 —_——_——_ was the making of transparencies for the library windows, depicting characters and scenes related to the episodes represented in the murals. As they worked, the children seemed to catch much of the spirit of the murals and much of the knightly qualities of the characters which they were reproducing. Since the work in these grades is departmentalized, the success of this series of projects was due largely to the fine coopera- tion of the librarian and the teachers of history and art. In addition to the activities just described, the series of murals deal- ing with Lincoln and the series depicting the Westward Movement served as the inspiration and general pattern for many friezes, draw- ings, clay models, and other art products illustrating and emphasizing the history of the country. Still another unit was concerned with the development of the book from the early papyrus rolls thru the manu- script books and the printed volumes of various types. In mathematics many geometric figures were worked out; designs from old quilts and from Gothic windows were used in making transparencies for class- room windows. The procedure followed in these projects raises the question of the place which this type of art work has in a school. The writer believes that the depicting of characters from history and literature should be only one phase of art education, but that when properly directed it has fine teaching values. Among these values are many intangible ones that are often overlooked in evaluating results. Eighth grade—Perhaps the fullest integration of subjectmatter was achieved in Grade VIITA. An example of this was the children’s pro- duction of the operetta Tom Sawyer, by Clemens-Paynter-Schafer. The librarian, the teacher of eighth-grade art, the physical education teacher, and the teacher of music and literature cooperated in making this a very valuable project from all points of view. The scenery was painted by the children under the direction of the art teacher, and was remarkably good considering the ages of the pupils. The play called for a large cast. Some unusual voices took part in the solo and small group songs, and the choruses also were well done. The acting and the general character of the production were most gratifying. The produc- tion was presented in its entirety on three occasions—once for the lower grades, once for the upper grades, and once in the evening for the parents. In addition, excerpts were given on the day of the general demonstration of handwork and art (described below), and were re- peated as part of the school’s graduation exercises. More gratifying even than the dramatic effect of the production was the spirit of cooperation among all the teachers, the pupils, and the community in bringing about an integration of the work in art, music, literature, the library, dramaties, physical education, and history. 320 ELEMENTARY. SCHOOL PRINCIPALS A ScHooLt DEMONSTRATION Day As a climax to the work of the semester, an entire day was set aside for demonstrating the handwork and art as fused with the other sub. jects of the curriculum. About three hundred public school teachers. principals, supervisors, and students from the teachers college of the city were invited to see the finished work of the school and the class. room procedure used in producing it. To avoid overtaxing any on teacher in the school, it was arranged that the first forty-five minute should be a demonstration period for the eighteen rooms having od( numbers. This cross section of the work of the building was followed by a demonstration of work in the rooms having even numbers. Ap effort was made to have the work as natural and genuine as possible It was recognized that in such a demonstration there is danger of over- doing and of overpolishing the work of the pupils. Many remarks hear on the day of the demonstration, however, led the teaching staff t believe that it had succeeded in presenting a genuine example oj cooperation and of methods of securing satisfactory integration. Following the demonstration of classroom work, the guests wer invited to the library to meet the teachers in a social way and to x served a cup of tea by the parent-teacher association. Recesses wen lengthened for this purpose, and the teachers were thus given a chane to relax from their duties of the morning. Later in the day, a more formal discussion and evaluation of thy work was carried on in the large assembly hall of the school. Partici- pants in this were the district superintendent, the supervisors of thi various subjects, the instructors from the teachers college, and thy classroom teachers of the city. VALUES OF THE PROGRAM The values of such a program are always a matter of debate. Th traditionalist always fears for his precious subjectmatter. The opposit viewpoint is that many pupils who get little or nothing from the ord- nary presentation of materials in the class are given an opportunity t succeed in an integrated program of activities. In our experiment Wi found many children gaining confidence and power who previously had had no interest in school. The feeling of common interest in on big undertaking proved inspiring to the teaching staff as well as to thi pupils of the school. The plan of having all teachers responsible for the handwork ol | school has the advantage of encouraging the development of project at the time needed and by the teachers most familiar with the subject matter involved. It tends to encourage simplicity and to produce nat MAKING LEARNING CONCRETE AND PURPOSEFUL 321 ural results somewhat more than does the plan of having handwork directed by specialists in the field. On the other hand, the occasional aside * sub. | suggestions and advice of a special teacher seem essential; in this cher, | experiment the special teachers of handwork did much to make the of the | undertaking a success. class. A danger to watch for and guard against is the engendering of so y one} much enthusiasm on the part of the staff and pupils that an unfavor- inute: | able reaction will occur later on. A principal should be ever on the alert g odi | for signs of “nerves” and overstrain when his whole school is focusing lowed | attention in a specific direction. In our own school, however, we find 's, Ay | Many important and lasting values in an undertaking of this kind. ssible. " Over- heard Laff to ple of _ integrated curriculum organizes the educational program Bee in such a way that the child will be the focal center for to be growth and development. Thus, learning becomes effective only f bated to the degree that the whole child is interested. The course of chance study should have sufficient enrichment and flexibility so that the teacher may continue the varied learning processes, whether " they be securing informations, developing certain attitudes and artic appreciations, or cultivating certain skills. Moreover, pupils of the of the should be recognized as individuals and permitted to progress in vd the accordance with their learning ability and the amount of time available. This varied plan of teaching may involve large groups at times and small groups at other times. The relative amount of class instruction, of small-group teaching, of individual assist- e. The ance, of routine drill, and of individual and self-directed effort yposite must be left to the judgment of the teacher. The extent to which e ordi- the teacher leads the child to help himself and thus to become nity to independent of assistance is the best indication of progress in ent Wi learning.—Oberholtzer, Edison E., An Integrated Curriculum in viously Practice, Teachers College, Columbia University, 1937, p. 10-11. in on (Quoted by permission of the publishers.) to the k of 3 rojects ibject- pe nal- 322 ELEMENTARY SCHOOL PRINCIPALS es VITALIZING READING FOR FIRST-GRADE CHILDREN Deut E. K1sse Elementary Supervisor, State Department of Public Instruction, Madison, Wisconsin and MayMe M. Epieseck First-Grade Teacher, Lincoln School, Green Bay, Wisconsin tivities in a satisfactory manner has been uppermost in the minds of first-grade teachers. Studies of elementary-school reading have led educators to believe that many of the undesirable reactions and poor reading habits frequently found among children are due to first- grade programs which have required children to engage in reading activities before they were sufficiently ready to learn to read. A delay in beginning reading, together with a program for developing reading readiness among first-grade children, has been suggested as a solution for the problem. As teachers have tried to act upon this suggestion, many have found themselves unprepared to direct a non-reading pro- gram which would stimulate desirable growth and preparation for reading, while others have shown great resourcefulness in providing desirable experiences, promoting worthwhile interests, stimulating ex- pression, offering opportunity for creative expression thru language, music, art, and dramatization, and developing desirable social attitudes and habits. First-grade teachers often ask what they should do if they are not to begin teaching reading from books at the first of the school year. Prob- ably the best answer to this question is that the first weeks of school should be spent in living together—working, playing, sharing, and help- ing. During this period the wise teacher observes and studies the chil- dren so that she may know best how to guide them. She tries to discover the timid child, the overly confident child, the insecure child, the secure child, the inhibited child, the expressive child, the dependent child, the independent child, the nervous child, and the well-poised child before going far in any program of instruction. When the teacher becomes acquainted with the children’s personal experience, their interests, and their social and emotional life, she may plan a program which will develop the various attitudes and skills nee- essary for successfully learning to read. She may begin by conversing with the children about their homes, pets, toys, families, the nursery rhymes, stories which they know, or any group interest, and then lead them on into new experiences, new interests, and new understandings which may develop into interests in reading. Obviously, this approacl ik RECENT YEARS the problem of introducing children to reading ae- h r ac- nds have and first- ding lelay iding ution stion, pro- n for iding g eXx- age, tudes 10t to Prob- school help- . chil- scover secure d, the before rsonal e may Is nec- ersing ursery n lead ndings proach MAKING LEARNING CONCRETE AND PURPOSEFUL 323 not only helps children to get more from their reading later on, but also enriches their present living to an extent not hitherto achieved in many first-grade classrooms. The following pages describe the reading readiness program followed by one of the authors in a class of first-graders during the first eight weeks of school. This program, altho merely illustrative of many things that might be done, is presented because it apparently developed an unusually fine attitude toward school, toward group life, and toward the activities of reading and expression. Learning nursery rhymes—At the beginning of school, a border of pictures illustrating nursery rhymes was exhibited to attract the chil- dren’s attention and to stimulate expression. Each child was encouraged to select one of the pictures and to recite the corresponding rhyme. The most popular were “Jack Be Nimble,” “Hickory Dickory Dock,” and “Humpty Dumpty.” The children showed appreciation of the rhythm, and within a week most of the group could say at least six complete rhymes. The border provided opportunity for the pupils to interpret pictures and to associate them with interesting poems. Class discussions disclosed the accuracy of concepts of such words as “meadow,” and the general background of information possessed by each child. Victrola records of the rhymes aided in securing group attention, developing a sense of rhythm, and stimulating expression thru group singing. Much choral work helped to encourage participa- tion by the more timid child. Experience with toys—In order to discover the timid child who lacked social adjustment, the children were asked to stand before the group, introduce themselves, and tell about some toy or plaything they had at home. Then, to impress on them that there is a reason for, and meaning in, both reading and writing, each child’s name was written on a card which he wore pinned on him for several days and kept for future needs. Each child was asked to bring his favorite toy to school, and when he did he answered questions about it, such as: Where did you get the toy? How do you play with it? To further develop the child’s oral language ability, this game was played: One child would stand near the toy table, and another would go to him and receive a toy. The latter would then say, “You gave me a ———_——,” and would add one sentence about the toy. For example, “You gave me a truck. You ean haul ice on a truck.” This activity made provision for sharing ideas. Many of the toys suggested rides. 99 66, Such words as “train,” “airplane,” “automobile,” and “boat” were listed 324 ELEMENTARY SCHOOL PRINCIPALS es on the board. Each child chose one of these and drew a picture to repre- sent it. The words were printed on flash cards, and the children then matched the cards with the words on the drawings. This gave practice in visual discrimination. The children talked about and drew pictures of the things at school which they rode on, such as swings, scooters, tricycles, and teeter-totters. The drawings were kept for a booklet entitled Rides. Since reading involves taking something to the printed page—that is, experience—a seesaw was built and a chart about the seesaw was made. When the children showed that they had a clear concept of up and down, they were asked, “How do you go?” and the answer was printed on a chart, as follows: We go up and down. Up and down, up and down. A picture of a seesaw labeled “Up and Down” was pasted on the chart for the children to make comparisons. Having mastered this vocab- ulary thru a concrete situation, the children were prepared for the first pages of the Alice and Jerry pre-primer,' which they soon discovered they could read. Discrimination of colors—Color discrimination came into the pro- gram the first week. Color cards on display invited identification by the children. The children played a game of finding other things in the room that were red, blue, ete. Then they went outside the schoolroom and found more colors. A rainbow one afternoon suggested a short discussion on colors. One child informed the others that when bubbles are blown, one can see the rainbow colors. So a bubble party was planned for the next morning. The children brought their bubble pipes and many of them had a new experience. This activity suggested some formal seatwork. The teacher prepared a page of bubbles and on each she printed the name of a color. The children were then told to color each bubble as directed. Some of the children had to refer to the color charts, while many of them did not. To provide more exposures of the color words, each one was printed on a large sheet of paper. The children decided they would like to paste something of that color on the page; so they searched for maga- zine pictures. They put these pages in a booklet entitled Colors. Experience with pets—One morning a little boy brought a picture of himself on his pet pony. He told the class many interesting things about his pony. The teacher tried to get the other children to ask ques tions. The next day another child brought a picture of his dog and told all about it. Then more pictures of pets came. As each child told about 1O’Donnell, Mabel, and Carey, A. E. Alice and Jerry Books. New York: Row, Peterson ané Co., 1936. os Gee _-. wae eee in th yre- hen tice ures ters, klet that was f up was chart ycab- . first vered - pro- yn. by in the lroom short ibbles y was pipes pared r. The of the id not. printed like to maga- picture things K ques nd told 1 about erson and MAKING LEARNING CONCRETE AND PURPOSEFUL 325 his pet, his name was added to a chart with the heading, “Who has a pet?” The children found great joy in reading: Carl has a horse. Billy has a dog. Since some of the children had no pictures to bring, they were invited to bring their pets to school. As a result, a Pet and Nature Show was planned for a Friday afternoon assembly. Children who had no pets were allowed to bring flowers or something else for the nature collec- tion. Each child prepared a little talk about his pet, telling the kind it was, its name and the reason therefor, where it was obtained, where it lived, what it ate, and some other interesting characteristics. The teacher challenged the children with this question printed on a sheet of tagboard, “What will you bring to the Pet Show?” Each child had his answer printed on a page of the class book. For example, Carl said: I will bring my horse. I can ride on her. By referring to the chart, “Who has a pet?” the children could find the animal names in the book. They could also read many of the children’s names. The pets were listed on the board also, and before the day of the pet show each child could read the entire list. One of the games played with the pet names was “Taking the Pet Away.” As one child would pretend to be taking care of the pets, an- other would approach him saying, “May I have a dog? I want to take him for a walk.” The caretaker then would erase the word “dog.” Pictures of the animals that were to be entered in the pet show were displayed and labeled. These included a horse and a goat, but the cow and the pig were not represented. The children decided that it would be necessary to make a trip to a farm to see the latter two animals. Each child drew a picture of his entry for the show and labeled it. These pictures were made into a book called Pets. A song was com- posed for the opening and closing of the show. The second grade was the audience. Ribbons were awarded. A trip to the farm—The next week the children prepared for their farm trip. The subject of rides was brought up again—how would they go to the farm? Five mothers consented to take the group in cars. The children decided that in order to find a farm it would be necessary to drive out into the country. They hoped to see the cows, pigs, chickens, horses, dogs, cats, sheep, geese, ducks, and turkeys. It was the interest in animals that brought the children to the farm. They decided to ask the farmer these questions: How do you keep the cows and horses in the barn? What do you feed the cows and horses? Why do you have a kitten and a dog? Where do the pigs stay? \b 326 ELEMENTARY SCHOOL PRINCIPALS In approaching the farm, the group passed the field where the cows were grazing and stopped to look at them. The farmer had black and white cows and red and white cows. Some of the children knew that the black and white cows were Holsteins, but they did not know the red and white cows. That was a question they would ask the farmer, They observed a cow eating, watched how she moved about, and no- ticed her characteristics. When they got to the farm they met the farmer, and upon request he took them to the barn. There he showed where he kept the cows and where he fed them. In answer to the question of feeding, he took the group to the silo and showed them the silage. A load of corn was standing near the silo, and the farmer told how silage was obtained. The collecting committee took a little bag of silage and a stalk of corn. At the horse barn, the farmer took a horse out of the stall so the chil- dren could see the horse’s shoes. The horses were eating hay and the next request was to see the haymow. The children learned how the farmer grows hay and saw the hole where he throws the hay down to feed the cows. Several of the children handled a hay fork. They saw the straw stack and learned the use of straw. The question, “Where do you get the straw?” led to the granary. There a kitten was sleeping near a window, and the farmer said she was there to catch mice. The children were shown the oats and wheat, the chickens and pigs. They learned why the farmer raises pigs. They went to the machine shed, where they identified several pieces of machinery. They saw the farmer’s wife in the garden and were shown the vegetables and the or- chard. The farmer’s dog was very friendly and the children enjoyed him. They saw no children, but one lad said, “They must have some children because there is a tricycle on the porch.” The class returned to school with these facts: The horse wears iron shoes. They are nailed on the hoof. The red and white cows are Guernseys. We get straw from grain. It is used for bedding. Grain is oats and wheat. Silage is cut-up corn. The haymow is near the roof of the barn. The horse wears a harness. He pulls machinery. Among their collections they had grass seed, corn seed, some hay, straw, silage, a stalk of corn, and some oats and wheat. Activities following the trip—The next day the children drew pic- tures of the various things seen on their trip, and then elected a com- mittee to make a frieze of the farm. Every child helped the committee with this project. The frieze contained pictures of all the farm build- ings with their natural surroundings. The animals and buildings were labeled. The frieze was used to build vocabulary by having the children eS & -«a3 eat ah Ar Wi liv or OWS and that the mer, uest 20S took was ined, 2Orn, chil- | the ’ the mn to saw ‘here sping The They shed, + the e or- joyed some ed to straw, vy pic- com- nittee build- : were ildren MAKING LEARNING CONCRETE AND PURPOSEFUL 327 —_— describe the buildings and their uses. For example, one child went up to the frieze and said: This is the barn where the farmer keeps the cows and the horses. The cows are in this part. The horses are back here. They go in this door. The haymow is in the top part of the barn near the roof. When the farmer wants to feed the animals he throws hay down through a square hole in the floor. In answer to the question, “How does the farmer get hay?” a child might tell this story: The farmer plants grass seed. It grows so high. Then the farmer cuts it with a mower. The wind and the sun dry it. Then it is raked into piles and the farmer loads it on a wagon and hauls it to the barn. When asked, “How does the farmer get the hay into the haymow?” a child might reply: He puts the wagon load by this door. Then he takes a big fork and the horses pull it up with a rope through this door. The hay falls in the haymow. The class also made a chart about the trip, as follows: We went to the country. We stopped at a farm. We saw the farm animals. We saw the farm buildings. On another chart were listed the farm buildings, and on still another the farm animals. A list of the people on the farm was drawn up. Since the charts were the children’s own sentences they could read them. They also made comparisons with the words on the frieze. Later this study of the farm was used in making Our First Reading Book; the children made their own pictures to illustrate each sentence on the charts, and on each picture a copy of the appropriate sentence was pasted. When these booklets were completed, the children had little difficulty in learning to read from a book. In addition, games were played with the word cards displayed along- side the pictures of the things seen at the farm. For example, a child would say, “I went to the farm and I saw a cow.” Then he would take the word “cow” and stand aside. The next child would say, “I went to the farm and saw a cow and a horse.” This game was varied by adding a sentence about the animal which each had seen. Or, a child would take a card with “house” on it and make two statements about the subject, such as: If I had a farm I could build a house. The farmer, his wife, and the children live in the house. or If I had a farm I would build a silo. I would plant corn and when it is ripe I would cut it up and put it in the silo. 328 ELEMENTARY SCHOOL PRINCIPALS Ly The children composed a song about their visit to the country, and dramatized the animals greeting them on their arrival. Later the song was written on the board, and as the children sang it the teacher showed the left-to-right character of the lines. The children recognized words they had met before. They had little trouble locating the animal cries. Cards bearing these words were used for matching. During the conversation about the farmer’s family, the children began to talk about their own families. Each child then went to a chart which presented the question, “Who are in your family?” father boy mother girl baby The child might say, “In my family we have a mother, a father, g baby, two boys, and one girl,” meanwhile pointing to the words. Some- times, if the family was small, the child counted all the members. In other cases he counted only the number of children. This vocabulary builds a background for the pre-primer, The Little Road,? and one group of children could read to page 17 in that book without having had specific instruction. Studying animals—In the study of animals, the horse was taken first because he is the biggest and the strongest of the animals seen on the farm. Discussions and dramatizations led the children to these con- clusions: The horse can gallop and run. He can give us rides. The horse pulls machinery for the farmer. He eats hay. To get a chart story, the teacher let a child pretend he was a horse and he told the following: I am a horse. I work on the farm. I give you rides. I eat hay. By this time the children had begun to notice sentence beginnings, such as “We,” “I,” and “This is.” The subject of horseshoes was of great interest. Several types ol shoes were brought to school, and those of the working horse were compared to those of the race horse. The children learned who the blacksmith is, and studied several pictures of a blacksmith at work After discussing the horse’s use to man, the children were given this question for consideration, “What happens to the horse after he is no longer of use to the farmer and is too old to enjoy living?” The next 2 Heffernan, Helen, and others. The Little Road. Chicago: Lyons and Carnahan, 1931. 44 p. 1 ‘and song cher rized ‘imal ldren chart er, a ome- rs. In ulary 1 one aving 1 first yn. the - con- se and 3, sueli pes oi > were no the work. on this p is 10 e next 44 p. 1. MAKING LEARNING CONCRETE AND PURPOSEFUL 329 morning the children gave these answers as a result of consultation with their parents: The horse is killed and the meat is ground up for fox food. The grease is boiled out and used in making soap. The horse’s hide is sent to the factory and made into leather products. The last statement suggested looking thru catalogs for horse-leather products and making a poster of them. The children had an oppor- tunity to examine some pieces of natural horse and pony skin as well as the finished leather. Still another activity consisted of gathering pictures of the horse at work and making a booklet of them. The next animal chosen for consideration was the cow. After review- ing the kinds of cows the farmer had, the children learned that there are other breeds of cows. A display of colored pictures showed five common breeds, and the children went home that day to ask their parents why the farmer keeps more than one kind of cow. Many responses were received as to the quantity and quality of the milk produced by different breeds. The children gathered pictures of cows and tried to identify their breeds by referring to the colored chart. Later, several days were spent on milk products and on the life of the cow. Conclusion—At the end of the first eight weeks, wide differences in reading readiness were apparent among these children. A few of them were still in the stage of matching and interpreting pictures. Others were actually reading easily in pre-primers. All showed fine response in group discussions and social activities. The teacher was constantly on the alert to detect ability in following a sequence of ideas and organ- izing them for retention; to note oral language ability ; to discover story interests and special abilities in drama, art, and music; and to encour- age the hesitant child. The children exhibited very satisfactory social adjustments, great interest in their experiences, increasing skill in ex- pression, and definite interest in reading. In any program for beginning first-grade children, it seems wise to capitalize on things which the children themselves suggest; to give them a real understanding of every activity undertaken; and to make every activity contribute something to the children’s readiness for reading. Enrichment in any field can take place only thru genuine interest and understanding. 330 ELEMENTARY SCHOOL PRINCIPALS AN ACTIVITY PROGRAM IN A SECOND- AND THIRD- GRADE CLASS CatTHERINE M. McCartuy Primary Teacher, Windmill Street School, Providence, Rhode Island there last year? Who was the new teacher? These questions were asked of the writer on the first day of school. Why were the children so inquisitive and friendly the first hour in a new grade? The reason was that the IIIB’s had been in the same room the previous term as ITA’s. They were asking the questions. The other half of the class—the ITA’s—had been in the east wing the preceding term. Encour- aged by the friendly attitude of the IIIB’s, they gathered round. “The new teacher lives far from here—about 3000 miles—in Seattle. Washington,” was the reply. “The teacher from Windmill Street School will not be back all year, as she is in Seattle to take the place of the new teacher in our building.” Altho maps are not generally used in the second and third grades, the writer has a large wall map of the United States and one of the world that she uses when such an occasion arises. To some of the chil- dren the map of our country meant only a spattering of pretty colors with blue on both sides. A few, however, were able to tell how many states there are in the United States. One child asked to be shown where we lived. The children’s attention was then called to the different sizes of the states. After several questions, one child pointed out that our state, Rhode Island, was the smallest one on the map. Then an- other child discovered the largest state. Did the new teacher live there? It was then explained that the part of the map painted blue was water. One child remarked that there was water on both sides. Briefly the children were told that we lived near the Atlantic Ocean, and that the new teacher lived away across the country near the Pacific Ocean. , First, they located the state of Washington (being told only that it \ NEW TEACHER in the next room! Where was the teacher who was was near the top of the map and very near the water), and then the ; city of Seattle. The latter took several minutes, as they were not told p how to spell the word, but were instructed to sound it out—Se-at-tl. 8 Ninety-eight percent of the class were Italian children. As a rule, , they are free from repressions and their spontaneous conversation is refreshing and enjoyable. A growing interest in mail—The discussion continued. Would Miss See stay in Providence all year? How would she know how her fg, family and friends were? Someone made the suggestion that she could “ write a letter home, and that they would write her in reply. How long |p would it take for a letter to go from Providence to Seattle? One of the t i was lons vere ide? ious the our- ttle, hool the ides, ' the chil- olors nany 10WN erent that ) an- here? rater. y the it the icean. rat it n the t told tl. rule, ion is Miss w her could v long f of the MAKING LEARNING CONCRETE AND PURPOSEFUL 331 ——_—— IIIB’s asked how she had traveled to Providence. We had studied about ocean liners the previous term—hence that question. “Wouldn’t it be a friendly act to write Miss U...... a letter and tell her we are glad she came to our school? At the same time you may ask her the questions you have been asking me.” The discussion ended with the children’s desire centered on writing the new teacher a letter. As letter-writing is not usually taught until the IVB grade, a suitable letter form was placed on the board as a guide. Following is a letter sent by one of the class: Dear Miss U........ We are very glad to have you at Windmill Street School. Do you like it in Providence? Do you like teaching at Windmill? I would like to know how you traveled to Providence. Was it by boat, by train, or by airplane? Do you miss your mother and friends in Seattle? How long does it take for a letter to go from Providence, Rhode Island, to Seattle, Washington? Sincerely yours, Patsy Trappassi 5 eee ’s reply to this letter, answering all the questions, aroused a general interest in mail. In further group discussions the fol- lowing questions were asked: 1. Why do some letters have a two-cent stamp and others have a three-cent stamp ? 2. How much does it cost to send a letter to Italy? . How would a letter travel to Italy? . What happens to a letter after it is placed in the mail-box at the corner? . How do the markings get on the stamps and envelopes? . Where is the post office nearest to our school? . Might we visit the post office? . Could we build a post office in our room? “Im Gre Co oo The group decided that if we were to build and operate a post office in our room we would have to see a real one. Therefore, a letter was written to the superintendent of mails, asking permission to visit the main post office in our city. Dear Mr. K — We are studying about mail in our class at school, and would like to visit the post office to learn more about it. We want to build a post office in our room at school. It would help us if we could see one first. Please let us know when we may come. If you will be kind enough to give us permission we will appreciate it very much. Sincerely yours, Angelo Viticonte Preparing to visit the post office—The next few days were anxious ones in anticipation of a reply to this letter. In the meantime, the writer explained briefly the general routine of the Post Office Department. This explanation brought forth many questions. The children, wishing to contribute their share to the activity, brought in envelopes of every es 332 ELEMENTARY SCHOOL PRINCIPALS as ————— description that had been received in their homes. Stamps and _ post cards which caught their attention were added to the collection. Among the many interesting pieces of mail were government post cards, meter- mailed envelopes, and open-face envelopes. One envelope that aroused particular attention was a pictorial one depicting the highlights of Houston, Texas, and describing the economic and commercial impor- tance of that city. A postage-free government envelope completed this varied collection of interesting and instructive mail matter. Finally a letter arrived from the superintendent of mails, granting the favor asked and setting the date for our intended visit. To realize the most from our visit, it was decided that each child would have a question prepared to ask the man who would be our guide. The follow- ing questions were typical of those prepared: 1. Where do you mail letters going to our city? 2. Where do you mail letters going out of our city but in the United States? 3. Where do you mail letters going out of the United States? 4. Where do you mail letters going by airplane? 5. What is the first thing that happens to a letter mailed at the post office? 6. How are letters sorted? 7. Who sorts the letters? 8. What happens to a letter after it is sorted? 9. What are mail-bags made of? 10. What is the difference between a mail-pouch and a mail-sack? 11. How much does it cost to send a letter “air mail”? 12. How much does it cost to send a letter “special delivery”? 13. What is the color of a special-delivery stamp? 14. What is the color of an air-mail stamp? 15. What is the postmaster’s name? 16. Why do some postmen wear stars on their sleeves? 17. Why do mail-trucks have no number plates? 18. Does an air-mail plane stop at Providence? 19. What does the canceling machine do? In further preparation for our visit, several children wrote letters to mail while at the post office. Norma wrote to her mother, who was in the hospital at the time. John wrote to his aunt, who lived on a farm in Rhode Island. Rita wrote to her grandmother in California. Joseph wrote the following letter to Houston, Texas: Dear Uncle and Auntie, I can imagine how it feels to be in Texas. I would like to know about your babies. How are they coming along? Are they healthy? I hope they are. I think you will like to know about this. Our teacher is taking us to the post office. I will mail this letter there. Your loving nephew, Joseph Spinelli About this time Ralph—a crippled boy who had been a behavior problem since entering school, and who had just recently been trans- ferred from an ungraded group—began to show an active interest in letter-writing. The opportunity was here presented to show him the = Ete Oh fet OP tet eee eC CO ost, ong Ler- ised - of or- this ting lize ye a ow- tes? tters was farm seph _ your think I will avior rans- ast in n the MAKING LEARNING CONCRETE AND PURPOSEFUL 333 importance of his regular schoolwork, in which he had heretofore ac- complished very little in spite of his natural intelligence. He now be- gan to realize the importance of good penmanship and spelling, and his desire to write letters with the other children created a willingness to master these subjects. In a few days he showed a marked improve- ment. As an incentive, it was suggested that he write to a brother of the author’s in Detroit, Michigan, who is employed by an automobile manufacturer. Ralph spoke frequently, of automobiles, and was able to distinguish the various makes. Being an intelligent child, he wrote an interesting letter. Our trip to the post office—Accompanying us thru the post office was a friend of the author’s who subsequently became an active corre- spondent of the boys in the class. Immediately upon entering the building, some of the children hur- ried to the stamp window, while those without letters to mail stood in front of the letter drops, watching attentively each person as he deposited his letter. Proudly those with letters purchased their stamps, being careful to specify the denomination required for their particular letters. Carefully they placed the stamp in the upper right-hand cor- ner; then they joined the group in front of the drops, making sure that their letters were correctly deposited. Upon our return from the post office the following story was com- posed by the group: OUR TRIP TO THE POST OFFICE Tuesday our group visited the main post office. We rode down city in the school bus. Mr. W........, a friend of Miss McCarthy’s, introduced us to the superintendent of mails. Mr. K........ took us through the post office. He showed us where the letters came through the drops. We saw them fall on a counter inside. A board separates the city mail from the mail going out of town. The clerks take the letters and put them on the round table. The thick letters are taken off the round table because they will not go through the canceling machine. All the letters are faced up so that all stamps are in the right-hand corner. Next they go through the canceling machine. The machine puts marks on the stamps and at the same time puts the postmark on the envelope. The postmark tells the city and state, the date and time the letter was mailed. The thick letters are canceled by hand. After the letters are canceled the clerks separate them. Joseph’s letter was put in the box that said South. Rita’s letter was going to California. It was put in the box that said West. Ralph’s letter to Detroit also went in this box. Norma’s letter was placed in the Providence box. John’s letter went in the Rhode Island box. The letters are sorted again so that all mail for one city is together. Next the letters are tied up in little bundles. These bundles are then put in the mail pouches. The pouches are locked and put on the U. 8S. Mail trucks. The trucks have padlocks on them, too. mer, we... had a surprise for us. We learned that more than letters go through the U. S. Mail. There were four cardboard boxes full of little yellow chicks—only one day old. About fifty chicks were in each box. Mr. K........ told us the chicks would live for three days without being fed. They were mailed 334 ELEMENTARY SCHOOL PRINCIPALS in Pennsylvania Monday and were in the Providence post office Tuesday morning, They were going to a farm in Rhode Island. John, Norma, Rita, and Ralph bought stamps at the stamp window. The stamp clerk showed us many kinds of stamps. They were all colors. The ten-cent stamp is yellow. An air-mail stamp is orange. It costs six cents. The clerk showed us a stamp that cost five dollars. We are going to write a letter to Mr. K........ and Mr. W........ to thank them for being so kind to us. Studying examples of domestic and foreign mail—To illustrate the various denominations of stamps and the different classes of mail, en- velopes that had previously been mailed were mounted on construc- tion paper. This exhibit included an envelope that had carried a spe- cial-delivery letter, a registered letter, the wrapping from an insured package, air-mail stamps and envelopes, postage-due stamps, letters returned to the sender for a better address, and letters that had been forwarded to a more recent address than the one shown on the en- velope. A printed explanation was placed under each envelope. These samples instigated many questions. As many of the children’s parents or grandparents were foreign-born, they were somewhat familiar with foreign mail but could not explain the difference between domestic and foreign postage. Added to the group of posters, therefore, were several letters originating in foreign countries, including one from Genoa, Italy. The foreign postmark, stamp, and designated U. S. A. destination of this letter resulted in much comment. The association of Genoa, Italy, and the discovery of America was vividly called to mind by several children from a story they had read in a previous grade about Columbus. An envelope mailed in Sydney, Australia, was almost a curiosity because the postmark was in our own language. The map of the world served as an important factor in our study of foreign mail, the countries of its origin, and the countries and water- ways traversed in reaching the United States. The art teacher had visited Ireland and a card from her mailed in Dublin provided fur- ther use for the map. Envelopes mailed in Marseilles, France; Shang- hai, China; and London, England, provided further incentive to learn how letters travel. The postmarks shed interesting light on the time it takes for a letter to come across the ocean as compared with our domestic mail. Building and operating our own post office—In planning our post office, we posted the following list of needed materials: Egg crates Orange crates Laths Compo-board Cigar boxes Wrapping paper Scale Cardboard Printing set Paint ing, mp mp is a ank the en- uc- pe- red ers een ese rn, ain the ign ark, | in y of ory iled ark udy ter- had fur- ung- Darn Lime our post MAKING LEARNING CONCRETE AND PURPOSEFUL 335 A committee was appointed to collect these articles. As each child contributed something, it was checked with the original list until a sufficient quantity of each kind of material was obtained. Another committee was formed to construct the post office. Material for the framework was furnished by Anne (whose father worked in a lumber yard). The crates formed the front and one side. Apertures were left in the front for the stamp window and the registry window. The cigar boxes were painted, numbered, and tacked to the crates on one side to serve as individual letter boxes. On the other side were the doorway and the letter drops. The wall of the classroom served as the rear of the structure. On this was painted a background depicting a sorting case. Two cardboard images were made with their right arms raised to represent clerks sorting mail. Laths were used in the windows. Inside was a counter under the drops to receive mail deposited. Compo- board cut in a large cirele and nailed to an egg crate served as our “round table.” A sorting scheme for our own needs was devised accord- ing to streets in the neighborhood and classrooms in the school. The inside of the crates, subdivided with cardboard, made a very realistic letter case. Children nominated and elected the postmaster, two clerks, a cus- todian, and a postman each week. Requisites for these positions were cleanliness, neat appearance, courteousness, and efficiency in number work. John’s father donated a letter-carrier’s hat, and we made a letter-bag from burlap. Each day regular deliveries were made in the school. Incoming mail to our class was sorted in our improvised case. Regular correspondence was frequent. Mr. W .... typed letters to the boys explaining mail routine. They answered his letters and received stamps and postal specimens in return. Play money and stamps were made by the children to complete our quite efficient post office depart- ment. Helpful publications—A shipment of library books pertaining to mail, which was loaned us for two months, served as an invaluable source of information. These books were chosen by the librarian to fit the grade level of the children. From them the children learned why people traveled westward in covered wagons about a hundred years ago. They also read the colorful story of Buffalo Bill and the Pony Express. The books on early mail and modern mail transportation fur- nished comparative material for oral and written language stories. “Uncle Ray’s Corner,” an article published in a local paper during the school term, covered another phase of the history of mail. The United States Post Office Department in Washington was a lucra- tive source of information, supplying booklets on a variety of topics related to the mails. 336 ELEMENTARY SCHOOL PRINCIPALS Our stamp club—Many of the children became philatelic-minded, and stamp collections grew rapidly. The manufacturers of a well- known brand of butter published a stamp book, which the children sent for with coupons that came with each pound of butter. The send- ing for these books presented a further opportunity for letter-writing, as each child wrote individually for his book. The stamp club created a new interest in mail. Everyone was eager to secure new stamps as they appeared in the group. The many colors and denominations of stamps were readily appreciated as the collections increased. Excursions—There was great excitement one day when Louis, our postman, delivered a red, white, and blue envelope addressed to Ralph. The children gathered round him as he inspected the postmark. It was a letter from Detroit, and was distinctly marked “Air Mail.” So much interest was manifested in this letter that a trip to the airport was planned. Arrangements were made for a school bus to transport the children, as the airport is about six miles from Providence. We left school about 9:30 a. M., each child carrying his lunch. At the airport, a guide took us thru the administration building and the hangars. When the time arrived for the mail plane to land, we gathered in front of the administration building. We returned to school in the early afternoon. Many letters resulted from this trip. Following is the one which Carmella wrote to her father, who was in Florida: Dear Daddy, When we went to the airport I saw a big airplane that brings mail to the air- port station. It is owned by the American Airlines. It carries twenty-one passen- gers. Most of the people were going to Boston. One man got off at Providence. We saw the airport station, too. Your loving daughter, Carmella The boys, during the course of their correspondence with Mr. _ er , wrote that they would like to see him again, and he promised them a surprise trip. This particular class was comprised mostly of girls, and contained only twelve boys. Six of the latter obtained per- mission to take the trip Mr. W....... had promised them. Since most of the group were underprivileged, he thought a trip to Benson’s Animal Farm in New Hampshire would delight them. An entire day was spent in making the trip. Many interesting reactions resulted, as evidenced by the letters like the following: Dear Mr. W......... I enjoyed the trip to New Hampshire very much. I thought the ride on the elephant was fun. I was not frightened when the pony threw me. I like the swing where we stopped to have supper. I am trying to have a good report for you. Sincerely yours, Ralph — 27 ©. oe ky — bee -~ nee ee 2 ee ake a ok ee ok oe ee [ee <4 MAKING LEARNING CONCRETE AND PURPOSEFUL 337 —_————— Correlation with school subjects—The activity described above was closely correlated with several of the regular school subjects. Follow- ing is a summary of these interrelationships: 1. Ari—Paintings and drawings consisted of people writing letters, the letter carrier delivering mail, the postman collecting mail from the corner box, the mail truck at the mailbox, the clerk at the stamp window, people buying stamps, clerks sorting mail, a mail plane traveling over the city, a plane receiving mail pouches from a truck at the airport, mail trains, ocean liners that carry mail, and a mail plane leaving a ship to rush mail to port. National Air Mail Week inspired the production of several posters. Each holiday and each birthday of a member of the class or his family presented an opportunity for creative art. Cards com- memorating the day were made, as were the envelopes for mailing them. Play money, imitation stamps, and envelopes were made for all our correspondence. 2. Arithmetic—The children saw the need of number combinations in the op- eration of their post office. They learned to make change in the buying and selling of stamps. This familiarized them with the size and denomination of coins. Multiplication helped them when a customer purchased several stamps of the same denomination. The postal clerk often found it necessary to solve prob- lems of a two- or three-step nature. The children learned to tell time from the study of postmarks, as the clerk marked the time on each envelope passing thru our post office. 3. Geography—The collection of stamps stimulated interest in the various countries and their location on the map. Reading the postmarks of domestic mail familiarized the children with the name of practically every state in the United States. 4. Reading—There was seldom a seat vacant at our library table with its color- ful and interesting books pertaining to mail. Pamphlets from the Post Office De- partment in Washington and booklets made by the children were also placed in our library. The need for reading was prevalent from the very beginning. First there were the plans, needs, and committees. Each child learned to read the name and address of every member of the class, as well as the names of teachers and their room numbers. Before a child could act as clerk in our post office he had to be able to read the names on the sorting case. Signs, posters, information on the letter box regarding the time of collections, and page headings in the stamp books also called for reading. Regular school notebooks were ruled off and headed by letters of the alphabet to serve as individual dictionaries. New words and their meanings were listed on the blackboard, and every Friday they were trans- ferred to the children’s booklets. These dictionaries varied in size, as many children added words from other sources on their own initiative. 5. Language—Situations were constantly occurring which involved oral lan- guage. From the start the interest of the children led to an eagerness of expression. In language groups the plans for building our own post office were discussed. As the activity progressed, each phase provided for a variety of oral work. Written language also played an important part thruout the entire activity. Nearly every day some children wrote original letters to each other and to their friends outside the school. The greeting cards commemorating various holi- days and birthdays bore verses and greetings composed by each child. The original letters, cards, and stories of unusual interest were mounted on construction paper and exhibited in the classroom. 6. Poems and music—The library books provided several appropriate poems which were read and memorized for appreciation and enjoyment. The music super- visor contributed many songs that the children found most enjoyable. Conclusion—It is difficult to summarize all the evidences of concrete and purposeful learning which an activity of this kind produces. Many 338 ELEMENTARY SCHOOL PRINCIPALS of these have been mentioned in the preceding pages. It will suffice at this point to cite two specific cases in which the results were especially gratifying. Ralph is not the same boy who entered the class several months ago. He is no longer an unhappy child, pitying himself because he is not liked by the other children. During the course of the activity he became the “star” correspondent of the class. He learned that suitable be- havior earned approval from his classmates. During the summer Ralph spent several weeks at a hospital under- going treatment. He wrote to the boys of the class and they in turn answered his letters. A letter which he wrote to Mr. W.... during that period follows: Dear Mr. W.... . I am feeling well and hope you are the same. Miss McCarthy came to see me yesterday and I showed her all over Crawford Allen Hospital. The boat runs all right. Last night a boat sank in the water. Miss McCarthy said she was going to play golf and she stopped to see me. Sincerely yours, Ralph By the opening of the fall term Miss U.... had returned to Seattle, and the class had advanced to another grade. However, following the disaster that befell our city in September of that year, Patsy, the gir! who had written the first letter to Miss U...., came to my room one afternoon after school and asked for her address. She had composed a letter at home which she thought would interest Miss U..... It read: Dear Miss U... ; Do you know what we had? We had a storm that was a hurricane. There was a flood down city. The water was thirteen feet deep on Dorrance Street. Houses were blown away and roofs caved in. Many people were killed. Some people are still missing. The ventilator blew off the roof and fell on the grass. Mr. P had men take it away. There was no school for two days. Sincerely yours, Patsy Trapassi HE index at the back of this book is a convenient guide to particular topics and authors.—Editorial Committee. pl th ri 08 th in of e, he irl ne ed d: Sil 8Cs are MAKING LEARNING CONCRETE AND PURPOSEFUL 339 AN ACTIVITY UNIT IN GRADE V HELEN Cuiaire O'Connor Fifth-Grade Teacher, Windmill Street School, Providence, Rhode Island What are you sowing, teacher? Chaff that the breezes carry away? Seed that will wither and then decay? Seed that will flourish but for a day? Or sow you the dreams that endure alway? Pray, what do you sow in your sowing? Irl H. Dulebohn, in the Journal of Education. HEN CHILDREN ENTER our classrooms to begin a term’s work, they prefer to invest their energies in something which will satisfy their present interests. The great wealth of the imme- diate present is fascinating to them. They want to know about air- planes, streamlined trains, ocean liners, radio—the things with which they are living. Around these, or some of the other vital interests of young people, the teacher plans her unit of work for the term. In making her plan, however, the teacher provides for more than the present needs and interests of the pupils. She knows that the instinc- tive curiosity of children—their natural way of questioning to get at the source of things—will eventually carry them back thru the rich past. She knows, too, that a little later this same instinctive curi- osity will result in naive meditation concerning the future, even tho they are not now aware of it, and she appreciates the fact that the impressions made upon these young minds today will be the stimuli of their more mature thinking in later years. Providing the means of learning—The first step in the teacher’s plan is to provide a well-equipped laboratory for the children to work in. Children learn quickly, and often by themselves, if the means of learn- ing are given them. Like our forefathers who had no schooling but who learned in spite of that fact, boys and girls like to explore, to experi- ment, to make comparisons; and when they have drawn conclusions, they are anxious to verify them. They also want to create, and since this tendency is the immature expression of what they wish to con- tribute to the world, the means for it must be generously provided. While their contributions are often worth very little to anyone but themselves, various mediums of expression must be supplied. Many people still feel that too much money is spent on the things which make school life pleasant for children. Such people do not realize that these pleasant methods produce an emotional reaction which far surpasses in effect the urging and bribing of parents who are anxious to have their children like school. They do not realize that these attrac- 340 ELEMENTARY SCHOOL PRINCIPALS tive methods have a disciplining power which greatly exceeds that of the old dunce cap and rattan system of ruling. Nor do they appre- ciate the fact that bringing children into frequent contact with the beauty of the world—nature, music, art, literature, friendship, and human kindness—helps to fortify them against the uglinesses of their present and later lives. Plenty of suitable reading material (of a general nature, since the unit of work has not yet been selected) must be placed in this laboratory, Thru our books we travel, we meet people of the past and present, we enjoy other people’s experiences, we form likes and dislikes. And while we are thus growing intellectually, socially, and morally, we are acquir- ing a taste for something with which to occupy our leisure time, now and in the future. The opportunity to progress in arithmetic, language, spelling, and penmanship must be available also. One cannot work without tools, whether in constructing a table or in developing his own cultural back- ground. But fortunately the tool subjects are no longer emphasized as ends in themselves; nor are they any longer presented in the stereo- typed fashion which formerly caused many a child to become abso- lutely allergic to the mere mention of the word “school.” Finally, there should be a trained technician in this laboratory. The teacher’s place in the picture might be compared to that of a chemist’s. She must have a knowledge of the science which treats of children’s moral, social, mental, and physical characteristics and needs. She must be able to provide whatever vitamins her pupils need for their general growth. And she must, by her own sympathy, sincerity, and encourage- ment, make her classroom laboratory a happy, busy workshop. Selecting the topic of the unit—The second step in the teacher’s plan is the actual selection of the topic which is to be the basis of the term’s work. The method of selection will vary with the children, the teacher, and the environment. Let us step into a specific classroom during the first week of the term to see what procedure was followed there. Miss X had a fifth-grade homeroom and had been more or les familiar to her new charges when they were in the lower grades. Never- theless, as they entered her room the expressions on their faces were somewhat doubtful. They seemed to reflect the idea that one never knows what a person is like until one has lived with him. Some chil- dren smiled tactfully; others quickened their steps to get seats near some object of interest. One or two whose older brothers and sisters had left a successful record on Miss X’s book introduced themselves as the brother or sister of “So-and-so.” That seemed to be a good op- portunity to make the situation less formal. Miss X expressed delight in meeting these younger members of families with whom she had m th si th Li no th less ver- were ever chil- near sters alves | op- light had MaAkInG LEARNING CONCRETE AND PURPOSEFUL 341 already become acquainted. Some of the other children sought imme- diately to make themselves acquainted thru some common interest. One child remembered a visit which Miss X had paid his former teacher; Miss X had admired his drawing of a fire truck at the time. One boy’s father worked in the bank and knew all the teachers. An- other child’s father was a state representative. He, according to the little girl, was going to ask for higher salaries for the teachers. The situation was warming up. The children were asking what the unit of work was to be. Miss X suggested that they just think about it for a few days while they were getting settled in other ways. If she had any plan or secret hope for the work that was to be carried on during the term, it seemed wise to withhold it for the time being. She was not yet acquainted with the group as a whole. She was anxious to study the charts which would enlighten her as to the abilities and achievements of the newcomers. Desks, chairs, and tables had to be arranged and rearranged to fit their physical and social needs. The room had yet to take on a little personality and “atmosphere.” The principal of the school, in making his morning visit a few days later, asked the children what decision they had made regarding their term’s work. There were as many responses as there were children in the room—architecture, farming, radio, astronomy, communication, manufacturing, aviation, woodcraft, and whatnot. It occurred to the principal and Miss X that many of these topics are included in the study which the Boy Scouts have to make before they become full- fledged members of that organization. Since there were two scouts in the class, this opinion was easily verified. A very lively discussion en- sued, the scouts telling in detail of what their work consisted, and the other children asking questions. That afternoon the two scouts wore their uniforms to school. They also brought their scout manuals and samples of different kinds of work which they had learned to do at scout camp. They had personal photographs showing the details of their out-of-door scout life, and they invited the rest of the class to accompany them over their favorite trail to a nearby camping site on the following Saturday morning. This aroused wild enthusiasm. One boy suggested “Living with the Boy Scouts” as the title of the unit of work. The school principal thought that the young ladies in the class might think differently, but since there were only eight of them and since the enthusiasm of the thirty-two boys was completely overwhelming, the idea was adopted. Later it was learned that very little is taught to the Boy Scouts that is not also taught to the Girl Scouts. Planning the program of work—On Monday morning after the hike, the teacher’s program read, “8:45 a. M.—Conference to plan work.” 342 ELEMENTARY SCHOOL PRINCIPALS When the children were faced with the responsibility of planning how the work should be carried on, they were not at a loss for suggestions, The conference was a bit noisy and not too orderly, since everyone was anxious to be recognized. (Later in the term such conferences were quite as dignified as any attended by adults.) The activities suggested by the members of the group who could be heard on that first morning are summarized below: 1. Appointment of a committee to bring in books and other reading material on Boy and Girl Scouts and their work. 2. Appointment of a committee to make a relief map which would show the route taken by the hikers on the previous Saturday. 3. Making a scale drawing of this route. 4. Practice in using a compass, and a night study of the sky to determine the position of the North star. (The children had been told on their trip that every true scout can find true North by this star.) 5. Making a fire without matches, making a tent, making a blockprinted hang- ing showing several kinds of native trees, visiting an airport, etc. Using the tool subjects—During the conference just mentioned, nothing was said about arithmetic, language, spelling, or the other tool subjects. Quite unconsciously, however, these children provided their own problems in arithmetic—reading scale maps and finding surface measurements, perimeters, and many a use for common fractions. At a later date one of the boys brought his scout manual to Miss X. He was reading a section about trees, which stated, “The Redwood tree is a giant tree which is often 190 to 350 feet in height and 8 to 20 feet in diameter.” “What does ‘diameter’ mean?” he wanted to know. “And how can I tell the diameter of a tree when I want to know it?” The boy was given the information which he sought, and he in turn gave some practical demonstrations of his knowledge when he and his companions were near trees whose size aroused their curiosity. One group of children, in making a tent, used a piece of unbleached cotton cloth ninety inches wide and five yards long. Much practice was involved in estimating the dimensions of various-sized tents and in measuring the material for construction of their own tent. As the term’s work went on, problems developed which required the teaching of every step of fifth-grade arithmetic and much more. Every type of language work also was used in developing the unit. In all conferences, good English and sentence structure were kept in mind. Business letters were written, asking for the prices of books, for crystal radio sets, for literature on forest conservation, and in one case, for permission to visit an observatory on some clear night. Personal let- ters, original compositions, and original poems were written; stories were told; a “boy scout’s dictionary” was made; and the Open Eye Club was organized for and by the members of the class, with the lr al si to to dr ni all lis to me the ow ms, vas Lite the are arial the the very ang- tree > 20 an | iven tical were ched was d in rm’s ig of unit. pt in 3 for case, ] let- -ories Eye » the MAKING LEARNING CONCRETE AND PURPOSEFUL 343 —_— requirement that each member must be on the alert to observe in detail all worthy things which he might see, either indoors or outdoors, for the purpose of relating these observations to other members of the class. The construction of a class book entitled Boy Scout Composers was a major part of the written language work. Papers submitted for this book were rewritten many times because of errors in capitalization and punctuation, improper use of quotation marks, poor titles, incor- rect language usage, bad paragraphing, or an inadequate working knowledge of the parts of speech (even tho, in this grade, the pupils are not expected to know much about the parts of speech as such). Making reports, debating, and giving directions were other valuable phases of the children’s experience in constructing this book. Remarkable pa- tience was exhibited by the children thruout the undertaking. They seldom complained or tired of their job. The incentive to have their work accepted for the class book seemed to outweigh any aversion which they might have felt. The principal of the school, who took an active interest in the entire proceedings, suggested that the finished book be sent to the children’s ward of a local hospital. This the chil- dren heartily approved. Penmanship and spelling went hand in hand with the other work. No child was allowed to put any word into his dictionary unless he thoroly understood its meaning and could use it in his conversation. He was not obliged to have mastered the spelling of the word, altho it was hoped that its frequent use in his written work would fix the correct spelling in his mind. Carelessly written papers were returned to their authors. Papers on which the letters were incorrectly formed were also returned to be rewritten. Manual activities—As part of the industrial art work of the class, Indian wampum belts were made on handmade looms. Gay borders about the room showed the various scout symbols and explained the significance of each. One group worked on a blockprint hanging which told the story of a communication from the primitive Indian methods to the presentday systems of radio and wireless telegraphy. (The chil- dren learned the Morse Code and used it freely in their own commu- nication.) On one occasion the children were taken by bus to the state’s large airport, where they were escorted to the radio tower and allowed to listen to messages coming in from planes which were then on their way to the field. They watched a wireless operator working on outgoing messages. They were instructed in the procedure which planes use in following radio beams, and they witnessed the arrival of one of the largest passenger planes in use on the Atlantic coast. 344 ELEMENTARY SCHOOL PRINCIPALS A few days later, work on a small crystal radio set was begun by a group of boys in the class. The directions for making this set were taken from the book, Boy Electrician,’ by Alfred Powell Morgan, The building principal again gave personal assistance in arranging the inside and outside aerials, and in clarifying such technical terms as “double-slider tuning coil” and “fixed condenser.” Developing patriotism and good citizenship—During the entire school term, great emphasis was placed upon the two major aims of the Boy Scout organization—patriotism and citizenship. The special teacher of social studies tried to instill in these young minds a true appreciation of the ideals of those men and women who have fought for the welfare of this country. This teacher thoroly enjoyed going back into the past with the children. She made the stories of the Pil- grim fathers and the other early settlers take on a personal meaning for them. The story of the American Revolution thrilled them. She found them very much touched by the story of the Civil War, Abra- ham Lincoln, and slavery. As a part of their activity the children demonstrated to other classes the various forms of respect which are given the American flag. They showed how the flag is used as a distress signal, how it is used in un- veiling ceremonies, and how it is used in window displays or on plat- forms or as a sign of mourning. They put on an original short sketch entitled “Honor Thy Neighbor,” in which good citizenship was the keynote. On Friday afternoons a fifteen-minute period was devoted to telling about good deeds of scouts the world over. On one occasion a girl in the class spoke of the compliment which Colonel Theodore Roosevelt once paid the scouts who, at the time of a terrible fire in Manila, had helped 3000 homeless people to safety and distributed food and clothing to the sufferers. During this fifteen-minute period on Fridays, a group of children in the class worked out concretely their ideas of helping in times of distress. The result was the construction, in miniature, of a town flooded by the rising waters of a river. In this miniature creation, houses, automobiles, business blocks, and trees were wholly or partly submerged in water, the water being represented by papier-maché molded and colored to look like a strong current full of dirt and debris. Falling chimneys, floating roofs, uprooted trees, and other terrible results of flood were shown in this representation of disaster. Boy Scouts were shown helping people to safety, serving food, and saving personal belongings. Four months later a tidal wave swept the state in which these children lived, taking hundreds of lives and carrying thousands of homes out to 1 Morgan, Alfred Powell. Boy Electrician. Boston: Lothrop, Lee and Shepard Co., 1914. —.. by vere yan. ging TMs tire s of cial true ught oing Pil- ning She bra- asses They ) un- plat- » SHOWING FinitsuHep Mar FIGURE t t I — MAKING LEARNING CONCRETE AND PURPOSEFUL 353 into roads by painting them as they are now. We built the pioneer settlements. At Boonesboro we erected a miniature block-house and stockade. We showed the other forts the same way. It was fun to see what different activities children could show the pioneers doing. “We didn’t talk much about the wars our country had, but just enough to see how they affected the growth of the United States. “When the United States purchased Louisiana from the French, Miss Noyes read us an interesting story of Lewis and Clark’s expedi- tion. Some children made figures of them and Sacajawea and dressed them in buckskin. They were about one inch in height and even car- ried rifles, powder horns, and shot pouches. As the story progressed we moved them accurately along the route through the new territory. “All this time things happened in the East, too. Cabins changed to houses of certain architectural ideals. New towns grew up; our capital was built; clipper ships appeared at the ocean ports, and boats in the rivers. There were also new inventions. We endeavored to show all these. Look in our museum! “After Texas and California became parts of the United States and many settlers began going to the Far West, we marked out some of the famous trails, such as: the Desert Trail, California Trail, Oregon Trail, Santa Fe Trail, etc. On the trails we had wagon trains pulled by oxen. The children who made these worked very neatly with balsa, plasticine, cloth, and airplane glue. Many people went over the trails looking for gold. On our map you could see Pony Express riders and their way-stations maintaining communication between the East and West. “Trains began to be used extensively in the East at this time, so lines began reaching westward also. We have shown these, the Trans- continental Railroad, and many more modern ones. The tracks were made by running two pieces of cord parallel to each other and gluing ties of one-sixteenth-inch balsa wood across them. You can see the early trains we used in the cabinet. Can you recognize the Tom Thumb, DeWitt Clinton, or any others? “Now you see our map in the year 1938 (Figure III). Notice it is somewhat of an economic map at present. We have arranged it to show what is going on in the United States today. In the South you see great plantations of cotton, tobacco fields, orange groves, and a lew manufacturing cities; in the Central Plains, corn fields and hogs; in the Northeast, factories; and on the Great Plains, huge stretches of wheat and alfalfa. If you study the key we have made, you will fnd that we have also shown the various kinds of mining, livestock, oil fields, and agricultural crops in the smaller sections. The Indians are now on their reservations. We have streamlined cars on the rail- cure UNitrep States or Topay ‘Tur Finitsueo Mar SHOowING | - - . : ; * ie Rs s. Fe FIGURE 354 ELEMENTARY SCHOOL PRINCIPALS —... road tracks, cars and buses on the roads, and airplanes that Billy made flying over the airways. If your eyes are very sharp you can see the Golden Gate Bridge, the World’s Fair grounds, the important cities in every state, the Capitol building at Washington, and many other intricate things that some children have made and put on. Hop aboard one of our airliners for an air view of our finished map!” (By Nancy Carpenter and Dick Johnson) INFORMAL EVALUATION OF THE UNIT No objective measure of the outcomes of this unit is available, and probably no adequate appraisal could be made with present measur- ing instruments. It is evident from the foregoing account, however, that the children as a group were cognizant of the geological, geo- graphical, historic, and economic development of our country. In con- nection with the cultural growth of the people, they learned much literature, music, and drama of the various periods studied. Oppor- tunity for creative and emotional experience was given in the writing of poetry and short stories, in art expression, and in giving original plays and programs. Radio bulletins and news articles took care of contemporary developments. This unit of work became a part of the children’s very existence. Its effects extended dramatically into the home and out-of-school lives of the individuals involved. Lasting hobbies were developed, fathers and mothers became interested in the work, and family trips were made to the actual spots under discussion. Enthusiasm over the work drew many children to school early and kept them there until the janitor’s closing time. The teacher observed many small dramatiza- tions enacted upon the map. For one year, then, this work and its ensuing activities played a very definite part in the development of each child’s personality. Looking back upon the unit, the teacher must confess a degree of amazement at the growth in social attitudes, usable knowledge, and basic skills shown by the children. She feels that each child according to his ability has gained an understanding of the development of the United States from earliest times to the present, and that, by becom- ing acquainted with the value of our heritage, he has glimpsed the great ideals still to be attained. pu 18S pu ade the Ss in ther yard n) and \sur- ever, geo- con- nuch ypor- “iting ginal re of tence. - lives ithers were work il the atiza- nd its ent of ree of e, and ording of the yecom- ed the MAKING LEARNING CONCRETE AND PURPOSEFUL 355 DEVELOPING HABITS OF INTERPRETATION AND CRITICAL THINKING Eruet K. Howarp Supervisor of Elementary Instruction and Dwicut L. Arnot Director of Research and Guidance, Lakewood Public Schools, Lakewood, Ohio S IT BECAUSE WE FEAR the outcomes of dealing with current issues | that we avoid in the classroom the controversial questions of our day? Or are we unaware that pupils, even in the elementary schools, are turning these questions over in their minds and without guidance are making their own decisions? Why do we neglect, as a means toward teaching the more factual material in the content fields, two of the most potent factors in the educational process—the interests of pupils and presentday issues? The writers, believing that these factors should not be neglected, point out here several important elements in the situation and tell briefly how sixth-grade children have successfully studied a problem of current interest. Some Basic CoNSIDERATIONS Several considerations are pertinent in deciding the extent to which advanced pupils in the elementary school should study presentday issues. These include (1) the capacity of the pupils, (2) the attitudes of parents and public, (3) the availability of time for the work, and (4) the availability of suitable materials. Capacity of pupils—How far can pupils eleven and twelve years old take a problem of current interest and, thru their study in geography and history, trace causes and subsequent effects in relation to it? Can learning go on in a situation where sixth-grade children start with a problem of daily importance and work thru the background of that problem in an attempt to find a solution? Are sixth-grade pupils capable of this type of thinking? How far can we allow them to go? What are the real limits of critical thinking in boys and girls eleven and twelve years of age? The answer to these questions is that while the limit of pupil capacity probably varies widely, most children of these ages can accomplish more in this area than has generally been realized. Attitudes of parents and public—A second factor is that of parent and public reaction to what may seem the school’s attitude on a current issue. Strong community feeling or prejudice is bound to influence pupils. Dare the school raise the question, “What. is the other side of ee 356 ELEMENTARY SCHOOL PRINCIPALS this issue?” If pupils return from school to present the other side in the home where opinion is already fixed, or if a local vested interest is placed in an unfavorable light, what will happen? These questions de- serve careful consideration, but we should not permit fear of conse- quences to prevent our helping children to think critically and without bias. In these days of uncertainty as to what one shall think, as to what one may believe of what one hears and reads, and as to how far one may go with leaders who would “save the nation” with their solution of every problem, it is high time we set the children in our schools to attacking some of the problems that will soon become theirs in a very vital sense. The question is not how long can we defer this type of activity, but rather how soon may we begin it. Availability of time—Frequently teachers and school administrators allow physical factors to play too large a part in determining whether a study of current problems should be planned. It takes a long time to develop a background for critical thinking. Where shall we find time in an already overcrowded schedule of studies to do this sort of thing? If the time is to come from English or from the geography period, the regular program in these subjects must be set aside. Fortunately for children and for education, we are beginning to worship less at the shrine of time schedules, and more at the shrine of pupil interest. We may dis- cover that both of the content subjects just mentioned are better served thru the medium of critical thinking than thru a formal program of the traditional type. Availability of materials—Still another factor which often deters teachers from attacking problems of current interest has to do with the available material on the pupils’ reading level. Where can we find suit- able material which sixth-grade pupils can read and understand? To the teacher who is afraid to undertake this type of activity the matter of reading material for pupils furnishes a ready excuse. Many teachers apparently are afraid to use current materials such as newspapers, magazines, newsreels, research reports, and descriptive pamphlets. In the writers’ judgment, the difficulty lies not so much in a lack of suitable material as in a fear that the pupils will read “too much.” Such teachers ask, How can we meet the problem of misunderstanding on the part of parents, and what will be the reaction upon the school if news of con- troversial discussions in classrooms leaks out to a public which has strong biases on certain current issues? This question is perhaps best answered by another: How are we going to develop in pupils the habit of critical thinking—the power to weigh facts and defer judgment until all “light” is brought to bear upon the problem at hand—unless we begin to develop that power? What better time is there to do it than when the daily lesson in any content subject causes even the pupil to say, “I — °° °° the , Is de- se- out hat one lon : to of Ors or a > to 2 in ng? the for ‘ine dlis- ved the ters the uit- tter 1er's ers, In ible ler's t of has best abit ntil gun hen =. Ph MAKING LEARNING CONCRETE AND PURPOSEFUL 357 read in the newspaper that....”? A great deal of appropriate material is available for any teacher who wishes to use it. THE Stupy oF A CURRENT PROBLEM The general plan—In this project eight VIA geography classes were studying Japan. All the geographical factors which influence life, in- dustry, trade, and general living conditions were discussed. For a while, little was said regarding the influence of these factors upon the present crucial situation—the war with China. Then, as an outgrowth of con- tinued suggestions by the pupils, the following questions were raised: 1. Do the geographical features of a country influence the lives of the people living in it? 2. How do trading conditions affect the relations of peoples and nations? 3. Does it matter if living conditions in neighboring countries are strikingly different? 4. What part do these factors play in war between nations? 5. Why is Japan at war with China? It became evident that the answers to these questions were more im- portant than the pursuit of abstract facts related to the geographical and historical features of these countries. By contrast and comparison both countries could be studied simultaneously, and the causes for war could be traced to the conditions existing between them. Collecting and arranging pertinent material—Pupils in each class vol- unteered to bring from home magazines, pamphlets, clippings from newspapers, cartoons, and news items of every kind bearing on this subject. The bulletin boards were arranged so that items of any one type or on any one issue might be readily consulted by all pupils. Com- mittees arranged, sorted, and filed or posted all materials brought in. Magazines were inspected, and pages were clipped and arranged on tables by subjects to serve as reading centers. A card-index file was made of all materials. One section of the blackboard was made into a daily calendar. Here the items for the day’s discussion were listed alongside any reference material which was in the room or in the files. Two of the city’s daily newspapers were approached, the program was explained, and an invitation was given for them to furnish copies of their papers for each member of the class every day during a two- week period. Two lessons were devoted to “newspaper technics.’ Copies of a pamphlet issued by the Foreign Policy Association, War in China,? were furnished to all the classes. This booklet was written so that the pupils were able to read, understand, and enjoy the material. 1Copies of the guide sheets used may be obtained from the Lakewood Board of Education, Lakewood, Ohio. Pte Varian. War in China. Headline Books No. 13. New York: Foreign Policy Association, . 95 p. 358 ELEMENTARY SCHOOL PRINCIPALS It presented no biased judgments and supplied sufficient sources of in- formation. The graphs and charts were well developed. Exchanging ideas and drawing conclusions—The program was set for a three-week period. After the research had been done under careful] planning and close guidance, the pupils were ready to exchange experi- ences and arrive at conclusions, always tempered with the attitude that “we must have all the evidence and check our findings.” At the very beginning of this phase their purposes were clearly defined and their procedures discussed. Their central purpose was to answer the question, Why is there war between China and Japan? The contributing pur- poses are implied in these questions: What must I know about these countries—their people, habits, customs, manner of life, and contacts with other nations (particularly my own country), both as to economic and social relationships? What is my responsibility in forming my opinions about this war? Running parallel with the geographic and historical emphasis was the constant planning for good practice in both oral and written English. Rules for conversation were set up; the pupils were to exchange ideas freely but with careful adherence to the rule of politeness and consid- eration for the other fellow, tolerance in viewpoint, and constant care to speak favorably or not at all about other races and their customs. In addition, the various language technics were reviewed, namely, to speak in sentences, to mark inflections, to select words which express clearly the idea in mind, and to avoid the use of unnecessary connectives. To furnish a background for discussion, questions based upon the materials read and worded so as to provoke critical thought were placed upon the board or given in written form to committees assigned to de- velop the various topics. Written work took the form of outlines, reports, notes, and short com- positions not exceeding two paragraphs of four or five sentences each. To make these compositions fit the desired pattern, the topics were well planned and limited in scope. Cooperative compositions took the form of chapters in a class book which expressed the opinions and cited the findings of the children’s study. EVALUATION OF THE RESULTS As the major purposes here were to develop functioning information, critical thinking, better attitudes, and interest in this study, it seemed desirable that measuring devices suitable to these objectives be used. Checking functional information—To get a picture of the informa- tion which functioned in their thinking, the pupils were asked to write on the topic, “My Impressions of the Japanese and the Things They Are Doing.” Such a procedure has several advantages. It shows at least i or et © De 1 |} © cnt Ss po by ha six ass as str Th hay mi C l- I 1e n, ed MAKING LEARNING CONCRETE AND PURPOSEFUL 359 some of the items of information closely associated with the pupils’ own attitudes. It very likely gives a better picture of the information which actually functions than does a more objective test which shows whether certain items are memorized or not. After the pupils had written on the topic assigned, the papers from three of the eight classes were analyzed to discover the number of pupils who had mentioned certain items of information or opinion. The nine items mentioned most frequently are included in Table 1. For example, twelve of the thirty-two pupils in Class A mentioned that Japan needed more land. The pupils used various expressions, but little difficulty was experienced by the investigators in identifying similar ideas. TABLE 1—ItTems Most Frequentty MENTIONED IN Pupits’ WritreN Composi- TIONS ON THE JAPANESE PeopLte AFTER STUDYING THE CURRENT SITUATION IN JAPAN AND CHINA (GRADE VIA) Number or Pupits MENTIONING Eacu ITEM Facts AND OPINIONS Class A Class B Class C Total (1) (2) (3) (4) (5) 1. Japan needs more land............. . 7 16 35 2. Japan should be given land peaceably. 1 4 15 20 3. Japan is favored over China.......... 1 3 3 7 4, China is favored over Japan.......... 20 6 14 30 5. Japan is merely doing as others have done to Chima............. a 5 1 4 10 6. Japan wants to conquer the world..... 2 6 3 11 7. Leaders in Japan are to blame........ 11 0 4 15 8. Japanese are intelligent, industrious... 20 5 4 29 9. Japanese are warlike, barbarous, etc... 0 5 1 6 Total number of pupils........... 32 13 34 79 Median attitude score*........... 5.7 44 49 * Obtained by means of a scale developed in another study to measure favorableness or unfavor- ableness of attitude toward the Japanese. A score of 3 represents a definitely unfavorable attitude; a score of 5, a neutral attitude; and a score of 7, a definitely favorable attitude. As shown by the responses numbered 3 and 4 in Table 1, the pre- ponderance of opinion was clearly favorable to China as compared with Japan. There was widespread recognition of the need for land by Japan, but much less recognition of the fact that other countries have set the pace for what Japan is doing. Altho these were only sixth-grade pupils, few of the items mentioned seemed clearly to be associated with immaturity. Almost all the responses were at least as good as those which would be given by an average man on the street, and indicated a good grasp of some features of the situation. That over 10 percent of the children recognized that other nations have done much as Japan is doing indicated a valuable trend. The application of descriptive phrases to whole races or nations is 360 ELEMENTARY SCHOOL PRINCIPALS childish and unintelligent, altho it is not confined to children. From this point of view the teacher of Class C may have done a better piece of work than the teacher of Class A. Obviously, this method of analyzing papers needs to be studied further in order to determine its validity and reliability for individ- ual pupils, but for whole classes it already appears to yield dependable results. The method thus shows real promise as a device for inform- ing the teacher as to what the children are actually getting from « series of experiences or lessons. Measuring pupil attitudes—The scale used in this study to evaluate favorableness or unfavorableness of attitude toward the Japanese was developed as a part of another study.* By the scaled-item method, various statements are given numerical values on the scale of favor- ableness or unfavorableness by qualified raters. Space will not permit here an adequate discussion of the reliability and validity of this atti- tude scale. A rather complete statement on these points will be found in the study referred to above. Suffice it to say that this form of atti- tude scale has been found sufficiently reliable and valid for group study. The median attitude score for 205 pupils at the beginning of the experiment was 4.5, slightly unfavorable to the Japanese; at the end of the experiment it was 5.4, slightly favorable to that people. It is difficult, of course, to say whether the instruction was the only factor in producing the more favorable attitudes, but it apparently tended to have that effect. If it is possible, as suggested here, to produce more favorable attitudes toward nations and races by stress on clear thinking, such emphasis in the schools is of paramount importance. Previous to this study, the attitude scale had been used with other groups of fifth- and sixth-grade pupils to measure their attitudes toward the Germans. It is significant that the attitude toward the Germans was decidedly more favorable than toward the Japanese. Ap- parently children’s attitudes are being constantly formed by events, news, and the opinions of adults. By studying the attitude scores of the classes represented in Table 1 in relation to the facts and opinions given by the same pupils, some close relationships can be discovered. Class A, which had the most favorable attitude toward the Japanese, mentioned frequently that the leaders in Japan are to blame for the present situation, and that the Japanese people have desirable qualities. Class B, which had the most unfavorable attitude toward the Japanese, made much of their 8 Copies of this scale and the accompanying key may be had from the Lakewood Board of Edu- cation, Lakewood, Ohio. See also: Arnold, Dwight L. A Study of Attitudes Toward War and Peace of Pupils in Fifth and Sixth Grades. Doctor’s thesis. Columbus, Ohio: Ohio State University, 1938. ter ied id- ble la ate vas od, mit tti- und tti- dy. the the yple. only ntly % to Tess ount ther udes the Ap- ents, ble 1 some most that that d the their f Edu- d Peace y, 1938. MAKING LEARNING CONCRETE AND PURPOSEFUL 361 warlike traits and their desire to dominate the world. Thus, it seems quite probable that there is a relationship between information learned © and attitude taken, altho the attitude may be either cause or effect in this situation. This finding at least suggests the possibility of diagnosing and correcting bad attitudes by getting at the underlying information and beliefs, rather than by “telling” pupils what the “right” attitude is. General appraisal by teachers—To obtain additional data as to the value of these materials and methods of teaching and of appraisal, the teachers concerned were asked a series of questions. The answers from six teachers revealed a general agreement that the pupils had been very much interested in the study; that the study had made the pupils aware of the need for more evidence; that nearly all the pupils had taken part in the discussion; and that the method had been effective in teaching the usual content of geography and history. Three of the teachers thought the attitude scale had been of considerable help, while the others thought it had been of little or no help. Four teachers thought that this type of study made pupils somewhat more objective and critical toward their own attitudes. CONCLUSION The tendency to keep live social issues out of the classroom is probably one cause of the general lack of clear thinking on such issues today. The chief reason that so little emphasis is placed upon habits of critical thinking in the school is not a lack of pupil capacity, but very probably a lack of knowledge among teachers as to how to teach and test critical thinking. The study reported above showed that children in the upper elementary grades can deal intelligently with a current problem. Another value of the study was that it showed how pupil interest in a current problem can carry over into the learning of pertinent subjectmatter and essential skills. The pupils learned many facts about the geography and history of China and Japan, but they did s0 in relation to a meaningful problem. They improved their written and spoken English, not by studying a separate subject called “English,” but by using language as a tool for carrying forward an interesting project. Work-type reading likewise became not merely a series of drills to develop a skill for its own sake, but a means of achieving a significant purpose. It is the opinion of the writers that projects of this type—utilizing pupil interest, dealing with significant social problems, and providing for growth in critical thinking and attitudes as well as in knowledge and skills—will become increasingly popular in our better schools. 362 ELEMENTARY SCHOOL PRINCIPALS EXTENDING THE SCOPE OF PUPIL EXPERIENCE DororHar Derria Principal, Allen and Leggett Schools, Akron, Ohio ECENTLY SEVERAL TEACHERS in an old school building without either a gymnasium or an auditorium decided to put into effect some of their ideas concerning the redirection of education. These teachers agreed that “knowing” should usually be associated with purposeful “doing”; that children should be helped to grow both in the ability to express themselves and in the ability to cooperate with others; and that teachers should be influential in causing children to spend their leisure time in wholesome ways. They sought to give children opportunities to practice the activities of citizenship not only in their own classrooms but also in the school as a whole. To keep the program well balanced, ample time was allowed for the drill phases of the tool subjects and for emphasis on health. Unit teaching in the content subjects—The unit plan of teaching the content subjects was chosen because it permits a more natural interrelation of language and hand activities, and because it offers greater opportunity for experience in working toward a central objec- tive, in evolving standards of conduct, and in cooperating with others. Usually the teacher assumed the role of a guide while the children were working out their plans, but she definitely “set the stage’’ for the introduction of each unit. Interesting books and objects were placed on the library table; pictures were posted on the bulletin board; a relevant story was sometimes told; occasionally a film bearing on the unit was secured from the visual education department; and, if feasible, the class was taken on an excursion. Such initial prepa- ration gave the children a concrete background for working out their problems. The units chosen for study were rich in suggestions and opportunities for many kinds of activities. The following paragraphs indicate briefly some of the activities carried on in certain units. The fifth-grade pupils invited a fifth-grade group from a neighboring school to hear the program given at the close of their unit on Mexico. When the visitors arrived, children’s paintings depicting interesting phases of Mexican life were on the wall. In the front of the room was a Mexican market place which had been constructed by a com- mittee of pupils. Other children had made the articles which were displayed therein—tiles, vases, and dishes made of clay, a few wooden donkeys carrying packs, two wooden carts drawn by donkeys, and two dolls dressed as peons. Before the program started, a lad welcomed the visiting group and introduced the visiting teacher. Then the first announcer came forward to preside over a part of the program. Chil- out ect on. ted oth ‘ate ren rive not To the ling ural fers jec- ers, jren for were ard; x On and, epa- their and aphs pring X1C0. sting room com- were yoden and omed first Chil- MAKING LEARNING CONCRETE AND PURPOSEFUL 363 dren gave short talks on interesting aspects of Mexican life, and, as they spoke, they displayed paintings and graphs bearing on the unit. One group of children reviewed the story “Si, Si, Rosita,” and another group “Pablo’s Pipe.” A tapestry depicting a Mexican scene was dis- played by the group who had made it. A class booklet containing reports, original illustrations, and clippings was passed among the visitors. Prior to this final program, the activities of the unit had included taking part in both vocabulary and map drills, looking at post cards and pictures, handling interesting objects made in Mexico, reading from a basic text, skimming reference books to get material for reports, reading relevant stories for pleasure, giving book reports, par- ticipating in class discussions, planning for the activity period, making rules to govern conduct during the activity period, serving on com- mittees, mixing clay for dishes, sawing pieces of wood to represent donkeys and carts, dressing dolls, erecting the market place, working on a chalk mural, making an illustrated map, painting Mexican scenes, designing and embroidering the tapestry, and writing and illustrating the class booklet. Another fifth-grade teacher let the development of shadow plays be the motivating force for improving the speech, drawing, painting, and construction abilities of her class. While selecting the material to be used, the children dramatized several stories and read a few short plays. Various children painted the backdrops, made jointed puppets from cardboard, and devised the removable objects needed to bring out the meaning of their plays. The shadow stage itself was constructed and wired by the children. The stage was large enough to conceal the readers, the speakers, and the manipulators of the puppets. The children presented the plays in the afternoon after school. An admission of two cents was charged, and the money col- lected went into a fund used for construction materials. Language activities not mentioned above included telling how the puppets and the stage were made, announcing a performance, composing talks to advertise the plays, and writing an advertisement for the school news- paper. A fourth-grade group which had completed a unit on pioneer life displayed a model of a stagecoach and one of a covered wagon. Scenery for a pioneer play had been placed at the front of the class- room. On the mantel, which was part of the scenery, were hand-dipped candles made by the children. A seventh-grade history class gave a two-act play centering in the adoption of the three compromises in the drafting of the United States Constitution. The first scene showed the Congress in session, 364 ELEMENTARY ScHOOL PRINCIPALS and the second the hearing of the news by a group attending husking bee. Every child in the class was in the play. The girls made their costumes from discarded cotton dresses, and the boys made wigs from cotton batting. A sixth-grade class studying old-world history collected and mounted pictures of various types of architecture. During the culminating pro- gram two boys used a balopticon to enlarge the pictures and throw them on a screen. Other children gave short talks about each picture, On one occasion the writer visited a second-grade class which was working out a unit on Indian life. She found some of the group sitting in front of a child-constructed wigwam, beating out rhythms on drums which they had made themselves, while other children in costume were giving an Indian dance. Unfortunately, the room was so small and so inadequately equipped that the dancers had to weave around rows of stationary seats. Using the out-of-school environment to enrich pupil experience—As the teachers wished to develop in children a normal and wholesome sensitivity to their environment, they used the world outside the school both to make classroom projects more meaningful and to provide practice in firsthand observation. Interesting specimens and curios from various sources were used in class projects. The services of interested adults were frequently utilized. Children were taken on numerous trips. When a trip was too long for walking, the children rode in automobiles with volunteer drivers. For a time, school buses could be secured for excursion purposes. Among the specific contacts with the environment which seemed especially significant were the following: 1. Flowers contributed by eighth-grade children were used by them in making artistic and interesting classroom decorations. The class enjoyed working with the bouquets so much that they left vases as their gift to the school when they graduated. 2. A few eighth-grade boys planted iris which had been donated by a neighbor. 3. A primary group became interested in the life cycle of the butterfly when one little fellow brought a cocoon into the classroom. 4. A doll bed given by a mother was used to teach bedmaking. Prior to the teaching, a few fifth-grade girls made the necessary equipment from materials secured in their homes. 5. A Chinese laundryman spoke to a fourth-grade class which was working on a unit on China. Before leaving he wrote the name of each child in Chinese. 6. A mother and a WPA clerk helped some of the older girls to make the candy to be sold at a school carnival. 7. The husband of one of the teachers helped a few boys put up a display shelf. 8. A physical education instructor from the Young Women’s Christian Associa- tion gave a talk on posture to seventh- and eight-grade girls. 9. A first-grade teacher, who was seeking to integrate health instruction with experience reading, took her pupils to visit a vegetable garden nearby. On the way back to school the class stopped at a grocery store to note what vegetables were on sale. Later the children made soup from vegetables secured in their homes. king with they ibor. vhen » the rials ig on andy shelf. 30cla- with e way were omes. MAKING LEARNING CONCRETE AND PURPOSEFUL 365 While they were eating, the teacher pointed out that the soup was healthful because it was “so thick with vegetables.” The children enjoyed dictating, reading, and illustrating little stories about these experiences. 10. An arithmetic teacher took her pupils to the office of the county treasurer when the class was working out a unit on taxes. 11. An eighth-grade history class found the phrase, “trial by jury,” more mean- ingful after visiting a courtroom and hearing an explanation by the judge. 12. Children from a second grade went to a classroom in a neighboring school to see an old hen with some newly hatched chicks. They heard the children in the room visited read stories of events leading up to the hatching of the chicks, and observed the pictures and chalk drawing which illustrated what had happened. 13. The children’s librarian gave instruction in library usage to a group brought to the public library by their teacher. 14. School buses were used to take a sixth-grade group studying old-world history on a visit to several churches exemplifying various types of architecture. 15. A science class visited a greenhouse to find out how mushrooms are grown. 16. A committee of boys visited a science teacher in a neighboring school to secure advice on planting bulbs. 17. One of the teachers took several boys to see an exhibit of wooden boats made by sixth-grade pupils in another school. Encouraging wholesome living outside the school—Believing the out- of-school lives of children to be a matter for their concern, the teachers planned activities having carry-over value and sought the aid of the parents in keeping children strong and well. Each week the upper- grade teachers set aside forty minutes for a club period, and pupils in these grades were permitted to choose the club to which they wished to belong. Children interested in art and music were encouraged to take advantage of such opportunities as receiving lessons from itinerant teachers of instrumental music, belonging to either the school orchestra or the fife-and-drum corps, joining either the boys’ or the girls’ glee club, working with the group of talented children who painted after school one day each week, and using facilities provided in the homeroom for painting and for making chalk murals. Children who took music lessons at school were requested to practice at home. Once each week three of the middle-grade teachers conducted wood- working classes for boys and, at a different time, craft periods for girls. While the boys of a group were having their period for construc- tion, the girls went to the music instructor for a class in eurythmics. When the girls were engaged in sewing and weaving, the boys either played games under the supervision of an assistant or sat in the back of the room reading interesting library books. A variety of materials for use in the craft and woodworking activities was pro- vided—a large loom, several small looms, yarn, several frames for making hooked rugs, a jig saw, coping saws, files, hammers, clay, linoleum for blocks, wood, cloth, and crochet hooks. Both the dramatic club and the glee clubs gave entertainments for which admission was charged. Not a few leisure hours were used in 366 ELEMENTARY ScHOOL PRINCIPALS $$ learning and practicing parts, making costumes, and painting simple scenery. Occasionally parties were held at the school. Teachers advised the pupil committees in charge of these parties but did not dominate them. Teachers also cooperated with parents in helping children to form such health habits as going to bed early, drinking milk, and eating fruits and vegetables. Breakfast was served by WPA workers to children who had been selected by the teachers as undernourished. Some unusually significant phases of these undertakings are listed below: 1. After displaying their collections and conversing about them, the children in the hobby club played indoor games. Frequently both boys and girls reported that they played these same games at parties held either in their homes or in church parlors. 2. A number of the boys in the craft groups purchased coping saws which they used in their own basements, and a few boys received jig saws for Christmas. 3. Several girls in one of the sewing clubs made cotton dresses for themselves 4. Another sewing club included the following articles in its exhibit: aprons, dresser scarfs, luncheon sets, pocketbooks woven from yarn, and crocheted mats 5. A boy was seen buying a checkerboard in a neighboring store. He had learned to play the game at school. His teacher had placed a board and checkers on a table in her room and had suggested that some child who knew the game might remain after school to teach it to a classmate. 6. Two girls asked a third one to teach them to crochet so that they might have something to display at an exhibit of handwork. 7. Late in May the science teacher took an eighth-grade group to the woods, where they cooked their lunch over an open fire. After eating, they set out to observe wildflowers. 8. This same teacher had a group of boys gather in the schoolyard after dark so that they might observe the stars. 9. A committee of mothers was requested to sell chocolate milk instead of pop at a carnival. 10. A health play given at a meeting of the local parent-teacher group brought out the value of milk as a food. Providing opportunities for service to the school—Opportunities to serve the school as a whole have been given both to children who had shown growth in practicing the activities of citizenship, and to unadjusted children who seemed to need such practice. Each group that performed duties of a general nature was sponsored by a teacher. Children have been given such responsibilities as directing traffic, keeping the yard and the halls free from paper, caring for the teachers’ rest room, setting up chairs for a mothers’ meeting, helping with a paper sale, making a mural for the hall, sharpening pencils for a primary teacher, and taking sick children home. Some of the other specific services rendered were as follows: 1. One spring some of the larger boys spaded, seeded, and rolled the front yard 2. For a long time a large colored boy took the toys from the federal nursery school into the vard in the morning and returned them to the building when school closed. en ed in ley res. ns, ats. ned n a ght ght ods, ; to lark pop ight 3 to who 1 to that her. iffic, ers’ th a or a ther yard rsery choo! MAKING LEARNING CONCRETE AND PURPOSEFUL 367 —_— 3. The traffic boys and their sponsor invited a city traffic officer to lunch with them. A conference on safety followed the luncheon. 4. Two boys cut some worn places out of the rug in the teachers’ rest room. Later they sewed the parts together. 5. One Christmas some of the older girls told stories to the primary children. 6. Several sixth-grade children were assigned the duty of greeting and introduc- ing visitors who came to see an exhibit. 7. Two eighth-grade boys helped a primary teacher take her pupils to visit a fire station. 8. A committee representing the Junior Red Cross secured the cooperation of the proprietor of a movie house in purchasing glasses for underprivileged children. The committee advertised both the cause and the show so well that every child in the school was provided with a ticket of admission. The proprietor presented two suitable films, and turned all the proceeds of the ticket sale over to the Junior Red Cross. Conclusion—The teachers feel that their efforts to develop a balanced program of learning and doing both inside and outside the school have helped the children to grow in self-control, perseverance, social cooperation, self-expression, and capacity for enjoyment. From reports of both mothers and children they have concluded that their attempts to encourage the wholesome use of leisure have borne some fruit. Parents as well as children and teachers have seen value in the program. Last year the parent-teacher association gave three covered- dish luncheons for the teachers because, as one mother said, “The teachers have been so nice to our children.” nN the educational world there has been a growing interest in I this problem of leisure and in addition a growing concern as to whether the schools are doing anywhere nearly all that they xan do and ought to do to get their young charges ready to face a comparatively new social situation, to equip them with not only the armor of protection against the dangers of misuse of marginal time, but with downright eagerness to make of it a great boon throughout their lives, a boon to themselves and a boon to society —The New Leisure Challenges the Schools, Na- tional Recreation Association and National Education Associa- tion, 1933, p. 11. 368 ELEMENTARY SCHOOL PRINCIPALS ee THE NEWSPAPER—A CLEARINGHOUSE FOR SCHOOL ACTIVITIES Heten K. MackintTosH Senior Specialist in Elementary Education, United States Office of Education, Washington, D.C. cational program, has become an accepted and welcome part of school experience. As proof of this fact, one has only to note in recent publications that special activities are increasingly labeled as co- curricular rather than as extracurricular. The possible activities in a school program can be classified in many ways, but the terms “mental” and “manual” differentiate rather well those activities in which books predominate and those in which work with the hands is emphasized. What are the values of the school newspaper?—The school newspaper is an activity which combines the mental and manual aspects in bal- anced fashion provided that children have full responsibility, not only for planning and organizing but also for publishing and distributing their product. Of the many values that can be derived from the news- paper, those which come from giving children the opportunity to work cooperatively in a social group, unifying the school thru having all groups share the responsibility for the success of the paper, giving the child a chance to spell, write, and draw for a purpose which is real to him, and providing a clearinghouse for other school interests and activi- ties, are outstanding. What form may the newspaper take?—The “school newspaper” is a term applied to a wide variety of publications. Some consist of a single sheet, and others are of magazine shape and size. Usually a group of children start simply with a hand-written product. The contributions may be written on the blackboard or on a sheet of newsprint paper so folded that it can be posted on an easel or on a bulletin board. Some primary-grade groups have used a printing set as a substitute for hand- writing. The next step is usually that of hectographing or duplicating the material so that the product may be distributed. After this paper has been circulated, a demand for more copies often results in mimeo- graphing future editions. Many groups of children feel that they have reached their highest goal when they have produced a newspaper printed in the school printshop. Regardless of the form of the product, the ex- perience of planning, organizing, and executing is as valuable a result as is excellence of appearance and content. What are the problems related to content?—The quality of the con- tent in a school newspaper depends upon many factors, such as the amount of experience children have had in newspaper production, the Te “activity,” which not so long ago was the stepchild of the edu- mil the chil My have hum you dray ing per e0- ave ited sult on- the the MAKING LEARNING CONCRETE AND PURPOSEFUL 369 kind of guidance given, opportunities to see school newspapers edited by other groups, and emphasis upon improving each issue of the paper. These factors represent conditions which can be largely controlled by the teacher and the principal. The range of content covers editorials, the principal’s page, com- munity news, creative stories and poems, humor, sports, book reviews, features such as puzzles, advertisements, and a large section made up of school news. Since the newspaper has been suggested as a clearinghouse for school activities, it should emphasize the classroom experiences of children, summaries of work presented in homerooms for groups of chil- dren or for parents, reports of trips and excursions, and assembly pro- grams in which the whole school shares. Activities of many types, such as dramatic, hobby, art, stamp, book, and science clubs, and organiza- tions such as a safety squad, Junior Red Cross, school orchestra, and school council should have a place in the newspaper. Contacts between school and home with regard to parent-teacher organizations, Red Cross and Community Chest drives, local elections, and school policies can be made thru the children’s publication in a very effective way. Such a newspaper then not merely becomes a vehicle for children’s written ex- pression, but meets the great need of the school for carrying its program to the public. How does a school newspaper function?—Since a background has been set up for the school newspaper in terms of values, forms, and contents, the following picture of the development of a specific school newspaper during a year’s time should help to clarify and emphasize the points discussed. At the opening of school, a group of fifth-grade children developed the idea of having a newspaper. With their teacher they decided upon a plan which included an advisory board made up of the school principal, supervisors, and special teachers. The class wrote letters to these people explaining their plans and asking that help be given from time to time. Since the school had an Indian name, the children decided to call the paper The Indian Runner. Under this title their first issue of four mimeographed pages appeared. The advisory board and others were asked to criticize the form and content of the issue, as did the children themselves. Two letters, one from a supervisor and one written by the children, follow: My dear Billy: I have your letter and the enclosed copy of The Indian Runner. I think you have done a very good piece of work for your first issue. As you publish further numbers I know that you will see improvements that you want to make. I liked especially the fact that you had divided your paper into sections and that you had included an interesting variety of material. Your first page with its line drawing helps to give your paper a finished look. 370 ELEMENTARY SCHOOL PRINCIPALS I have some questions which I should like to have you think about as you plan another issue. Are you satisfied with the size? Shouldn’t you label all contributions by children with their names and grades consistently throughout? Do you have someone proofread your stencils to check any misspelled words? Shouldn’t your headings be uniformly placed throughout the paper? (I note that “Poetry” stands over the left-hand column on its page, and that “Science” on the last page is in the middle and is boxed in.) Should you leave more space between your various sections? I am sure that you have already considered some of these items as you haye seen your paper in final form. I am very much interested in having you as a group work on this problem of making a school newspaper. Most sincerely, Dear Miss . : Our room is sending you a copy of the second edition of The Indian Runner, We think we have made a great improvement since the first edition. There are stil] a few mistakes and here are some suggestions we made to improve our next paper: 1. Include some jokes. 2. Have a Christmas cover. 3. Label sections. 4. Have more general news. 5. Include a cartoon or comic strip. 6. Number the pages. 7. Include editorial staff. 8. Include a “Table of Contents” or a “Where To Look” column 9. Include a contest. 10. Include headlines. 11. Include weather forecast. 12. Include lost and found column. If you have any criticisms to make we would be glad to have them. Sincerely yours, The group arranged an exchange with other schools which were also publishing papers. The children followed this procedure of alternately producing and criticizing thruout the school year. What were the results of work on the newspaper?—As a result of the year’s work, the boys and girls developed increased ability to organize their ideas and to evaluate their finished product. Children with a spe- cial interest in art took over bulletin board advertising of the paper. Other groups made contacts with the school printer and with a real newspaper editor, or had an opportunity to estimate comparative costs of mimeographing and printing in relation to the sales price of the paper. All children experienced the give-and-take of work in a group For each issue certain boys and girls had the responsibility of assembling material, organizing it into a “dummy,” running the mimeograph, a sembling the separate sheets for stapling, and managing the sale of the publication. In all these situations children identified certain values which are evident in their replies to questions proposed to them 4! We a s ord of 7 Suc of y mo} per} C / nun ive yu) ner. still per: - also ately f the ‘anize 1 Spe- yapel. 1 real - costs of the pToup. nbling yh, as- of the values em at MAKING LEARNING CONCRETE AND PURPOSEFUL 371 the end of the year. These questions and a few of the answers are given here as suggestive of the replies that might be expected from fifth-grade children: Do you think other children in the same grade should have the same experience? Why? I would carry the newspaper out more and give the other children the same privilege because they would learn probably much more than we did. WALLY ScHANTZ I think that other children ought to have the same experience because they will learn how to do things for themselves. Water RIcHTER What did you learn by doing this activity? I learned about the stencil. I learned about the editor’s work on a newspaper. I have a better understanding of a conference. We learned many little things, such as about the volume and others too numerous to mention. WaLLy ScHANTZ I learned more about how to write sentences and better English by doing this activity. ANNA BEHRENS I was general news editor and I learned that you couldn’t always depend upon someone else to write up some news. RrEGENE SCHEFMAN Do you have any suggestions for improving the activity? You could take some trips to the Press building or the Herald building. I know we did take some trips. Berry Haan If it were possible I would suggest that we have the newspaper printed in the print shop for every issue. ANNETTE VAN Dore Get more news! Get the paper out earlier. JEAN ANNE GAMWELL Managing Editor As the work on the newspaper progressed, teacher and children kept a scrapbook record of the activity. They organized in chronological order all copies of letters received and replies sent, copies of each issue of the paper, and their own comments on their successes and failures. Such a record made it possible for all concerned to evaluate the amount of progress made between the first and last editions of the year. Further- more, this plan made the experience a unified one altho it covered the period of an entire school year. Conclusion—Newspapers are becoming a tradition in an increasing number of elementary schools. Usually, one of the upper grades is given the responsibility for management of the paper, but all groups of chil- dren make contributions. This does not mean that the school newspaper should be a routine affair, approached merely as another task to be ac- complished. If the teachers and the principal have a vision of the wide 372 ELEMENTARY SCHOOL PRINCIPALS es usefulness of such an experience, the newspaper can be the most alive and absorbing interest of the school. 1 For further details of practice in the preparation and management of school newspapers, see especially: Thomas, John S. ‘‘The Elementary-School Newspaper.” Socializing Experiences in the Elementary School. Fourteenth Yearbook. Washington, D. C.: Department of Elementary School Principals, National Education Association, 1935. Chapter 9, p. 473-502. URRICULUM revision in its broadest aspect is a continuous re- C organization of the whole school program in terms of those experiences of childhood which come within the province of the school. It is a matter of improving every school factor involved in child development thru a series of guided experiences. From this point of view there are no such activities as are commonly designated as “extracurricular” or “cocurricular.” Any activity or material having a justifiable educative value becomes a defi- nite element of pupil experience, and as such is a part of the school’s curriculum. The only justifiable basis for any of the activities or materials which are included as a part of the de- velopmental offering of the school is the needs of the child. These needs are conditioned by a great many factors in the past experience, present environment, and future plans of tle child. —Jones, Ralph B., p. 251 of this yearbook. ve see the ool bo on = . HEFFERNAN, Heten. “New Emphasis in Primary Curriculum,’ MAKING LEARNING CONCRETE AND PURPOSEFUL 373 SELECTED REFERENCES . BerGeEN, CATHERINE. “Meeting the Science Needs of Children in the Inter- mediate Grades.” Educational Method 17: 188-91; January 1938. . CALIFoRNIA CurricuLuM Commission. Teachers’ Guide to Child Development in the Intermediate Grades. Sacramento, Calif.: State Department of Education, 1936. 631 p. . Croxton, W. C. Science in the Elementary School. New York: McGraw-Hill Book Co., 1937. 454 p. . GmtANnb, Erna G., editor. “Geography.” Educational Method 17: 257-320; March 1938. . HartMan, Gertrupe. Finding Wisdom; Chronicles of a School of Today. New York: Reynal and Hitchcock, 1938. 147 p. > California Journal of Elementary Education 7: 15-20; August 1938. . HitpretH, Gertrupe H. Learning the Three R’s. Minneapolis, Minn.: Edu- cational Publishers, 1936. 824 p. . Hocxett, Joun A., and Jacopsen, E. W. Modern Practices in the Elementary School. Boston: Ginn and Co., 1938. 346 p. . Horratt, Atpion H., and oruers. Let’s Go To School; Integrative Experi- ences in a Public Elementary School. New York: McGraw-Hill Book Co., 1938. 434 p. . Morton, Rosert L. Teaching Arithmetic in the Elementary School. New York: Silver, Burdett and Co., 1937-38. 2 vols. . Nasu, Jay B. Teachable Moments; A New Approach to Health. New York: A. 8. Barnes and Co., 1938. 243 p. . Nationat Councit or TEACHERS OF ENGLISH, CURRICULUM CoMMISSION. FEx- perience Curriculum in English. English Monographs No. 4. New York: D. Appleton-Century Co., 1935. 323 p. . NATIONAL EpucatTion ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL Principats. Newer Practises in Reading in the Elementary School. Sev- enteenth Yearbook. Washington, D. C.: the Department, 1938. Chapter 5, “Study Reading in the Content Fields,” p. 368-86. . NATIONAL EpucaTION ASSOCIATION, DEPARTMENT OF SUPERVISORS AND DIRECTORS or Instruction. Cooperation: Principles and Practices. Eleventh Year- book. Washington, D. C.: the Department, 1938. Chapter 13, “Reports of Teaching Experiences in Developing Cooperation in Classroom Situa- tions,” p. 177-206. 5. Russert, Marton J. “Student Participation in Arithmetic Studies.” Progres- sive Education 15: 58-64; January 1938. . SNEDAKER, Maseu. “Interest and Efficiency in Reading.” Social Education 1: 644-51; December 1937. . TyMAN, Witwarp F. Directing Learning through Class Management. New York: Farrar and Rinehart, 1937. 539 p. . Witson, Guy M.; Stone, Mrtprep B.; and Datrympte, CuHartes O. Teaching the New Arithmetic. New York: McGraw-Hill Book Co., 1939. 458 p. . Wirson, Mary C. “Pupil Growth Through Number Experiences.” Childhood Education 15: 219-23; January 1939. . Zyve, Cuatre Turner, editor. Willingly to School. New York: Round Table Press, 1935. 108 p. CHAPTER IV DEVELOPING APPRECIATIONS AND CREATIVE ABILITIES EDITORIAL COMMENT HE DEVELOPMENT of appreciations and creative abilities is one of the chief functions of an adequately enriched curriculum, This function is not limited to the so-called fine arts. Altho music, drawing, painting, dramatics, literature, and creative writing should not be neglected, it is equally important that children develop appreciation and skill in such practical arts as home decorating, dress designing, gardening, and woodworking. Progress in any of these fields depends largely on the interests and natural capacities of the individual child. Yet, while relatively few children can become professional artists, most of them can learn to enjoy beautiful things and to contribute in some way to the usefulness and beauty of their surroundings. There are other areas of experience in which appreciation is no less desirable than in the fine and applied arts. The wonders of nature, the contributions of science, and the advantages of social organization must be understood and appreciated if life is to be lived at its happiest and best. To neglect these areas in the school is to ignore an unexcelled opportunity for curriculum enrichment. Appreciations and creative abilities of the types mentioned above are not to be developed solely thru special activities unrelated to the rest of the school program. Many of the procedures described in other chap- ters of this yearbook are intended in part to foster desirable attitudes and creative skills. The unique contribution of this chapter lies in its special emphasis on these aspects of pupil growth. The opening article, by Hufford, reviews a city school program for cultivating appreciation and taste in many areas of experience. Baird outlines a schoolwide program of creative and interpretive activities involving both group and individual projects. Neal describes the meth- ods and materials used by children of various ages in making marion- ettes and in producing marionette shows. In the fourth article Perrin tells how third- and fourth-grade pupils produced an original play. The last two articles are concerned with the cultivation of music ap- preciation. Patz describes a plan for developing appreciation of instru- mental music thru the radio and phonograph in the primary grades. Mortimer tells how real symphony concerts were used to enrich the music program in all grades above the first. The books and magazine articles listed on page 410 are especially recommended for further reading —Editorial Committee. [ 374 ] Pa on tr wl tio min ne m. ho ing lop ess Ids ual sts, in less the just and lled are rest \ap- ides 1 its _ for aird ities eth- ‘jon- arTin lay. : ap- stru- ades. ) the ially DEVELOPING APPRECIATIONS 375 A PROGRAM FOR CULTIVATING APPRECIATION AND TASTE IN A CITY SCHOOL SYSTEM G. N. Hurrorp Superintendent, Joliet City Schools, Joliet, Illinois alone.’”’ During the depression years bread has become so vital a problem with millions of people that expenditures for things which would enrich their mental and spiritual lives have been impossible for them. Moreover, reductions of school income have impelled many schoolboards to eliminate from the curriculum certain subjects that contribute directly to the esthetic development of children. Music, art, home economics, manual arts, and physical education have particu- larly suffered. Even granting the necessity of financial retrenchment, the elimination or sharp curtailment of these activities is shortsighted, unsound, and actually pernicious to the general welfare. Personal morale and social stability are subjected to severe stress during hard times, with the result that juvenile delinquency and crime increase. Nothing can better counteract the tendency toward social unrest than pleasurable participation in activities of an esthetic nature. In spite of financial difficulties, therefore, conscientious school ad- ministrators and teachers have felt the need of providing programs for developing appreciation and taste which would carry over into the out-of-school lives of boys and girls. This article describes the efforts to provide such a program in a typical city school system. This system, the Joliet city schools, includes Grades I thru VIII.! There are approximately 7000 children enrolled with 223 teachers. These are housed in eighteen buildings, four of which have junior high-school classes as well as the six elementary grades. Various parts of the program which are believed to contribute definitely to the devel- opment of appreciation and taste are discussed in the following pages. The cycle plan for teaching certain special subjects—Art, music, and physical education are organized on a cycle plan. Grades I thru III are designated as the lower cycle, Grades IV thru VI as the upper cyele, and Grades VII and VIII as the junior high school. Within each cycle in each of the eighteen elementary schools (Grades I-VI) is one regular classroom teacher who has had special training in music, one who has had special training in art, and one who has had such training in physical education. Each day there is a cycle period during which these special subjects are taught. Because this work is recrea- tional in nature, it is always placed in the afternoon, usually following T GREAT TEACHER once said, “Man shall not live by bread 1 The Joliet Township High School, which also serves the city, is separately organized and ad- ministered . 376 ELEMENTARY SCHOOL PRINCIPALS the recess period. An actual illustration will best show how the plan works. In the upper cycle of the Lincoln School, the sixth-grade teacher handles all the art, the fifth-grade teacher handles all the music, and the fourth-grade teacher all the physical education. During the cycle period, the music teacher meets each class of the cycle in succession and directs all musical activities. At the same time the physica] education and art teachers are presenting their special subjects to each group within the cycle. That is, these three teachers travel or “eycle” from room to room until all classes have been met in each subject. During the same period a similar program is being carried out in the lower cycle. In the larger buildings where there are more than three teachers in a cycle, other subjects are incorporated in the cycle scheme. Such subjects as spelling, writing, and free library read- ing are easily adaptable to such a program. There are several advantages of the cycle plan. First, it obviates the necessity of having teachers devote full time to these special subjects; that is, it enables the regular staff to take care of the special work. Second, the plan provides much more expert instruction in these special subjects than could be provided if each classroom teacher handled all of them for her own class. Among applicants for school positions it is always possible to find persons who are really gifted and trained for one specialty, such as music, but it is seldom if ever possible to find a person well qualified to teach all three lines. A third advantage is that each special teacher can carry on building activities thru the use of the regular cycle period allotted to her subject. For example, at Christmas time a successful musical program is prepared in each building without calling for special rehearsals out- side of class hours; from Thanksgiving until Christmas the music period is devoted entirely to Christmas music. This arrangement gives purpose to the classroom singing. Likewise, those who teach art and physical education carry on building activities that would be impos- sible otherwise. Moreover, programs combining these special skills are very easily accomplished. Thru this type of organization an effort is made in each building to provide a wide range of experiences that will enrich young lives. Work in the junior high school is departmentalized. Each of the four schools has a special music teacher, a special art teacher, 4 woman instructor for the girls in physical education, and a man for the boys in that subject. The same results are obtained here by the departmental work as are obtained in the lower grades by the cycle plan. Music—The primary purposes of the music program are (1) to pro- vide as many types of musical experience as possible, (2) to discover le ee Sse we == b ad- ites cial the ‘lon om for ally Jom nes. ding her Tram, out- 1usi¢ tives and 1pos- s are offort that f the er, 4 n for y the cycle ) pro- cover DEVELOPING APPRECIATIONS 377 and direct along proper channels all children who have special abili- ties, and (3) to give all children the opportunity to know and love as much good music as possible. In the lower cycle the major emphasis is put on vocal work. Nursery songs, songs of the seasons, songs per- taining to special days, and folk songs are offered in great numbers. Technical training and drill are minimized in these grades in order to develop the practice of singing for the love of singing. In addition to vocal work, the children are given opportunities to organize rhythm bands and thus to lay the foundation for instrumental work in the upper cycle. In the upper cycle the program is more varied, and attempts are made to direct youngsters into the fields of music in which they are most interested. Opportunities are given for experience in band, orchestra, chorus, piano, and violin work. Beginning with the fourth grade, boys who have either aptitude or interest in band work are given thoro tryouts. The band director goes to each building once a week to work with these boys. As soon as a boy shows suitable proficiency he is assigned to the third band, which is composed of beginners from all schools and meets weekly at the central band room for regular rehearsals. As soon as he merits promo- tion he is placed in the second band, which also meets weekly, and from this he may win a position in the concert band. The latter is composed of from ninety to one hundred members and plays at all school and civic affairs where its services are requested. Even in this band the spirit of improvement by competition prevails. Each section has its “first chair” soloist, and all “chairs” are ranked downward from this first one. The boys are assigned chairs on the basis of com- petitive trials. At any time after six weeks any boy may challenge the next one above him for his chair. The section leaders form an advisory board thru which the band governs itself. This type of organization has won for the concert band an enviable reputation within its own state and elsewhere. Orchestra work is confined at present to the four junior high schools, each of which has its own orchestra. Group work on stringed instru- ments is available in the elementary grades, as is piano instruction. This work is carried on by private piano and violin teachers, who come to the schools and conduct classes at nominal fees paid by the children’s parents. Children interested in wind and percussion instru- ments get their building instruction from the band leader. Thus, boys and girls may enter junior high school well prepared for two years in the orchestra. Vocal work in the upper cycle includes considerable instruction in music reading, appreciation, and part singing. In some elementary and in all junior high schools, boys’ and girls’ glee clubs and mixed choruses 378 ELEMENTARY SCHOOL PRINCIPALS are elective in addition to the regular classroom work in singing. Al] the elective music groups, including choruses, bands, and orchestras, meet for one-hour periods each day following the noon lunch. In addition to the program of musical activities just described, taste and appreciation are developed by the use of radios and phonographs. Art—While children cannot be taught directly to appreciate art, they can acquire some degree of appreciation by working with ma- terials from which art products are made. The art course in this system attempts to help children look for and see beauty in their natural surroundings and to express what they see in their art work. Appreciation of beauty in everyday situations is considered more im- portant for a child than the study of art masterpieces. Units in the course of study which stress appreciation, and the grades in which they are studied, are as follows: art in the home, Grades I and J; art in our community, Grades IT and IV; art in building, Grade III; art in dress, Grade VI; art in advertising—posters, packages, window display, ete-—Grade V; structural design, Grade VI; and conscious study of the principles of arrangement, Grades VII and VIII. “The course also calls for the use of all sorts of materials. In the first cycle, use is made of crayon, chalk, charcoal, water colors, easel paint, colored paper, clay, and finger paint. In the upper cyele, in addition to those named above, use is made of fresco paint, tempera paint, colored inks, linoleum block printing, soap and wood carving, and beading. The great variety of subjects and working materials are used with the hope that each child will find one or more fields in which he can develop appreciable skill. Slides and prints of art masterpieces are used whenever their subjects apply to the activity in the unit. Traveling exhibits of art masterpieces and of children’s work are shown whenever possible. Finally, children are urged to look for beauty everywhere, to discuss what they see with others, and to bring to class things of beauty which come into their possession. Physical education—The work in this field has as its motive the development of health as a necessary factor in zestful and happy living. A series of up-to-date health readers is used thruout the grades. A great many health practices in the classroom are used to impress children with the happiness to be derived from healthful living habits. The cycle work in physical education consists largely of informal group games, folk dances, hikes, formal exercises, and corrective work where needed. In addition to this class-period program there are “extracurricular” activities, including interclass and interschool tour- naments in softball and basketball for boys and girls in the elementary grades, and football, basketball, softball, and swimming for junior high-school boys. Junior high girls are limited to basketball and soft- he DEVELOPING APPRECIATIONS 379 ball. The swimming meets are held at the local Y.M.C.A., which gives free swimming instruction to all boys over ten years of age during a “learn to swim” campaign each year. Boys are excused from classes two hours each week during this campaign, and continue the training until they pass tests indicating swimming ability. Natural science—The study of elementary science offers opportuni- ties for esthetic growth that many teachers have overlooked. There is no period of school life when children have greater curiosity concern- ing the world about them than during the elementary-school years. The period between the ages of six and ten has been called the “age of wonder.” Children at this level wonder about the stars, the planets, the apparent journeys of the sun; about the changing seasons and all the responses of living things to seasonal changes; about the plants and animals with which they grow up; about machines, radios, electric lights, automobiles, and toys. Questions about these things should be answered at the time when children most naturally and eagerly ask them. In the Joliet system, a series of science readers is used thruout the elementary grades. However, the use of textbooks is of minor impor- tance compared to the other science activities. Children are encouraged to bring pets to school, to build and maintain aquariums and terra- riums, to grow plants in window gardens, to make and bring to school collections of rocks, leaves, or any other interesting objects. They bring cocoons to school and watch the marvels of emerging cecropias. They take field trips to study trees and flowers and streams. They are taken on trips to nearby Chicago to visit the Field Museum, the Adler Planetarium, the Shedd Aquarium, and the Brookfield Zoo. In all these experiences the major emphasis is put upon appreciation of all life and life environments and the forces that make life possible. An effort is made to keep alive and stimulate the natural curiosity of children at this age level so that they will come to love more and more the world about them, always seeking for more truth about it; and so that, when they come to the more formal study of science in junior and senior high schools, they will have a background which will give motive and zeal to their work. Home economics and manual training—These subjects are generally thought of as utility subjects. Nevertheless, they offer great opportuni- ties for the development of taste and appreciation. It is unfortunate that the cost of operating such classes limits them to the seventh and eighth grades. In home economics, these four objectives motivate the work: (1) to help the girl live a satisfying life in her present home; (2) to help her formulate, thru significant experiences, a wholesome philosophy of life ¥ y 380 ELEMENTARY SCHOOL PRINCIPALS that will broaden and deepen as life goes on; (3) to help her acquire sufficient knowledge and skill to engage successfully and happily in homemaking activities; and (4) to develop her appreciation of, and respect for, woman’s work in the home and its contribution to the other members of the family. Personal charm is held up as a possession that every girl can and should acquire. In the final unit of work each girl makes her own graduation dress, using uniform material but choosing her own pattern. This one experience alone has often pro- foundly influenced girls in regard to the matter of dress. Manual training attempts to develop in boys an appreciation and a taste for good design and good workmanship; a joy in handling good tools and good materials; a satisfaction in completing a worthwhile construction project. Every normal boy loves to “make things.” With even the limited skill acquired in two years of manual training, many are able to carry over into life abilities that give much pleasure and profit. The course emphasizes woodworking, but also provides con- siderable experience in mechanical drawing and in working with such simple electrical equipment as is found in the average home. Printing, weaving, and basketry are available to a limited number of children. Social studies—This course extends thru all grades. It has been recently revised so that it attempts to deal with those social contacts which are most vital to children at each grade level, and to assist them in acquiring an ever broader view of the world in which they live. During the first three years most of the attention is given to human relations in home, school, and community. Every effort is made to develop appreciation of what responsible and happy participation in various social groups means. Trips are taken to the police station, fire station, public library, hospitals, and other places where community helpers are at work. In the upper elementary- and junior high-school grades, successive units of geography and history deal with county, state, national, and world organization and relations. The whole course has as its main objective the establishment of happier living and broader ideals in all human relationships. Recreatory reading—The course of study in reading offers almost unlimited opportunities for enriching the lives of children and provid- ing for them a lifelong source of joy and satisfaction. While one pur- pose of reading is to acquire needed information, a second and equally important purpose is to appreciate and enjoy reading material of in- creasingly good quality. To develop in children a real love of reading for its own sake, a well-planned schedule of supplementary reading is carried out. A very liberal item in the school budget provides annually for the purchase of carefully selected books. While these cover all the subjects rey -_~ —Ps as pe of lib dey wit the val Ty las' the dre in] edu clas Lire in and the ‘ion ach but T0- and ood hile vith any and 0n- such ing, een acts ssist they n to rade tion tion, nity hoo! inty, yurse and most yvid- pur- ually f in- ding ng is r the yjects DEVELOPING APPRECIATIONS 381 in the curriculum, they are selected on the basis of their appeal to chil- dren and a great many of them are strictly story material. They include suitable books for all grade levels. These books are divided into sets of approximately twenty each, and there are few if any duplicates in any two sets. The sets are of three types. One contains class reading books, all of one kind with enough for each child to have a copy. Another type contains several groups of five or six identical books in a certain field, such as social studies or elementary science. The third type contains single copies of a library nature to be used in the weekly “free reading” periods. One set of each type for every grade is in each building at all times. The sets move from building to building at the end of each six weeks. By this method almost unlimited reading material is made avail- able for all children, and definite provision is made for its use. Each building has its own library room, thru which the teachers try to develop the library habit in children. Books are added each year by means of a special fund for supplementary reading material and by means of donations from parent-teacher groups and other organizations. The school system also has ideal cooperation from the local public library. The director of the children’s department is a most unusual person in that she not only loves children, but also knows what they like to read and never wearies of making books available for them thru any possible channel. Any teacher may ask for and obtain books in any quantity for schoolroom use. The circulation of public library books to schools amounts to more than 75,000 copies per year. Moreover, when- ever new books are to be ordered by the library, school people are asked to submit lists of books which they desire for the coming year. In addi- tion, both the school and the library encourage the children of all grades to have library cards of their own, and to make early and frequent use of this fine community service. Last fall a communication from the library stated that the number of books withdrawn from the children’s department during September had broken all previous records. The withdrawals on one Saturday alone exceeded 400, and of these more than 100 were nonfiction. Integrative activities—In addition to regular classroom work in the various subject fields, the children and teachers plan and carry out many activities that involve skills acquired in several different fields. Typical of such activities was a puppet show produced by one building lass year. The puppets were designed by art classes; the making of the puppets from wood was done in manual training classes; puppet dresses were made in home economies classes; the “lines” were written in English classes; the puppets were operated by members of physical education classes; and music for the show was furnished by music classes. Almost every youngster in the upper cycle and junior high- 382 ELEMENTARY SCHOOL PRINCIPALS school classes had some part in the activity. Participation in such an event, together with the community acclaim which it is likely to re- ceive, does something for children that formal classroom procedure cannot easily do. Some pertinent observations—In conclusion, the writer offers three observations based on experience with the program described above, (1) Development of taste and appreciation by all children is as essentia] as mastery of the basic school subjects. (2) Lack of funds to provide elaborate programs for this purpose can be offset largely by the use of the cycle plan in teaching certain special subjects and by placing special emphasis on the esthetic point of view in such regular subjects as read- ing, science, and others mentioned in this article. (3) The basic ideal for work of this sort is to help children learn to do things for the love of doing them, and to help them find in their own environments oppor- tunities for lifelong enjoyment thru self-expression in music and art, thru worthwhile reading, thru maintaining good health and developing personal charm, thru homemaking, and thru understanding in some measure the world in which they live. HATEVER plan of curriculum organization is employed— whether subject, activity, or core—it is essential, if opti- mum enrichment is to be accomplished, that the entire life and program of the school be developed as a unified whole which is designed directly to provide a rounded program of living for boys and girls. Emphasis on specific parts or aspects of the cur- riculum without reference to the whole will inevitably lead to maladjustment, disproportionate emphases, ignored interrela- tionships, and overlooked needs of children. This is a matter of special importance because of the patchwork nature of the tra- ditional curriculum and the resulting disintegrative influence on the education of children. Plans presumed to provide curriculum enrichment should not be permitted to perpetuate this situation. —Caswell, Hollis L., p. 247 of this yearbook. m th th es DEVELOPING APPRECIATIONS 383 A SCHOOLWIDE PROGRAM OF CREATIVE AND INTERPRETIVE ACTIVITIES Anita M. Bairp Principal, Rollins School, Kansas City, Missouri OMPETENT TEACHERS as well as psychologists now recognize that each child is a unique individual with emotions, reactions, abili- ties, interests, and needs peculiar to himself. At the same time, they see each child as a social being who, under present living con- ditions, has little or no opportunity for constructive participation in community life. It is clear, therefore, that an important task of the school is to surround the child with an environment which will release his potentialities and stimulate him to create something of immediate value for himself and his community. With this end in view, a program of individual and group activities was worked out at the Graceland School! in Kansas City, Missouri. This program was carried on during school hours in addition to the regular work in subject fields. It emphasized the development of attitudes and appreciations while contributing also to the children’s mastery of es- sential facts and skills. The general procedure and an illustrative project are described in the following pages. Tue Activiry PROGRAM IN GENERAL Preliminary planning—For the first. two weeks of the year, the teach- ers and pupils studied the school environment with these questions in mind: What would we like to do? What needs to be done? What do we think can be done? This preliminary survey was accomplished primarily thru informal discussion in class groups and among individuals. When each room had compiled its suggestions, they were handed to a cen- tral committee of teachers and pupils, who then selected those activities which seemed to be most pertinent at the time. At the same time a list of all the suggestions that had been made was put on display in a prominent place in the hall. It was not intended that this list should be permanent, but that it should be changed and added to from time to time as new opportunities and needs were discovered. Each child was then given an opportunity to consider the activities suggested and to select the one on which he wanted to work. Selection and organization of groups After an exploration of the possibilities in the chosen pieces of work, each child identified himself with one of the following groups: the one which wanted to construct a drive on the east side of the building; the one whieh would plan and arrange a playroom for bad weather; the one which would carry itieenteniecencciies 'The writer was principal of the Graceland School during the first year of this program. 384 ELEMENTARY SCHOOL PRINCIPALS on the safety work of the school; the one which would plan and manage the lunchroom; or the one in which the child individually could carry on some piece of work in which he was interested. Each teacher like- wise selected the group with which she preferred to work. These groups cut across grade lines, and pupils from the first grade thru the seventh worked side by side, each doing a part of the work which his experience and age made it possible for him to do. The five groups just mentioned worked thruout the first semester of the school year. At the beginning of the second semester the list of possibilities was again examined and several new interests which had recently emerged were added. It was decided to continue the safety group and the special hobby group. To these were added a group which wanted to plan and plant a formal garden, one that was interested in building a playhouse and developing a play center in the schoolyard, a group interested in dramatics, and one interested in dancing. These groups all had a more or less similar organization. Each had a teacher sponsor, and a chairman and secretary elected by the group. Each was broken up into smaller groups according to the needs dis- covered for carrying on the work. These smaller groups were s0 organized that they contained some of both the older and the younger children. Some groups had more of the older children while others had more of the younger ones, depending upon the type of work to be done. No matter what the character of the work, however, there were always some of the older ones in the group to guide and help the younger ones with their jobs. Time allotment—The number of work periods used to carry on this program varied with the amount of work to be done and with the season of the year and the weather conditions. More time was taken for it in the early fall and again in the spring. Periods were from about forty-five minutes to an hour or an hour and a half in length, depending on what needed to be done. Periods used merely for plan- ning were relatively short. If actual construction was going on, the periods were lengthened. Each week the program of the entire school as well as the particular work to be done in the various activity groups was considered, and the schedule for work was adapted to the need at that time. AN ILLUSTRATIVE PROJECT To clarify the plan set forth in the preceding discussion, one phase of the program will be described here in greater detail. The selection is hard to make, for each phase was interesting in its own unique way, and each child felt his own part to be the most significant and ha ple hac Wit pla: ich the vas in ted vad up. dis- 80 ger had one. ays ynes this the iken ‘rom gth, ylan- the hoo! ivity d to phase tion nique t and DEVELOPING APPRECIATIONS 385 the most worthwhile. With these points in mind, let us examine the work of the group interested in developing the play center. Plans and procedures—This group was composed of about forty children ranging in age from six to twelve years. Miss Gross, the first-grade teacher, was the sponsor. Those who had elected to work in this group met with her during one of the periods and began to pool their ideas about the kind of play center they would like to have. It was their intention to build something which could be used by all the grades in the school and which they could enjoy as their own— something that would serve as a suitable place to work out various school activities and at the same time improve the appearance of the schoolgrounds. A number of discussion periods followed in which books and magazines were examined for ideas; playground experts, garden- ers, and primary and intermediate directors were consulted; and resources of the environment were explored. Then selections were made and a plan was drawn up which showed all the possibilities which might eventually be included in such an undertaking. This plan provided for a house covering a floor space of ten by twelve feet. It was to be a frame structure set on a stone foundation about two and a half feet high. At the side of the house a small garden containing popcorn, peanuts, gourds, carrots, and lettuce was to be planted. A cement fish pool surrounded by a rock garden was to be constructed at the other side. Small houses with screened runways were to be built from boxes to house pets that the children wanted to have. Simple but effective landscaping was planned, including the planting of fruit trees and other flowering trees and shrubs. By the end of the school year the house was up. The foundation had been built, the superstructure added, and the roof put on. The windows and doors were not in, however, nor was any of the inside finishing done. The yard had been leveled and filled, the garden planted, and the pool dug and cemented. From this point the work continued the following fall. The play center will not be a finished product for some time to come, but will be changed and developed irom year to year as different needs arise and as different groups desire to use it for new purposes. Organization for work—The working organization of this group was an important factor in its progress. After ideas were collected and plans discussed, the group as a whole broke up into five smaller groups, each assuming responsibility for one part of the project. One group took over the job of building the house, one of planting the garden, one of building the houses for pets, one of constructing the pool, and one of assisting wherever needed at any particular time. 386 ELEMENTARY SCHOOL PRINCIPALS These groups met separately and went to work on the problem at hand. The group concerned with the actual building of the house sought the aid of the manual training teacher, and he consented to work with them as their adviser and leader. Much of this work was taken over into the manual training period. Types of houses were studied, a decision was reached as to what type would fill the needs defined by the entire group, and plans were drawn for construction, The group was organized under a foreman, an assistant foreman, g tool man, a water boy, and a timekeeper. These boys did all their own figuring on the amounts and costs of materials needed, shopped around and either found what they wanted or ordered it if it had to be purchased, and kept an accurate account of money spent. Not all th groups were organized exactly as this one was, but each had ay organization designed to meet its needs and keep its work progressing smoothly. VALUES OF THE PROGRAM It is difficult to express in words the values which the sponsors of such a program feel emerge from day to day. Such values often show themselves at most unusual times and in seemingly incidental forms. The best way for an outsider to evaluate the work would be to spend some time in the school, talk to the teachers and pupils, study the experiences the children have, and observe closely the children’s atti- tudes and actions. Since this is impossible for readers of the yearbook, a brief appraisal is attempted in the following paragraphs. Correlation with skill subjects—Many teachers will immediately ask, “How did this tie up with the daily work of the school? Did the time consumed interfere with the academic efficiency of the pupils?” The answer is an emphatic “no.” On the contrary, the activity program gave teachers a more potent approach to much of their academic work. The lower grades utilized it exceptionally well. Much of the reading, language, and writing done in the various rooms was centered directly in it. Stories were made for charts, books were written and read, illustrations were drawn, and experiences were shared in the language period. Wide reading for gathering information, reading ané following directions, writing letters, making talks and giving announce- ments, and writing articles for the safety bulletin were other exper ences which required the use of language skills. Many opportunities also arose in which practical work with number was needed. Various situations afforded the lower-grade teachers may chances to develop number concepts. Accurate measuring was needed for many of the jobs to be done. Plans had to be drawn to scale Figuring the amount of lumber and the amount of roofing material to be used required arithmetical knowledge which was new to the chil- — | at use | to was vere eds lon, n, a own und » be - the | an sing rs of show rms. pend y the atti- book, y ask, time ’ The gram demic of the ntered n and in. the g and ounce: »xperl- imbers ; many needed _ geale. aterial e chil- DEVELOPING APPRECIATIONS 387 dren. Articles had to be bought and bills paid. Other skills, such as writing and spelling, also fitted into the work in obvious ways. Growth in attitudes and appreciations—Of far greater importance than the correlation of the project with academic subjects, however, were the changes and growth of attitudes and appreciations within the school. The older children grew in a feeling of responsibility. They learned to respect and appreciate the work of younger children and to accept the responsibility for guiding them. The younger children came to realize that they could be of actual service to the school, and thus began to take a real part in the life of the school much earlier than usual. Interest in the school was intensified to the extent that the group as a whole developed a feeling that the school was theirs. In fact, interest became so great that nothing seemed to keep the chil- dren from their chosen tasks. One very rainy day the writer went to the window to make sure that everyone was safely indoors, when much to her surprise she saw four boys on the roof of the playhouse nailing shingles while four others held umbrellas over them. Community interest in the program also ran high. Mothers and fathers lent tools, made inspection tours, and were always ready to share their experience and knowledge when needed. The school thus became an integral part of the community, with both children and adults accepting the responsibility for its work. Cw people still believe that the only function of the school is to teach children prescribed subjectmatter. Others believe that the first, if not the sole duty of the school, is to give chil- dren an opportunity to pursue their own interests, to develop their special capacities, and to solve problems in their own way. Both views seem too extreme. There is, or can be, a middle ground where children have much freedom under wise guidance, where the welfare of the individual is identified with the welfare of the group, and where essential subjectmatter is mastered even tho it be less intrinsically interesting than more informal types of activity —Editorial Comment in Socializing Experiences in the Elementary School, Fourteenth Yearbook, Department of Elementary School Principals, 1935, p. 227. 388 ELEMENTARY SCHOOL PRINCIPALS MAKING AND USING MARIONETTES ExisA ANN NEAL Fourth-Grade Training Supervisor, State Teachers College, Platteville, Wisconsin so thoroly enjoy marionettes, confess the inadequacy of their words. Their feelings in the matter can be appreciated by teachers who have guided groups of children in the creative experi- ence of producing a marionette show. Only after such an experience does a teacher fully realize how the magnetic appeal of the marionette can stimulate an activity providing growth, satisfaction, joy, and abiding interest for the child. For some time it was popularly believed that since marionettes are a phase of art, the art teacher should be the centralizing and coordi- nating force in this activity. However, in some schools marionettes are beginning to play a more important role in the dramatic life of the child, and are recognized as a vital means to creative expression in several different fields. Since the production of a marionette show is an outstanding example of integration, much can be said in favor of the classroom teacher’s directing the activity. For the correlation of the child’s work in other activities she is already accustomed to seeking help and counsel from special teachers and other experts in various fields, and with initiative, ingenuity, and an adventuresome spirit she is well prepared to accept the challenge of a marionette performance. Everything about marionettes can be joyful, from writing the play to the final performance. No teacher should be afraid to make the first marionette; every teacher should experience that thrill of creative effort and know a bit of the joy and sense of power the child feels when he makes one. There never was a marionette without admirers or one without character. As with other modes of creative expression, the teacher should let no lack of training postpone a beginning. Some types of marionettes and their uses—Many people fear that marionettes will require too big an investment. The facts are that they can be made as cheaply or expensively, as simply or elaborately, as one wishes, and that their great social and dramatic values can be had with either the simple or the more complicated type. Whether children are in the lower elementary grades or in junior high school, there are marionettes which they can make, love, and use. Clothespin dolls, peanut men, or more professional puppets have their place in the development of the child’s dramatic talents. With a group of second-grade children who had written an original Japanese story as part of their social studies, we used clothespin dolls M*= AUTHORS, in attempting to state the reasons why children oOo = in’ pe ~~ ge DEVELOPING APPRECIATIONS 389 —_—_— manipulated with one head string. For the weighting, heads, and hands we used salt-flour clay.1 Each clothespin was anchored in a small standard of this clay so that it would stand erect and not tip over easily. After modeling the egg-shaped head and adding a bit of nose, we ran a darning needle threaded with cord thru the head at the point of balance. Later the head string was attached to the ends of the cord. The face was painted with water colors; a cap, a hat, or some embroidery-thread hair was glued on the head; and pipe clean- ers were twisted securely around the clothespin to serve as adjustable arms. Children have their own ingenious ways of clothing dolls, and in this case they tied on a straight piece of cloth for the skirt. Another piece of cloth was folded in half, slit up the front, gashed for sleeves, and girdled at the waistline to complete the kimona costume. These marionettes were used very successfully with this second-grade group, in which a majority of the children spoke broken English and were shy, reticent, and poorly adjusted in many ways. It had been impossible for these pupils to dramatize plays in the usual way with any degree of satisfaction to themselves. Concealed behind curtains, however, individual children experienced the freedom necessary to carry thru their various characterizations, and the entire group was thrilled with their fine expression and improved speech. We know that the talented child shares this feeling of greater freedom and ex- periences a sense of attaining new heights of expression when he is hidden from the spectators, while the retiring child who is unable to perform before his classmates often is amazed at his own potentialities under such conditions. After such an awakening, desirable personality changes often occur easily and naturally. Wishing to present “Jack and the Beanstalk,” a third grade followed Edith F. Ackley’s clear-cut suggestions? for making marionettes of pale yellow Japanese crepe, stuffed with hospital cotton and weighted with lead sinkers. The features of the face are sewed on with colored thread and the blush of the cheeks created with a colored pencil. Of course, these marionettes are made more elaborate and operate with more strings than do simpler ones. The children appear to prefer a modeled face to a flat one—a preference due probably to the effect of lights 1§alt-flour clay has proved a most satisfactory medium for modeling because it is very inex- pensive, takes water colors readily, can be made at home, and is very hard and durable when dry. The proportions are 5 parts salt, 3 parts flour, and 2 parts water. Make a smooth paste with the flour and water. Put the salt over a low flame until it snaps and crackles, stirring constantly to insure uniform heat. Remove from stove and stir into the flour paste. The hot salt cooks the flour paste, making it into a dough. As soon as the mixture can be handled, knead until smooth, working in any salt that is not a part of the dough, and pack in a covered jar so that it will keep moist until needed. Like regular clay it can be moistened with water during the modeling process to assure smoothness. While drying, it shrinks some but does not crack, and when thoroly dry it can be dropped or knocked about without breaking. * Ackley, Edith F. Marionettes. New York: Frederick A. Stokes Co., 1929. p. 6-12. 390 ELEMENTARY SCHOOL PRINCIPALS - —_———— ——___._.., making shadows and seemingly causing changes of expression on the modeled face as the head is moved. In a rural school we had the problem of constructing marionettes which could be made by the older boys. As there were no tools with which to work, we created a jointed body of wood taken from orange crates. We heated a piece of fence wire in the jacketed stove to burn holes for tying the sticks together at the joints. For head, hands, and feet we again used salt-flour clay. For our stage we borrowed two ordinary kitchen tables, placed one top-side down upon the other, cut a proscenium arch in beaver board, fastened this to the legs of the up- turned table, and further concealed the players with sheets at either side. We presented “Snow White” at an evening meeting of the com- munity parent-teacher association, holding flashlights because there were no electric lights. The audience appreciated the show. These were the first marionettes the rural folk had even seen. As an inexpensive, quickly made marionette, this jointed wooden body with salt-flour clay head is very serviceable. We found that lead feet helped balance the figure better and made manipulation easier. In fastening the clay head to the jointed body, the cord thru the head should make a “V” course from the points of balance to the neck, and a small loop of cord should be left at the base of the “V.”’ With marion- ettes of this type a fourth-grade class gave its versions of “Hansel and Gretel,” “Ali Baba and the Forty Thieves,” “Three Pills in a Bottle” by Rachel Field, and “Knave of Hearts’* by Louise Saunders. More recently another fourth-grade group used the type of doll recommended by the Kingsland Marionettes*°—a body made of un- bleached muslin stuffed very hard with cheap cotton, weighted with lead, and provided with head and hands carved of balsa wood (see Figures I and II). Altho someone more capable of handling a jackknife than the average fourth-grader was needed to do the carving, the marionettes were so much more attractive that we thought them worth the extra work. Since we were concerned chiefly with the language ac- tivity involved, it mattered little that more expert hands helped to make the marionettes. After working with marionettes of both types for two years, this class favored the stuffed body because its added weight per- mitted more animation. With this type of marionette the group pre- sented the Grimm fairy tale, “In the Garden of the Sorceress,” and “Humpty Dumpty.” For our Christmas tree decorations one year, we made peanut men dressed in paper clown costumes. The children exclaimed over them 3 Field, Rachel L. Three Pills in a Bottle. New York: Samuel French, Inc. 1934. 31 p. 4 Saunders, Louise. Knave of Hearts. New York: Longmans, Green and Co. 5 Mabel and Cedric Head, of the Kingsland Marionette Summer Workshop at Brandon, Vermont ane Aft hea In ¢ peo men dregs SI a pa to p with trin ure mani ood Sel porta re loll un- rith ‘see nife the rth ac- ake two per- pre- and men hem rmont. DEVELOPING APPRECIATIONS 391 FIGURE I—Tue Cast or “Humpty Dumpty” and suggested that they would make good marionettes. So we tried it. After making the peanut men in school and putting on salt-flour clay heads, the members of one group took their men home to obtain help in dressing them, while the other group dressed theirs at school. Many people might think it impossible for third-grade children to dress peanut men, but our experience indicates otherwise. In this instance the group dressing their own men at school received most of the compliments. Since the stage needs to be in proportion to the marionette, we used ’paper-towel carton for the peanut men, cutting portions of each end (0 provide exits and entrances. The third-grade children were satisfied with these marionettes, found them easy to manipulate with the two ‘trings, and discovered they were truly expressive. While peanut men we cheap and easily made, they represent one step in the art of manipulation and provide an adequate basis for writing and acting sod puppet plays. Selecting the story and writing the play—Choosing the story is im- portant. The children have found that the play should not be too long, 392 ELEMENTARY SCHOOL PRINCIPALS should have few scenes, and should not place too many characters op the stage at one time, Adhering to these principles benefits the actors as well as the audience. Rather than have many scenes and show every- thing, we try to have characters tell some of the incidents thru their conversation. Since we are attempting to create an illusion, we must leave something to the imagination of the audience. Children like best the stories with humor, action, and a bit of the fantastic or the dangerous element. In the preparation of plays or novelty acts using material from social studies and natural science, we put in as much dramatic action and humor as possible. Things must happen for the audience to see as well as to hear. The emotional element is partly controlled by the scenery, lights, and actions of the marionettes themselves. In writing plays from stories, we read the story until the children are quite familiar with the movement of the plot and can give brief synopses, omitting all distracting details and conversation which at the beginning of the work they so eagerly include. Then we select the scenes which have the greatest amount of action, and in determining these we consider the properties and lighting. We try to visualize the characters with respect to definite action and grouping. Since the audience can become better acquainted with the characters if only a few are on the stage at one time, much attention must be given to the arrangement of characters on the stage. Last of all, we decide whether to present the more spectacular and fantastic incidents directly or thru conversation. The first writing of the play is done solely to develop a central theme. It is usually short, and sometimes even abrupt, choppy, and very com- monplace. In the second writing we enlarge the conversations, decide on the tempo, and add original] rhymes, songs, etc. Next we check our play for consistent characterizations, because with a group offering so many suggestions, lack of harmony may arise. For the third writing we view critically each speech and rewrite it in more effective language, noting especially the opportunities for picture words and phrases having dra- matic appeal. Usually by this time we think our play is about the best ever, and so we turn our attention to the settings, properties, and costumes. Preparing costumes and stage settings—Altho a few suggestions here may prove helpful in regard to the problem of costuming, nothing cal take the place of originality and ingenuity. Usually the children them selves have plenty of ideas on the subject. We try to visualize the cos tumes of the characters who are to appear in the same scene, both i! relation to each other and in relation to the backdrops. We plot the groupings in advance with bits of material and chalkings, having the children use the “color wheel” to check for harmony. We consult socitl DEVELOPING APPRECIATIONS 393 | On 8 as ery- heir nust best Tous from tion 2 as - the ldren brief it the cenes se We acters e can mn the ent of 4 FIGURE I]—Ouvr Master or CereEMonies GREETING A PERFORMER heme. studies and history books for illustrations of period costumes, including com: peasant and royal dresses, hats, and boots. ide on Of the various methods and materials we have used in making scenery r play backdrops, our favorite for both effectiveness and simplicity is finger- many | painting on unbleached muslin with a starch solution colored with a evi" | small amount of alabastine or Tintex dye. A backdrop like this can be noting # folded up, stored in a small place, and used again and again. The same ig dt | starch solution when thinned may be applied with a brush and used for he best regular painting. The starch gives the dye sufficient body for easy ap- 8, and plication, and when the starch falls out the color remains. In making oriental draperies we cut grotesque designs from Manila paper, pinned ns het} them on dark cambric, and then sprayed alabastine over the entire sur- ing Ci! f face, later removing the paper designs. For wall hangings in a Persian 1 them | interior we tied kernels of corn in unbleached muslin and then dipped che cO* | the material in a deep dye, thus obtaining a beautiful tie-dye effect. both" | Leaving the muslin unpressed gave an illusion of crushed pile when the lot the} lights shone upon it. We have found that plain-colored cloth, subdued in ring the pigment and either draped or hung flat, makes a fine background for It social specialty acts and lends dignity to palace interiors. There is great op- 294 ELEMENTARY SCHOOL PRINCIPALS portunity for experimentation with colors and their effects, since the purpose of the setting is to create atmosphere and strike emotional] tone in keeping with the action of the play. For the first production children are inclined to suggest too many properties and distracting details for the stage, but after a bit of ex- perience in manipulating puppets with and without detailed furnishings, they choose the simple stage. The two common styles of setting are the realistic and the suggestive, and often the two styles are used in one show. Platforms, stairs, and walls with visible thickness are easily con- structed and add to the illusion of reality. Then again, a garden wall may be used to suggest the garden beyond, or the steps to the throne may suggest the whole interior of the throne room. Simplicity often lends dignity. For shows in the schoolroom our lighting equipment consists of two flex-arm desk lamps and a set of Christmas tree lights. Tissue paper and cellophane provide convenient ways of changing the colors of the “spots.”’ When our shows are requested by a large audience, we move to the college auditorium stage where the carbon-are spotlight is used. Rehearsing and presenting the show—In preparing for a marionette show it is desirable to have a double cast of characters so that each child may have experience both as an actor and as a critical spectator. The development of a constructively critical attitude is of great im- portance. We make great effort to praise commendable points as well as to point out those needing correction. The children take one another's criticisms well, even tho they be harsher than adults would dream of giving. Under such conditions every rehearsal brings improvement. From the very beginning ad libitum remarks are encouraged because we have found that this promotes spontaneity, confidence, and re- sourcefulness. The children have no false notion that the puppeteers are the whole show; they have learned that the part of those who “pull the strings” is only a fraction of the complete whole. The production of a marionette show is a splendid opportunity for developing social responsibility and an appreciation of the contributions of various workers. To accomplish this, ample credit should be given to the prompter, the curtain man, the advertising chairman, and the entire backstage crew. Too many chil- dren backstage may cause some confusion, but if they are well organ- ized and have a fine sense of cooperation, there is great social value in the experience. Often we change duties and casts to increase the chil- dren’s flexibility and their capacity to assume new responsibilities. The manipulator of a marionette must strive for perfect coordina- tion between his interpretation and expression and the movements 0! the marionette. Even when almost motionless, the marionette can be he ne all ne wo er the to tte ach tor. im- vell er’s 1 of ent. use re- hole ngs” ette and lish , the chil- gan- ralue chil- S. jina- ts of in be DEVELOPING APPRECIATIONS 395 animated and responsive to the manipulator’s expression, and the child with fine expression and sensitivity can create this effect on the stage. Mere string-pulling does not convey life or animation and lacks the quality of human vibration. The good puppeteer therefore feels himself on the stage thruout the duration of a scene. The child must learn to lose his own identity for the time being; he must first feel the mood and emotions of the character, and then express and direct that feeling down thru the strings. Soon he is surprised to find manipulation second na- ture, and then he completely forgets the strings. With a good cast, the show backstage is even more interesting than the one which the audience sees. For example, the “queen,” in calling her son, stands on her toes as she makes her voice high, thin, and trailing. The “prince,” as he falls on the thorns below the witch’s tower, doubles his body as he shrieks and moans. In weeping, it seems so necessary to bow one’s head and sob into one’s hand that it is difficult to peek thru one’s fingers to watch the marionette. An observer sees freedom and genuine expression be- hind the curtains. Summary of valwes—It seems hardly necessary to say that the final production is not the most important part of the marionette activity ; the learning which goes on as the work progresses is of far greater value. In addition to the variety of rich opportunities for creative expression which is provided, one cannot fail to be impressed by the interest in speech improvement which such an activity arouses. Of their own ac- cord the children recognize the need of projecting their voices and of enunciating their words with force and intelligence. Children are checked by their classmates for correct pronunciation of such words as just, again, and final ing. Thus, in working with marionettes the chil- dren experience the possibilities of artistic expression thru lights, color, sound effects, the play, and beautiful speech.® ‘The following books will be especially helpful to teachers who are undertaking work with marionettes for the first time: Ackley, Edith F. Marionettes. New York: Frederick A. Stokes Co., 1929. 115 p. § Mills, Winifred H., and Dunn, L. M. Marionettes, Masks and Shadows. Garden City. New York: Doubleday, Doran and Co., 1927. § Inverarity, Robert B. Manual of Puppetry. 2d edition. New York: Binfords and Mort, 1938. 222 p. _ books and magazine articles listed at the end of each chapter are especially recommended for further study.—- Editorial Committee. 396 ELEMENTARY SCHOOL PRINCIPALS WRITING AND STAGING A PLAY IN GRADES III AND Iy Neu Haton Perrin Supervising Teacher, Laboratory School, Terre Haute, Indiana REATIVE ABILITY depends upon one’s experiences, understand- ings, and appreciations, as well as upon one’s native talents. The individual must learn to know and appreciate a phase of his environment before he can create anything which will truly and artistically represent that phase. He must also have practice in using suitable materials and technics for expressing his knowledges and appreciations. In accordance with these basic principles an attempt was made to develop certain creative abilities in a group of third- and fourth-grade children thru the writing and production of a play. The background and procedure of this project are set forth in the following pages. Background of the project—The class participating in this activity was in a laboratory school and was in the same room during the entire year under the guidance of the writer, who was assisted by three student teachers.t The creative work was done in the second semester. The need for this work arose unexpectedly after the pupils had studied a unit on pioneer life and one on transportation during the first term. The unit on transportation recalled certain facts about caveman and Indian travel which had been learned in the second grade, stressed again the methods of pioneer travel, and developed the following understandings and appreciations with respect to modern travel: 1. Transportation today is faster, safer, and more comfortable than formerly. 2. Roads are better because new methods of transportation have required better roads. 3. The inventors of improved means of travel tried many times before their inventions were successful. 4. The inventors were once boys and girls like those in the class. 5. Each new invention gave still more ideas for better means of travel. 6. We are indebted to the earlier settlers who, thru hardships and perseverance, helped our country to be what it is today. In turn, we should aid our country in making further progress and in increasing the safety of its people. 7. Poems and songs sometimes make us hear train sounds, airplane sounds, ete The rhythm and sound of the words make us feel speed, slow movement, or heavy loads. These understandings were gained from reading, from oral ani written reports, from a moving picture entitled “Daniel Boone,” from trips thru an airplane and a Pullman coach, from a display of minis- ture boats and airplanes constructed by the junior high-school boys 1 The student teachers were Helen Zwerner, Helen Hungerford, and Charles Wendholt. had prog wou thirc the ; seri on Y suger as fo nd- The his and sing and mpt and The wing ivity ntire dent need unit The adian n the dings ‘merly. better e their erance, ntry i ds, ete. r heavy a] and ” from minia- | boys, DEVELOPING APPRECIATIONS 397 ————————————— and from activities in art which were the culmination of the unit. To summarize the work, a frieze was made by five committees comprising the entire class. This frieze was named “Transportation thru Five Ages,” the five ages being caveman days, Indian times, the early pioneer period, the later pioneer period, and modern times. Stories written by the children were attached to explain the pictures. At the close of the unit an interesting situation arose. The children expressed a desire to do something more with transportation. What to do was the first question. Someone suggested having a play. This idea was conceived probably because in the past many of the children had taken part in Christmas plays. They also had dramatized a valen- tine story and had broadcast it over a local radio station. At any rate, the suggestion was accepted. What to name the play was the second question. A child suggested using the title of the frieze, “Transporta- tion thru Five Ages,” and this name was chosen unanimously. Thus - the setting was established for an experiment in creative work. General plans and procedures—The five divisions of the frieze be- eame the basis for the five acts of the play. The same committees which had worked on the various parts of the frieze assumed responsibility for the corresponding acts of the play. Charts twenty-four by thirty- ix inches were planned for recording suggestions and showing the progress of the play. The first chart was to be the title page. The second would name the acts and the children working on each one. On the third chart would be a description of the scenery for each act, while the fourth would describe the costumes needed. On the fifth chart the «ript was to be recorded. In addition, there were to be two charts m which each child would record his contributions and write any suggestions he had to offer. The forms for these last two charts were as follows: MATERIALS BROUGHT IN NaME oF CHILD CoNTRIBUTING MATERIALS 398 ELEMENTARY SCHOOL PRINCIPALS SUGGESTIONS FOR OUR PLAY SUGGESTION Book AUTHOR PAGE The work outlined so far was directed by the supervising teacher, but at this point the three student teachers took charge. One of them was entirely responsible for the art work. The other two assumed responsibility for the writing of the play and the making of costumes. All the groups worked at the same time for one and one-half hour each day for four weeks. Four groups worked on lines and costumes in the classroom while the other committee worked on scenery in another room. All the groups came together at the close of each period and reported their progress for the day. As soon as one problem was completed, the next was attacked. Making scenery and costumes—First, the whole class decided what scenery and costumes would be necessary so that contributions might be brought from home. The children went to the college playhouse where adults were making scenery to see how to start work on that phase. When they returned they listed their needs and the possibilities for supplying them. Then the charts were made showing the materials to be obtained for each act of the play. The materials for the first and last acts are listed below: CAVEMAN DAYS SCENERY CosTUMES Ra oasis a atin a saa el A packing box NE Om elisa Real fur Trees for Beards......... Stockings worked into all scenes.......... Painted cardboard wigs and beards on standards Women’s Backdrop for SR Pillow cases painted SP Ges. .......... Craft paper with brown spots eee Painted on drop Men’s Animals........... Painted cardboard clothes. ........ Brown cloth to look on standards like skin Stone axes......Stones tied on sticks with whang leather ‘her, hen med mes. ours imes y in riod was what night 10use that ilities erlals t, and ed into ainted ts look sticks ther DEVELOPING APPRECIATIONS 399 MODERN DAYS ScENERY CosTUMES Airplane.......... Toy suspended from | Ordinary top of backdrop clothes BRMHIOR ooo cece Movable blackboard | Long dress for for timetable. Clock. | mother Small chairs for benches. NE sod a eematwaiae Toys showing thru opening in top of backdrop The materials came in fast and work was begun. Nails, hammers, needles and thread, and other necessary equipment were brought from home. A department store gave crates and packing boxes for cardboard and lumber. Prior to this experience the children working on the scenery had constructed very few things large enough to play with. They were meeting new problems of making parts fit together and fit available spaces. They were learning something of what goes on behind the scenes of a play, and were realizing that the job was not an easy one. Soon the problem of shifting the scenery presented itself, and four “property men” were selected to work that out. Making the costumes proved to be easier than building the scenery. Each child made his own costume. Following are some experiences of the committees which worked on the caveman and Indian costumes: 1. A piece of fur was brought in for a cap. It was large and was used instead as a dress for a cavewoman. 2. Virginia brought pillow-cases. The ends were cut and the material was fitted on her for a dress, but before she had finished with this, gunny sacks were brought in and these seemed much more appropriate for her costume. Therefore, a gunny sack was colored to look like a spotted animal skin. 3. Donald brought some brown and yellow spotted furry material which he sewed on a pair of shorts. When finished, it looked like a leopard skin. 4. Jimmy brought some brown material which was ripped up and made into a costume that looked like a brown skin torn to fit a caveman. 5. Two complete Indian suits were brought for the Indian group. One of these, a boy’s, was used as the chief’s suit. The top of the other was used for Betty, who designed a belt and a headband of brown paper to,go with it. 6. Dale’s trousers were made of gunny sack too. He basted the trousers, cut them out, and colored them with bright crayons. Albert made an apron of gunny sacks, which he fringed and decorated with designs. 7. A doll was brought for a papoose; a board was cut and colored in an Indian pattern; and a blanket was made for the doll from a gunny sack. 8. Dale brought two blankets. One was used to complete his costume and the other was used for Roberta, a squaw. Another committee worked on the pioneer costumes at the same time. Nickie made a coonskin cap by sewing fur on a stocking and 400 ELEMENTARY SCHOOL PRINCIPALS pinning a coon’s tail to it. He wore this to represent an early pioneer, and then used a top hat, a red tie, and a cane to represent a later pioneer. Dale drew a pattern for chaps, and each cowboy made his own from Craft paper. One child showed how Coca-Cola caps could be punched and fastened with brads to the chaps to make them look more real. The early pioneer mother wore a Colonial costume, while the mother of the later pioneer period brought her grandmother’s black dress and sewed a barrel hoop in it to serve as a hoop skirt, the slack being caught into a bustle. The pioneer children wore their mothers’ skirts, and made blouses from pillow-cases and lace curtains. A black shoestring was used to lace their bodices. Planning the music—Preparations had not gone far before it was decided to have singing between the acts. Someone mentioned that the popular song “Wagon Wheels” might be sung because it makes one feel the slow movement of wagon wheels. Finally the music teacher was asked for help and furnished a list of appropriate songs. From that list the children selected “Indian Lullaby,” ? to be sung preceding the Indian scene; “Wagon Wheels,” to be sung after the pioneer acts; and “The Railroad Train,” * a song with a catchy rhythm and very expressive words giving the idea of speed and safety, to be used as the finale for the modern transportation act. All songs were practiced at the regular music periods. Then, when the play was performed, the groups which were not performing sang as a part of the chorus during the shifting of the scenery. One child said he knew an Indian dance which he could do. He was appointed to talk with the physical education director to see if his group might learn it. As a result, “Jumping Dance” * was given at the close of the Indian act. Writing the script—Preparing a script for the play was another new undertaking. The children had seen shows, read plays, dramatized stories, and “made up” plays, but they had never written a play. They had to learn that a script must hold to certain standards, as follows: 1. It must be interesting. 2. Something must happen. 3. The lines must supply information which the characters and scenery do nol portray. 4. The lines must follow in logical order. 5. There is a particular form for plays. 6. Correct English should be used. 2 Glenn, Mabelle, and others. Tunes and Harmonies. Boston: Ginn and Co., 1936. 192 p. 3 Foresman, Robert. Manual for First Grade Music. New York: American Book Co., 1931. p. 9. 4 Shafter, Mary S. American Indian and Other Folk Dances for Schools, Pageants, and Play- grounds. New York: A. S. Barnes and Co., 1927. 77 p. ride days FAT DAT FAT SON Mec (Wh (Mu: oe vo GF not lay- DerEvELOPING APPRECIATIONS 401 The writing was a group project. A student teacher recorded what was said, and the children later copied the lines. They realized that what they were writing was based on information they had learned earlier. They became critical of how a thing was said. They shared their ideas. When they began to speak their lines, they discovered that gestures and facial expression helped to interpret their feelings. They found that they needed to have poise, to enunciate clearly, to speak with expression, and to face the audience. They thought of better ways of expressing their ideas every time they practiced, and the lines finally used were the result of many revisions. The finished script for the first and last acts is reproduced here: Act I Setting—One caveman is on the stage, sitting in the door of the cave. Another caveman, who has been chased by an animal, runs on. FIRST CAVEMAN: We'll have to be careful. The trees are slippery for it has been raining. When we take to the trees, we might slip and fall. SECOND CAVEMAN: Let’s call our women. We must decide where we'll go from here. (Caveman beats on tree. Women enter.) FIRST CAVEMAN: Here come some of the women now. FIRST CAVEWOMAN: What is the matter? SECOND CAVEMAN: The animals are closing in. There are no more berries. We must find another place to live. FIRST CAVEWOMAN: We must go back to our old home. SECOND CAVEWOMAN: I hope the animals haven’t moved into our old cave. FIRST CAVEMAN: What will we do about the river? FIRST CAVEWOMAN: We could swim, but it will be too far. SECOND CAVEWOMAN: Have we time to hollow out logs? SECOND CAVEMAN: No, it will take too long. FIRST CAVEWOMAN: We'll have to walk a long way to the river. SECOND CAVEMAN: I think we’d better float on the logs. SECOND CAVEWOMAN: We’d better start now so we will have a good start by sundown. (Ezit.) Act V Setting—Father helps family out of bus and walks to station to wait for train. FATHER (helping family): Be careful. The traffic is pretty fast along here. DAUGHTER (running ahead): Here’s a seat. Let’s wait out here for the train. SON: I’ll sit on my suitcase. (Reads magazine.) MOTHER (knitting): I’m glad we have comfortable air-conditioned trains to ride in. If we had lived in pioneer days, we wouldn’t have gone so fast. DAUGHTER: Just think, you can go from New York to San Francisco in five days and it used to take two months to make the trip. FATHER: Yes, and you can go in less than twenty-four hours in an airplane. DAUGHTER: Oh, look! There’s an airplane now. (All shade eyes.) FATHER: I believe it is going to land at the airport. SON: Oh, I believe it is the China Clipper. Here is a picture of it in my Popular Mechanics. (Whistle blows.) FATHER: There’s the train. Let’s go. (Music, “The Railroad Train.”) 402 ELEMENTARY SCHOOL PRINCIPALS Making other arrangements—As the time approached for the play to be given, the cast wondered who the audience would be. Since the school needed money to pay for band suits, and since the music depart- ment had helped with the songs, it was decided to invite the whole school, to charge five cents admission, and to donate the proceeds to the music department. Then advertising became necessary. First the children experimented with small posters to discover what kind would have the greatest appeal. The best of these were then reproduced on newsprint twenty-four by thirty-six inches, and these larger posters were put in conspicuous places in the school building. Since the principal values of the project were derived from the preparation rather than the actual presentation of the play, it is not necessary to describe the latter in detail. Suffice it to say that the performance went off as smoothly as could be expected of third- and fourth-grade children, and that it was thoroly enjoyed both by the participants and by the audience. Summary of valwes—It is impossible to measure objectively, and difficult to state adequately in words, the results of a creative project of this kind. To those who directed it, however, this particular activity appeared to have many values, not only in developing creative talents as such, but also in motivating subjectmatter learning, providing prac- tice in basic study skills, and improving the children’s attitudes toward work and toward the contributions of each member of the group. Each part of the activity was the result of felt needs. It recalled knowledge gained from past experiences. It opened the way for new experiences. The actual construction gave a better understanding of the hardships of early travelers, who had to repair their own vehicles under much less favorable conditions than those enjoyed by these children. The entire project showed that ideas are expressed in speech, in writing, in art, in drama, in music, and in inventions. It helped the children see that the history of transportation has been one of gradual progress, and that each invention in this field has helped to make travel today more comfortable, faster, and safer. It made them realize that organi- zation, careful planning, and manual labor are necessary for a stage presentation. It showed them that work is necessary to complete 4 project, and that work itself may be fun. It presented a problem—the solution of which depended entirely on the ingenuity and endeavor of the children. It proved that the sharing of ideas and responsibilities results in a better piece of work than one child alone can produce. Finally, the whole experience encouraged these third- and fourth- graders to feel that they have worthwhile ideas, and implanted in them a desire for further creative activity. — 2 2 Bk ae See Gk CU leek a FF ef wo Ul! es DEVELOPING APPRECIATIONS 403 DEVELOPING APPRECIATION OF INSTRUMENTAL MUSIC IN THE PRIMARY GRADES Gustav Patz Principal, Augusta Street School, Irvington, New Jersey group singing. While this program is believed to be basically ade- quate, the principal and teachers recently came to feel that they were missing opportunities which, if wisely utilized, might give the children a more vital interest in and a more intelligent appreciation of music, both instrumental and vocal. The attitude of the faculty was frankly experimental; the teachers had no preconceived notions as to the probable outcomes or as to the best methods of procedure. There were two factors in the school situation, however, which inspired them to make a beginning: (1) an unusually responsive first-grade class, and (2) a teacher who was not only enthusiastic about music in gen- eral, but a fine musician as well. This article tells briefly of the experi- ence of this class during a three-year period in studying about orches- tral instruments and in learning to enjoy orchestra music. Procedure in the first grade—To begin with, the following aims were tentatively set up for the first grade. It was felt that none of them was beyond the abilities of the children to achieve. 1. To make children familiar with the better music early in life 2. To create situations in which children may hear good music often enough so that it will become part of their emotional experience 3. To develop good habits of listening 4. To introduce the four divisions or “families” of a symphony orchestra (the names of the instruments). Te MUSIC PROGRAM of the Augusta Street School is centered in The chief source of material used to achieve these purposes was the Damrosch music appreciation hour, broadcast every Friday after- noon during the season from two to three o’clock. The instructor’s manual and the student notebooks prepared by Lawrence Abbot to aid in interpreting these programs were provided for class use. As those familiar with the programs know, the concerts are divided into four series—A, B, C, and D. Series A and B are broadcast one week, and series C and D the next week. The series are graded as to difficulty, A being the easiest and D the most difficult. The first-grade class used series A. The children’s initial interest was aroused by referring to the experi- ences they had already had with a rhythm band in the kindergarten. With this as a point of departure, interest in larger and more fully de- veloped orchestras was aroused. The interest was particularized by introducing the orchestra and Mr. Damrosch by means of pictures, the radio, and press notices. Children’s questions were used as the basis 404 ELEMENTARY SCHOOL PRINCIPALS of further developmental work. From this point it was comparatively simple to work around to the suggestion that the class listen to the orchestra and to Mr. Damrosch, who would from time to time speak about the instruments themselves. In addition, the class purchased “The Instruments of the Orchestra,” a set of pictures and accompany- ing descriptions issued by the Radio Corporation of America. The pic- tures were displayed and explained as the children were introduced to each instrument in turn. The lesson of each week was discussed in advance of the broadcast so that the children might be more adequately prepared for Mr. Dam- rosch’s talks. Occasionally, when his explanations were too difficult for them to follow, the program was “tuned out” and a simpler explana- tion was given by the teacher, the program being “tuned in” again in time for the music. The children were so caught with the spirit of the music that they frequently reacted to it in rhythmical movements. When marches were played a young “Mr. Damrosch” led the other children so that their movements might be executed in strict time with the music. These broadcast programs were supplemented by the use of phono- graph records. It was felt that one hearing of a musical selection was not sufficient. Phonographic recordings were admirably adapted to bring to the children favorite selections for enjoyment or those of current interest for further study. In addition, the singing both in assembly and in class was continued so that all phases of music might have approximately equal attention. Procedure in the second and third grades—As indicated above, the work of the first grade was necessarily elementary in character; the emphasis was upon listening to and enjoying music rather than upon the acquisition of even remotely technical musical information, with the exception of learning the names of the instruments of the sym- phony orchestra. The response and growth of the children was such, however, that the work was continued on a somewhat more advanced level when the class had been promoted to the second grade. The fol- lowing aims were set up for the program in that grade: 1. To continue to work toward the first three objectives listed above for Grade | 2. To develop specific knowledge by a. Learning the names of the instruments in each “family” b. Recognizing the individual instruments by sight and sound c. Learning the characteristics of each family, such as the method of playing and the type of mouthpiece 3. To introduce (in preparation for the third grade) the four orchestral voices— soprano, alto, tenor, and bass 4. To develop the ability to recognize differences in the tonal qualities of the four families of the orchestra. DEVELOPING APPRECIATIONS 405 While the activities in the second grade followed the same general lines as in the first grade, it was possible to carry them further because of the greater maturity of the children and the background of experi- ence obtained during the preceding year. Perhaps the most interesting reaction of the children was their interest in musical instruments which they brought to school. These were toy instruments, to be sure, but they were of sufficient range to enable the children to play tunes very acceptably. They included, among others, the harmonica, slide trom- bone, and clarinet. In addition, the children gave special attention to the descriptive portions of the music played. In the “Bird House” from the Carnival of Animals they listened for the fluttering, twittering, and chirping of the little birds in their cages. In the “Overture” from William Tell they listened for the thunder of the storm as represented by the kettle drums. So also in the “Dance of the Mosquito” the violins and the triangle imitating the sound of the mosquito were noted. The children were especially interested in learning to tell when a new instrument joined in the music or dropped out, and to name such instruments. Finally, since reaching the third grade, these children have been having Friday afternoon musicals. All who play instruments of any kind are encouraged to play for the class. No special preparation is required; sometimes a child even plays the current “piece” which he has been studying at home. The response of the group to this activity has been very encouraging. Results of the program—Because of the school’s interest and enthu- siasm it would be easy to overstate the results of these activities. There is no doubt, however, that the following outcomes have been achieved: (1) The children have learned to identify the instruments of the orchestra by name, and almost all of them by sound. (2) They have learned to know and enjoy some good music; some of the parents report that the radio hours at home are devoted to listening to such music at the request of the children. (3) They enjoy group singing; some of their favorite marching songs are even sung spontaneously as they march out of the room to piano music after assemblies. (4) The music program has helped to create a happier school. 406 ELEMENTARY SCHOOL PRINCIPALS USING SYMPHONY CONCERTS TO ENRICH THE MUSIC PROGRAM Fiorence C. MortiMer Principal, Wheatley School, Washington, D. C. the leadership of Hans Kindler, offers each year a series of three or four concerts for children. Each series of programs is built around a central theme. One year the theme was “The Origin and Growth of Music,” and the four concerts demonstrated (1) values in music, (2) shapes in music, (3) moods in music, and (4) color in music. At the first concert the music of central European countries was played, including compositions by Bach, Handel, Mozart, Haydn, Beethoven, Brahms, Dvorak, and Smetana. The second concert featured the music of Latin countries, and the children heard compositions of Berlioz, Corelli, Delibes, Bizet, Debussy, and others. The third concert gave them an idea of the music of the northern Europeans, as composed by Tschaikowsky, Grieg, Sibelius, Rimski-Korsakov, and Moussorgsky. At the closing concert the music of Anglo-Saxon countries gave the children an opportunity to know MacDowell, Elgar, and other more recent composers. During the season of 1937-38 the theme of the concerts was “The Old and the New in Music.” The subject of the first program was “From Shepherd’s Song to Symphony”; of the second, “From Ram’s Horn to Wind Choir”; and of the third and last concert, “From Wood- pecker’s Tap to Machine-Made Rhythms.” These programs showed the development of the different instruments and gave the children an opportunity to become familiar with them. At each concert certain instruments were introduced and explained, and selections were played to demonstrate the beauty of tone or rhythm that could be produced on those instruments. Bach’s Air for Strings, Mozart’s Concerto in A Major for Piano, Bernard’s Concerto for the Drummer, and the pizzi- cato movement from Tschaikowsky’s Symphony No. 4 were typical numbers on these programs. General plan for utilizing the concerts—When the children’s con- certs were inaugurated five years ago, the teachers of Wheatley School, recognizing the cultural opportunity thus offered to children, decided not only to encourage their pupils to attend, but to prepare them be- forehand to understand, appreciate, and enjoy the music. The plan was presented to the parent-teacher association, and the approval and cooperation of that organization were secured. The association agreed to furnish bus transportation for all children who wished to attend the concerts. In addition, several of the mothers asked that they be allowed Te NATIONAL SYMPHONY ORCHESTRA Of Washington, D. C., under fie’ se] dre the tio: obe ma the tim the exp tear ture they the DEVELOPING APPRECIATIONS 407 —_— to go to the concerts with the school group and to visit the classrooms during the preparatory lessons, so that they might share with their children the appreciation of the programs to be presented. A teacher chairman was appointed to take charge of the project and to make all arrangements, such as securing the tickets, procuring a copy of the program at least two weeks before each concert, buying phonograph records of the selections to be played, and getting music appreciation readers and stories of composers from the library. The school pur- chased a set of large charts illustrating the instruments of the orches- tra, and a set of the records that demonstrate these instruments. Preparatory lessons at school—Every teacher of Grades II thru VI gives music appreciation lessons several weeks before each concert. During these periods various technics are employed according to the ages and needs of the pupils. The first lessons utilize the pictures and records of the instruments, so that all children become familiar with the make-up of the orchestra, know the names of the instruments, and can recognize them immediately both by sight and sound. This pro- cedure arouses a lively interest in the orchestra. When the program for a particular concert arrives—usually two weeks before the date of the concert—the children of the fourth, fifth, and sixth grades are given the names of the composers whose works they are to hear, and during their research time in the school library they find interesting facts about these people to bring to the class, including the countries to which the composers belonged, stories of their struggles with poverty or physical handicaps, their perseverance, and their triumphs over dif- ficulties. When sufficient interest has been aroused, the records of the selections to be heard at the concert are played, with the idea that chil- dren, like adults, enjoy music more if it is somewhat familiar to them. At the first playing of a record the children listen quietly. When the record is finished, the teacher stimulates discussion by such ques- tions as these: “What did you like particularly?” “Did you hear the oboe?” “Could you recognize the theme when it was repeated?” “How many times did the theme come in?” “Did you feel like dancing?” “Did the musie suggest anything to you?” “What will you listen for this time?” Often she concludes the discussion by saying, “When we play the record again, will everyone who feels like dancing or in some way expressing what he hears, please feel free to do so.” One day the writer happened to go into a second grade in which the teacher was preparing her children to enjoy Dvorak’s Carnival Over- ture. First, those who had attended any kind of a carnival told what they had seen there. Thus the “carnival spirit” was aroused, and when the record was played everyone tried to listen for the different features —the dancing, the singing, the animals, etc. Their imaginations gave 408 ELEMENTARY SCHOOL PRINCIPALS life to the music and their faces showed their enjoyment and delight, At the second playing, everyone “went to the carnival” and did just what the music told him to do. Some danced, some went about the room “visiting exhibits,” and others stopped for a lemonade, but al] kept time to the music—and lived it! There could be little doubt that these second-grade children would thoroly enjoy that number when the symphony orchestra played it. The fifth- and sixth-grade pupils, in addition to learning something about the composers, knowing the instruments of the orchestra, and becoming somewhat familiar with the selections to be played, have had some experience in recognizing the differences between an over- ture, a symphony, a suite, a symphonic poem, and an opera. As a result, when these terms appear on the concert programs they have a real meaning for the children. Attending the concerts—While these music appreciation lessons have been enjoyed by all children above the first grade, only about one-sixth of the pupils have been able to attend the concerts, for several reasons. The concerts are held either in the late afternoon (after school hours) or on Saturday morning. Many children have music, dancing, drama, or other private lessons at these times, which they cannot or do not care to miss. Others are not able to afford the small admission fee, which, of course, is necessary in so large an undertaking. The school has a limited fund which is used to purchase tickets for those who long to go but cannot buy their own tickets. Those who can get the price of a ticket hurry to the chairman with it eagerly, always hopeful! that the house will not be sold out or the Wheatley buses filled before their orders get in. The teacher-chairman attends to all these details and makes all arrangements to the satisfaction of everybody concerned. When the long-awaited time for the concert arrives, there is an air of suppressed excitement and joyous expectation. The chairman has notified everyone as to where and when the group will meet. Usually, if the concert is to be held on Saturday morning, they begin to arrive about half an hour before the appointed time. Shoes are carefully polished. “Sunday” dresses, hats, and coats are much in evidence. Everyone has on his or her best clothes. The chairman has envelopes ready, with a block of tickets in each. The children have been divided into groups of ten to fifteen, each with a teacher chaperone, and as the teacher receives her envelope with the tickets inside and the names of her charges written on it, she gathers them to her side and finds places in the bus for her party. The chil- dren remain with the teacher to whom they are assigned until their return to the school after the concert. Thus, their safety in a great crowd is carefully guarded. The interest and enthusiasm of the teachers a ist ult, eal ive xth ns, rs) na, not fee, 001 ong rice hat neir and air has ly, rive ully nce. ach. vith the hers chil- heir reat hers DEVELOPING APPRECIATIONS 409 have been so great that a majority of the faculty have attended all the concerts, even when not specifically assigned as chaperones. Attendance at these concerts has produced many interesting inci- dents. In connection with their study of Norway, one of the fifth grades had used phonograph records of the Peer Gynt Suite by Grieg, had dramatized the story, and had given a performance of it for the inter- mediate grades at an assembly. The boys, costumed as gnomes, had danced about Peer Gynt, throwing tiny paper darts and finally disap- pearing off-stage with a great noise as they seemingly threw the mis- chievous Peer Gynt down the mountainside while the music of “In the Hall of the Mountain King” crashed. The girls had improvised a dance to the music of “Anitra’s Dance,” which, while less exciting, was fully as enjoyable to them. Having become familiar with this music, the children longed to hear the orchestra play it, and so letters were written to Dr. Kindler asking that their number be given. Their joy, when he announced at the next concert that he had received letters asking him to play the Peer Gynt Suite and that he would do so, was almost uncontrollable. When the final crash came in “In the Hall of the Mountain King,” they actually hugged themselves with glee as, in imagination, they again saw Peer Gynt tumbling down the mountain. Outcomes of the experience—What have been the results of our five years of work with the symphony orchestra? The first and most impor- tant has been an evergrowing love and understanding of the best in music. Many children who perhaps would never have had any interest in music are spending their leisure time studying some instrument and practicing daily. The violin, the trumpet, the drum, the saxophone, the clarinet, the banjo, the guitar, the xylophone, the piano—all have their devotees. At Christmas time many have asked for musical in- struments, and a remarkably large proportion have realized their desires. One little fellow received a complete set of drums and traps from his mother and father, and is taking lessons from a band man. Was he proud when, in February, he appeared on the stage at assembly and gave an exhibition! The two boys who carried the outfit to the stage and placed a chair for him felt that they shared in the glory. To play in the school orchestra is the goal of many who are prac- ticing and looking forward to the day when the orchestra teacher will accept them. A little boy in the third grade said to the writer recently, “Miss Slattery listened to me play today and said that by next year, if I work very hard, I’ll be ready to play my violin in the orchestra.” To sum it all up, the whole school has become music conscious and appreciative of the best in music. Leisure time is being used to good advantage, and boys who might otherwise have developed into prob- lems are having their energies turned to worthwhile activities. 410 [ELEMENTARY SCHOOL PRINCIPALS SELECTED REFERENCES 1. Apams, AGNgs, compiler. Sharing Experiences through School Assemblies, ~I 14. 15. 16. 19. Washington, D. C.: Association for Childhood Education, 1938. 39 p. . ALLEN, Cuartes F.; ALEXANDER, THoMAS; and Means, H. W. £xtra-Curricular Activities in the Elementary Schools. St. Louis, Mo.: Webster Publishing Co., 1937. 604 p. . CaLirorN1tA CurricuLuM Commission. Teachers’ Guide to Child Development: Manual for Kindergarten and Primary Teachers. Sacramento, Calif.: State Department of Education, 1930. Chapter 3, “Descriptions of De- velopmental Activities in Kindergarten-Primary Groups,” p. 55-342. . Cops, Stanwoop. New Horizons for the Child. Washington, D. C.: Avalon Press, 1934. 212 p. . Crow, Cuaruss 8. Creative Education. New York: Prentice-Hall, 1937. 456 p. 6. Fox, Linuian Monr, and Hopkins, L. Tuomas. Creative School Music. New York: Silver, Burdett and Co., 1936. 326 p. . Greene, Harry A. “Principles of Method in Elementary English Composi- tion.” Elementary English Review 14: 103-109, 189-93, 219-26, 267-72, 304-309; March, May, October, November, and December 1937. . Gustin, Marcaret, and Hayes, Marcaret L. Activities in the Public School. Chapel Hill, N. C.: University of North Carolina Press, 1934. 290 p. . Hanna, Paut R. “Social Education for Childhood.” Childhood Education 14: 74-77; October 1937. . Hosen, Atice M. The Beginner's Puppet Book. New York: Noble and Noble, 1938. 150 p. . Houtme, Georrrey. The Children’s Art Book. New York: Studio Publications, 1937. 96 p. . . McCati, Lucte Ann. “The Child’s Experience and His Art.” Hducational Method 17: 395-403; May 1938. . Murray, JosepHine, and Baruurst, Errizr G. Creative Ways for Children’s Programs. New York: Silver, Burdett and Co., 1938. 396 p. NATIONAL Epucation ASSOCIATION, DEPARTMENT OF ELEMENTARY ScHOOL PRIN- crpaLs. Newer Practices in Reading in the Elementary School. Seventeenth Yearbook. Washington, D. C.: the Department, 1938. Chapter 4, “Cultivat- ing Appreciation and Good Taste in Reading,” p. 338-67. NATIONAL EpucaTion AssociaTION, DEPARTMENT OF ELEMENTARY SCHOOL PRIN- cipaLs. Socializing Experiences in the Elementary School. Fourteenth Yearbook. Washington, D. C.: the Department, 1935. Chapter 2, p. 246-88; Chapter 5, p. 343-90. NATIONAL SocteTty FoR THE Stupy or Epucation. International Understanding through the Public-School Curriculum. Thirty-Sixth Yearbook, Part II. Bloomington, Ill.: Public School Publishing Co., 1937. Section III, “The School Curriculum,” p. 45-256. . Orro, Henry J., and Hamrin, Surirtey A. Co-curricular Activities in Ele- mentary Schools. New York: D. Appleton-Century Co., 1937. 441 p. . Procressive Epucation Association. Creative Expression: The Development of Children in Art, Music, Literature and Dramatics. Second edition. Edited by Gertrude Hartman and Ann Shumaker. Milwaukee, Wis.: FE. M. Hale and Co., 1939. 350 p. Smiru, Donna V., and Freverick, Rosert W. Live and Learn; Social Edu- cation in the Elementary School. New York: Charles Scribner’s Sons, 1938. 220 p. _ Wrinstow, Leon L. The Integrated School Art Program. New York: MeGraw- Hill Book Co., 1939. 391 p. a ae me ae > FirrH-GRADE CHILDREN PREPARING AN Exuisit To SHow How THE EARLY AMERICAN SETTLERS MADE THEIR HOMES AND PROTECTED THEMSELVES AGAINST ENEMIES Photograph by courtesy of Mrs. L. R. Duganne, Principal, and Dorothy R. Eberly, Fifth-Grade Teacher, Shepherd School, Washington, D.C. are to § coll gray com cial It tion rials The mer lear trad resp O nect: the s revie aids. low signi of a Th plain libra: Fin ubje publi — CHAPTER V ENRICHMENT THRU SCHOOL MATERIALS AND EQUIPMENT EDITORIAL COMMENT most essential tools of learning. Progressive schools today are using a larger number and a wider variety of books than in the past. Yet the best-equipped library cannot serve all the purposes of a modern educational program. If learning is to be made concrete and if | appreciation and taste in many fields are to be developed, the school must have a generous supply of visual and auditory aids. While such expensive types of equipment as sound motion pictures are invaluable in certain situations, a school need not spend large sums to acquire a useful stock of visual materials. Teachers and pupils can collect pictures and objects, make their own lantern slides, take photo- graphs of things they have seen or done, and obtain free material from commercial institutions. Thus, even the school with very limited finan- tial resources can have an effective visual aids program. It is not sufficient, however, merely to provide a wealth of instruc- tional materials. Unless they are wisely and skilfully used, such mate- rials may actually interfere with the enrichment of pupil experience. They must be made to serve the purposes of education rather than of mere entertainment. They must become integral parts of significant learning experiences rather than supplements to book learning of the traditional type. Administrators, supervisors, and teachers have a joint responsibility for making these tools of instruction effective. Other chapters of this book mention materials and equipment in con- nection with the activities described. This chapter focuses attention on the selection, provision, and use of certain types of teaching aids. Reed teviews basic principles and problems in the field of visual and auditory aids. Wright discusses visual aids which can be made or obtained at low cost. Dye tells how a teacher and her pupils made photography a ignificant curriculum activity. Brooks describes the instructional uses of a public address radio system in his school. The last two articles deal with aids of a different sort. Morley ex- plains the equipment and use of the library in a school with no regular librarian. Weinberger tells about a lending library of children’s toys. Five years ago this Department devoted an entire yearbook to the ubject of instructional aids. That book, together with other helpful publications on the subject, is listed on page 448.—Editorial Committee. B= have long been, and probably will continue to be, among the [ 413 ] —— 414 ELEMENTARY SCHOOL PRINCIPALS VISUAL AND AUDITORY AIDS TO ENRICHMENT Pau. C. Reep Director of Visual and Radio Education, Public Schools, Rochester, New York experiences of boys and girls if those who are most concerned for their learning will really let these materials aid. But before there can be intelligent use of these newer classroom materials, teachers and school administrators must have a functional understanding of them. They must correlate that understanding with their knowledge of education, with their regard for the achievement of desirable objec- tives, and with their skill as teachers. Pictures, whether still or moving, whether printed on paper or pro- jected on a screen, are the most commonly used visual aids to enrich- ment. Sounds recorded on the narrow margin of a motion picture film, sounds etched or pressed on the surface of a rotating black disc, and transmitted sounds received by turning a knob on a radio receiver are the potential auditory enriching aids in modern classrooms. These mechanically reproduced pictures and sounds are but means of com- munication. They are the means for bringing to pupils, more concretely than can be brought with words alone, the experiences that are remote from them in time and space. They are the means for bringing illusions of reality into the classroom when reality itself is inaccessible. When intelligently used, they can give meaningful, varied, and challenging experiences to boys and girls in many classroom learning situations. Differences between education and entertainment—Because the radio and the motion picture have been most widely exploited as entertain- ment media, many who have attempted to use them in education have blindly followed entertainment patterns of use. They have shown pic- tures to boys and girls and turned on school radios without too muel concern for the children’s immediate interests. They have herded chil- dren together in large assembly hall groups without regard for varia- tions in grade levels and in individual needs. They have not thought of such things as readiness for seeing and hearing. They have not con- sidered the values that accrue from follow-up discussions and from the drawing out of meaningful generalization. They have not thought ol these things because, when they seek entertainment in the theater o at their home radios, preparation and generalization are not ordinarily a part of their experience. They have failed to base their thinking about the educational use of motion pictures and radio programs up0) the fundamental functions of these offerings as media of communics- tion. Without sufficient thought they have assumed a similarity be Vere AND AUDITORY MATERIALS can aid in enriching the schoo] — ool ned ore ers dge jec- r0- ich- ilm, and iver hese om- tely note ‘ions Vhen ging 18. ‘adio tain- have pic- nuch chil- aria- yught n the ht of er Of varily nking upon inica- — ENRICHMENT MATERIALS AND EQUIPMENT 415 tween entertainment and education which does not exist, and have acted accordingly. The preceding statement does not mean that radio programs and motion pictures for use in schools should not be vitally interesting to boys and girls. It does imply, however, that the factors which make them interesting in the classroom may not be identical with the interest components of entertainment. It means definitely that the best methods of perception and reception in the classroom evolve from a recognition that such objectives as “to understand,” “to gain information,” and “to learn” differ markedly from such objectives as “to be amused,” “to pass the time away,” and “to escape from reality.” Real, live teachers will always be dominant in children’s learning under school guidance; visual images and mechanically reproduced voices and other sounds can only aid teachers, never replace them. This consideration of visual and auditory materials as aids has led to the use of the term ‘“‘supplementary aids,” which is unfortunate be- cause it carries the connotation that these materials are not essential. Lantern-slide pictures, motion pictures, pictures in textbooks, charts, and maps too often become but marginal illustrations appended to verbalistic teaching, rather than the concrete enriching experiences which are essential to useful verbal generalizations. Creating the illusion of reality—Concreteness is an important ele- ment in a genuine enrichment experience. Most visual and auditory aids are illusions of reality, and their effectiveness is somewhat depend- ent upon the degree to which they approximate reality. In turn, the degree of reality or concreteness to the learner is dependent upon his previous experiences as well as upon the concreteness of the aid itself. Motion pictures with natural sounds usually communicate a greater illusion of reality than a series of still pictures. A sound motion picture of the threshing of wheat, for instance, is more concrete than still pic- tures of the same operation. But these still pictures can be very real to the boy who has lived and worked on a farm. To that same boy a chart showing the number of bushels per acre may be more concrete and meaningful because of his previous experiences than it would be to a city boy. A recent book? classifies all visual aids on a scale of concreteness, with the school journey as the most concrete, and charts, maps, and graphs, which are line symbols of reality, as the most abstract of such aids. Mere exposure to concrete materials, however, will not bring pupils the kind of enrichment they need or are entitled to, altho such super- ficial contact may be more valuable than the too frequent bombard- ‘Hoban, C. F.; Hoban, C. F., Jr., and Zisman, 8S. B. Visualizing the Curriculum. New York: Cordon Co., 1937. 300 p. 416 ELEMENTARY SCHOOL PRINCIPALS ment of pupils’ eyes and ears with verbal abstractions that bring them little real meaning. The best utilization of materials will result from careful planning and preparation by teachers who understand pupil needs and capabilities, and who are well aware of what they are teaching and why. Such teachers will give visual aids, radio pro- grams, and electrical recordings an integral place in their teaching plans. There must be an abundance of excellent materials for them to choose from, and their selection will be based upon pupils’ needs and interests. Materials must be available when needed and must be wisely and skilfully used when obtained. Providing mechanical equipment—The role of the principal, then, in administering visual and auditory materials and in supervising their use in the classroom becomes more clearly discernible when he thinks beyond the educational “gadget” stage and understands their function as a means of communicating enrichment experiences. Occasionally a principal becomes too intrigued by the mechanical nature of his equip- ment. His impressive battery of “gadgets” may reflect his mechanical aptitude, but the use of them in his school may not indicate a genius for educational leadership. The availability of various visual materials should be a major factor in determining the kinds of projection equipment secured. The prin- cipal whose school is located within the service range of a university film library or some other reliable film source will want a 16-millimeter motion picture projector. Whether he will want a sound or silent pro- jector will depend upon the results of his careful survey of materials available. In making his decisions about motion picture equipment, he will be cautious about relying upon the apparently unlimited supply of “free industrial” films; he will consider the relationship of these free materials to his educational objectives and philosophy. Shall the school acquire a lantern slide projector, or a film strip projector, or an opaque projector? Again the answer will depend upon the avail- ability of materials to use in them. With projection equipment acquired, there must be adequate facili- ties for their use. The back of a map is a poor substitute for a pro- jection screen. The school assembly hall is not usually as efficient a place for projecting pictures as a regular or special classroom where individual class groups can meet to study pictures related to their own needs. Space for filing collections of mounted pictures should be pro- vided. Space and encouragement for the assembling of objects, speci- mens, and models also will be the concern of the principal who con- ceives as a part of his responsibilities the provision of administrative facilities for a well-rounded visual program. Should the school be equipped with radios? The principal’s answer lis th av me are oth d me doe ste: thr libr mor mat forr tim con aid Li a Vi tieal have of 8¢ and catic inva, tion that Al muel or la up a grouy Sehoc with — * Sehe "For ‘hapter, ENRICHMENT MATERIALS AND EQUIPMENT 417 to this question will be determined by the answer to another question: What programs are available over the stations that can be heard at all times within his school? Whether a public address system with a radio centrally located and loud speakers in each classroom should be installed can be determined only by knowing something of the use that will be made of it. If the reception of broadcast programs from estab- lished radio stations is to be its only use, perhaps small radio receivers that can be moved from room to room as listening opportunities become available will prove more practical and economical. But if the enrich- ment opportunities inherent in pupil-created broadcasts to other pupils are considered, the public address system with its microphones and other studio facilities will be desirable equipment.? Acquiring and appraising visual materials—While adequate equip- ment is essential, its importance lies not in what it is but in what it does. Administrative organization within the school should permit a steady flow of worthwhile vicarious experiences to reach eager learners thru these newer media. Probably every school should have its own library of low cost visual materials. Film strips, glass lantern slides, mounted still pictures from magazines, and three-dimensional object materials are financially within the reach of every school and should form the basic visual library. Such reference material, available at all times for the answering of questions, for the clarifying of difficult concepts, and for the stimulation of new interests, is an indispensable aid to teachers who really teach.* Logically, reels of motion pictures should have their place in such a visual library, but their higher unit cost makes this seem imprac- ticable at present in most schools. However, city boards of education have set up central film libraries to serve their many schools. Groups of schools in townships and counties are cooperating in the organization and operation of mutual film library plans. State departments of edu- cation and the extension divisions of universities are performing an invaluable motion picture service to schools thru their visual educa- tion divisions. Supplementing these sources are commercial libraries that rent and lend film materials to schools. Altho there is an abundance of motion picture material available, much of it is unsorted. Many films are unedited, outdated, and limited or lacking in value. Until satisfactory standards of evaluation are set up and reliable national listings are made, individual schools and groups of schools will have to perform these functions for themselves. Schools that are doing this have been realizing values commensurate with their efforts. For example, they sometimes order films which from —_———— *School use of a public address system is described by Brooks later in this chapter. *For further discussion of a low cost visual aids program, see the article by Wright in this chapter. 418 ELEMENTARY SCHOOL PRINCIPALS the titles would seem to be useful but which, upon being previewed, are found to be unsuited to local needs. This information, systemat- ically recorded, precludes a reordering of these films. Altho much re- mains to be desired in the film distribution systems that have evolved in this country, there is no conceivable system in which the elementary. school principal will not have an important part to play in aiding and guiding his teachers. Utilizing available material—Assistance to teachers is probably needed even more in the actual utilization of visual and auditory materials than in making such materials available. These newer meth- ods of communication have been brought into the classroom in the years since many teachers were graduated from teacher-training insti- tutions. Even now, comparatively few of these institutions take into consideration the need for teacher training in the use of visual and auditory aids. Until this need is filled in some other way, the principal must assist those teachers who are not making the most of their visual enrichment opportunities. Skilful mechanical manipulation of equip- ment is only a small part of the intelligent utilization of materials. A thoro understanding of the function and the power of these methods of communication is more important. With this will come the almost instinctive preparation of classes for seeing and hearing, the alert and eager anticipation of the pupils, and the thoughtful discussion leading to meaningful generalization that marks the work of the superior teacher. Principals have guided teachers to this kind of understanding thru well-planned teachers meetings, thru suggested readings, and by encouraging teachers to enrol for visual aid study in extension a summer school courses. In some schools a visual committee under the chairmanship of the most interested teacher has accomplished muel in promoting the organization of materials and in stimulating nev enthusiasms. Producing visual aids in the school—All who are concerned with th improvement of instruction thru effective use of visual and auditory aids recognize that the nationwide problems of production, distribu: tion, and utilization are closely interwoven. This same interrelationshi exists in the individual school. Instructionally impoverished is thi school whose teachers have not assembled collections of pictures ani objects and models. The hand-making of lantern-slide pictures wit pencil, crayon, and water color on etched glass or plastic materials li brought enrichment to many classrooms. Fortunate indeed are tl’ children in those schools where teachers who make a hobby of phi: tography have learned to capture on film many experiences their pup! could not otherwise have. But the production of visual materials» not a prerogative of the teacher alone. When it is possible for pup! wh be ide tea por artic ably tory eth- the nsti- into and cipal isual quip- rials, thods lmost t and ading perior nding nd by on or er the muel g nell ith the ditory stribu: onshi) is that es and 1s will als has are. thi of pho- > pupil rials i > pupil ENRICHMENT MATERIALS AND EQUIPMENT 419 to participate in the creative production of visual aids, their experi- ences are doubly enriched—once in the doing and again in the viewing. The builder of models knows this and so does the photographer of nature, whose eyes, intent upon directing his camera lens, have seen more than could ever be recorded in words or on film either. Some of the best visual materials of the future are going to be produced by teachers and pupils cooperatively.* Conclusion—As one continues to ponder the importance of visual and auditory materials in curriculum enrichment, he is impressed by the fact that much that is said about the use of newer materials in instruction is not new at all. Visual enrichment experiences have been an integral part of effective learning for centuries. If there is a new emphasis on their importance in the teaching process, this has no doubt been brought about thru scientific and technological developments. The advances in photography, the photoelectric cell, and the audion tube have given us faster and surer means of communication. In at- tempting to understand these newer devices and to discover ways in which they can be used to improve classroom instruction, much is being learned about all methods of communicating information and ideas and of influencing attitudes and opinions. Continuous advances in this whole field are bringing an increasingly impelling challenge to teachers who recognize the need for curriculum enrichment and the power of visual and auditory materials to enrich. ‘The experience of one school with photography as a curriculum activity is described in the articde by Dye. W: must justify visual aids, not on the ground of money sav- ing but on the ground of the enrichment they afford. When the nation has learned how to manage its resources intelligently it will find that it can afford to pay for an enriched education, and that, in the long run, enriched education will pay, not thru immediate saving, but thru the increased productiveness of its citizens—Freeman, Frank N., in Aids to Teaching in the Ele- mentary School, Thirteenth Yearbook, Department of Elemen- tary School Principals, 1934, p. 139. 420 ELEMENTARY SCHOOL PRINCIPALS a, DEVELOPING A LOW-COST VISUAL AIDS PROGRAM Tueopore R. WricHt Principal, Barker School, Birmingham, Alabama like to have a visual aids program in my school, but it takes so much money that we cannot afford it.” This mistaken ideg is causing many schools to fail to take advantage of visual aids that are available at little or no cost. It is well, of course, to be able to install sound projectors, stereopticons, balopticons, film-strip projee- tors, and other modern and relatively expensive equipment, but the lack of them should not prevent a progressive principal from having a worthwhile visual aids program. On the contrary, it should stimulate him and his teachers to greater effort to provide a homemade program that will make for better teaching in his school. Any school, no matter how poor financially, may begin in a modest way and with persistent work on the part of the teachers and principal, aided by the pupils, who are invariably alive with interest in such an undertaking, may within a few years develop a visual program that will be a real educa- tional asset. The following types of aids seem to offer the best oppor- tunity for a low-cost collection: 1. Flat pictures from magazines 2. Photographs made by children 3. Excursions 4 5 (Qi FREQUENTLY HEARS elementary-school principals say, “I should . Pupil-made slides . Classroom museums 6. Free commercial materials. The remainder of this article discusses each of these types in turn. Magazine pictures—The possibilities of the flat picture field are almost limitless. Publishing companies are flooding the news-stands with picture magazines of all types. In most of these the photography is done by experts and the pictures are so skilfully made that they fill most of the requirements of good teaching pictures. These maga- zines come into many homes, and when not available at home they can often be obtained by the children from neighbors. Most people are glad to give old copies of such periodicals to any child who asks for them. When the pictures have been cut from the magazines and brougli to school, classes may be organized into committees to classify them All pictures dealing with the same or similar topics may be temporarily grouped together. After this is done, the teacher should work with each committee as an adviser in making a final selection of pictures 1 mount for permanent use. While helping to make these selections, she should bear in mind the requirements of a good teaching picture. n¢ ch fin stl of tio dre esp Suc ati the of 1 and mes mal vist Ceo of y suck A celo be p vari prep has tions him stim uld kes dea hat » to jec- the ying late ram tter tent pils, may uca- por- mn. | are ands aphy they \aga- they eople asks pught them. rarily each es {0 s, she ENRICHMENT MATERIALS AND EQUIPMENT 421 In the first place, the picture should be simple and there should not be a great number of unrelated objects in it. One object should be dominant and the others subordinate. If there are too many objects of equal attraction, the child’s “fixation” will not be good and he will not retain as clear an idea about the picture. Too many pictures at once are as confusing as too many ideas at once. There should be in every picture some object familiar to the child, thus enabling him to form a concept of the correct size of the main object in the picture. A common practice is to have a man in the picture to show the relationship. In some instances a yardstick or some other standard of measure is inserted. Unless some such device is used, the child will have no way of obtaining a correct impression. Objects should not be deliberately distorted. Many years ago it was not uncommon to see in a primary reader a giant ant or rabbit or chicken talking to an extremely small and overawed child. We don’t find this any more. Textbook publishers have long since learned that such distortion makes their product undesirable from the standpoint of good teaching. All objects in any picture should show a true rela- tionship in size. The best teaching pictures have bright and accurate coloring. Chil- dren delight in color, and true colors are of great value in teaching, especially in pictures of costumes, animals, birds, insects, and the like. Such colors are absolutely necessary in the study of “protective color- ation,” for example. The beautifully and accurately colored plates in the National Geographic Magazine are probably the finest single source of material of this type. From time to time this publication has carried and still carries series of pictures on birds, fish, butterflies, animals, means of transportation, clothing, foods, people of different lands, and many other subjects. Recently, when a southern city undertaking a visual education project asked its citizens to send in old copies of the Geographic, it received more than 20,000 copies covering a long period of years. It is needless to emphasize the tremendous teaching value of such a mass of fine material when properly distributed and wisely used. An interesting method of using these plates is to mount them on celotex wallboard and saw them into jigsaw puzzles. They may then be put into empty hosiery boxes, labeled, and classified for use with various units of work. A set of questions about each picture should be prepared and coded to correspond with the box code. When a child has suecessfully assembled the picture, the teacher gives him the ques- tions for further study. The task of assembling the picture compels him to give close attention to its details, and his success at this task stimulates his desire to work out answers to the questions. 422 ELEMENTARY SCHOOL PRINCIPALS es When pictures have been cut out and grouped according to subject, they should be mounted on cardboard and a coat of thick shellac or varnish should be applied. This treatment makes them easier to handle and prevents wear, tear, and soiling. A cheap mounting may be obtained by utilizing the cardboards that come in shirts returned from the laundry. In all instances sets of questions or statements should be made for each picture. These may be pasted on the back of the mounting or handed to the pupil separately. The former method has the advantage of keeping the questions with the proper picture. If pupil committees are permitted to make up these questions, they will have an additional learning value. Photographs made by children—The alert teacher will not fail to take advantage of the current “candid camera” craze in her classroom work. She will not discourage the bringing of cameras to school; on the contrary, she will encourage it and will help the pupils to develop their camera technic. A good plan is to form a camera club in the school for children who are interested. The Eastman Corporation in Rochester, New York, will furnish for ten cents a complete course in photography, developing, and printing. It is amazing how quickly ele- mentary-school children can acquire these skills. The children in the club should be taught the requirements of a good picture, and then should be permitted to take pictures of their own classroom activities, their classmates, their pets, buildings in their city, modes of transportation, manufacturing processes, parks, special events, and anything else that has teaching value. The child who makes the picture should always be permitted to describe his own picture to the class. It is his creation, and his interest in it exceeds that of anyone else.’ Excursions—A third inexpensive visual aid and one available to every teacher is the excursion. The importance of this splendid teach- ing aid cannot be overemphasized. Even if no subjectmatter learning took place on an excursion, it would still be worthwhile under the right kind of teacher leadership. The fine personal relationships engendered by the group’s leaving the restraining walls of the classroom and learning to know each other in the freedom of the open make any well- managed excursion pay dividends in the form of better class spirit. These values recall the words of the exiled duke in Shakespeare’ As You Like It when he tells his companions: And this our life, exempt from public haunt, Finds tongues in trees, books in the running brooks, Sermons in stones, and good in everything. 1 The activities of a school camera club are described in some detail in the next article. pu lat tal the ant dui ma of s mar thir T ava ing skill mak dire best duce pape the « A from is do the ¢ large Th make nent ongs tudy found Cla tle, igeme e ob taken f sev Chi revolt: kt a ¢ ect, : Or to nay ned for r or Lage tees onal il to oom : on elop the m in se in ' ele- of a their their yecial who own ceeds le to each- ning } right dered 1 and well- spirit. eare’s ENRICHMENT MATERIALS AND EQUIPMENT 423 To be sure of getting the most from an excursion, the teacher and pupils should carefully plan it together. Committees may be appointed to watch for certain specific things, so that they may report on them later in the classroom. The camera enthusiasts should be reminded to take along their cameras and a plentiful supply of film. The pictures they make will be of great value in class discussions by strengthening and fixing impressions that may have been indefinite and fleeting during the excursion. Pupil-made slides—In a school that possesses a stereopticon, pupil- made slides are a cheap and highly productive visual aid. Two types of slides may be made—those drawn directly on etched glass and those made by mounting film negatives on thin paper between sheets of thin glass. The standard size for glass slides is 4 x 3% inches. Scrap glass is available to most schools in great quantity, and boys in manual train- ing classes get much pleasure and at the same time learn a valuable kill by cutting such glass into the required sizes. The actual slide- making is a splendid project for classes in art. Drawings may be made directly on etched glass with heavy pencils or ink. This is not the best type of slide but can be used to advantage. Others may be pro- duced by tracing, typing, or writing on transparent paper, placing the paper between two sheets of glass of the required size, and then sealing the edges with gummed tape. A splendid activity to follow up an excursion is the making of slides fom the negatives of photographs taken during the excursion. This is done by inserting the film between two sheets of glass and sealing the edges as explained above. Slides of this kind are unexcelled for large group teaching. There is virtually no end to the variety of slides that pupils may make. The field of photography is unlimited, and it may be supple- mented by charts, maps, graphs, cartoons, drawings, diagrams, poems, wngs, or any other material the child may devise. One class in nature tudy made a beautiful set of slides with real butterfly wings, but found them to be extremely perishable. Classroom museums—Any classroom, no matter how small or hum- ile, may develop its own museum. All the pupils need is a little encour- igement and help from the teacher, and in a few years fine results may obtained. In the writer’s judgment, no museum should be under- ken as a single year’s project; it ought to be continued over a period if several years. Children will bring in all kinds of objects, some of which may be volting to a sensitive or squeamish teacher. She, however, must never ta child see her distaste for his contribution. All specimens should 424 ELEMENTARY SCHOOL PRINCIPALS be accepted with a smile and a “thank you,” so as to encourage further pupil effort. The ingenious teacher will find ways of getting rid of unsuitable donations without offending sensitive pupils. All specimens should be cleaned, neatly mounted, classified, and properly placed. A card should identify each object and give credit to the donor. A conglomerate, chaotic assembly of dirty specimens has no real teaching value and will quickly discourage any desire on the part of the pupils to continue their collection. On the other hand, a neat, clean, and carefully arranged collection will be a constant stimulus to further effort, and can be used in a productive manner in daily classroom work. Free commercial materials—Finally, the teacher who does not mind writing letters has at her command an almost limitless amount of free visual material of a high order. However, the distributors of such ma- terial have been so swamped by pupil requests that most of them have ceased sending it except at the request of principals or teachers. It is a good idea, therefore, to write for it on official school stationery and to give a school return address. Most of the free material now being distributed has been prepared under the direction of skilled specialists and is of exceptionally high quality. Most of it is practically free of advertising or propaganda. Several lists of such materials are available, but space does not permit naming them all here. One of the most authentic and recent is that contained in The Audio-Visual Handbook.” Conclusion—The principal or teacher who wants to use visual aids will find ways to obtain them. Lack of funds, while eliminating the possibility of installing expensive mechanical equipment, will not thwart creative teachers and administrators. Their horizons are limited only by their imaginations and their will to work. Realizing that one good picture is still worth ten thousand words, they will utilize every available device for enriching the curriculum thru visual experiences. 2 Dent, Ellsworth C. The Audio-Visual Handbook. Second edition. Chicago: Society for Visual Education, 1937. 180 p. >, A, ne, Ak Oe, eelClCU Cu ar of id it ns mn nt er ‘isual ENRICHMENT MATERIALS AND EQUIPMENT 425 PHOTOGRAPHY AS A SCHOOL ACTIVITY Heten Atma Dye Kindergarten Teacher, Beard School, Detroit, Michigan ties, she had no idea where the venture would lead. With a borrowed camera and no knowledge of its manipulation, she set out to try to satisfy the desire expressed by her principal in the oft- repeated remark, “I wish we had a picture of that.” Since this simple beginning, she has become the “official photographer” for all school activities that are to be recorded, as well as the sponsor of a camera club with a membership range from Grade I thru VI. By relating some of her experiences in both these capacities, she hopes to show why she believes that photography should have an important place in the school curriculum. We THE WRITER first started taking pictures of school activi- PHOTOGRAPHS MADE BY THE TEACHER Everyone will agree that schools abound in what might be called “picture situations.” The writer soon realized, however, that since many of these situations arise spontaneously and can never be repro- duced, it is highly important to have the facilities on hand for taking pictures at a moment’s notice. At first, most of the pictures were limited to activities in the kindergarten, where the other teacher could assist with the children while the “snapshooting” was in progress. Little by little, as the mechanics of operation were managed more smoothly, the pictures of various school activities became a source of great pleasure to all concerned. This was only the beginning, however, of the part these pictorial records were to play in the school’s instructional pro- gram. Even now—nearly three years since the project began—it is felt that the surface has barely been scratched in this fertile and fascinating field. Making pictures on class excursions—From the beginning, valuable pictorial records were added to the kindergarten collection whenever the class went on a trip or excursion. The necessary equipment was carried along and pictures were taken of things seen on visits to the post office, the fire station, the produce terminal, the fruit market, and other places. Pictures were also taken showing what the class did before and after the trip, thus making a complete record of each project. In 1937-38, for economic reasons, it was not possible to take the children on as many trips as usual. In this situation, slides made from photographs taken the preceding year worked wonders. The children’s interest was especially keen because the pictures had been taken of kindergarten children in their own school, their own neighborhood, and 426 ELEMENTARY ScHOOL PRINCIPALS FIGURE I—A Scuooit-Mape Picture or a Srory Hour at THE CAMPBELL Brancu LIsBRary their own city. Their delight at seeing someone they knew on the screen (many had brothers and sisters who had been in previous kindergarten classes) knew no bounds. One child expressed the general attitude very well when he said, “I like the pictures because they’re about kids like us.” New ideas for the use of these pictures have constantly revealed themselves. Slides made from the films can be studied leisurely, and thus the children often find things which they have not noticed before. Such slides also offer a means of reviewing children’s previous learning and are a fine stimulant for conversation, which often leads to new units of work based on interests aroused by something seen in the slides. Photographs of children’s summer experiences are used just before vacation time to give the pupils an idea of wht others have done on previous vacations. Pictures of the school’s annua! fall exhibit of things made or collected during the summer are shown and critically examined in an attempt to raise the children’s standards for the use of leisure time. Using the photographs in public relations—Not long after these photographic activities had started, parents began to ask if the pictures might be purchased. The writer was delighted with this response. It was realized that in purchasing pictures of their children, parents nol only obtain portraits of them as “children,” but as active participants in all kinds of learning situations. In this way, parents are automati- 1) le W ti pe th bu een ‘ten ery like aled and ore. ning new the just nave hibit cally se of these tures e, It s not pants mati- ENRICHMENT MATERIALS AND EQUIPMENT 427 cally informed of school activities. Also, as photography is an expensive art, such sales are an aid from a financial standpoint. As a result of the parents’ interest in the pictures, plans were made to use them as the basis of an educational program for parents. The visual education department of the school system made stereopticon slides of films showing the children in various learning situations related to the changing seasons. An accompanying talk was prepared which described these activities in terms of the objectives of early elementary-school training. After the program, many of the parents remarked that they felt as if they had actually seen the inside working of the schoolroom. This was considered excellent publicity, as these parents obviously had been convinced of the value of the kindergarten program. Use of film slides in teachers meetings—By means of slides a teacher can present very quickly a cycle of instruction that has been carried on over a fairly long period of time. At best, an actual demonstration lesson can show only a few stages of development at one time, but slides can present concrete evidence of the gradual development of an entire unit of work. The slides mentioned above, which showed the continuity of instruction growing out of the seasonal activities during a school year, were shown to a group of kindergarten teachers at the request of the supervisor of kindergartens in Detroit. The possibilities for such use of still photographs in the training of teachers seem prac- tically unlimited. Pictures as an aid in school appraisal—Not only for parents and professional groups have there been new revelations thru teacher-made photographs; a teacher using this medium cannot help evaluating her own work more critically. The pictures, observed in sequence, gradually begin to array themselves into a story of the bustling activities of the school. At the end of the year, one can view the results, not in so many words as written plans would indicate, but in visible evi- dence of the many life situations in which both teacher and pupils have had a part. When a teacher first surveys the school or classroom in search of picture material, she begins to see things thru new eyes—to view learning situations in a different light. She finds herself planning class work with a picture-making mind. In teaching, as in selecting activi- ties to be photographed, she unconsciously begins to separate the unim- portant details from the all-important fact. At this point, however, the photographic viewpoint may become, like fire, “a good servant but a poor master.” One must beware of overdramatizing learning situations, for the schoolroom is not Hollywood in spite of the fact 428 ELEMENTARY SCHOOL PRINCIPALS that a good “director” is needed just as much in one place as in the other. PHOTOGRAPHY AS A Pupiit AcTIVITY Organization of a camera club—Not long after the writer started photographing various school activities, the children too began saying, “I wish we had a picture of that.” They took such an interest in the picture-making process that a school camera club was organized. No mother hen has ever been more bewildered at the growth of her lone duckling than has the writer at the rapid strides taken by this club, A survey revealed that half the school was camera-minded and wanted to join such a club, thus indicating a natural interest that needed only an opportunity for expression to keep it alive. That in- terest has never flagged. A good picture, in fact, seems to be the one thing which interests children and adults to the same degree; it is mutual ground upon which the outlooks of youth and age meet on equal terms. Membership in the club was finally limited to children with cameras. Such a conglomeration of cameras as they had must be seen to be appreciated. Fortunately, most of these were simple box cameras which were easy to operate and inexpensive to keep up. Children in the elementary school should confine their efforts to these simple, fixed-focus types because the main object is to take pictures and to be able to recognize picture possibilities, rather than to develop tech- nical perfection. Learning the essentials of picture-making—The most logical thing to do first, of course, is to teach the owners how to manipulate their individual boxes. This is not easy when the pupils range in age from seven to twelve years, and when their cameras are even more varied. To help meet this problem, the services of a salesman in one of the large photographic concerns in the city were enlisted. He brought numerous types of cameras to the school and showed the children the parts which all types have in common. Then followed lessons on how to load the camera, how to use it in taking indoor and outdoor pictures, and what kind of film to use and why. Laboratory lessons on developing, printing, and enlarging were carried on in a “borrowed” darkroom. The object of these laboratory lessons was not necessarily to have all these children develop their own pictures, but to give them a basic knowledge of what happens when one clicks the shutter. In the writer’s judgment, the chemistry of picture-making should be seriously studied only in the junior or senior high school, unless a pupil shows a pressing desire or a special bent in that field. If a good general foundation in photography could sp ex] All wh res) he ed ng, he No yne ub. ind hat one L = on ras, . be eras a in iple, d to ech- hing their from ried. ' the ught 1 the how -door were atory their ypens ristry or or ecial could ENRICHMENT MATERIALS AND EQUIPMENT 429 ————— be laid in the elementary grades, the high school could concentrate on perfecting the technics of picture-making. Trips and exhibits—When the children had learned how to operate their cameras, they quite naturally wanted to go on a trip to take pictures. They chose Greenfield Village as their destination and de- cided, before they went, that they desired especially to photograph such diversified subjects as the chair in which Lincoln was assassinated and the figures of “Gog” and “Magog” on an old clock imported from England. Of course, they were also anxious to visit the old-time studio where a white-haired photographer still practices the fast-vanishing arts of making daguerreotypes and tintypes. When the pictures had been developed, they were proudly displayed on the camera club bulletin board. Later, by means of the opaque pro- jector, they were enlarged for critical study by the children. Thus a beginning was made in establishing certain standards of quality on the part of the children. Now was the time to bring in “good” pictures from outside sources. The group wrote to the more prominent adult camera clubs in the city and managed to secure some very worthwhile exhibits to hang on the bulletin board for study. Not only did these adult clubs send exhibits, but they also sent speakers to talk about their prints. Later in the year the children visited the annual newspaper-contest exhibit at one of the large department stores. Following that, they received and accepted an invitation to display their own work at a prominent camera shop in downtown Detroit. In the course of the school year, several trips besides those mentioned were taken. An unusual type of trip was taken by selected members of the camera club. These members accompanied various groups as photographers on visits to the zoo, to a local newspaper plant, and to the produce terminal. If one measures success in terms of pictures, it must be admitted that not all the trips taken were successful, but the practical experienzes and basic understandings obtained were in- valuable to the children. Hearing outside speakers—The speakers who have talked to the club have been from varied walks of life, including a clerk from a large department store, a member of an amateur camera club composed of employees from one of the city’s largest public utilities, an X-ray specialist, the director of art education at Wayne University, and an explorer who was second cameraman to Father Hubbard in Alaska. All these people have mentioned the spontaneity and intelligence with which their talks were received. An interesting outgrowth of the two fine illustrated talks on Alaska resulted from the speaker's mentioning that he was going back to aINMOUG,, V HLIM GHHD WIO-4VaAA-NGADIGQ NV Ad GAGHOOAY SV SONTIGN NOUNS AVGANAAD NI ALOVagZ—II HUOYDIA ‘ = vaaNvO “ “Brow NIE” CAMERA ELeEvEN-YEAR-OLD CHILD WITH A FIGURE II—Beravty 1n Everypay SuRROUNDINGS AS RECORDED BY A ENRICHMENT MATERIALS AND EQUIPMENT 431 Alaska the next summer and would be glad to take any letters which the members of the club might care to write to the Eskimo children. The children became very enthusiastic over this suggestion and decided to send, along with their letters, pictures of things in the neighborhood which contrasted with rural Alaska. To prevent duplication, they made an outline of the pictures they wanted to take. Then they took a trip around the neighborhood and made the photographs. The children selected the best of the letters which had been written in their litera- ture classes, chose the best pictures, and organized them all into a scrapbook. This book is now somewhere near Juneau, Alaska, and the club members expect to hear from their Eskimo friends in the near future. Planning club programs—When the program for the past year was being planned, the pupils decided against a regular club setup. They thought the responsibility of guiding such a club program as they wanted should be carried by a teacher rather than by a pupil. They chose from their own group a secretary, a chairman for pupil-contri- bution meetings, and a business manager, but accorded the writer the privilege of guiding them. As the club meetings occupy only one half-hour period every week, the limited time available has created many problems. To obtain the best results, it has been decided to arrange the meetings in this fashion: One period each month is devoted to contributions by the children; a second period, to an outside speaker; a third period, to a short trip; and the fourth meeting, to a lesson by an instructor. The members of the camera club plan most of their own activities and materials. They keep up a bulletin board upon which are placed pictures and articles brought in from outside sources. A year ago last Christmas they compiled a list of gifts which a camera enthusiast would enjoy. Just before vacation one summer, they issued a bulletin of suggestions about what they would like to do to further their photo- graphic abilities during the summer months. Toward the end of the year the children decided to have a school photography contest for both teachers and pupils. They planned an advertising campaign and evolved their own rules for contestants as well as rules for judging the pictures submitted. The prizes, suggested by the pupil committee in charge, were books on photography. Outgrowths of the activity—Since belonging to a camera club was as new to the teacher as to the children, it was necessary to devise and revise the club procedure as various needs arose. Consequently, the program has been diversified and its outgrowths surprising. The discussion of pictures made by others has developed an attitude of good sportsmanship; the children try to view their own pictures as 432 ELEMENTARY SCHOOL PRINCIPALS impersonally as they do those found in books. Enlarging only the best contributions to keep in a permanent school collection has added to the zest of picture-taking. During the past year the club has been engrossed in the fascinating history of photography. This study was begun when a member discovered several tintypes in her attic during the summer vacation. She brought them to school in the fall and im- mediately wanted to know what other types of photography had pre- ceded them. As a result, dusty trunks were searched for daguerreo- types, ambrotypes, and Civil War photographs by Brady. These treas- ures are now on display in a room which is proudly called the “schoo! museum.” Finally, a self-appointed committee wrote a short history of photography, which was mimeographed, put into a booklet, and sold for a nominal sum. Financing the activity—A big problem in using photography as a school activity is the financial one. However, if the school staff and patrons are sympathetic to new trends, means can be evolved to take care of this problem. As stated earlier, some money was obtained by selling pictures to pupils and parents. In addition, the club business manager suggested that the organization have a “show.” This being agreed upon, the group decided to include a “March of Time” on the program. The artist members of the club drew pictures illustrating news of the day and enlarged them for the audience by means of the opaque projector. Also in the “March of Time,” actual photographs which had won prizes in various national contests were shown and a commentator told why they had been chosen. Finally, a survey was made to discover all pupils in the school who had 16-millimeter movies of their own. Since more than enough reels were located, the club chose a censoring committee to select the ones it considered appro- priate for the program. The entire show was given after school hours. The admission charge was only five cents, but even so the club made money. When the children need money for films, they often use their candy and movie allowances or earn the money by running errands. The practice of taking only worthwhile pictures and thus conserving ex- pensive film is one of the most valuable lessons to be learned in photography. Conclusion—During the past year a Detroit camera shop exhibited enlargements of pictures taken by members of the school camera club. The comments made by many people who saw these pictures revealed that the layman, who is usually interested in photography as an art, has a viewpoint entirely different from that of the person who is interested in its educational value. To the majority, those prints were a series of fairly good pictures lacking in scientific perfection, but to “ 0! ited lub. aled art, 0 18 vere t, to ENRICHMENT MATERIALS AND EQUIPMENT 433 the club sponsor they represented an adventure in character building, a striving for appreciation of beauty close at hand, and a desire on the part of children to make the most of their environment. It is to be hoped that the time will come when school budgets will include money for photographic equipment, just as some do now for musical instruments, art supplies, and other aids that open broad, rich areas for children to explore. Perhaps there will even come a_ time when elementary-school camera clubs thruout the nation will be exchanging exhibits and new ideas. What powerful agents such clubs could be for promoting greater understanding among the widely diversified sections of our country! HE modern conception of education presents a new vision for Tonia life—a life so rich, so vital to the child, and so full of challenging problems and opportunities for successful achieve- ment under wise guidance, that the child’s personality develops naturally and vigorously into a well-balanced whole. In the modern school the out-of-class activities are becoming generally accepted as a part of the regular school program. Educators are realizing that these activities provide an excellent opportunity to express in concrete form the educational philosophy that education is life itself—The Classroom Teacher and Character Education, Seventh Yearbook, Department of Classroom Teachers, 1932, Chapter 5, p. 102. 434 ELEMENTARY SCHOOL PRINCIPALS EFFECTIVE USE OF A PUBLIC ADDRESS SYSTEM Frep E. Brooks Principal, Hawthorne School, University City, Missouri ORTUNATE INDEED is the school that possesses a complete public address radio system. Such a system is built to serve many pur- poses in addition to receiving outside radio programs. Unless wisely used, however, it may be just so many extra pieces of furniture to clutter up the school building, or an actual impediment to classroom efficiency and curriculum enrichment. In April 1935 the school of which the writer is principal was equipped with a centrally controlled, two-way radio system, and during the past four years the faculty has devoted considerable study to the problem of its most effective use. Perfection has not been achieved, of course, and there are probably many ways to utilize the equipment that have not been tried in this school. The activities described here have been found very helpful, however, and may be at least suggestive to other principals and teachers who have a public address system, or who contemplate installing one, in their schools. The general plan—Soon after the installation of the system, the pupils were asked to select a call-letter name, and they finally chose the letters W-O-R-K. At the beginning of each semester two radio announcers are selected from the VIA classes. During the first two weeks the pupils in these classes prepare for the final audition. Oral English is stressed and room tryouts are held. During the tryout period pupils are selected daily to serve as temporary announcers. At the end of this period the candidates who have been chosen by the pupils for the final audition make one-minute talks to all rooms. Pupils then cast ballots, and the boy and the girl receiving the highest number of votes become the announcers for the semester. The first duty of the two announcers is to learn to operate the broadcasting equipment. This equipment, located in a large cabinet in the principal’s office, consists of a radio receiver, an amplifier, a microphone, a monitor speaker, a turntable for electrical recordings, and a control panel. Pupils can learn to operate the equipment very efficiently. The announcers then begin to schedule programs. They talk to all the rooms, inviting pupils to participate in programs individually or in groups. All regular programs are scheduled at 9:00 a.m., and ar not to exceed ten minutes in length. On Monday, Wednesday, ané Friday mornings pupil or room programs are scheduled. On Tuesday announcements are made concerning the week’s activities, and on Thursday “News of the Week” is the topic. The latter may consist lic Ir- ire om ed the the ed, ent ere tive , or the 10se adio two Oral riod end 3 for then nber » the binet er, a lings, very to all ly or d are , and esday id on onsist ENRICHMENT MATERIALS AND EQuIPMENT 435 of school, local, national, or world news, and the commentators are selected from upper-grade rooms. Some areas and methods of enrichment—Pupils who have individual talents are encouraged to develop these by means of individual per- formances. This practice often helps with personality adjustments and assists in overcoming feelings of inferiority. All new pupils are intro- duced or announced over the radio and are made to feel welcome. If any child loses an article he may report the loss to the radio announcer, who will arrange for him to describe his lost article to the school. The broadcasting of original songs, poems, stories, and instrumental num- bers is encouraged at all times. Pupils who are to participate in a radio program must not be late. They must be present at the appointed time or the whole program suffers. The broadcasts always begin promptly; there is not even a second’s delay. The piano must be in place and the other musical instruments must be ready. Seldom is a program rehearsed before the microphone. If a blunder is made, the children realize it and set about to prevent its recurrence. Pupils who speak over the radio soon realize that each word is important. Correct English, clear enunciation, and good style are all emphasized. The pupil knows that defects of expression are more dis- cernible over the loud speaker, and he often recognizes quickly his own errors. Children are encouraged to prepare their radio announce- ments with great care. They often ask for help, and the teacher has a wonderful opportunity to teach what they want to learn. Thus, good oral and written English becomes a vital necessity in the life of the child. Programs are built around the experience activities of the classroom and are outgrowths of both individual and group work. They may take almost any form in which oral or written English is used. The primary children read short stories from their books or stories which are original. Dramatizations are very successful, and they raise prob- lems of radio interpretation for the pupils themselves to solve. In such programs the microphone is arranged with twenty-five feet of cord and is carried by the announcer and his assistants to the children who are speaking. Older children read reports, describe experiments, give news items, tell stories, and promote contests. There are unlimited ways of using radio broadcasting to give practice in the use of language. The radio has become a center around which the music activities of the school revolve. The school has an orchestra, and a number of the children have special music ability. Solos, duets, and any other combination of voices or instruments may be worked out by the pupils for broadcasting purposes. The broadeasts are not intended as 436 ELEMENTARY SCHOOL PRINCIPALS an outlet for finished products, but as an opportunity for pupils who want to learn. Records of the best selections are played for music appreciation. In the field of physical education, announcements are made con- cerning games, scores are reported, and school spirit is fostered by means of the radio. Other uses of the equipment—No outside radio program is sent to a classroom during working periods unless the pupils and teacher have made preparation for it. During the morning and noon recreational periods, the reception of music broadcasts is arranged for in the gym- nasium and in classrooms where desired. The use of outside programs is not so valuable to the school as it would be if there were more educational broadeasts which could be utilized during school hours. While school broadcasting does not take the place of the school assembly, it has a definite place in the school life and is a center around which many of the school activities revolve. Such broadcasting increases the value of the assembly, as “previews” of assembly pro- grams are often given “on the air.” It also helps to develop interest in the school newspaper, the club program, the physical education program, and the school orchestra. At one time, school songs written by pupils were read or sung over the radio in preparation for the selection of a song to represent the school. In the everyday activities of an elementary school there are many occasions when messages must be conveyed to the classroom from the principal’s office, and vice versa. Sending a child with such a message to a large number of rooms has always consumed valuable pupil time. By means of the public address system, however, all com- munications of a general nature may be transmitted with little inter- ruption of classroom work. Teachers may contact the principal’s office by merely touching a button conveniently located in the classroom. A call for the school nurse, the doctor, or the child’s parents may be sent to the principal’s office in this manner. The time saved by this modern device can be used for activities which really enrich the school lives of the pupils. Summary of values—Four years of experience with a public address system in an elementary school have convinced the writer that, when wisely used, such a system contributes to curriculum enrichment in the following ways: 1. It develops pupil initiative and responsibility. 2. It helps to promote democratic living and an appreciation of the will of the majority. 3. It stimulates pupil interest and pupil participation in school affairs. ENRICHMENT MATERIALS AND EQUIPMENT 437 - 4. it offers opportunity for creative expression in oral and written Sic English. ee ' : sa ae 5. It assists in discovering the special talents of individual pupils. i 6. It causes the pupil to see a need for self-improvement. . by a It saves much time and brings the school closer together for admin- istrative purposes. , to ave nal m- ums ore _— , ‘ N the use of the radio in the classroom we realize that we need = a deeper psychological understanding of the process of learn- wes ing by ear. We need an increasing willingness to look at a great ting educational facility as a help and not as an interruption to more or0- stereotyped forms of classroom life. We need also a full recog- wet nition of the fact that the radio teacher in the studio relieves the tas classroom teacher of the necessity of personal presentation, and tten by so doing gives the classroum teacher some free, untrammeled the moments for the closer observation of individual children, their habits of attention, their ability to comprehend, and their re- — sponse to special interests. From the radio period she might wee emerge with a clearer picture of the individuals who spend most /_ of their waking day with her and whose ambitions, interests, and abd hopes she must endeavor to foster. ary Radio, like any means of communication, is a shared and shat social aspect of life. As schools use it with increasing effective- office ness, the coordination between school, home, and community is ina bound to broaden and deepen. . . . The radio can make the y be school a more vital, thrilling, interesting force in the community this at the same time that it brings the services of the finest in- hol structors to the classroom itself—MceGregor, A. Laura, “School Use of the Radio,” in Educational Broadcasting 1936, Univer- dress sity of Chicago Press, 1937, p. 220. (Quoted by permission of when the publishers. ) nt in yf the chool 438 ELEMENTARY SCHOOL PRINCIPALS EQUIPMENT AND USE OF THE SCHOOL LIBRARY CuristIneE C. Mortrey Principal, Cardington-Stonehurst School, Upper Darby, Pennsylvania overlook the important item of books. While the newer visual and auditory aids are gaining a well-deserved popularity, reading wil probably always remain one of our most valuable sources of informa- tion and pleasure. In fact, a genuine love of good books and a knowl- edge of how to use them are so essential to the enrichment of living that their development in children is a major objective of the elementary school. Experience has shown, however, that this goal is not likely to be achieved unless plenty of interesting books are available to children under intelligent and sympathetic guidance. The school library can play an important part in reaching the desired goal if the teachers understand its functions and cooperate in carrying them out. It is essential that there be close coordination of the various factors involved, including the personnel in charge, the selection of books, the building of collections of supplementary material, the ar- rangement of library periods for classes, and the administrative meas- ures taken to provide library instruction and to correlate it with classroom work. These must all be part of a unified program carried on over a period of years, if the library is to satisfy the reading inter- ests of pupils while fostering good taste in books and scholarly habits in using them. The librarian or teacher in charge of the program should have a clear idea of these purposes, as well as a thoro knowledge of the whole curriculum and of the work being done in each classroom. This article describes the setup and operation of the library in the school with which the writer is associated, and attempts to show how this library helps to achieve the purposes mentioned above. Personnel—The writer, as principal, has assumed the responsibility of organizing and directing the work of the school library, with the cooperation of several teachers of reading and social studies in the fourth, fifth, and sixth grades. These teachers have developed excellent methods of stimulating interest in reading, assisting and guiding pupils in their choice of books, and making the library serve the individual needs of the pupils for study and recreation. It should be emphasized that the school has no regular librarian; the principal and teachers alternate in taking charge of the library. Equipment—The library occupies two basement rooms formerly used as classrooms. Each one is furnished with tables and chairs for thirty- five pupils. The circulation room has built-in bookshelves with space T SURVEYING THE FIELD of enrichment materials, one should not not ind vill na- wl- ing ary ely to red ring ous 1 of Pas- vith ried ter- bits ould e of yom. the how ility the the llent upils dual sized -hers used irty- pace ENRICHMENT MATERIALS AND EQUIPMENT 439 for 1200 books. The reference room is equipped with several portable, open bookcases containing Compton’s Pictured Encyclopedia, Britan- nica Junior, World Book Encyclopedia, and other books of reference. One bookease with doors that lock is used to hold a few books that need careful handling. The circulating collection includes about 1300 volumes of fiction, general literature, and miscellaneous information. In addition, there are the magazines Child Life, Boys’ Life, Nature Magazine, Story Parade, Children’s Activities, Safety Education, and Geographic News Bulletin; miscellaneous pamphlets; Compton’s Pictured Teaching Units; selected back numbers of the National Geographic Magazine; and some collections of maps, pictures, and clippings. One of these collections, relating to local history, is greatly needed because there is very little published material available on that subject. The catalog cards for books and authors are filed in a two-drawer portable file. In addition to these, there is a growing file of subject- index cards containing book references under subject headings or units. The following samples were taken from this file: Card No. 1 LIGHT (references) 1. World Book Encyclopedia See Vol. 19, p. 8661, for study outline and page references; Also Vol. 10, under Light and Lamp . Britannica Junior Vol. 8, under Light 3. Compton’s Encyclopedia See index under Lighting in volume containing “LL 4. Light Then and Now—Lacey 5. Candlelight Tales, Chapter I 6. Young Folk’s Book of Invention 7. America Today and Yesterday 8. Long Ago (for Candles) See life of Edison in these books: American Leaders—Book II Heroes of Progress Pilots and Pathfinders Brief Biographies in American History Leaders in Making America The New Winning Their Way Card No. 2 BEAVER. THE AMERICAN (references) 1. Wild Animals of North America, p. 441-44 . Pathways in Science—Book II, “Out of Doors.” p. 55-57 . Pathways in Science—Book IV, “Earth and Living Things,” p. 209-18 . Secrets of the Woods, p. 48-51 . Brownie, the Engineer of Beaver Brook . “Mickey the Beaver,” in National Geographic Magazine (see index) . Early Journeys in Science—Book III . Nature Magazine, August 1935 bo ” COT OS Or & GO lO 440 ELEMENTARY SCHOOL PRINCIPALS Card No. 3 EXTENSION READING FOR UNIT, “BOYS AND GIRLS OF OTHER LANDS” Alice in Jungleland Alice in Elephantland Friends in Strange Garments Children of the Mountain Eagle Children of Other Lands Boys and Girls of Many Lands Saturday’s Children Nanette of the Wooden Shoes Little Swiss W ood-Carver Girls in Africa Robin and Jean in England Robin and Jean in France Rambles in Europe Tisza Tales Little Friends from Many Lands (costumes) Picture Book of Travel Selection of books—The selecting of books offers a real opportunity for enrichment, because the right book placed in a child’s hands may be the means of approaching him thru an absorbing interest. The problem of drawing out the misfit pupil and fixing his attention on his schoolwork can frequently be solved by exploring his interests and establishing a link between his out-of-school life and the school- work which he apparently finds so dull. In studying the needs of the pupils and how to meet them thru the library, consideration is given to the home environments of the children and to the community resources for reading. We find that the majority of our pupils have in their homes reference books and books for pleas- ure reading, and that many go regularly to the Upper Darby public library, which maintains children’s departments in two buildings. About 10 percent of the pupils have no reading matter of any kind in their homes, and another 15 percent have nothing but newspapers and inferior books and magazines. With these facts in mind, we must choose books that will appeal to a wide range of tastes and that will suit the various levels of reading ability represented. Before the annual textbook order is made up, it is our practice to decide at faculty meetings what books are needed for the next year’s program, including those wanted for library use. Recommendations of teachers for new fiction and reference books, a selection of new texts from titles listed in bibliographies, and titles of books asked for by pupils are added to the current list of books wanted, which is kept up to date and revised from time to time. By spending time occa- sionally looking at new publications in bookstores and in children’s libraries, the principal finds it possible to keep reasonably up to date the ren ‘ity as- plie igs. ‘ind yeTS vust will > to ar’s s of exts kept eca- en’s date ENRICHMENT MATERIALS AND EQUIPMENT 441 on the best reading material, and to order with discrimination after estimating the reading difficulty and content appeal of each volume. From time to time during the year, a small fund is used to buy good books for which a need was not anticipated but for which a demand has arisen because of something in the current news or some new interest among the children which merits encouragement. For example, the Martin Johnson films, the Byrd expedition, the latest crisis in Europe, the Seth Parker broadcasts, and a new interest in marionettes have caused a demand for something to read for further information on these and related topics. Even tho a child’s curiosity may have been stirred originally by some trivial point, it may be possible to foster his interest and awaken a desire to continue reading. There are also a small stock of well-illustrated books such as the Happy Hour books, the Follett social studies pamphlets, and the Uncle Ben books; a series of story books about houses, food, coal, wheat, oil, and similar subjects; and a number of inexpensive linen or paper books about animals, Indians, and children of foreign lands. It is an advantage to place these books in the central library because it makes available at minimum cost a variety of good reading matter having a fairly wide vocabulary range and suited to the reading needs of different groups. Some of these books are sent to primary classrooms when needed, while others are kept on hand for the few older pupils who are such poor readers that they could not otherwise find anything interesting which would be within their reading comprehension. In general, the choice of books to be added to the library is based on the following principles: 1. Before purchase, the books should be read or at least be examined by some- one in direct contact with the pupils. 2. An expensive book may justify its cost more than several cheaper books costing the same amount, for some children would never become acquainted with beautiful books unless they saw them at school. There should be a few sumptuous volumes with fine bindings and beautiful illustrations. 3. It is advisable to have a few books in each of many fields, rather than to build up extensive collections on a few subjects. The purpose of the school library is to establish interests and stimulate independent search for other sources of information, rather than to satisfy any reading appetite completely. 4. The pupils’ outside interests and activities should be studied and then stimulated by supplying books about such occupations as handcrafts, play pro- duction, collecting, costume design, and hobbies. 5. Since not all children have access to good books at home, some books should be chosen especially as a bridge to better taste for those children who find pleasure only in a “series” or in the cheap, sensational adventure stories which have succeeded those of Alger and Oliver Optic. It is a problem to find whole- some substitutes that will appeal to habitual readers of trash, without lowering the library standard of good taste. Library periods—The fifth and sixth grades have one forty-minute library period each week in charge of their respective reading teachers. 442 ELEMENTARY SCHOOL PRINCIPALS During this period they choose their books for home reading, return those taken out the previous week, use the reference books, or spend the time in other reading. The teacher keeps the record of books taken out or returned, using a book-charging system which requires no individual cards and greatly simplifies the clerical work. This pro- cedure leaves the teacher free to guide pupils in their choice and use of books, and allows time for informal discussions connecting current classroom work with books to be found in the library. In addition to these regularly scheduled periods, any teacher may arrange to take her class to the reference room for study. As such visits are for specific research and not for “browsing,” needed from the circulation room are chosen beforehand by the teacher, placed in the reading room, and afterward placed on reserve for the group using them. Whenever the principal can keep the time free from office duties, she assists the teachers during the weekly circulation periods by helping pupils to find the books they want or by teaching them how to use the encyclopedias. On another day she takes charge of the reference room during a forty-minute study period when pupils may ask to spend the time there. Taking part in this way gives her an opportunity to get better acquainted with the children and their tastes and to see how well the books are supplementing the teaching in the classroom. By looking at the curriculum and class activities from the standpoint of pupil reaction in the library, the principal has learned much that has been helpful in planning improvement and enrichment of the pro- gram of instruction. Presenting material for enrichment—In choosing enrichment mate- rial to be given to pupils thru library channels and in finding the best means of presenting it, we have not attempted to limit either the variety or the quantity of such material except on the basis of its suitability to the age and maturity of the children. We have not tried to standardize a procedure for presenting it, but have used every avenue of approach we could find. We use bibliographies made by pupils and teachers. We arrange labeled displays of natural history specimens, collections of relics, models, examples of art, and other objects that might have an educative value, accompanied by sugges- tions of books to read for further information about the articles dis- played. A child with a special talent or hobby is encouraged to learn more about it and to share it with others thru one of the special activity groups which are organized as clubs with a voluntary member- ship. The child with slight ability is helped to find a way of making a contribution to the activities of his class. the books GZ Rn = 1g ENRICHMENT MATERIALS AND EQUIPMENT 443 In research work by pupils, we find that their chief needs are a knowledge of how to pick out the right headings for tracing a topic thru an index or table of contents, and specific training in condensing and organizing the information after they have found it. It requires coordination of classroom and library work to secure success in these phases of research. Conclusion—The program described above may be summed up as an attempt to place the right book in every child’s hands at the time he needs it and to lead him to make the most of it. This is no easy task, as every well-informed principal or teacher knows. Educators are apt to agree on the minimum essentials of a course of study, but there is a wide difference of opinion about the best choice of material for enrichment. Whatever that material may be, it should be chosen to give individual pupils a chance to progress at their own rates on their own levels of learning. A bright child should have enough to do that is worth doing so that his potentialities may develop and his talents unfold. The dull-appearing child, too, should have his chance. In the schools of today are the artists and craftsmen, the philosophers and scientists, of tomorrow—not yet identified, but ready for the spark that may fire their genius. True enrichment of their studies requires freedom from regimentation, once the essential tools of learning have been mastered. The library can make an important contribution to such a program if it is equipped with carefully selected books and administered with the purpose of stimulating independent thought and creative activity. HE single textbook is no longer considered adequate by many teachers. Reference books and supplementary texts are now eagerly sought in most school systems. Just as the laboratory has become a complement to the textbook in the teaching of science, so the classroom library and the general school library have tended to play a comparable role in the teaching of all subjects—Reavis, William C., and others, The Elementary School: Its Organization and Administration, University of Chicago Press, 1931, p. 254. (Quoted by permission of the pub- lishers. ) 444 ELEMENTARY ScHOOL PRINCIPALS A TOY LENDING LIBRARY Davin WEINBERGER Principal, Public School No. 28, Brooklyn, New York HAT is a toy lending library? Briefly, it is to toys what a \\/ library is to books—a collection to be used for circulation. Toys placed on shelves in a separate room are borrowed by children for use at home during a given period, usually a week or more. Why should the school concern itself with playthings? Hasn’t it suffi- cient problems without adding to them from other fields of activity? Is the school to assume responsibility for, and control over, children even at play with toys? Is it the school’s function to serve as a guide in the selection of worthwhile toys? In short, can the use of toys be properly included in an already overburdened curriculum? Educational leaders have stated frequently in recent years that pupil interests and needs should determine the content of the curriculum. If the schools are to be truly child-centered, we cannot afford to over- look this important phase of child interest—contact with toys. Toys have always appealed to children of all ages. To the child, the toy world is not merely a place in which to have fun. It is a miniature reproduction of reality in which, for the time being, he reacts as he would to people and objects in the real world. Much of his early inter- pretation of life comes from his experiences with toys. Moreover, such experiences can often be used as a basis for further learning in the home and in the school. Since playing with the right kind of toys has educational as well as recreational significance, it would seem to be a proper function of the school to guide children in the selection and use of such objects. Beginning of the project—In accordance with this point of view, a toy lending library was established in the school of which the writer is principal. The idea of having such a library for our pupils was origi- nally suggested by a probation officer, who urged its establishment purely on recreational grounds since we were located in an underprivi- leged, problem district. The many social problems of an underprivi- leged community convinced us that something along this line was needed, and we felt that it might prove particularly valuable if it were established within the school building and under school supervision. Toy libraries had already been developed in settlement houses under the sponsorship of the Heckscher Foundation and New York Uni- versity, but their objectives were merely recreational. Our aims were to be educational as well. Parents, teachers, and pupils of the schoo] were consulted about he ENRICHMENT MATERIALS AND EQUIPMENT 445 ——_——— their willingness to cooperate in this new project, and all of them sup- ported the idea enthusiastically. A room was set aside and shelves for the toys were installed. New toys were obtained by outright gift from interested individuals and groups, while old toys were brought in and made usable by our pupils. The toys were numbered and cata- loged by a pupil committee recommended by the teachers. Circulation cards and parental consent slips were agreed upon and distributed. The “Toyerie” was functioning. Even in its inception the project had many educational values. Pupil participation in planning and organizing the library, as well as com- munity and teacher cooperation toward a definite end, was a significant experience in itself. A new spirit was generated among all concerned— a satisfaction and pride in achieving something novel and worthwhile for the school and community. Having taken the initial steps in build- ing the toy library, we discovered that the school curriculum was en- riched, spiritually and materially, by the activities incident to these preliminaries. Guidance in choice of toys—That children are fond of toys is almost axiomatic. But what kind of toys do children usually own? Aren’t they the kind that fond parents and adult friends and relatives think children want? Aren’t they often toys that parents themselves like to play with? Do these toys teach a lesson or are they merely for pleasure? Since toys are an educational medium, we believe it is the responsibility of the school to guide both parents and children in the selection, as well as in the use, of toys. The toy lending library sets an educational standard for the types of toys most suitable for children. It helps in deciding which toys—pistols or “Erector” sets, “dice” or table tennis, putty blowers or clay-modeling sets—have the greater social value. Both parents and children can thus derive educational benefits from the project. Operation of the library—The operation of the toy library is rela- tively simple. One day each week, some of the children are sent from their classrooms to the “Toyerie” to make a selection of toys for use at home or outside the school. With a school enrolment of approxi- mately 2000, it is obviously impossible to distribute toys to all pupils at any one time. Therefore, only a selected group may borrow from the library at these weekly intervals. Each class, by means of discus- sion, determines the basis for the selection of pupils who may get toys during a given week. The basis for choice may be the amount of effort shown by the pupil during the week, the amount of improvement in a certain trait such as neatness or respect for public property, or progress toward some other school objective agreed upon by the class. Such planning and discussion provide endless opportunities for self- expression and pupil growth. 446 ELEMENTARY SCHOOL PRINCIPALS Pupil librarians in the “Toyerie” keep a record of the toys bor- rowed, their condition at the time of lending, and their condition on the day returned. In general, toys are returned in good condition, be- cause the children are aware that their borrowing privilege will be curtailed if a toy has been mishandled. Normal mortality in toys is, of course, taken into consideration. A supervising teacher, who is a WPA assistant, has general charge of the project and the functioning of the pupil committee. Upon return of the toys, they are exposed to sunshine or fresh air for at least twenty-four hours, and are washed in a disinfecting solu- tion as an additional safeguard against contagion. A committee of parents takes care of the latter process, and the service is willingly rendered. Children developing contagious diseases are not required to return their toys. Thus, future borrowers are protected and both pupils and parents are made health-conscious. Broken or discolored toys are mended and repainted, either in class or at home, by pupils with shop- work ability. The idea of cooperation is thus further fostered. Toys may also be borrowed for classroom use during school hours. Teachers and pupils know what toys are available for this purpose, and they borrow those which can be used as visual and objective aids in their current class work. A toy microscope, sewing machine, train, safety signals, and many other toys are valuable for illustrative teaching. Objectives achieved—The above description has suggested some of the values of a toy lending library in curriculum enrichment. Critical thinking is developed in planning the project, in repairing the toys, and in offering suggestions for improvement of the library. Cooperation is developed when children play together in a spirit of fairness and sportsmanship. This outcome is evident also when children are careful of toys so that others may use them—when they realize that the toys are for the many rather than for any single individual. In keeping records, in repairing and repainting toys, and in actually making toys for other children to use, the pupils are expressing themselves and are applying many basic knowledges and skills for which they now see the need. It is difficult to estimate just how much opportunity is provided for the realization and development of the child’s individual aptitudes. Character development, we believe, is an equally important outcome of the toy library project. Taking care of toys, assuming responsibility for them, contributing toys to the library, practicing desirable social attitudes toward other children, making an effort to improve in ability or skill while using the toys—all these things tend to develop good character. In our own school community, with its underprivileged ENRICHMENT MATERIALS AND EQUIPMENT 447 —_—— children, the temporary ownership of toys apparently reduces the temptation to steal from other children or from store counters. Fur- thermore, when the children are kept profitably occupied with toys, they are less likely to engage in undesirable activities that might lead to delinquency. However, so far as the children themselves are concerned, the recrea- tional phase is the one most stressed. Games, both active and passive, are available for individuals and groups. Leisure time at home and in the neighborhood is occupied healthfully and happily. Children do not find it so necessary to play on the streets; they have their own friendly groups in which, with the aid of well-chosen playthings, they can enjoy plenty of safe and wholesome fun. Daily we see our children growing thru the educational and recrea- tional values of attractive toys that may be taken home. Our experience leads us to believe that the toy lending library actually does enrich the lives of children, both in and out of school. ors are no longer regarded merely as things to amuse chil- Rick Play is an essential of childhood, and toys are the tools of play. Modern education recognizes that wisely chosen play materials perform specific functions in a child’s development. Furthermore, through play the child lays the foundation for the development of a wholesome personality and the ability to ad- just satisfactorily to the world in which he lives. The best preparation we know of for a happy, successful adulthood is a happy, wholesome childhood.—Kawin, Ethel, The Wise Choice of Toys, University of Chicago Press, 1938, p. 1. (Quoted by permission of the publishers.) 448 ELEMENTARY SCHOOL PRINCIPALS 15. 16. 17. 18. SELECTED REFERENCES . ASSOCIATION FOR CHILDHOOD EpucaTiIonN, CoMMITTEE ON EQUIPMENT ANp Suppiies. Equipment and Supplies. Revised edition. Washington, D. C.: the Association, 1939. 48 p. . CALIFORNIA CurRICULUM Commission. T'eachers’ Guide to Child Develop- i ment in the Intermediate Grades. Sacramento, Calif.: State Depart- ment of Education, 1936. Chapter 4, “Textbooks and Other Instructional Materials,” p. 48-65. . Dats, Epaar, and orners. Motion Pictures in Education. New York: H. W, Wilson Co., 1937. 472 p. . Date, Epear. “Using New Educational Tools.” Hducational Method 18: 347- 52; April 1939. . Davis, Mary Dasney. “Teaching Aids for Teachers.” School Life 24: 144-47; February 1939. . Derew, Outs. Children’s Literature by Grades and T'ypes. Boston: Ginn and Co., 1938. 706 p. . EtsensperG, Azriet L. Children and Radio Programs. New York: Columbia University Press, 1936. 240 p. . Farco, Lucite F. Activity Book for School Libraries. Chicago: American Li- brary Association, 1938. 208 p. . Gray, Howarp A. “Audio-visual Learning Aids for the Primary Grades.” Ele- mentary School Journal 38: 509-17; March 1938. . Hopan, C. F.; Hosan, C. F., Jr.; and Zisman, S. B. Visualizing the Curriculum. New York: Cordon Co., 1937. 300 p. . Hovious, Caron. Flying the Printways. Boston: D. C. Heath and Co., 1938. 525 p. . Kauuen, Miriam. A Primary Teacher Steps Out. New York: Lothrop, Lee and Shepard Co., 1936. 241 p. 3. Mort, Carotyn, and Baispen, Leo B. The Children’s Book on How To Use Books and Libraries. New York: Charles Scribner’s Sons, 1937. 207 p. . NationaL Epucation AssoctaTION, DEPARTMENT OF ELEMENTARY SCHOOL PRIN- crpaLs. Aids to Teaching in the Elementary School. Thirteenth Yearbook. Washington, D. C.: the Department, 1934. 416 p. NATIONAL EpucaTion ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRIN- cipaLs. Newer Practices in Reading in the Elementary School. Seven- teenth Yearbook. Washington, D. C.: the Department, 1938. Chapters 7 and 8, p. 423-518. “Portfolio of Visual Aids to Education.” Nation’s Schools 23: 33-48; June 1939. Rutey, Noma. “A Picture Library and Its Use.” Journal of Geography 37: 202- 205; May 1938. SrrickLtanp, Rutu G. A Study of the Possibilities of Graphs as a Means of Instruction in the First Four Grades of the Elementary School. Contribu- tions to Education, No. 745. New York: Teachers College, Columbia Uni- versity, 1938. 172 p. . VauGHAN, Frances M. “Book Service for Kindergarten and Primary Grades.” American Library Association Bulletin 31: 443-48; August 1937 . WenNerstTROM, LILuIAN. “Education by Radio in Cleveland.” Education Digest 4: 48-50; April 1939. a > Te, = mn p- al WV. ; of ibu- Jni- gest CHAPTER VI MAKING USE OF COMMUNITY RESOURCES EDITORIAL COMMENT cannot take the place of pupil experience in many real-life situa- tions. While some kinds of direct experience can be obtained within the school, other kinds must be sought beyond the school walls. The development of broad social insight and of cooperation for the common good calls for firsthand study of community life and for pupil participa- tion in community improvement. In science and nature study also the out-of-school environment offers superior opportunities for concrete and purposeful learning and for the growth of appreciations. Curriculum enrichment of a different kind may be contributed by individuals and agencies in the local community. The varied back- grounds and interests of adults can be used to extend and vitalize the school experiences of children. Theaters, play centers, radio stations, and other institutions can help teachers directly thru their educational and recreational programs. As is evident thruout this yearbook, community resources are being used in a wide variety of school activities. This chapter gives special consideration to the possibilities in this field. In the opening article Harap reviews and illustrates a number of these possibilities. Jones tells how one school studied local institutions, made trips to nearby communities, and cooperated with cultural and recreational agencies. Horsman describes local excursions taken by children in various grades. Lipe reports the procedures and outcomes of a second-grade study of community life. Yoder tells of vitalizing seventh-grade geography thru class journeys to industrial plants. Robertson shows how an excursion to a distant city was planned and executed by fourth-grade pupils under careful supervision. In the next article Newell discusses the contributions of parents to the program in her school. Johnson tells how adult sponsors for all grades helped enrich pupil activities thru their knowledge and experi- ence in particular fields. The concluding article, by Sutton, tells how three rural communities cooperated with a state university in providing schools for children during the summer vacation. A selected list of references on the school use of community resources will be found on page 505.—Editorial Committee. [coer as are visual and auditory aids in the classroom, they [ 449 ] 450 ELEMENTARY SCHOOL PRINCIPALS SCOPE OF AN EFFECTIVE SCHOOL PROGRAM FOR UTILIZING COMMUNITY RESOURCES Henry Harap Professor of Education, George Peabody College for Teachers, Nashville, Tennessee boundaries and using many social institutions in common. It probably would be universally accepted that one of the most im- portant purposes of the school is to improve living in the community. There are those, however, who maintain that the study of a par- ticular community is too narrow and confining. The writer can see no conceivable basis for such a point of view. The culture of the people— that is, the whole of the life of the people—comes to a focus in the local community. From this center the pupils may reach out in all directions to the remotest people and the remotest country. In time it may be possible to reach back into the past and forward into the future. It may also be necessary at times to delve deeply into all the reservoirs of systematic knowledge. In the belief that every community offers invaluable opportunities for curriculum enrichment, this article discusses the school activities thru which such opportunities may be effectively utilized. Making a community survey—lIt is highly desirable, in making use of community resources, to begin with a survey of the life of the com- munity. The thoroness with which the survey is carried out will vary from community to community, depending upon educational leader- ship, the quality of the teaching staff, the availability of data, and other factors. But no school or school system should be deterred from making such a survey on the pretext that it does not have the required technical ability. The writer has had sufficient direct experience with a number of groups, including college students and several small school systems, to be convinced that a highly valuable study of the community can be made by the average teaching staff. The group engaged in the survey first determines the important phases of community life to be studied. Experience has revealed from ten to fifteen phases which deserve attention, such as the following: (1) brief history of the county, (2) topography and natural resources, (3) population, (4) health, (5) home and family life, (6) recreation, (7) government, (8) organized group life, (9) economic life, (10) com- munication and transportation, (11) the arts, and (12) public and pri- vate welfare work. The basic outline or schedule for the study of each phase is then de- veloped by a committee or an individual responsible for that phase. | COMMUNITY is a group of families living within fairly definite — see ite It m- II's use m- ary ler- and red vith 00] ity ant rom ng: ces, ion, pri- de- ase. MAKING USE oF ComMuUNITY RESOURCES 451 There are a half dozen available survey guides which make it relatively simple to formulate an outline for each major classification.’ It is im- portant that each community make its own outline because local con- ditions vary. Information may be secured by observation, interview, and the study of statistical reports and other documentary sources. The public library, the chamber of commerce, the local newspapers, and governmental agencies may have the necessary data. During the past few years many local and regional studies have been made by relief agencies. The use of such material saves much direct gathering of information. Each chap- ter of the survey report is prepared by a committee and is considered in conference. When generally accepted, it is ready to be incorporated in the complete report. It is very important for educative purposes that all members of the survey staff participate in the planning and evalua- tion at every stage in the production of the survey report. With the survey data gathered and conveniently organized, the next task consists of segregating those community needs which will form the basis of good learning situations. To illustrate this step, let us consider a hypothetical case: A survey reveals that a region is rich in timber resources which are not fully utilized. The class then might undertake to discover what uses are now made of the timber and what new uses might be made of it. Are the timber resources being wasted, and is there a need to conserve them? Since there is a growing pulp industry in the region, what is the possible relation of the timber resources to this in- dustry? What other local industries are making use of the plentiful supply of timber in the region? Another phase of this survey shows that malaria ranks first among the diseases in the region. Is this a problem for the school? Why do so many people in the region have malaria? What is its cause? How may it be prevented? What role may children play in reducing the incidence of malaria? The survey also reveals the increasingly important role that the gov- ernment plays in welfare work. The pupils might undertake to study the whole federal program in this field. Since the data are made public, they could be analyzed to discover the number of persons who have been aided and the extent and variety of physical improvements that have been made. Is the federal program of relief likely to become permanent and, if so, what will be the effect upon the region? These are typical of 1 For example, see: Harap, Henry. An Outline for a Community Survey. Bulletin No. 64. Nash- ville, Tenn.: Curriculum Laboratory, George Peabody College for Teachers, 1938. 8 p. (Mimeo.) 10¢. § Curriculum Laboratory, George Peabody College for Teachers. Bibliography of Aids in Making a Community Survey. Brief Items No. 4. Nashville, Tenn.: the Curriculum Laboratory, 1937. 2 p. (Mimeo.) 4¢. 1 452 ELEMENTARY SCHOOL PRINCIPALS a great many problems which are revealed by such a survey and which may become the basis of classroom learning activities. Including community problems in the curriculum—When the en- vironmental problems have been isolated and clearly formulated, they should be brought to the attention of all the teachers in the community, The teaching staff should be requested to make a list of those problems which are appropriate for study in each particular grade or subject field. Each teacher then may be urged to plan learning units around the problems for her own grade or subject. Probably the most fruitful possi- bilities for the development of such units lie in the social studies courses, Much of the learning in the social studies at present is uninspired be- cause it is too closely bound up with the textbook. Problems revealed by the survey of community living offer many challenging situations for inquiry and research which should deepen the social understanding of the pupil and ultimately contribute to the improvement of living in his locality. Too much of the learning program of children in school is theoretical. The community survey gives teachers an insight into the possibilities of developing courses around practical problems of life. In building such courses the teachers may draw extensively on the community needs as revealed by the survey. These will give learning a vitality and a reality which it needs if it is to challenge the interests and abilities of pupils. The most advantageous use of problems revealed by a community survey lies in the gradual development of a core curriculum, based upon the several important areas of community living. Such a curriculum will embrace the common needs, activities, and responsibilities of both chil- dren and adults. Children’s contributions to community improvement—In recent years many dramatic instances of school projects in community improvement have been described in books and periodicals. While these enterprises have great immediate social value, it is equally significant that they offer excellent opportunities for learning and growth. They bring out all the values stressed in our current emphasis on the development of social insight. They provide opportunities for critical thinking and develop the ability to solve problems. They cultivate a disposition to act for the general welfare and they give the pupil a glimpse into underlying social forces. These projects in community improvement provide an opportunity for the pupil to originate, plan, and direct an enterprise. They provide | for cooperative or group activity in which young learners assume sig- | nificant responsibilities. There are abundant opportunities for seli- : expression and for adjustment to individual interests. The pupils have many meaningful and socially real experiences. They make extensive —__— ... = an —_ ich en- hey ity. ems eld. the Ssl- 'SeS. be- 1 by for g of his ical. ities such Is as lity Is. nity 1pon will chil- rears nent rises they it all ocial relop r the ocial inity vide sig- self- have nsive Maxine Use or Community RESOURCES 453 use of concrete illustrative material and they are obliged to use con- temporary, authoritative sources of information. Numerous problems, hitherto neglected by the school, await solution in the local community. There is no reason why many of these problems should not be included in the curriculum of the upper elementary grades. While the study of community problems is most commonly found on the secondary-school level, there has been sufficient experi- ence with gardening, health, and similar projects in the upper elemen- tary grades to assure resourceful teachers in these grades of considerable success in dealing with other areas of community life. A recent article 2 mentions a surprisingly large variety of elementary-school projects, such as removing debris bordering a school playground and planting twenty kinds of wild flowers; planning and building two community playgrounds; transforming an unsightly clay bank into a beautiful rock garden and open-air theater; drawing parents into musical entertain- ments; developing a cooperative community library; giving marionette performances for parents in the homes of foreign children; stimulating home canning in country homes; developing water systems in the homes of mountain children; giving a party and entertainment for the inmates of a home for aged women; sending books and instructional supplies to a distant rural school; giving a Christmas party in a home for very young children; participating in a campaign to prevent fires in the neighborhood; assisting in the regulation of traffic; and gathering acorns to be used as winter food for quail. In Covington County,* Alabama, a sensitive teacher became aware of the need for bringing a little beauty to home surroundings which were generally bare and drab. Hardly 2 percent of the dwellings had any flowers growing around them. An excursion introduced a group of sixth- grade children to grass and flowers on carefully arranged lawns. Farm journals containing illustrations of home beautification were brought in by the children. The cost of seed was investigated, and the children began to plan a flower bed for themselves. They studied seed catalogs and looked up methods of planting and cultivation in bulletins and magazines. They made some elementary analyses of soil and found that they needed to secure the help of the farm demonstration agent. Some advice was also secured from the state college of agriculture on how to transplant native shrubs and how to arrange the plants on a lawn. In the spring several homes showed an unusual and gratifying change from slovenly and cluttered sand wastes to grassy lawns with attrac- tive landscaping. This was followed by a flower show held in the school ? White, L., compiler. “(Community Enterprises of Elementary School Children.” Childhood Education 13: 225-28; January 1937. Alabama State Department of Education. Procedures in Large Unit Teaching. Curriculum Bulletin No. 4. Montgomery, Ala.: the Department, 1937. p. 187-93. 454 ELEMENTARY SCHOOL PRINCIPALS auditorium. The children began noticing vases of flowers in the churches they attended and in the homes they visited. They brought flowers to school and arranged and exhibited them in the classroom. The whole experience helped to improve the appearance of the school and the homes in the community and gave the children a new insight into the value of art in community life. A recent volume * summarizes a large number of socially useful com- munity enterprises carried on by schools in the United States and abroad. One group of projects represented in this book is concerned with the protection of the school community from traffic and other accidents, For example, in an East Greenville, Pennsylvania, school a captain and lieutenant select a patrol which directs traffic and helps in the super- vision of fire drills. Numerous enterprises in cooperative improvement and decoration of the community are reported also. Garden City in Worcester, Massachu- setts, is a self-governing community of boys and girls who, in coopera- tion with the local police department, plant and work their own gar- dens on deeded property, using seeds supplied by their own organiza- tion. During a period of ten years, the records show that no junior citi- zen among the several thousand has committed a criminal offense. At Flomaton, Alabama, the fourth- and fifth-grade pupils, dissatisfied with the schoolgrounds, drew up a plan for landscaping, dug up shrubs in the woods, and planted these around the schoolhouse according to their plan. On the island of St. Helena in South Carolina the pupils in the Penn School induced their parents to set aside an acre of land to be worked by them as a learning project. Up to the time of this experiment, cotton was the only crop raised on this land. The pupils, however, undertook to raise corn, and the first year their crop was valued at $3000. Later they experimented with crops for a typical island farm, including food for home use, feed for the stock, and crops for land improvement. While the federal government completed the Hillside Housing Project in New York City, the faculty in the nearby school suggested that the children be permitted to furnish a single apartment in accordance with a fairly good standard of beauty and utility. The entire responsibility of furnishing and decorating the rooms was assumed by the several classes. Most of the furniture was built in the school shops, and the drapes and textiles were woven or pieced together in the workrooms und studios of the school. Widespread interest in community study—A number of states, coun- ties, and cities have prepared pamphlets designed to stimulate interest 4Hanna, Paul R., and others. Youth Serves the Community. New York: D. Appleton-Century Co., 1936. 303 p. MAKING Use or ComMuNITY RESOURCES 455 les in community study among teachers. A half dozen southern states work- to ing on long-time programs of curriculum development have included ole social and economic surveys of state resources. The state departments ‘he of education in Pennsylvania * and Michigan ® also have prepared in- he yentories of their human and natural resources. All of these publications have stressed the use of local resources in the curriculum. In addition, m- the Alabama State Department of Education? has published a work- ind book for community analysis. Westchester County, New York, has for ith several years prepared pamphlets to help the children understand the its. history, geology, and industries of the region in which they live. The ind last of these publications * describes twenty-two specific industries, er- nearly all of which may be visited by children. A number of curriculum bulletins issued by state and city school sys- | of tems include sections in which the use of the natural and social environ- hu- ment is discussed. The most recent of these are the California,® Pasa- Ta- dena,’® and Michigan '! bulletins. Some years ago the schools of Oak- ar- land, California, published a handbook '* describing the experiences 2a- of twenty-five teachers in making school journeys. One of these teach- iti- ers organized all her work around living situations and made a total of At twenty-five community contacts. More recently the San Jose school fied system issued a leaflet entitled Interesting Places to Visit,1* which in- ubs cludes suggestions on preparing for trips and a list of possible journeys r to organized around major community activities. This leaflet enables the teacher conveniently to select and arrange for any one of ninety-seven enn field trips. The newest publication in this field that has come to the ked writer’s attention is entitled Expanding the Classroom ‘* and was issued tton by the Pennsylvania Department of Public Instruction in September 00k 1938. It contains a discussion of the place of the school journey in the ater school curriculum. Seven teachers report their experiences on journeys food to such places as a farm, a store, an artists’ colony, and a museum. An . 5 Pennsylvania Department of Public Instruction. Increased Social Opportunity through Com- ject munity Planning. Harrisburg, Pa.: the Department, 1936. 36 p. the ®Michigan Department of Public Instruction. Michigan Today. Bulletin No. 307. Lansing, : Mich.: the Department, 1938. 301 p. with TAlabama State Department of Education. Survey Work-Book for Community Analysis. Bulle- ons tin No. 2. Montgomery, Ala.: the Department, 1937. ility *Park Avenue Elementary School, Teachers and Pupils. Port Chester's 100 Years. White Plains, reral N. Y.: Superintendent of Schools, 1937. 28 p. 25¢. *California Curriculum Commission. Teachers’ Guide to Child Development: Manual for the Kindergarten and Primary Teachers. Sacramento: State Department of Education, 1930. 658 p. "Pasadena City Schools. Suggestions to Teachers in Guiding Pupil Experience. Pasadena, Ooms Calif.: the Schools, 1936. "Michigan Department of Public Instruction. Instructional Guide for Elementary Schools. Bulletin No. 301. Lansing, Mich.: the Department, 1936. oun- 2 Oakland Public Schools. Some Oakland School Journeys. Course of Study Series No. 125. t Oakland, Calif.: the Schools, 1931. eres San Jose Elementary Schools. Interesting Places to Visit. San Jose, Calif.: the Schools, 1938. 16 p. entury “Pennsylvania Department of Public Instruction. Expanding the Classroom. Harrisburg, Pa.: the Department, 1938. 72 p. 456 ELEMENTARY SCHOOL PRINCIPALS appendix contains suggested schedules of journeys for different types of schools and a list of places of interest in each county of the state. The Minneapolis school system has an organized field-trip service for teachers and pupils. The program involves the participation of over 30,000 children a year. A field worker devotes full time to providing helps for teachers, arranging for transportation, and making contacts with the institutions to be visited. The service is supplied at the request of the individual teacher. Making school journeys an integral part of learning units—Some teachers seem to have the impression that the making of a journey js an independent activity to be grafted upon the curriculum. Nothing is further from the truth. Any contacts that children make with the com- munity should be an integral part of a particular learning enterprise, Sometimes the environmental agencies, materials, and conditions may even be brought into the classroom to good advantage. There should be a constant flow of activity to and from the school building. Let us see how a unit of work on the purification of water involved environmental contacts. Some pupils in Cleveland wished to study the city water supply system. They investigated the intake of water in the | school building and in their own homes. From the telephone book they found out how the department of public utilities was organized, and a diagram of the organization was made. A letter was written to the divi- sion of water and heat asking for printed materials and for permission to visit a filtration plant. The study of a leaflet supplied by this division led to the problem of reading water meters. The inquiry made it neces- sary to use firsthand sources of information, such as government pamph- lets, city records, newspapers, letters from officials, maps, charts, and blueprints. The trip to the filtration plant led to an extended inquiry planned by the children. They asked many questions, and these were later recorded in class. They brought back samples of raw water and alum. Questions arose later which had to be answered by study or by sending letters of inquiry to officials. A reference to the purity of rain water resulted in an actual experi ment in washing the hands in rain water and in ordinary city water. A pupil brought in a water bill, and the class recomputed it on blanks secured from the division of water and heat. The filtration plants, pumping stations, and reservoirs comprising the water supply system were indicated on an outline map prepared especially for this purpose. This map was used also to show the route followed in going by auto- mobile to the filtration plant visited. On the basis of a blueprint fur- nished by the filtration plant, a complete diagram was made showing clearly the eight steps in the process of purifying water. The complete “eo: unit involved the following direct contacts with the community: corre: | ——.. types ate, ce for Over riding ntacts quest -Some ney is ing is ' com- prise. 3 may should volved ly the in the < they and a 2 divi- 1ission Vision neces- amph- s, and f nquiry e were er and or by oxperi- water. blanks plants, system rpose. r auto- nt fur- howing mplete corre- MAKING UsgE oF ComMuUNITY RESOURCES 457 spondence with city officials, use of the public library, use of documents, and a field trip to a filtration plant. It also included the constant use of materials and equipment from the home, shop, and public building. In connection with the work of the department of social studies at the University of Minnesota, an experiment in pupil study of commu- nity life has been carried on in cooperation with several communities of the state. Each teacher formulated a general picture of her commu- nity. In one rural center, the children’s inquiries began after the rural mail carrier had talked to them and gradually spread to include a com- prehensive study of the postal service. In an isolated rural community, a broad interest in American history grew out of a study of how the local people came to make their homes in Minnesota. The fifth grade in the laboratory school at Moorhead State Teachers College explored the evidences of Roman contributions in use today. They took pictures of public buildings and bridges. The state attorney talked to the chil- dren on elements of Roman law in Moorhead courts. During a period of several days the writer visited small schools and larger consolidated schools at widely separated points in Arkansas and observed a number of classes in which teachers were extending learning into the community. In one class the children had built birdhouses, brought in birdhouses, and made detailed plans for the protection of birds in the neighborhood. The same group was making plans for the planting of a garden for each child, this garden to be cared for inde- pendently during the summer vacation. A second grade was conducting areal grocery store, the children carrying out transactions among them- selves and with wholesale grocers. Another second grade was conduct- ing a class post office which involved the actual exchange of letters and was based upon a close contact with the town post office. In a first-grade class, tools were brought from home, boxes were furnished by store- keepers, and lumber was bought at the lumber yard for construction purposes. A third-grade group working on houses was getting ready to go to the sawmill. A sixth grade was conducting a class bank, the deposits of which were taken weekly to the downtown bank. Conclusion—It seems safe to predict that the emerging curriculum will be concerned with the improvement of living in the community. The pupil will have increasing contact with his natural and social environment. The whole community will serve as a laboratory for learn- ing. The school will be a community of children within a larger social community, and its program will touch every phase of group experience —home life, government, industry, commerce, recreation, transporta- tion, communication, and organized social life. The school of the future will indeed be a community school. 458 ELEMENTARY SCHOOL PRINCIPALS SOME EXPERIENCES IN USING COMMUNITY RESOURCES Anna B. JoNES Principal, Cucamonga School, Cucamonga, California HE FUNCTION of modern education is threefold: to assist each individual in developing his own personality to its fullest, to prepare the individual for adjusting to society, and to prepare the individual for helping to readjust society... . A school which draws its curriculum vitally out of the society it serves occupies a position in relation to human progress unparalleled by any institu- tion.” + This article tells some of the ways in which the teachers of the Cucamonga School have undertaken to use community resources, both local and more remote, in giving children insight into the condi- tions, demands, and limitations of the society in which they live. STUDYING INSTITUTIONS IN THE LocaL COMMUNITY The railroad—We begin to awaken an interest in, and a responsi- bility for, the community in our pre-primer or vocabulary group by acquainting the children with the train that passes by the school premises and with the depot that is a short block away. The teacher takes these six-year-olds out to see the train as it passes. Returning to their classroom, they re-enact the drama of the moving train in rhythmic play and in building with their blocks. They build the tracks, engines, cars, the depot, and the garage (roundhouse) for the engines. When problems come up that cannot be solved in the classroom, the group takes another walk, makes closer observation and investigation of the real railroad, and returns to the room to continue the planning and operation of its own railroad. Thru these activities the children learn to express themselves better; they learn new words and phrases which will be included in cooperative stories as the group advances toward reading readiness; and they learn something important about their out-of-school environment. The home—We endeavor to enrich the lives of the first-grade chil- dren by giving them many experiences which will help them to appre- ciate home life, including their relationships with father aud mother, baby, older brother and sister, and the pets that live with them. Our children come from homes having meager surroundings and few com- forts, but the family circle is very close and the children take great interest in reliving thru dramatic play the experiences of the home. They also enjoy making visits to homes of various types. A favorite 1 California Elementary School Principals’ Association. Current Curricular Practices in Elemen- tary Education. Ninth Yearbook. Sacramento, Calif.: the Association, 1937. p. 12, 23. Ss MAKING USE or Community RESOURCES 459 excursion is that taken to one of the better homes in the community, where the use of the kitchen, the dining room, the bedroom, the bath, and the living rooms with their furnishings are discussed. Later the children visit a home that is still more modern and expensive. The inspection of several homes representing different economic levels extends the children’s understanding of housing conditions and helps them in planning their own “play” house. They decide not to build a home that is very poor or one that is too expensive, but to construct one that provides the following accommodations and con- veniences: (1) a kitchen with a sink, gas stove, drain board, cupboard, refrigerator, electric light, curtains at the windows, linoleum on the floor, etc.; (2) a living room (which also serves as a dining room) with a comfortable chair in which father can sit and read by the open fireplace, a settee on which the company may sit, a rocking chair in which mother can sit and sew or knit, a bookcase or shelves on which are books and a radio, a center table with a bowl of flowers, and a lovely rag rug; and (3) a bedroom with a bed in which a doll is sleep- ing, a dressing table, a small chair, and a rug on the floor. The children make all the furniture for their house from boxes brought from home or given to them by stores and an orange packing house. Orange packing boxes are ideal material for this purpose. Empty spools are used for making cupboard knobs, stove knobs, and control knobs for the radio, which is also made from a box. The doll’s clothes are made of cloth brought from home, and the rugs are braided from carpet rags that the girls have cut and sewed together. Thus, these boys and girls are vicariously but vitally living the life of adults in a modern home. They are learning to live happily and effectively in a democratic society, cooperating and sharing with one another and carrying back from the school some of this happy experience into their own meager homes. In addition to their study of the home, the children are taken on trips to investigate other institutions in the neighborhood, including stores, the garage, the service station, the barber shop, the restaurant, and the orange packing plant. Each of these excursions is followed by per- tinent discussion, planning, building with blocks, and painting pictures of things seen on the trip. The farm—We live in a rural community where we have access to large ranches, vineyards, orange groves, peach orchards, alfalfa and dairy ranches, and stock farms. Two years ago the second grade visited a large dairy farm where more than 3000 turkeys, thousands of chick- ens, and hundreds of hogs were raised in connection with the dairy of 600 cows. Last year the group visited a small dairy near home. The experience of visiting the large ranch gave the children some knowledge 460 ELEMENTARY SCHOOL PRINCIPALS of the dependence of the large cities upon the country, as the milk, poultry, and eggs from the ranch are shipped to Los Angeles daily. On the other hand, they found that the small dairy at home distributes all of its products among the people of the local community. The owners of these dairies were exceedingly cooperative, explaining just where the cows stand, how they are fed and milked, how the milk is separated and pasteurized, how the bottles are washed, filled, and capped, and how all the machinery of the plant operates. After such an excursion the group returns to the classroom to discuss what it has seen and to construct some of the things in miniature. Sometimes the children build a farm of many activities, including fruit-growing, stock- raising, dairying, and poultry-raising. Last year the group built a dairy barn and a large silo. Lumber for such projects is brought by the children. Sometimes they also bring baby chicks and rabbits, which they care for at school. ExcursIons TO OTHER COMMUNITIES In the third grade we begin a more complete study of community life, extending the scope of investigation to other communities nearby. We visit such places as the library, the post office, the bakery, the fire department, the orange packing plant, a grocery store, and a service station with adjoining garage both in our own town and in the neigh- boring city four miles away, making comparative studies of the indus- tries in the two communities. Visiting government and business institutions—In the development of a post office unit two years ago the postmaster was deeply interested and most cooperative. He gave the children stamping pads, interesting and informative materials to read, and many kinds of stamps. He even sent a mail carrier to the school with letters to the children, and on the closing day of the unit he sent by special delivery a package containing candy for each child and made a personal visit to the room to enjoy the program given by the children. These children had written original poetry and songs about the postman. They also wrote their own playlet, made their own costumes, and then invited their parents and friends to see the play. Last year the same group developed a bakery unit. As we have no wholesale bakery in our small community, the children visited the one in the nearby city. The teacher telephoned in advance and made ar- rangements for a visit on a certain day, and the school bus transported the children. At the close of the tour of inspection, the manager gave each child a golden-brown nut-and-raisin cookie, baked in the oven which the class had inspected. A new bond was thus established between the school and a business enterprise. k, ies he ist is nd ich 1as the ck- L a by ‘ich nity rby. fire vice igh- dus- nent sted sting even 1 the ining njoy ginal own ; and ve no e one le ar- orted gave oven tween MAKING USE or CoMMUNITY RESOURCES 461 Visiting a public library—Another third-grade group took an equally interesting excursion to the same community, visiting the children’s department of the public library. The children had previously planned their own behavior and had discussed the things they would like to see on the trip. The librarian received them kindly, explained library procedures, told them about observing certain days and weeks of importance, and informed them of the library’s membership in a doll club that collects dolls from many lands. She then invited the children to look about the room and examine any books they wished. After some fifteen minutes of browsing, they were asked to be reseated while she told them a delightful story. At the close of this visit the teacher and class were cordially invited to return and be special guests at a program to be given by the library during Book Week. As a result of the excursion, a letter of appreciation was written to the librarian, and two bookeases and a reading table were constructed for classroom use by these eight- and nine-year-old children. The children also made a splendid collection of pictures, bringing them from home or obtaining them from friends in the community and mounting and filing them neatly and artistically for future reference work. They made their own borrowers’ cards and book cards, and carried on the entire library project in a commendable manner. Other interesting trips—Two years ago the fourth grade made a study of wild life, stressing the animals of the countries to which they traveled in imagination during their social studies periods. After a rather intensive study of the characteristics of many well-known wild animals, the group planned a journey by bus to Zoo Park in Los Angeles, a distance of fifty miles. Arrangements were made with the park manager for the children to visit the zoo at a certain time. When the larger wild animals and birds had been seen, the group went across the street and visited an alligator farm, where more than a thousand alligators of all ages and sizes were being raised. These experiences were invaluable in vitalizing the knowledge of animals which the youngsters had obtained from books and pictures. Last year the fourth grade centered its interest in a study of Chinese life. Excursions were taken to a Chinese shop in the neighboring city and to a Chinese vegetable garden. Arrangements were also made to have a Chinese exchange student from a nearby college speak to the group on the customs of her native land. In a study of the Westward Movement and the Pony Express, the fifth grade took a journey to a museum about twenty miles away where there is an extensive collection of pioneer exhibits. The museum is a private institution owned by a man who has an extensive commercial business. This man took time from his business to serve as a special 462 ELEMENTARY SCHOOL PRINCIPALS guide and thus made the excursion more profitable for the children, The outcome of the trip was an increased interest, understanding, and appreciation of the pioneers. After working several weeks on a study of primitive man and his modes of living, the sixth grade went on an excursion to the Southwest Museum of Los Angeles. This was another all-day trip and a most stimulating one. At the museum the class saw a reproduction of the LaBrea Pits, skeletons of prehistoric animals and men, the Theodore Roosevelt collection of African wild animals, ancient mummies, and collections of weapons, tools, conveyances, and other things used in ancient times. All this was a revelation to the children. One of the things they did on their return to school was to paint a frieze depicting the destruction of wild life by the LaBrea Pits. The newspaper plant in the adjacent community also contributes to, and cooperates with, the activities of our school. A school newspaper is in the process of development, and rhythmic interpretations of the linotype and paper rollers are being worked out. In addition, the chil- dren have been invited by the editor of the community weekly paper to contribute news items about our school for each issue. Twenty-one miles away, at Riverside, California, there is a govern- ment Indian school known as Sherman Institute. Our seventh and eighth grades visited that school and brought back many ideas for interesting and profitable class activities, including the weaving of beaded belts and ornaments and the reproduction of huts and villages belonging to different tribes of Indians. The realization that almost in their very midst is an institution which teaches children every kind of trade as well as homemaking—a real community within a com- munity—has meant much to our boys and girls. Another group journeyed to an old Spanish ranch house of the early California days. This property is within six miles of our town and is one of the original ranchos established under Spanish grant. It is being preserved as a museum with the old furniture and living quarters intact. Here was an excellent opportunity for our children to gain an insight into the cultural background of early California. CoOPERATING WITH CULTURAL AND RECREATIONAL AGENCIES At the beginning of each school year in September we receive enough free tickets so that every child may attend the Los Angeles County Fair on a certain day. We take the children to the fair in the school bus. While no group can remain there more than an hour, many expe- riences of the trip carry over thruout the year as a fund of information stored in memory and drawn upon when needed. ren, and his vest nost the dore and d in the ting utes aper the chil- aper ern- and 3 for 4 of lages most kind com- early and It is urters in an 3 ough yunty chool expe- ation MAKING USE or CoMMUNITY RESOURCES 463 Two years ago, during the study of the Colonial Period and the Westward Movement in the fifth and eighth grades, the motion picture entitled ““Pony Express” came to the theater of our sister community. Arrangements were made with the theater manager to admit our chil- dren for ten cents each. As this is a high-priced house, the ten-cent admission was a real concession. Many of our group had never been inside this theater and so were doubly interested. To vitalize and emphasize our health and safety program we present appropriate sound movies to the boys and girls of the upper grades. To these programs the parents also are invited. At other times the girls of the seventh and eighth grades are invited by the local newspaper management to attend a cooking school in the form of a delightful and instructive sound picture. This experience carries over directly into the home. In April of each year we participate in an all-day district inter- school athletic meet held in a community about ten miles distant. On the average about forty-five boys and girls enter the various con- tests and they usually bring home their share of red, blue, and white ribbons. As the rural schools of the entire county attend this meet, the children have a wide variety of experiences and contacts during the day. In May another playday is held at the high school of our own district. The children enter the spelling and penmanship contests with other schools of the district and also enjoy the competitive athletic games and swimming. For eight consecutive years the boy and girl entering the spelling contest from our eighth grade have brought home the first-place trophy. Our music programs are enriched by listening to the “Standard Symphony Hour” on the radio. The radios are used on many other occasions as well; the children frequently listen to programs of great personal interest or to something pertaining especially to their current units of work. Often people of special talent come from neighboring towns to sing or play for the school, and there is an occasional inter- change of special music groups between our school and others nearby. There is a “little theater” known as the Padua Hills Theater at Claremont, California, six miles away, in which five of our own school graduates are employed as actors. Members of this: group perform for us gratis at graduation exercises and other large community gather- ings. They do beautiful Mexican folk dancing, sing traditional folk songs, and furnish their own accompanying music. : The Junior Red Cross is composed of two members from each of the eight grades of the school. These children engage in local service to the sick, both adults and children, and assist in needed relief at home and abroad by collecting and donating money as well as food. 464 ELEMENTARY SCHOOL PRINCIPALS At Christmas they donate food and money and take baskets and cards to the sick and needy aged people of the community, as well as sending a box of cheer to some foreign country. Last year this group prepared a box and sent it to China to cheer the hearts of some little children there. At Easter they prepare a special basket for an old ladies’ home, and once a year they compile a beautiful portfolio to send to some foreign country. Their last portfolio went to Czecho- slovakia. CONCLUSION Thru these activities and many more, the teachers and children to- gether endeavor to enrich the curriculum so that vital pupil growth will take place both in the school and in the larger community. Ef- fective use of community resources involves more than merely taking pupils on trips to the outside world. Equally important are the prep- aration for such excursions and the follow-up activities which are carried on in the school. Before each of our journeys the teacher and children plan the trip carefully and develop a background of knowl- edge about the things they are going to see. They also discuss the question of desirable behavior and decide how they will conduct them- selves on the trip. Thus the children learn to live harmoniously and cooperatively in the larger community as well as in the school. Dis- cipline becomes a pattern of acceptable behavior developed by the children themselves and not a set of regulations imposed by the school authorities. On returning from the trip the class evaluates its individual and collective behavior and takes note of points which need improve- ment. It also reviews the facts learned on the trip, decides on any matters which it wishes to investigate further, and plans construc- tional or interpretive activities related to the phases of community life observed. There is much to be gained also by bringing the community into the school. Outside individuals and organizations, when carefully se- lected, can participate to great advantage in school and classroom activities. Such participation, together with a well-planned and well- executed program of pupil excursions, will make the school a real community institution. ‘O- th if- ing p- are ind wl- the m- and Jis- the ool ual yve- any ruc- nity into se- oom vell- real MAKING UsE or ComMMUNITY RESOURCES 465 —— VISITING AND STUDYING LOCAL COMMUNITY INSTITUTIONS Rauteu D. Horsman Principal, Washington School, Mt. Lebanon, Pittsburgh, Pennsylvania nite place in presentday school programs. No longer do we look upon the class excursion as a mere pleasure jaunt for pupils and teachers. Rather, the excursion has become a search for mate- rials and experiences which will help children to understand the society in which they live, to adapt themselves to it when necessary, and to improve it whenever possible. Community resources should be used not only to stimulate interest in the more prosaic phases of classroom work, but to bring the whole school program into closer touch with life outside the school. There is probably nothing which children can study to greater advantage than the institutions which men have created to facilitate group living. Local institutions are especially appropriate for investigation in the elementary school because the children can visit them readily and can see how they affect the people’s daily lives. As a rule, the teacher’s first problem is not one of locating enough institutions to be visited, but one of choosing those that will best serve the children’s needs. Too often she overlooks some of the most valuable community resources in her quest for something new or unique. In the Washington School one of the most interesting and in- structive excursions is made when the pupils of the fourth grade begin map study. A tour is made of the immediate locality, and the streets, railways, and buildings in that area are noted with approximate dis- tances. On returning to school the children lay out a floor map ac- cording to the data they have gathered. Thus they not only learn that a map is a “scale drawing,” but they see their school neighborhood from a new point of view. ix COMMUNITY INSTITUTIONS deserve and are being given a defi- PREPARING FOR EXCURSIONS Detailed planning is essential if excursions are to be of the greatest value. Not only must the teacher arrange for the trip and prepare the pupils for it, but she must know in advance some of the ways in which the excursion experience will be utilized when the class returns to school. While it is impossible to foresee everything that may develop, careful planning will help the children to get the most out of the trip itself and to make maximum use of that experience in their subsequent activities. 466 ELEMENTARY SCHOOL PRINCIPALS = A working outline—As a guide to teachers in planning and conduct- ing pupil excursions, an outline similar to the following has been used in the Washington School: I. General consideration of curriculum aims A. What are the aims of the curriculum for each grade from the kinder. garten thru Grade VI? B. Do the aims of the intermediate and upper grades take into account the foundations laid in the preceding grades? C. How can the study of community institutions aid in attaining these goals? II. Survey of community institutions A. What institutions are present in the community? B. Where is each institution located? ‘C. What is the possibility of visiting the institution? III. Classification of institutions for excursion purposes A. What service does each institution render to the community? B. How will an understanding of this service contribute to the achievement of curriculum objectives? C. For what grade level is the study of this institution suitable? D. How far is the institution from our school? E. How much time will probably be required for an excursion to the institution? F. If the institution is to be visited, when will the trip probably be made? IV. Excursion activities A. Preparation for the excursion 1. How will pupil interest in the excursion be aroused? 2. What materials will be used to develop a background of knowledge | about the institution to be visited? 3. What preparatory activities will the children engage in? B. The excursion 1. What activities will the excursion itself include? 2. How much time will be spent on the excursion? 3. What means of transportation will be used? 4. What ideas and materials should the pupils obtain for classroom use? C. Follow-up activities 1. What pupil reactions may be expected as a result of the excursion? 2. How will the excursion experience be integrated with subsequent classroom activities? 3. What procedures will make the excursion contribute to the attain ment of curriculum objectives? 4. How may the children be led to realize that each instifytion visited is an integral part of the community? While each question in the foregoing outline is considered important. special attention is directed to those under topic III, “Classification of institutions for excursion purposes.” The teachers’ preliminary a- swers to those questions are recorded and filed for future reference, and the report submitted after each excursion covers the same items of information. Among the important institutions listed as possibilities for excursion if t —. luct- used inder- ‘count these ‘ement to the made? ywledge issroom ‘ursion? sequent . attain- 1 visited ortant, ication ry al- ‘erence, e items ursions ’ MAKING UsE oF COMMUNITY RESOURCES 467 in this locality are the following: farm, nursery, grocery store, fire house, street car station, garage, zoo, library, museum, department store, observatory, radio studio, radio transmitting station, airport, railroad station, steel mill, courthouse, community building, university, Mellon Institute, wharf, newspaper plant, post office, telephone office and exchange, canning factory, and meat-packing plant. While not all of these institutions are to be found in every locality, all communities have facilities representing many of the same general areas of activity —home life, transportation, communication, distribution of food, pro- vision of shelter, manufacturing, scientific activity, education, and other community services. Some TypicaL Excursions The following descriptive outlines show how some typical excursion projects were carried out by teachers and pupils in the Washington School.! While these projects differed in details, they were similar in general procedure and had the same ultimate objectives. In each case the organization and procedure were based upon a “simple to complex” sequence of activities. Each excursion contributed to the children’s understanding of the general topic under consideration in their grade In this school the kindergarten and first grade are concerned with the home and a few other institutions of immediate interest to young chil- dren; the second grade studies animal life, a variety of local commu- nity services, and methods of transportation; the third grade inves- tigates simple life in other lands or in earlier times; the fourth grade learns about various parts of the world in which life is not highly complicated but which are dependent upon one another in various ways; and the fifth and sixth grades gain further insight into the com- plexities of the modern world thru a study of science, manufacturing, and education. The excursions outlined here illustrate the work in the kindergarten and in the first, third, fifth, and sixth grades. A kindergarten excursion to a greenhouse—This project had its inception when a child brought several wooden cheese-boxes to school. The children decided to paint them for window boxes, and it was then suggested that the group visit the greenhouse to buy seeds and plants to put in them. Before the excursion was undertaken, the children were prepared for it by discussions of these points: 1. Things to look for at the greenhouse 2. Kinds of seeds and plants to be purchased ; Money needed to buy the seeds and plants 5 . Care of plants . Behavior on the bus and at the greenhouse. 1The following teachers conducted these excursions and furnished the information given here: Grace Leathers, Marian Underwood, Elizabeth Clark, Sara Byers, and Frances Lowman. 468 ELEMENTARY SCHOOL PRINCIPALS On returning from the greenhouse, many informal discussions about the trip were held and some interesting activities developed, as follows: 1. The children talked about the greenhouse, the flowers, the plants, the glass roof, the heat in the greenhouse, and the bus ride. 2. Someone suggested building a greenhouse in the kindergarten and the elags built one, using large floor blocks and cellophane. 3. The children took turns watering and caring for the plants. 4. The plants were given to the children’s mothers for Mother’s Day. 5. Many of the children planted their own little gardens at home. 6. The children learned many facts about plant life. A first-grade excursion to a farm—The development and outcomes of this journey are indicated in the following outline: A. Motivation and preparation 1. The children read Grandfather's Farm by Helen S. Read? 2. Bulletin boards were prepared with the following headings: “At Work on the Farm,” “Farm Buildings,” “Animals on the Farm,” “Farm Animals and Their Babies,” and “Farm Pictures from Denmark.” . Tools used on the farm were listed and discussed. . Fruits, grains, and vegetables grown on the farm were listed and described. . A life-sized representation of a cow (loaned by a druggist who had used it in a window display) was placed in the classroom and furnished the setting for a “movie” entitled “The Cow’s Visit to Our Schoolroom.” Om Cw 6. The story “At the Farm” from Peter and Peggy* was read. 7. The teacher sent the children a letter asking them to visit a farm. 8. The children decided to build a farm in the schoolroom. 9. Plans were made to visit a farm. 10. Buildings, animals, fields, and farm work were listed for observation on the trip. B. Excursion activities 1. The class traveled to the farm in the school bus. 2. The children were divided into two groups. 3. The farmer’s wife and the bus driver acted as guides. 4. The farmer’s wife took one group thru the cow barn, where the children saw grain in bins, food carriers, water fountains, and the interior of a silo . The second group was shown the tool shed, a hay rake, a corn planter, manure spreader, and a mowing machine. 6. In the barn the children saw a cow with her calf and a horse with her colt 7. Near the barn they saw sheep and lambs, pigs and baby pigs, hens and chicks, and ponies. 8. One group visited the milk house while the other visited the orchard and corn cribs. 9. The farmhouse was visited. 10. All the children visited the apple house and observed the apple grader at work. Each child was given an apple. 11. The gardens, mail boxes, ponds, and farmers at work in the fields were als0 observed. or 2 Read, Helen S. Grandfather’s Farm. New York: Charles Scribner’s Sons, 1928. 36 p. (Socidl Science Readers.) 3 Gates, Arthur I., and Huber, M. Peter and Peggy. Work-Play Books Primer. New York: Macmillan Co., 1930-32. ee bout Ws: glass Class omes rk on Is and ribed. 1 used ad the Tag ion on hildren a silo. unter, 4 er colt. ns and ard and rader at ere also D. (Social ew York: MAkine Use or CoMMUNITY RESOURCES 469 C. Outcomes 1. A miniature farm was constructed in a galvanized tin tray eight feet long and six feet wide. A house, a silo, a barn, a chicken house, a pond, a mail box, a barn bridge, walks, and fences were included. 2. A yard with grass and flowers, fields of oats, corn, and wheat, a garden of vegetables, and several trees were planted on this farm. . Charts were kept on the growth of the plants. . Many farm songs were learned and listed on charts. . The names of animals, fruits, vegetables, and buildings seen at the farm were used as spelling words. . Booklets containing pictures of farm animals and buildings were made. . Library books about farm experiences were brought to the classroom. . Farm stories in primers were read with much interest. . The pupils were encouraged to contribute pictures and stories about farm life. oe Coosa A farm trip by another first-grade class—The outline of this project follows a somewhat different form from the one just presented: A. Motivation 1. Poems and stories of farm life were read. 2. Farm songs were sung. 3. Pictures and posters of farms and farm activities were displayed and discussed. 4. Farm books were placed on the library table. 5. Pupils who had been on farms told of their experiences there. 6. The children and teacher planned the trip to the farm. B. Questions considered in preparation for the trip 1. Whose farm shall we visit? 2. How shall we go? a. Shall we ride in automobiles? b. Shall we ride in a train? c. Shall we ride in a street car? d. Shall we ride in a boat? e. Shall we ride in a bus? . What we shall look for at the farm? . What will we see in the barn? . What farm animals will we see? . What will we see in the milk house? Qo re w~ C. Reading 1. Blackboard stories were made by the children. 2. The children’s stories were read from charts. 3. The children read farm booklets made about their trip to the farm. 4. They read other farm stories. D. Music 1. The farm songs sung were “Six Little Pigs,” “Little Doggie,” “The Hen,” “The Cow,” and “Pussy Cat.” E. Art 1. The children drew pictures of their trip to the farm, including the farm animals, horses and wagons, the school bus, fruits and vegetables, and the chicken yard. 2 470 ELEMENTARY SCHOOL PRINCIPALS F. Language 1. The children discussed the trip to the farm. 2. They told stories about the trip. 3. They talked about interesting aspects of the trip, especially about the kindness with which they had been treated. G. Poems 1. These included “The Cow,” “Little Bo Peep,” “The Hen,” “I Like Little Pussy,” and “My Doggie.” H. Games - ' 1. The games played were “The Farmer in the Dell,” “The Farmer Sows the } Seed,” “Squirrels in Trees,” and “Oats, Peas, Beans, and Barley Grow.” I. Numbers 1. The distance to the farm was discussed. 2. Apples found on the farm were compared as to size. 3. The apples were counted. 4. The boys and girls making the trip were counted. J. General activities 1. The children made farm booklets. 2. They painted a frieze of a farm. A third-grade journey to a museum—During the children’s study of the early American Indian the following questions were raised: Where did these Indians come from? Are the stories we read about their an- E cestors true? How have people learned these things about the men of long ago? The discussion of these questions led to a very interesting study of early man. One child suggested that the class take a trip to the museum. There the children could learn about these early people, see some of the things they had used, and obtain a better background for understanding the stories read about them in school. Another child Cc suggested that the group first learn what it could from available books and pictures. It could then visit the museum and understand better the things to be seen there. This plan was finally agreed upon. After four weeks of group study, the teacher telephoned the head of the educational department at the Carnegie Museum in Pittsburgh and made arrangements for the class to see the available materials relating to the early caveman. She explained that the children intended to follow the study thru the early periods of human history to the dis- covery of America and thence to the consideration of the American Indians and Pilgrim life. The children were taken in the school bus to the museum, where a guide met them and conducted the tour. He showed and explained the things about which the youngsters had read in class. They saw weapons which had been used by the people of the Stone Age; learned some of the superstitions and customs of the Egyptians; saw some of the jewelry and pottery which the latter had made; observed some Babylonian als 7) he ns ry an MAKING USE oF CoMMUNITY RESOURCES 471 —— writing tablets and the Phoenician alphabet; and finally saw some representations of American Indian life, including arrow-making, pot- tery-molding, weaving, and the costumes worn by the different tribes. In the afternoon at school the children discussed what they had seen, compared the things they had read with the things they had seen, wrote stories and drew pictures for their scrapbooks, and wrote a note of thanks to their guide at the museum. From the discussion the class concluded that we still have many of the customs and superstitions of our early ancestors and that our greatest achievement has been the discovery of electricity and its uses. A trip to an observatory by fifth- and sixth-graders—The activities involved in this project are outlined below: A. Initial preparation 1. The children studied a unit entitled “Wonders of the Sky,” which touched upon the following topics: a. The solar system, including the sun (our most important star); the moon (earth’s nearest neighbor); the principal planets, comets, and meteors; the constellations visible at the time of the study; and the first-magnitude stars visible at the time of the study b. Astronomers—early and recent c. Observatories and telescopes—their types and locations. B. Excursion activities 1. An observatory was visited and the children were told of its history and present uses. 2. An expert demonstrated the mechanical operation of a telescope. 3. The children viewed the heavens thru a telescope. 4. They listened to a talk illustrated with slides showing heavenly bodies, astronomers, observatories, and telescopes. C. Integrating activities 1. The children read myths about the constellations, learning how early beliefs about stars differed from modern beliefs. 2. They drew a chart to show the relative sizes of the planets and their distances from the sun. . They discussed the world’s largest telescopes. . They took an imaginary trip to the moon. . They built a small telescope. . The activities and learnings of this unit were used by the teacher to introduce subsequent units of work. > ore oO 472 ELEMENTARY SCHOOL PRINCIPALS A SECOND-GRADE STUDY OF COMMUNITY LIFE CATHERINE LIPE Primary Teacher, Public Schools, DuQuoin, Illinois familiar group to which he must make immediate adjustment, It is the task of the school to help him make the social adap- tations that are essential to happy and successful living, both in his own immediate group and in the more complex social environment of which he will gradually become a part. An important factor in ef- fective social living is the understanding and appreciation of life in organized society. Primary teachers increasingly are helping to give children such understanding and appreciation thru a variety of ex- periences usually referred to as the “social studies.” In this way they hope to contribute to the better adjustment of human personalities and the making of better citizens. The realization of these outcomes is possible because of certain characteristics and interests of primary children. “Normal children are forever active and curious; they are constantly exploring, investi- gating, making things, and playing. If these activities are directed toward some definite, worthwhile ends, changes in habits, attitudes, and knowledge will be brought about.” ! It is by means of such changes that growth takes place, a growth that includes appreciations and skills along with knowledge, habits, and attitudes. It is by means of such changes that emotional, intellectual, and social adjustment takes place. It is not possible, however, to measure objectively all of these quali- ties, abilities, and attitudes. “In the social sciences, perhaps more than in any subject taught in the public schools, results of classroom instrue- tion and experiences cannot be evaluated by such immediate reactions as may be revealed by any form of testing.” ? Yet, altho many of the results of social studies teaching are intangible and difficult to measure, it is possible to realize certain outcomes that are definite and easily perceived. According to a committee report on curriculum revision in the St. Louis public schools,* the social studies should utilize natural activities suitable to the child’s stage of development so as to achieve the following: 1. Broadening and deepening of desirable interests 2. Improvement of necessary skills \ CHILD entering school for the first time finds himself in an un- 1Storm, Grace E. The Social Studies in the Primary Grades. Chicago: Lyons and Carnahan 1931. p. 2. 2Stormzand, Martin J., and Lewis, R. H. New Methods in the Social Studies. New York: Farrar and Rinehart, 1935. p. 181. St. Louis Public Schools. Socializing-Integrating Activities. Curriculum Bulletin No. 21. St Louis: Board of Education, 1926. p. 8-10. ain ren sti- ted Jes, ges ‘ills uch ace, ali- han ruc: ions the ure, sily n in ural ieve ahan, York: MAKING Usk or Community REsourcEs 473 3. Establishment of good habits 4. Extension of the pupil’s knowledge 5. Development of appreciations. The purpose of this article is to show how the enrichment and ex- tension of the child’s social experiences can contribute to the develop- ment of desirable social attitudes, habits, and appreciations; to growth in necessary skills; to an increase in factual knowledge; and to im- proved social adjustment. The following description tells how a study of community life undertaken by a second-grade group in a typical school situation made a definite contribution to the children’s growth in these areas. ORIGIN AND DEVELOPMENT OF THE STUDY Interest in community life was stimulated when one of the children brought to school a picture book showing various community workers —policeman, fireman, mail carrier, etc. The pictures were examined and discussed by the group. During a subsequent free period some of the children drew pictures representing different occupations, includ- ing those engaged in by the parents of certain children. The next day the children told of the occupations, such as those of filling station at- tendant and grocery clerk, which they had noticed on the way to school. They were encouraged to tell how the different workers contribute to the welfare of the community. Soon one of the children brought a large cardboard box from home. He announced that his father had a grocery store and that he was going to make a grocery store at school. The group was much inter- ested. Someone suggested that other buildings could be built also, and another child said, “Let’s build a town.” The children decided that it would be necessary to make a trip around town before beginning to build their own town. The trip was planned by the group; the children talked about what they would look for and how they would behave on the street. After returning from the trip the children told what they had ob- served and proceeded to make plans for the construction of their town. They decided to make the following buildings: grocery restaurant post office church bakery filling station bank school clothing store railroad station theater houses fire station hospital There were to be two streets: a business street and a residence street. It was decided to build the town on the classroom floor. Large card- board boxes were brought for the buildings, and committees were ap- 474 ELEMENTARY SCHOOL PRINCIPALS pointed to be responsible for the different structures. Each child indi- cated just what he wanted to build. During the process of construction it was frequently necessary to call the group together for mutual help, suggestions, and constructive criticisms. Since particular interest was evinced in the grocery, bakery, post office, and fire station, special trips were taken to those institutions and they were discussed in greater detail. The children made books containing pictures and individual and group compositions about different phases of community life. They read stories from books on the library table. At the completion of the study they presented an assembly program in which they showed their buildings, made talks, and read some of their compositions. OUTCOMES OF THE STUDY Gains in factual knowledge—This study of the community developed widening concepts thru the extension and interpretation of the chil- dren’s experiences. The children gained much of their knowledge thru actual experience, which is basic to all thinking. Excursions were used to supply most of the needed information. On these trips the children received training in what to observe and how to observe. This firsthand experience was supplemented by information gained from pictures and stories found in library books. The project helped the child to know his community—the things it does for him and how it does them. He gained an appreciation of the work of others in contributing to his welfare, safety, and enjoyment. He gained an acquaintance with the sources of raw materials. He learned how food and clothing are produced and supplied to the com- munity. Thus he made a beginning in understanding the social environ- ment in which he lives—its character, needs, and problems. Growth in basic skills—The study also afforded many opportu- nities for practice in the tool subjects. There was much purposive read- ing for information to bring before the class. A desire to read stories aloud for the enjoyment of the group led to improvement in oral read- ing. Improved reading ability was evident when the class was given the Gates word, sentence, and paragraph comprehension tests at the conclusion of the study. Thruout the unit abundant opportunity was given for the building of good language habits. The children were encouraged to speak in complete sentences. They took part in informal group discussions. There was a marked gain in their ability to make short talks before the group. Dramatic play involving community activities provided additional opportunities for creative oral expression. Both speaking and reading vocabularies were enlarged. The group received much MAKING UsE or ComMuNITY RESOURCES 475 ———_ practice in writing group and individual compositions, riddles, and letters. The following are some of the children’s compositions: | A WALK We went out for a walk. We looked at the school. We looked at the churches. Then we saw the theater. | The man opened the door of the fire station, and let us see the fire truck. We saw many other buildings. THE FIRE DEPARTMENT We went to see the fire department. A policeman opened the door, and let us see the fire truck. | A fireman told us all about the fire truck. He rang the fire bell. He showed us how the door opened and closed. ul We enjoyed seeing the fire house. d n THE GROCERY STORE d All the children in our room d went up town to see the grocery store. The grocer sells canned foods. ' He sells meat, milk, cheese, and butter. it We saw many fruits and vegetables. 1e The grocer sells bread, buns, and cookies. t. He sells candy too. re Mr. Daily gave each of us some candy. al OUR TOWN n- We are making a town. We are making the buildings of pasteboard boxes. u- Some of us are making stores. (d- Helen and Norma are making a school. a Bennie and Emma are making a church. es 7" R nas 4 We are making many more buildings. en OUR CLOTHING STORE he ; Emma and Bennie made the clothing store. It is made of a big pasteboard box. ng The box is covered with orange paper. in The sign on the store says “Clothing.” ; The awning is orange and white striped. 7 It looks very pretty. re Inside the store are dresses. led The dresses are made of paper. ing There are coats, sweaters, hats, shoes, trousers, shirts, and many other things. ich Emma and Bennie thought making the store was fun. 476 ELEMENTARY SCHOOL PRINCIPALS PLAYING IN OUR TOWN We have fun playing in our town. We played that a house was on fire. The fire engine came rushing down the street. There were people in the house that was on fire. The firemen saved the people. Then the firemen put out the fire. We played that people were walking across the street. A car ran Over a man. The ambulance came down the street in a hurry, and took him to the hospital. The man had a broken leg. The doctor took care of him. His friends came to visit him in the hospital. They brought flowers to him. He was well in a few weeks. SOME RIDDLES It is a building. It has a flag on it. You mail letters there. Guess its name. He is a man. He rides in a truck. He puts out fires. He saves people. Can you guess who this man is? It is a building. Many beds are in it. Sick people are made well there. What building is it? The study made ample provision for individual differences. The work was sufficiently varied and flexible to provide for the diverse abilities possessed by the group. Each child was successful in contributing some- thing to the completed whole. The more capable children had abundant opportunities for developing initiative and creative ability. Development of attitudes and appreciations—Progressive educators believe that one of the most effeetive methods of developing desirable attitudes in children is to give them, under careful guidance, firsthand experience with the things toward which the attitudes are to be devel- oped. This was done here by means of the excursions to various com- munity institutions. In addition, appreciation of individual and group effort in achieving a social end was fostered by the children’s working together in the building of their own little community. It is to be hoped that the social understandings obtained from these experiences will lead to an appreciation of the benefits which come to the individual thru organized society. The children should realize the contribution that others make to their pleasure and comfort. A sympathetic interest work lities ome- dant ators rable hand evel- com- zroup rking 1oped | lead thru that terest Maxine Use or Community REsources 477 in all persons whose work contributes to the maintenance and improve- ment of our social life should be developed. Thru an appreciation of civic institutions there should be built up “a social spirit of mutual good- will and service which will carry over into community living.’”’* Only the future life of the child, however, will indicate whether these aspects of our teaching have been successful. Development of desirable habits—It is possible, however, to bring about a definite and relatively rapid improvement in habits which will make for better emotional and social adjustment. Many children are so protected by their parents that they find it difficult to adapt their behavior to a social environment more complex than the one to which they are accustomed in the home. In such children the traits which make for successful adjustment at home are not successful in adjusting them to situations in the school and the larger community. An impor- tant function of the school is to bring about a better adjustment to groups and institutions outside the home. Courses in the social studies are designed to change human behavior so that people can live and work together in mutual helpfulness and security. “Training for social and civic responsibility needs to be carried on under conditions which involve actual living, behaving, cooperating, and serving in genuine worthwhile social groups.”° In building their miniature community these second-grade children engaged in cooperative activities directed toward the achievement of a common purpose for a common good. They learned to work together in the solution of common problems. Use was made of the sharing motive, for the activities of each child contributed in some measure to the success of the group. While actual work on the town was going forward, the children’s desire and ability to cooperate in the maintenance of acceptable social conditions became increasingly evident. Thru these cooperative activi- ties, desirable social habits were developed. Working together stimu- lated resourcefulness and initiative, encouraged self-reliance, perse- verance, and self-control, and provided opportunities for the exercise of courtesy and thoughtfulness. The feeling that he belonged to the group and that he was contributing his share to its undertakings was an important factor in the emotional and social adjustment of the child. The entire project made use of mental hygiene, for its goal was “to de- velop children with useful interests, spontaneity, and initiative, and an intellectual curiosity which will stimulate them further to educational efforts.’ ‘Storm, Grace E., op. cit., p. 5. 5Fancler, Della G., and Crawford, C. C. Teaching the Social Studies. Los Angeles, Calif. : C. C. Crawford (University of Southern California), 1932. p. 320. in erly ntic iced rials t in, than able y, in ad- roup upils that had ne. chools: MEASUREMENT AND GUIDANCE 529 ———_ School D—Thru a hobby club under the supervision of the viceprinci- pal, School D brought a program of enrichment to a selected group of fourth-, fifth-, and sixth-grade pupils. These pupils, who were all read- ing far above the standards for their respective grades, were permitted to participate in the activities of the hobby club during their daily reading period. A description of these activities as reported by the vice- principal follows: The children were told that they might choose anything in which they were especially interested. The only qualification was that they must study the subject thoroly and have some definite expression of this study at the end of the term. They were told they might study alone or in groups. Some boys chose to study airplanes (two groups of two’s and one group of three) ; three boys and a girl chose to study stamps; two girls (twins) wanted to make a puppet show together; one girl wanted to study insects, another books, and another pets; one girl took Egypt as her subject, and another took Spain because her father had come from there. A study outline was planned for each type of work, definite reading materials were listed, and tests were worked out. The children were permitted to work at their own speed and to use the tests as a check on themselves whenever they felt ready. When the assignments were completed the children were permitted to branch out in any direction they pleased, either in handwork or further reading. There was never any need to urge the children to work. A part of each day was given to a group meeting. Here the children planned their work and showed the results to the group for suggestions and appreciation. Their studies and reports carried them into many fields. They read a great many books from the school library, home libraries, and the public library. Magazines were consulted and newspapers were followed. The term closed with a puppet show in which the entire group took part. The twins wrote a simplified version of Hansel and Gretel, made and dressed the pup- pets, and built and painted the simple scenery. A performance was given at a school assembly. I feel that much of the growth of these pupils was beyond measurement. There was an improvement in initiative and in social attitudes that could not be expressed objectively. When I see these children working in other groups and see how inde- pendent they have become, as contrasted with the other pupils, I realize there has been a remarkable development in them. School E—This school used an adaptation of the Dransfield plan * in providing a program of enrichment for its gifted children in Grades IV, V, and VI. These pupils remained in their regular classrooms thru- out the day, and the teachers planned special units of work to broaden and deepen for them the content of the regular work of the grade. These self-administering units were organized about some phase of the social studies and provided for definite activities, excursions, research, and reports. In addition, the classroom teachers supplied objectives, refer- ences, and thought-stimulating questions. The opportunity teacher was called upon only to fill gaps or to smooth out rough spots in the tool subjects. While this program contributed little in the nature of pupil 5 Dransfield, J. Edgar. Administration of Enrichment to Superior Children in the Typical Class- room. Contributions to Education, No. 558. New York: Teachers College, Columbia University, 1983. 107 p. 530 ELEMENTARY SCHOOL PRINCIPALS planning, it made ample provision for independent work and for the carrying out of definitely assigned units. OUTCOMES AND RECOMMENDATIONS The experiments carried on in these five schools involved a continu- ous and intensive observation of gifted pupils working under the follow- ing conditions: 1. Segregation in a homogeneous age group for a major part of the school day (School A) 2. Segregation in a heterogeneous age group for special activities (Schools B and D) 3. Segregation in a homogeneous age group for special activities (School C) 4. Retention in regular classes (School E). The educational treatment of these gifted pupils ranged from the most liberal of the new-type activities to traditional assignments adapted to the pupils’ abilities. In every group the achievements which could be measured by standardized tests showed progress commensurate with the superior abilities of the children. While these results were gratifying, the committee in charge of the experiment was even more interested in the less tangible aspects of pupil growth which had to be judged subjec- tively. Such outcomes as improvement in general attitudes, gains in confidence, development of leadership, and other changes which con- tribute to better adjustment were carefully considered. Expressions of opinion were solicited from teachers, parents, and even the pupils them- selves. Space limitation prevents a discussion here of the parental satisfac- tions growing out of the experiment. In general, the parents were pleased to note that their children had responded with enthusiasm to the activi- ties and that in many cases major problems of adjustment had dis- appeared. The principals and teachers expressed some dissatisfaction because of administrative limitations, insufficient time, and inadequate equip- ment. They felt that even the best of the practices used met the needs of superior pupils only in a small measure. Yet there was general agree- ment that considerable progress had been made. It was agreed also that even if segregation of gifted children in special schools or classes were administratively possible, it would not be educationally desirable. The principals and teachers believed that under favorable conditions more phases of desired growth could be realized in a typical classroom than in a special class or school. The recommendations which follow are taken from the report which the committee made after a year of studying the progress of superior children under various types of educational organization: Z MEASUREMENT AND GUIDANCE 531 —_—_—_—_—_— 1. Enrichment should be provided for in the school life of superior children. 2. An integrated course of study from kindergarten to high school based upon major areas of social living should be developed. 3, Administration should provide for: a. Expert guidance in supervision b. More supervisory cooperation from level to level js c. Assistance in the collection and selection of pertinent reference material d. Encouragement in experimentation e. The formation of smaller classes. y 4. Teachers should attain: a. A more intensive knowledge of child development B b. A broader knowledge of the educational program. 5. Equipment should include: a. Movable furniture b. A good selection of books in the school library st c. More storage space — to d. An activity room with necessary supplies for an enriched program. be San Francisco has profited greatly from the study carried on by the th teachers and principals whose untiring efforts were devoted to meeting .g, more adequately the needs of gifted children. We feel confident that i. every superior pupil in every grade today is reaping the fruit of this i study thru a more thoughtfully planned educational program and thru _ a program of individual guidance based upon a more complete knowl- “i. edge of the child. of m- aCe : ea need for special education of gifted children is indicated sed by the large percentage of failures in our colleges and uni- vi- versities due, not to lack of capacity, but to bad habits and lis- undesirable attitudes; by the many graduates of higher insti- tutions of learning who do not feel under the slightest obliga- use tion to society which made possible their higher education; and ‘ip- by those gifted children who leave school because of dissatis- eds faction with traditional education. ins The problem is to determine the nature and extent of the hat special education required to enable the gifted child to attain at his maximum development.—White House Conference on The Child Health and Protection, Special Education: The Handi- ail capped and the Gifted, Century Co., 1931, p. 14. (Quoted by permission of the publishers.) han 532 ELEMENTARY SCHOOL PRINCIPALS ——————_.., AN EXPERIMENTAL CURRICULUM FOR RETARDED PUPILS Wim C. Rocers Principal, Hanna School, Philadelphia, Pennsylvania about a satisfactory adjustment between its curriculum and the poorest 5 percent of its pupils. The traditional curriculum was not created for these mentally retarded children, and the attempts to adjust them to it have met with indifferent success. Ordinarily, if such pupils are promoted from term to term with the “normal” part of the class, they become so far retarded academically as to constitute a major problem in class instruction. If not promoted, they become over-age for grade with resultant bad effects on their attitudes and achievement. In either case they soon recognize themselves as incompetents and failures, acquire a dislike for schoolwork, and often find undesirable ways in which to satisfy their desire for success. The solution seems to lie not in trying to adjust them to a curriculum ill suited to their needs but rather in creating an entirely different curriculum for them. The practice in many city school systems, therefore, is to isolate these pupils in special classes with a special curriculum. In Philadelphia 4.8 percent of all elementary-school pupils are in classes for the men- tally and educationally retarded. Seventy-five percent of these retarded children have 1Q’s between 65 and 89.1 In chronological age they rang from six to eighteen years altho the great majority are from ten t sixteen years of age. The youngest pupils are generally grouped in sep- arate classes in the regular elementary school which they attend, whil the older pupils of several neighboring schools are placed in ‘centers, either in the same building with regular pupils or in separate building All the special classes are of smaller than average size and are in thi hands of specially trained and qualified teachers. Several years ago the Division of Special Education in this city mad a study of the home conditions of seriously retarded pupils and of th kinds of employment into which they drifted in the years immediate!) following the close of their school careers. The study revealed that sue children made little use of academic skills acquired in school—neces sarily of low order in children of this type—and pointed to the need fc such manual skills, information about the environment, and _ socia habits as might prove useful in the home or in jobs of a relatively w skilled nature. Accordingly, a curriculum designed to meet these needs was set in the Hanna School in September 1936 and is still in operation on # | N IMPORTANT PROBLEM Of the elementary school has been to bring 1 Those with higher 1Q’s are educationally retarded for reasons other than mental dullne in en on! pring d the | Was ts to such f the najor ve for nt. In ‘lures, Lys in ie not ls but solate elphia - men- tarded range ten to in sep- , while nters,” Iding. in the y matt of the diately at suc) neces eed fa | socidl ely ul . set Uy n on ap 1 dullnes MEASUREMENT AND GUIDANCE 533 experimental basis. Pupils who are mentally and educationally re- tarded, who are twelve years of age or over, and who have spent six years in school are gathered from the special classes of surrounding elementary schools. Ordinarily pupils of this age group would be in junior high school, but because these children are all three years or more over-age for grade and have acquired at best no more than third- or fourth-grade proficiency in such skills as reading, spelling, and arithmetic, they are unable to profit from even a reduced junior high- school curriculum. There are enough special classes, twelve in all, to permit this part of the school * to be organized on a departmental basis with the children grouped according to chronological age, social ma- turity, and reading ability. The following pages describe the program provided for these children in the several fields of learning. Academic skills—Since these pupils have devoted the normal amount of time to reading and arithmetic in the elementary school, and since it is unlikely that they can ever acquire more than a rudimentary pro- ficiency in these skills or that they will have any great need for them in their daily living, only one-sixth of the school day is given to these subjects. In arithmetic, ten- or fifteen-minute drills in the four funda- mental processes as needed in making simple calculations are provided. During social science and shop periods these processes are applied to tasks requiring the solution of real arithmetical problems. For instance, the amount due for several hours of work at a specified hourly rate and the amount and cost of lumber necessary to do a certain job are worked out in the shops. In social studies periods the problems of budgeting and of purchasing foods, clothes, insurance, and other commodities likewise call for the use of simple arithmetic. In reading the emphasis is placed on understanding rather than on mere recognition, and the aim is to develop sufficient ability to permit the comprehension of printed signs, advertisements, simple directions on work sheets, headlines and captions in newspapers, and for the more competent children the news-sections of these papers. The use of verbal symbols to represent abstract ideas, either in reading or in speaking and writing, is not characteristic of people of low intellectual capacity, and all that we can expect of such individuals in reading is a recognition and understanding of relatively simple and concrete material. Spelling, as far as formal teaching is concerned, has been dropped entirely. These pupils have had six years of formal spelling; therefore, only incidental instruction in this field is given as the need for it occurs in the written work of the social studies. Physical education—The same amount of time as that given to aca- demic skills—one-sixth of the school day—is devoted to physical edu- “Two-thirds of the school consists of regular elementary classes. 534 ELEMENTARY SCHOOL PRINCIPALS ee 5 cation, with the emphasis on games, sports, and sportsmanlike conduct. In a world of increasing leisure in which the criminal class is composed largely of underprivileged youth, it is vitally important that the men. tally retarded, who are likely to have more spare time than they know how to use, be interested in activities which not only will furnish g desirable outlet during their leisure hours, but also will have a beneficia] effect on their bodily health. The physical education program for these backward children is a direct attempt to meet these needs. Manual activities and related studies—The introduction of more handwork into the special-class curriculum for mentally retarded pupils is nothing new. It is felt, however, that among older pupils, such as those making up the special classes in the Hanna School, the handwork should develop simple manual skills which will make the individual more competent vocationally as well as more useful in and about the home. No attempt is made to prepare the individual for a single voea- tion. Amid the vocational uncertainties of the modern world, the aver- age person needs to be trained so that he may handle at least five or six jobs well. To provide such training in a school for the mentally re- tarded is impossible, but the child’s general vocational competence as well as his social competence can be increased thru school training. These objectives are considered so important that one-third of each school day is devoted to shop activities. Of the twelve classrooms available to these children, four have been converted into shops. One is the traditional “general shop,” in which woodworking, metal-working, and simple electrical work are done. Another is the cooking room, in which the selection, purchasing, prep- aration, and serving of food are studied. Such activities are of primary importance in every home, and practically all of our pupils develop a competence that will be invaluable to them at home and, to some of them, in a vocation. One of our “graduates” returned to the school in less than six months to tell us that he had been promoted from dish- washer to assistant cook in a prominent chain of restaurants. Cooking ability is required in so many of the service jobs which pupils of this type obtain that its importance in our plan of vocational education cannot be doubted. Closely related to this work is the service shop, in which the pupil studies the job of houseman or housemaid, personal grooming, the mending and repair of clothing, the care of children and the structure and care of a house, including house furnishing ané buying. The value of such training for special-class pupils both in th home and on the job is obvious. The fourth shop in our scheme of general vocational and home trail- ing is the diversified shop. Here are eighteen booths separated by heavy wire screening. Each booth is equipped for a different activity; a work ha —— 5 luct. osed nen- OW sh a ficial these more upils sh as work idual it the voca- aver- or six y Te- Ce as ining, each » been which done. prep- imary elop a me of 100] in | dish- ooking of this cation » shop, >rgonal ildren, ng and in the » trail - heavy a work MEASUREMENT AND GUIDANCE 535 sheet outlining the steps in the job is mounted together with the nec- essary tools and materials on the side of the booth. In one booth are the two sashes of a window, which are used for practice in glazing and sash-cord installation. In another is an automobile motor, certain parts of which the boys learn to take down, repair, and reassemble. In another booth simple plumbing about the home is practiced, such as the instal- lation of washers on spigots, the replacement of sections of pipe, and the repair of toilet hoppers. In still other booths floor-seraping and finishing, pipe-fitting, rigging, hardware assembly, bricklaying, pack- age-wrapping, automobile tire-repairing, rope-tying, and other prac- tical skills are practiced. Not only do the boys and some of the girls develop such skill in these commonplace activities as to qualify as “handyman” about the home, but they also discuss sources and prices of material, fair wages for labor, and other topics calculated to give them an understanding of, and a respect for, such forms of labor. In all of these shops the children obtain as complete a knowledge of the work from an industrial, a domestic, and a practical-arts point of view as their limited ability will permit. Social studies—As in the case of manual activities, one-third of the school day is devoted to social studies. This program is not composed of formal geography, history, and civics. Neither can it be called an integration of these subjects altho it approaches the latter. It is rather a study of problems of living in the modern world, with emphasis on the vital and practical things of life. Practical health and current events are discussed during a part of every social studies period. The re- mainder of each period is devoted to the study of other important topics such as the following: A. Services of Government and Other Agencies B. The Workman—Vocational Guidance—Workmen’s Compensation C. Insurance, Law, and Banking D. Automobile Driving E. Science of Everyday Life F. Philadelphia—A Study of Our City In the limited space available here it is possible only to indicate a few of the high points in the children’s study of these topics. In the study of health, for example, such practical questions as the following are discussed : ; 1. In what ways are the common housefly, mosquito, and rat a danger to your lealth? 2. What can we do in order to keep our food fit to eat? 3. What food should be given to a very young baby? 4. What should be the diet of a growing child? 5. What food substances are needed for a proper diet? 6. What precautions are necessary relative to the diet of sick people? ‘ 7. What are some of the factors besides food which help establish good health abits? 536 ELEMENTARY SCHOOL PRINCIPALS 8. How should teeth be cleaned? 9. In what way do good teeth affect health? 10. How are contagious diseases spread? 11. What should we do when we get a cold? 12. What can I do if I have an infected finger? a splinter in my hand? a boil? 13. How should I take care of the various antiseptics and medicines which are used in the home? What should be in my medicine chest? 14. What are some of the symptoms of diseases common to children? What should be done when these symptoms appear? The study of governmental and related services includes (1) a brief outline of the governmental setup of the city, including the family, the neighborhood, the school, and the ward; (2) the common kinds of taxes—their administration and use; (3) the police and court sys- tems in elementary form; (4) the public utilities, both city owned and privately owned; (5) the city health service; (6) agencies for the care of the physically, mentally, socially, and economically handicapped; and (7) the city’s recreational and cultural opportunities, public and private, including libraries, museums, and places of amusement. The course of study on the workman and related subjects includes (1) the place and responsibility of management and labor; (2) the use of safety appliances and devices; (3) the main features of the Work- men’s Compensation Act; (4) vocational opportunities in the neigh- borhood and in the city—brief studies of the nature of the different occupations; (5) methods of applying for jobs, and the qualities and qualifications required for various types of jobs; (6) practical prob- lems arising in various jobs; (7) use of the telephone; (8) budgeting and saving for periods of unemployment; and (9) fundamental pro- visions of social security legislation. In the course on insurance, law, and banking, some of the problems studied are as follows: 1. Insurance—Kinds; necessity for; relative cost of; mechanics of operating in elementary form; borrowing on insurance. 2. Law—Licenses (dog, car, amusement, professional and business, occupational, hunting, fishing, marriage, etc.); difference between owner and lessor of proper- ties; responsibility for keeping sidewalks and areaways clear of snow and goods; responsibility for accidents occurring on one’s property; mortgages, deeds, wills taxes, court action, marriage, family obligations, ete. 3. Banking—Savings accounts, checking accounts, checks, notes, interest, re- ceipts. In the course on automobile driving no practical lessons are given (most of the children are not yet sixteen years of age), but a careful study of traffic rules and regulations is made. State pamphlets are se- cured and studied by each pupil; driving problems are raised ané solved with toy automobiles on the floor of the classroom; hazards ané safety measures are discussed; and state motor police visit and addres the classes. The mechanical features of the automobile are studied in the diversified shop. oil? are That udes : use ork- sigh- rent and yrob- eting pro- ylems rating tional, rope}r- roods; . wills, st, Te givel areful Te se d and ds and ddress lied in MEASUREMENT AND GUIDANCE 537 The study of science in everyday life includes the weather, com- bustion, refrigeration, air conditioning, heating, foods, household equip- ment, sound and light, water, air, seeds, magnets, and simple elec- tricity—all treated in practical problem form. Conclusion—It may seem to some that the study of these things is the province of the higher schools. However, it must be remembered that while the pupils taking these courses are of higher school age, they are still in the elementary school. Every school system has its share of such pupils unless it promotes them on the basis of age and attempts to adjust them to the regular school curriculum at the higher levels. It is the premise of this article, however, that a radical depar- ture from the regular school curriculum is necessary for our most retarded pupils and that a program of vital and practical experiences must be given them. In the words of the Philadelphia Public School Survey, “they are so near the time when they will be released from school attendance by the compulsory attendance law that the time they are in school should be largely devoted to the acquisition of man- ual skills and desirable social habits rather than to the acquisition of academic skills.” * The experimental curriculum outlined in this article is Philadelphia’s attempt to do this. Since its introduction in the Hanna School in September 1936, this curriculum has been ex- tended, with local modifications, to several other Philadelphia schools.‘ 8 Philadelphia Board of Public Education. Elementary Education and Teacher Training. Public School Survey, Vol. III. Philadelphia: the Board, 1937. p. 112. *Gladys G. Ide, director of special education, in cooperation with a staff of supervisors and principals of special schools, is responsible for the organization of this curriculum. Further information regarding it may be secured thru Dr. Ide or thru the author of this article. HE duller child needs a cruder and more concrete stimulus. Half the problem of keeping the backward intellectually active consists in discovering right incentives. Whatever the child is set to do must embody some obvious purpose—a pur- pose in which he is interested and which his intelligence can readily grasp.—Burt, Cyril, The Backward Child, D. Apple- ton-Century Co., 1937, p. 624. (Quoted by permission of the publishers. ) 538 ELEMENTARY SCHOOL PRINCIPALS PLANNING A CURRICULUM FOR THE MALADJUSTED CHILD Harriet Louise GrirFitH Primary Teacher, Lee School, Oklahoma City, Oklahoma adjustments may be fostered, the teacher needs to be familiar with the child’s total environment and to see clearly the relation of his school experiences to his total environment. She must learn to recognize individual differences in children and to discover the causes as well as the symptoms of specific maladjustments. The cause-and- effect relationships between personality problems and educational deviations must be carefully studied. The teacher’s success in helping each child adjust himself to his schoolwork depends largely upon her interpretation of his behavior as a product of his own native tendencies and of the total pattern of life which surrounds him. Adequate understanding and guidance of the child cannot be accom- plished by the teacher alone. The cooperation of parents, principal, supervisor, and social agencies is necessary. If no child guidance spe- cialists are available, the teacher necessarily becomes the organizer of information about the child and of efforts to improve his adjustment. In a school where small classes are possible and where the homeroom teachers keep the children during the greater part of the school day, such guidance may be provided without placing too great a burden upon the teacher. At the beginning of a recent semester the writer of this article found herself in charge of a roomful of maladjusted children from several dif- ferent grades. These pupils varied greatly in mental ability, in home surroundings and influences, in social maturity and interests, and in past school experiences. The class included immature children, those with nervous speech disorders, restless seven-year-olds whose bodies were growing too fast, tired children, those with specific learning diffi- culties, intelligent boys who could not read, and others who had never liked school. The only factor common to the whole group was that usual symptom of maladjustment—discouragement. Each child needed to be understood, guided, and loved. With this general background in mind, the teacher set out to provide an atmosphere in which individual readjustments might be made. She refurnished the classroom, prepared to learn a” she could about each child, supplied a variety of suitable materials, and obtained permission from the school authorities to carry out her plans. Contacts with parents—In order to understand more fully the causes of the children’s maladjustments, the teacher paid informal visits to T: PLAN A CURRICULUM in which personality and educational re- lar ion to Ses nd- nal ing her cles ym- pal, spe- r of ent. 0m lay, ‘den und dif- ome d in hose dies liffi- ever that eded vide She each 3si0N juses ts to MEASUREMENT AND GUIDANCE 539 the parents and invited them to come to the schoolroom at any time. A feeling of friendliness thus was fostered between parent and teacher. They talked over their problems without tension, asking help of each other. By observing the child’s work in school and his play at home, they decided upon a school-and-home program which would facilitate personality and educational readjustment. This program perhaps called for a rest before supper, a change of routine at home, shorter assign- ments at school, extra help before school (never after school), or a different diet. Many mothers became interested in the parent education classes offered in the school; others borrowed magazines and books on mental hygiene and child training. These friendly contacts not only helped the child but lessened the strain at home and at school. Parents and teacher shared the load instead of working at cross-purposes. Classroom furnishings—To provide a schoolroom atmosphere of quiet, restfulness, and order, the teacher with the help of an artist refurnished the bare room, keeping in mind the effect of color and arrangement upon the behavior of easily distracted children. Curtains, bulletin boards, pictures, bookshelves, and a reading corner were planned to attract rather than to distract, to quiet rather than to stimulate. The colors used by the artist were those which rest the eyes; the designs put on the curtains were suggestive of order and rhythm. An effort was made to include only articles of furniture which would add to the gen- eral plan. Overcrowding was avoided. The results were pleasing to both the children and the teacher. Adjustable and removable desks for the children were arranged in- formally around the teacher’s desk. Space between desks permitted freedom for moving about without disturbing others. Bright new pen- cils, crayons, two tablets, and practice paper were the only supplies kept in the children’s desks. The children took great pride in their housekeeping, which was made easy by the simplicity of the materials to be cared for. Reading materials—Books at different levels of difficulty were placed in the bookcases. Many easy, attractive supplementary booklets were arranged on wall shelves in such a way as to display their interesting covers. On the reading table were story and picture books purchased at the five-and-ten-cent stores. Stories typed by the teacher, directions for making things, scrapbook suggestions, and self-help reading “seat- work” prepared by the teacher were put in folders. The daily program—In place of a rigid daily schedule, a flexible pro- gram of work was introduced. This program varied from day to day with each child. The teacher, after finding the appropriate level of difficulty for each pupil in reading and in arithmetic, guided him in the selection of materials at hand. After a few minutes of informal discus- 540 ELEMENTARY SCHOOL PRINCIPALS sion the individual activities and learning units were selected. After completing his assigned work the child was free to resume any in- dividual project or necessary exercises in story-writing or reading. The hour from nine to ten o’clock was kept free for individual work. Neces- sary moving about was permitted, but no conversation was allowed except with the teacher. The teacher believes that children should work alone and quietly for part of the day at least, and that an activity program properly includes mental as well as physical activity. High-strung, nervous, and overstimulated boys and girls need a quiet room in which to work and think. Homework—Homework as such was discouraged, especially if any tension existed between parent and child over a specific learning diffi- culty. However, occasionally when a child asked to take home a cer- tain book in which he was interested, permission was granted. Some- times, if the children were writing stories in which individual word- lists or seasonal spelling words were used, the teacher typed these words for them to take home. Parents at first wanted the children to do homework every night, but after talking over the problem with the teacher they decided that fresh air, play, time to eat, long hours of sleep, and a happy home atmosphere are more conducive to learning than is homework. Rest periods—The teacher arranged for rest periods whenever advis- able. If a child fell asleep during the rest period she did not awaken him. During extremely hot weather these rest periods were more fre- quent. Games, both active and quiet, were played at different times and not just at recess. Socialized work—The socialized work was carried on in small groups with a minimum of confusion. Some children might be reading absorb- ing stories individually or working on a scrapbook at a table while two or three others were gathered around another table taking care of plants. Voices were kept low, and individual rights were considered. Too much group activity is bad for some children, just as too much individual work is harmful to others. The teacher-child relationship—The relationship between teacher and child is so important that we need to be constantly checking and rechecking our reactions to the behavior of children. Too frequently we think of discipline as maintaining order thru fear. Modern teachers— students of child nature—cannot accept this definition of discipline. Self-control, even in the absence of the teacher, is our goal. To teach self-control, however, the teacher must exhibit this trait herself. In the class under consideration here, the teacher made a conscious effort to maintain an objective viewpoint toward disturbing behavior —_" ved and ork any iffi- er- me- rd- 1ese but resh rere vis- ken fre- mes Ups orb- rhile e of red. auch cher and y we rs— line. each c10us Avior MEASUREMENT AND GUIDANCE 541 ———— and to make the situation rather than the teacher supply the punish- ment. She kept her voice low, and instead of standing she sat at her desk in repose and talked informally with the children. She found that when they grew tired or excited or inattentive, they tended to imitate her calm manner and to lower their voices in tune with hers. The children seemed to like the “quiet hours” during which she read and talked to them about things in which they were interested. Mental hygiene applied—To help the children overcome their com- mon symptom, discouragement, competition among them was eliminated so far as possible. They soon learned to try for self-improvement rather than for a position of superiority in the group. Small units of success served as incentives to further effort. Regardless of his level of achieve- ment, each child with the help of the teacher selected books which were easy enough for him to read with pleasure and understanding but suffi- ciently difficult to require his sustained effort. No stigma was attached to reading pre-primers; in fact, one boy voluntarily started with the simplest reading material, realizing that he had been attempting to read books too difficult for him. Many stories and books at one level of difficulty were read before the child went to a higher level. Fortunately, book companies are recognizing the need for a variety of reading mate- rials in which the same vocabulary is used in different situations. How beautiful some of the new books are! One boy who never had read and who thought he didn’t want to learn became interested in a color- ful book on natural science, and after finishing this he read others on subjects which interested him. Reading thus became a means of finding out something he wanted to know. Conclusion—As a result of these experiences, the children became happy, interested, and able to concentrate on their school tasks. They also made great progress in self-control, independence, and cooperation. Day by day their attitudes toward one another, toward their work, and toward the world in general showed a gradual improvement. While these gains were not measured by standardized tests given at the end of the year, they were quite evident to the teacher, the parents, and others who were well acquainted with the children. 542 ELEMENTARY SCHOOL PRINCIPALS ADAPTING INSTRUCTION IN BASIC SKILLS TO THE CHILD’S LEVEL OF MATURITY C. V. MIttarp ! Department of Education, Michigan State College, East Lansing, Michigan first-grade pupils were expected to master a given set of essen- tials—to read specified books, to spell certain words, and to display rote mastery of given mathematical concepts. Similarly the second grade, the third grade, and all the other grades had their skills to be learned. If a pupil failed he was held back and required to go thru the same procedure again. In those schoolrooms where teaching was reasonably efficient and where the children held back were not too intellectually impotent, standards were eventually met. Strangely enough, the success of this academic repetition was attributed almost wholly to teaching. The contribution of advancing maturity was dis- regarded and consequently received no credit for the ensuing improved achievement. Many teachers of the old school, altho accepting this criticism, will point out that good teachers had fewer failures than poor teachers, all other things being equal, and will contend that the solution, instead of requiring a revised program, simply requires more effective teaching. B= THE ADVENT of the child-centered concept of education, all FuTILITy OF THE Mastery CONCEPT Assuming that it would be possible to provide “good teaching” thru- out all grades, it is interesting and enlightening to examine this con- tention purely from the standpoint of pupil potentiality. We know that in the pupil there are learning possibilities. Nearly all teachers have had the experience of observing learning not only at a “satisfactory” grade level but frequently far above it. In a certain reading readiness test, beginning first-grade children unable to read at all are taught in a few minutes to recognize and to pronounce several Spanish words. Since good teaching is possible, why not provide such teaching uni- versally and achieve that degree of mastery which the old system attempted but so miserably failed to accomplish? Before this question can be answered it is necessary to consider the meaning of the word, “mastery.” To be able to reproduce material at the end of the learning period is not a satisfactory criterion of mastery, altho it has been practically the only criterion used in thousands of learning experiments. Much of the learning so appraised is superficial; it has no permanence and does not become integrated within the life of the child. Skills appar- 1 Formerly superintendent, Henry Ford School, Dearborn, Michigan. i. i (“wee al i ek ows all en- to the ills go ing not ely ost lis- ved his van the ore on- hat ave ry” \eSs ght rds. ini- jon rd, ‘iod ally uch and are MEASUREMENT AND GUIDANCE 543 ently mastered at examination time often fall to levels of mediocrity two months later.” In the conventional subjectmatter program the child may be represented as having two “containers,” one for those learnings which function in his life as he really lives it and one for those learnings which are poured, pressed, or drilled into him. This second container is like a leaky flower-sprinkler. If water can be poured in fast enough the sprinkler can be filled altho some water is running out all the time. Applying this analogy to learning, the child’s container cannot be kept filled because at some point along the line the supply slackens and the container runs dry. All that is left are those learnings in the other container, which are really the products of general environmental influ- ences (including those school experiences which have become inte- grated within the life of the child). How much more effective it would be if these environmental learnings could be broadened by planned teaching activities directed toward enrichment of experience, thereby eliminating the old method in which the only ultimate learnings were a byproduct of the system. NATURAL MATURATION AS A FACTOR IN LEARNING Learning is generally considered as the enabling activity which pro- duces at a given time a proper response to a given set of stimuli. From the practical point of view, as already illustrated, this definition is lacking in one important concept, namely, that of “retention.” In nearly all experiments involving evaluation of learning, the extent of mastery achieved has been ascertained immediately after the “learn- ing” period. In those few experiments where a series of testings have been carried on for some time following the learning period, the data collected indicate that much of the so-called mastery is entirely myth- ical, Evidence is accumulating to show that the old idea of learning was faulty in assuming that the curve in a given skill rises rapidly with the help of teaching toward perfection and then continues on a level of 100-percent achievement. Such a curve seems to be entirely hypothetical and unwarranted by factual data.* True learning appears to be a part of the general process of growth involving the whole child, beginning at a specific age and continuing toward a maximum com- patible with the child’s general physical-social development.* From this point of view the functionalists have a significant argument for an integrative type of educational program. * Millard, C. V. Factors Conditioning Performance in Spelling. University of Michigan Educa- tion Monographs. Ann Arbor, Mich.: the University, 1937. p. xi, 207. Po rg Stuart A. The Measurement of Growth. Ann Arbor, Mich.: Brumfield and Brumfield, » DP. 155-62. ‘Olson, Willard C. ‘‘The Concept of the Organism as a Whole: Interrelationships in Physical, Mental, Social and Emotional Development.’’ Pupil Development and the Curriculum. Ann Arbor, Mich.: Bureau of Educational Reference and Research, 1937. p. 94-99. 544 ELEMENTARY SCHOOL PRINCIPALS Maturation as a factor in growth thus becomes an element in the learning process. It is true, as many experiments have shown, that children can learn correct responses to specific stimuli and can master thru drill many of the steps in a specific skill which have no rela- tionship whatever to the life experiences of the child. As time passes and the child turns to other unrelated phases of learning, the natural converse of laws of learning seems to operate. Thru discontinuation of drill and failure to use the skill in meaningful situations, the curve falls downward until it reaches the child’s general level of maturity at that particular time. This point was clearly illustrated in a recent experiment in the Henry Ford School. In a fifth grade the pupils were tested in spelling on a list of 150 words ranging from very easy to very difficult words. Tests were given for some time before specific teaching was begun and again for some time following the teaching period. This plan of testing was followed in order to obtain a picture of growth before teaching, during the teaching period, and for a period of time after teaching. During the preteaching period, in which learning was entirely incidental (environmental in its broadest sense), the curve showed a gradual increase. Specific teaching produced a faster increase and at the end of the teaching period the curve approximated mastery. After the teach- ing period the words again were met only incidentally as they occurred in the total learning situation. Tests during this period indicated a rapid fall in the curve, with subsequent growth which was almost identical in rate with that shown before specific teaching was intro- duced. The experiment showed clearly the waste of effort involved in teaching certain skills which are not integrated with the general expe- rience or learning environment of the child. IMPLICATIONS OF THE NEw CONCEPTION OF LEARNING Instead of testing large numbers of children from a common grade level at a given time, the tendency today is in the direction of a testing program which provides consecutive measures of the same children over a period of years. As a result of this trend new facts are being brought to light concerning the nature of the learning curve. The data indicate that children grow naturally toward definite maxima which are only temporarily affected by specific teaching. Data collected on an individual child with respect to several aspects of his growth, when arrayed, indicate that a given learning curve is merely a reflection of the child’s general growth pattern.’ The conclusion drawn from such findings is that learning, to be effective, needs to be identified with the child’s own social-physical stage of maturity. The progressive | 5 Olson, Willard C., ibid. he at er a- es on ve ry a sts sin ras ng ng tal 1al nd h- ‘ed la ost ro- pe- ade ing ren ing ata ich hen jon uch rith sive MEASUREMENT AND GUIDANCE 545 school realizes that to stimulate him above this level creates an un- natural condition and that the loss following such learning activities represents a waste of time and effort. When the learning of skills is delayed until such time as the child realizes a real need for them, the learning curve follows naturally the child’s general curve of development, and the status of his achievement at any time is compatible with his interests and his social-physical stage of maturity. Hence, the progressive teacher does not become alarmed if certain pupils who appear normal seem to advance slowly. With these children pressure is no longer used to drive them toward un- naturally high standards. The teacher is now aware that most children at the lower grade levels who appear to be slow in learning early skills are more likely than not to be pupils with delayed starting points—a phenomenon indicative of the child’s general growth pattern and some- thing little affected by specific teaching. In many instances, sup- posedly slow children in the lower grades will begin on their curves at the third-grade level and by the time they reach the fifth grade will outstrip others who began earlier but progressed at a much slower rate of learning. In the upper elementary grades a teacher may be disappointed in the academic achievement of a child as measured by a given standard test, but may find that the following year marked improvement has been made. Probably a graph of the child’s progress will indicate natural growth thruout both grades, and the exceptional rise at a par- ticular grade level will be seen as the rapid early rise of the newly beginning adolescent curve. Such children need not be driven or given excessive drill because they appear to be reaching a standstill. In terms of growth the child may be approaching a natural maximum which is little affected by drill and remedial exercises. Thus, the evidence of a standstill may be found to be faulty, and progress hitherto interpreted as unsatisfactory may be found to be perfectly normal. These new facts about the learning curve undoubtedly will have a marked effect on future instruction. Variation will be provided in the time at which instruction is begun, and account will be taken of indi- vidual differences in rates of progress and in the ultimate goals which children will be expected to achieve. EVIDENCES OF TRANSITION IN EDUCATIONAL PRACTICE Not so long ago the emphasis in elementary education was placed almost entirely on learning the skill subjects. These subjects, taught independently thru drills without any integrating relationships, occu- pied practically the entire time of the teacher and pupils. Even in the first grade the teaching was so arranged. Individual interests were 546 ELEMENTARY SCHOOL PRINCIPALS ignored and individual needs were entirely unrecognized. Subject- matter was broken into grade levels and children were required to learn to read, write, spell, and do arithmetic regardless of whether the words or numbers had any meaning. Educational requirements were entirely standardized and all children were expected to achieve the same degree of mastery. In these transition years, as a result of recent psychological findings, there is an increasing shift in emphasis from the mastery of skill sub- jects to the utilization of skills as a means to a richer, fuller, more significant life. In the better schools the basic skills are not taught as ends in themselves with fixed standards of achievement at all grade levels. Instead, they are taught so as to provide children with technies for genuine functional applications. Consequently, skills are intro- duced when the child realizes a need for a given technic. As a result of the growing acceptance of this principle, certain processes formerly introduced at a low grade level do not appear until some time later— in some instances much later. Parents who realize this situation fre- quently become worried and make an appeal to the school. Sympathy with their point of view is desirable and is usually given, for we all have been indoctrinated with the old concept and regardless of the liberality of our thinking we cannot quite be sure that the child will not miss some “essential.” A ray of encouragement is found in the results of our newer school programs, which show that the ultimate product of the schools, altho incapable of handling at an early age certain essentials that his father or mother now think they knew, will eventually far surpass in his application of skills the achievement of a former generation. Evidence is now beginning to appear from the earlier progressive centers to show that the child in the lower grades of such schools is usually below generally accepted achievement levels, but that the child in the upper grades far surpasses the ordinary subject- matter standards.® In many modern schools, skills grow out of activities which are intelligently initiated and planned by the children themselves. Mean- ing and purpose dominate the selection of subjectmatter, and nothing is included that does not appear to have a functional value. In the better schools the textbook has a new function. Instead of containing an arbitrarily established unit of subjectmatter which gov- erns the entire teaching activity, the book serves as a device for enrich- ment by providing desired information and for stimulating the inter- est of the child. Basic textbooks are now regarded by many as a rapidly passing characteristic of the old educational order. Pupils formerly ® Wrightstone, J. Wayne. ‘‘Achievement in Conventional and Progressive Schools.’’ Progressive Education 13: 389-95; May 1936. ee ef 2 ah mec an _ re- all he rill he ate ge vill ‘ier ich MEASUREMENT AND GUIDANCE 547 read one or two books in a given field. Today the pupil finds a dozen or more books available. Reading becomes a tool for obtaining informa- tiun for which the pupil feels a real need, or it becomes a recreational or leisure activity. In the lower grades, reading materials are fre- quently developed from experiences of the children. Other alternatives to textbooks are the children’s own drawing and writing efforts, scrap- books, cutting and pasting materials, work sheets, and games and puzzles. Firsthand experiences, dramatics, discussions, and excursions utilize much of the time once given to formal reading. In progressive classrooms the acquisition of skills is facilitated by individualized methods of teaching. The amount of time required for practice in learning a skill is adapted to individual needs. Children who have mastered a given skill before direct instruction begins are dis- covered thru a pre-test and may then be excused from the practice periods which follow. This procedure is not new, but whereas under the old system the pupil who was excused from practice had no con- structive work to do because of the rigidity of the daily schedule, the newer system with its opportunities for participating in purposeful individual and group activities eliminates this undesirable feature of the older system. Special help and clinical aids are now brought into use with the slow pupil, and the latter consequently is released from the pressure which was a continual threat to his sense of security under the old system. In the lower grades of many schools, particularly at the first- and second-grade levels, the need for the teaching of certain skills is only occasionally present, and consequently such teaching is delayed con- siderably. The time instead is devoted to activities and experiences in harmony with the child’s interests and environmental needs. Actual achievement in the skill subjects frequently occurs, however, as a part of the child’s informal, incidental learnings. As often as not, such learnings begin outside the school and are enriched both thru the child’s activities outside the school and thru his experiences in the school. In this way children may acquire skill in reading, arithmetic, spelling, and other tool subjects quite as effectively as thru a routin- ized, pigeon-holed program of direct teaching. Flexible standards of pupil achievement are much more common today than in the past. Formal conceptions of what “Grade II” and “Grade [V” mean are beginning to disappear. Teachers are learning that the children in a typical grade represent a range of several years in achievement. They know, for example, that some children in Grade IV may find it necessary to work with Grade II materials. Repetitive, after-school remedial methods for these childen are declining in popu- larity. Grades, promotion marks, and formalized goals receive less 548 ELEMENTARY SCHOOL PRINCIPALS emphasis than formerly, and marks are more often expressed in quali- tative rather than quantitative terms. The grouping of children according to their social maturity and inter- ests, the utilization of self-teaching and self-testing devices, and the breaking down of subjectmatter into functionalized units have done much to harmonize the teaching of skills with the vital experiences of an enriched curriculum. The child learns to assume some of the respon- sibility for his progress, to appraise his efforts, and to plan for his further growth. Thus, the atmosphere of the progressive classroom with its freedom, mobility, self-expression, creative activity, and flexibility is not ill adapted to the learning of essential skills. The substitution of a classroom in which children are reconstructing a city or running a newspaper, for a subject-learning classroom with its daily regimented routine does not necessarily interfere with drill requirements. Admin- istrators and teachers who have worked with an experience curriculum know that subjectmatter whose value has already been partially ex- perienced in connection with some meaningful activity will become a definitely recognized tool for carrying on current activities efficiently, and that the need for review, drill, and further practice with similar or related subjectmatter will reveal itself naturally to the teachers and pupils concerned. y failing to take full cognizance of child development, a teacher loses the greatest stimulus to her own growth and development. But when a teacher attempts really to under- stand the children she is working with, really to make the cur- riculum an integral part of each child’s developmental proc- esses, even though her knowledge and her skill are sadly inade- quate, she will tend to develop with the children, and she will come increasingly closer to success, as does anyone who at- tempts to work with, and not against, nature-——Washburne, Carleton, in Child Development and the Curriculum, Thirty- Eighth Yearbook, Part I, National Society for the Study of Education, 1939, Chapter 19, p. 394. (Quoted by permission of the Society.) li- T- he ne mn- his ith ity ing tly, ilar and MEASUREMENT AND GUIDANCE — 549 INDIVIDUALIZING THE READING PROGRAM IN THE PRIMARY GRADES HELEN R. GuMLick Supervisor of Kindergarten and Primary Grades, Public Schools, Denver, Colorado of 1937, the principals of five elementary schools? and the gen- eral supervisor of primary grades in Denver agreed that it would be valuable to see what more might be done to care for the differences in reading abilities which were apparent in all rooms visited. These differences were pronounced in spite of the fact that the teachers had taken Some steps to adapt their procedures to the needs of the individual pupils. Each teacher had divided her class into two or more groups and had provided easy reading materials for the weaker groups. Since the results were not all that could be desired, an experimental program was undertaken to improve the situation. \ A RESULT of their observation of reading classes during the spring THE PrRoGRAM AS A WHOLE Three of the schools in which the program was carried on are platoon schools while the other two are unit-type schools. Two of them are in neighborhoods above the average economically and socially; two are in good middle-class districts; and one is in a district somewhat below the average. Two of the principals are young women and the others are young men. Preliminary activities—Before school closed in the spring of 1937, the principal of each building met with the teachers who would teach reading in Grades I to III the following fall. The general supervisor met with all of the groups. At each of these meetings the principal dis- cussed the need for individualizing the teaching of reading. He said he was curious to know what could be accomplished in the primary grades of that building and wondered if the teachers would care to work with him and the supervisor on this problem during the next school year. In each school the principal’s suggestion was unanimously and enthusiastically accepted as a challenging problem for the year 1937-38. The principal asked what might be done immediately to prepare for the work in the fall, and the following suggestions were given: 1. That plans be made to give reading tests as soon as possible after school opened in the fall. 2. That a bibliography of suggestive books and articles be prepared and given to each teacher for use during the summer. 3. That the teachers acquaint themselves with the reading materials allocated to the grades below their own, since such materials might be used with slow readers in the higher grades. 1Douglas B. Ellis, Eagleton School; Edith M. Erb, McKinley School; Arthur M. Gruenler, Stevens School; Frances M. Noar, Teller School; and Leon E. Slavens, Lincoln School. 550 ELEMENTARY SCHOOL PRINCIPALS 4. That the teachers go over the reading materials allocated to their own grades, including both sets and individual titles, for the purpose of selecting those suit- able for rapid and slow learners. Before school closed in the spring each teacher was given a short, care- fully selected bibliography and some typewritten suggestions for read- ing instruction applicable to her particular grade. Most of the books recommended were available in the school system’s administration library. The testing program—As soon as the classes were adjusted in Sep- tember, the children were given a group intelligence test and a reading test. From these tests the mental ages and reading ages were computed and made available to the teachers. The tests used were as follows: 1. The Detroit Beginning First-Grade Intelligence Test* and the Metropolitan Readiness Tests* in the beginning first grade 2. The Detroit Advanced First-Grade Intelligence Test* (Form A) and the Gates Primary Reading Tests* (Form 1) in the advanced first grade and the beginning second grade 3. The Detroit Primary Intelligence Test* for Grades II, III, and IV (Form C), and the Gates Primary Reading Tests (Form 1) in the advanced second grade and the beginning and advanced third grades. In February 1938 all of the groups were given Form 2 of the Gates Primary Reading Tests. Many pupils in the second and third grades made perfect scores on this test and were immediately retested by means of the Gates Silent Reading Tests, Grades III to VIII Series, Form 1. In June 1938 the groups were tested again. At this time Form 1 of the Gates Primary Reading Tests was used for the first grades and for some of the second grades. The advanced series of the Gates Silent Reading Tests was used for most of the second-grade pupils and all of the third-grade pupils. Use of test results—When the results of the September tests were available, the principal and supervisor met with each teacher to deter- mine adjustments on the basis of the test results and the judgments of the teacher and principal. The tests revealed six general types of pupils in each grade: 1. Those who were chronologically old for the grade in which they were located and who read well above the average for that grade 2. Those who were correctly placed chronologically but who read well above their grade level 3. Those who were correctly placed chronologically and had high mental ages but poor reading scores 4. Those who were correctly placed chronologically and had relatively low mental ages but reading ages above expectations 5. Those who were correctly placed chronologically but whose mental and reading ages were far below the level of the grade in which they were located 2 Published by the World Book Co., Yonkers-on-Hudson, New York. 8 Published by the Bureau of Publications, Teachers College, Columbia University, New York, New York. Published by the Public School Publishing Co., Bloomington, Illinois. o>- 8S oh — es, it 'e- d- ks ion p- ing ted vs: tan the the orm rade ites des by ries, orm and lent | all vere ter- ents s of cated ibove ages r low | and ed - York, FF MEASUREMENT AND GUIDANCE 551 —_— 6. Those whose chronological, mental, and reading ages were about what they should be for the grade in which they were located. Unless there was some extraordinary reason for keeping a child where he was, the pupils in Group 1 were moved into higher grades and in most cases did good work where they were placed. For those in Group 2 a varied and enriched program was provided. They were given access to much additional reading material, were eliminated from most class instruction, were encouraged to use their reading in a variety of ways, and were used as helpers for slower pupils. Every effort was made to locate the causes of the trouble in the cases of pupils in Group 3. Eyes were tested, physical records were examined, parents were consulted, tests for different reading technics were given, and interests were probed. After causes were discovered special help was provided, and many of these pupils showed great im- provement during the year. In Group 4 great care was exercised not to have the children encounter discouragements in their reading experiences. Their accomplishments were praised and ample easy material was put in their way. New technics were introduced slowly and much interesting practice was provided. Group 5 was small and the teachers studied the pupils much as they did those in Group 3, trying to find something that might be done to help them. The materials provided and the technics used were on the lower grade levels. These pupils were assigned to pupil helpers for additional attention. Reading interests were not unduly stressed in their school experiences. Most of the pupils in Group 6 were provided with the materials ordi- narily furnished for their own grades and they developed the skills expected at their levels in a satisfactory manner. After the February tests were given, each teacher met with the prin- cipal and supervisor again to discuss the results of the second testing and to make further adjustments in the assignments of individual pupils. The results of the tests given in June were utilized in planning a continuation of the individualized program for 1938-39. Teachers meetings and supervisory assistance—Once during the first semester the teachers of each grade in the five buildings met with the principals and the supervisor. At this meeting each teacher told what she was doing to care for the differences in her group. Each teacher brought samples of materials she had used. She also discussed the books for pupils which she had found most helpful. The general supervisor visited the reading classes in each room at least twice a month thruout the year. Sometimes she merely observed the work in company with the principal. Sometimes, at the teacher’s 552 ELEMENTARY SCHOOL PRINCIPALS i request, she taught or observed certain phases of the teacher’s procedure. The supervisor also had many conferences with teachers on their jn- dividual problems before and after school. She and the principals pre- pared suggestions for teaching reading on each grade level and helped to secure reading materials suitable for the levels found in each room, The principals took an active part in the reading activities in their own buildings. They helped with the instruction and frequently took charge of classes to allow teachers to visit in the other schools partici- pating in the experiment. They helped to select and provide reading materials, consulted with parents, conferred with the teachers and the supervisor, and did the testing. ILLUSTRATIVE PROCEDURES The general plan adopted by the primary teachers of the five schools was as follows: (1) to uncover the real interests and needs of the pupils; (2) to promote reading as one delightful means of satisfying these interests and needs; (3) to discover the reading abilities of their pupils; (4) to provide an adequate supply of pertinent materials which would be easy enough to encourage the slowest readers and difficult enough to challenge the strongest readers; and (5) to provide instruc- tion and practice tending toward the elimination of any apparent weak- nesses. The following pages tell briefly how this plan was worked out in three different classrooms. First classroom—This room was composed of beginning and advanced second-grade children in a platoon school. When the pupils returned to school in September they and the teacher shared vacation experiences. Strangely enough, every one of the boys and girls had attended a small circus in the immediate neighborhood just before school opened. They were all excited about the animals and clowns. During the conversa- tions these children asked many questions about the habits and train- ing of the animals. The teacher listed their questions on the blackboard, and at her suggestion the children decided to try to find answers to them thru reading. Each child chose two animals to learn more about. The group then made a bibliography of the animal, circus, and 200 stories found in the books in their own room and in the books provided for the grades below. In developing this bibliography they made con- stant use of the tables of contents in the different books. The library teacher helped them find additional material during the library periods. They found much interesting material in pre-primers, primers, and first and second readers as well as in magazines, newspapers, and books brought from home or public libraries. The teacher guided the strong readers to the more difficult mate- rials and encouraged them to read widely. These capable pupils read Ok ing the ced ces. mall ‘hey Tsa- ‘ain- yard, s to out. 200 ‘ided con- rary ‘iods. first ooks nate- read MEASUREMENT AND GUIDANCE 553 independently and reported to the class at appropriate times. Often they read aloud to classmates, to the teacher, or to some other interested person certain parts of stories which they had selected. The teacher found that she needed to have two groups of eight to twelve pupils each with whom she worked daily. These children needed help with such technics as those involved in using the materials in books to get the answers to their questions, selecting just the parts of books needed, reading orally well enough to hold an audience, and remember- ing common words. After each lesson in which the pupils and the teacher studied together, the pupils were given immediate opportunity to prac- tice the technics independently. These two groups gained much during the year. One group of eight children did little independent reading. The teacher and several pupil helpers worked with these children two or three times a day. They needed to increase their sight vocabularies, to learn to use phonetic aids, and to learn to read several sentences in order to answer a direct question. They also needed much oral reading practice. The circus unit held the interest of most of the pupils for six weeks. A few children tired of it and were given other reading materials. Dur- ing this time each child designed and made, in the art periods, a mask or costume to represent his favorite animal. As a culmination of the unit they invited their mothers to a reading program. At this program they dressed up in their costumes and masks, exhibited the books they had read, and told of the interesting things they had learned—things they had sought in order to answer their own questions, and things they had not thought to ask about but had found in their reading. During the remainder of the year this class developed reading units about such interests as Halloween fun, Christmas, fire prevention, valentine fun, spring work, safety, and farm helpers. The following are some of the books used: 1. Animal Tales—Keliher and Zirbes 2. Baby Animal Zoo—Nida 3. Beast, Bird and Fish—Morrow 4. Big Top—Poque 5. Bobbs-Merrill Readers, Book 1I—Baker and Baker 6. Children’s Own Readers, Book I—Pennell and Cusack 7. Circus—Johnson 8. The Circus Comes to Town—Hutchinson 9. Circus Fun—Smart and others 10. Dinty the Porcupine, True Story Series—Baker and Baker ll. Elephant Twins—Hogan 12. Elson Basic Readers, Book I—Elson and Gray 13. Elson Basic Readers, Book II—Elson and Gray 14. Everyday Classics, Second—Baker and others 15. Ezra the Elephant—Barrows 16. Fifty Flags, True Story Series—Baker and Baker 554 ELEMENTARY SCHOOL PRINCIPALS 17. Friends in Town and Country—Baker 18. Hop, Skip and Jump—Aldis 19. Johnny Crow’s Garden—Brooke 20. Johnny Giraffe—Barrows 21. Learn to Study Readers, Book I—Horn and Shields 22. New Friends, New Silent Readers, Book I—Lewis and others 23. Now and Long Ago, Third Reader—Dopp and others 24. Pet Club—Masters 25. Progressive Road to Reading, Book I1—Burchill and others 26. Science Stories, Books I and II—Beauchamp 27. Stories of Animals and Other Stories, Second Reader—White and Hanthorn 28. The Story of Babar—de Brunhoff 29. Surprise Stories—Hardy 30. Tooky—Hader 31. Wait for William—Flack 32. Wide Windows—English Second classroom—This room was also in a platoon school and con- tained forty pupils, some in the advanced third grade and some in the beginning fourth grade. These children and their teacher likewise shared their summer experiences after returning to school. Most of the children had taken vacation trips. They had gone to places on the Atlantic Ocean, places on the Pacific Ocean, Yellowstone Park, Carlsbad Caverns, Alaska, and different places in Colorado. After they had told of their good times and been questioned by their companions, they decided to find out more about the places they had visited and to select other places they would like to visit. They divided themselves into groups and took such names as “Atlantic group,” “Alaska group,” etc. Each group had a table in the room upon which to display things they had collected during the summer or collections from places where they wished to go. On these tables were road maps, railroad timetables, booklets from chambers of commerce, post cards, souvenirs, and many books of travel brought from home and other places. Wall maps and globes were in constant use thruout the development of the unit. These pupils also made a bibliography of pertinent reading materials avail- able in their grades and in the grades below. There was a wide range of reading ability within each travel group in this room. The homeroom teacher and library teacher helped each child in each group to find material on his topic which he could read with at least a fair degree of satisfaction. Strong readers were excused from daily instructional periods, but were encouraged to detect their own difficulties with unusual pronunciations or involved meanings and to ask for help. Sometimes the teacher brought the whole class together to introduce a new technic or to assist on a common problem. A thirty-five-minute period was provided for daily work with the very slow pupils from all of the travel groups. At this time the teacher helped the pupils to acquire a larger sight vocabulary; to gain ability > ah af. 22 6a Gs sil- yup ach ead sed reir and her the sher lity MEASUREMENT AND GUIDANCE 555 in learning new and unfamiliar words thru contextual clues and pho- netic analysis; to select key parts of books or magazines to answer their questions; to read a paragraph or a page quickly and select just what was needed; to get the main thought in a selection; and to fore- cast what was to follow on the basis of previous statements. With the very weakest pupils, considerable oral reading was neces- sary to show how they were grouping the ideas in their reading. Capa- ble pupil helpers were appointed to give additional aid to these espe- cially weak readers. The strongest readers enjoyed writing short ac- counts of their readings and keeping these in personal notebooks. They were not satisfied to read without some check and decided upon the notebook idea. This unit occupied seven weeks and led directly into a foreign travel unit. Books especially enjoyed were the following: 1. Best Stortes—Hardy 2. City Friends—Dearborn 3. Child Story Readers, Third—Freeman and others 4. Children’s Own Readers, Book I1I—Pennell and Cusack 5. Down the River Road, Alice and Jerry Books—O’Donnell and Carey 6. Friendly Village, Alice and Jerry Books—O’Donnell and Carey 7. Friends About Us—Storm 8. Friends to Know, Friendly Hour Series—Leavell and others 9. If I were Going, Alice and Jerry Books—O’Donnell and Carey 10. Neighbors and Helpers—Storm 11. Neighbors Near and Far, A Third Reader—Wahlert and Hahn 12. New Stories and Old—Martin 13. Real Life Readers, Second Reader—Martin 14. Round About, Alice and Jerry Books—O’Donnell and Carey 15. Summer by the Sea—Smith 16. Tales and Travels—Martin 17. The Treasure Box, A Third Reader—Withers and others 18. Trips to Take—Withers and others 19. Visits Here and There, Second Reader—Harris 20. Winston Companion Readers, Third—Trueman and Mallby 21. Wonder World, New Silent Readers—Lewis and Rowland Third classroom—In this room, which was not in a platoon school, were thirty-eight pupils just entering the first grade. The initial read- ing experiences of these children were based upon stories composed by the children about their own activities. The three or four sentences comprising each story were placed on the blackboard as they were dictated. Later they were put on newsprint charts and were used in teaching the steps in beginning reading. The stories dealt with such things as the children’s pets, their play, and their family activities. As soon as a child had mastered any step in learning to read, such as the ability to match sentences, phrases, or words on the charts, or the ability to compose sentences from words he knew, he was given exercises using this step. These exercises were done independently. 556 ELEMENTARY SCHOOL PRINCIPALS Many of them had been prepared by the teacher during the summer. She had some eighty envelopes in each of which were attractive pic- tures and a story with some cut-up sentences or phrases to be put together or some other appropriate device for checking. These eighty exercises were arranged in sets. For example, Set I was about the family. The first story in this set was called “Our Family ;” the second was called “What I Do;” and the third was called “What Mother Does.” Set II was about pets and contained stories entitled “Kinds of Pets,” “Our Dog,” and “Our Bird.” No set was duplicated. The teacher was guided in her selection and organization of these materials by the content and vocabularies of the pre-primers and primers fur- nished for the beginning first-grade children. Commercial workbooks provided some exercises for independent readers. When a child showed sufficient power he was given pre-primers and later primers to read. When several children reached about the same reading level, they were grouped together and pupil leaders were chosen to guide the group in reading activities when the teacher was not with them. These leaders grew amazingly in the ability to help the other members of their group. Before the end of the semester there were six such groups. During the semester the strongest groups read all the sets prepared by the teacher plus fifteen or twenty books, including those furnished by the school and those brought from home and from libraries. The slowest group read the equivalent of three primers during the same period. While interest in the content of the material was uppermost in al! reading activities, persistent attention was given to the development of abilities which would make possible more and more enjoyment and use of reading. The teacher helped all pupils to acquire a meaningful basie vocabulary, the power to identify new and unfamiliar words thru contextual clues and phonetic analysis, and the ability to find answers to questions, to reproduce what is read, and to read well orally. By allowing able children to read independently the teacher could devote more time to those who needed much practice under her diree- tion. This is especially important with initial reading experiences. Adjustments within the groups were made frequently as the result o/ differing rates of development, extended illness, and other important factors. Among the books used were these: . At Home and Away, Unit Activity Readers—Smith . Bobbs-Merrill Primer—Baker and Baker . Boys and Girls at School, First Primer—White and Hanthorn . David’s Friends at School, Curriculum Foundation Series—Hanna and others . Day In and Day Out, Alice and Jerry Books—O’Donnell and Carey mw or er, ic- ut ity the md her ids ‘he als ur- oks ved hey the lese : of ups. red hed The ame . all nent and gful thru wers ould irec- nces. It of rtant . and MEASUREMENT AND GUIDANCE 557 6. Elson Basic Preprimer—Elson and Gray 7. Elson Basic Primer—Elson and Gray 8. Friends, Children’s Own Readers—Pennell and Cusack 9. Frolic and Do-Funny, Children’s Own Readers—Pennell and Cusack 10. Here and There, Alice and Jerry Books—O’Donnell and Carey 11. In City and Country, Unit Activity Readers—Smith 12. Peter’s Family, Curriculum Foundation Series—Hanna and others 13. Rides and Slides, Alice and Jerry Books—O’Donnell and Carey 14. Round About, Alice and Jerry Books—O’Donnell and Carey 15. Tom’s Trip, Unit Activity Readers—Smith 16. Toots in School—Baker and Baker THE PROGRAM IN RETROSPECT 1. Twenty-four teachers participated in this program. The plans of class organization and the approach to reading problems used were quite new to many of them. All were not equally successful in putting the plans into operation. Even those in the same building differed con- siderably in this respect. The greatest success came to the teachers who were most willing to experiment, who were not afraid to change their former procedures. At the end of the year all agreed that only a beginning had been made in meeting individual differences in read- ing classes, and that they were curious to find out what another year’s work would bring forth. 2. It was demonstrated in many of the classes that all of the reading in the primary grades could be improved in response to child interests and needs when properly guided by the teacher. 3. Children thoroly enjoyed initiating their own reading activities, and it helped them to develop self-confidence. 4. A great variety of reading material besides that provided by the schools was brought into the classrooms thru pupils, teachers, friends, and parents. Much wider use was made of local libraries than had been made in previous years. 5. Parents participated in the reading activities of their children by helping them find materials to solve their problems. 6. Teachers found that classes of thirty-eight or forty children could be divided into groups of six or seven on the basis of reading ability with great benefit to all. They came to realize that in every class there were pupils who needed no formal instruction in reading technics. Pupils with severe reading handicaps enjoyed reading easy materials on the same topics as the other children because it enabled them to contribute to class discussions. They did not resent the special helps or the easy reading materials provided. Most pupils grew re- markably in their ability to read independently and to check their own reading. 7. Pupil helpers grew remarkably in the ability to guide the mem- bers of small groups while the teacher was engaged with other groups. 558 ELEMENTARY SCHOOL PRINCIPALS —— 8. Drill to improve needed skills and abilities was purposeful because those getting such drill realized their deficiencies. These pupils grew in the ability to detect their own difficulties and to ask for help. 9. Interpretation and use of test results became important factors to principals and teachers in the grouping of pupils. These test results gave an indication of what might reasonably be expected of individual] pupils. 10. The ranges in reading ability within the classes of the five schools were not as great as might have been expected. For example, in September the reading ages in the advanced second grades ranged as follows for sentence reading on the Gates Primary Reading Tests: School 1: from 6 years 7 months to 8 years 11 months School 2: from 7 years 3 months to 8 years 11 months School 3: from 7 years 5 months to 8 years 11 months School 4: from 6 years 8 months to 8 years 11 months School 5: from 6 years 10 months to 8 years 11 months In February the reading ages in the third grade ranged as follows on the Gates Silent Reading Tests, Grades III to VIII Series, Type D: School 1: from 8 years 3 months to 10 years 7 months School 2: from 8 years 3 months to 11 years 7 months School 3: from 8 years 3 months to 15 years 7 months School 4: from 8 years 1 month to 15 years 3 months School 5: from 8 years 3 months to 12 years 7 months 11. The final tests in June showed that while a few pupils apparently had not grown in reading ability, many of them had grown by leaps and bounds. Most of the pupils showed considerably more than a year’s growth in their reading ages. Fr the very day on which the teaching of reading is begun, the teacher’s objectives should be threefold: (1) teaching the child how to read, (2) teaching him to like to read, and (3) guiding him in what to read. Each of these objectives is related to the others, and any one of them is relatively worthless with- out the other two. Little has been accomplished if the child has been taught merely how to read——White. Margaret L., in Newer Practises in Reading in the Elementary School, Seven- teenth Yearbook, Department of Elementary School Prin- cipals, 1938, p. 520. ly ps MEASUREMENT AND GUIDANCE 559 ENRICHMENT FOR POOR READERS THRU A REMEDIAL READING PROGRAM Heten Crowes, Reading Teacher and Joun W. Robertson, Principal Bellerose School, Floral Park, New York in February 1938. In each school a small room was equipped with a desk or table, a bookcase, and chairs for the child and the remedial reading teacher. Books were selected ranging from pre- primers thru sixth-grade readers. There was sufficient variety of read- ing material at each grade level to enable each child to read material of special interest to him. Books were chosen also on the basis of clear print so that their physical make-up would not be a handicap in the reading situation. Care was always taken to place the child so that light came over one shoulder with sufficient intensity to avoid any difficulty in seeing the printed page. All remedial work was carried on individually. Selection of poor readers—The selection of children for this work was made on the basis of failure to read up to the level of the grade in which they were placed and failure to carry on successful work in that grade. The range of grades represented in these reading cases was from the first grade thru the eighth grade, with a majority of the cases at the fifth-grade level. The mental level of the children was ascertained so that no child was expected to read beyond his capacity. Following is the distribution of poor readers according to their grade placement: W IN REMEDIAL READING was started in the Floral Park schools Number Grade ofchildren Boys Girls I 6 2 4 II 6 5 1 III 4 2 2 IV 3 2 1 V 12 8 4 VI 8 5 3 VII 1 0 1 Vill 2 2 0 Total 42 26 16 As group tests of achievement were given all children at the end of ‘each school year, it was not deemed advisable to retest these children by means of formal reading examinations. So often, in the experience of the remedial reading teacher, the results of standardized reading tests have given children too high a rating in relation to their ability to take a new book and read fluently at the grade level indicated by 560 ELEMENTARY SCHOOL PRINCIPALS ee the test results. Therefore, the test of these children’s ability to read was made by actual reading in books which they had never seen before, At the end of the first three tutoring periods the remedial reading teacher knew definitely each child’s reading level, the types of errors each child made, and the unknown words in the reading material go far. A careful record of all this information was kept in a loose-leaf notebook. The number of weeks of treatment for each child depended upon his improvement, which was in turn dependent upon several factors which will be discussed later. Remedial technics used—The length of the individual tutoring period for each child was twenty minutes. In one school this period was given three times a week. In the other school it was given only twice a week because of the larger number of children in that school. The twenty- minute period gave the child time to read new material, to tell what he had read, and to show the remedial teacher that he had learned the words he had missed two days before. The words missed each day were typed on cards at night by this teacher and were given to the child the next day to take home and learn. This brought the parents into the situation in a way that showed them concretely some of the child’s difficulties in learning to read. The words were typed on a regular typewriter instead of a primer type- writer because the latter distorts some of the words by separating the letters more than they are separated in the books the children are given to read. Moreover, the words typed on a.regular typewriter are more nearly the size of the printed words in the books. When children have learned the typed words, they are more likely to read them correctly in the books than if they had learned them originally from large cards held up in front of the class. Hand-printed words are less likely to resemble printed words in books because the hand-printing is usually larger and often irregular. The typewritten word cards became valuable also in discovering the child’s understanding of the words missed. The child was asked to tell the meaning of the word and to use it in a sentence. Some children who were handicapped in reading the printed page did not need this type of work as their oral vocabulary was very well developed because of an excellent spoken English background in the home. Other children had a very meager oral vocabulary because of environmental conditions at home. The majority of these cases came from homes where a foreign language was used customarily by the parents. Children with low vocabulary ability will fail in comprehension of material read even tho they are taught to pronounce all the words on the printed page. These | two phases of reading ability—the recognition of word symbols and | the comprehension of material read thru the development of word mean- f ~ “_ nas a ad re. ng y's 80 af led ral iod yen eek ty- , he the this and wed The rpe- the iven nore lave etly ards y to lally x the ) tell who type of an 1 had ns at reign & 1 low n tho These | s and ‘ neal: f MEASUREMENT AND GUIDANCE 561 ings—must go hand in hand if children are to be successful in their schoolwork and if they are to enjoy reading books. The use of phonics with these remedial reading cases was omitted until the children had built up a sizable reading vocabulary. For the children with uncorrected eye defects and especially those with eye- muscle imbalance, phonics had to remain a closed book until these handicaps were removed. Success in the use of phonics for independent word recognition depends upon the child’s ability to see the correct symbols for the sounds and at the same time to hear those sounds perfectly. Therefore, adequate vision plus a sensitive visual area of the brain must go hand in hand with a keen sense of hearing and a sensitive auditory area of the brain before skill in the use of phonies can be achieved. The emphasis in tutoring children who are reading failures must be placed upon oral reading, as that is the only way the teacher can tell what the child is actually reading and discover his errors and his vocabulary limitations. After the causes of his reading disability are cured and some real skill in reading is developed, silent reading is in order. Too many children are plunged into difficult silent reading before they have acquired either a sufficient reading vocabulary or an adequate oral vocabulary. Such children become and remain our reading failures. During the tutoring period the remedial teacher noted many physical signs which led to a diagnosis of the child’s failure in reading. A large majority of these failures showed nervous reactions, such as nail- biting and jerky movements of the hands, arms, and legs while read- ing. These reactions, coupled with the mispronunciation of small words—words that are used over and over again in their daily reading and words which they know when they see them singly but which they continue to miscall in reading—the miscalling of consonants and vowels, the addition or omission of sounds, and the reversal of letters within words and words within sentences, have often been found to point directly to eye defects and can usually be cured when the right diagnosis is made and correct lenses are procured. If lenses are not necessary and eye-muscle exercises are prescribed and used faithfully, these nervous reactions often cease and the simple words are pronounced correctly. Visual defects and their correction—These children have been to optometrists and oculists and in many cases the diagnosis has been “No eye defects.” However, there are two types of eye defects that some eye specialists are not thinking it necessary to correct in children, namely, farsightedness and eye-muscle imbalance. The farsighted chil- dren can read the Snellen Chart perfectly, even to the finest print on the last line. Hence, the report comes back to the parents and to the 562 ELEMENTARY SCHOOL PRINCIPALS school, “Perfect vision. Glasses are not necessary.” This is perfectly true so far as seeing letters or words twenty feet away is concerned, But books are not held twenty feet away from the children’s eyes; they cannot ordinarily be held farther away than an arm’s length. Holding books at this awkward distance, even if allowed by the teacher, is not sufficient to make reading the printed page possible for these farsighted children. When such children are taken to an eye specialist who understands that a child with perfect vision for distance may not have perfect vision for close work such as reading in books or working at a desk, and who corrects this farsighted condition with lenses, these children learn to read. They are able then to distinguish between the word symbols in books that they are expected to read. They can see the differences between the various consonants and be- tween the various vowels. If in addition to farsightedness the children have some astigma- tism—even slight astigmatism—they can see clearly only one word at a time; the words on either side of that word are blurred. These children become our “word grunters.” Their eye span is short and no amount of drill in reading books will increase it until their astigma- tism is corrected. There are also many eye specialists who do not believe that a slight muscle imbalance may hinder a child in learning to read. Yet if the eyes do not work together so that the two images fuse and make one correct image, the child will make many of the errors mentioned above and will never be a fluent reader unless this defect is corrected. Some children have eyes that tend to turn in, while others have eyes that tend to turn out. If either of these conditions is bad enough the defect is usually taken care of, but the children whose eyes need only a little correction get no help from many eye specialists. These children are among our most serious cases of reading disability. Their slight defects distort the images of words so that reading makes little or no sense to them. Forcing these children to read makes them extremely nervous, and this extreme nervousness reduces their power to concentrate. The blame for this failure usually falls upon both the children and their teachers, but since nearly every teacher is able to teach some children to read successfully, the brunt of the blame falls upon the children. They are punished, ridiculed, and made to feel inferior at home and at school If the child is successful in finding other activities in which he can achieve, he naturally turns to them as an intelligent adult would do, and turns sturdily away from books. Some people have drawn the con- clusion that certain children are not book-minded and thus explain their lack of interest in books. Probably this diagnosis is not usually ay pr he an he le ye ce th sh ud. 1a- ord ese na- ght the one ove ome that feet y a jren ight r no and ame hers, read r are hool. can 1 do, con- plain ually MEASUREMENT AND GUIDANCE 563 — worrect. Avoidance of books is often due to discomfort in the reading situation because of some slight eye defect. Of the forty-two children who were studied intensively in our re- medial program, twenty-seven were found by eye specialists to have defective vision. Twenty-two of these needed to wear glasses either all of the time or when reading or doing other close work. The other five had eye-muscle imbalance and were helped by muscle exercises; they needed no glasses. Six children who were not taken to an eye specialist for a thoro examination showed decided symptoms of eye defects. Five others apparently had good vision and no other physical defects; all they needed was some individual work in reading. One boy in the first grade wore his hair down over his face so that one eye had to peer thru hair whenever he looked at a printed page or at distant objects. As a result, the eye was beginning to turn in. When the case was presented to the boy’s mother, she had his hair cut so that there was no obstruction of his vision. He then learned to read very quickly, requiring only seven tutoring periods. Other physical and emotional handicaps—In some cases additional defects were found to be hindering progress in reading and in school- work as a whole. An eighth-grade boy made marked improvement in all his school subjects after his physician had given him a series of treatments to increase his low metabolism rate. Such glandular cases are usually found in any group of non-readers. It is true that they do not occur in large numbers, but if there is one case in a schoolroom it should be found and cured. One girl in the fourth grade was in a serious physical condition because of sinus trouble, which had appeared early in her childhood. Probably owing to this condition and her failure to succeed as her classmates did, she was also in a bad emotional state, which revealed itself daily in the form of “stiffening spells” in the classroom. This behavior did not occur during her tutoring periods, when she was com- peting only with her past self. Neither did it occur at any of the formal testing periods. At such times she had her work to do and did not have a chance to realize that other children were achieving more success- fully than she. Her oculist said that her eye weakness was due entirely to her general physical condition and would disappear as her general health improved. There was one girl whose unusually poor work in the classroom was apparently due to an emotional upset caused by her failure to be promoted with her twin sister. When she reached the class which she had desired to enter the preceding year, her whole attitude changed and her test results jumped far beyond what might have been expected in view of her previous work in the classroom. 564 ELEMENTARY SCHOOL PRINCIPALS In four cases the presence of adenoids made breathing difficult ang in one case it caused a decided speech defect. The parents of two of these children were unwilling to have this condition corrected. Since these two pupils also have eye defects which have not been corrected, they stand small chance at present of succeeding up to their normal ability. One boy in the fifth grade has a bad sinus condition as well as poorly corrected vision. He spends most of his time gazing around the room while other children are attentively at work. When his inatten- tion is noticed by the teacher he goes back to work, only to revert to gazing as soon as her attention is directed elsewhere. This behavior is undoubtedly caused by the boy’s physical condition of discomfort rather than to a weakness in his character development. Conferences with parents—In conferences with parents after school the remedial reading teacher can show from the notebook records the type of reading the child is doing and can explain the need for careful eye examination. Some parents need only one conference in order to give full cooperation. In many cases, however, two or three confer- ences are necessary before both parents are convinced of the need for a thoro eye examination. In the conferences with parents of the forty-two children in this remedial program, nine parents came only once; sixteen came twice; five came three times; two came four times; one came six times; and one came seven times. There were eight children whose parents could not come at all because of illness or because both parents were work- ing. Notes were sent and the telephone was used at night in order to make the necessary contacts with these people. As it was important to keep a waiting list in order to fill vacancies which occasionally occurred in the remedial reading group, twenty conferences were held with parents in addition to those mentioned above. All told, five fathers and forty-nine mothers were interviewed. A total of ninety-seven conferences were held in order to get the cooperation of the parents. Time spent in remedial treatment—The length of time a pupil was tutored depended upon the cooperation of the parents in having his physical defects cared for, as well as their willingness to help him learn the words which he had missed in his reading. Another factor was the difficulty of the individual case. Three children were tutored from forty-eight to fifty-one periods each because their cases were extremely difficult and because their parents cooperated well in having the children’s physical defects corrected and in assisting them with their reading. Some children, on the other hand, were helped imme- diately by the correction of their eye defects. Often, if they were not and ) of ince ted, mal | as the ten- t to vior fort hool the eful r to ifer- | for this vice; and ould ‘ork- er to ncies renty oned wed. | the | was g his him actor tored were AVINg with mme- e not MEASUREMENT AND GUIDANCE 565 far below their assigned grade levels in reading ability, they were soon able to enter fully into the activities of their classmates and to succeed in their work. Two first-grade children who late in May showed little ability to read caught on to the reading activity simply by receiving a few periods of individual tutoring. Some children had fewer periods of work than would have been allotted to them if their parents had cooperated in having their eye defects corrected. When all signs pointed to a very serious need for visual correction and the parents would not cooperate by having the defects corrected, their children were dropped from the remedial pro- gram until the correction was made. In this way more children were given the opportunity of receiving help. Since parents who could not have defects cured because of lack of funds were given aid thru the local relief agency or the parent-teacher association, this was not an unfair procedure. A distribution of the forty-two children according to the number of tutoring periods they received is given below: Number of Number of periods children a er 2 46 to 48 1 43 to 45 0 40 to 42. ; 2 >: ae > 34 to 36.... 0 it): 4 DOME oes Kees, ON Te 1 =e 1 19 to 21 , le. i ee 3 13to15.... 1 10 to12.... 5 7to9 .... 9 8 3 OE O23. Poke sc ae Total... 42 Follow-up procedures—There are certain phases of the work that must be carried on by the classroom teacher after the tutoring ceases as well as by the remedial reading teacher during the periods of tutoring. These require patience, common sense, and an understanding of child nature and the influence of strong motivation in attaining success and interest in the learning situation. After the proper lenses are procured, unless the children have to wear them constantly, it is difficult for some children to remember to bring their glasses to school or to put them on for their reading and other 566 ELEMENTARY SCHOOL PRINCIPALS a close work. The teacher must see that all children wear their glasses when needed. In our remedial group there were a few boys who were unduly concerned about their appearance and disliked to spoil it (as they thought) with glasses. It helped greatly to have another boy in the class who wore his glasses without self-consciousness. When a child’s vision has been corrected, real teaching can be started. Often wrong images of the symbols must be unlearned and the correct images substituted, but significant progress is soon realized by both teacher and child. There are several ways in which the child may be helped to realize his increased achievement. One device used successfully even before the full eye correction is achieved is a word progress chart. This chart is marked each day with the number of words which the child has learned so well that he can recognize and say them immediately. As the line of progress rises each day that he has mastered new words, the child has objective evidence of his in- creasing power and a feeling of elation takes the place of his former discouragement. Another sign of improvement is the child’s ability to read more each day as his errors decrease. Then as he realizes that he is reading more difficult material than he could read at first, his self- esteem gradually becomes re-established. Appraising results—There are three commonly used measures of success in reading. The one most widely used is the actual ability of the child to read well enough so that he may succeed in his school subjects. Another one is the child’s desire to read books as indicated by his borrowing them from the library. In our program the records for this activity are kept by the librarian and the classroom teacher. The third measure of success consists of the results obtained on stand- ardized achievement tests. Of the forty-two children who were given remedial treatment during the first year of our program, there were twelve whose improvement could not be shown in terms of test results. Six of these had transferred from other schools in the fall and hence had not taken our tests at the end of the preceding year. The other six were beginning first-grade children. For the remaining thirty pupils (representing Grades IT thru VIII) the gains in reading on the Metropolitan Achievement Tests’ from June 1937 to June or September 1938 were as follows: Gain in Number of school months children ci. cco Foc vin 1 rr er 1 en ie 2 ree 2 Se ee 2 1 Published by the World Book Co., Yonkers-on-Hudson, New York. MEASUREMENT AND GUIDANCE 567 Ses Gain in Number of ere school months children los Na sssncsind 6 ‘ ee ee 4 = a RSs 8 Me thine se ae, cult 1 be A Te P 3 ind Total number.. 30 Ze Median gain... 9months ld Conclusion—As the emphasis in all of the reading was upon the ne content of the material read, every child in the remedial group was we strongly motivated to read books which appealed to his interests. Child of after child developed a desire to take books home. The books taken and home had not been read before by these children and were somewhat he easier to read than those used during the tutoring periods. The entire sel program was based on the conviction that the only way to improve ee children’s reading after they leave school is to create in them a desire fe to read more books because the reading satisfies their mental hunger. elf- ; of y of hool IX overcoming deficiencies in reading, it is essential to deal ated with basic causes rather than with symptoms alone. While ords the first step is to discover existing difficulties by means of ade- her. quate tests and careful observation, the remedial program ind- itself must often go beyond the mere drilling of children on the phases of reading in which they are weak. The causes of weak- ring ness may be found in the child himself, in his school or out-of- nent school environment, or in both. In any case, every available rred means should be used to bring about a satisfactory adjustment s at between the child and his total environment, giving due regard rade to his physical, social, and emotional needs as well as to his thru specific needs in reading.—Editorial Comment in Newer Prac- sts} tises in Reading in the Elementary School, Seventeenth Year- book, Department of Elementary School Principals, 1938, p. 387. 568 ELEMENTARY SCHOOL PRINCIPALS LT EVALUATING THE RESULTS OF CURRICULUM ENRICHMENT J. L. Rocers Associate Professor of Education, Southwest Texas State Teachers College, San Marcos, Texas VALUATION of the elementary-school program has been so ade- quately discussed in a previous yearbook? of this organization that it should suffice here to summarize certain points made in that volume and to re-emphasize certain phases of the problem as they apply particularly to an enriched curriculum. Importance of appraisal—There is no reason why enrichment of the curriculum should in any way lessen the need for evaluation. Undoubt- edly the difficulty of appraisal is greatly increased by widening the scope of school activities; it is relatively easy to measure the outcomes of a curriculum restricted to the traditional three R’s as compared to judging the outcomes of the vitalized curriculum practices described in the earlier portions of the present book. It does not follow, how- ever, that because of this difficulty schools are relieved of the neces- sity for appraising their programs. It is difficult to see how any school, no matter how progressive it may claim to be, can have a satis- factory program without knowing a great deal about what it is ac- complishing. Much of the mistrust of some really progressive movements in ele- mentary education has been due to the unwillingness of the proponents of these movements to subject their procedures to an evaluation which would determine whether they are accomplishing the things they desire. No amount of vehement assertion and repetition of claims can take the place of evidence for many teachers and administrators. A more wholesome attitude would result if additional programs of com- prehensive evaluation were carried out like that now in progress for the Progressive Education Association * and those described by Wright- stone * and by Oberholtzer.* It will be unfortunate if the use and im- provement of such procedures of vitalization and enrichment as are proposed in this yearbook are retarded or impaired by hesitancy in submitting the results to measurement. Unless teachers are willing to follow up the various school activities with some kind of appraisal, it cannot be decided whether such activi- ties make the expected contributions. For example, firsthand experi- 1 National Education Association, Department of Elementary School Principals. Appraising the Elementary-School Program. Sixteenth Yearbook. Washington, D. C.: the Department, 1937. 432 p. 2 Tyler, Ralph W. “Appraising Progressive Schools.” Educational Method 15: 412-15; May 1936. 3 Wrightstone, J. Wayne. Appraisal of Newer Practices in Selected Public Schools. New York: Teachers College, Columbia University, 1935. 117 p. 4 Oberholtzer, E. E. An Integrated Curriculum in Practice. Contributions to Education, No. 694. New York: Teachers College, Columbia University, 1937. 218 p. , San ade- ation le in they f the ubt- + the omes d to ‘ibed 10W- 2CeS- any atis- - ac- ele- ents hich they can s. A ‘om- ; for ght- im- are y in ities tivi- yer l- ig the 432 p. - 1936. York: ». 694. MEASUREMENT AND GUIDANCE 569 ences offer the possibility of making learning concrete and more mean- ingful and of reducing verbalization in favor of real understanding, but one would be unwarranted in assuming, without any verification or appraisal, that these purposes are accomplished by a given series of experiences. Any teacher who has heard the comments and questions of pupils after returning from an excursion can certify that many in- accuracies and misunderstandings can and do arise from such an experience. The teacher who fails to evaluate the outcomes of an ex- cursion is not likely to realize all the possibilities of that and of future excursions. Evaluation of enrichment activities—No one would claim that the newer type of evaluation demanded in many situations is simple, but a growing number are unwilling to admit that it is impossible. One chapter of the yearbook mentioned above® presents examples of attempts to evaluate pupil participation in dramatics, school news- papers, clubs, and libraries in terms of the unique contributions ex- pected of each activity. Elsewhere in the same volume® are other valuable suggestions as to ways of appraising the newer outcomes. It is not possible to summarize here all that has been accomplished in this direction, but those who are interested will find that much pre- liminary work has been done. Some educators attempt to justify the omission of all measurement on the basis that at present satisfactory instruments have not been developed; they especially refuse to use many standardized tests be- cause such a limited number of curricular objectives are measured by these tests. Such an attitude seems comparable to that of a physician who would refuse to take a patient’s temperature because there is no adequate way of discovering the complex functioning of certain in- ternal glands. It would be more sensible for schools to recognize the limitations of available tests but to continue to utilize them in the fields to which they apply, accepting in the meantime the challenge to develop instruments which will measure the slighted objectives. Included in almost every list of objectives for the elementary school is one resembling the following, which is one of the six general pur- poses proposed by a New York committee: * “To gain command of the common integrating knowledges and skills.” All but a few extremists would agree that no matter how much the elementary-school offering is enriched, or how wide a variety of experiences is included, there are 5 National Education Association, Department of Elementary School Principals, op. cit., Chapter 6, “Evaluating Socializing Experiences.” ® National Education Association, Department of Elementary School Principals, op. cit., p. 369, 377, 493, 502, 508, 514. 7 New York Council of Superintendents, Committee on Elementary Education. Cardinal Objec- tives in Elementary Education. Second Report. Albany: New York State Education Department, 1929. p. 13. 570 ELEMENTARY SCHOOL PRINCIPALS certain skills and abilities which should be developed to some degree in all children. The emphasis of many of the newer standardized tests ® in these fields is in the right direction so far as enrichment of the cur- riculum is concerned because they are not subject tests. They cut across subject lines and attempt to measure the development of basic skills and essential abilities thruout the activities of the school, regard- less of the type of school or the kind of curriculum in effect. A stand- ardized test that serves such a function well should have an im- portant place in any program of school appraisal. Someone has sug- gested that, if standardized tests are properly used to facilitate the learning of fundamentals, they may actually help rather than impede the enrichment program by releasing more time for the vitalizing activities. In fairness to the makers of tests and other measuring instruments, it should be pointed out that they have been handicapped in measur- ing certain traits because we have not yet told them in specific enough terms what objectives we desire. In fact, if more elementary-school teachers and others responsible for the curriculum were working on a program to appraise the so-called “intangibles,” this experience might react favorably upon the curriculum by forcing these workers to be more specific, to clarify the terms used, and to provide a more adequate description of the desired traits. Influence of measurement upon the enrichment program—The ques- tion of the possible influence of measurement upon instruction is not a settled one.’ Lindquist *° has pointed out that if a wrong influence is exerted by standardized tests, it is quite likely because teachers do not understand the technical features involved in the construction of such a test which disqualify it as a teaching instrument or as an abbre- viated course of study. Brownell,* on the other hand, has said that “any test, traditional or new-type, which misdirects instruction, is to that degree a poor test.” While no one would flatly deny this state- ment, it might be more accurate and might help to clarify the issue if it were restated thus: Any measuring device which of itself misdirects instruction is to that degree a poor instrument, and any teacher who misdirects instruction by the misuse or misinterpretation of a measur- ing instrument is to that extent a poor teacher. 8 For example, the Iowa Every-Pupil Tests of Basic Skills, published by the Bureau of Educa- tional Research and Service, State University of Iowa, Iowa City, Iowa. This is also true of most of the newer reading tests. ® Note, for example, the wide differences of opinion revealed in: ‘‘A Symposium on the Effects of Measurement on Instruction.” Journal of Educational Research 28: 481-527; March 1935. 10 Lindquist, E. F. “Standardized Achievement Tests and Their Relation to Curriculum Content. Appraising the Elementary-School Program. Sixteenth Yearbook. Washington, D. C.: Department of Elementary School Principals, National Education Association, 1937. p. 479-84. 11 Brownell, William A. ‘Some Neglected Criteria for Evaluating Classroom Tests.” Appraising the Elementary-Schooi Program. Sixteenth Yearbook. Washington, D. C.: Department of Elemen- tary School Principals, National Education Association, 1937. p. 491. ca- 10st s of at.” rent sing len- MEASUREMENT AND GUIDANCE 571 Tiegs has pointed out a related fallacy in the reasoning done by certain critics of testing: Learning is not atomistic and fragmentary because tests are utilized to identify important elements of a learning pattern . . . and some of the worst examples of atomistic and fragmentary teaching and learning exist where no valid tests at all are used... .” While, as noted previously, there is not universal agreement on this question, the majority opinion seems to be that any harmful influences of measurement are due more to the misuse or misunderstanding of measuring instruments than to inherent weaknesses of the instruments themselves. Whether or not this is true, there is no denying that a misguided testing program will seriously hinder adequate enrichment of the school curriculum. If, for example, the rating and promotion of teachers depend to a considerable extent upon the performances of their pupils on standardized tests, and if these tests measure chiefly the mechanical aspects of learning, one can only expect teachers to place undue emphasis on mechanical details in their teaching. A complaint frequently heard from teachers attending summer schools runs something like this: “I cannot introduce these newer vitalizing activities in my classes because I must put all my time on drill so that my pupils will make the expected scores on standardized achievement tests.” Some of these statements probably represent an attempt to rationalize the teachers’ ignorance of newer practices or their inability to carry them out, but there is sometimes a definite justification for the complaint. An example of an administrative practice which tends to produce such a situation is a ruling in a certain state that the average scores of the seventh-grade pupils in a school must reach the seventh-grade norms on certain standardized tests in order for that school to be placed on the “approved list.” Certainly this ruling was not intended to limit the scope of school activities, but what actually happens in many instances, according to reports from teachers themselves, is that the teacher neglects other phases of instruction in an attempt to make sure that her pupils will attain the necessary scores on the tests. Many users of standardized tests assume that a high degree of uni- formity in children’s accomplishments is desirable. This error is made by administrators or teachers who require each pupil to reach the norms for his grade on standardized achievement tests before being promoted to the next grade. One can readily see what aspects of learn- ing would be emphasized by a teacher in a school where this rule was in effect, and how most of the curriculum practices discussed in this yearbook would suffer. The chief value of many of these prac- 2 Tiegs, Ernest W. ‘‘Measurement and Learning.”’ Education 58: 513-15; May 1938. 572 ELEMENTARY SCHOOL PRINCIPALS tices lies in the possibilities they present for meeting individual needs and interests. This important purpose of the school program would be defeated and curriculum enrichment would be reduced by using tests to encourage uniformity. While extreme instances have been mentioned here, the emphasis represented by these practices is probably present to some degree jp many schools. It seems inevitable that where this is true, teachers and pupils will work primarily toward the goals represented in the instru- ments by which their success is measured, rather than toward the care- fully determined objectives of a richer type of curriculum. It should also be pointed out that schools attempting to carry out some of the newer methods of enrichment may destroy the value of their procedures by an inadequate or misdirected appraisal of these practices. Following excursions by minute questioning or by deadening oral reports and judging dramatizations or assemblies on the perfec- tion of pupil performance rather than on their contribution to child growth are examples of ways in which teachers may defeat the pur- pose of activities. As suggested above, the situation does not call for an abandonment of appraisal, but for an appraisal in terms of the contributions which the respective activities are intended to make. Conclusion—It is the viewpoint of this discussion that in the long run the enrichment program will not suffer nearly so much from sin- cere and intelligent efforts to appraise it as it will from a complete lack of evaluation, even tho present measuring instruments are admittedly inadequate. Accepting the premise that evaluation should be an in- tegral part of any curriculum program, the writer would suggest the following principles for future guidance in this field: 1. Some tests which are not adapted to the needs of the newer cur- riculum must be either revised or discarded. In general, there should probably be less emphasis upon tests of commonly taught facts, and more attention to basic skills and essential abilities which should be developed in any type of program. 2. The misinterpretations and misuses of tests must be exposed and corrected. Teachers and others concerned must be helped to see the contribution of tests in proper perspective and to make wise use of the available instruments. 3. Educators must accept the challenge of evaluating the newer types of activities. In those areas in which measurement is too difficult for the classroom teacher, more adequate descriptions of the outcomes desired must be furnished to experts in test construction. The com- plete program of appraisal will include many technics and instruments besides tests, such as checklists, rating scales, interviews, observational technics, and the analysis of records and written reports. —— eds | be ests asis e in and tru- are- out e of hese ning fec- +hild pur- | for the long sin- lack tedly 1 in- t the cur- 10uld , and ld be 1 and e the ise of newer fficult comes com- ments tional no = w or Ss ~I oo 15. 16. MEASUREMENT AND GUIDANCE 573 SELECTED REFERENGES . Corre, Mary P. “An Adjusted Curriculum for the Dull-Normal Pupil.” Occu- pations 17: 34-39; October 1938. . Driscott, GerTrupe P. “Guidance at the Elementary Level.” Teachers College Record 40: 25-33; October 1938. . FpATHERSTONE, Wiuu1AM B. “An Experience-Curriculum for Slow Learners at Public School 500: Speyer School.” Teachers College Record 39: 287-95; January 1938. Greene, Harry A., and Jorcensen, A. N. The Use and Interpretation of Ele- mentary School Tests. New York: Longmans, Green and Co., 1935. 530 p. . Grover, Cuarves C. “Gifted Children in Elementary School.” Nation’s Schools 16: 13-16; July 1935. HottrncwortH, Letra 8. “An Enrichment Curriculum for Rapid Learners at Public School 500: Speyer School.” Teachers College Record 39: 296-306; January 1938. . Lamson, Epna E. “To What Extent Are Intelligence Quotients Increased by Children Who Participate in a Rich Vital School Curriculum?” Journal of Educational Psychology 29: 67-70; January 1938. . Lyncu, Katuertne D. “Enrichment of the Program for Subnormal Children.” Journal of Exceptional Children 5: 49-53; December 1938. . McCaur, Wittiam A. Measurement. New York: Macmillan Co., 1939. 535 p. . Martens, Euise H., compiler and editor. A Guide to Curriculum Adjustment for Mentally Retarded Children. U. S. Dept. of the Interior, Office of Education, Bulletin, 1936, No. 11. Washington, D. C.: Government Printing Office, 1936. 133 p. . Martin, Lewis C. “The Education of Gifted Children.” Journal of Ezxcep- tional Children 4: 101-104; February 1938. . NATIONAL EpucATION ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRIN- cipaLs. Appraising the Elementary-School Program. Sixteenth Yearbook. Washington, D. C.: the Department, 1937. 432 p. . Nationau Sociery ror THE Stupy or Epucation. Child Development and the Curriculum. Thirty-Eighth Yearbook, Part I. Bloomington, IIl.: Public School Publishing Co., 1939. 442 p. . Power, Leonarp. “The Cooperative Group Plan and the Individual.” Educa- tional Method 14: 240-47; February 1935. Seger, Davin. Nature and Use of the Cumulative Record. U. 8. Dept. of the Interior, Office of Education, Bulletin, 1938, No. 3. Washington, D. C.: Government Printing Office, 1938. 48 p. Stoiz, Hersert R. “Individual Guidance.” Journal of the National Education Association 27: 189, 194, 240, 277; September, October, November, and December 1938. 28: 19, 55, 69; January, February, and March 1939. . Strana, Rutu. An Introduction to Child Study. Revised edition. New York: Maemillan Co., 1938. Chapter 21, “Child Study and Guidance in the Ele- mentary School,” p. 541-79. . Wess, Loure W., and Suorwett, A. R. M. Testing in the Elementary School. New York: Farrar and Rinehart, 1939. 407 p. . Wricutstone, J. Wayne. Appraisal of Newer Elementary School Practices. New York: Teachers College, Columbia University, 1938. 221 p. . WricutsTone, J. WAYNE, and orHers. “Measuring Social Performance Factors in Activity and Control Schools of New York City.” Teachers College Record 40: 423-32; February 1939. CHAPTER VIII VITALIZING THE CURRICULUM UNDER VARIOUS TYPES OF SCHOOL ORGANIZATION EDITORIAL COMMENT depends in part upon having a favorable form of school organiza- tion. No organization is perfect and there are sharp differences of opinion as to which general type is best. Nevertheless, school ad- ministrators and teachers should frequently reappraise the school or- ganization with a view to making it serve better the purposes of an en- riched curriculum. Probably the most important characteristic of a good organization is sufficient flexibility to permit frequent readjust- ments in the programs of individual pupils. No matter what plan is used, administrative and teaching procedures must be adapted to the elements of strength and of weakness in that particular plan. The distinctive contribution of this chapter is its emphasis on organ- ization as a factor in curriculum enrichment. Each article deals with the advantages of a particular plan of organization, with attempts to improve older arrangements, or with efforts to vitalize learning within certain organizational limitations. In the opening article Learned describes a plan in which the pupils of each grade were divided into three groups according to reading ability. Robinson tells how one school undertook to overcome the weaknesses of its organization by having the regular teacher of each class continue with that class thruout the elementary grades. Rickard reports the integration of learning in a departmental organization thru assemblies involving the cooperation of several grades. The next two contributions are concerned with enrichment in platoon schools. O’Reilly reviews the development and the advantages of a modified platoon plan in a city system. Herron shows how the platoon schools in another city improved their instruction in health and safety. The last two authors discuss ways of vitalizing the curriculum in rural schools. Potter points out advantages and limitations in the or- ganization of small rural schools and gives illustrations of enrichment in such schools. Topping describes the use of the book auto in dis- tributing reading material to the schools in a county system. For other, helpful discussions of school organization in relation to curriculum problems the reader should consult the bibliography on page 622.—Editorial Committee. Ts SUCCESS OF EFFORTS to meet the individual needs of children 574 | FourTH-GRADE CHILDREN ENJoyinc Fok DANCES Photograph by courtesy of Thomas H. Ford, Superintendent of School: Reading, Pennsylvania SCHOOL ORGANIZATION 577 GROUPING PUPILS WITHIN EACH GRADE ACCORDING TO READING ABILITY ‘Roy E. LEARNED Principal, Washington School, Sacramento, California the first grade of the Washington School depended upon his learn- ing promptly to read. The honor of the school was thought to be impaired if a child was not well along in his pre-primer by the end of the first month of school. We were concerned about what the teach- ers in other schools would think of us if children transferring to those schools should not be able to read all the books prescribed in the courses of study for their grades. Moreover, the teachers of our begin- ning classes always feared the complaints which the second-grade teachers would make if the classes did not come to them “well prepared.” What about reading readiness? Well, that seemed to us a pretty theory but not suitable for practical application. A nonreading pro- gram, we contended, would be a waste of time for even the slowest pupils and would detrimentally influence their entire school careers. And wouldn’t parents rise in indignation if we didn’t put a book in every child’s hands the first week of school? Altho we were reluctant to admit it, we did recognize that many of our little folk were unhappy in school. Some would sit and dream or look out the windows. Others would annoy their fellows if the teacher relaxed her vigilance for one moment. Still others, we learned from the parents, would develop illnesses while dressing or eating breakfast from which they miraculously recovered shortly after nine o’clock. The teachers worked earnestly and skilfully, but often with inferior results. Some of the children did seem too young and immature for first-grade work altho they were past six years of age and often were approaching their seventh birthdays. Still we did nothing about the situation until three years ago. pis TO THE FALL OF 1936 the educational salvation of a pupil in JROUPING First-GRADE CHILDREN Finally, we decided to select twenty-five of the most immature youngsters and to set up a delayed reading program for them. The rest of the children proceeded as in the past. The plan worked. The children in the special class, which we called the “junior primary,” seemed much happier than under the old arrangement. The teachers of the other first-grade classes were much relieved, and the parents gave their full approval. 578 ELEMENTARY SCHOOL PRINCIPALS a Within a few weeks, however, the junior primary teacher discovered a wide range of achievement levels within the class. The children’s rates of progress varied widely and several smaller teaching groups had to be formed to meet the situation. By the end of the year some of the pupils were as far advanced in reading as the children in the other first-grade classes, while others were not mature enough even to begin reading. Extending the plan—When school opened in the fall of 1937 we went a step farther in our segregation. We grouped all of the ninety- eight first-graders into three classes on the basis of their social, plysi- cal, and mental maturity. We used teacher judgments together with mental and reading readiness test scores as our criteria for classifica- tion. We limited the least mature group to twenty-five children, and the teacher in charge of this class was designated the “receiving” teacher for all new first-graders. Since much of the area from which the Washington School draws its pupils is situated in an encroaching industrial section of the city with poor housing conditions, transiency is prevalent and there is a rapid turnover in pupil personnel. The receiving teacher therefore had a difficult task in studying incoming pupils and in adjusting them to the school. As this adjustment was accomplished she assigned them one by one to the classes for which they seemed best fitted according to their maturity. Some children, of course, remained in the receiving class, while others were moved immediately to more advanced classes. From time to time children were shifted from one group to another as their development seemed to warrant, thus taking care of varying rates of maturity in the children while maintaining the maximum of homogeneity in each group. At first we were concerned about shifting the children from one teacher to another. Often a child made as many as two or three changes during the year. But our fears were soon allayed, for these changes seemed to make little difference to the children. This favorable re- action was undoubtedly due to the fact that the first-grade teachers, whose rooms are all adjoining, carried on so many activities together and were so closely associated in their work that the child soon knew the other two teachers almost as well as his own. Differentiating instruction—Each teacher in the first grade soon found that this plan of relatively homogeneous grouping conserved her energies by restricting the range of her instructional problems, and soon she began to collect materials and equipment and to plan a method of approach especially adapted to the level of her children’s maturity. For example, the “receiving” room soon had a rabbit, and all the problems connected with naming, feeding, and caring for him hs ll ~~ ered ‘en’s ups ome the even y we ety- 1ysi- with fica- and ing” vs its with rapid ad a o the ne by their class, From their rates m of o one anges anges le re- chers, ether knew - goon ed her 3, and lan a dren’s t, and yr him ScHOOL ORGANIZATION 579 motivated the conversation of these youngsters. In anticipation of his coming they had built for him a little house and a pen in which to run. Shopping for his food was a regular occurrence. Later in the year a little yellow, newly hatched duck became Fluffy Peter’s companion, and Ducky’s rapid growth and change of color were a constant source of interest and amazement. The planning period, the teacher’s writing on the blackboard, the daily newspaper relating the highlights of the children’s experiences at home and at school, the building of articles to satisfy immediate needs—these and other activities helped to broaden the experiences of these little folk whose homes were very humble and limited in opportunities for enrichment. It was gratifying to observe how this nonreading program soon created an urgent desire on the part of many to learn to read. As this desire reached a certain intensity the child was moved in to the next more mature class of children, where reading formed a regular part of the day’s work. By the end of the first semester the activities of the first-grade teachers had become the talk of the school. Teachers and pupils of the upper grades began to visit the first-grade wing. Donations of orange boxes, paper cartons, dolls, miniature housekeeping equipment, and a variety of other usable material began to come in. GROUPING CHILDREN IN THE HIGHER GRADES Then the question arose among the upper-grade teachers, “What about our reading program?” The three fifth-grade teachers, with the aid of the principal, began an investigation. Reading tests disclosed that our practice of placing children in classes by semester grading, that is, for example, classifying them as “low” fifth-graders and “high” fifth-graders, was illogical. We found that quite a number of our low fifth-grade pupils read much better than some of those in the high fifth grade. Moreover, the Durrell-Sullivan Reading Capacity Tests, which require no knowledge of reading symbols, revealed that several of our poorest readers possessed the capacity to read from one to three years above their present achievement levels. Our only consolation in connection with this embarrassing discovery was that the children transferring to our school, whether from within the city, from other cities and towns in the state, or from remote sections of the nation, were generally no better trained than the boys and girls in Washing- ton School. However, we had unearthed a real challenge to provide ‘a better organization and better methods for teaching reading. The find- ings obtained by our fifth-grade teachers were set up in graphic form and were presented to the other teachers of the school in a series of conferences. 1 Published by the World Book Co., Yonkers-on-Hudson, New York. 580 ELEMENTARY SCHOOL PRINCIPALS Administrative aspects—Out of these conferences came a decision in the spring of 1938 to group all children, when school opened the next fall, within each grade level according to their reading achievement as determined by standardized tests provided by the research depart- ment of the school system. Altho this plan of reorganization seemed to revert to a practice frowned upon by many, we felt the need, as we had previously in the first grades, of narrowing the teaching task of the classroom teacher. We believed that such specialization could be defended with sound argument. Studies by Gates, Monroe, and others show that segregation is essential for the best results in remedial read- ing programs. Why would segregation not be beneficial, we reasoned, for the more able readers as well as for the poorer ones? So we decided to segregate the children of each grade above the first in such a manner as to have a weak, an average, and a strong reading class. The weak reading class would be much smaller than either of the other two. It would preferably be limited to twenty-six or twenty- seven pupils while the other classes might have as many as forty pupils each. As in the first grades, the teacher of each remedial class would be the “receiving” teacher for all new pupils of her grade level and would determine by a reading test the particular class in which each new pupil should be placed. On the other hand, the grade place- ment of the child usually would depend upon his report card of the pre- vious semester or on the record which he brought from another school. If he came to us without a transfer, as many do, we would place him in a grade according to his social and physical maturity and his chronological age. An illustrative case—To make this arrangement a little clearer, let us illustrate by the arrival at the Washington School of Frank Gomez from E] Paso, Texas. He has no transfer record. His chronological age, physical development, and social maturity, as indicated by his re- sponses to a census questionnaire which we require of outside pupils, suggest that he should adjust quickly to the sixth-grade level. Frank is sent therefore to the receiving teacher of that grade, who arranges at her earliest convenience to give him the Los Angeles Elementary Reading Test.2 He makes a reading grade-score of 4.9, which lies within the range of achievement represented in the class of the sixth- grade receiving teacher. She keeps the boy in her class. If, however, he had made a score of 7.5, he would have been sent to the fastest of the three sixth-grade classes. Since he is nearly thirteen years old and quite large for his age, we plan to send Frank to the junior high school at the end of the semester in February. For this reason we give him a high sixth-grade rating on ? Published by the California Test Bureau, Los Angeles, California. Xt nt 't- ve be we ster on ScHOOL ORGANIZATION 581 his continuous record card. If he were smaller in stature and several months younger we would designate him as a low sixth-grader, a rating which would keep him at Washington School for a whole year. In either case he would be placed: with the same teacher, this place- ment being determined by his current reading level. We keep the “low” and “high” differentiation on report cards to satisfy the children and the parents; they have been accustomed to this classification scheme for many years and it is the one followed by the other schools of the city. Broad scope of the plan—Another point should be made clear in connection with our plan. The literature discussing reading programs generally indicates that the children are grouped homogeneously for the reading period only. We are not following this conventional setup but are maintaining the same grouping thruout the school day. Our belief is that reading should be taught not only during the reading period but also in connection with social studies, arithmetic, language, spelling, and even music. Hence, the teacher’s approach in all subject fields depends primarily upon the reading level of the children. For example, the teacher of the sixth-grade remedial group, whose pupils are reading on the third- or fourth-grade level, approaches the teach- ing of spelling with a strong phonetic emphasis while the teacher hav- ing the rapid reading class in the same grade teaches spelling in an entirely different manner. To keep these superior children, whom we have permitted to acquire poor work habits in the past, on a high plane of accomplishment in harmony with their abilities is just as important as to help the remedial pupils overcome their deficiencies. In addition, we have taken advantage of the fact that there are three teachers for every grade level in our school, and instead of re- stricting the grouping to the children within each individual classroom, we are grouping within each grade as a whole. Of course, within each ability group we still form smaller groups for better classroom in- struction. Individualized teaching of spelling and arithmetic also en- hances the flexibilty of the plan. There are those who would seriously question our segregation of pupils within a grade solely on the basis of reading and by means of a reading test. Only time and careful appraisal will tell whether we are justified. SoME ENRICHMENT VALUES While it is too early to predict the ultimate outcomes of our present approach to the teaching of reading, this much can already be said: Not for years has the enthusiasm of the staff for the task at hand been so universally evident as during the past year. Summer session 582 ELEMENTARY SCHOOL PRINCIPALS work and professional reading have touched a new “high” in purpose- fulness. We are reading to solve real problems which are crowding us for solution. The use of visual aids to provide enriching experiences, especially in the weak reading classes, has tripled. The school library is being searched constantly for materials suited to the interests and reading abilities of the children. Excursions to the nearby industrial plants are rapidly increasing in frequency. The school’s duplicating equipment is busy reproducing specially prepared materials to fit cur- rent needs as they arise in the teaching of spelling, reading, arithmetic, and social studies. Better study habits are being stressed on al! levels. The special supervisors are giving us counsel to solve new problems as they arise. We are finding, for example, that the poor reading groups cannot read the music for two-part work without the leadership of the better readers, and are in need of remedial work in note-reading. Use of the city library is growing among our children. Much more attention than in the past is being given to the emotional adjustment of our boys and girls thru the promotion of numerous social and service activities. Informal conferences between teachers with com- parable problems for the purpose of discussing methods and exchang- ing ideas are common these days. Even if we should eventually return to the old plan of grouping only within each heterogeneous class, our present emphasis upon reading will continue to be an enriching experience and will promote better teaching in our school for years to come.* 3 While the school referred to in this article is organized on a modified platoon basis in the in- termediate grades, the plan of grouping described would seem to be equally applicable to a school organized entirely on the traditional basis of one teacher per class.—Hditorial Committee. o administrative scheme alone will solve the problem of individual differences. No matter how children are grouped, there will be differences requiring individual teaching within each group. Moreover, the contributions which pupils of different abilities and interests can make to the intellectual and social development of a class should not be overlooked. Nevertheless, reading instruction may be facilitated by nar- rowing somewhat the range of reading needs found in the typical school grade.—Editorial Comment in Newer Practises in Reading in the Elementary School, Seventeenth Yearbook, Department of Elementary School Principals, 1938, p. 519. ly ng ter in- 1001 ScHooL ORGANIZATION 583 INTEGRATING PUPIL EXPERIENCES THRU A CONTINUING-TEACHER PLAN Roy E. Rosrnson Principal, Liberty School, Highland Park, Michigan forms of school organization the plan described in this article was evolved by the staff of the Liberty School, a seven-grade elementary school in Highland Park, Michigan. While this plan will not be startlingly new to many readers, the story of how one school has been changing its organization better to meet its children’s needs may help other principals and teachers beset by similar problems. Problems faced—In most schools organized along subjectmatter lines the problem of correlating the content of various subjects has received much attention. Likewise, the matter of integrating the experiences which a pupil has in various special activities under different teachers has been considered. These problems of correlation and integration have arisen largely because the child’s school program has been divided into subjectmatter compartments. Moreover, in the depart- mental organization and to a lesser degree in the platoon organiza- tion, these compartments have been handled by teachers who were specialists in particular fields. It has been difficult for these teachers to cut across or eliminate the compartmental barriers. This difficulty was met in the Liberty School by changing to a modified form of the traditional organization in which each regular teacher teaches most of the subjects offered. Another problem which has bothered elementary-school principals and teachers has been the hurdle over grade lines semester after semester, with the usual change of teachers as the children went from grade to grade. This procedure has been as much of a barrier to the integration of present with past experiences as subjectmatter compart- ments have been to the integration of current experiences. This prob- lem was largely eliminated in this school by having the regular teacher of each class stay with that class as it progressed from the lower to the higher grade levels. Development of the plan—The trail for this scheme in the Liberty School was broken seven years ago by an overflow class of IB children who were taught by the same teacher they had had in the kindergarten. Since there was no overflow group in the succeeding first grades, expediency kept this teacher and her group together during the years that followed. Normally in this school the children in each grade of the primary T OVERCOME CERTAIN WEAKNESSES of the departmental and platoon 584 ELEMENTARY SCHOOL PRINCIPALS —__. department were taught by two different teachers, one a so-called academic teacher with whom the children learned to read, write, and spell, and the other a so-called activity teacher who taught handwork, art, oral expression, and subjects of a freer nature. Obviously, these grades too had problems of correlation and integration. As the over- flow group referred to above went thru the primary grades under a single teacher, it was possible to make direct comparisons between the two forms of organization. On entering the fourth grade, which normally was organized on a departmental basis, the children of the overflow class continued with their one teacher in all schoolwork except activities for which the school had provided special facilities, such as swimming, gymnasium, woodshop, and home economics. Meanwhile, other primary classes embarked on a similar program and the number gradually increased until at present twelve additional rooms ranging from the beginning first grade to the finishing fifth grade are following the continuing- teacher plan. The overflow group has reached the beginning sixth- grade level. Of these thirteen rooms all but three involve only one grade level, the three exceptions having children of two adjacent half-grades. Some questions answered—Before discussing the apparent advan- tages of the plan it may be well to consider certain questions which are often raised in regard to its practicability. First, what about the poor or weak teacher? While such a teacher is a handicap to any school program, she obviously can do the most harm where she has the same group of children semester after semester. There is no place in the continuing-teacher organization for the unqualified teacher. Similarly, one may question the soundness of having even a good teacher with the same group all the time, especially with reference to individual cases in which pupil-teacher conflicts arise. Where such con- flicts prove unsolvable in the class, the plan presents a real difficulty. Sometimes this difficulty can be handled by transferring the pupil in question to another group with another teacher. On the other hand, if the teacher recognizes such a conflict as involving her own personality as much as the child’s, she may study it seriously and over a long period may bring about a better pupil-teacher adjustment than would have been accomplished if she had merely passed the child on, with a sigh of relief, to the teacher of the next grade at the end of the semester. Questions may be raised also in regard to the teacher’s knowledge and treatment of subjectmatter. Is she not likely to be unfamiliar with the course of study in any one grade because she teaches the work of that grade so infrequently? May she not be inexpert in certain —. ulled and ork, hese Ver- er a veen on a with the ium, ASSES ased ining ling- ixth- one rcent [van- vhich t the any > has place cher. good ce to con- sulty. pil in nd, if ality long vould with f the ‘ledge niliar s the ortain ScHOOL ORGANIZATION 585 —— fields such as music, art, and science? May she not, because of her special interests, overemphasize certain phases of subjectmatter and neglect others? These possibilities are indeed shortcomings, but not to the degree that they appear at first glance. Most of them are objections from a purely subjectmatter viewpoint and neglect the fact that the teacher, while perhaps being less familiar with certain subjectmatter, is more familiar with the child than if she taught the same courses to a different class each year. As shown in the following discussion, this fact is one of the chief advantages of the continuing-teacher plan. Emphasis on growth of the “whole” child—With the teacher working more or less continuously with one group, emphasis is placed on the child as a whole. Constant association with the same children in work- ing out individual problems and group activities gives the teacher a better understanding of each child as a person and a better conception of his particular needs. It also gives her an opportunity to help the child work out the optimum relationship between himself and the rest of the group. His ability to get along with others, to contribute to the - planning of activities, to execute his own or others’ ideas, to make good criticisms—these and other desirable qualities of the pupil can be fos- tered best by the teacher who has a close and continuous acquaintance with him. The continuing-teacher organization places the teacher in a better position to judge pupil growth. Frequently under the old system cer- tain undesirable characteristics of a particular child have been called to the writer’s attention by teachers in the middle grades. Having known the child at an earlier age when he had even more undesirable traits, the writer could see in him more than the normal rate of improve- ment even tho his level of development was still below that of his classmates. Such continuing knowledge of the child is important. The present type of organization gives the teacher this knowledge, whereas under earlier plans it existed only on the school records in brief form, if at all. With continuing emphasis on the pupil’s actual growth, it is obvious that grade lines tend to become hazy. General standards of achieve- ment are still used, but the emphasis is more on the pupil’s own stand- ard as determined by his natural growth rate than on the “norm” of the grade in which he is classified. In the three rooms of this school which contain pupils of more than one grade the grade line has disap- peared almost entirely in all work except arithmetic. In the latter sub- ject the differentiation between grades is evident mainly in formal drill when such drill is needed. It thus becomes possible in such an organization to eliminate “fail- ure” as an adjustment device. With the teacher concerned mainly with 586 ELEMENTARY SCHOOL PRINCIPALS pupil growth and not entirely with class growth, a child can be classi- fied with others of his own age and social maturity. This is the aim of most individualized programs and the program outlined here lends itself well to that aim. A natural outgrowth of the continuing-teacher plan is an improve- ment in home-school relations. The plan binds together over a long period of time the teacher-parent contacts made thru home visits, school visits, notes, and discussions. In this school no formal report cards are issued in the primary grades. Reports of the child’s educa- tional problems and progress are given to the parents in teacher-parent conferences, usually held at the school. Again we find the chief em- phasis on the child himself rather than on his standing in relation to others. Integration of learning—Obviously, any activity carried on by a class under this form of organization can be readily integrated not only with other subjects and activities of the current year but also with activities carried on in preceding years. The bogey of correlating work-type reading, social studies, and literature, for example, is largely eliminated. As far as the children are concerned no differentiation need be made. An illustration of such integration is found in a project carried on by the overflow group referred to earlier. In the fourth grade these children began to publish a weekly newspaper which they called the Hi-Lites. Later this paper developed into a monthly magazine of about fifteen or twenty mimeographed pages with pupil illustrations. The following quotation from the teacher’s description of the activity indi- cates its purpose and procedure: The Hi-Lites is a medium of news and of original expression in story and verse which is one means of integrating the work of our school month. The inspiration and stimulus for the writing come sometimes from suggestions made by the teacher, but usually from some interest of the child. Often our best stories are written after the illustrations are drawn. Children draw something in- tensely interesting to themselves and then write about it. Events, plays, personal happenings, and trips may serve as stimuli for writing. No one is forced to write, but usually most of the children voluntarily contribute. When reading factual matter they often say, “This would be good for the Hi-Lites,” and then cull out the facts because they are interesting to remember. The more talented writers sometimes inspire the less gifted children to contribute by talking over the pro- posed article and then helping them to write it. The children’s work is typed exactly as submitted and later the published Hi-Lites is used as source material for English and spelling lessons. Early in the school year the children made books, “Hi-Lites Speller” and “Hi-Lites English,” in which they write the corrected words and make up their own English rules. They recognize homonyms, having made long lists of those used in their writing, and are quite excited over finding new ones. Growth in English and spelling is evident, for now, as contrasted with a year ago, the papers are submitted with the small, deceptive words correctly spelled, and, at last, commas and quotation marks are in, whereas they used to be con- on, we dl i ‘se —_ « SY Ge ScHOOL ORGANIZATION 587 spicuous by their absence. The children are beginning to ask for correction before publication, but usually the creative effort is enough for them at the time. There is no feeling that English is a dry subject or a burden or a bore. It is like a puzzle in which the children are constantly trying to find a solution. Sometimes we take a traditional English text and the children enjoy hunting thru it for rules of correct usage. We are learning to write by writing, hoping the con- stant effort will in time, like the spring, purify itself. Certainly here is an integrative activity. Yet a reader of the maga- zine can tell at a glance whether social studies, poetry, arithmetic, or something else has been the predominant motif of the month’s work. Interest is such that when the deadline for publication nears, no formal time schedule would stand up under the strain. The activities of pub- lication day may supplant all other schoolwork for this group. The continuing-teacher organization permits great flexibility not only in curriculum content but also in time allotments. Recess may come whenever it is needed or not at all. Lessons may be long or short according to the needs of the children at the moment. Field trips upset no one else’s schedule and there is plenty of time for them. A whole day or even a week, if necessary, may be devoted to a construction project. This situation is in sharp contrast to the one-period system of class scheduling, under which the child may have to spend half the period in getting out and putting away his materials. Under the newer plan chairs can be moved out of the room or stacked at one side be- cause no other class will need to use them at any set time. Contributions of special subjects—As children become older their school life becomes more extensive and the demands on the versatility of the teacher become more strenuous. In an ideal situation the teacher would be an expert in all fields, but until that situation becomes a reality certain fields will demand special teachers. The Liberty School has such teachers as well as special facilities for manual arts, domestic science, swimming, gymnasium, library, and art. However, under the continuing-teacher organization the emphasis in these sub- jects has been placed on their correlation with current activities in the regular classrooms. For example, if a class play is in preparation, manual arts contributes to the construction of the set, domestic sci- ence to the costume-making, dancing to the play itself, the library to research, and art to the scenery and costumes. In each instance the teacher of the special subject involved acts in an advisory capacity and subordinates her work to the main activity. While such contributions are made by these special teachers in any type of school organization which includes them, the writer believes that the bond is closer under the continuing-teacher scheme. The regular classroom teacher may move to the shop with her children or the shopwork may be done in the classroom or in the hall. In either case the activity is the focus of 588 ELEMENTARY SCHOOL PRINCIPALS attention and the special subject becomes more meaningful thru sery- ing a definite need. It must not be assumed, however, that the work of the special de- partments consists entirely of serving particular needs which arise in the regular classrooms. The special teacher gives considerable atten- tion to the general work which can, and probably should, be done in his or her department. But the flexibility of the program, with its minimizing of time schedules, gives greater impetus to the work of the special rooms as well as to that of the regular classrooms. It is con- ceivable that ultimately the use of the special facilities will be sched- uled on a weekly basis in accordance with the activities in progress at the time. A class might wish to use the shop all day at certain times, and at other times might not use it at all for several days. Emergence of group characteristics—Thruout the continuing-teacher organization an observer can see definite group characteristics emerg- ing as the various classes go thru their school experiences. These group traits may be due to the personal attributes of the teachers in charge or to the personality interactions of the particular children in each group, or to both of these factors. In any event, each group seems to develop its own “personality,” a something which distinguishes it from the other groups. The children who publish the Hi-Lites and who have been together for six years are as a group aggressive, inquisitive, good at planning and initiating activities, and inclined to work hard when carrying out their ideas. Those in a certain fifth-grade class are noted for their quiet self-control. They function well for long periods with- out their teacher. The members of a second-grade group are char- acterized by an intimate thoughtfulness of one another and by an ability to make things of whatever materials are at hand. In a fourth- grade group the children like to sing softly while doing handwork. It makes no difference who starts the singing or what songs are sung so long as they are familiar to all. The members of a third-grade class exhibit a definitely recognizable art style in their cooperatively-made murals, which is due, according to the art teacher, to the particular combination of children in that room. In another fifth grade the youngsters’ forte is cooperative planning and execution of dramatic productions based on their work, usually in the social studies. Such group characteristics as these were not observable, if they existed, under either type of organization in effect prior to the continuing- teacher plan. Administrative and supervisory considerations—There are several things which the school administrator or supervisor must do if the continuing-teacher plan is to be successful. The first and probably the most important of these is to help the teacher overcome certain tradi- e in ten- 2 in its the on- ed- 3 at nes, her rg- up rge ach : to ‘om ave 90d hen ted th- ar- an th- It so ass idle lar the tie ich ed, ig- ral he he SCHOOL ORGANIZATION 589 — tional attitudes which she may hold toward school life. The manner in which children pass from room to room, their conduct in the halls, classroom neatness, noise, seating arrangements, requiring children to obtain permission for obviously necessary acts—all these things must be viewed in the light of the children’s purposes, their levels of ma- turity, and the nature of the activities in which they are engaged. Otherwise the pupils may reach the end of their elementary-school careers with minds patterned largely by the edicts of adults. To achieve this new attitude is as much a task for the principal as for the teacher. Second, the teacher must be freed from the necessity of following detailed prescriptions in courses of study. She must learn to use such courses only as a broad guide, omitting or modifying details as she sees fit. This point of view is reflected in the following statement by a teacher in the Liberty School who has just completed her third year with the same group of pupils: The aim of my work is to keep the children happy, useful, and growing. Sub- jectmatter is important, but only so far as we have need for it to take us where we want to go. The thirty-four children and I spend our school hours in a room which serves as our workshop and living quarters during the day. Since it is both a workshop and living quarters, we try to make it attractive and useful. Supplies of all kinds are within easy reach of all children and no child needs to ask for anything he needs. These are his supplies and naturally he keeps them in order. Accidents to equipment or materials are never noticed except to note how well the room looks after things have been cleaned up. We attempt to appreciate the things about us. We satisfy our curiosity by investigating—anything, any time. We ask questions and seek the answers. We always take time for things that really interest us. We use our seats or chairs to make us comfortable, and we use the floor if it serves us better. All of us are important and all of us need help, so school life is a game of give and take. The group helps each one and each one owes something to the group. We respect the rights of others. We express ourselves in as many ways as we can. We feel free to choose the type of material we like to use. Our tools must help us and unless they do they are not used. , In order to do things we waat to do we need to know a great deal about sub- jectmatter but we don’t think of it as such. Above all, we don’t pigeonhole each subject into a period of so many minutes. Out of the whole we find we have learned the things we needed to know at the time we used them. My aim is to teach the child to use subjectmatter as a tool just as he uses a saw or paste to make things he needs at the moment. I have a course of study and it is surprising how much of it fits in with what we are doing, but if I should fail to teach a single thing that the course of study says should be taught, I would not worry for I probably would be teaching something equally important. Third, both teacher and principal must take a long-range view of child growth—not on a month-to-month basis but on a year-to-year basis. Groups, like individuals, grow at different rates. If tests given yearly or less often show that a particular group is progressing about as well as can reasonably be expected in the development of basic 590 ELEMENTARY SCHOOL PRINCIPALS —_——— ——_—_— skills, supervisors should be satisfied. Overemphasis on objective test results will interfere with the attainment of many social and personal objectives sought thru the continuing-teacher plan. Care should be taken that the school does not try to measure and judge all pupil prog- ress by means of tests which cover only a few aspects of that progress. Until behavior scales, social maturity standards, and other measures of personality are better developed, the principal or supervisor will probably do well to require a minimum of formal testing. How then shall progress be determined? It must be determined to considerable extent by careful observation of the children in all phases of school activity. Are they happy? Are they eager to come to school? Do they get along with each other? Can they plan together? Is their capacity for self-appraisal well developed? Are they self-satisfied, or are they striving for better performance and achievement? Can they use their educational tools as they need them? Are they alert? These are a few of the questions which the teacher and principal should ask in determining whether the group, or the pupil in the group, is progress- ing. This is admittedly a subjective approach, but social and personal qualities are subjective things. To attain these objectives there must be a free and frank inter- change of ideas, criticisms, and suggestions between the teacher and principal at all times. The relationship between these two workers must be maintained on the same cooperative, mutual-help basis as is the pupil-teacher relationship. If it is not, the values of the continu- ing-teacher plan will be jeopardized. The principal and teacher must, in a sense, forget the difference in their official positions and work as equals. ger learning of the child is subordinate to his attitude of mind and he responds to the personality before him as a small body in a vast field of force responds to the invisible pressures around it. The most intangible, least measurable and least known forces in nature are among the most potent, and personality is one of these. No student passes through the edu- cational system without the stamp of some teacher upon him.— Wheeler, Raymond H., and Perkins, Francis T., Principles of Mental Development, Thomas Y. Crowell Co., 1932, p. 510. (Quoted by permission of the publishers. ) . wal test onal | be rog- ress, ures will d to ases ool? heir , or they hese ask "eSS- onal iter- and kers is is inu- just, Kk as ScHOOL ORGANIZATION 591 INTEGRATION THRU COOPERATIVE ASSEMBLIES IN A DEPARTMENTAL ORGANIZATION Garrett E. Rickarp Principal, LaFayette School, Chicago, Illinois ized, one of the most effective means of integrating the learning of pupils in these grades is the cooperative assembly. Such an assembly must be carefully planned over a long period with two pur- poses in mind: (1) to bring about a maximum of integration, and (2) to induce the greatest possible amount of cooperation upon the part of pupils and teachers. Selecting a central theme—lIn attaining these objectives the first step is to find a central theme or unifying principle about which the assem- bly can be centered—a theme which can be broken into subordinate units for distribution as contracts or projects among various classes, clubs, or other groups in the school. This central topic must be susceptible of such concrete and dramatic treatment as will appeal to an audience, whether the audience be parents or groups of children. Further, if the theme is to serve as an instrument of integration it must be broad and extensive. Its parts must have continuity. It is better if the theme can be thought of as a series of episodes, each carrying its own educational point but having a close relationship to preceding episodes as well as to those which follow. In other words, the episodes should have a dramatic unity. Finally, the theme must lend itself to many types of development so that the teachers of English, history, geography, music, and art can immediately see possibilities of treating it from the viewpoints of their respective subjects. Altho we at the LaFayette School have employed successfully such broad, fundamental topics as “Youth and Leisure in American His- tory,” about which we developed vivid portrayals of the leisure-time activities of the American people in successive historical periods, we have never found another topic which was so successful in securing both integration and cooperation as was “The Mississippi,” which we used as the core idea for a recent assembly. In the pages that follow, the development of this assembly will be used to illustrate the sugges- tions and recommendations offered. The scope of the topic used and the continuity of its parts are evident in the list of scenes presented: Scene I The Mississippi—Its Geography and History Scene II Canoes of French Explorers, Fur Traders, and Indians Touch at the Sites of Future Cities T AN ELEMENTARY SCHOOL whose upper grades are departmental- 592 ELEMENTARY SCHOOL PRINCIPALS Scene III Flatboats of Pioneer Settlers in the Great Valley Bind the West to French New Orleans Scene IV Steamboats Make the Mississippi the Great Highway between North and South in the Days Before the Civil War Scene V The Showboat Brings Glamor and Romance to the River Towns as Their Glory Wanes Before the Rising Cities of the Great Lakes Organizing class work about the central theme—Since we plan but one assembly of this kind each semester,' it is possible to weave much of the preparation for it into the daily work of the pupils. The pupils of each room spend as much or as little time on the project as cir- cumstances seem to require. For the most part they prepare for the assembly as if getting ready for an ordinary classroom exercise and thus avoid those hectic days of final preparation which in some schools bring teachers and pupils to the verge of prostration. If each teacher plans her work for a considerable portion of the semester about the theme of the semester assembly, there is no need for undue emotional stress upon the part of either teachers or pupils. If the theme is wisely chosen, the teacher immediately sees possibili- ties of developing projects around it in the subject she teaches. When the topic “The Mississippi” was presented for consideration to the upper-grade teachers at the LaFayette School, the geography teachers at once saw possibilities of focusing the projects, activities, handwork, and factual material of the semester on the geography of the Missis- sippi Valley. These classroom contributions may be as profound or as sketchy as desired. For example, pupils in the upper grades may con- sider such relatively difficult problems as why Chicago surpassed St. Louis in trade, wealth, and population after the Civil War, a topic involving the whole economic struggle between the “Lake cities” and the “river cities” of the Central West. On the other hand, a sixth- grade class may merely determine the location of the river cities and draw a pictorial map of the industries and products typical of the regions in which the cities are situated. Whether the treatment be profound or sketchy, pupils and teach- ers who undertake to develop the “Mississippi” theme must keep uppermost in their minds the dominant role that this great inland waterway has played in our history and still plays in our economic life. In addition, the teachers must realize that adequate concepts of the river’s dominance can be built up in the minds of pupils only by many concrete experiences pointing toward this central idea. Un- * Assemblies of less extensive scope are held by individual classes at more frequent intervals. ScHOOL ORGANIZATION 593 ————— less the fundamental principle of building concepts thru a number of concrete related activities is kept clearly in mind by all teachers, each one may find herself working on some isolated phase of the general theme and her pupils may fail to attain the integration of learning which is the chief purpose of the assembly project. While the geography teacher may derive the most benefit in her teaching from such a broad theme as “The Mississippi,” the history teacher can immediately focus much of her semester’s teaching on the Mississippi Valley as a theater of great historic events. In fact, the history teacher has an advantage over the geography teacher in that historical events are susceptible of a more dramatic, vivid, and con- crete presentation than are the facts of geography. Both teachers can deal as profoundly or as sketchily with their subjects as they choose. Pupils of the upper grades are capable of dealing with such elaborate concepts as the influence of the flatboat trade of the Mississippi in necessitating our purchase of Louisiana from the French. The economic significance of the river trade, altho a difficult abstraction in itself, ean be approached concretely thru studying the flatboat to discover how it was made, what sort of produce it carried, and where the prod- uce was sold. Thus the pupil can attain the concept of the river’s economic significance as readily as he attains more elemental concepts. In the LaFayette School the music teachers set their classes to work finding the music that owes its inspiration to the Mississippi. The chil- dren discovered songs of French voyageurs and Indians, songs of flat- boat men, folk songs of Negro workmen on river wharves, and show- boat songs which were popular a generation ago and are now being revived occasionally on the radio. The children sang these with unusual zest because they understood the historic background from which each one had arisen. The art teachers saw the possibilities of developing their project about the colorful costumes of men on flatboats, about wharf scenes, or about the exciting and glamorous showboats. While the pupils had to obtain many of their ideas from pictures of such scenes—par- ticularly from paintings showing the colors of the costumes—and while pupils needed to be warned against “copying” historic paint- ings, there were many opportunities for them to be creative and original. Often this creativeness was the result of considerable inten- sive study. For example, some children wished to depict in a poster the bonnets of the pioneer women who came down to see the flatboat depart. Should they use some turkey red to relieve the somber browns? How could they devise colorful and artistic costumes which would also be reasonably authentic? Careful research was necessary to an- swer these questions. The same was true in regard to the costumes of 594 ELEMENTARY SCHOOL PRINCIPALS the actors and the stage decorations on the showboat, all of which called for a high degree of original, creative art. The English teachers turned to Mark Twain and other writers who have given us vivid pictures of life on the Mississippi. So many poems and stories owe their inspiration to the Mississippi that it may well be called the “river of romance.” The task of the teachers was to choose wisely from the abundance of material available. The teachers of physical education centered much of their instrue- tion on games and dances, including Indian dances, the hoe-down, the Virginia reel, and the cake-walk. Here, as elsewhere, the im- portant thing was to have the pupils keep in mind and display vividly and concretely the influence of the Mississippi upon our social cus- toms as evidenced in the recreation of communities along its banks. Preparing and presenting successive scenes—In developing the sey- eral episodes or scenes for the assembly it is better to follow the chronological order of historical periods or events. We departed from the strict chronological order only in the first scene. In this scene an eighth-grade class presented a socialized recitation in which com- mittees brought upon the stage records of facts which they had found on such topics as flood control, the lake-to-the-gulf waterway, gov- ernment appropriations for dredging, and the extent of freight traffic on the Mississippi. These were prosaic facts but important. When they were presented by the committee members, authorities were care- fully cited and illustrations were given by means of bar graphs on large posters. At the back of the stage was a large pictorial map of the Mississippi Valley. A boy with a long pointer indicated the locations on the map as the committee members discussed incidents or facts con- cerning the various topics under consideration. The amount of active research which the members of this class did for a considerable period prior to the presentation of the assembly was really surprising. Almost every child was able to find some interesting fact about the Mississippi River which could be woven into the general pattern of the program. In planning the first scene, emphasis was placed on having the pupils discuss freely, interestingly, and in- telligently such broad topics as the rise and decline of the river trade, the influence of railroads in bringing about the decline of this trade, the significance of the Mississippi as a North-South axis prior to the Civil War, and the recent attempts of the federal government to control the floods of the Mississippi and to make it again a favorable influence in the economic life of the Central West. The social and economic insight of these children and their ability to explain rather complex facts in simple language were indeed grati- fying to those who had encouraged them to proceed on their own initia- —— ich vho ems | be OSE ruc- wn, im- idly cus- cs sev- the from e an com- ound gov- raffic Vhen care- 1S On »f the tions : con- ss did y was esting oneral s was d in- trade, trade, ior to ent to orable ability grati- initia- ScHOOL ORGANIZATION 595 tive with a minimum of direction from the teacher. They were allowed twenty minutes for the presentation of their unit. In order to present a coherent and unified discussion within the allotted time, they first had to exercise discrimination in their choice of facts and then had to arrange the selected facts in logical sequence. Their sentences had to be complete and their enunciation clear. From the standpoint of Eng- lish, the emphasis was placed upon free but carefully thought out exposition and narration. Unless pupils are held to high standards of ‘coral English in their socialized recitations, one of the great educa- tional values of such recitations is lost. After this eighth-grade group had presented the basic facts about the Mississippi and had given an overview of what was to follow, the assembly program followed a strictly chronological order, each group being responsible for a particular historical period. The sixth- grade pupils led off with stories of LaSalle and the exploration of the Mississippi. About 140 pupils participated in this episode, including those who took part in the music, dancing, dramatization, and setting of the stage. The work of the sixth-grade teachers of history, English, art, music, and physical education was centered in this scene. The next episode represented the work of about 140 seventh-grade pupils, who under the direction of their history, English, music, art, and physical education teachers re-created flatboat days by singing appropriate songs, re-enacting the dances of the time, and dramatizing historic events. Then followed a scene from the days before the Civil War when steamboat traffic on the Mississippi dominated the social and economic life along its banks. In elaborateness and artistry of costum- ing and stage setting this was probably the most remarkable scene of all, altho the last scene, in which the melodious songs of showboat days were revived, was the most popular with the audience. The entire assembly was a particularly joyous presentation. Summary of values—The major values of an assembly project of this sort appear to be as follows: 1. The major fields of elementary-school learning are unified about a central thread. 2. Basie concepts or understandings are developed in the minds of participants and audience. 3. A large organization of pupils and teachers works at a common task, thus learning cooperation in the only practical way. 4. Creative and original thinking on the part of pupils is induced at every step; everything in the way of dialog, costumes, and scenery is homemade. 5. Finally, and probably most important, each child comes to know the thrill of creative and artistic craftsmanship. IELEMENTARY SCHOOL PRINCIPALS ENRICHMENT THRU A MODIFIED PLATOON ORGANIZATION E. P. O’REILLY Principal, William Land School, Sacramento, California MAJOR WEAKNESS of the traditional school, whether graded or ungraded, has been the inadequate teaching of subjectmatter, It has usually been impossible for one teacher to master all the subjects taught. The chief weakness of the departmental school or- ganization, on the other hand, has been the inadequate consideration given to pupils. Teachers in this type of school have tended to become teachers of subjects rather than teachers of children. The platoon or companion-class scheme of organization was evolved in an attempt to retain the strong points and avoid the weaknesses of the other plans just mentioned. Essentially, as most educators know, this scheme provides for dividing the population of the school into two large groups called platoons. The platoons are so scheduled that while the pupils in one are studying the so-called fundamental sub- jects in homerooms, the pupils of the other platoon are engaged with special or “activity” subjects in special rooms. At the end of each class period the two platoons alternate from the homerooms to the special rooms and vice versa. The original Sacramento plan—While the regular platoon school was being developed in the East and Middlewest, Superintendent Charles C. Hughes of Sacramento originated a somewhat different plan utilizing the companion-class principle. This plan was first tried out in two schools during the school year 1914-15, and was officially adopted by the schoolboard in 1916. Altho it has been adjusted and improved several times, the companion-class organization has been in constant operation in the elementary schools of Sacramento since its adoption. In developing this plan the superintendent was seeking a creative- activity type of education to replace the traditional academic, formal curriculum. He saw the need for special rooms and special facilities for teaching certain subjects, such as art and science. He advocated less recitation and more creative activity as a method of teaching and learning, and incidentally more complete use of all features of the school plant. The plan was originally worked out on the theory that instruction is more effective when it is carried on in surroundings especially suited to the purposes and methods of the subjects, espe- cially such subjects as art, music, science, physical training, and hand- work; that specially equipped rooms for these subjects tend to encour- or ter. the or- Lion me ved sses tors 1001 nled sub- vith lass cial hool dent rent ried ally and nm in e its Live- rmal ‘ities ated hing f the that lings ospe- and- -our- ScHOOL ORGANIZATION 597 age an orderly use of the time devoted to them; that such specialization tends to center the teacher’s thoughts more specifically upon the aims of her instruction; that the moving from room to room provides recrea- tion and important social training; and that such a plan may be made a means of saving space in buildings.! Briefly, the plan divided the children of each grade from I thru V into two groups. There had to be an even number of classes since each class was paired with another in the same grade. The classes in each pair were known as the “Alpha” and “Beta” classes. Since they used the same homerooms for regular work they were called companion classes. Each building had “regular” and “special” rooms. Each regular room (or homeroom) housed a pair of classes for the study of his- tory, language, reading, writing, spelling, and arithmetic. Special rooms and a playground were provided for drawing, music, nature study, physical training, and construction work. The children of one platoon, consisting of all the Alpha classes, arrived for work at 8:45 a.m. and entered the homerooms for regular studies. They remained in the homerooms until 9:25 when the Beta classes arrived. At this time the Alpha classes went to various special rooms and the Beta classes occu- pied the homerooms. The Beta classes kept the homerooms until 10:05 when the Alpha group returned and the Beta classes went to the spe- cial rooms. This procedure continued thruout the day. Each teacher taught all subjects to her own class but she taught the special subjects in specially equipped rooms. Modification of the plan—In his survey of the Sacramento schools in 1927, J. B. Sears commented that he believed the companion-class organization had much merit and he offered several suggestions for improving it.2 Consequently, while the original theory of the plan has been maintained certain changes have been made since 1931 in accord- ance with the following points of view: 1. Better teaching is secured when teachers specialize somewhat in subject- matter. Teachers should not be expected to master each of the twelve to fifteen subjects in the elementary-school curriculum. 2. No teacher should spend all her time teaching special subjects. By so doing she tends to become a teacher of subjectmatter rather than a teacher of children. 3. Children in the primary grades need the constant care and attention of the “mother” teacher. They are too young to adjust themselves to a number of dif- ferent teacher personalities. A single teacher can give better attention to their I . . . . general development and to the coordination of their learning efforts than can several teachers working independently. Keeping primary children out of the platoon grouping is also desirable because the California School Code provides a maximum school day of four hours for these pupils. This provision would make it difficult to schedule them with other classes in the use of the special rooms. lSears, Jesse B. Sacramento School Survey. Vol. II. Sacramento, Calif.: Board of Education, 1928. p. 259-65. ? Sears, Jesse B., ibid. 598 ELEMENTARY SCHOOL PRINCIPALS ne 4. Children in the upper grades, on the other hand, profit greatly by coming in contact with several different teachers and being influenced by their different personalities. 5. Children should be given the benefit of good equipment in music, art, science, library, and physical education. Instruction in these subjects requires special pro- visions if it is to be effective. 6. The plan of alternating study, work, and recreational types of activities is desirable from both the physical and the psychological points of view. The present companion-class plan in Sacramento differs from the usual platoon plan in that each teacher is responsible for only one homeroom class. She spends at least half of her day (in alternate periods) teaching this class in a group of subjects which offer a great deal of opportunity for integration and the remainder of the day teach- ing one special subject to the other classes in her platoon. Thus, no teacher spends all her time teaching either homeroom subjects or special subjects. The plan is similar to the usual platoon organization in that the regular classrooms are used by two platoons in alternating periods, and the regular subjects are all taught in these homerooms. For the other periods the children go to special rooms where the special sub- jects are taught. The school day consists of six periods of approxi- mately fifty-five minutes each. The local school system as a whole is organized on the 7-3-3-2 plan. The elementary schools include the kindergarten and Grades I to VI, inclusive. The companion-class organization affects only Grades III, IV, V, and VI. The kindergarten and Grades I and II are organized so that each teacher has her own room and her own class group thruout the day. There are no special-subject teachers in the primary group. The homeroom—In the traditional school there is no particular need for designating certain subjects as “special” and others as “regular.” However, as soon as specialized teaching is begun or the establishment of special rooms is undertaken, it becomes necessary to distinguish these two types of subjects. In dividing the subjects into special and homeroom groups, the schools of this city have been guided mostly by educational considera- tions altho administrative expediency has necessitated some arbitrary choices. In general, those subjects which offer the most opportunity and incentive for social integration in teaching and learning were chosen as the homeroom subjects. In this group are reading, social studies, writing, spelling, and English or arithmetic. The homeroom program is usually arranged by the homeroom teacher and approved by the principal, the teacher being allowed considerable independence in her programming. In the homeroom the teacher occupies a place of great responsibility for the integration of the personalities of the children. Here the chil- ——.. ning rent nce, pro- PS is the one nate reat ach- » no cial that iods, the sub- "OXI- lan. » VI, II], 11zed uout 1p. need lar.” ment ruish _ the lera- trary unity were ocial room “oved lence bility chil- ScHOOL ORGANIZATION 599 dren and teacher become well acquainted and the teacher acts as a mother, counselor, and guide as well as instructor. The pupil learns to rely upon his homeroom teacher for all of these functions. Because of the value of such an influence on the lives of the boys and girls, Sac- ramento has seen fit to retain the homeroom as an essential part of each teacher’s program. The special rooms—The so-called special subjects include those that demand special equipment and special talent and training on the part of the teacher. Special supervisors also are provided for these subjects. By classifying them as “special,” the problem of providing necessary equipment is greatly simplified and supervision is made easier since the number of teachers teaching any one subject is greatly reduced. Art, music, library, science, and physical education are included in this group of subjects. As intimated above, each of the special rooms is always in charge of a teacher specially qualified to teach the subject assigned to that room. For instance, the library is in charge of a teacher who does regular classroom teaching part of the day and teaches library work the rest of the day. The music room likewise is in charge of a teacher who teaches regular subjects in her homeroom part of the day and teaches music in the special music room the rest of the day. In addition to their regular teacher training, these teachers have had training in their special fields. They are familiar with their special subjects from the classroom point of view. They know the regular courses of study and are familiar with general classroom methods as well as the specific materials and methods in their own special fields. It is taken for granted that they should have personalities that will facilitate happy cooperation with other members of the faculty. In any platoon plan it is necessary to give the same time allotment to the special subjects as to the homeroom subjects, in order to make possible the use of the rooms during alternate periods by the two platoons. To accomplish this and to enable the principal to make the best use of his teaching personnel, either arithmetic or English may be classified as a special subject. If English is chosen, arithmetic obvi- ously must be taught as a homeroom subject, and vice versa. Thus, in the Sacramento plan certain subjects are always classified as special and some are always classified as homeroom subjects, while two others may be either homeroom or special subjects depending on how they are programmed. Time allotments—The time allotted to the different subjects is of special importance in the companion-class program. The time given to each subject must be such that it will program properly in the 600 ELEMENTARY SCHOOL PRINCIPALS schedule adopted. The weekly time schedule used in the Sacramento program is as follows: Homeroom subjects Minutes per week SE GS: 25 ecg eh ot Oats da cot wale a ieeean es 200 See 2 ee eek: AE a 75 Social studies (Grades IV, V, and VI)........... 275 Social studies (Grade ITI)....................... 135 ME fo os ste cic ka Na Rass REDE ROR mendes 100 Optional homeroom or special subjects A ERIS 8 ee ee {175 if a homeroom subject Arithmeticf§ 0 | 135 if a special subject Special subjects a sac ig aan wk Vest abl deat Goll Prarbyal Seeds has 135 NE aa te-25s a Dela Oe SOREN ae eae Mo ea ae es 135 Science ta Mi tha cea aA gy, Dl teen ‘nvaee 38S Ra re 135 MET gg 2 acacativile Xacoh ara ie Bia to Rea a eas oa wens 135 The daily program—Altho there are variations from school to school, the daily program shown in Figure I illustrates the main features of the companion-class plan as it operates in this city. It will be noted that each class regularly alternates from academic homeroom work to the more relaxing work done in the special rooms; that each teacher (indicated by her initials on the chart) is basically responsible for one class group which returns to her in the homeroom each alternate hour; and that each teacher teaches one special subject to various groups during the other periods. The heavily outlined rectangles on the chart indicate the location of a single class (the low 6a) during each period or half-period of the day, while the diagonal lines follow the homeroom teacher of this class thru her program for the day. Attention should be called to the fact that while two homeroom subjects, such as reading and writing, are scheduled together during one long period of fifty-five minutes, they do not receive the same amount of time. As already stated, reading receives 200 minutes and writing only 75 minutes per week. The teacher is expected to make the proper time adjustment within the period available for these sub- jects. During the last period of the day the third grades are scheduled for a subject requiring only half a period because they are dismissed a half period earlier than the three higher grades. This program is arranged on the basis of twelve classes grouped in two platoons of six classes each. Eleven classrooms and the play- ground are used. One classroom is saved by using the playground during each period. The success of the plan does not depend on having twelve classes; platoons of four or five classes each will work just as effectively. In such cases, one or two of the special subjects must be- come homeroom subjects and be taught by the homeroom teacher. 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Sz woY| » WooY] ¢ Moy! zz wooy| g MooH | OT Woy | 9 wooY prez | Pe mooy) poTred a *"a3RIV @oue Tos IV £amwrqyT | *pe*efud oTSnH a ome (iwc =o 2 @ ch wm ’ g = SSBESEELZESE SHESSSSEE EREESS. =] x | Ses es7S6 Ze ks 8 SEs FSS SE Sa > mw & 5 2 +2 ee weebpanena ke eseee espe 8.i3ses 6&6 8 3 2 2 602 ELEMENTARY SCHOOL PRINCIPALS Conclusion—In considering the merits of the companion-class plan of organization, it should be recognized that no plan can provide all the features desirable in a school program. Moreover, this plan is only a scheme of organization and not a method of instruction. It must not be confused with the activity method, the Dalton plan, or any other method of teaching. However, any method or plan of instruction may be used as effectively in the companion-class organization as in any other type. As a piece of educational machinery the plan works well in Sacra- mento. It is flexible enough to be applied to varying school conditions. It lends itself well to the programming of subjects and classes. It re- duces the number of subjects each teacher is required to teach and thereby decreases the teacher’s problem in mastering new curriculum material. It allows each teacher to handle the special subject she is best qualified to teach. The writer believes that these factors contribute to better teaching of both regular and special subjects. In addition, the plan simplifies the problem of supervising special subjects. In a school having twelve companion classes there are only two teachers teaching each of the special subjects instead of twelve as would be the case in a traditional graded school of the same size. Since each teacher has special training in her special field the super- visor’s problems are reduced in number and in magnitude. The homeroom periods are fifty-five minutes in length, thus giving ample time for good teaching and learning procedures. With each teacher primarily responsible for one group of children, it is felt that attention is centered more on the development of children than on the teaching of subjectmatter. The equipment of special rooms in the companion-class school obvi- ates the necessity of duplicating equipment in the regular classrooms. Proper equipment in the music room, for instance, saves duplicating such equipment as pianos, phonographs, and radios. A well-equipped central library makes it unnecessary to duplicate many books which would be required in each room of a traditional school. It is possible in this scheme to set up one well-planned and well-equipped room for each of the special subjects and to have it used by as many as twelve different classes during the day. It would usually be impossible to afford equally good equipment if each classroom had to be com- pletely equipped to teach these subjects. While other forms of organization offer some of the same advantages, the writer’s experience leads him to believe that the companion-class plan permits greater curriculum enrichment at lower cost than do any of the traditional arrangements or the usual type of platoon organization. —_- a a 2a oe ane .- 2th 2s sot — so eee eo «&® -* 8 wee BB & SF = —— —SE_ ™ - er = we ScHooL ORGANIZATION 603 IMPROVING HEALTH AND SAFETY INSTRUCTION IN PLATOON SCHOOLS JoHN S. Herron Assistant Superintendent of Schools, Newark, New Jersey limitations. Proponents of each type emphasize its recognized as- sets while critics unhesitatingly condemn those features which they claim are liabilities. To date the “ideal” organization has not been invented, and so the battle of professional opinion goes mer- rily on. Irrespective of the type of school organization—be it traditional, departmental, cooperative group, or platoon—the school principal shoulders no more serious responsibility than that of providing for pupils an effective program in health and safety education. It is rela- tively easy to set forth a program on paper, but the successful execu- tion of a program which will result in a steady building of right knowl- edges, attitudes, and practices in the fields of health and safety is a task to challenge every school administrator. The problem in platoon schools—Because of the fundamental struc- ture of the platoon organization, many principals in schools of this type have found a knotty problem confronting them in their attempts to make health and safety instruction function thru the one place where it must be centered if the program is to be successful. That place is the homeroom. Health and safety have for years been taught in the activity or special-subject periods and, in some situations, taught well; yet the feeling has prevailed that there was a definite loss somewhere along the line. Principals have generally agreed that these studies be- longed in the homeroom. The question was how to center the instruc- tion in a homeroom whose schedule was already filled. The following pages tell briefly how a committee of platoon school principals in Newark has sought to solve this problem. ; The platoon organization in Newark—During the past fifteen years the Newark school system has simplified its platoon organization and overcome, one after another, the main criticisms leveled against this type of school. In this city the homeroom teacher is assigned to two classes, one of which she teaches for the entire morning and the other for the entire afternoon. The academic subjects, with the exception of arithmetic, are usually taught in the homeroom. Departmentalization takes place only in the special activities, which consist of physical edu- cation, auditorium, art, music, science, home economies, shop, library, and study. l ANY TYPE Of school organization there are both advantages and 604 ELEMENTARY SCHOOL PRINCIPALS The following program is typical of the class schedules of seventh- and eighth-grade classes prior to the changes brought about thru the study by the principals’ committee: Minutes Minutes Homeroom subjects per week Activity subjects per week Reading and literature.......... 150 Arithmetic ...... 138 Social studies ................ . 300 Music and science. . 137 Language (oral and written).... 225 c's. 3 Soca Petey aoa 138 I ape 0 Soy ox. in ea eeaeaeed 75 Physical education ... 137 ee 60 Auditorium ish oleea 138 Unassigned ..... ede waters . Shop 137 cpm Home economics : ree 825 sf Total ...... 825 The problem with reference to this program was to take the diree- tion of health and safety education from the activity rooms (where it was carried on thru auditorium, science, home economics, shop, and physical education) and to assign it ninety minutes per week in the homeroom. The obvious conclusion was that if the teaching of health and safety was to be given a definite place on the homeroom schedule, some other subject would have to be dropped or at least its allotted time would have to be curtailed. Advantages of homeroom placement—The arguments advanced for centering the teaching of both health and safety in the homeroom were as follows: 1. Correlation and unification of these subjects with reading, spelling, penman- ship, language, and the social studies would be made possible. In fact, this could be achieved only in the homeroom. 2. The directive influence of the homeroom teacher would be present every day. (The development of attitudes and habits requires regular attention.) 3. The teaching would be done on a regular schedule and would not be subject to interruptions and breaks because of cycle programming. 4. Health and safety units or projects could be carried out more efficiently in all departments of the school if initiated in the homeroom rather than in an activ- ity room. 5. The homeroom teacher, because of her influence and close relationship with her own class, would be the person to teach health and safety most effectively. Guiding principles—Further study of typical homeroom schedules, together with a careful consideration of fundamental educational prin- ciples, led the committee to the following general conclusions: 1. That the skill subjects (formal language, reading, handwriting, spelling, and manipulation of numbers) are means and not ends in themselves; that these skills are to be developed in children primarily as “keys” to open up the world’s store- house of knowledge or to extend and enrich their personal experiences. 2. That the major fields of knowledge (those of greatest interest to most people, including children) are to be found in the social studies, literature, and science. 3. That the skills involved in reading, oral and written language, penmanship, and spelling can be developed as readily thru the materials of health and safety as thru the materials of history, geography, literature, and science. 4. That the vital interests of children shall take precedence, here and now, over ec re in- ild nd ills re- le, ‘ip, aty ver SCHOOL ORGANIZATION 605 —_——_ the hoary tradition which years ago set up the acquisition of skills (the three R’s) as the “end and all” of elementary education. 5. That health and safety are among the foremost objectives of education; that a place must be found for them where they will have a chance to function on an equal footing with other favored subjects. 6. That the supposedly fixed features of the platoon organization shall be made to serve, rather than be permitted to dictate, the purposes and procedures of the school. Committee recommendations—In the light of these conclusions, the committee recommended that health and safety education be sched- uled within each homeroom. The decision as to whether the time for this work should come from social studies, reading, or language was left to the individual principals. It was argued by some that, since the academic side of health and safety teaching would largely involve reading and language, the time allotted to the latter subjects could be reduced without loss to either. Others pointed out that since safety instruction belongs fundamentally to the social studies, the time for such instruction might reasonably be taken from the social studies period. With these recommendations carried out, the homeroom class pro- gram previously presented as typical of the seventh- and eighth-grade schedules might now read as follows: Homeroom subjects Minutes per week Reading and literature................ 150 et a 270 Health and safety....... yish tara le. .... 90 IY 3 dss acejare tga aaand sae Radagheh dad 165 NS ie aie bales ga tin. Sinn alrmmyerind 75 ge a a a 60 NIL? 556 ise Goad al t+ic8 as sereate BAER 15 WM be UR died davamaare dhvb aan 825 The changes thus introduced into the homeroom program mean that the vital and interesting content of health and safety education is now given the emphasis which it deserves, and that it also becomes a part of the material thru which the functioning of the skill subjects takes place. Contributions of the activity rooms—With the centering of health and safety in the homeroom, the way is now open for a systematic functioning of these subjects thruout the activity rooms. In each platoon school the principal and teachers now relate much of the work of the activity periods to the aims and objectives of the health or safety units which are initiated in the homeroom. This is accomplished thru teacher conferences arranged by the principal. The auditorium contributes dramatizations, talks, songs, motion pictures, and stereop- ticon slides to illustrate pupil programs. The home economies, science, We 606 ELEMENTARY SCHOOL PRINCIPALS ——.. shop, and physical education teachers likewise make appropriate con- tributions, while the art teacher directs the making of posters, pictures, models, murals, and book covers. The school nurse’s influence and assistance are felt in all phases of the work. The homeroom program in health and safety—As the curriculum now functions, the following features are included in the homeroom program of health and safety education: 1. The initiating and teaching of definite health and safety units 2. The daily inspection of pupils as to their general physical condition, cleanli- ness, symptoms of illness, and other aspects of health 3. The functioning of health and safety knowledge as part of the content thru which the skill subjects are taught 4. Inspirational guidance in the development of right attitudes and practices with respect to health and safety 5. The maintenance of an environment which is favorable to healthful and safe living, including special attention to the control of lighting, temperature, and ven- tilation and to the elimination of hazards 6. The periodic weighing and measuring of pupils to determine their rates of growth (done by the homeroom teacher with the assistance of the school nurse), It is the general feeling in Newark that the teaching of health and safety has been greatly improved and that the skill subjects have been enriched and vitalized thru the introduction of the changes outlined in this article. EALTH is a factor which conditions our success in all H undertakings, personal and social. For that reason schools . properly place great emphasis on health as an outcome of edu- | cation. For the educated person the first requirement in the , field of health is an inoculation against superstition, voodoo, | witchcraft, and humbug in the fields of medicine and human biology. The best serum now available for this purpose is sci- entific knowledge concerning the human mind and body as a functioning organism.—Educational Policies Commission, The Purposes of Education in American Democracy, National Edu- cation Association, 1938, p. 60. of id n ScHOOL ORGANIZATION 607 VITALIZING THE CURRICULUM IN SMALL RURAL SCHOOLS Guapys L. Porter Assistant Chief, Division of Elementary Education, State Department of Education, Sacramento, California HE INCLUSION OF THIS ToPIc in the yearbook is a fitting recogni- tion of the difficult problems of the principal and teacher in the small rural school. Too frequently teachers have been asked to adapt curriculum material prepared for graded schools to the complex organization of the one-, two-, or three-teacher school. Such a task, challenging to even the wisest curriculum experts, cannot be done by most rural teachers without much guidance and help. The teacher in the small rural school must face her problem realis- tically. Her school by its very nature does not lend itself to grade organ- ization or to grade standards. An attempt on her part to use a graded course of study or materials prepared for a specific age-grade group is likely to be ineffectual. Instead, she should take stock of the enrich- ment opportunities in her own school situation and develop appro- priate plans and procedures with such supervisory assistance as may be available. OpporRTUNITIES FOR ENRICHMENT Opportunities inherent in the school organization—In a one-teacher school enrolling from eight to thirty-eight children who vary widely in age and interests, the teacher has an ideal situation for organizing learning experiences in terms of pupil needs. Frequently not many families are represented in such a school. The children are well ac- quainted with each other, and the teacher is usually a member of the community and knows the homes and general backgrounds of the children better than the typical urban teacher can know her group. The help, interest, tolerance, consideration, and exchange of ideas af- forded by the various age groups constitute a stimulating and whole- some opportunity that is often lacking in the graded elementary school. Here, then, is an opportunity to group children according to needs, interests, and abilities of which the teacher is intimately aware, without the limitations of rigid classification according to chronological age or grade. Here is an opportunity for children to change groups whenever such a change would be beneficial, without administrative complications and without emotional disturbance for the children involved. In a one-teacher situation, too, programs are more flexible. No one will be disturbed by the construction work going on, by an excursion, 608 ELEMENTARY SCHOOL PRINCIPALS or by an irregular recess period. The constant fear of ‘what the next teacher will think” is entirely removed when the same guiding hand leads children thru consecutive periods of development. Many of these advantages are characteristic also of the two- or three-teacher school. Why should not these opportunities be capitalized rather than ignored or misused? Grades as such are disappearing from many of the larger progressive schools. The teacher in the small rural school should rejoice in having an organization which by its very nature precludes grades, and should plan her curriculum in terms of the situation in which she finds herself rather than endeavor to force her teaching into a pattern which is unsuitable and inefficient. Opportunities in the out-of-school environment—Curriculum experts tell us that rich living here and now is essential to effective learning, Rural life has a wealth of educative resources to be used by the teacher who is aware of their possibilities. Life is less complicated in the coun- try than in the city and the rural child has an opportunity to share in the production as well as in the consumption of goods. Housing, cloth- ing, recreational facilities, and lines of communication and transporta- tion are simple enough and available enough to provide many vital, firsthand experiences for rural children. Social concepts can be under- stood thru meaningful experiences in community living. Recognition of, and acquaintance with, trees, flowers, animals, in- sects, and land forms, as well as an appreciation of the importance and significance of the seasons and the weather, are experiences often not readily available to urban children but they are the warp and woof of rural life. What better way is there to meet the interests of rural boys and girls, to increase their understanding and appreciation of the en- vironment, to provide for their recreation, and to help them realize their responsibilities for the intelligent use of their own lives and of environmental resources than to center their curriculum in the com- munity life where social and natural factors are familiar and intrinsic? Science richly taught will be replete with social concepts; no under- standing of science can be adequate without a consideration of the human relationships involved. Likewise, no study of social life can be complete without an understanding of the influence of science on man and his environment. ORGANIZING LEARNING EXPERIENCES THRU LARGE UNITs oF WorK How may learning be organized best to meet the needs of children in small rural schools? Probably the most effective method of organizing learning in any school, large or small, is to establish a rich environment in which children may participate in activities related to large centers of interest. Curriculum units based on centers of interest have been 1ext and - or ized rom ural “ery s of ree erts ing. sher un- e in th- rta- ital, ler- in- and not f of oys en- lize l of om- sie? der- the 1 be nan ‘\ n in Zing rent ters een SCHOOL ORGANIZATION 609 ———— outlined for each grade in scores of city and county courses of study. As a result, teachers of every grade in city and town schools have led their pupils into large units of work designed to suit the interests and abilities of children at a particular level of maturity. Unfortunately, many rural teachers have struggled to follow suit without due consideration of the situation in their own schools. “If it is done in the city it must be good!” Obviously the Herculean effort to carry on eight separate units of work in a one-teacher school, with only one or two children participating in each unit, is a waste of time and energy. Yet such a task has been attempted by many conscientious teachers who wished to carry on an activity type of program. FIGURE I—Tue Two Youncest CHILDREN IN A ONE-TEACHER SCHOOL MAKING A ScRAPBOOK AS Part or A CuRRICULUM UNIT ON Foops There are, however, certain large units of work that have sufficient ramifications and are sufficiently significant to meet the needs and in- terests of children at many different levels of maturity—units to which all pupils even in a one-teacher school may contribute and in which all may participate profitably. In such units grade lines disappear and individual development along socially desirable lines becomes the goal. Examples of such units are those associated with the major social functions of shelter, food, clothing, transportation, communication, and recreation. Another is the intensive study of a culture such as that of China, Mexico, or Sweden, or of an important historical development such as the Westward Movement. A study of community life as a 610 ELEMENTARY SCHOOL PRINCIPALS Ss whole might also furnish a rich and valuable educative experience for children of all ages. A unit on shelter in a one-teacher school—Bobby and Mary in their first year at school will feel a need to participate in a study of shelter ag they construct a house of blocks or packing boxes and enjoy “playing house.” Sally, who after attending school for four years needs help in working with others and has a low reading rate, will find satisfaction jp reading easy material, telling stories, and dramatizing the services of various workers concerned with building shelters. Walter, in the eighth grade, who is superior and needs a challenging situation, will find stimu- lation in industrial and economic problems which are rooted in housing, Evelyn and Grace, in the seventh grade, may have excellent experiences in house furnishing and decoration. George may study blueprints, Albert may determine the relative costs of owning and renting a house in the neighborhood. Martha and Frieda may trace the materials of which houses are constructed to their sources. The whole school may go “excursioning” to see various types of houses, to see houses or other shelters in the process of construction, to see building materials being prepared or transported, to see an apartment house or a hotel in a neighboring center, or to see ways in which animals, farm products, or other goods are housed. Among the many activities which may be undertaken in a unit on shelter in a small rural school are the following: constructing a minia- ture house; building a miniature community; depicting the types of homes used by peoples in other parts of the world; sharing stories, poems, and reports with others and keeping them in a class record book; studying the school environment critically and promoting desira- ble changes; dramatizing the building of a new home by a typical American family; drawing plans for houses; arranging interiors; col- lecting and evaluating samples or pictures of different kinds of furni- ture, architecture, textiles, ete.; determining the suitability and costs of various materials; and discovering the ways in which animals pro- vide shelter for themselves in the community. Many of the source materials for such a unit are to be found in the immediate environment—a farm with shelter for the family, workers, and livestock, the newest house in the village, the oldest house, a trailer, the roominghouse, the schoolhouse, the church, and nests of birds and of wasps. All of these offer the child firsthand knowledge of social con- ditions and relationships. In addition are the possibilities of bringing into the school persons who know how men provided shelter when the community was new, as well as workers in the community such as carpenters, masons, beekeepers, and dairymen. Vicarious experiences available thru books, pictures, and other visual materials are many in —. » for heir T as ying Pp in n in s of thth mu- ‘Ing. neces ints. ruse s of y go ther elng in a , OF t on nia- s of ries, ord ira- ical col- rni- osts pro- the eT, iler, and on- zing the | as 1ces y in ScHOOL ORGANIZATION 611 the study of shelter. In fact, much material is available at every level of reading difficulty on topics relating to all the major social functions of man. A unit on clothing in a two-teacher school—In a two-teacher school where an experience curriculum was in operation the children in the upper-grade room were studying clothing. At the time the writer visited them they were deep in a study of leather and tanning. One of the in- dustries of the local community was stock raising, and the children were consequently familiar with hides. They had experimented with recipes > FIGURE [IJ—Primary CHIpREN Usinc THEIR Store ror DRAMATIC PLAY IN Strupy or CoMMUNITY LIFE for tanning, explored the shoe industry, investigated the kinds of artifi- cial leather, studied stock raising, and painted pictures showing herds of cattle. They were even tooling leather and they knew the various uses of this material. Equally intensive study had taken place in regard to silk, synthetic fabrics, wool, cotton, and rubber. More important was the fact that democratic living was going on in a meaningful situation. Initiative, responsibility, critical thinking, and problem-solving were all given an opportunity to function in the development of the project. Reading and oral and written language had a purpose as real problems were investigated and talked over by the group. Social and scientific concepts became clearer as the sources of raw materials, the processes, the workers, and the users of textiles were studied. Here was a cur- 612 ELEMENTARY SCHOOL PRINCIPALS riculum unit rich in social significance and in opportunities for de- veloping the potentialities of all the children concerned. A unit on citizenship in a three-teacher school—A young man with a sound educational philosophy found himself principal of a three-teacher school. He also taught the upper-grade room in the school. Several na- tionalities were represented among the children, including Portuguese, Scandinavian, American, Italian, and Mexican. The intolerant attitudes of the children toward one another merely reflected the attitudes of adults in the community. It was clear that if true democratic living was to be the basis of the curriculum in that school, these attitudes must be changed. Consequently, a curriculum unit fittingly called “We, the People of the United States” was soon under way. The birthplaces of the children in the room were charted, as were the birthplaces of their fathers, mothers, and grandparents. The questions of how and why these people had come to this particular community and what they had done in the communities from which they came served as the starting point for a study of the variety of cultural patterns centered in this little rural town. Costumes, pictures, cherished bits of pottery, musical instru- ments, utensils, and other appropriate objects were brought to school. A trip to Angel Island, the immigration station in San Francisco Bay, made the coming of foreigners into America real. The regulations for entrance to the United States, the requirements for becoming a citizen, and the quota for each nationality were discussed. A trip down Market Street in San Francisco as the shops were closing and “people of the United States” were hurrying homeward made the children realize that America is indeed a “melting pot.” The improvement of transportation and communication as a factor in bringing the peoples of the world closer together; the universal lan- guage of music to which many nationalities have contributed; the varieties of customs, costumes, and shelters that have come about thru adaptation to environment—all these were avenues thru which the chil- dren came to have greater tolerance and appreciation of the contribu- tions brought to the local community by people of each nationality. What a unit is called or where it leads is less important than what happens to children as a result of the experiences they have. Tolerance, open-mindedness, broad-mindedness, respect for the rights of others, self-confidence, and consciousness of the interdependence of mankind were among the desirable characteristics developed in this three-teacher school under wise teacher leadership. Assuring well-rounded development—The teacher in a small rural school must provide a variety of developmental experiences for each child. It is essential that records be kept of the activities undertaken by the various members of the group during the progress of a large unit of St. s’ CLUB St. (2) RY PRIY- cesea de (2) Mar. ne Blvd ScHOOL . N. Por ool, (2) or High Lup. (1) hool. (2 d. 4 bo me LocaL PRINCIPALS ORGANIZATIONS 627 REVERE, MASS.—PRINCIPALS’ CLuB. (1) Zulette Potter, Liberty School. (2) Mary FE. Colburn, Abraham _ Lincoln School. RICHMOND, VA.—LEAGUE OF PRINCIPALS. (1) Cc. H. Dunaway, John B. Cary School. (2) Clyde Busby, Booker Wash- ington School. ROCHESTER, N. MENTARY SCHOOL Y.—CoOuNCIL OF ELE- PRINCIPALS. (1) Mrs. Edna S. Jones, 198 Bronson Ave. (2) Julia E. Arnott, 656 Broadway St. SACRAMENTO, CALIF.—PRINCIPALS’ AS- SOCIATION. (1) Ray B. Dean, David Lubin School. (2) Emma Von Hatten, Marshall School. SAGINAW, MICH. r SCHOOL PRINCIPALS’ CLuB. (1) Alda Mumaw, 120 S. Mason. (2) Ruth Murphy, 121 S. Mason. SAINT JOSEPH, MO. — ELEMENTARY PRINCIPALS’ CLUB. (1) Reuby Moore, 299) Eugene Field Ave. (2) Mamie E. Miles, 14 Summit PI. SAINT LOUIS, MO.—CLuB oF WOMEN PRINCIPALS. (1) Ida M. Hooss, Meramec School, 2745 Meramec St. (2) Nellie McCarthy, Taussig Open Air School, 1540 S. Grand Blvd. SAINT LOUIS, MO.—ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) R. E. Strick- ler, 7003 Pernod Ave., St. Louis. (2) Thomas F. Gentry, 421 Edgewood Dr., Clayton. SAINT PAUL, MINN.—ELEMENTARY PRIN- cCIPALS’ CLuB. (1) Edith L. MecNaugh- tan, 610 Summit Ave. (2) Evelyn E. Barrett, 383 Dayton Ave. SAINT PETERSBURG, FLA. — ELEMEN- TARY PRINCIPALS’ ASSOCIATION. (1) Helen E. Nippert, 1014 Third St., S. (2) Mrs. Dorothy Case, 1885 ith St., 8. SALT LAKE CITY, UTAH—PRINCIPALS’ ASSOCIATION. (1) Mr. DeVoe Woolf, 1575 S. State. (2) Eva Lund, Uni- versity of Utah. SAN DIEGO, CALIF.—PRINCIPALS’ AND Supervisors’ CLvs. (1) Ralph Troge, 4351 Hamilton. Park Blvd. SAN FRANCISCO, VICE-PRINCIPALS’ 2) Ruth Munsell, 3645 CALIF.—ELEMENTARY ASSOCIATION. (1) Miss eee Sullivan, 123 Cascade Dr., Mill Valley. * Nellie C. Sullivan, 130 Fred- erick St., San Francisco. SAVANNAH, GA.—PRINCIPALS’ AND Sv- PERVISORS’ CLUB. (1) Mrs. Louis Clark, Hotel De Soto. (2) Margaret Murphy, 11 E. Perry St. SEATTLE, WASH.—PRINCIPALS’ ASSOCI- ATION. (1) H. Reed Fulton, West Seattle High School. (2) Walter Reseburg, Franklin High School. SIOUX CITY, IOWA — ADMINISTRATION Cius. (1) J. E. FitzGerald, 1821 Ross St. (2) Nina B. Johnston, 2315 S. New- ton St. SIOUX CITY, IOWA-——PRINCIPALS’ CLUB. (1) H. E. Van Pelt, Washington School. (2) Florence Boles, Board of Education. SOMERVILLE, MASS.— SCHOOLMEN’S CLvB. (1) Daniel J. Cotter, 71 Cherry y= (2) Edward G. Giroux, 9 Sunnyside ave, SOUTH BEND, IND.—ELEMENTARY PRIN- CIPALS’ CLuB. (1) Mrs. May Reynard, Colfax School. (2) Crissie KE. Reimold, 1113 N. St. Joseph St. SOUTH PORTLAND, M AI N E—PRrInctr- PALS’ ASSOCIATION. (1) Mrs. Edith H. Harmon, 363 Main St. (2) Alice M. Treadwell, 547 Ocean St. SPOKANE, WASH.—PRINCIPALS’ ATION. (1) Nora C. Ave. (2) Austin L. Ave. SPOKANE, WASH.—WoMEN PRINCIPALS’ Cius. (1) Ida D. Most, 607 Cleveland. (2) Clara Mader, E. 1110 Fifth Ave. STOCKTON, CALIF.—ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Charles F. Fisher, 1999 W. Willow St. (2) Ellen Buckley, 504 W. Fremont St. SUPERIOR, WIS.—PrINcIPALS’ CLuB. (1) J. G. King, 1212 E. Second St. (2) A. T. Conrad, 709 E. Eighth St. SYRACUSE, N. Y.—MEN PRINCIPALS’ AND SUPERVISERS’ ASSOCIATION. (1) H. C. Gouldin, Washington Irving School. (2) Kenneth Drake, Porter School. SYRACUSE, N. Y.—WoMEN PRINCIPALS’ AND SUPERVISORS’ ASSOCIATION. (1) Mrs. Winifred Brownell, 1445 S. Salina St. (2) Miss Marion C. Orr, 230 W. La- fayette Ave. TACOMA, WASH.—ADMINISTRATIVE Group. (1) C. G. Jespersen, Park Ave- nue School, 510 North J St. (2) Roy Cruver, Franklin School, 2502 N. Wash- ington St. TOLEDO, OHIO—PRINCIPALS’ AND SUPER- visors’ CLuB. (1) Bess M. Campbell, 3375 Glenwood Ave. (2) Mary C. Dwyer, 362 Winthrop St. TOPEKA, KANSAS—PRINCIPALS’ CLUB. (1) M. C. Poort, 622 Rockledge. (2) Charles S. Todd, 1524 Lane St. TRENTON, N. J.—ADMINISTRATIVE AND SUPERVISORY DEPARTMENT. (1) _ Isabel Hill, Junior High School No. 4, Dayton St. (2) Kathryn Mitchell, Grant School, Grant Ave. ASSOCI- Hambert, 1216 13th Henry, 411 Garland UTICA, N. Y.—PRINCIPALS’ AND SUPER- visors’ CLus. (1) Hugh B. Shelton, 100 Herkimer Rd. (2) 1603 St. Agnes Ave. WICHITA, KANSAS—ELEMENTARY PRIN- CIPALS’ CLUB. (1) Clara O. Rebstein, 511 N. Belmont. (2) Faye Gregory, 240 N. Topeka. WICHITA FALLS, Se: AS—ELEMENTARY PRINCIPALS’ CLU (1) Esther Berry, 1409 Taylor St. (- 3) T. B. Parnell, Regan Junior High School. WILMINGTON, DEL.—PRINCIPALS’ CLUB. (1) Mary C. Dennison, 1106 Jefferson St. (2) Mrs. Elva M. Dugan, 1513 W. Ninth St. WORCESTER, MASS.—PRINCIPALS’ CLUB. (1) George B. O'Flynn, Providence Street Junior High School. (2) Elizabeth M. Shea, May Street School. YONKERS, N. Y.—PRINCIPALS’ AND DIREC- TORS’ ASSOCIATION. (1) Frank L. Baker, 6040 Huxley Ave. (2) Dr. Richard F. Hayes, 236 N. Trenchard St. YORK, PA.—PRINCIPALS’ PROFESSIONAL Crius. (1) Clarence T. Hodgson, 472 At lantic Ave. (2) T. Goldie Sweeney, 275 W. Jackson St. Mary E. O'Connor, 628 ELEMENTARY SCHOOL PRINCIPALS SECTIONAL PRINCIPALS ASSOCIATIONS These include organizations in counties, districts, zones and similar divisions of the states. In the following roster the symbol (1) is used to indicate the person reported is president and (2) is used to indicate the secretary. ALABAMA—JEFFERSON CoUNTY ELEMEN- TARY SCHOOL PRINCIPALS’ ASSOCIATION, (1) Gleen Barrow, Irondale. (2) Ralph Shakit, Gardendale. ARIZONA—SALT RIVER VALLEY ELEMEN- TARY ScHOOL SUPERINTENDENTS’ AND PRINCIPALS’ ASSOCIATION. (1) Harry Sams, Tolleson. (2) Loren Vaughn, Balsz School, Phoenix. CALIFORNIA—ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION. Bay Section. (1) Beecher H. Harris, Whittier-University Elementary School, Berkeley. (2) Kenneth Forry, Martinez Elementary School, Martinez. BUTTE COUNTY SCHOOLMASTERS’ CLUB. (1) George McIntyre, Chico High School, Chico. (2) E. A. Hendrix, Biggs Elemen- tary School, Biggs. CENTRAL SECTION. (1) Stephen L. Wal- ker, 130 N. Argus St., Fresno. (2) Mrs. Elizabeth K. Ramacher, Fresno County. CENTRAL COAST Section. (1) Alton FE. Seott. San Juan Bautista. (2) Oda Ho- gan, Hollister. FRESNO CoUNTY ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. (1) Harvey FE. Bailey, Jr., 209 Florodora’ Ave., Fresno. (2) Mrs. May S. Christensen, Route 1, Box 176, Fresno. MARIN CoUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Neil N. Cum- mins, Larkspur. (2) Clarence G. Herk- ner, 124 H St., San Rafael. MONTEREY COUNTY PRINCIPALS’ ASSO- CIATION. (1) Curtis Bell, Marina. (2) Mrs. Laura Tarver, 227 Church St., Salinas. NortH Coast Secrion. (1) Emil J. Spiering, Ferndale. (2) Clyde A. Pate- naude, Box 5, Korbel. NORTHERN Section, (1) Ethel Baker, Route 4, Box 4630, Sacramento. (2) Mrs. Maude Fithian, North Sacramento School, North Sacramento. San Luis OBiseo COUNTY PRINCIPALS’ ASSOCIATION. (1) Russel Hoyt, Supvr., S. L. O. Co., San Luis Obispo. (2) Mrs. Howard, Arroyo Grande. SAN MATEO COUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Marie Traynor, Jefferson School, Werner St., Colma. (2) Clara L. Bolei, 235 Hopkins Ave., Redwood City. SANTA CLARA CoUNTY SCHOOLMASTERS’ CLusB. (1) Hugh S. Faleoner, 68 Park Court, Santa Clara. (2) Walker L. Bach- rodt, 408 Almaden, San Jose. SANTA CrvUZ CouNTY PRINCIPALS’ AS- SOCIATION. (1) Viola Meints, 24 Peyton St.. Santa Cruz. (2) Loren Miller, 81 Chureh St.. Santa Cruz. SONOMA COUNTY ELEMENTARY ScHooL PRINCIPALS’ CLUB. (1) John Allan, Stew- artis Point, Sonoma County. (2) Edith Peterson, Office of County Supt. of Schools, Santa Rosa. SOUTHERN SecTion. (1) Vineent I. Correll, 1838 McKenzie St., Long Beach. (2) Mrs. Rose M. Smith, 695 S. Ard- more, Los Angeles. DISTRICT OF COLUMBIA FLORIDA — ELEMENTARY STANISLAUS CouNnTyY ELEMENTARY PRINCIPALS’ ASSOCIATION, (1) Arthur Bubb, Hughson. (2) Maxine de Lapp, Office of County Supt. of Schools, Mo- desto. TULARE COUNTY PRINCIPALS’ ASSOCIA- TION. (1) E. G. Rice, Ivanhoe School, Ivanhoe. (2) Bernice Arnett, East Lyne School, Box 69, Ivanhoe. COLORADO—ELEMENTARY SCHOOL PRrIy- CIPALS’ ASSOCIATION. EASTERN DIVISION. Committeeman, Lloyd Gillette, Washington School, Boulder. FREEMONT COUNTY PRINCIPALS’ Asso- CIATION, (1) Leo Durkee, Canon City. MESA CouUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION, (1) Howard Sherd, Appleton. (2) Anna MeGinley, R. D. 2, Grand Junction. SOUTHERN DIviston Committeeman. J. F. Scott, Park School, La Junta. WESTERN Division. Committeeman. L. B. Orvis, Emerson School, Grand Junetion. DIVISION 10 TO 13, ELEMENTARY PRINCIPALS’ ASSO CIATION, (1) J. C. Payne, John F. Cook School. (2) Mrs. Ruth G. Savoy, 1834 Vernon PL, N. W. ScHOOL PRIN- CIPALS’ ASSOCIATION. CENTRAL District. (1) H. A. White, Bronson. District 7. (1) George W. Marks, De Land. DvuvaL CounTY DEPARTMENT OF ELE- MENTARY SCHOOL PRINCIPALS. (1) Ralph N. Brown, 3340 San Jose Blvd., Jack- sonville. (2) Mrs. Belle M. Kenniston, 2515 Forbes St.. Jacksonville. East CENTRAL District. (1) Judson B. Walker, Orlando. GULF Coast Districr. (1) Frank Les- lie. Inverness. InpIAN River Distrricr. (1) J. A Jamison, Stuart. (2) C. W. Long, Stuart. Mip-WEsT District. (1) C. L. Costin, Wewahitchka. OCKLOCKNEE D'stTrictr (1) V. W. Clark, Leon High School, Tallahassee. PEACE River Districr. (1) Chapman, Wauchula. PINELLAS COUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Julia Dieffen- wierth, 5651 36th St., N., Clearwater. PoLK County District. (1) C. I. Hol lingsworth. Bartow. Royat PauM Distrricr. (1) Ulrie J. Bennett, Box 1342, Ft. Lauderdale. St. JoHNs Districr. (1) L. L. Dugger, Mecclenny. (2) Mrs. Constance Rood, St. Augustine. SOUTHWEST District. (1) Mrs. G. B. Thomas, Clewiston. SUWANNEE District. (1) J. A. Hodges, Jasper. TAMPA District ELEMENTARY PRIN- CIPALS’ CouNncIL. (1) Mrs. Anne Hart- man, 4210 Barcelona Ave. (2) LaVerne Nelson, 820 S. Dakota Ave. West Coast Distrricr. (1) Wayne A. Hamilton, 5502 Braneh Ave., Tampa. sions orted TARY \rthur Lapp, , Mo- SOCTA- chool, Lyne PRIN- eman, chool, ASSo- ity. PRIN- Sherd, D.. 3, eman. eman. rand ON 10 ASS0- Cook 1834 PRIN- Vhite, cs, De ELe- Ralph Jack- iston, udson k Les- J. A. tuart. ostin, PRIN- ie ffen- er. . Hol- rie J. igger, dd, St. G. B. v1ges, PRIN- Hart- Verne ne A. al. SECTIONAL PRINCIPALS ASSOCIATIONS 629 West Fioripa District. (1) J. C. Word, Milton. GEORGIA—-ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION, De KALB COUNTY PRINCIPALS’ ASSO- CIATION. (1) Mrs. J. W. Mozley, 1324 Briarcliff Rd., Atlanta. (2) Mrs. Julian Harris, Stone Mountain. Firru Distrricr. (1) Sara Mell Dug- gan, S50 Penn Ave., N. E., Atlanta. FULTON CouUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Mrs. Homer L. Wilson, Bolton. (2) Mrs. H. O. Smith, Alpharetta. SAVANNAH AND CHATHAM COUNTY ELE- MENTARY SCHOOL PRINCIPALS’ AND Su- PERVISORS’ CLUB. (1) Mrs. Laurie Clark, Hotel De Soto, Savannah. (2) Margaret A., Murphy, 11 E. Perry St., Savannah. Seconp District. (1) Florence Wil- loughby, Moultrie. (2) Mrs. B. R. Stocks, Tifton. IOWA—ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION, NortH CENTRAL District. (1) Lela Galloway, Hawley School, Ft. Dodge. (2) Lucy Taff, Wahkonsa School, Ft. Dodge. NoRTHEAST District. (1) Mrs. Caro- line Preston, Jackson School, Cedar Rapids. (2) Anna Steinmetz, Franklin School, Dubuque. SouTnueast Distrricr. (1) Karl C. Smith, West Liberty. (2) Edith May Ball, Milton. KANSAS—ELEMENTARY ScHooL PRIN- CIPALS’ ASSOCIATION, DISTRICT ORGANIZATION OF ELEMEN- TARY PRINCIPALS. (1) R. Dale Pomeroy, Hugoton. (2) Harry W. Carr, Liberal. GARDEN City Duistricr. Chairman. Harry W. Carr, Liberal. Hays Districr. Chairman. ter, La Crosse. HvuTcHINSON DISTRICT. Kenneth Hill, Turon. KANSAS City District. Chairman. Ira E. Hunt, 816 Ohio St., Lawrence. Dan Fos- Chairman. PittsBurRG District. Chairman. Bes- sie Baker, Oswego. TorpeKaA District. Chairman. Harry Adamson, Manhattan. Wicuita District. Chairman. E. C. Wine, 1147 Perry, Wichita. WYANDOTTE CoUNTY ELEMENTARY PRINCIPALS’ CLuB. (1) Wallace Smith, Turner. (2) Clara Stockhoff, Bethel. KENTUCKY—ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION. NORTHERN SeEcTION. (1) Loretta Rid- dle, Beechwood School, Ft. Mitchell. (2) Frances Austin, 10 Elizabeth St., Erlanger. Urrerk Kentucky ASSOCIATION. (1) J. D. Bowling, Lothair. (2) M. C. Napier, Hazard. LOUISIANA—CAppo PARISH PRINCIPALS’ CLus. (1) Mrs. D. J. Nuttall, 2949 Mid- way, Shreveport. (2) Mrs. Mary Ethel King, 829 Elmwood Ave., Shreveport. MAINE—ELEMENTARY ScHooL PRIN- CIPALS’ ASSOCIATION. KENNEBEC VALLEY SCHOOLMASTERS’ Cius. (1) Kenneth B. Coombs, 23 Pleas- ant St., Waterville, (2) George W. Buck- nam, 240 Main St., Waterville. SOUTHWESTERN ELEMENTARY PRIN- CIPALS’ CLuB. Chairman, Paul H. Me. Intire, 17 Tremont St., Portland. (2) Richard Barbour, Freeport. WASHINGTON CoUNTY SCHOOLMEN’'S Cuus. (1) Kenneth Bragdon, Cherryfield. (2) Earle D. Merrill, Machias. MARYLAND — ALLEGANY County ELE- MENTARY SCHOOL PRINCIPALS’ ASSOCIA- TION. (1) Earl F. Brain, Hill Street School, Frostburg. (2) John F. Manley, 116 Wood St., Frostburg. MASSACHUSETTS—ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. District 1. (1) Mary Molloy, Johnson School, North Adams. (2) Harold Millet, Adams. Districr 2. (1) K. Merton Center School, Belchertown. Districr 4. (1) Sara E. Chase, Wash- ington School, Springfield. District 5. (1) William F. Lamartine School, Worcester. District 6. (1) Mrs. Edna F. Burns, Bozoian, Butler, Bennett School, Leominster. (2) Mrs. Madeline Sargent, Pierce School, Leo- minster. District 8. (1) Earl B. Tracy, Merri mack School, North Andover. District 9. (1) Milton L. Fuller, Col- lins School. Gloucester. (2) Elizabeth G. Harding, Hardie School, Beverly. District 10. (1) Mark R. Shibles, But- ler School, Belmont. (2) Chester A, Rob- enson, Kendall School, Belmont. District 11. (1) A. Irvin Studley, 26 West St., Attleboro. (2) Gertrude Leigh- ton. 120 Temple St., N., Abington. District 12. (1) Margaret McGuire, Oxford School, Fairhaven. MICHIGAN—ELEMENTARY SCHOOL CIPALS’ ASSOCIATION. REGION 1. Chairman. Leo M. Randall, Hally School, 2585 Grove, Detroit. PRIN- REGION 2. Chairman. Ethel Stau- dacher, Kolb School, Bay City. REGION 3. Chairman. Helen Horner, 114 S. Grinnel, Jackson. ReGion 5. Chairman. Gladys O’Beirne, Petoskey. Second member on Committee, Mina Dewey, Harbor Springs. REGION 6. Chairman. Ralph L. Wither- spoon, Harriett School, Ypsilanti. (2) Jeannette Cummings, Washington School, Royal Oak. ReGcion 7. Chairman. Esther 302 W. MeMillan Ave., Newberry. MISSOURI—ELEMENTARY SCHOOL CIPALS’ ASSOCIATION. CENTRAL MISSOURI COUNTY GRADE PRINCIPALS’ ASSOCIATION. (1) Charles G. James, 610 W. Maple St., Independ- ence. (2) Catherine Garmon, 1016 E. Broadway, Sedalia. CENTRAL MISSOURI ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Dr. Frank H. Gorman, Dir. of Experimental School, University of Missouri, Columbia. (2) Wayne T. Snyder, Fairview School, Jef- ferson City. KIRKSVILLE District. (1) Russell Bastian, Washington School, Palmyra. MARYVILLE District. (1) Harvey Rogers, Elmo. NORTHEAST MISSOURI ELEMENTARY ScHOOL PRINCIPALS’ ASSOCIATION. (1) C. H. Allen (Acting) 414 E. Normal St., Kirksville. (2) Neva Lamb, Marceline. RouLua Districr. (1) Hugh J. Puyear, Washington. St. Francois County ELEMENTARY PRINCIPALS’ ASSOCIATION. (1) James A. Sanders, Leadwood. (2) Nellie Hum- prey, Esther. St. Joserpn District. (2) Mammie Miles, 724 Robidoux St., St. Joseph. Sr. Lovis County ELEMENTARY ScHOOL PRINCIPALS’ ASSOCIATION. (1) Ward Barnes, 6506 Hazen Ave., Nor- mandy. (2) Mabel McAllister, 3238 Mar- shall Ave., Ritenour. Ojala, PRIN- 630 ELEMENTARY SCHOOL PRINCIPALS NEW MEXICO NEW YORE St. Louis Country MEN PRINCIPALS’ ASSOCIATION. (1) Fred Brooks, 7341 Wellington, University City. (2) Clark Troutman, 325 Scenie Dr., Riverview Gardens. Sr. Louis District SCHOOLMASTERS’ CLus. (1) Thomas F. Gentry, 421 Edge- wood Dr., Clayton. (2) R. L. Short, 6932 Amherst Ave., University City. SOUTHEAST MISSOURI ELEMENTARY ScHOOL PRINCIPALS’ CLUB. (1) Theron Stallings, Sikeston. (2) Alice P. Car- roll, 312 Independence St., Cape Girar- deau. UNIVERSITY ELEMENTARY PRINCIPALS’ ASSOCIATION. (1) Harold B. Remley, Boonville Rd., Jefferson. (2) Joe M. Barnes, Columbia. NEBRASKA—ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION. District 1. (1) Eunice Preston, Haw- thorne School, 130 S. 28th St., Lincoln. Districr 38. (1) Dorothy Tewell, Supvr. of Elem. Education, City Schools, Norfolk. District 4. (1) Gladys Sheridan, Al- eott Ward School, Hastings. District 5. (1) Edna Bratton, Valen- tine Ward School, McCook. District 6. (1) Lillian Galleher, Cen- tral Ward School, Scottsbluff. NEW JERSEY—BvrRLINGTON CouNTY CON- SOLIDATED ScHOOL PRINCIPALS’ ASSO- CIATION. (1) Mrs. Elsie Wright, Wrights- town. (2) Mrs. Betty Lewis, Tabernacle. ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. CENTRAL NEW MEXICO PRINCIPALS’ Cuus. (1) Ona E. Schupp, 223 N. High St., Albuquerque. (2) Adolfo Chavez, Al- buquerque. Dona ANA CoUNTY PRINCIPALS’ ASSO- CIATION. (1) Haskell Smith, Las Cruces. (2) Mrs. Clem Russell, Mesilla Park. Grant County ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Floyd Jones, Cliff. LEA CounTY ELEMENTARY PRINCIPALS Cius. (1) Jimmy Gammill, Jal. (2) Bonnie Moore, Monument. NORTHWESTERN NEW MEXICO PRIN- CIPALS’ Secrion. (1) Mohota Mont- gomery, Gallup. (2) Mrs. Bernadine Kelley, Gallup. SOUTHEASTERN NEW MEXICO ELEMEN- TARY PRINCIPALS’ CLuB. (1) Jimmy Gammill, Jal. (2) Bonnie Moore, Monu- ment. SOUTHWESTERN NEW MEXICO PRIN- CIPALS’ SEcTION. (1) Haskell Smith, Las Cruces. (2) Mrs. Julia K. Early, Las Cruces. , ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION, CENTRAL Zone. Chairman, Anna L. Murtagh, Prospect School, Solvay. CENTRAL WESTEN ZONE. (1) Earle W. Nash, Beechwood Station, Rochester. EASTERN ZONE. (1) J. Wilbert Jones, Singerlands School, Singerlands. (2) H. D. Vincent, School No. 16, Troy. HupSON VALLEY SCHOOLMASTERS’ AS- SOCIATION. (1) Joseph C. Kaag, 56 Marion Ave., Poughkeepsie. (2) Wilber T. Archibald, 84 S. Randolph Ave., Poughkeepsie. Lone ISLAND Zone. (1) Albert L. Edgar, Aquebogue Elementary School, Aquebogue. Nassau County ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. (1) Henry C. Ducker, Church Street School, Baldwin. (2) Lilian Wells, Brookville School, Gley Head, Long Island. New YorK Zone. (1) Margaret A. oe, 344 E. 14th St., New York ‘ity. NORTH CENTRAL, NORTH EASTERN Ayp NORTHERN ZONES. (1) Charles E. Flinn, Cooper School, Watertown. ROCKLAND CouNTY ELEMENTARY Priy. CIPALS’ ASSOCIATION. (1) Dexter G, Tilroe, Garnerville. (2) Dorah M. Her rington, New City. SoutH EASTern ZONE. (1) William 0. Schaefer, Oak Tree Rd., Tappan. SOUTHERN ZONE. (1) William G. Shearer, 227 Sly Ave., Corning. WESTERN ZONE. (1) Frank J. Wiede. mann, Warren G. Harding School, River. dale and Grover Sts., Buffalo. NORTH CAROLINA—ELEMENTARY ScuHoor, PRINCIPALS’ ASSOCIATION. NorTH CENTRAL District. (1) Emma D. Conn, Murphey School, Raleigh. (2) Elizabeth Kelley, Henderson School, Henderson. NORTHEASTERN District. (1) Mary H, Bridgers, Central School, Tarboro. (2) H. T. Latham, Jr., Ransomville School, Bath. NORTHWESTERN Districr. (1) L. W. Kelly, MelIver School, Greensboro. (2) Lucile Kirkpatrick, Colonial Drive School, Thomasville. SOUTHEASTERN Districr. (1) Mrs, Floyd B. Souders, Central School, Fay- etteville. (2) Dale K. Spencer, Brad- leys Creek School, Wilmington. SouTH PIEDMONT District. (1) W. A. Hetheox, Shepherd School, Mooresville. (2) Sue E. Reese, China Grove School, China Grove. WESTERN Distrricr. (1) Paul Huss, Spindale School, Spindale. (2) Mrs. M. L. Nesbitt, Gladys School, Candler. OHIO—ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. EASTERN OHIO DEPARTMENT OF ELE- MENTARY SCHOOL PRINCIPALS. (1) Edna Tefft, Norwood School, Marietta. (2) Lulu Keller, Rose Hill School, Bellaire. GALLIA CouNTY ELEMENTARY PRIN- CIPALS’ CLUB. (1) Hobart Niday, Galli- polis. (2) Howard Broyles, R. F. D.,, Gallipolis. HAMILTON COUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Martin D. Bishop, Madeira School, Madeira. (2) Jane McDermott, Montgomery. SOUTHEASTERN District. (1) B. R. Svans, 14 Grape, Gallipolis. (2) Wayne T. Matthews, 191 N. Congress, Athens. OKLAHOMA—ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION. East CENTRAL Districr. (1) M. A. Hall, Route 1, Okemah. (2) Carl Kniffin, 1200 W. 13th, Sulphur. NORTHEAST Duistrricr. (1) H. H. Stephenson, 1169 Chestnut St., Musko- gee. (2) Mary Shirley, 1114 Fremont, Muskogee. NorTHERN District. (1) Mrs. Lulu D. Moorhouse, 1120 W. Cherokee Ave., Enid. (2) Ethel Evans, 1502 W. James St., Enid. SouTHEAST DISTRICT. (1) Wayne Byrd, Ardmore. (2) Margaret Arm- strong, Boswell. OREGON—ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION. CENTRAL OREGON ELEMENTARY PRIN- CIPALS’ CONFERENCE. (1) T. J. Means, The Dalles. \d- le, ol, SS, M. sE- 0- it, D. d. ne m- N- iS, SECTIONAL PRINCIPALS ASSOCIATIONS 631 CoLuMBIA CouNTY SCHOOLMASTERS’ Cius. (1) Robert L. Henagin, Rainier. (2) Carroll Newth, Clatskanie. DistTRICT ELEMENTARY SCHOOL PRIN- cIPALS’ ASSOCIATION. (1) John C. John- son, Lapine. (2) Howard Oldham, Bend. DovuGLAS COUNTY PRINCIPALS’ ASso- craTION. (1) Ben C. Huntington, Glen- dale. (2) A. R. Marsh, Yonecalla. EASTERN OREGON ELEMENTARY PRIN- CIPALS’ CONFERENCE. (1) John A. Mor- ton, 118 Long St., Pendleton. (2) Mil- dred Bennett, 903 Jackson, Pendleton. Hoop River PRINCIPALS’ ASSOCIATION, (1) F. S. Knight, 803 Columbia, Hood River. (2) J. E. Root, Route 1, Hood River. LANE County ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Vernon Meyer, Wendling. (2) Mrs. Nina Stutz, Trent. MARION COUNTY GRADE PRINCIPALS’ AssociaTION. (1) L. B. MeClendon, Route 1, Box 31, Salem. (2) Mrs. Helen Patton Phillipi, Stayton. MULTNOMAH COUNTY PRINCIPALS’ As- socIATION. (1) J. A. Wickham, 4930 S. E. 67th Ave., Portland. NORTHWESTERN OREGON ELEMENTARY PRINCIPALS’ CONFERENCE. (1) James W. Poynter, Elementary Superintendent, Hillsboro. (2) Walter E. Dillon, East- ham School, Oregon City. SOUTHERN OREGON ELEMENTARY PRIN- CIPALS’ CONFERENCE. (1) R. H. Gandee, Central Point. WESTERN OREGON ELEMENTARY PRIN- CIPALS’ CONFERENCE. (1) R. R. Brand, Roseburg. YAMHILL CouNnTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION, (1) Guy L. Lee, MeMinnville Junior High School, Me- Minnville. (2) Grace Duren, Route 1, Salem. PENNSYLVANIA — ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. LANCASTER COUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Benjamin Funk, Marietta. (2) Luella M. Mellinger, Route 2, Conestoga. PRINCIPALS’ ROUND TABLE OF ALLE- GHENY County. (1) J. E. Clark, 531 Roup St., Tarentum. (2) M. A. Steiner, 59 Danvers Ave., Pittsburgh. TENNESSEE—ELEMENTARY SCHOOL PRIN- CIPALS’ ASSOCIATION, East TENNESSEE ELEMENTARY PRIN- CIPALS’ Group. (1) Gerald L. Bell, 1190 Edgewood Ave., Knoxville. (2) Mrs. Fred Moore Lewis, Elizabethton. INTERMEDIATE, MIDDLE SECTION ASSO- CIATION. (1) James E. Gibbs, Ashland City. (2) Mrs. C. O. Moss, Ross School, Nashville. MIDDLE TENNESSEE ASSOCIATION. (2) N. C. Beasley, State Teachers College, Murfreesboro. SOUTHEASTERN ASSOCIATION. (1) Roy Terry, 306 Clifton Circle, Chattanooga. (2) T. H. Allen, Cleveland. WEST TENNESSEE ASSOCIATION. (2) John George, Bartlett. TEXAS—ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. District 1. (1) Verna Smith, Groves. (2) Miss Wayne Young, 2010 14th St., Port Arthur. District 3. (1) J. C. Gates, Beeville, (2) C. E. Burnett, Corpus Christi. District 6. (1) J. F. Reeves, Supt. of Schools, Ft. Stockton. District 7. (1) Charles H. Tennyson, Public Schools, Wichita Falls. District 8. (1) C. O. Pollard, Supt. of Schools, Henderson. (2) J. R. MeLemore, Paris Junior College, Paris. Districr 10. (1) W. H. Norwood, Supt. of Schools. Corsicana. (2) R. A Armistead, 709 W. Third, Corsicana. District 11. (1) Noble W. Prentice, Supt. of Schools, Richland Springs. (2) J. I. Warren, Supt. of Schools, Miles. ELEMENTARY PRINCIPALS’ SECTION. (1) F. E. Wilks, Taylor. (2) Ruby Jones, 927 N. 17th, Waco. NORTHEAST DIVISION, ELEMENTARY PRINICIPALS’ AND SUPERVISORS’ ASSO- CIATION. (1) A. E. Wells, Elementary School, Gladewater. (2) L. M. Roch, Elementary School, Henderson. TRANS-PECOS DIVISION ASSOCIATION. (1) Mary Alice Allen, 1210 Los Angeles St., El Paso. UTAH—ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. Box Euper County ELEMENTARY PRINCIPALS’ ASSOCIATION. (1) Victor J. Bott, Brigham. (2) Oleen Palmer, R. F. D. 1, Brigham. CACHE COUNTY ELEMENTARY PRIN- CIPALS’ ASSOCIATION. (1) Elmer G. Jessop, Lewiston. (2) Ella Neddo, River Heights, Logan. DAVIS COUNTY PRINCIPALS’ ASSOCIA- TION. (1) Mark Argyle, Clearfield. GRANITE ELEMENTARY PRINCIPALS’ ASSOCIATION. (1) A. O. Clark, 23rd E. 48th S., Salt Lake City. (2) W. H. Dayton, 34th W. Seventh St., Salt Lake City. ParRK City, MorcGan, N. Summit, S. SUMMIT AND WASATCH PRINCIPALS’ AS- SOCIATION. (1) Eugene McCusker, Park City. (2) J. Hibbert, Marion. SEVIER-PIUTE ELEMENTARY PRINCI- PALS’ ORGANIZATION. (1) Moroni Jensen, Redmond. (2) Alma S. Edwards, Joseph. SoutTH SANPETE DISTRICT ELEMEN- TARY SCHOOL PRINCIPALS’ ASSOCIATION. (1) Clive Despain, Centerfield. UNITAH COUNTY PRINCIPALS’ ORGAN- IZATION. (1) John Stagg, Vernal. (2) Thomas E. Caldwell, Vernal. UTAH CoUNTY ELEMENTARY PRINCI- PALS’ ASSOCIATION. (Includes three school districts—-Alpine, Nebo and Provo). (1) Fred C. Strate, 733 N. University Ave., Provo. (2) H. R. Staheli, Provo. WEBER COUNTY PRINCIPALS’ ASSOCIA- TION. (1) Leland Rhees, Harrisville, Route 3, Ogden. (2) Don Carver, Plain City. VERMONT—ELEMENTARY ScuHoon PRIN- CIPALS’ ASSOCIATION. CHAMPLAIN VALLEY ASSOCIATION. (2) Mrs. Thelma H. Jobling, Burlington. ORANGE-WINDSOR CouNTY ASSOCIA- TION. (1) Carl Anderson, Thetford. (2) Charles S. Rising, White River Junction. SOUTHEASTERN VERMONT ASSOCIA- TION. (2) Natt B. Burbank, Bellows Falls. TRI-COUNTY ASSOCIATION. (1) Mar- garet Hoyt, Lincoln School, Rutland. (2) Mrs. Helen Van Guilder, East Poultney. WINOOSKI VALLEY ASSOCIATION. (2) Ariel A. Benway, Richmond. VIRGINIA—ELEMENTARY ScHoon PRIN- CIPALS’ ASSOCIATION, District F. (1) Paul G. Hook, Moody Publie School, Clifton Forge. (2) Mrs. R. F. Morgan, Forest. District M. (1) Lillian L. Smith, Pulaski. (2) Mrs. MeClaugherty, Pearis- burg. 632 ELEMENTARY SCHOOL PRINCIPALS WASHINGTON ARKANSAS CONNECTICUT DISTRICT OF COLUMBIA ROANOKE COUNTY PRINCIPALS’ ASSO- CIATION. (1) Edith Riley, Oakland School, Salem. (2) Mrs. Lillian Jennings, Hollins School, Salem. ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. District 10, ELEMENTARY PRINCI- PALS’ Stupy Cus. (1) Elmer L. Thune, 8115 N. 29th St., Tacoma. (2) C. G. Jespersen, 510 North J St., Tacoma. PcGetr SouND SCHOOLMASTERS’ CLUB. (1) E. W. Campbell, 810 Dexter Ave., Seattle. (2) Frank Farrar, 7752 33rd SKAGIT COUNTY ELEMENTARY PRINCI- PALS’ ASSOCIATION, (1) Arnell Johnson, Route 2, Anacortes. (2) Mrs. Lelia B. Hanson, 303 N. Baker St., Mt. Vernon. Wuatrcom County GRADE ScHOOL PRINCIPALS’ CLUB. (1) Gordon W. Leen, Acme. (2) Clinton MeBeath, Everson. WEST VIRGINIA—ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION. CABELL COUNTY PRINCIPALS’ ASSOCIA- TION. (1) W. V. Christian, 2714 High- lawn Dorland, Ida, 301 N. Chilson St., Bay City Doyen, Gertrude, 1251 17th, Detroit Drouillard, Mary G., 3518 W. Warren Ave., Detroit , Drouin, Alice V., 1063 Beaconsfield, Grosse Pointe Park pines Dunn, Ida, 15125 Schoolcraft, Durham, Louisa, Lakeview School, Highland Ave., Battle Creek Dyer, Susan, 1516 W. Carpenter St., land Ruth, 125 Carmel St., Kalamazoo Eaton, Eck, Mrs. Ruth J., 110 E. Hancock Ave., Flint Detroit 300 Mid- Detroit Edgar, Gladys L., 310 Stockdale St., Egan, Nora L., 201 E. Kirby Ave., Detroit Egeler, Ethel E., 5611 Rich St., Detroit *Elliott, Myrtle A., 1087 Ashmun St., Sault Ste. Marie a Bert B., 1065 Beaconfield, De- troit ae ag Mrs., Edith Shaw, 6533 16th Detroit Engel, Erma L., White School, 5161 Charles St., Detroit *Engler, Marie V., 515 W. Michigan, Lan- sing Erman, Lillie, 2925 Oakman Court, Detroit *Estabrook, Eudora P., 511 Ethel Ave., S. E., Grand Rapid Falvey, Stella K., 751 Collingwood, De- troit Feaheny, Adele L., 17356 Monica Ave., De- troit “Wee. Lena M., 712 S. Oakley St., y..8. Fine, Huldah, 2970 Blaine, Detroit Firestone, Mrs. Myrtle Bevan, 619 E. Uni- versity, Ann Arbor Saginaw, Fish, Maude, 712 Baldwin St., S. E., Grand Rapids Fleming, Jennie M., 1971 Longfellow Ave., Detroit Ford, Marian M., 10059 Crocuslawn, De- troit Forsman, Bertha L., 100 Pallister Ave., Detroit Fouch, Mrs. Jennie B., 217 Burr Oak St., Kalamazoo Fraser, Marjorie F., 2189 Montclair, De- troit *Frederick, Magdalene, Quarton School, Birmingham Froelich, Dorothea E., 504 Hendrie Blvd., Royal Oak *Galloway, Lyman C., 1247 Garden Court, Dearborn Gasner, Mrs. Helen, Harry A. Salisbury School, Dearborn *Gibbons, J. Ann Arbor Gibson, Walter E., Winifred, 421 Church St., 1365 Ft. Park Blvd., Lincoln Park Gifford, lah B., 3250 W. Chicago, Detroit Gilday, Jane A., 8900 Cheyenne, Detroit *Gilpin, Wesley M., 254 Nash Rd., Dear- born 11682 Birwood, De- Gladden, Theron A., Gonne, Edythe, 11534 Byron, Detroit troit Goodall, Harold B., 21555 Gregory St., Dearborn Grabman, Eunice J., 1406 Field Ave., De- troit Gragg, Harry H., 12316 Ohio, Detroit Graham, Albert A., 901 Calvert, Detroit Graves, Helen L., High School Bldg., Bu- chanan Green, Mrs. Minnie Gow, Angell School, Berkley Greenbaum, Bertha B., 318 S. E., Grand Rapids **Gregory, Arnold, 1025 Merrill Ave., Lin- ecoln Park *Grishow, Ethel, tle Creek Paris Ave., Prairieview School, Bat- Guilloz, Mabelle E., Atkinson School, 4900 E. Hildale Ave., Detroit Gummerus, Katherine, Courville School, 18040 St. Aubin Ave., Detroit Hale, Martha, Republic School, Alma Haley, Nelle, 620 S. Jefferson, Saginaw Hall, Isabell, 288 Josephine Ave., Detroit Hamilton, Esther L., 16020 Warwick Rd., Detroit Hanlon, Eunice M., 15369 Gilchrist, De- troit Hardie, Frances S., 16250 La Salle Blvd., Detroit 421 N. Madison St., Bay sasrie, Zita A., 8710 Radford, Detroit Harrison, Mrs. Florence, 1016 Ann Arbor t., Flint Hart, William H., Roulo School, Dearborn +Hartung, Urban, Jr., Hancock School, 2150 W. Hancock, Detroit Ha rper, Edith, City *Hawes, Carolyn, Washington School, Holland Healy, Oliver B., 13297 Lauder Ave., Detroit 662 ELEMENTARY SCHOOL PRINCIPALS Henchey, Leona A., 2258 W. Grand Blvd., Detroit Hess, Dorothy R., Hancock School, 2150 W. Hancock, Detroit Hilborn, Mrs. Clara M., 2005 Francis Ave., Flint Hirschman, Esther, 94 W. Willis, Detroit — Grace S., 3329 Wabash Ave., De- troit Hodges, Duncan C., 906 Woodcrest Dr., Royal Oak Hoekstra, Mrs. Helen F., 40 Davenport Ave., Detroit Holland, Marv N., 4320 Cortland, Detroit Honeysette, Bethel, 429 Pearl St., Kala- mazoo Horgan, 2700 Chicago Blvd., De- troit Horn. C. M., Supt., Schools, Dowagiac. *Horton, Mrs. Jeannette, Garfield School, Superior Blvd., Wyandotte > Lyle E., Salina Junior High — Lowery and Salina Aves., Dear- rn Houghton, Alice, 100 Niagara, Bay City Howard, Ervin, Asst. Supt. of Schools, Fordson Board of Education, Dearborn Hoyt, Miss Cleo, Madison School, Grand Rapids Hubbard, 3020 Burns Ave., Detroit Hungerford, Richard H., 10040 Yellow- stone, Detroit a Hermine, 182 W. 15th St., Hol- an¢ James, Elsie E., 922 Belmont, Flint Jones, Etta F., 1044 Fairmount St., S. E., Grand Rapids Jones, Robert W., 85 Poplar St., Wyan- dotte Jose, Mamie E., 301 Summit Ave., Jack- son Kane, Ruth F., 650 Philip, Detroit Keeler, Dr. L. W., 1135 Granger Ave., Mary, Dowagiac Public Evelyn B., Ann Arbor Kemp, Maude E., 3250 Chicago Blvd., Detroit Kepperling, Inez, 12038 Wark, N. W., Detroit Kerwin, Sophie, 7350 Southfield, Detroit Kilander, Mrs. Pansy, 14149 Coyle Ave., Detroit King, Dorothea, 17600 San Juan Dr., Detroit +Knighton, Edward J., 9047 Beverly Court, Detroit Konstanzer, Mrs. Mildred Beier, 171% Crocker Blvd., Mt. Clemens Kraatz, Marion Terry, Ave., Detroit Krug, Marguerite C., 2270 Leslie Ave., Detroit Kuhn, Florence E., 1415 Lawrence 5963 Cadillac Ave., roit . Charlotte A., 954 Nottingham Rd., Detroit +Laing, Earl R., 16265 Westmoreland Rd., Detroit Lang, Miss Marion M., 533 E. Mt. Hope Ave., Lansing 4354 Virginia Park, De- Lannen, Julia, troit Lannin, Jean, 15721 Ashton Rd., Detroit Lash, Lewis M., 5723 Horger Ave., Dear- born Lawrence, Anna, 1212 Fifth St., Bay City Leahey, Ida Ellen, Hotel Dearborn, Dear- born Le Bost, Mrs. Anna, Pierce School, 6131 Iowa Ave., Detroit — Rhoda, 19136 Monte Vista, De- roit Lewis, Ruth A., 312 Merrill Ave., Muske | gon Livie, Edna B., Dixon School, 19500 Tire. man, Detroit Livingstone, Ruby, Hall School, Hall § and Grandville, Grand Rapids Locher, Marie R., 3319 Pingree, Detroit *Lockwood, Glenn O., Ann Visger Schoo), River Rouge Long, Marjorie, Hoover School, Haze Park Lown, Venna A., 13065 Outer Dr., §, Detroit McAdam, Alice H., 2525 Brooklyn, Detroit McCallum, Jessie, 2694 Philadelphia Ave, W., Detroit McCarthy, Julia M., 18272 San Juan Dr, ro Detroit McConnell, Clara E., 670 Pingree Ave, Detroit McDevitt, Rosabelle, 734 Delaware Ave, Detroit McEwen, Vera D., 19177 Gainsborough, Detroit McGowan, Margaret C., 2535 Atkinson Ave., Detroit ee Genevieve, 1202 25th St., De troit McGuinness, Mae E., 17211 Northlawn, Detroit McKenny, Laurence, 15600 State Fair, E,, | Detroit McKinney, Rachel, 5130 McKinley Ave. Detroit MeMahon, Mary, 13185 Pinehurst Ave, Detroit McMahon, Rachael, 13185 Pinehurst Ave, Detroit MeMillan, Irene, 5161 Charles, Detroit McSweeney, Mary C., 4240 Buena Vista, Detroit MeVean, Gertrude, 327 Perry St., Pontiac MacDonald, Margaret, 2545 Virginia Pk. Detroit Mackay, Mary B., Macomb School, 1202! Evanston Ave., Detroit Magee, Marjorie, 15 E. Kirby, Detroit Mandigo, Mrs. Jean W., 318 S. Grinnell, Jackson Marsh, Mrs. Lettie, Grand Rapids Martens, John F., 3640 S. Westnedge Ave. Kalamazoo Martin, Thekla, 925 Haricourt, Detroit Mathieson, James, Kern Road _ Schools, Roseville Mayrand, Roland J., 8841 Kimberly Court, Detroit *Mead, Stephen, Haven Menger, Hilda, R. D. 1, Holt *Messner, Clarence J., Richard School, 130 McKinley, Grosse Pointe 1012 Cherry St, Central School, Grand Mitchell, Mrs. Estella, 14216 Winthrop Ave., Detroit Mitzelfeld, Lucy L., 1214 Rademacher. Detroit Monroe, Thomas 0O., 14829 Stansbury, Detroit Morse, John A., 1450 E. Jefferson Ave. Detroit Morth, Mrs. Clemence V., 18098 Cherry: lawn, Detroit Moss, Helen A., 919 Lapeer St., Flint Mumaw, Alda, 120 S. Mason St., Sagina¥ Mumford, Edgar H. E., George W. Ferris School, Cortland and Second Aves. Highland Park *Munroe, Jessie M.. 1379 Seward, Detroit Munson, Eva., 1015 Coolidge, River Rouge Murphy, Anna FE., 17345 Cherrylaws Ave., Detroit Murphy, Ruth, 121 S. Mason St., Saginaw Mygatt, Cynthia J., 4311 Cortland, Detroit Jetroit 1 Ave, in Dr, rough, ' kinson t.. De | hlawn, uir, E., Ave, | Ave., ; t Ave, 1 troit Vista, Pontiac ia Pk, ; 12021 | troit rinnell, y S&t., e Ave., troit schools, Court, Grand School, inthrop nacher, nsbury, n Ave., Cherry- int agina¥ Ferris F Aves., Detroit * Rouge rylawt | aginay Detroit List oF MEMBERS 663 Nehil, M. Ann, 6821 E. Ferry St., Detroit Nelson, Marie, 318 W. Second St., Flint Netzorg, Sadie, 12115 Griggs Ave., Detroit Newman, Ethlyn, 3421 W. Chicago Blvd., Detroit Newstead, Winona, 11899 Ohio Ave., De- troit Nill, Louise K. B., 483 Keelson Dr., De- troit *Nixon, Boyd E., Kosciuszko School, Fleming and Burger Sts., Hamtramck O'’Beirne, Gladys, Central Schooi, Petos- key ’ Oberwortmann, Agnes, 408 S. Jackson St., Jackson O’Brien, Edna, 209 N. Linn St., Bay City O'Hara, Mae, 2800 W. Grand Blvd., De- troit O'Leary, Hannah W., 5244 Spokane, De- troit O’Harrow, Ina, 10 Moss Ave., Highland Park Oliver, Jean, 2691 Boston Blvd., Detroit Osborne, Mrs. Agnes W., 18685 Wooding- ham Dr.. Detroit Osborne, Mrs. Catherine W., Jones School, 7731 Sylvester, Detroit +Otto, Dr. Henry J., W. K. Kellogg Foun- dation, Battle Creek Page, Florence, Mason Lantz, Detroit Page, John S., Supt. of Schools, Howell Parker, Helen M.. Marshall School, 1255 State Fair, E., Detroit *Parker, Howard L., 22926 Nona Ave., Dearborn _ *Pascoe, May F., 801 Thomson, Flint Patterson, Laura C., 18947 Pennington Dr., Detroit Pearl, Norton H., Trowbridge 651 E. Forest, Detroit Pearson, Mrs. Carolyn A., 321 E. Newell St.. Flint Peatling, Ella M., 1666 Atkinson Detroit School, 2929 School, Ave., Petry, Harriet, 14565 Hubbell Ave., Detroit Pettitt, Jay S., 21532 Curtis Ave., Detroit Phillips, A. J., Exec. Seecy., Michigan Edueation Assn., Lansing Pickett, Mrs. Lillian H., 111 W. Baker St., Flint Pierce, Vernon P., 1314 W. Kirby St., Detroit Plumb, Alberta E., 1503 Mott = St., Saginaw Hazelton School, Popp, Mrs. Cleo E., lint Porter, Alta, 1107 Fifth. Bay City Potter. Frances, 1950 Gratiot, Saginaw Quackenbush, FE. J., 127 Davison, High- land Park Randall, Leo M., 3952 Bewick, Detroit Raynor, Florence, 3347 Wabash, Detroit Reardon, Anna T., 306 N. Linn, Bay City Reaume, Rhoda, 6141 Stanton Ave., De- troit Redman, Mabel M., 75 Avalon Ave., De- troit Reynolds, O. D., Park Riley, Etta, 4365 Newport, Detroit Robinson, Berton W., Supt. of Schools, Hartford 14909 Cleophus, Allen Robinson, O. J., 11410 Charest, Ham- trameck Robinson, Roy E., 23 Winona, Highland Park Robison, Alice E., 103 Hazelwood, De- troit Roethke, Louise W., Pierce School, 6131 Iowa Ave. Detroit Rogers, Alex R., 1981 McKinstry, Detroit Rogers, Esca B., 121 Arbor St., Kala- mazoo Rosenthal, Aimee A., 4261 Kensington Rd., Detroit Ross, Meta, R. F. D. 2, Rochester Rouse, Jessie H., 2503 S. Washington Ave., Saginaw Rowen, Otto J., Woodworth School, Dear- born Rudduck, Lillian W., 15125 Schoolcraft, Detroit Russ, Marjorie, 235 Detroit Ryan, Lenora M., 429 Eighth St., Esca- naba Sage, Marie K., Detroit Buena Vista Ave., 8100 E. Jefferson Ave., *Schafer, Rose K., 130 E. Sixth St., Monroe Schoolcraft, Pearl T., 518 Minor Ave., Kalamazoo Schulz, Mary C., 19185 Bretton Dr., De- troit Seollay, Lois A., Detroit Seavitt, Roy W., 6420 McGraw, Detroit 2281 W. Grand Bivd., *Seebeck, Elizabeth, 1008 Harrison St., Bay City *Shattuck, Alice B., 193 E. Iroquois, Pontiac Sheahan, Stella M., 4311 Avery Ave., Detroit *Sheldon, Carrie M., 153 E. Church St., Adrian *Shenstone, Anna H., 325 Burr Oak St., Kalamazoo Sheridan, Margaret E., 1727 Glynn Court, Detroit Sherman, Ione, 650 Glynn Court, Detroit Sievewright, Agnes, 3421 Chicago Blvd., Detroit Simmerson, Gertrude, 617 N. St., Bay City Smith, Bertha Frances, 316 Hollister, S. E.. Grand Rapids Smith, Hattie M., Royal Oak Smith, Julia C., 2028 Adams Blvd., Sag- inaw Smith, Margaret M., 7724 14th St., Detroit Smith, Mrs. Mildred S., 2281 W. Grand Blvd., Detroit Speaker, Gaylord, Furgason School, River Rouge Spinks, Grace C., 629 Webb Ave., Detroit Spooner, Janet G, Jacoby School, 13210 Main, Detroit Springman, John H., Van Buren Longfellow School, Pierce School, Bir- mingham Starling, Mabel C., 8811 Quiney Ave., De- troit Stauch, Rose K., 83385 Norwalk, Ham- tramek Standacher, Ethel, 910 Salzburg Ave., Bay City Steger, Gertrude, Van Zile School, 2915 E. Outer Dr., Detroit Stemmelen, Owen F., 2234 Junction, De- troit Stevens, Roy W., 18724 Gainsborough, De- troit Stolson, Anna K., 534 Evergreen St., East Lansing Stout, Grover, 1851 W. Grand Blvd., De- troit Struble, Nina, 708 W. Michigan Ave., Lan- sing Sturm, Mrs. Gladys F., 4261 Kensington Rd., Detroit Sullivan, Irene F., troit Sullivan, Mary C., 3217 Grand Ave., W.., Detroit 2202 Bewick Ave., De- 664 ELEMENTARY SCHOOL PRINCIPALS Sweeney, Angela, 13 Oakland Park Blvd., Pleasant Ridge Sweeney, Anne M., 8411 E. Forest, Detroit Tenny, John W., Lowrey School, Dearborn +Thomas, John S., 18295 Oak Dr., Detroit Thomas, W. F., Adams Junior High School, Birmingham Thompson, Paul, 816 Lincoln Rd., Grosse Pointe Farms Thomson, 1170 troit Trainor, M. J., Trombly, Roberta C., troit Truemner, H. W., Longfellow Junior High School, Chevrolet Ave., Flint Tucker, Ethel M., 52 Kerby Pointe Farms Van Dyk, Henrietta, Marion, Burlingame, De- Lacey School, Hazel Park 899 Lakepointe, De- Rd., Grosse 3498 Beniteau, De- troit Van Gallow, Helen, 17585 Roselawn Ave., Detroit Van Norman, Margaret, 6420 McGraw Ave., Detroit Voorhees, James H., 3801 Pasadena Ave., Detroit Walcott, E. Forrest, Northrup Junior High and Elementary School, 340 Frazier Ave., River Rouge Walther, Marie, 2225 Janes Ave., Saginaw Wareham, Lucille E., 212 Moran Rd., Grosse Pointe Farms Waterman, Wyla A., 1117 S. Franklin Ave., Flint Waugh, Nellie A., 13538 Mendota Ave., Detroit Weber, Ernest, Training School, Richland Webster, Elisabeth, 260 Fuller Ave., S. E., Grand Rapids Weidemann, Mathilde, 269 Erskine St., Detroit Welch, Edith, Craft School, wood Ave., Detroit Welch, Elizabeth, 2310 E. Court St., Welte, Adeline K., 1203 Bement St., sing Wenzel, Brigetta, *Weter, Grace E., 513 S. Troy St., Oak White, Carolina, 706 Salzburg, Bay City W oy Mrs. Retha Clark, 2207 Hills St., nt Wicks, Mrs. Pauline Rohrer, 734 Barring- ton Rd., Grosse Pointe Park 3310 Vine- Flint Lan- 5503 Lakepointe, Detroit Royal Wilkinson, Muriel M., McKinley School, Wyandotte Willits, Charlotte A., 6016 Linwood Ave., Detroit Wilson, Adelaide M., 524 W. Greendale Ave., Detroit Wilson, Claudia V., 10225 Third St., De- troit Wilson, Grace, 224 EF. Court St., Flint Wingertszahn, Laura L., 2236 Cadillac Blvd., Detroit Woody, Dr. Clifford, School of Education, University of Michigan, Ann Arbor §Woolfenden, Elizabeth, Leland School, 1395 Madison Ave., Detroit Woolfenden, Grace F., 12920 Wadsworth, Detroit Worfel, Georgia, Aberdeen School, Aber- deen and Diamond, N. E., Grand Rapids Wuennecke, Laura, Ferry School, Grand Haven Wynne, Julie, Ruthruff School, 6311 W. Chicago, Detroit Yager, Gretchen J., School, Wyandotte ary Merle C., 61 Clairmount Ave., De- troit York, Edna M., Rapids Woodruff Elementary Fountain School, Grand Young, Amelia D., 7364 Detroit Yuergens, Ella, Churchill Ave., 6230 Plainview, Detroit MINNESOTA Archer, Dr. C. P., College of Education, University of Minnesota, Minneapolis Barrett, Evelyn E., Smith School, St. Paul Barse, Mrs. Amy, Lind School, Minneap olis + Becker, Elsa, 1732 E. Bisek, Jerry, Bejou Boysen, Mrs. Agness, Minneapolis Bradseth, Alice, Lakeside School, Duluth Brueckner, Dr. Leo J., Prof. of Elemen- tary Education, University of Minnesota, Minneapolis Fourth St., Duluth 705 Kenwood Pkwy., Butler, Margaret F., Hancock School, Snelling and Wesley Aves., St. Paul Carlson, Ida C., 3118 E. 22nd St., Minne apolis Coleman, Gertrude, Fulton School, Minne- apolis Cottrell, R. G., Independent School Dis- trict No. 131, Frost Cross, C. Willard, Supt of Schools, Fari- bault High School, Faribault Dosdall, Bertha D., 1332 Dayton Ave., St. Paul Drohan, Gertrude, 2716 Portland Ave., Minneapolis Dunn, Irene E., Drew School, Avon and Lafond Sts., St. Paul Dutton, Mrs. Jean U., 1222 W. 31st St., Minneapolis Elgar, Frances, Lester Park School, Du luth Erickson, Cornelia, Johnson School, Min- neapolis Everson, Helene, West Junior High and Elementary School, Duluth Fairbanks, May C., 317 E. Fourth St., Duluth Feetham, Nellie, Board of Education, Ad- ministration Bldg., Duluth Frank, S. Marie, 319 N. 60th Ave., W., Duluth Ginsberg, Annie, 1744 Laurel Ave., St. Paul Gorman, Mary, 727 E. Third St., St. Paul Hamilton, Katherine, 615 City Hall, St. Paul Hansen, Meta, McKinley School, Minne- apolis *Hanson, Lillian C., Bryant, Monroe and Park Point Schools, Duluth Harger, Lena L., Route 1, Hopkins Haugen, Melvin, Pillsbury School, Minne apolis Hawkinson, Mabel J., 212 N. Fourth St., Mankato Heinrichs, Evelyn K., 3152 37th Ave., S., Minneapolis Hellberg, Charles F., Seward School, 28th Ave. and 24th St., S., Minneapolis Helleloid, Stanley, Alexander Baker School, International Falls Herrly, Dora J., 211 W. Grand Rapids Holtz, Jennie F., Seventh St., Irving School, 17th Ave., S. and 28th, Minneapolis Hood, Edith G., 3418 42nd Ave., S., Min- neapolis House, Harold, Franklin School, Duluth Jasperson, Lillian, 4403 Harriet St., Min- neapolis Johnson, M. E., Supt., North St. Paul Public School, Corner Helen St. and 12th Ave., North, St. Paul Keck, Malcolm B., Prescott School, Low- rie Ave. and Taylor St., Minneapolis uth Wy., luth nen- ota, 1001, ul nne nne- Dis- ‘ari- St. \ve., and St., Du- Min- and St. Paul St. nne- and nne- St. List or MEMBERS 665 Keckefoth, Ethel H., Bryn Mawr School, Cedar Lake Rd. and Russell Ave., 8., Minneapolis Kirk, A. W., Jackson School, Edmund and Arundel Sts., St. Paul Knox, Bess June, 707 S. E. Sixth St., Minneapolis Krogstadt, Marie C., Simmons School, Minnehaha and E. 88th St., Minneapolis **Lichtenberger, James E., Windom School, Minneapolis MeAlister, Gladys M., 905 W. 44th St., Minneapolis McGough, Mary E., Hill School, Selby and Oxford Sts., St. Paul MeNaughtan, Edith L., Lindsay School, 810 Pleasant, St. Paul Mallory, Blanche, 715 E. First St., Duluth Malmquist, M. L., Supt. of Schools, Inde- pendent School District No. 35, Buhl Metag, E. H., Lincoln School, Mankato Murray, Albert Sherman, 1242 W. Minne- haha St., St. Paul Nelson, Anna B., Jefferson School, Duluth Newell, Esther, 38th St. and Harriet Ave., Minneapolis Nyhus, Ellen, Curtis Hotel, Minneapolis O'Farrell, Margaret G., Logan School, Minneapolis Peters, Leone E., 2809 Park Ave., S., Minneapolis Petrich, Selma, 1515 Woodland Ave., Du- luth Probst, Ella M., 4601 Stevens Ave., Min- neapolis Ralph, Mrs. Jessie Fawcett, 4405 Aldrich Ave., S., Minneapolis Reed, Myrtle, 4008 Sunnyside Ave., Min- neapolis Ringdahl, N. Robert, 3220 Tenth Ave., S. Minneapolis Rosa, Irvin E., Supt. of Schools, Owatonna **Rossman, Mabel A., Jackson School, Duluth Sand, Anna, 193 W. 36th St., Minneapolis Sherwood, Esther, Hale School, Minne- apolis +Shove, Helen B., 3116 Clinton Ave., S., Minneapolis Staudemaier, W. W., 5612 S. Tenth Ave., Minneapolis Steffensrud, E. R., 205 W. Fir St., Chis- holm Trawicky, Rosella M., Douglas School, Minneapolis Van Brussel, Martha, Elementary Grade Supervisor, St. Cloud Wallace, Martha, Ensign School, Duluth Wallar, Beulah H., Greeley School, 26th St. and 12th Ave., S., Minneapolis Weld, Paul A., Cobb-Cook School, Hibbins Wiecking, Anna M., College Elementary School, State Teachers College, Mankato — Mrs. Marion, Merritt School, Du- uth Wilder, Mrs. Leone, 3424 Park Ter., Min- neapolis Wilkinson, Sarah H., Whitney School, 19th Ave., N. E. and Pierce St., Minneapolis Wilson, John A., R. F. D. 2, Box 646, Excelsior MISSISSIPPI Archer, Ellie, Witherspoon School, Meri- dian 3aker, Miss Quintard, Battle Hill, Jackson Bourdeaux, Annie, 1719 24th Ave., Meri- dian Brewer, Lucile, Elem. School Supvr., Box 984, Vicksburg Brown, Virginia, South Side School, Meri- dian Burney, Georgia L., Vancleave Carter, Mrs. Laurie Mae, Oakland Heights School, Meridian Charissia, Sister M., S. L. N. D., St. Mary of the Pines, Chatawa +Clement, Bess Rogers, Eliza Clark School, Clarksdale Coffee, Oline, Main St., Tupelo Cortright, Louise, 252 Griffith St., Jack- son Darby, Robert R., Route A, Perkinston Dempster, Alice, 1607 24th Ave., Meridian Dickins, Hattie, Box 172, Leland Duling, Lorena, 718 N. Congress St., Jack- son Elmore, C. M., Scobey Consolidated School, Scobey Gaston, Evelyn, Tuxedo School, Meridian Gillespie, R. H., Supt. of Schools, Oxford Griffith, Miss T. C., Primary School, Co- lumbia Horn, Lizzie, 404 College St., Grenada **Houston, Miss Gabriel, 111 W. Second St., Clarksdale Houston, Mattie, 808 Main St., Greenville Key, Mary Belle, 321 Dunbar St., Jackson Layton, R. B., 399 Mayes St., Jackson Lester, Mrs. Laura R., Woodlawn PIl., R. F. D. 5, Jackson McKee, Clyde V., State Elem. Supvr., State Dept. of Education, Jackson Majure, Ursula, Highland School, Meridian Marshall, Mary R., Charleston Milner, Bessie, 720 E. Beach, Gulfport Mounger, Lurline, Box 117, Clarksdale O'Bannon, Mrs. Fred, Sterling School, Greenville Ousley, Robert Wayde, 1516 19th Ave., Gulfport Pennebaker, Mattie, Central Elementary School, New Albany Ramsey, Laura, 311 S. Commerce St., Natchez Ritch, Alma, 211 Lameuse St., Biloxi Rogers, Mae, 209 Mabel St., Hattiesburg Smith, Irene, Chalk School, Meridian Stokes, Mary M., Box 344, Columbus Stubblefield, A. G., Supt. of Schools, Co- lumbia Thornton, Mattie, Marion Park School, Meridian Varnado, Effie, 612 Washington St., Green- wood Wilson, Mrs. George T., 835 Sixth Ave., Laurel MISSOURI Allen, Dr. Cecil H., 414 E. Normal Ave., Kirksville Andrews, F. E., 900 E. Argonne, Kirkwood Annin, Mrs. Anna W., 3815 McCausland Ave., St. Louis Arnold, Leah, R. R. 3, Liberty Baker, Beulah N., 5031 Potomac St., St. Louis Baker, Linnie C., 209 Pine St., Liberty Baker, Olive, Arlington School, 1617 Burd Ave., St. Louis jarley, Ida L., 2718 Linwood, Kansas City Barnes, Mrs. Abbie C., 513 N. Noyes Blvd., St. Joseph Barnes, Ward E., Normandy Consolidated School Dist., 6701 Easton Ave., St. Louis Bender, Ethel D., 5 Hillcrest Pl., Kirkwood Benson, J. R., 6131 Magnolia Ave., St. Louis *Bick, Anna, Lowell School, 1409 Linton Ave., St. Louis Blackburn, Helen I., 3401 S§S. Benton, Kansas City Bower, H. Virgil, P. O. Box 7473, North Kansas City Boyd, Anna B., 5330 Pershing Ave., St. Louis 666 ELEMENTARY SCHOOL PRINCIPALS Boyd, Sarah L., 5330 Pershing Ave., St. Louis =, Mrs. Bessie, 1229 Amherst PL. St. ouis Brooks, Fred E., 7313 Melrose Ave., Uni- versity City Brossard, Julia E., 240 W. Argonne Dr., Kirkwood Brown, Charles H., 1271 Sutter Ave., St. Louis ——. William D., 5511 Vernon Ave., t Burke, Mary J., 5321 Harrison St., Kansas City Burress, Lida M., 1420 S. Vermont, Se- dalia Burris, Frances A., 630 N. 23rd, St. Joseph Burrus, Helen, 503 N. Delaware St., In- dependence Bush, Mildred, Board of Education, St. Louis Capp, Theresa I., 2531 Faraon St., St. Josep Carroll, Alice P., 312 Independence, Cape Girardeau Connery, Julia M., Central Institute for the Deaf, St. Louis Chiles, E. E., Harrison School Patron’s Assn., 4163 Green Lea Ave., St. Louis Corlett, Eva, 103 S. Ridgeway Apts., Joplin Cox. Henley L., 2139 E. 24th St., Kansas City Creek, E. G., 2925 Victor, Kansas City Cullen, Blanche P., 5370 Pershing Ave., St. Louis a i S. Lee, 2420 Woodson Rd., Over- an Deffendall, P. H., 7305 Pershing Ave., St. Louis u *Detwiler, O. Junior High School, Hannibal Dickey, H. B., Fremont School, 2840 Wis- consin Ave., St. Louis L., Central Elementary and 906 Center St., Ditmars, Thomas, 3802 E. 36th St., Kansas City *+Downs, Harold T., Lockwood School, Page and Newport, Webster Groves Edie, John W., Gratiot School, 1615 Hamp- ton, St. Louis Elizabeth, Sister Mary, 1275 Boland Dr., St. Louis Elliott, Mrs. Elsie M., Route 3, Springfield Ewers, A. F., 3411 Pestalozzi St., St. Louis Falke, Clara, 806 E. 41st St., Kansas City Farrar, George W., 2430 Marion, Overland Fisher, Hilda Rea, 624 Merriwether St., Cape Girardeau at C. L., 6605 Neosho St., St. Louis oo lizabeth, 101 E. 51st Ter., Kansas Cit Foristel, Margaret S., 4900 S. Broadway, St. Lou is Fuller, L. R., 3701 S. Broadway, St. Louis Gaeser, Lillian, Central School, Creve Coeur Gaines, I. A., 604 Bonita Ave., Webster Groves Garman, Catherine, 1016 E. Broadway, Sedalia Gentry, Thomas F., 421 Edgewood Dr., Clayton +Gilliam, M. J., 4369-A W. Belle Pl. St. Louis Girault, Miss Leonide M., 921 Bellerive Blvd., St. Louis Godbey, Walter A., 3825 Utah Pl. St. Louis Gooch, Emory L., 2303 Big Bend Blvd., Maplewood Goode, Lenna, Frances Willard School, 5015 Garfield, Kansas City Gorman, Dr. Frank H., Prin., Elementary Division, Univ. of Missouri, Columbia Green, G. H., 6189 Kingsbury Blvd., St. Louis Green, Howard E., Herzog School, 5830 Mimika Ave., St. Louis Griffin, Margery M., 5557 Pershing Ave., St. Louis *Hamilton, Edward D., 1118 Aubert Ave., St. Louis Hamilton, Mrs. Sarah T., 101 Tiffin Ave., Ferguson Hanson, George W., Goodall School, Chest- nut and Percival, Webster Groves Henderson, Barbara, 212 Library Bldg., Ninth and Locust Sts., Kansas City Hendrick, Louise, 2332 Spencer Ave., Overland Hickey, P. J., Secy.-Treas., Board of Edu- cation, 911 Locust St., St. Louis Holliday, Frances, 409 W. Fifth, Maryville Hood, E. A., 2504 Clifton Park Ter., St Louis Hooss, Ida M., Meramec School, 2745 Meramec St., St. Louis Howard, Joseph E., 600 De Mun St., ton Humphrey, Nelly, Jackson, Euris J., 2616 Cora Ave., Johnston, Marguerite B., Blvd., St. Louis Jones, Clara F., Samuel Cupples School, 4908 Cote Brilliante Ave., St. Louis Lamkin, Dr. Uel W., Pres., The Northwest Missouri State Teachers College, Mary- ville Langston, John M., 2354 Michigan Ave., St. Louis Large, oe M., 6236 252 Walsh, St. Louis St. Louis 15 Fair Oaks, St Clay- Esther School, Esther Cote Brilliante School, St. Louis 3700 W. Pine Waterman Ave., Lewis, Nellie K., Livingston, Don Pe om Louis County Lomax, Gladys, Humboldt School, and Cherry, St. Joseph Second +Longshore, William T., 520 W. 40th St., Kansas City Lovelace, Abigail, 4026 S. Benton, Kansas City Lyon, Miss Perey A., Scullin School, N. Kingshighway Blvd., St. Louis McCafferty, Estella H., Hamilton School, 1514 Campbell St., Kansas City McCallister, Mabel, 3238 Marshall Ave., St. Louis McCarthy, Nellie, Taussig Open Air School, 1540 S. Grand Blvd., St. Louis McCaslin, E. E., 5027 Washington Ave., St. Louis 4160 McDonald, Cora, 719 Picher Ave., Joplin MeNabb, H. H., Marshfield Marshall, Paul M., 429 E. 65th Ter. Kansas City Mecker, H. H., Blow School, St. Melcher, George. Supt. of Schools, brary Bldg., Kansas City Milam, Fred S., 6143 Waterman, St. Louis Miller, Fred B., Supt., Normandy Consol- idated School Dist., 6701 Easton Ave., St. Louis Milster, Ben C., Louis 224 Li- 5028 Morganford Rd., St Louis Moeller, Herbert F. W., 7212 Arsenal St., St. Louis Moore, Reuby, J. J. Pershing School, Blackwell Rd., St. Mumm, Emma O., Joseph 1027 Felix St., St. Joseph Murphy, Nora G., Desloge Nelson, Minnie, 1315 N. Tenth St., St. Joseph Neville, Lucy B., Girls Parental Home, Independence M ve., pol, ve., lin ; er. uis List oF MEMBERS 667 Noland, Nellie, 216 N. Delaware St., In- dependence Nowlin, Egbert W., 24 Clara Ave., Webster Groves *Q’Connell, May, J. C. Nichols School, 69th and Oak, Kansas City Oliver, Dr. Stanley C., Prof. of Educa- tion, State Teachers College, Springfield Patterson, M. J., 319 Westover Rd., Kansas City Pearson, Anna, 220 E. Hickory St., Neosho Perkins, Bessie, 622 E. Tenth St., Sedalia Peterman, May B., 1403 Edmond St., St. Joseph Peters, Alvina, Charless School, 2226 Shen- andoah St., St. Louis Propst, Katharine, Weaver School, Doug- las and Division, Springfield +Purnell, John H., Marshall School, 4342 Aldine St., St. Louis Quirk, Margaret, Washington School, Fifth and Poulin, St. Joseph Rader, Eleanor M., 6207 McGee, Kansas City Rader, L. W., 5545 Pershing Ave., St. *Remley, Harold B., Boonville Rd., Jeffer- son City Rennison, A. M., Neely School, St. Joseph —- Leolia, 1109 Fulton Ave., Han- niba Rhetta H., 4541 Garfield Ave., St. Louis ~~: U. L., 3725 Benton Blvd., Kansas City Robeson, James A., 4147 Montgall Ave., Kansas City Rucker, Thomas J., 5564 Maple Ave., St. Louis Rush, Florence, Woodlawn Hotel, Kirk- wood Ryan, Susan S., 5089 Washington Ave., St. Louis Sanders, James A., Leadwood Elementary School, Leadwood Schrader, Alma, 215 N. Middle St., Cape Girardeau Scott, James Armstrong, Banneker School, 2840 Lueas Ave., St. Louis Seibert, Lydia M., Wright School, St. Louis Seitz, Ray E., Normandy Consolidated School Dist., 6701 Easton Ave., St Louis Sellman, William N., 7628 Walinca Ter., Clayton Sexton, L. J., Baden School, 8724 Halls Ferry Rd., St. Louis Shaffer, Minnie A., 225 S. Vermont St., Sedalia *Sheets, R. L., 725-A N. Henderson, Cape Girardeau Sherman, Lucile A., 120 N. Lawn St., Kansas City Shewman, W. D., Scruggs School, 4611 S. Grand Blvd., St. Louis Shores, Roscoe V., Asst. Supt. of Schools, Public Library Bldg., Kansas City Short, R. L., 6932 Amherst Ave., St. Louis Smith, Joe W., Normandy Consolidated School Dist., 6701 Easton Ave., St. Louis Smith, Margaret J., Arnold School, Lex- ington Smoot, Lucy, 4011 Baltimore Ave., Kansas City Smoot, Viola, 2118 Byers Ave., Joplin Snyder, Wayne T., Jefferson School, Kansas City Stallings, Tharon E., 203 Sikes Ave., Sikes- ton Steele, Belle, Horace Mann School, 618 W. 16th St., Sedalia Stephens, C. E., 5550 Page Ave., St. Louis Stephens, E. E., Normandy Consolidated School Dist., 6701 Easton Ave., St. Louis Steuber, F. J., Rose Fanning School, 3417 Grace Ave., St. Louis *Strickler, R. E., 7003 Pernod, St. Louis Taylor, Emily F., Stix School, St. Louis Taylor, Roy E., Herculaneum Thomas, L. Buford, Franklin Elementary School, Aurora Thomas, Miles C., Greenwood School, 3711 E. 27th St., Kansas City Thompson, Mary A., 1111 MeCausland Ave., St. Louis Thompson, Stella, 1220 Blackstone Ave., St. Louis — Daisy Mae, 3826 E. 16th St., Kansas e . ty Trumbo, Mabel, 101 E. 51st Ter., Kansas City **+Tucker, Isabel, Festus Wade School, 2030 S. Vanderventer, St. Louis Wahlert, Jennie, 2918 Harper, St. Louis Wells, Mrs. Annie L., 1 Summit Pl. St. Joseph Wells, Jessie O., 4233 Enright Ave., St. Louis White, Mabel A., Sherwood School, 29th and Edmond, St. Joseph Williamson, Ruby M., R. R. 5, Box 207, Independence Wilson, Albert M., 3630-A Shaw Blvd., St. Louis — J. V., 420 Vista Rd., Jefferson City Witter, Charles E., 5182 Maple Ave., St. Louis Sn, Tom, 3974 Sarpy Ave., St. ouis Wolfe, Inez M., 200 W. Armour Blvd., Kansas City Zimmerschied, Ada, 3000 De Groffway, Kansas City MONTANA Anderson, Katherine, 40 Stuckey Apts., Great Falls Chamison, Goldie, Tripp and Dragstedt Apts., Butte Collins, William A., Flaxville Elementary School, Flaxville Driscoll, Joanna, 211 S. Jackson, Butte Flores, Mrs. Zella K., Box 412, Lewistown Kelley, Isabel, Granger Hotel, Butte Lausted, Alice, 205 N. 26th St., Billings Lausted, Hulda, 205 N. 26th St., Billings Lewis, H. P., Supt. of Schools, Conrad Lyman, Mrs. Emily D., Box 454, Hamilton Manning, C. G., Box 1078, Lewistown Martin, Eva M., Box 347, Great Falls Miller, Ruby A., Supt. of Schools, Choteau Neal, Russell Leroy, Randall Apt., Mis- soula Petersen, Goldie, Lincoln Hotel, Billings Rulien, Esther M., Box 28, Bozeman Schaefer, M. Louise, 120% Tenth St., N., Great Falls Shea, Julia, Greeley School, Butte Stegner, W. E., Supt. of Schools, Miles City Stevenson, Mrs. May E., 2726 First Ave., N., Great Falls Sullivan, Julia, Emerson School, 1909 Garrison Ave., Butte Thompson, Grace M., MeKinley School, 1617 Sixth Ave., N., Great Falls NEBRASKA *Allen, Mabelle, 3424 R St., Lincoln Amsbury, Lucile, Florence School, Omaha *Anderson, Kathryn, 653 Kansas St., Su- perior 668 ELEMENTARY SCHOOL PRINCIPALS Annunciata, Sister, O. P., 717 S. 36th St., Lincoln Austin, Mary N., 43 Drake Court, Omaha Baird, Sadie, 1219 S. 26th, Lincoln Baker, Nina, Sheridan School, 30th Wendover, Lincoln Basler, Marian, 2864 Mary St., Omaha Beal, Mamie G., 2514 B St., Omaka Beattie, Merle M., Board of Education Office, Lincoln Bedell, Bess C., 814 S. 38th St., Omaha Bratton, Mrs. Anna M., 3200 Center St., Omaha -Brooker, Florence, 4529 S. 19th St., Omaha Chapman, Johannah, 2203 Jones St., Omaha **Clark, Mrs. Mae T., Hotel Yancey, Grand Island *Cleveland, Jessie A., Box 523, McCook Coleman, M. L., Supt. of Schools, Scotts- bluff Compton, Maude, Highland School, and Adams Sts., Omaha Craig, Nell, 139 N. 31st Ave., Omaha Denham, Charles T., 1004 S. 37th St., Omaha *Deubler, G. W., 2223 O St., Auburn *Dixon, Minnie E., 813 16th St., Aurora Eldridge, Ethel G., 2221 S. 32nd Ave., Omaha Ellett, Virginia, 4814 Webster St., Omaha Fay, Gaynelle, Beals School, Omaha Forsyth, Fannie, Windsor School, Omaha Foster, Mary E., 1029 Park Ave., Omaha *Gilmore, Mary, Grade School, Callaway Grant, Josephine, Rome Hotel, Omaha Griest, Mary Ruth, Train School, Sixth and Hickory Sts., Omaha Griffith, Grace, 5810 Rees St., Omaha Hahn, Altene, Cumber Apts., North Platte Hall, Edythe, Adams School, Omaha Harman, Ethel, 1720 S. 32nd Ave., Omaha Healey, Anna T., Venetian Court, Omaha Holmes, Stella, Central Park School, 42nd and Grand Ave., Omaha Hutton, Mrs. Martha, 3213 Vine St., Lin- and 27th coln Isakson, Edith, 5022 Davenport St., Omaha Jackson, Alta M., 2839 N. 46th St., Lin- coln Jackson, Mable, 3345 R St., Lincoln Jelinek, John G., Edward Rosewater School, Omaha Kayton, E., Mohawk Apts., North Platte Lynn, Ethel A., 3114 Davenport St., Omaha *McAndrew, Lila, Grade School, Ains- worth McGee, R. R., Kramer High School, Co- lumbus McGinnis, Helen, 4502 Grand Ave., Omaha McNamara, Mary, 2420 N. 45th Ave., Omaha Mason, Margaret M., Box 265, North Platte Matthews, Marie, 444 N. 38th St., Omaha Mills, Mrs. Clara S., 5105 Underwood Ave., Omaha Moore, Mildred, Platte School, Island Morley, Mrs. May, Prescott School, 20th and Harwood, Lincoln Myers, Fannie, Mason School, 24th Mason Sts., Omaha Newell, Ethel K., 2555 Ellison Ave., Omaha Grand and Newlean, Jeannette, 914 S. 386th St., Omaha *Nickel, C. F., 420 W. 20th St., Scotts- bluff Petersen, Bertha, 144 S. 38th Ave., Omaha Peterson, Mrs. Alice C., 820 S. 58th St., Omaha Pickard, Anna B., 5148 Franklin St., Omaha Pollock, Ruth, 3804 Farnam St., Omaha Pyrtle, E. Ruth, Bancroft School, 14th and N Sts., Lincoln Rasmussen, Maren, 671 N. 58th St., Omaha Reap, Edna M., 5119 Hamilton St., Omaha Reed, Mabel L., 4229 Douglas St., Omaha or “a Maude, 1245 S. 26th St., Tin- coln Roys, Cassie F., 2609 Bristol St., Omaha Shepard, Catherine, Dir. of Teacher Train ing, Union College, Lincoln Smith, Mrs. Elsie M., 5612 Florence Blvd., Omaha Smith, Ruthann, Supvr. of Elem. Educa tion, Grand Island Velte, C. H., Supt. of Schools, Crete Waterman, Mrs. Edna H., 5109 Under wood Ave., Omaha Weldon, Mrs. Dossie D., 1703 W. Koenig, Grand Island Wetzel, Marie C., 192 Drake Court, Omaha Whitehouse, Pattie, Castle Court, Omaha Williams, Nellie C., 4216 Meredith, Omaha Wilson, Clara O., Teachers College, Uni versity of Nebraska, Lincoln Wilson, Gladys, 721 W. Second, Grand Island Zwiebel, H. G., 811 W. Division, Grand Island NEVADA Knudson, K. O., 216 N. Sixth St., Las Vegas ‘ NEW HAMPSHIRE Goodwin, Alice D., 16 Abbott St., Rochester Gray, Wayne Sherman, 11 Elm St., Pitts- field Hicken, Blanche E., 81 Manchester Janvrin, Charles F., School, Seabrook Keir, Jean, 12 Front St., Rochester Lewis, Della I., 145 Clinton St., Concord Morrison, Annie L., 315 Union St., Ports- mouth Paire, Newell J., Hobbs Rd., North Hamp East Pennacook St., South Junior High ton Rhodes, Ethel W., Atlantic Heights School, Portsmouth Tobey, Alfred R., Dublin Consolidated School, Dublin NEW JERSEY Achenbach, Anne, 61 Hawthorne Ave., East Orange y+Adams, Mrs. A. Virginia, Cunningham School, Vineland Anderson, Amy, 219 E. 21st Ave., Wild- wood Atkinson, Bertha I., Summit Avenue School, Pitman Atkinson, Viola E., Mt. Holly Rd., Bur- lington Ayres, Malcolm B., School No. 8, Linden Bair, Medill, Imlaystown School, Imlays town *Bannerman, Helen, Public School No. 15, Dwight St., Jersey City Barrie, Margaret J., Lincoln School, Haw thorne Bateman, Edyth J., Madison Avenue School, Atlantie City Beck, Ferdinand L., School No. 3, S. Grier Ave Linden Beck, Richard T., Ho-Ho-Kus *Bigelow, Merrill A., 159 Williamson Ave., Bloomfield LS e., List oF MEMBERS 669 Blackwell, Anne K., Boylan Street School, Newark Boney, C. De Witt, Nassau School, 330 Central Ave., East Orange Boone, George C., Grant School No. 7, Summer St. and Myrtle Ave., Passaic Bosshart, John H., Supt. of Schools, South Orange Boyer, B. J., Fifth St., E., Bound Brook Bradenburg, Edna A., Brayton School, Summit +Brady, William, Washington School, 175 Sanford St., East Orange Brainard, Mary V., Lowell School, Tea- neck Bray, Mary, King’s Highway, E., Mt. Ephraim **+Brearley, Mrs. Helen C., 57 Princeton Ave., Princeton Brinkerhoff, George I., Webster Street School, Newark Brown, Charles, Jr., Roosevelt School, Union City wee. Gladys D., Lincoln School, Dun- elien Bryson, Jennie V., 610 N. Fifth St., Cam- den Buchanan, Margaret, 53 S. Windsor Ave., Atlantic City Budd, Francis H., 36 Chapman PIl., Glen Ridge Buffington, E. A., 86 Linden Ave., Bloom- field Burdge, Ella M., Clifton Avenue Grade School, Lakewood Bush, Fred S., 145 Washington St., Bloom- field Bustard, Joseph L., Board of Education, Roselle Cadoo, Sarah Elizabeth, 5 Parmley PL, Summit Carty, Mrs. Rachel H., State Highway, Burlington —— Lloyd S., Supt. of Schools, Free- 101¢ Cassidy, Mabel M., 341 Union St., Jersey City Castle, Mabel C., School Administration Bldg., Atlantic City Chandler, William F., McKenzie School, East Rutherford Chappius, Mrs. Nettie, Elem. Supvr., Board of Education, Glassboro Chase, Lawrence S., County Supt. of Schools, 314 Hall of Records, Newark Cline, Anne V. A., 115 Francisco Ave., Rutherford Cole, Alice K., Marquis De Lafayette School No. 6, Julia St. and Adams Ave., Elizabeth Conner, R. Pearce, 429 Haddon Ave., Camden Conry, Mrs. Mary M., 64 S. Clinton St., East Orange §Cowie, George H., Jr., Hurden-Looker School, Hillside Crane, J. Ernest, Summer Avenue School, Newark Cressman, Alice M., Franklin School, Lynd- hurst Crosley, W. D., 195 Broad St., Manasquan Curry, Mrs. Malcolm, Linden Avenue School, Glen Ridge David, Vivian O., 36 W. Franklin St., Bound Brook De Baun, Mrs. Nelle W., 21 Thrumont Rd., Caldwell Deeker, Bessie, 130 Lake Ave., Boonton Dengler, C. F., 514 Rahway Ave., Wood- bridge Dennis, Emma T., Farmingdale School, E. Nottingham Way, Trenton De Puyt, J. Hobart, Fairmount School No. 4, Hackensack Desmond, Anita, 47 Broadman Pkwy., Jersey City Dickinson, Florence M., 249 Windsor Ave., Haddonfield Dieffenbach, C. T., J. Hull Browning School, Tenafly Dietz, Charles E., 61 Boyle Ave., Totowa Boro, Paterson Dixon, Sadie H., R. D. 1, Rockaway Neck Donnelly, Andrew J., Jr., 172 Lakeview Ave., Paterson Dorsey, Belle E., School No. 1, State St., Perth Amboy Dowling, Mrs. Verna, 114 S. Broad St., Penns Grove Dransfield, J. Edgar, 1340 Sussex Rd., West Englewood Drew, Fred L., Newport Duffy, Marcella L., Florence School No. 1, Front and Walnut Sts., Florence Duplak, Nellie P., Jefferson School, Lake Ave., Lyndhurst Edwards, Elizabeth, 58 Euclid Ave., Hack- ensack Egan, Mary B., 719 Morgan Ave., Pal- myra Elmer, Marian A., Forest Avenue School, Verona Fenimore, Mary A., 215 N. Fourth St., Camden *Fennimore, Roland, 844 River Rd., Fair Haven *Fiedler, William G., 921 Cottage PIl., Union City Finger, Mary H., Gregory School, Ruther- ford Ave., Trenton +Flower, Frank R., C-1 Albany Apts., At- lantie City Floyd, James R., 1231 Thornton Ave., Plainfield Forester, Dr. John J., Bradford School, Upper Montclair Francis, George B., 916 Bay Ave., Point Pleasant Beach *Freeland, Grace A., 119 Summit Ave., Summit Fries, H. C., Grant School, South Plain- field Funston, Augusta R., 2560 Boulevard, Jersey City Gannon, C. E., 1385 Garner Ave., Bloom- field *Gerlack, Luella, 110 N. Second St., Mill- ville Gerow, Aline, 555 Bramhall Ave., Jersey City Gough, Kathryn G., 183 Fourth St., Jersey City Grace, Sister Mary, O. P., 587 Bloomfield Ave., Verona Graffam, Anne E., 459 Page Ave., Lynd- hurst Gremont, Helen C., 370 South Ave., Bridgeton *+Gronde, Franklin J., 218 Fourth Ave., Bradley Beach Haines, Jennie F., 59 Elmwood Ave., Union Hambright, John B., Maple Avenue School, Newark Hammell, Ethel C., Massachusetts Avenue School, Atlantic City Hammond, D. Stanton, 309 E. 42nd St., Paterson Hankins, Grace E., 1531 Baird Ave., Cam- den Hardiman, Agnes, School No. 8, Perth Amboy Harding, Dr. Ernest A., Asst. Commr. of Education, Dept. of Public Instruction, Trenton Hargrove, William B., Charlton Street School, Newark 670 Tt ELEMENTARY SCHOOL PRINCIPALS *Hartman, Dr. A. L., 104 Haddon PI., Upper Montclair Hartman, Richard M., 183 Franklin Ave., Midland Park Harvey, Mrs. Loretta, Woodrow Wilson — a No. 19, Edgar Rd., Elizabeth ay, George * F., Ridgewood High mer ok Ridgewood *Hayward, . George, Elmwood School, 339 S. Burnet St., East Orange Hegel, Lizzie C., 66 S. Tenth St., Newark Heller, Lillian, South Seventeenth Street School, Newark Hermann, Barbara V., 137 Roosevelt Ave., Carteret Hermanni, Edwin G., 530 Ramapo Ave., Pompton Lakes Herron, John §S., Asst. Supt. of Schools, 31 Green St., Newark Hice, Mae, 431 "E. Second St., Plainfield Higgins, BE. May, 589 Mountain Ave., ound Brook 329 Rutherford Ave., Hi —_* _ane R., rank ue Mrs. W. W., 142 Broad St., Matawan a Anna F., 800 N. Third St., Mill- ville Horton, Ingeborg M., Mt. Laurel School No. 1, Moorestown Hourigan, James 8B., Lincoln School, Union City — L. Frances, 25 Slater St., Spring- e Howard, Margarette E., 119 Summit Ave., Summit ae Mary S., 229 W. Main St., Mill- ville *Hulse, Henry S., Jr., 650 Parker St., Newark Hummer, H. Myrtle, 28 Wall St., Trenton Hunt, Mary E., 129 Broadway, Central Park, Penns Grove Old Dock Rd., jHusselman, H. Heyns, Alpine Ireland, Ruth Anne, Tuscan School, Maple- wood Jacob. Dr. Walter, Jr., Public School No. 3, Bright, near Jersey Ave., Jersey City Jacobus, Mrs. Frieda, 68 Park’ Ave., Bloom- Jenkins, Albion U., 357 E. 37th St., Pat- erson Johnson, Alberta M., 8 N. Providence Ave., Atlantic City Rand School, Montclair Johnson, Sara G., Johnston, Ruth S., George Washington West- School, Ridgewood Keller, Ethel M., 711 Glen Ave., field Kelly, M. Agnes, 269 Chestnut St., Nutley — Lillian, Overbrook Ave., Mill- ville Kincaid, Stella M., 88 Essex Ave., Glen R idge Klein, Mrs. Anna L., Public School No. 1, Guttenberg Knause, Winifred C., 124 E. Main St., Moorestown Knowles, Mrs. Margaret A., Madison-Mon- roe School, North Ave., Elizabeth Koerner, Grace E., Seth Boyden School, Maplewood +Kurtz, Louise, 126 Kingsland Rd., Nutley Lamb, Mrs. Maraetta S., 695 N. Pearl St., Bridgeton 147 Hadley Ave., La Vance, Laura F., Clifton Leach, G. Sidney, Bergen Street School, Newark Lee, Eleanor R., 554 Bellevue Ave., Tren- ton Lee, Ethel M., 673 Fairview St., Camden Lehlbach, Emma, 394 S. Belmont Newark Lewis, Mildred A., Maple Avenue School, Morristown Logan, Mary G., Box 106, Kingston Ave., Long, John A., School No. 4, Columbia Ave., Cliffside Park *+McConnell, Ralph C., Texas Avenue School, Atlantic City MecDavit, H. W., North Caldwell School, Gould Ave., North Caldwell *McKendree, E. Wallis, 1202 Eldridge Ave., West Collingwood McLean, William, Mt. Hebron Junior High School, Upper Montclair MeNulty, Elizabeth, Troy Avenue School, Ventnor City *Mackay, Jean F., 722 Montrose St., land Manfred, Ethel B., Columbus School, Lodi Marston, Dorothea, Child Guidance Dept., Public Schools, Montclair *Maxwell Doris E., Roosevelt School, Lodi Meade, Mary P., School No. 7, Paterson St., Perth Amboy Mercer, Mrs. Sara %C. Vine- W., Wilson School, Lodi a, Raymond, Junior High School No. 3, W. State St., Trenton Miller, Mrs. Eva P., Spring Garden School, Nutley Miller, Hazel M., Sewell es Mrs. Henrietta, Lincoln School, 0 Miller, Paul S., Stockton School, East Or- ange Milligan, Dr. John P., State Teachers College, Newark Miner, Benjamin C., Central Avenue School, Newark Mitchell, Edith D., 215 Pine St., Millville Mitchell, Kathryn A., 46 Maple Ave., Trenton Mombert, Eleanor, 313 15th Ave., Pater- son Morris, Charles A., County Supt. of Schools, Court House, Toms River ——. Howard D., Court House Annex, Trento Mosby, eee M., 231 Washington St., Mt. Holly Moulton, O. J., Ocean Grove Muller, Anna M., Sayreville Munson, Ruth W., First Street School, South Orange Neptune High School, Myers, Robert S., 17 Roosevelt Ave., East Orange Neulen, Lester N., 360 Warwick Ave., West Englewood Nickum, C. Edith, Irving School, High land Park Oakes, Grace S., 337 Bellevue Ave., Ham monton Ordway, Paul B., Public School No. 22, E. Seventh St., Paterson Orr, Ethel M., Board of Education, 22 Valley Rd., Montclair *Owen, Katharine E., Robert Morris School, Cross Ave., Elizabeth Parks, Leonard R., Cedar Grove Public School, Cedar Grove Parliment, C. W., Kensington Ave., Nor- wood *Patz, Gustav, 2033 Balmoral Ave., Union Paulmenn, Helen G., 54 Sayre St., Eliza- beth Peeling, Albert S., Chestnut School, Ro- selle — Ernest M., Maxson School, Plain- eld Penn, Mrs. Ruth K., Kelly Ave., West Creek a List oF MEMBERS 671 Peters, Mrs. Mary V., 22 S. Baltimore Ave., Ventnor City Petersen, Anna J., 10 Suydam St., New Brunswick Petty, Letitia, 160 Orient Way, Ruther- ford Pierson, Hilda E., Lawrenceville Pollard, Louise E., 1399 North Ave., Eliz- abeth Pomeroy, Mrs. Elizabeth Moore, George Washington School, Montclair Powell, Mrs. Lou B., Roseland School, Roseland +Predmore, R. L., 79 Hornsby Ave., Fords Pringle, Adeline H., 175 Harrison Ave., Jersey City Pultz, Ethel M., Gregory School, Seventh Ave., Long Branch Quig, Emily Hart, 5 Parmley Pl., Summit *#Quinn, Guy L., 2106 Bangs Ave., Nep- tune Rachor, Mrs. Minnie, 13 Elmer St., Bridge- ton Rathbun, Mary B., 35 Delawareview Ave., Trenton Read, Helen Pitman, 125 Bayard St., New Brunswick Redding, Anna D., School, Bound Brook Rein, Marion Batchelder, Riverside Remster, M. Elizabeth, P. O. Box 72, Allo- way Reynolds, Emily C., Kuser School, 1812 Nottingham Way, Trenton Washington Richards, William F., School No. 3, Belle- ville Ricketts, Ella S., 842 Arnold Ave., Point Pleasant Rosenberg, Dr. R. R., Public School No. 34, Jersey City Sailey, Mrs. Alice B., 1894 Brunswick Ave., Trenton Sanderson, Ethel H., Emerson School, Hickory St., Kearney Savage, Sue E., 1280 Salem Ave., Hillside Schmitz, E. Winifred, Memorial School, Madison St. and Gregory Ave., Passaic Schneider, Lillian E., 54 Easton Ave., New Brunswick Schwieg, Rhoda C., Hawthorne Avenue School, Newark Scott, Anna C., 215 N. Central Ave., Englewood Seott, Dorothea Rochelle Park Serven, Edward J., Newark Sexton, Wray E., 23 Hoffman St., Maple- wood A., Midland School No. 1, McKinley School, Sheppard, Irene B., 232 High St., Bur- lington Shoe, John M., Middlesex County Voca- tional School No. 2, Perth Amboy Shotwell, Fred C., 1 School Plaza, Frank- in ~~. Este G., 324 Mulberry St., Mill- ville Sickler, Edna F., 61 Pitman Ave., Pitman Sickles, Mrs. Viola, 20 De Normandie Ave., Fair Haven *Simons, Mrs. Myrtle H., 67 Salem Ave., Burlington Smick, Mary, Canton Smith, Eric S., Ramsey Smith, William R., 270 Newark Snavely, Francis B., Miller Street School, Newark Southard, Mrs. Maude B., 425 Trinity Pl., Elizabeth Sozio, Pasquale, 99 Clifton Ave., Newark Stalter, Ethel, School No. 2, Montvale Steward, Harold D., 124 Fairbanks St., Hillside Highland Ave., Stiles, Hazel B., 122 Wildwood Ave., Pit- man Stone, Mary E., 15 Clarke St., Jersey City Stover, William R., 19382 Hollinshed Ave., Merchantville Stradling, Eloise, 74 James St., Englewood 7Stratton, Mason A., 272 Huron Ave., Absecon Strohoefer, F. K., 813 Ave. C, Bayonne Stuart, Byron D., 601 N. Chestnut St., Westfield Stull, Anna G., Lafayette School, High- land Park, New Brunswick Suerker, Ernst H., The Newton School, Newton Sullivan, John P., State Home for Boys, Jamesburg Summers, Mrs. Katherine W., William Liv- ingston School, Union Ave., Elizabeth Taistra, Mr. Lucyan J., Public School No. 8, Seventh and Adams St., Hoboken Terrell, Nellie E., 2 Woodside Ave., Tren- ton Thatcher, Alfred W., Somerset School, North Plainfield Thomas, Gwendolyn, Long Hill Rd., Mill- ington *Troy, Ann A., 293 Chestnut St., Nutley Tufts, Mrs. Kathleen C., Essex Fells Pub- lic School, Essex Fells Turnbaugh, E. L., Clinton Avenue School, Irvington **Twichell, William S., Memorial School, Totowa Borough, R. F. D., Paterson Van Auken, William D., 102 Bamford Ave., Hawthorne Van Syckle, Blanche, Public School No. 9, Lawrence St., Perth Amboy Ventres, Shailer W., Hamburg Turnpike, R. F. D. 1, Paterson Viemeister, Edmund H., 94 Brown Ave., Prospect Park Wade, Mrs. Edith Van G., Elmora School, Magie Ave., Elizabeth Walton, Rebecca Eyre, Moorestown Friends School, Moorestown *Wamsley, Mrs. Jessie M., Walls School, Pitman Warwick, Raymond, Bradley Park School, Neptune *Wein, Dorothea M., Boyd St., Cape May Court House Wharton, Agnes, South Tenth Street School, Newark Whitlock, Sarah O., New Brunswick Wieder, Homer W., 1043 W. Eighth St., Plainfield Wilde, Anna A., Union Street School, 174 Union St., Ridgewood Wilkins, Dr. Eugene G., 103 Main St., Public Schools, Millburn Ninth Ave., 88 Lawrence Ave., Willey, Edith W., Prin., Westville Winkworth, Jessie L., 220 Haddon Heights Witteman, Anna M., 39 N. Reid St., Eliz- abeth Witzig, Herman, 63 Palisade Ave., Union City Woolf, Kenneth A., Maugham School, Ten- afly Worrall, Lillie, 621 Kings Highway, Swedesboro Wright, Doris R., Indian Mills, Vincen- town Wright, Norman A., South Avenue School, Bridgeton Wright, Stella J., 154 Welton St., New Brunswick Wylie, Mary T., Oliver Street School, Newark Young, Mrs. Eleanor J., 306 Third St., Riverton 672 ELEMENTARY SCHOOL PRINCIPALS NEW MEXICO Arledge, Mrs. Ellen, 121 S. Ninth St., Albuquerque Bobo, Mrs. Irma, 309 Buena Vista Ave., Albuquerque Brown, L. L., Box 354, Portales Calkins, Fred M., John Marshall School, 1500 S. Walter St., Albuquerque Clegs; J. T., Junior High School, Tucum- ear Corrigan, Mrs. Grace J., Supt. of Public Instruction, Santa Fe Curtis, Orial, 113 N. Kentucky St., Ros- well Gammill, Jimmy, Box 96, Jal Gray, Howell, Box 111, Farmington Hogrefe, Harry L., North Fourth Street School, Albuquerque **Kiker, Stella, 240 S. Fifth St., Raton Linthicum, J. B., 1006 W. Tijeras, Albu- querque McCollum, J. R., 1126 E. Silver Ave., Al- buquerque Mills, Charles L., P. O. Box Y, Hobbs Pruett, Arthur C., Lindsey Goode School, 114 Arizona St., Portales Robbins, Raymond H., Box 83, Lovington Russell, Mrs. Clem, Mesilla Park Schupp, Ona E., 223 N. High St., Albu- querque Stapleton, Ernest, Elementary and Junior High School, Socorro Tireman, Dr. L. S., Prof. of Education, University of New Mexico, Albuquerque Watson, Dorothy, Pinos Altos , NEW YORK ae, Donald L., Richardson Ave., Rich- urg Abbott. Ruth M., 90 E. Main St., Port Jervis -“. Benjamin L., 135 Morris Ave., Buf- alo Adams, Norma A., 406 Turin St., Rome A’Hearn, Catherine, School No. 7, York Ave., Saratoga Springs Alexander, Dr. Carter, Teachers College, Columbia University, New York Anderson, Ellen R., State Normal School, Potsdam Andrews, W. B., Van Hornesville Central School, Van Hornesville Aquinas, Sister M. Thomas, O. P., Mt. St. Mary-on-the-Hudson, Newburgh Archer, Ina C., Public School No. 42, Clas- son and St. Marks Aves., Brooklyn Arend, Mrs. Elizabeth D., 28 Ardmore PL, Buffalo Arnold, Mary L., 124 E. Court St., Ithaca Arnson, Harriet, Hyde Park School, Hyde Park Blvd.. Niagara Falls Avery, F. B., 88 Lexington Ave., New York Axel, Tamah, 2435 Dickens Ave., Far Rock- away Ayer, Gertrude E., 2309 Seventh Ave., New Yo r Aa, Sue R., 305 Union Ave., Mamaro- nec Baker, Harold V., Daniel Webster School, Glenmore Dr., New Rochelle Baldwin, Helen L., Public School No. 130, 42nd Ave., Bayside Banks, M. Alberta, Hotel Lucerne, 201 W. 79th St., New York Banta, Katherine A., 65 Wesley Ave., Port Chester Barber, Elon L., 16 Burrell Apts., Little Falls Barth, Mark, 45 W. 81st St., New York Bartow, Harriet, School No. 5, Buffalo Battershall, Minnie J., 1012 Albany St., Schenectady Beaumont. Florence S., 3323 85th St,, Jackson Heights, New York Becker, Helen L., Public School No. 26, The Bronx, New York Behnken, Erna L., 19605 110th Ave., Hollis, Long Island Benedict, Mildred F., 5 Poole Ave., Glovers- ville Bennett, Agnes Marie, 308 E. Main St., Frankfort Bernstein, Louis, Public School No. 80, W. 19th St. and Neptune Ave., Brooklyn Betzner, Dr. Jean, Teachers College, Co- lumbia University, New York Beyer, Mary P., 45 Kew Gardens Rd, Jamaica Bigall, Anna R., 8548 150th St., Jamaica Bigley, Curtis F., School No. 19, New Scotland Ave., Albany =. Dorothy, 415 E. 120th St., New Yor Blair, Mary M., Public School No. 20, He- berton Ave., Richmond, Staten Island Blood, John L., Kemble School, 1604 Kem- ble St., Utica -< ~-“tnmene Lane, 95 Sterling St., Brook- yn Borgeson, Dr. F. C., School of Education, New York University. New York Bormann, Henry H., 109 Fonda Rd., Rock- ville Centre Borrell, Victorine E., Buffalo Bostick, Eva Gibbs, White Plains — Gunhilde C., 454 50th St., Brook- yn Boyd, A. J., 79 Orchard St., Kingston Braucher, H. S., Secy., National Recreation Association, 315 Fourth Ave., New York Brogan, Helen A., 182 N. Broadway, Yon- kers Brown, Dr. George Victor, 87 Lefferts Ave., Brooklyn Brown, Mrs, Gertrude Frey, Freeman Clarke School No. 15, 494 Averill Ave., Rochester Brown, J. Lela, 88-09 163rd St., Jamaica Brown, Zadie, 67 Bond Ave., Malverne Brownell, Mrs. Winifred E., 1445 S. Salina St., Syracuse Bruck, John P., 218 Potters Corners Rd., Buffalo Buck, Loretta L., 8526 Rich- mond Hill Bugbee, Mrs. Nellie A., R. D. 2, Bullock, Caroline M., Cleveland School, Niagara Falls Burger, I. Victor, 160 Douglas Rd., Staple- ton, Staten Island 3urns, Arthur D., 5 McDonald Rd., Albany Burns, Suzette, The Bergen School, 47th St. near Third Ave., Brooklyn *Butler, Orval T., 314 Irving Pl., Elmira *Butts, Franklin A., Benjamin Franklin School, Poughkeepsie Caesar, Irving, 1619 Broadway, New York Campbell, Ethel M., 69 Second St., Ilion Carl, G. Harold, School No. 82, 300 Easton Ave., Buffalo *Carlson, Clara H., 90-42 206th St., Queens Village, Long Island 148 Loring Ave., Rochambeau School, 109th St., Oneonta Avenue Carroll, William L., 462-A Eighth St., Brooklyn Cates, Winifred Welch, Prospect Hill School, Pelham Manor Chambers, A. Frances, 541 Congress St., Troy Champlin, George R., Barnard School, New Rochelle Chatfield, Hazen, Dist. Supt., Publie School No. 102, 1827 Archer St., New York Chichester, Jesse K., Jr., Nicolls Rd., Wyandanch ion ork on- re., ita ue le- ny ith 1 lin on ons St., ill st., ew LIsT OF MEMBERS 673 Church, Frank E., 39 Pierson Ave., Hemp- stead Clair, Sister Mary, Immaculate Heart of Mary School, W illiam and Kennedy Sts., Buffalo Clark, Giles D., School No. 20, N. Second Sts., Albany Clark, L. May, 113 Utica St., Brockport Clarke, — E., 24 Columbia Ave., Bing- hamto Clarke, "Martha H., 60 W. Broad St., Mt. Vernon Clarke, Mary R., 40-40 208rd St., Bayside Cleary, Mary E., School No. 12, Buffalo *Clifford, Mrs. Barbara M., 17 Rich Ave., Mt. Vernon Cochrane, Lyda S., 413 E. Main St., Bata- via *Cofran, Walden S., South Byron Cogin, Lena B., Public School No. 71, 125 Heyward St., Brooklyn Cohan, Ella, 1319 Union St. .. Schenectady Cohen, Fannie R., 135 Prospect Pk., W., Brooklyn Cohen, Irving L., 392 New York Ave., New York Cohen, Jacob, Public School No. 165, Hop- kinson and Lott Aves., Brooklyn Coleman, Georgia Avis, Colonial School, Pelham Concannon, Helen I., 3982 50th St., Wood- side, Long Island Connolly, Minnie, 156 Sidney St., Oyster Bay Conroy, John F., 2416 Morris Ave., New York Conroy, Marie R., 75 Mountainside Rd., Stapleton, Staten Island Cook, Marjorie L., Prospect Avenue School, Geneva Cool, Mertie M., Public School No. 48, Queens, 108th Ave. and 155th St., New Yor . Pearl and +Cooper, George W., Theodore Roosevelt School No. 43, 1805 Lyell Ave., Roches- ter Corbin, Mrs. Jessie A., School No. 19, West Albany Cordes, Mrs. Edith B., 237 Rich Ave., Mt. Vernon Cort, Ambrose, 29 Lafayette Pl., Woodmere Costello, Helen A., School No. 2, Troy Coulson, Dr. Austin R., Supt. of Schools, Administration Bldg. Albany Cox, Mrs. Helen V., Publie School No. 148, Queens, 89-02 32nd Ave., Jackson Heights Craig, Christine, 14 Elm St., Whitesboro Cree, Leighton J., 160 Prospect Pl., Pearl River Crittenden, Harold C., Armonk Public School, Armonk Crump. Grace L., Wolden Arms, Wolden Rd., Ossining Dalton, Kathryn H., School No. 5, Troy Daly, Minnie A., 35 Hamilton Pl, New York Danaher, Alice. 205 E. 69th St., New York Dano, Anna M., 200 William St., Water- town Davidson, Flora T., 1565 New York Ave., Brooklyn Davis, Grace Lenora, Lincoln School, E. Lincoln and Archer Aves., Mt. Vernon Davis, Victor H., 201 Grand Ave., Pough- keepsie De Kay, Grace Evans, Box 185, Glen Head Delaney, Mary C., School No. 8, 157 Madison Ave., Albany Delaney, Mary J., 266 Lincoln Rd., Brook- lyn Demmon, Ruby G., 21 Mechanic St., Ball- ston Spa Dempsey, Mary A., Wetmore School, Wet- more St., Utica Duyenem Addie E., 357 W. 35th St., New or Devine. Mary J., 19 Clinton St., Norwich De Vinney, Mabel A., 2200 S. Salina St., Syracuse Donlin, Margaret E., 41 Woodward Ave., Buffalo Donnelly, Ella Marie, Hutchinson School, Pelham Donohue, John J., 4550 Carpenter Ave., New York *Duffy, Fred H., School, Kenmore Dunn, Rachel, 41 S. Pine Ave., Albany Duryea, Madeline S., 434 W. 120th St., New York Dwyer, Mrs. Mary M., Patterson Ebeling, Elsa, Public School No. 208, Ave. D and E. 49th St., Brooklyn Ebert, Jessie D., R. F. D. 2, Hamburg Eckhardt, Florence, 45 Lake St., Hamburg — Alice L., 4145 Park Ave., New E Ri Abraham, 251 W. 92nd St., New York — Elizabeth M., 33 Loudoun St., Yon- cers English, Amy A., Public School No. 5, 122 Tillary St., Brooklyn Erdwurm, Lucy, 430 E. 86th St., New York Ernst, Christine C.. 366 Quail St., Albany Esakov, Ida, 1071 Carroll St., Brooklyn Farrell, James E., School No. 31, Buffalo Fay, Mamie, Public School No. 122, Dit- — and Van Alse Ave., Long Island Pinar, John J., 40 Lafayette Ave., Kings- ton Finkelstein, Mary E., Public School No. 42, 71 Hester St., New York Fitzell, Ruth T., Public School No. 166, 35th Ave. and 33rd St., Long Island City Fitzgerald, Catherine R., 210 Jay St., George Washington Albany Fitzgerald, Mary i School No. 3, Troy Flanders, Jesse K., 36 W. Seneca St., Os- wego Fletcher, Mrs. Eudora, Public School No. 99, Ave. K and Tenth St., Brooklyn Flynn, Margaret E., Fifth Street School, Niagara Falls Forssell, Alva E., 119 College Ave., Staten Island Forsythe, Edmund M., 63 Glendale PIl., Port Chester Fox, Benedict, Public School No. 45, Queens, 150th St. near Rockaway Blvd., South Ozone Park Fox, Henry W., Public School No. 74, 189th St. and Crotona Ave., New York Fox, Jesse G., Patrick Junior High School No. 171, 19 E. 108rd St., New York Frail, Jennie York , Clin- OG I TR Ere —a ———— LIST OF Tenrosen, Mrs. Dorothea, 140 Eighth Ave., Brooklyn Terrell, Mrs. Madelaine H., 84 Cedar Ave., Patchogue Tholl, Anna C., 361 Delaware Ave., Albany Thomas, M. Josephine, Hope Farm Se hool, Hope Farm, Dutchess Co. Thomas, Ralph E., Middle Island, Long Island Thomas, Rufus G., 138 Hertford St., Syra- cuse Thomas, William, Lincoln School, New Rochelle Mrs. Virginia, Stephenson School, New Rochelle Tierney, Stephenson Blvd., Tiffany, Pearl M., 154 Radford St., Yonkers Tilton, Mabel E., 92-07 107th St., Rich- mond Hill Tobin, Anna S., 225 W. 106th St., New York Topping, Eva Z., 199 Bleecker St., Glovers- ville Trace, Charles T., 7606 wood, Brooklyn Traphagen, Martin H., 39 Mt. Vernon Travis, Mrs. A. R., Lakeside School, Spring 60th Lane, Ridge- Parkway, E., Valley Tucker, Louise E., 2 Circle Ave., Larch- mont Tuger, Margaret E., General Herkimer Hotel, Herkimer Underwood, Stephen L., Dist. Supt. of Schools, Branchport Van Aller. Pauline M., Elmer Avenue School, Elmer Ave., Van Arnum, Eugenia, Vanderhoof, H. W.., Elba Schenectady School No. 15, Troy Elba Central School, Vincent, H. D., School No. 16, Troy Viymen, Henry T., Public School No. 81, Oueens, 559 Cypress Ave., Ridgewood, New York Waite, Edna A., 395 Clinton Ave., Brooklyn Wallstein, D. Daniel, Edgar D. Shimer Junior High School, Linden Blvd. and 142nd St., Jamaica Walsh, Mary A., 1287 Third Ave., Water- vliet Wamsley, Paul, 281 Hartwell Rd., Buffalo Ward, Evelyn K., School No. 4, Buffalo *Warne, Eva M., 26 Wall St., Amsterdam Warner, Stanley F., 352 Summit Ave., Cedarhurst, Long Island Watson, Alice E., 353 W. 57th St., New York Webster, George, 486 Washington High- way, Snyder Webster, Dr. George E., Rye Grammar School, Rye Weed, Leola D., Frances W. School, Mt. Vernon Weinberger, David. Public School No. 28, 1001 Herkimer St., Brooklyn Pennington Weiner, Mrs. Ethel N., 1349 53rd St., Brooklyn Weis, Helen, 77 Irving Ter., Kenmore Wende, Mrs. Charlotte Darmstadter, 562 Humboldt Pkwy., Buffalo Werner, Mrs. Edith F., Robert Fulton School, Union Lane, Mt. Vernon West, Dr. Parl, 93 Main St., Potsdam Wexler, S. David, 248 Brooklyn Ave., Brooklyn Sales P1., White, Edith C., 73 De Brooklyn Wilcox, L. Dudley, School No. 42, 3330 Lake Ave., Rochester Wilde, Mrs. Josephine Reddy, 160 Clarkson Ave., Brooklyn Williams, Allan J., 2060 Bailey Ave., Buf- falo Williamson, Pauline Brooks, 1 Madison Ave., New York Williamson, Robert D., 45 E. 17th St., New York MEMBERS 677 Wilson, Mrs. Leulah P., 8 Ridge Ave., Walden Winterble, Mrs. Margaret R., Bureau of Reference, Research and_ Statistics, — of Education, 500 Park Ave., New york Wood, Ethel M., 204 Martine Ave., White Plains Woodall. Adelaide N., The Loudonville School, Loudonville Woodard, De Witt S., 507 Loder Ave., Endicott Wright, Mrs. Louise J., 54 Elmwood Ave., Geneva Wylie, Anna, 2223 Whitney Ave., Falls Yeager, Fern M., Nott School, Schenectady Youker, Bliss J., 224 Sterling Ave., Buffalo Young, Mrs. Elizabeth F., 180 Jefferson St., Salamanca Zimmerman, Martha R., 601 Pelham Pkwy., N., The Bronx, New York Zuest, Mrs. Dorothea, 31 Roosevelt Ave., Hicksville, Long Island Zyve, Dr. Claire T., Elementary Education Dept., New York University, New York Niagara NORTH CAROLINA Alexander, Hattie. 218 N. Charlotte Ancrum, Boyd L., Annie W. Holland School, Box 5, Rocky Mount Barker, J. R., Haw River High Haw River Torrence St., School, Bell, Mrs. J. O., Tuxedo Boon, Sue M., 212 N. Seventh St., Wil- mington Bostian, Annie E., 328 E. Bank St., Salis- bury sridgers, Mary H., 1201 St. Andrew St., Tarboro Brimley, Ralph, Central Winston-Salem Park School, 3rock. Sarah Lee, Madison Elementary School, Madison Brown, Mrs. Eunice Sadler, 504 Beaumont Ave., Charlotte sgrown, G. C., Box 6145, Asheville Bureh, Mrs. Eva H., 317 E. Boulevard, Charlotte Carr, Howard E., David Caldwell School, Greensboro Carson, Miss Queen M., 19 Soco St., Ashe- ville Conn, Emma D., 106 W. Jones St., Raleigh Connor, Leon N., 184 Chestnut St., Ashe- ville Cornwell, Laura, Marion Elementary School, Shelby +Cox, Herbert R., Route 1, Box 103, Sea- grove Creel, W. L., Springs Dalton, Ethel, Salem Daughtry, Mrs. Thelma, Rapids Box 68, Davis, Mrs. Marie G., 301 Carmel St., Charlotte Denson, C. A., Rutherfordton Eggleston, Mary E., South Winston-Salem Fitzgerald, Ruth, boro Fuquay, Wade F., Route 2, Gilliam, S. H., Cherokee Greenlee, Mary M.. Box 236, Mooresville Gunn, Marvin L., Route 3, Reidsville Hauser, L. Milton, Route 4, Morganton Hearne, Clara, Box 68, Roanoke Rapids Helms, H. A., Central Junior High School, Greensboro Herring, Annie W., P. O. Box Wil- mington Indian Springs School, Seven Ardmore School, Winston- Roanoke Park School, 308 Aycock St., Greens- Graham 9°6. 678 ELEMENTARY SCHOOL PRINCIPALS Hill, Josephine, Forest Park School, Win- ston-Salem Hinson, Addie, 2021 FE. Fifth St., Charlotte Hobgood, Scotia S., 308 Rhodes Ave., Kinston Hollowell, Miss Orene B., South End School, Reidsville Holman, Elizabeth F., 209 E. Morgan St., Raleigh Holman, Raleigh Hudson, Mrs. Rubie T., Grover St., Shelby Hunt, Lucille, Mount Pleasant Elementary School, Mt. Pleasant Jamison, Florence, 908 W. Fourth St., Charlotte Johnson, Gordon G., Box 61, Weaverville Johnson, O. C., Snow Camp Johnson, Mrs. R. F. J., Ray Street Ele- mentary School, High Point Jones, Mrs. Almonte, Box 353, Henderson- ville ae Pauline, 203 Oakridge Ave., Favette- ville Joyner, Elwood B., Long School, Concord Keeter, Eva, 407 E. Fourth St., Greenville Kellev. A. W., Kannapolis *Kelly. L. W., Charles D. MelIver School, W. Lee St.. Greensboro Latham, R. H., Supt. of Schools, Box 690, Asheville Lee, Mrs. Rita H., Ashland Avenue School, 198 Ashland Ave., Asheville Lowder, Mary. 719 Roanoke Ave., Roanoke Rapids Lowery, Annie R., West Side Heights, Sal- isbury Lowrance, Annie Laurie, Fairview School, Winston-Salem McAdams, J. Mark, Elkin School, Elkin *McAllister, R. Brown, Coltrane Grammar School, Mt. Pleasant MecCartha, Carl W., 614 S. Lee St., Gas- tonia MeConnell, Thomas L., Route 1. Asheville McCoury, Mr. Zelzah, Elk Park Consoli- dated School, Elk Park MecDearman, Bessie, 605 Sunset Rocky Mount MeDonald, Crummell Howe, 301 Queen St., Wilmington McIntyre, Kate A., Central School, Laurin- burg McKee, W. J., Hill MeNairy, Ethel, 507 Arlington St.. Greens- boro Mason. V. C.. Jr., Laurel Hill Public School, Laurel Hill Maybry, Lillian, Erlanger St., Lexington Miller, David, Altamahaw-Ossipee School, Elon College Miller, J. E., John H. Small School, Wash- ington Monroe, Mrs. E. B., 12 Blair St., Asheville Norment, 0. L., Eugene Rankin Elementary School, West Asheville O’Daniel, Narva Anne, Box 722, Morganton Mary B., 209 E. Morgan St., Ave., 319 Pittsboro St., Chapel Pannill, Florence D., 600 Magnolia St., Greensboro Parker, Mrs. B. C., Central Elementary School. Albemarle Parker Gussie Dills, Box 213, Clinton Paylor, Ivey, 1006 Johnson St., High Point Peeler, A. H.. J. C. Price School, 901 S. Cedar St.. Greensboro Perry, H. Arnold, Assoc. Dir. of Instruc- tional Service, State Dept. of Public In- struction, Raleigh Phillips, Dr. Guy B., Box 991, Chapel Hill Pruette, Dean B., 700 S. Washington St., Shelbv Reid, Florence M., Box 299, Lexington Reynolds, U. S., Fourteenth Street School, Winston-Salem Robinson, Mrs. J. A., City Hall, Durham Scarlette, Mrs. M. L., 409 High St., Greens. boro Senter, Mrs. Raleigh Shearon, Mrs. Harriett B., Route 3, Raleigh Sherwood, Ann V., 322 S. Ellis St., Salis- bury Sherwood, Mrs. M. B., 214 E. Morgan St., Raleigh Shipman, Mrs. E. M., 535 Parkway, High Point Souders, Mrs. Floyd B., 321 Fayetteville Stafford, Susie F., 604 E. Davis St., Bur- lington Stephenson, W. C., Saw Mills School, Gran- ite Falls Stine, Glenn, Box 367, Shelby Tait, Elizabeth, Coltrane Hall, Rapids Threatt, T., Route 2, Goldsboro Tillman, Amanda, 614 Hamilton St. Roanoke Rapids Veasey, W. F., P. O. Box 766, Goldston Wahl, Frances, East Carolina Teachers College, Greenville ; Waters, L. A., St. Mary’s School, Lucama Watson, Mrs. Margie Marsh, Aycock School, Greensboro Wells, Mrs. Edwina L., 105 S. Wilson Whiteside, James S., Elm City **+Wilson, Mrs. A. R., 202 S. Dillard St., Durham Woods, Mrs. Gladys D., School, Greensboro Wortham, Frances, 310 Winston-Salem Yoder, E. M., Elementary School, Mebane Young, W. A., Graham Durham City Schools, Ella Ford, 1811 Park Dr, Green St., Roanoke Pine St., Jacksonville Corona St., NORTH DAKOTA Blair, T. H., 1033 12th St., N., Brandt, Ivy, 914 Fifth Ave., S., Carlson, Lucile, Box 155, Minot Champine, Jennie L., Agassig Fargo Fininger, H. J., 1037 Second St., N., Fargo Hanson, Miss Signe, Jefferson School, 16th St., S., Fargo Hartney, Eleanor M., 416 Eighth St., S., Fargo Hoag, Gertrude E., Box 208, Fargo Irons, E. Helen, Ritchie School, City Kirk, H. H., Supt. of Schools, Fargo Knudson, Victor F., Robinson Fargo Fargo Grades, Valley +Lobben, Clara H., 902 Eighth St., N., Fargo Phillips, Adelaide, Clara Barton School, 1415 Eighth Ave.. S., Schroeder, Elroy H.., Grand Forks Sinclair, Glynn, Box 297, Minot Waldron, Kathryn M., Central Minot **Walker, Mrs. Sadie A., 701 S., Fargo Fargo Supt. of Schools, School, Tenth St., OHIO Adams, Mrs. Jennie H., 87 Eber Ave., Akron Adams, Mina L., 537 E. Buchtel Ave., Akron Adel, Mrs. Edna Perrill, 25 N. 21st St., Columbus Allen, Cora F., 872 S. Columbus Champion Ave., ———e hool, ools, eens- Dr., leigh salis- 1 St., High St., Bur- iran- inoke St ” nm chers cama ycock nville St., pbane 0 ZO “ades, Fargo 16th ~~ * valley rep. * chool, hools. chool, h St.. Ave., Ave., it St.. Ave., TT le List OF MEMBERS 679 Allen, Lora R., 915 Linden Ave., Zanes- ville ae! Allen, W. Paul, Garfield Elementary School, 4840 Turney Rd., Garfield Heights Andrew, Ellen B., Kilgour School, Her- schel Ave., Cincinnati Andrix, Edith, 3406 Bradford Rd., Cleve- land Applegate, Earl H., Westwood School, Harrison and Montana Aves., Cincin- nati Arbuckle, Daisy V., 1818 Haldane Rd., Cleveland Arey, Essie, Hoffman School, Durrell and Merrimac, Cincinnati Ash, Beulah M., 2049 Cornell Rd., Cleve- land Augspurger, R. E., R. R. 3, Hamilton sell, Maud M., 520 Park Ave., Miamis- burg Bevington, Rachel, Roosevelt School, Lin- coln and Athens Aves., Lakewood Bishop, Bertha G., Wayne School, Wayne and Western Ave., Toledo Biszantz, Cina L., 11311 Clifton Blvd., Cleveland Boardman, Ruth, 550 W. Central Ave., Delaware joys, Charlotte, 8215 W. 82nd St., Cleve land Brandt, Hazel M., 2636 Green Rd., South Euclid Bricker, Clyde S., 5904 Gallia Ave., Ports mouth Bridgman, Bertha, Box 566, Athens Brookes, M. Emma, Windsor, Ashtabula County Brown, Alice, 735 Linwood Ave., Youngs- town . Brown, Anne Wade, County Primary Supvr., Mahoning County Schools, Youngstown Brown, Francis W., Ottawa Hills School, Toledo Brown, Winfred Q., Kennedy School, Cin- cinnati Bruhn, Carrie C., Cleveland Buettner, Carrie M., Cleveland sjurbank, Nelson L., Cincinnati Burgess, Anna E., 1940 KE. 82nd St., Cleve- land Burtstield, J. S., 552 E. Kline St., Girard Butz, Albert G., R. R. 5, Box 100, Lock- land *Callahan, C. O., 70 E. Columbus Callow, Harriet T., Akron Campbell, Bess M., Parkland School, To- ledo Carlisle, Effie, Roosevelt School, Toledo Case, Mary E., 21540 Detroit Rd., Rocky River Chidlaw, W. M., Cincinnati Chiles, Cleo, 420 FE. fontaine Chinn, Jean T., 17 Englewood Court, To- 10602 Wade Park Ave., 4815 W. 17th St., 5735 Winthrop Ave., Olentangy St., Anthony Wayne Hotel, Sayler Park School, Columbus St., Belle- ledo Cleland, Lillian A., land Heights Cippinger, Rose, 2129 Fulton St., Toledo Coleman, Nellie L., 1240 Thoreau Rd., Cleveland *Conger, J. A. East School, Delaware Connelly, Estelle H., 26283 Edgerton Rd., University Heights, Cleveland Corlett, Bessie M., 8706 Tioga Cleveland Covey, Cora L., 384 Grand Ave., Akron 2444 Lee Rd., Cleve- Ave.., Cram, Mrs. Le Cuyahoga Falls Cronin, John, Madisonville School, Ward and Prentice Sts., Cincinnati Dallas, Cecil M., 103 Willis Ave., Youngs- town Daly, Margaret, Central Fairmount School, Fairmount Ave. and White St., Cincinnati Daugherty, Grace, Garfield School, 13114 Detroit Ave., Lakewood Vieve, 1773 17th St., Daus, Ethel M., 83121 Oak Park Ave., Cleveland Davidson, M. Mabel, 1316 Grand Ave., Dayton Day, Mary Irene, 201 Murray Ave., Mi- nerva De Chantal, Sister Mary, Sisters of Mercy, Freeman Ave., Cincinnati Deublin, Anna F., 11701 Cleveland De Vanney, Eva M., E. Dayton Dietz, Florence A., 1352 W. Clifton Blvd., Lakewood Diggins, S. Grace, 1690 W. 31st PI1., Cleve- land Dingman, Ruth, Taft School, Youngstown Ditto, Fanny, 1653 Woodland Ave., Can- Ohlman Ave., J. Brown School, ton Dolan, Edith A., 3376 Reading Rd., Cin- cinnati Dombaugh, Alice L., 283 N. State St., Marion Downing, Georgiana E., 2085 Cornell Rd., Cleveland Droward, Richard, Shoreland School, R. KF. D. 7, Box 468, Toledo Duvendock, Frank A., Garfield School, Toledo Eldridge, Amy, Bancroft School, Wych- wood Lane, Youngstown Elliott, Blanche, 1186 Orchard St., Co- shocton Ellis, Homer C., Supt. of Schools, Norwalk Everhart, Frances E., Lomond School, Shaker Heights Fennell, Mrs. Bertha A., 3305 Tullamore Rd., Cleveland Heights Finney, Mary H., Schumacher 1030 Greenwood Ave., Akron Fisher, Jessie G., MeKinley School, East- ern Ave. and Tennyson St., Cincinnati Fitzpatrick, Mary, 2022 E. 77th St., Cleve- land Flessa, H. L., Taft School, Cincinnati Flynn, Alice C., 2628 Edgerton Rd., Uni- versity Heights Flynn, Catherine J., 2628 Edgerton Rd., University Heights, Cleveland School, Fouts, Besse L., Cleveland School, 1102 Purcell Ave., Dayton Fowler, Lena M., Belle Stone School, Canton Fox, Ralph L., Caledonia School, 940 Cal- edonia Rd., East Cleveland Franz, George F., 109 W. MeMillan St.. Cincinnati Frederick, L. E., 1832 Auburn Ave., Day- ton Fuller, Gerta L., 18988 Clifton Blvd., Lakewood Gabriel, Florence, Malvern School, Mal- vern and Falmouth Rds., Shaker Hghts. Gadbau, Inez B., 13654 Fairhill Rd., Shaker Heights Galvin, Sadie M., 4314 Westway, Toledo Gericke, Meta, 3182 W. 14th St., Cleve- land Giessler, T. A., 220 W. Second St., Van Wert Gingery, Stanley L., 2567 Glenmawr Ave., Columbus Godfrey, Susan E., 2421 Parkwood, Toledo 680 ELEMENTARY SCHOOL PRINCIPALS Goodyear, Harriet L., 1648 St. Charles Ave., Lakewood Gorman, Clara, Lewis Rd., Olmsted Falls Grace, Sister Mary, Our Lady of Cincin- nati College, 2220 Victory Pkwy., Cin- cinnati +Graham, Florence M., Murray Hill School, 2026 Murray Mill Rd., Cleveland Grant, Bessie M., 559 Liberty St., Con- neaut Greene, Edwin H., Station M, Route 10, Cincinnati Griffiths, Ethel, 1530 Clarence Ave., Lake- wood Grimes, Ruth, 373 W. Glenaven Ave., Youngstown Gruber, Vernon, South Market School, Canton Guelker, Herbert, Webster School, Cin- cinnati Haddow, Mary A., J. G. Butler Junior School, West Rayen Ave., Youngstown Haldane, Jean A., 3040 Berkshire Rd., Cleveland Heights **Hammond, L. Daisy, 111 Oakwood Ave., Oakwood Village, Dayton Hannum, Laura A., 236 N. Mead St., Zanesville Hanthorn, Alice, 45 E. 212th St., Cleveland Hardy, Esther R., 108 S. Monroe St., Fre- mont Harry, Dr. David P., Jr., Graduate School, Western Reserve University, Cleveland Hart, Helen A., Chase School, Toledo Hasemeier, Margaret E., Peaslee School, Woodward near Main St., Cincinnati Heiser, Bess M., 11 Wroe Ave., Dayton Henning, Vera, 2926 Rockwood PIl., Toledo Henschen, Laura H., 3444 Marvin Ave., Cleveland Hess, Irene, Canterbury School, Cleveland Heights Hill, Charles J., Martin School, Canton Hohnhorst, Lillian E., 1913 Revere Rd., Cleveland Heights Holeomb, Ernest A., Box 225, New Lex- ington Hollahan, Catherine E., 2004 Wayne Ave., Dayton Hook, T. E., Supt. of Schools, Van Cleve Bldg., E. Main St., Troy Howser, Elma B., 325 Franklin St., Marion Hoxter, Truman, 78 May Court, Chagrin Falls Hulbert, Ruth, 111 Wood Row, Bedford Hutt, Martha K., 3328 Euclid Ave., Cleve- land *Iammarino, Glanna Ramsey, 5446 Hill St., Maple Heights, Bedford Irey, Ferne, 528 Warren Ave., Youngstown Jack, Mary E., 2493 Norfolk Rd., Cleveland Heights Jacobs, F. School, Cin- cinnati Johnson, Alma E., 1416 Lewis Dr., Lake wood Rudolph, Carson Johnson, Eleanor M., 400 §S. Front St., Columbus Judd, Harriet A., West Broad Street School, Columbus Judd, Merrill E., R. F. D. 1, Milford Jump, Harry V., 222 Dale Ave., Willard Kaefer, William, 407 Ludlow Ave., Cin- cinnati Karp, Esther, 308 High Ave., N. W., Canton Kennedy, Helen C., 1465 Michigan Ave., Columbus Keys, Mary F., 1906 E. 82nd St., Cleve- lan King, Dorothy D., 81 N. Warren Ave., Columbus Kingsborough, Hazel, 1427 E. 111th St., Cleveland Heights Kinker, Minnie L., 1242 Broadway St., Toledo Kleinsmith, Sylvia N., Madison School, Lakewood Kloepfer, Blanche, 8920 Empire Ave., Cleveland Kuehn, Nita E., 2708 Clark Ave., Cleveland Lawler, Katherine, 1911 Trinity Ave., Dayton Layland, Ethel E., 1485 W. Third Ave., Columbus Lee, Nancy B., 7629 Lorain, Cleveland Leech, Mary R., 615 Bellflower Ave., S. W., Canton Leichtenstein, Erla, Liberty School, Canton Lightell, Mary E., 1940 E. S2nd St., Cleveland Logue, Leona W., Stewart Avenue School, Columbus Loos, Leonard E., Shore School, Euclid Losch, Adela M., 11314 soulevard, Cleveland Loudon, Agnes V., Oxford School, 914 Ox- ford Rd., Cleveland Heights Lowe, C. E., McGregor School, Vine Ave., S. W., Canton Lowe, Florence A., 3271 Cleveland Lyon, Paul G., R. F. D. 6, 17th and West Blvd., North Canton MeAllister, L. H., 144 S. Huron Ave., Columbus McClung, Mrs. Lillian K., 121 Amherst Dr., Toledo McCreery, Susie, Elem. Supvr. and Prin. W. 54th St. at Bradley Ave., Parma MeDannel, Amos A., 1122 Cleveland Ave., N. W., Canton MeGuire, Gertrude H., 1835 Belmore Rd., East Cleveland McHugh, Agnes E., 9218 Miles Park Ave., Cleveland McIntyre, Flora B., Blvd., Cleveland McKinsey, Henrietta, Box 147, Ashtabula McLaren, Mrs. Mae, 2473 Overlook Rd., Cleveland Heights McNabb, Margaret, Jefferson School, Jef- ferson and Virginia Sts., Youngstown Maddux, Miss Ilo, 1535 N. High St., Co- lumbus Manchester, Lulu, 40% Dayton Markowitz, Martha B., Rd., Cleveland Marshall, W. B., 774 Rarig Ave., Columbus Martin, O. C., Oakley School, Cincinnati May, Laura M., 1377 E. 112th St., Cleve land 2621 N. Moreland Virginia Ave., 2600 Hampshire Meador, Mildred, Condon School, 335 Rockdale Ave., Cincinnati Meermans, Minnie, 2477 Overlook Rd., Cleveland Heights Militzer, Edith M., George Stevens School, Heffner and Kelsey, Toledo Miller, C. L., Garfield School, Elmore and Beekman Sts., Cincinnati Monroe, Belle M., 7338 Euclid Ave., East Cleveland tMorgan, Edna, Cleveland Morgan, Elizabeth, 2401 Hollywood Ave., Toledo 2943 Berkshire’ Rd., Morris, Dorothy, Northwood School, Co- lumbus Morrison, Janet, George Barber School, Akron *Morton, Ralph, 709 Lindsey Ave., Piqua Myers, Mary E., 85 S. Adolph Ave., Akron Needham, Grace, 1353 Belle Ave., Lake- wood Neeley, Helen J., 334 Front St., Berea rst ‘in. ve., td., ind ula Rd., jef- Co- lire bus ti ve- 335 td., ool, and ast Rd., ua 1ke- List or MEMBERS 681 Nessle, Fannie B., 816 Nesslewood Ave., Toledo Oechsler, Hazel, Nathan Hale School, Shenandoah and Foster, Toledo *Offerman, Kate M., Asst. County Supt. of Schools, Pemberville Orr, Estelle B., 11706 Chesterfield Ave., Cleveland *Overturf, Anna L., 1415 Brookview Blvd., Parma Pacella, D. J., 80 Bright Ave., Campbell Peaslee, L. D., Hartwell School, Cincin- nati Perkins, Hugh V., 83235 Euclid Heights Bivd., Cleveland Heights Perry, Sarah M., 2153 Dorr St., Toledo Peters, Edith C., 661 E. 123rd St., Cleve- land Pettit, Joseph E., Mayfair School, 13916 Mayfair Ave., East Cleveland Phelps, Grace Clarke, 88 Linwood Ave., Columbus Pickens, Mrs. Eva, Horace Mann School, Canton Pifer, Ollie J., Metamora *Pinkerton, Leland C., McKee School, 531 Tiffin Ave., Findlay Pittenger, Winifred, 661 Lincoln Ave., Toledo Pluckebaum, Dorothy E., 347 Wood Ave., Cincinnati Poe, Hilleary W., 3617 Ravenwood Ave., Cincinnati Preston, E. M., Cleveland *Quirk, William A., Guilford School, Fourth and Ludlow Sts., Cincinnati Rebert, Ruth E., 255 E. Midlothian Blvd., Youngstown Reszke, Felix E., 5467 Hamilton Ave., Cincinnati Reynolds, Sadie, 3930 Berkeley Dr., Toledo *Richards, R. H., Walhalla House, Wal- halla Rd. at Indianola Ave., Columbus Richey, R. C., 7501 Fair Park Ave., Cincinnati Rider, Bess D., 2493 S. Taylor Rd., Cleve- land Heights Rider, E. H., Box 67, Luckey Riely, Genevieve, 352 Islington St., Toledo Riffell, Orville, Clayton Riggs, Charles W., Livingston Avenue School, Columbus Ringgenberg, Ralph A., 13 McKinley St., Middletown tobinson, Glen L., West Fifth Street School, Mansfield Roemer, Edna L., Auburndale School, Toledo togers, Florence M., McKinley School, 1351 W. Clifton Blvd., Lakewood Ross, Frances, Shafor Boulevard School, Oakwood, Dayton Rudy, Ida Odelle, Fairview Avenue School, Fairview and Elsmere Ave., Dayton Rupel, Maude L., 506 W. Norman Ave., Dayton Rush, Jean L., Watterson School, W. 74th St. and Detroit Ave., Cleveland Ryan, Mary G.,. 2959 Meadowbrook Blvd., Cleveland Heights Scheuerman, Alfred A., North Fairmount School, Baltimore Ave. near Seegar, Cincinnati Schlotman, R. C., 1515 Larry Ave., Cin- cinnati *Schroeder, Esther L., Rasechig School, Parkway and Elm, Cincinnati Schuh, Bell, 2104 Brookdale Rd., Toledo Schullian, Augusta M., 1497 Mars Ave., Lakewood *Secrist, Chester C., 160 Parkwood Blvd., Mansfield Prospect School, East Sellers, Mrs. Hazel B., 25 Adelford Ave., Akron Seybold, Sue, 1833 Auburn Ave., Dayton Shively, Arthur W., Le Roy Consolidated School, Painesville Showers, Ada B., R. D. 1, South Zanes- ville Sidle, Myrtle, 201 Newton Ave., N. W., Canton Sigler, Anna L., 19917 Frazier Dr., Rocky River Skeels, Ruth, 1017 28rd St., Canton Slawson, Sara E., 19413 Argyle Oval, Rocky River Sloane, Mary S., 10803 Lake Ave., Cleve- land Smart, Jessie, 135 Franklin Ave., Athens Smith, John, 3847 Drakewood Dr., Cin- cinnati *Smith, Paul E., 503 31st St., N. W., Canton Smith, W. W., Bagley Rd., Olmsted Falls Snodgrass, C. B., 794 Roslyn Ave., Akron Snow, Mrs. Sue D., 1103 Hawk St., Toledo Snyder, Belle, 1813 Oak Hill Ave., Youngs- town Snyder, Catherine, 825 N. Union St., Fostoria Snyder, John W., Fairview School, War- ner and Stratford Aves., Cincinnati Somerwill, Grace, 608 Mahoning Ave., N. W., Warren Spence, A. Marie, 1908 Hampton Rd., Rocky River Stewart, Ethelyn, 2255 Rexwood Rd., Cleveland Heights *Stewart, Martha A., 1777 Carlyon Rd., East Cleveland Stough, Elizabeth, 2000 Cleveland Ave., N. W., Canton Stover, James D., 216 E. Ninth St., Cincinnati Strittmatter, Elsa, 3311 Dover Ave., Clevele nd Stull, Letha M., 2332 Edgerton Rd., Cleveland Sullivan, Ellen F., 42 Belvidere Way, Akron Suter, W. E., 6121 State Rd., Parma Swope, Mary, Hartford School, Canton Tefft, Edna, Watertown Rd., Marietta Terrill, Maymie I., 2130 Surrey Rd., Cleveland Heights +Thomas. Crilla Belle, 125 W. College St., Oberlin Thornton, Charles A., Moreland School, Moreland Blvd. and Lee Rd., Shaker Heights Tittle, Ruth W., 3006 N. E. 29th Ave., Port- anc Hoskin, Elbert L., 1511 N. E. 45th Ave., Portland Hull, Mrs. Gussie, 1108 Jackson St., Ore- gon Citv Keeney, Henry G., 3043 N. E. 32nd Ave., Portland Kenney, R. A., 1635 N. E. 51st Ave., Portland Kirkpatrick, T. D., 348 S. W. Bancroft St.. Portland *¥Loose, C. W., Tualatin MecConnel, Anna F., 610 Ellsworth St., Albany Martin, Sarah A., 6326 N. Commercial St., Portland Means, T. J., 410 W. 13th St., The Dalles Nelson, M. V.. Richmond School, 2276 S. E. 41st St.. Portland Norton, Dallas W., Whitaker School, Eu- gene Painter, W. C., 425 S. E. 45th Ave., Port- land Perry, C. E., 4205 S. E. Pine St., Port- land Petteys, W. A., 4007 S. E. 64th St., Port- land Poynter, James W., Supt., Dist. No. 7, Hillsboro Prideaux, A. J., 5915 S. E. Taylor St., Portland 684 ELEMENTARY SCHOOL PRINCIPALS Putnam, Rex, State Supt. of Public In- struction, Salem tRinearson, L. E., Route 10, Box 479, Milwaukie Roberts, L. D., 2930 N. E. Bryce St., Portland Robinnette, Wilbur J., Merrill Rush, Mabel E., 200 N. School St., New- berg Sherwood, H. M., 141 S. E. Portland Shuey, Ada R., 1062 Adams St., Eugene Smith, John E., 5917 N. Michigan St., Portland **+Smith, Stephen E., 2752 N. E. Fremont St., Portland Swinney, Ruth, 435 Fowler St., Roseburg Tallman, H. C., 6511 N. E. Fremont St., Portland Tate, Roy M., 1217 S. E. 52nd Portland Thomas, Wilfred A., 318 W. 11th St., The Dalles Thompson, Anna, 2336 N. E. 23rd Ave., Portland Thompson, Cecil T., Llewellyn 6301 S. E. 14th Ave., Portland Waddill, D. T., Central School, Lakeview Webb. Horton E., Buckman School, 3820 S. E. 16th Ave., Portland +Zook, Carl S., Woodmere School, S. E. Duke at 80th St., Portland 65th Ave., Ave., School, PENNSYLVANIA Adams, Marion T., Nuremberg Applegate, Florence W., 1911 Flagler St., McKeesport Arnold, Thomas G., Ave., Pittsburgh Austin, W. L., Beltzhoover School, Pitts- 1016 Morningside burgh Barker, H. B., 124 S. High St., Fayette City Barthold, Harold J., Quinn School, E. Fourth St., Bethlehem Bartine, Helen W., Ethan Allen School, Robbins and Battersby Sts., Philadel- phia Beach, Mrs. Gertrude S., 583 Abbottsford Ave., Philadelphia Beacham, Mabel, 1601 Chester Beatty, C. Evelyn, Frick School, Thacke- ray St., Pittsburgh Beatty, Mary E., 301 Kelly Ave., Wilkins- Edgmont Ave., burg Beichler, Mrs. C. M., Llanerch School, Haverford Twp., Llanerch *;+Berman, Samuel, 5336 N. Sydenham St., Philadelphia Best, Burns F., berth *Best, Elizabeth M., 414 Richland Ave., Dravosburg Betts, Dr. Emmett A., Research Prof. and Dir. of Reading Clinic, Pennsylvania State College, State College Biswanger, Wilhemina A., Edwin Forrest School, Cottage and Aldine Sts., Phil- adelphia Bjork, Ellen D., 37 Belleview Ave., Brad- ford *Blake, Celia J., 15 534 Dudley Ave., Nar- Monitor Ave., Ben Avon Bonner, Rt. Rev. Msgr. John J., J. W. Hallahan Catholic Girls’ High School, 19th and Wood Sts., Bowers, Frances L., Philadelphia Breeze, Mary P., 325 N. Craig, Pittsburgh Breitwieser, Pittsburgh Philadelphia 1906 W. Tioga St., William, 201 Summit Ave., *Brewer, Karl M., 231 Dixon Ave., Du Bois Bright, Nellie R., Joseph E. Hill Public School, Rittenhouse and McCallum Sts., Philadelphia Brinser, Ira S8., Supt. of Schools, Sunbury Broderick, Dan J., O’Hara Public School, 25th and Smallman Sts., Pittsburgh Brubaker, Ella M., 418 Biddle Ave., Wil- kinsburg Bryant, Charles N., Ave., Scranton Bucher, Caleb W., M. J. R. D. 38, Lancaster *Burley, Mary M., Tyrone Byers, Benjamin H., Supvg. Prin. of Schools, Box 38, Elizabeth 24384 N. Washington Brecht School, 1216 Logan Ave., Caldwell, Florence L., Wilson Apts., Ty rone Chambers, Raymond L., 24 W. Logan St., Philadelphia Choate, Ernest A., Kenderton School, 15th and Ontario, Philadelphia Christie, Hazel E., Supveg. Heights, Oil City Cochrane, George C., School, Fourth and adelphia Cole, Mrs. Anna Allen, 909 Northampton St., Easton Cole, Ray M., 710 E. Second St., Blooms burg Prin., Hasson Jefferson Sts., Phil Thomas George Coll, John J., 5209 Friendship Ave., Pitts burgh Collins, Bessie Eleanor, 4910 Larchwood Ave., Philadelphia Connelly, Mae, 104 Main St., Johnstown Corey, Carolyn F., 557 Chestnut St., Meadville Coster, Ethel M., 337 Meehan St., Phil- adelphia Courtney, Grace A., 7401 Perryville Ave., Pittsburgh *Craig, James C., 211 N. Sprague Ave., Bellevue Creys, Lavina E., 316 Peach St., Erie Critchlow, G. V., Langeloth Crowell, Sarah E., 121 Chestnut St., Har- risburg Crumrine, M. Ella, 917 Chislett St., Pitts burgh Dager, Mrs. Frances G., Dir. of Elem. Education, Beaver College, Jenkintown Dale, Ralph B., 1127 S. 52nd St., Phila delphia Davenport, Ralph F., 136 Drexel Réd., Ardmore Davidson, Agnes, 346 Main St., Johns- town Dean, Rodney G., Sterrett School, S. and Reynolds, Pittsburgh Deery, Edward B., Walnut Street School, Darby Lang De Shong, W. W., McNaugher School, Pittsburgh Dimmick, E. A., 207 Mabrick Ave., Pitts burgh Dively, George S., 1219 Main St., Berlin Dobbins, Thomas J., 531 Hansberry St., Philadelphia Dodds, W. W., 2503 Banker St., McKees port Donahue, Kathryn, Frazer Donaldson, Katherine’ R., School, Pittsburgh Doyle, Florence A., School, 13th and Philadelphia *+Dunleavy, Joseph M., 418 Scranton Eckard, Elizabeth T., Philadelphia seechwood Normal Sts., Philadelphia Spring Garden Breck St., 69th 1957 Ave., 1s Du lic ts., iry ol, y il- fon ol, son fon m. eS- od al List or MEMBERS 685 Edgar, Robert H., 531 Orchard Ave., Bellevue Edmundson, Clifford A., 607 18th Ave., Munhall Edwards, Nellie E., 1484 Chew St., Allen- town Fichler, G. A., Supt. of Public Schools, Northampton Elliott, Elizabeth, 206 Lookout Ave., Charleroi Enterline, Myers B., 110 Myrtle St., Milton Euwer, Mrs. Ora, Clayton School, Clayton Ave., Pittsburgh Evans, Abel J., 5215 Chester Ave., Phila- delphia Evans, Mark M., sSrownsville Grade Schools, Brownsville Evans, Walter P., 7246 N. 21st St., Phila- delphia Farrell, Beatrice C., 938 E. 22nd St., Erie Fels, Maurice, Garden Court Apts., 47th and Pine Sts., Philadelphia Ferguson, J. F., R. D. 1, Camp Hill Fleischman, Charlotte C., D. Newlin Fell School, Ninth and Oregon Ave., Phila- delphia Flinn, May, 1025 McKean Ave., Donora Frable, Adam Q., 402 E. Goepp St. Bethlehem *Frank, T. Russell, Abington Frankenfield, Ira M., 637 Center St., Bethlehem Frantz, William G., Water St., Coal Center French, Kathleen R., Wilson Street Public School, Etna Frew, Margaret A., Iola St.. Glenshaw Fromuth, Carl L., 808 W. Sedgwick St., Mt. Airy, Philadelphia *Froyd Edna C., 218 Walnut St., Clearfield Fugett, Joseph R., 120 E. Miner St., West Chester Funk, M. Estelle, 88313 Tulpehocken Ave., Elkins Park Galter, Israel, 3133 W. Columbia Ave., Philadelphia Gamble, Maude I., 183 Walnut St., Harris- burg Geedy, Calder B., 310 S. Brown St., Lewistown Gehrett, J. Foster, 458 Arden Rd., Mt. Lebanon, Pittsburgh Geiss, Newton W., Asst. County Supt. of Schools, Oley Gibbs, Mary S., 350 W. Duval St., Ger- mantown, Philadelphia Gilland, Dr. Thomas M., Dir. of Teacher Training, State Teachers College, Cali- fornia Gingenbach, Marie 0., Garfield School, 21st and German, Erie Ginsburg, Morris B., 5140 15th St., Phila- delphia Gladfelter, Howard B., 3401 Highland Ave., Drexel Hill Goll, Dr. Reinhold W., 1830 W. Lindley Ave., Philadelphia Graham, Lillian W., 3257 Middletown Rd., Pittsburgh Greenwood, Ella L., 308 Washington Ave., Chaleroi *Grunizer, W. F., 301 Vine St., Johnstown Gustafson, Mrs. Inez, 2017 West St., Munhall Hafner, Gertrude E., 915 N. Linden, Bethlehem Hagerty, Jean B., 1244 Christian St., Philadelphia Hamilton, Ella J., 829 S. 58th St., Phila- delphia Hampton, Elsie D., Elementary School, Abington Hanlon, Beatrice, 121 Lenowee Ave., Mo- nessen Hanna, Edith B., 5700 Ogontz Ave., Philadelphia or N. W., 218 W. Jackson St., York Harrison, John A., 3528 McClure Ave., Pittsburgh Hart, Ida M., 5720 Thomas Ave., Phila- delphia Hay, Charles K., Alice Cary School, 88th and Tinicum Ave., Philadelphia Hazlett, J. Roy, 1314 Hampshire Ave., Pittsburgh Hazlett, William W., Benjamin West School, Fourth St. below Lehigh Ave., Philadelphia Heffernan, Elizabeth P., Fort Pitt School, Hillerest St., Pittsburgh Heidinger, Blanche L., 315 Lemonte St., Philadelphia Heiges, Mary McC., 246 E. Philadelphia St., York Hibbs, G. E., Republic Hinkle, Thomas L., 576 James St., Hazle- ton Hirth, Alice, 317 E. Tenth Ave., Home- stead Holt, Jane B., 15 Hinkle St., Warren Hood, Mrs. Vivian P., 529 Turner Ave., Drexel Hill Horsman, Ralph D., Washington School, Mt. Lebanon, Pittsburgh Hostetter, E. Juliet, 226 N. Franklin St., Hanover Houck, K. Fay, 311 E. 11th Ave., Home- stead Howarth, Walter E., 1140 Allengrove St., Philadelphia Husted, Mrs. Bessie S., Shoemaker School, Elkins Park Jacks, William L., Supvg. Prin. Paxtang Borough School Dist., Paxtang Jackson, Mrs. Sylvia Hawkins, 1511 S. 20th St., Philadelphia Jacobs, C. D., 1107 Termon Ave., Pitts- burgh Jenkins, Leon V., 720 Bierman Ave., York *Johnson, A. Bessie, 109 Wayne St., Warren Jones, Mary F., Highland Park School, Upper Darby Katz, Samuel, Vaughan School, Marlbor- ough North of Thompson Sts., Phila- delphia *Kell, Jane F., 622 Linden Ave., York Kelley, Florence A., Preston School, Mar- tin Ave., Bryn Mawr Kelso, John §8., 2824 Crosby Ave., Pitts- burgh Kemp, A. F., County Supt., Berks County Teachers’ Reading Circle, Reading Kemp, Grace K., 2020 S. 16th St., Phila- delphia Kendall, Amy Marion, 449 E. Washington Lane, Germantown, Philadelphia Kerns, Morey V., 2526 S. Cleveland St., Philadelphia Kirk, Mabel E., 622 S. Allen St., State College Kirk, S. Elisabeth, Garrettsford School, Drexel Hill Klingel, Emma L., 314 E. 28th St., Erie Kohne, Emma M., 5715 Elmer St., Pitts- burgh *Krall, Helen, Boas School, Harrisburg Kramer, Alice, 203 Nichols St., Clearfield Kreider, Emma K., B. B. Comegys School, 5ist and Greenway Ave., Philadelphia Lacka, Mrs. Lillian Freedman, 232 S Pershing Ave., York Landis, Wilmer Myers, R. D. 1, Souderton **Laramy, William J., 2452 Merwood Lane, Upper Darby Laubach, Helen M., 2423 W. Fourth St., Williamsport 686 ELEMENTARY SCHOOL PRINCIPALS Law, a 3807 E. Union St., Punxsu- Notz, Hulda M., 4331 Dakota St., Pitts- tawn burgh seeker, Y Albert M., 5530 Whitby Ave., Oberlin, Evelyn, 4601 Bayard St., Pitts- Philadelphia burgh Leslie, R. G., 505 Moore Ave., New Castle Linn, Eva E., 829 N. 63rd St., Philadelphia Liveright, Alice K., The Drake, 1512 Spruce St., Philadelphia Lowman, Margaret Jane, 468 S. 11th St., Indiana Lowry, Sarah N., 14 W. Glenside Luckenbill, N. P., Freeland Lyle, George, 415 N. 53rd St., Philadelphia Lynch, Catharine L., 407 Elizabeth Manor, Upper Darby Jenkintown Rd., Lytle, Annie, 745 N. Negley Ave., Pitts- burgh McClure, E. Isabella, 1964 74th Ave., Philadelphia McCutcheon, Lyda B., Kirkwood Hotel, Pittsburgh McDowell, Stella D., 112 Race St., Edge- wood, Pittsburgh McGregor, Russell A., 1911 Remington Dr., Pittsburgh McHale, Katherine, J. W. Cooper High School, Shenandoah McKinney, Ida L., 118 Cayuga Ave., War- ren *MacLaren, Roland T., 685 Fourth Ave., Williamsport Mahoney, Anna B., 589 Baldwin St., School, 50 Meadville *Mahoney, D. J., Conyngham Wilkes-Barre *Marburger, Harold, Pattison St., Westminster St., — Evans Maris Mrs. Edith C, R. D. 2. Oil City Martin, Jane B., 261 N. Dithridge St., Pittsburgh *Mates, Dr. James W., 1124 Chelton Ave., Pittsburgh Maxwell, Nelle P., 901 Wallace Ave., Wilkinsburg Mendenhall, Dr. Georgiana S., Martin Orthopedic School, 22nd and Brown Sts., Philadelphia Miller, Mrs. Elizabeth M., R. D. 1, Edin- Erie burg *Miller, Frank M., 4619 Upland Dr., Miller, J. Ross, 538 N. Mary St., Lan- caster Miller, Madge E., 320 Laurel St., Edge- wood Miller, Paul D., 7113 Boyer St., Phila- delphia Mills, Russell J.. Elm Pl, Honesdale Mitcheltree, Nannie L., Mahoning School, New Castle Moore, J. F., 2346 Beaufort Ave., Pitts- burgh Morgart, John, Pose School, Rose and Charles Sts., Pittsburch Morley, Christine C., Cardington Stone- hurst School, Upper Darbr Morse, Melvin E., 507 W. 28th St., Erie Muellerstein, Minnie M., 721 E. 28rd St., Erie *Muscalus, John A., 107 W. Ninth St., Bridgeport Myers, Edward T., 5143 Oakland St., Philadelphia *Neill, John A., 420 Electric Ave., Lewis- town Nelson, Mary F., J. M. Conroy School, Pittsburgh Newman, Raymond S., James Campbell Public School, Eighth and Fitzwater Sts., Philadelphia Noe, Elizabeth T., 3234 N. 16th St., delphia Nolin, Mary E., Hancock School, Seventh and Webster Aves., Pittsburgh Phila- ' Riebsaamen, O'Connor, Mary, 501 Sassafras St., Erie omer Ethel, 56 W. Corydon St., Brad- or Parker, Sarah J., 706 Sproul St., Chester Parry, Samuel D., Andrew J. Morrison School, Third and Duncannon Ave., Philadelphia Parson, Mrs. Edna Gray, 521 Maplewood Ave., Ambridge Payne, Edna P., Wilkinsburg Pearce, Milton O., tario and G Sts., Pierce, Charles B., wood. Pittsburgh Pizor, Dr. Raymond, Joseph Leidy School, 42nd and Thompson Sts., Philadelphia 939 East End Ave., Sheridan School, On Philadelphia Moore School, Brent- Porter, Hugh L., Chatham School, 227 Bonvue St., Pittsburgh Pregler, Miss Hedwig ©O., 821 Maytide St., Pittsburgh Price, A. W., Colver Queripel, Mrs. A. W., 608 Lincoln St., Milton Quinn, William B., 5353 N. 16th St.. Philadelphia *Raup, Zura E., 128 Hepburn St., Milton Reagan, Mary, Custer City Reed, Mary A., 11 Tuna Ave., Bradford Regner, Helen M., 3139 Peac h St.. Erie Reisse, George B., 5366 Wingohocking Ter., Germantown, Philadelphia Rial, David W., Brashear School, burgh Rice, Pearl E., Mary A., 507 Schuylkill Haven Pitts 725 Milton Ave., Easton Dock St., Roberts, May, Indianola Robson, William K., 6614 N. Seventh St., Philadelphia Rogers, William C, 6688 Ardleigh St., Philadelphia Rohrer, Mary M., Hamilton Court, Ard more Ross, Anna, 310 Washington Rd., Pitts- burgh Russell, Mary L., Horace Mann School, Indiana *Sacks, Solomon, 4827 N. Tenth St., Philadelphia Sampson, Edythe E., 3703 Huey Ave., Drexel Hill Sarver, Cyril C., Supvg. Prin. Hampton Township Schools, Allison Park Sauerbier, May M., 409 N. Fifth St.. Reading Saul, Marie A., 3611 Massachusetts Ave, Pittsburgh Sauvain, Walter H., 1413 W. Market St., Lewisburg Schartung, Joseph A., 554 Dawson Ave., Pittsburgh Scheel, Elizabeth A., 242 W. Tabor Rd., Philadelphia Schillinger, Alberta, 1308% Louise St., Munphall Schlegel, Albert G. W., Supvg. Prin. of Schools, Red Lion Schrader, N. Blanche, 519 Milton Scorer, Sadie Mae, Sensenig, E. Susan, Lancaster Shaffer, L. town Shannon, James E., and Stevenson Sts., Sharlip, Mr. Lou N., Philadelphia Lineoln St., Box 404, Homestead 149 E. Chestnut St.., G., 804 Summit Ave., Johns Forbes School, Forbes Pittsburgh 5058 N. Eighth St., List oF MEMBERS 687 Sharpe, Mildred J., 304 Birmingham Ave., Pittsburgh Sheaffer, C. C., 1512 Coursin St., McKees- ort shelly, Colsin R., 301 Ruby St., Lancaster Shires, Beulah M., Adams School, Tyrone Shoener, Elizabeth S., 154 W. Abbottsford Ave., Germantown, Philadelphia Soffel, Catherine A., 16 Greenbush St., Pittsburgh *Sollenberger, C. B., 458 N. West St., Carlisle Spangler, Thomas B. F., Jr., 6108 N. Seventh St., Philadelphia Sprenkel, Julia C., Spring Grove Squires, Howard G., 1033 Maplewood Ave., Ambridge Stack, Katherine I., 4733 Cedar Ave., Philadelphia Staneruck, Bessie E., 654 E. Summit Ave., Philadelphia *Stanley, Jane L., Center Avenue School, Butler Steadman, H. L., Perry School, 29th and Cascade Sts., Erie Steele, Donald C., 969 La Clair St., Pitts- burgh Steinberg, David L, 723 Glenview St., Philadelphia Stevenson, Martha (., W. F. Harrity School, 56th and Christian Sts., Phila- delphia Stewart, Laura E., 123 E. Agnew Ave., Pittsburgh Storey, Dr. Bernice L., 5728 Baum Blvd., Pittsburgh Strine, Hazel R., 164 S. Front St., Milton Stuart, Cecilia Unzicker, Chief, Kinder- garten and Elementary Education, State Dept. of Public Instruction, Harrisburg Swanston, E. E., 652 Locust St., Johns- town Symons, Wilfred L., 32 Yale Rd., Brook- line, Upper Darby Taggart, Esther L., 126 Wyncote *Tennis, Marguerite, 38 N. Harwood Rd., Upper Darby Woodland Rd., *Thomas, Alfred, Administration Bldg., Lancaster Thomas, Oscar D., 6160 Webster St., Philadelphia Thompson, Irene A., 1149 King Ave., Pittsburgh Thornley, Mary, 5 Somerton Ave., Phila- delphia Trabue, Dr. M. R.. School of Education, The Pennsylvania State College, State College Trimble, Horace H., 121 W. Oliver Rd., Homestead Truby, Charlotte C., Humboldt School, 20th and Sarah St., Pittsburgh Walker, James. Jr., 6039 Washington Ave., West Philadelphia Warshaw, Harry A, Samuel J. Randall School, Ninth and _ Bainbridge Sts., Philadelphia *Watson, Jennie A., 3301 Walnut St., Me Keesport Weaver, Ruth H., 947 Walnut St., Allen- town Webb, Ella P., 1525 Christian St., Phila- delphia Wetter, Allen H., 4324 Tyson St., Phila- delphia Whitlow, Effiie H., 1404 Swantek St., Pittsburgh Wickersham, Mrs. Lillian M., 106 W. Oakdale Ave., Glenside Wilkins, Anna I... Washington School, 218 Sassafras, Erie Williamson, Anna, 1061 Blackridge Rd., Wilkinsburg Williamson, Edith E., 1061 Blackridge Rd, Wilkinsburg Willis, Minnie C., Emerson School, Tenth and Cascade, Erie Wiltbank, Dr. Robert C., 6 Oak Lane, Upper Darby Wolf, M. Elizabeth, 581 Pittsburgh Wolfe, Blanche, Henry A. Brown School, Sergeant and Jasper Sts., Philadelphia Wright, Anne, Wissahickon Publie School, Ridge Ave. and Kalos St., Philadelphia Wright, Louise, King Edward Apts., 4609 Bayard St., Pittsburgh Zechman, W. I., 530 E. Locust S., Beth- lehem Ziegler, Florence L., Building, S. E. Cor. Moorhead P1., Schuylkill Avenue Schuylkill Ave. and W. Greenwich St., Reading Ziel, Hermann A., 37 S. Linwood Ave., Pittsburgh RHODE ISLAND Baldwin, Elizabeth, Garden Street School, Pawtucket Barry, Ursula Providence Berry, Jessie S., 16 Chestnut St., Westerly Bray, Miss Marion B., 248 Webster Ave., Providence M., 60 E. Manning St., Burton, Caroline A., Harmony School, Harmony Callahan, Harriet Perry, 9 Mann Ave., Newport Cronter, John Yale, 520 Hope St., Prov- idence Dows, Arthur J., 31 Creighton St., Prov- idence Hill, Cora M., 56 Union St., Bristol Laudati, Caroline A., 38 Lowell Providence Louise, Sister Mary, R. S. M., St. Xavier's Convent, 60 Broad St., Providence Ave., Lyon, Bessie C., 494 Lloyd Ave., Prov- idence McEvoy, Alice H., 49 Irving Ave., Prov- idence MeNally, Wayne W., Bridgham Junior High School, Providence Moran, Laura A., 751 Hope St., Prov- idence Murray, Narragansett Ave.. Jamestown Murray, Katherine M., Providence O'Connor, Margaret A. T., 282 William St., Providence O’Connor, Mary E., 133 University Ave., Providence **+Patt, Hermann John Clarke School, Newport Peabody, Robert W., 52 Edgewood Blvd., Providence Phelan, Julia A., 16 Chapel St., Newport Quirk, Mary V., 15 Wheaton St., Warren Elizabeth R., 55 2 5 Hanover St., George, Roberts, Jack D., 200 Harris Ave., Woonsocket Spurr, E. Blanche, 33 Washington St., Central Falls Stahle, Pauline W., 52 Elm St., Westerly Taylor, Barbara C., 9 Pleasant St., New- port Thornton, Grace E., 11 Squanto St., Prov- idence Tobin, Annie M., Hope St., Bristol Towne, Charles F., idence Ferncliffe, 356 Taber Ave., Prov- SOUTH CAROLINA Balentine, F. Ethel, Route 1, Greenwood Brooks, J. F.. County Supt. of Education, Court House, Spartanburg Castine, W. J.. Grammar School, Batesburg 688 ELEMENTARY SCHOOL PRINCIPALS Chapman, R. C., 406 Arlington Ave., Greenville Crayton. Nan, 728 Holly St., Columbia Dukes, G. B., 10 Neal St., Greenville Flora, A. C., Supt. of Schools, Columbia **Fogarty, Simon, 151 Moultrie St., Charleston Goforth, Preston C., Mt. Pleasant Acad- emy, Mt. Pleasant Goodwin, W. B., Route 2, Box 24-L, Navy Yard Hallman, E. B., P. O. Box 606, Spartan- burg Jackson, A. Elizabeth, Waverly School, Columbia Lockwood, Charles M., McLaurin, 8S. C., Box 716, Columbia Othello School, Coward Madden, Cresswell W., Howard School, Columbia Major, Nannie, Magnolia School, Green- wood Orr, J. R., 306 Dauphin St., Westminster Porcher. Maria R., 1720 Pendleton St., Columbia Potts, John F., Waverly School, Columbia Reeder, Gertrude, 1003 Caldwell St., New- berry Rutherford, H. B., Carver School, Columbia Stoney, S. David, Bennett School, Charles- Junior High ton Van Landingham, Eva, Box 14, Easley Varn, Guy L.. Schneider School, Columbia Voigt, Caroline, Logan School, Columbia Watts, Kathleen B., County Supt. of Schools, Camden White, J. B., Supt. of Schools, Kingstree SOUTH DAKOTA Anderson, Laura B., 211 N. Prairie Ave., Sioux Falls Bach, B. Harrietta, Lowell School, Falls De Kraay, Henrietta, Box 1075, Aberdeen Fastenau, Anna J., Box 311, Spearfish Flanagan, Maude, King Apts., Mitchell Sioux Haas, Grace, 1615 S. Minnesota Ave., Sioux Falls Johnston, Maude E., 414 11th Ave., S. E., Aberdeen King, Miss Keo, Northern State Teachers College, Aberdeen Leistikow, Lydia M., 204 Seventh Ave., S. E., Aberdeen Lorentson, Mrs. Winifred, of Schools, Miller McFarland, Mary, 605 W. County Supt. Fourth St., Yankton Nelson, Nan M., 615 S. First Ave., Sioux Falls Newkirk, Rachel, 817 W. 11th, Sioux Falls ere. Maud C., 920 S. Jay St., Aberd Royhl, Ella M., 320 S. Prairie Ave., Sioux Falls Sanders, Mary F., Box 307, Lead Sanger. Thora O., King Bldg., Mitchell Sell, Dora, 600 FE. 21st St., Sioux Falls Stallman, Elsie, 203 Prairie Ave., Sioux Falls Stapleton, Mrs. B. T., 503 Oak Ave., S., Sioux Falls Thorpe, Cleata, 205 Colorado Ave., S. W., Huron Venoss, Mabel P., 600 E. 21st St., Sioux Falls Welker, Jean A., Irving School, Sioux Falls Williams, Mary Ann, 619 N. Lincoln St., Aberdeen TENNESSEE Allen, Mrs. Margaret, R. R. 1, Nashville Arledge, Eliza, 2534 Blakemore Ave., Nashville Bailey, Carrie, 500 Walnut St., Ballard, H. T., Staub School, Knoxville Bell, Gerald L., 1190 Knoxville Bell, Nellie, 616 FE. Mountain Biggs, R. O., Beaumont School, Ave., Knoxville *Blanton, J. Richard, Paris Rose Ave., Edgewood Ave., Brow Rd., Lookout seaumont Box 181, Spring City Brickey, L. H., 307 Garden Ave., City Fountain Brindley, T. C., Guthrie School, 951 Chelsea, Memphis Brown, Mrs. A. S., Murphy School, 20th and Murphy Ave., Nashville Brown, Emily P., Hemlock School, H. P. Ave. and E. 12th St., Chattanooga Bruce, W. B., Lonsdale School, Knoxville Buckner, J. L., 162 Webster Ave., Memphis Burke, Lottie C., 2715 Lombardy, Memphis Carpenter, Clara E., 564 W. Shadowlawn Dr., Chattanooga Cartwright, Priscilla, Dreyfus, Germantown Florence, 195 Angelus PL, Memphis Duff, Hettie L., 32 Watauga Apts., Nash- ville *Duyck, L. W., Giffin School, Beech St., Knoxville Forrest, Bertha, Lucey School, Lucy Galloway, D. M., 2418 Parkview Ave., Knoxville Gennoe, Nannie, 1601 W. Clinch Ave., Knoxville Gibson, Travis, Jacksboro Gilbreath, Mrs. ‘Claudia, Central Elemen- tary School, Colville St.. Chattanooga Gore, Lillian L., 1601 W. Clinch Ave., Knoxville Ham, M. Lucile, Peabody Elementary School, 2086 Young Ave., Memphis Harris. L. B.. Fair Garden School, Fern st., Knoxville Haun, A. J., 923 W. Main St., Franklin Hickerson, Mrs. Jessie H., Sunnyside School, N. Germantown Rd., Chatta- nooga Hinton. Janie, George R. James School, Collierville Hogle, Elizabeth B., 1605 16th Ave., S., Nashville Hooper. Anna E., 1311 Clay St., Nashville Howard, Alice. McMinnville Hudson, Mrs. M. L., Middleton Johnson, Mrs. Iris H., **Johnston. Thomas N., Belle Morris School, Washington Pike, Knoxville Lea, Ada, Red Bank School, North Chatta- nooga Leavell, Dr. Ullin W., George Peabody Nashville Lotspeich, Mrs. R. D., Chattanooga Love, Alonza, 1100 Memphis Loy, H. G., Gibbs High School, Lynk, W. A., 503 Alston Ave., *McGinnis, H. F., Powell Station Prof. of Education, College for Teachers, 3322 Windsor Court, Mississippi Blvd., Corryton Memphis Cumberland Gap *McNulty, Susie, 611%, Houston St., Chattanooga Markey, Pearl, Cummings School, Memphis Melson, Inda, 3555 _ Ave., — Mrs. Berta, R. F. D. 1, Vv e Morris, H. H., 1432 Faxon Ave.. Nicholson, W. S., 228 Cansler St., ville *Oehmig. Elisabeth, C-3 Lincoln 1018 17th Ave., S., Nashville Pate, Florence, Lawler School, Memphis Memphis Memphis Memphis Goodletts- Memphis Knox- Apts., Powell, L. R., 116 N. Bellevue St., Parkway, Reilly, Alice, 1431 N. is is is t- is is List oF MEMBERS 689 Rounds, C. R., 407 Union St., Nashville *Self, Don, 909 Birch St., Kingsport Smith, Biva, 235 Academy St., Erwin Southall, Dr. Maycie, George Peabody Col- lege for Teachers, Nashville Stanton, Imelda, 1239 Overton Park Ave., Memphis Sugg, Mrs. Martha Horton, Westover Dr., Nashville Sugg. Tom T., 307 Center Ave., Dickson Taylor D. Alfred, Rosemark School, Kerr- ville Underwood, R. H., 720 Parkway Ave., Fountain City *Waldron, Sallie, 1663 Peach = Ave., Memphis Welch, Con T., Morris Chapel High School, Morris Chapel Welcker, Annette, 141 Gibbs Rd., Fountain City Wells, Miss Word, Poplar Pike, R. F. D. 5, Memphis Wilkinson, Alice, Librn., Davidson County Board of Education, 309 Court House, Nashville Woodward, Blanche, 552 Oak St., Chatta- nooga TEXAS Anderson, Nellie, 810 Center Ave., Brown- wood Arrington, Mrs. Empress, 3118 Douglas St.. El Paso Austin, Frank D., Franklin School, Tenth and Mobile, Port Arthur Banks, Lucy, 622 W. Agarita, San Antonio Baskin, Mildred, 724 Baltimore Ave., San Antonio Berry, Esther, 1409 Taylor St., Wichita Falls *Bird, Nettie, 2023 Mitchell, Waco Blanchard, Emma, 831 West Ave., S., San Angelo sjoone, Mamie E., 1832 E. 12th St., Dallas Bowles, D. Richard, Elementary Principal, Beeville Boyles, Mrs. R. B., Box 492, Henrietta Boyles, Reba S., 1201 Gray St., Houston Bright, J. B., 211 Forest Ave., Cleburne Brightwell, Mamie, 3736 Lipscomb St., Ft. Worth Brooks, B. R., Box 563, Texas City Brooks, Joe Bailey, Route 2, Palestine Brown, Mrs. C. J., 543 Heights Blvd., Houston jrusse, Mrs. Bun Bates, 2702 Carolina Way, Houston 3uchanan, Kitty, Box 591, San Angelo Buckmaster, Stella, Vickery Place School, Dallas Budd, Harrell, 6210 Reiger Ave., Dallas Burgess, Kate, 1208 Scott Ave., Wichita Falls Burk, V. C., 28 Waugh Dr., Houston Burke, Margaret E., 720 W. West Poplar St., San Antonio 3uttery, Nellie, Lamar Annex Hotel, Houston Caradine, Jane, 2601 Barbee St., Houston Carraway, Alleen, 724 W. First Ave., Corsicana *Chapman, L. L., The Highland Park School, Texarkana Clayton, W. G., Columbus *Clifton, H. Lee, Supt. of Schools, Falfur- rias Clifton, Mrs. J. A., 2734 Federal St., El Paso Cobb, Mrs. Sallie E., Bruni Coffey, W. L., 606 W. Elm St., Olney Cook, C. R.. 130 Melton St., Longview Cooper, William E., 1104 W. Sycamore St., Denton Cotten, Mrs. Claud D., County School Supvr., Court House, San Angelo Cox, J. Elmer, 3724 Ave. K., Ft. Worth Cox, Jewell, 3506 W. Fifth St.. Ft. Worth Crenshaw, George Samuel Parker, 506 E. 27th St., Bryan Cunyus, George G., James Bowie School, Dallas Daniel, Maud, 2425 McFerrin, Waco **+Darnell, W. L., 201 E. 34th St., Austin Darrow, Harriet, 822 N. 15th St., Waco Davis, Eva Margaret, River Oaks Elemen- tary School. Houston Davis, J. M., 2945 Seventh St., Port Arthur Davis, Jesse E., P. O. Box 1062, Texon Davis, W. L., 2110 Hutchins St., Houston De Chaumes, Helen C., 2203 San Jacinto St., Houston Dent, Charles H., 6759 Avalon St., Dallas Dickson, J. F., Wilson School, Childress Dougherty, Dr. James H., School of Educa- tion, Texas Christian University, Ft. Worth Douglass, Mrs. Louise W., 1918 Rosewood St., Houston Eddins, A. W.. 400 Kirk PI., San Antonio Edwards, Mrs. Sara Jane, Box 1281, Saint Jo Eppler, Mamie, 2325 Lipscomb, Ft. Worth Evans, J. S.. 821 Florida St., Amarillo *+Fertsch, L. M., 606 Highland Ave., Austin Fisher, G. N., 8400 Purington St., Ft. Worth +Foster, A. N., Box 1105, Baytown Garrett, Major T., Box 521, Goose Creek Gehring, Elsa, 2201 Bissonnet, Houston Gentry, George H., Asst. Supt., Dept. of Instruction. Big Spring Gibbs, Lida, Box 591, San Angelo Gibson, Louise, Bonham School, San Antonio Gideon, S. E., 1906 Bennett Ave., Dallas §Glasgow, B. W., 3600 Cedar Springs Rd., Dallas Glass, Nina B., Overlook Heights, Waco Gorbutt, Catherine, 625 W. Yandell Blvd., El Paso Grady, Margaret, 5403 Gaston St., Dallas Grafton, E. G., 3916 Worth St., Dallas Graves, Harold, 2806 Wilkinson, Ft. Worth Greer, Loula, 1351 Washington Blvd., Beaumont Gregg, Lucille, MacGregor Elementary School, 4801 La Branch St.. Houston Grizzard, Mabel Youree, 711 W. Main St., Waxahachie Gross, H. R., Faculty Club, Edinburg Gustavson, Ruby, 402 W. Henrietta Ave., Kingsville Hall, Susan J., Milam Elementary School, San Antonio Hamilton, William Anderson, 2302 W. Tenth St., Dallas Hare, Mabel, 207 Ave. G, N. W., Childress Hargrave, Mrs. Edna M., 4506 Austin St., Houston Hartsfield, V. Hugo, 1505 Lorraine St., Houston *Harvey, A. D., P. O. Box 1255, Kingsville — R. M., Supt. of Schools, Hunts- ville Haynes, Ida, 301 E. Brown St., Ennis Heilig, Irma, 815 W. Craig Pl. San Antonio Herring, L. R., Box 605, Tyler Higgins, Gertrude, 1015 N. Florence St., El Paso Hill, J. L., 507 S. Oak St., Arlington Hirsch, Herman, 719 Ogden St., San Antonio Hix, Richard Milton, Box 217, Hearne Hobby, Louise, 2245 Neches St., Beaumont Holden, P. H., 1820 Live Oak St., Houston 690 ELEMENTARY SCHOOL PRINCIPALS Holman, Sarah, 1505 W. Park Ave., Corsicana Houston, Josephine, 2828 Pearl St., Austin Howard, Mrs. Lily, 541 W. Missouri, El Paso Huff, Dr. Z. T., 1201 Center Ave., Brown- wood Hybarger, D. L., Beaumont Jackson, Homer Herbert, 518 Keeler Ave., Dalhart French High School, tJacobs, R. C. T., 6419 Velasco Ave., Dallas Jacquet, J. Martin, Arlington Heights School. Ft. Worth James, Everett H., Box 844, Vernon Frances, 7123 Casa Loma St., Dallas Johnson, Mrs. Maureen, 2408 Parrott St., Waco Johnston, Minnie L., 1524 Buena Vista St., San Antonio Jehnston, T. J., Route 1, Itasca Jones, Ella Timms, Box 591, San Angelo Jones, Richard H., 2736 Bellaire Ave., Houston Jones, Ruby, 927 N. 17th, Waco Jordan, Roland C., Box 563, Texas City *Jordt, Elsie B., 320 Maverick St., San Antonio Keeney, Mabel, Paso Kelly, J. F., 1134 N. Clinton, Dallas Lakey, M. D., Supt. of Schools, Fabens Lamb, H. L., Grim School, Texarkana Langford, Nora, 721 Dickson St., Ft. Worth Lantrip, Dora B., 4525 McKinney Ave., Houston *Lauderdale, R. D., 685 Palm Ave., Beau- mont *Lee, R. B.. 1808 Sixth St.. Brownwood Lemmond, Guy, Box 493. Taleo *Lewis. A. B.. 3408 Taylor St., Amarillo Lightsey, L. P.. Artesia Wells Lloyd, Jessica, 515 College Ave., Ft. Worth Lloyd, S. M., 6126 Goliad St., Dallas Loos, Alfred J.. 1615 Garden Dr., Dallas McBride, Clara Agatha, 510 Sixth St., Orange MeDavid, F. E., Kilgore Heights School, Kilgore MeDonald, Della, Seymour Grade School, Seymour MeFarland, Adaline, Blvd., Houston McGhee, Mildred, West Ward, Box 345, Borger MeMillan. Mr. Kay W., Jr., 1327 Missouri Ave., Ft. Worth MeNeill, Flora, 725 Ogden St., San Antonio Mabrito, Dora, 217 S. Zarzamora St., San Antonio MaecMunn, Fannie, 723 Seventh St., Beau- mont Martin, Dr. Cora M., Assoe. Prof. of Elem. Education, The University of Texas, Austin Martin, Howard H., Roger O. Mills School, Dallas Massey, Jackson, 1212 Monroe St., Com- merce Mathis, Franklin M., Gary School, Tyler Meek, Mrs. Florence A., 1226 Eighth Ave., Port Arthur Meek, J. A., Baker Schoo), Pampa Melear. Grace, 1618 N. 15th St., Waco 1903 N. Raynor St., Fl 1313 Castle Court Miller. Gladys, 2001 Western Ave., Ft. Worth Miller, Jacksey, 515 W. Elmira, San Antonio Mitchell, Q. B., 947 Culebra Ave., San Antonio Monroe, Frank, Woodrow Wilson School, Pampa +Montgomery. Florence, Ave., Houston Moore. W. M., Ft. Worth Morris, Meman H., 4127 Travis St., Dallas Morse, Mrs. Alberta H., 1114 N. Ochoa, El Paso Moynahan, 1530 Sul Ross 1421 Washington Ave., Bess, 902 W. Martin, San Antonio Muse, FE. W., 124 N. Edgefield St., Dallas Namendorf, Lavinia, 1508 Kane St,, Houston Nash, Mrs. J. B., Lamar School, San Antonio Neal, Elma A., 510 EF. Dewey, San Antonio Newby, W. B., Box 545, Temple Nichols, Dr. Claude Andrew, Methodist University, Dallas Nottingham. Fredda, Wilson Junior High School, Dayton O’Brien, Randolph, 620 N. Gainesville Odom, I. N., 1425 8. Oehler, J. C., Jr., Dallas O'Neil, Anne, 112% Delmar, Houston Overton, A. J., Jr.. County Supt. of Publie Instruction, Anderson County. Palestine *Park, J. E., Alamo School, Wichita Falls Parker, Lulu, 1420 W. Humbolt St., Ft. Worth Pass. S. E., 1025 Meander St.. Abilene Southern Dixon St., Kighth St... Waco 5318 McComas St., Patrick, A. L., Sam Houston School, Pampa Payne, Mrs. Bertha S., 225 W. 21st St., Houston Payne, Mrs. Eunice R., 211 W. Rio Grande St., El Paso Perry. Mrs. William A., Beaumont Phillips, Lillian, P. O. Pierce, Thomas E., Box Station, Denton Piland, Effie, 3396 Highland Ave., mont *Pipes, W. O.. 5918 Worth St., Dallas Pool, Helen, 2495 Cable, Beaumont Popplewell, Mary Jo, 650 College = St., Beaumont Porter, H. A., 600 Texas Ave., Austin Potter, Edward M.. Donglas School, Tyler Preston, Eleanor J., 1215 Brown St., El Paso Priee, Archie Lee, P. O. Box 1546, Bean mont Pugh, L. L.. Route 1, Box 207, Houston Purl, Annie, 510 W. 12th St., Georgetown Rau, Florence, Box 591, San Angelo Reagan, G. H., 1910 Mayflower St., Dallas Reeve, Hadley, Elementary School, Snyder Reilly. Margaret, 502 EF. Eighth St.. Austin Rice, Miss Klifford, 1117 Hilton Hotel, El Paso Rich. Allve, 2194 Hill Crest, Ft. Worth Riddle, Marie Sue, 1210 Washington Ave., Waco *Roberts, G. M., Box 803. Lamesa Schaper, Mamie Elsa, 1615 Washington Ave... Waco Schmidt. Curt FE.. 1324 W. San Antonio St.. New Braunfels Schuette, Arthur L.. Route 3, Sequin Selby, R. A., Pampa Junior High School, Pampa Shannon, A. W., 415 Sycamore. Brenham Sheffield, M. M., 341 Amarillo St.. Abilene Shelton, E. D., 702 Fouts St., Gatesville Shulkey, B. C., 3245 Waits Ave., Ft Worth Sides, Wesley K.. Palestine Smart. Mrs. C. K., Magnolia School, Beau- mont 2560 MeFaddin, Box 1428, Fl Paso 3664, T.S.C.W Beau Re me ol, SS as ya, an as an lio lie ne lls Bi , Ww. Lll- it. ler El wh las ler tin El on iio ol, im ne rt. List oF MEMBERS 691 *Smith. Ella J., 1816 Clover Lane, Ft. Worth Smith, Dr. Raymond A., Box 278, Texas Christian University, Ft. Worth Standish, Ella, 3320 Broadway, Houston Stearns, Ellen K., Route 38, Box 17, Houston Steele, Helen C., 1601 S. Shepherd Dr., Houston Stephenson, Roy, Amelia School, Beaumont Stephenson, Zach T., 2240 Wroxton Rd., Houston Stewart, Bessie L., Austin School, Wichita Falls Stewart, Mrs. Emaline O., 2617 Yupon Dr., Houston Stone, Grace, 1600 N. 17th St., Waco Stovall, Fanjane, 2240 Alston St., Ft. Worth Studley, Mrs. Hattie, 635 Thompson PL, San Antonio *Summerlin, Edgar, Jacksonville Swann, Alicia, 2931 Aurora St., El Paso Sweat, Olso, Route 2, Memphis Tate, Willis M., Alamo Heights Elemen- tary School, San Antonio #Tatum, Robert Theophulus, 711 Poplar St., Beaumont Thomas, Mrs. Alma, 110 South A _ St., Midland Thomas, Josephine, Horace Mann School, Pampa Thomas, Lilla, 625 W. Yandell Blvd., El Paso Thorne, Carl. 1511 MeKell, Dallas Thurman, Stella, 2620 21st St., Lubbock Timmons, L. Z., 1018 Fillmore, Amarillo. Trigg. Mrs. J. T., 1715 27th St.. Lubbock Triplett, W. G., Route 2, Box 162, Mission Turpin, John L., Phillips Vincent, Joseph J., Jr., 580 Palm, Beau- mont *Wallace, Mrs. Mary Yeager, County Supt. of Edueation Office, Tyler Watson, Mrs. Ella B., 1101 S. Locust St., Clarksville Weatherly, Eula Mae, Whitter School, Texarkana Webb, Holmes, 1733 Chestnut St., Abilene West, Ruby, 609 Carson St., San Antonio Whitfield, Mary, Box 591, San Angelo Whitman, Florence E., 404 Sul Ross St., Houston Whitmire, Mrs. Ruth R., 1701 Maple St... Houston Wignall, Flavia, 405 Front St., Orange Wilson, Helena, 1202 Francis Ave., Houston Wilson, Mrs. Olga P., 519 Los Angeles, El Paso Winniford, Mrs. May, 4909 Harrisburg Blvd.. Houston Wood, Edna Erle, 414 W. Groves St., Olney Woodard, John I., 2300 Tilden St., Wichita Falls *Woods, Mrs. Mabel T., Briscoe Elemen- tary School, Houston *Wright, Mrs. Edith D., Hawthorne School, 1417 Houston Ave., Houston Yerwood, Mrs. James B., 1109 E. Terrell Ave., Ft. Worth *Young, Miss Wayne, 2010 14th St., Port Arthur UTAH **Anderson, Lois, 1085 Military Dr., Salt Lake City Andrews, M. J., Supt. of Schools, Mt. Pleasant Bott, Victor J.. Brigham City Brewer, Eva M., Garfield School, 18388 S. 15th E., Salt Lake City Bridgland, L. A., 1452 E. 27th St., S., Salt Lake City Brown, Florence G., Polk School, Ogden Cooper, Henry R., 312 W. Center St., Logan Farnsworth, Dr. Burton K., 219 Eighth Ave., Salt Lake City Fenton, Frances B., P. O. Box 251, Fillmore Folsom, H. B., R. F. D.. Farmington Frye, Clifford L., 255 E. First St., Brig- ham Gunderson, J. D., Garland Harris, J. J., 98 U St., Salt Lake City Harris, Mr. Marion L., 1337 MeClelland, Salt Lake City Hendricks, Nellie U., 2324 Adams Ave., Ogden Jensen, N. Howard, 45 N. First W., Tooele Kelsey, Ella M., 656 8S. Fourth E., Salt Lake Citv Kendell, Edith E., 928 E. 21st S., Salt Lake City Layton, Margaret, Lowell School, 119 FE St., Salt Lake City Light, Edith M., 541 28rd, Ogden Morgan, Margaret E., Wasatch School, Salt Lake City Morris, Zeta, 223 W. North Temple, Salt Lake City Nielson, Lester J., 724 Windsor St., Salt Lake City Paxton, W. A., Supt. of Schools, Fillmore Peirce, M. June, P. O. Box 566, Ogden Poulson, Frank G., 1521 S. Ninth E., Salt Lake City Poulson, Fred N., Hawthorne School, 1632 S. Seventh E, Salt Lake City Richards, Fred G.. Scipio Ryberg, Edith, 1836 Michigan Ave., Salt Lake City Smith, Calvin S., 3234 S. State, Salt Lake City Steele, Jesse F., 18 S. First E.. Tooele Stevens, Frank, Board of Edueation, County Court Honse, Brigham Stewart, I. Daniel, 740 E. Third S., Salt Lake City Whelan, Lillian H., 411 Belvedere Apts., Salt Lake City Young, Sara H., Lake City Ensign School, Salt VERMONT Cartier, Catherine C., 153 Park St., Burl- ington Hoyt, Margaret S., 100 Harrington Ave., Rutlard Moore, Milton G., Supt. of Schools, Mor- risville Sargent, William A., Rutland Meldon School, VIRGINIA +Adair, Cornelia S., 3208 Hawthorne, Richmond Akers, R. V., 166 High St., Salem *Bauserman, James E., Box 51, Fairfax Beale, Elizabeth, 1128 N. Stuart St., Arlington Beery, De Witt C., 1621 Claremont Ave., Richmond Bennett, George E., Baker School, Rich- mond Bibb, Mrs. E. K., 506 Moore St., Bristol Birford, Linwood T., 319 S. Lexington St.. Covington Bleight, W. Carter, Chimborazo School, 88rd and Marshall Sts., Richmond Brewbaker, J. J., 422 Westover Ave., Norfolk Brown, Mrs. John S., Robert E. Lee School, 1017 Highland Ave., Bristol 692 ELEMENTARY SCHOOL PRINCIPALS Bryant, Alice G., Hampton Institute, Hampton Buford, Florence, 1021 W. Main St., Charlottesville *Burnley, Carrie C., 920 E. High St., Charlottesville Carey, Lena, 3527 Sixth St., S., Arlington Carmichael, Omer, John Wyatt School, Lynchburg Chapman, Mrs. Mildred, Maryland Ave., Salem 7Clark, Norris B., Booker T. Washington School, Newport News Coffman, Clara, 1302 N. Jackson St., Arlington *Cogbill, Carolyn, 703 High St., Farmville Coleman, Elizabeth, 6008 N. 20th St., Ar- lington Dadmun, Charlotte, Lafayette School, Ra- cine Ave., Norfolk Davis, M. Gertrude, 121 35th St., Newport News Dennis, Mrs. Marion M., Route 2, Salem Dunaway, C. H., John B. Carey School, Richmond Dyer, Louise A., 620 Belleville Rd., Roa- noke *Edgerton, R. O., Thomas Jefferson School Portsmouth *Ellis, Elsie B., 3412 21st Ave, N., Arlington Erwin, T. C., 2116 Marshall Ave., New- port News *Everett, Edna, Box 165, Driver Fary, Oscar W., Jr., 2235 Monument Ave., Richmond Fraine, Mrs. Lucy B., 1112 Wise St., Lynchburg Gardner, Virginia, 134 E. Mt. Ida Ave., Alexandria Givens, C. B., Helen Dickinson School, 21st and T Sts., Richmond Goodrick, Wilda, 2614 Lee Highway, Ar- lington *Goodwin, Mary A., 1507 Hanover Ave., Richmond Gorham, Mrs. Pauline C., 218 S. Lee St., Alexandria Hall, Charligne M., 209 Roanoke Hancock, Annie, Broad Street Salem Harrison, Lucille, 406-A N. Sheppard St., Richmond Harvey. M. Lizzie, Garland-Rodes School, Sherwood Ave., School, Lynchburg Holt, Lucy Mason, Ocean View School, Norfolk *Hook, Paul G., Moody School, Clifton Forge Howdershell, Mrs. J. N., R. F. D. 3, Alexandria Hubbard, Mrs. Mary Ann B., 104 High St., Salem Huddleston, Mrs. Myrtle, Route 7, Box 170, Roanoke Hurt, Jemima C., 512 Campbell Ave., Roanoke Jennings, Mrs. Lillian, Route 7, Box 130-A, Roanoke Johnson, Katherine L., 29 E. 18th St., Richmond **+Johnson, Lillian M., 404 Chestnut St., Norfolk Johnson, Lou Anna, 121 Mars St., Peters- burg Jones, Betty, 574 S. Main St., Harrison- urg Jones, Miss Marce T., 315 Harrison St., Lynchburg Jones, William J., Whaleyville High and Elementary School, Whaleyville tJoynes, Mrs. Edith B., 410 W. 14th St., Norfolk Keeling, Lucy G., 319 W. Bute St., Norfolk *Kellam, Mary K., Virginia Beach School, Virginia Beach King, Eleanore W., 946 N. Glebe Rd, Arlington King, Elizabeth W., 212 N. Columbus St. Alexandria Kizer, Elizabeth B., 226 Norfolk Ave. Lynchburg Kyle, Z. T., Andrew Lewis High Salem Landes, Melvin B., Groveton School, Route 1, Alexandria Lassiter, Mrs. Rebie Hines, 302 N. Ave., Richmond Lawrence, Mrs. Marguerite A., lieu Ave., Roanoke Lawson, Lena E., 906 S. W., Roanoke Leonard, Madge, Route 1, School, Davis 705 Riche Campbell Ave.,, Bristol Lewis, Mrs. Virginia S., Dupont School, Hopewell Livermon, Ruth, Meadowbrook School, Norfolk Lohmann, Mrs. Florence Minor, 2019-A Grove Ave., Richmond McClenny, Mrs. Gay, Route 4, Roanoke Malloy, Mary L., R. E. Lee School, Peters- burg Sox 259-C, Mapp, A. J., 200 Maryland Ave., Ports. mouth *Marx, Mrs. Ellie Marcus, Henry Clay School, Norfolk Massey, Mabel C., 405 Lincoln Ave., Roanoke Massoletti, Lillie, 819 N. Ivy St., Arlington Miller, Berta C., 301 Fauquier St., Lynch- burg Miller, Doris, 1258 N. Suchanan = St., Arlington Moran, Sarepta A., Venable School, Char- lottesville Morton, Oscar A., 1113 W. Richmond Musick, A. R., 54 Aylwin Rd., Portsmouth Nash, Ethel H., 724 William St., Fred ericksburg Neale, A. D., Madison School, Falls Chureh *Nevitt, Frances Elizabeth, Oakton Nixon, John L., 609 E. Leigh St., Rich- mond Orgain, Miss Parke Leigh, Moore S8t., Dinwiddie Overby, Mrs. Ethel Thompson, 1000 W. Marshall St., Richmond Picott, John R., John Marshall School, Newport News Pilcher, Ethel, J. E. B. Stuart and A. P Hill Schools, Petersburg Porter, Harriet B., Blandford Training School, Petersburg Powell, Mary E., Robert E. Lee Danville Price, R. H., Division of Schools, South Norfolk Richardson, H. R., Jefferson School, Alex andria Riley, Edith, Route 7, Box 7, Roanoke Ritner, Mrs. Ida W., 912 Court St., Lynchburg Robertson, A. Zuleime, Nathaniel Bacon School, 35th and O Sts., Richmond *Rowe, Kathryn M., Haves School, Bena Rucker, D. H., William Fox School, Rich mond Saffelle, Mrs. Alexandria *Scott, Katherine K., 106 N. Richmond *Scott, Lannie V., School, Petersburg Seott, Mrs. Luella T., Vinton Shafer, Garfield, Jr., 1046 Crescent, Norfolk Teacher School, Supt. Meta G., 71 Mason Ave., Plum St., Stonewall Jackson Jamestown ool, ool, 9-A 9-C, ers- irts- ‘lay ve., rton neh- St., har- St., uth red- irch ich- W. ool, 1con Sena tich- Ave., St.. kson ‘own List oF MEMBERS 693 Sheppard, Miss C. V., 825 Lexington St., Norfolk Short, Frances, Route 1, Roanoke Simpson, Blanche A., Belmont School, Roanoke Simpson, Harriet L., West End School, Roanoke Sims, Ethel G., Route 3, Alexandria Sinclair, Katherine L., City Point Court, Hopewell Smith, R. L., Harrison School, Roanoke *Smither, Collin E., Thomas Jefferson Grammar School, Staunton Snead, Janet W., 236 Boston Ave., Lynch- burg *Starritt, Bertha W., 1320 Chapman Ave., S. W., Roanoke Taylor, Ethel L., Box 463, Newport News Thomas, Olivita, 1309 N. Edgeweod St., Arlington Thompson, T. Roger, 854 Hampton Ave., Newport News Tipton, Mrs. Ossie L., Manassas Truitt, Dorothy, B and 22nd St., South Norfolk Tucker, Margaret Lewis, Route 3, Box 166-B, Roanoke *Urquhart, Helen D., T. C. Miller School, Lynchburg *Vaughn, Eva, Jefferson School, Pulaski Waters, Mrs. Lenore K., 1861 Link Rd., Lynchburg Watts, Mrs. Catherine P., 1060 River- mont Ter., Lynchburg Weiler, Harold F., Franklin Sherman High School, McLean White, Frank D., Vienna *Whitesel, Vada, 420 E. Market St., Har- risonburg Wibert, Mrs. Mary, 8175 S. Wayne St., Arlington *Wilson, Elsie E., Magruder School, New- port News Woodward, Mrs. Louis P., 318 S. Lee St., Alexandria Wynn, Nettie F., John L. Berkeley School, Danville Yost, Mrs. Robert, 608 Park St., Bristol WASHINGTON Allen, Nell B., Box 35, Hoquiam Allen, Mrs. Viola, Lineoln Elementary School, 41st and Daniels, Vancouver Allen, Zella E., 519 W. Roy St., Seattle Anderson, L. E., Millwood Blair, William A., Lafayette School, Se- attle Blauert, Arthur, E. 3632 Second Ave., Spokane Brock, Frank M., Alki Elementary School, 5002 50th S. W., Seattle Boyington, Jo Mae, 1115 W. Tenth Ave., Spokane Brislawn, Maurice J., St. Helens School, Longview Budde, Charles A., 3049 E. 94th St., Seattle Caughlan, J. C., Grade School Principal, Enumclaw Cheney, Mrs. Jennie M., Veradale Cleveland, A. D., Burlington Copeland, Eunice D., 2020 Miller St., Seattle Crowe, William E., Box 7, Snohomish Curtis, George R., 3102 N. Proctor St., Tacoma Denman, H. W., E. 303 29th St., Spokane Dimmitt, L. Myrvin, Box 501, Concrete Drake, Pauline, Parsons Hotel, Spokane Durham, M. E., Pacific School, Seattle Edmondson, Earl E. E., P. O. Box 218, Kelso Elder, Raymond W., 820 E. 8ist St., Seattle English, Elsie, The Walker, Tacoma Erickson, A. D., 7542 18th Ave., N. E., Seattle Evans, E. H., Lincoln School, 25th and Colly Ave., Everett Farnsworth, Mabel V., 2015 W. Third Ave., Spokane Farrar, Frank, Adams School, 7752 33rd N. W., Seattle Fitzgerald, Marie, Hutton School, 901 Plateau Rd., Spokane Forsyth, Lydia E., Dunlap School, 46th Ave., 8. and Cloverdale, Seattle oo. Ivan A., A. J. West School, Aber- aeen Glover, O. K., Summit School, 1811 Shel- by St., Seattle Goldback, H. K., Laurelhurst Elementary School, Seattle Graham, Charlotte, 1007 E. Seattle Granger, Warren C., Route 5, Mt. Vernon Griest, J. R., E. 504 27th Ave., Spokane Guthrie, Viletta H., Stevens School, 418 Fifth St., Wenatchee Hambert, Nona C., 1216 W. 13th Ave., Spokane Hanson, Orlando M., Lowell Elementary School, Seattle Hardin, Clifford W., Box 69, Dishman Harvey, Barbara, W. 1025 Cleveland Ave., Spokane Hawthorne, Matthew L., 1894 Shelby St., Seattle Heaton, O. E., Logan School, Spokane Hebeler, Amanda, Dir. of Training, Wash- ington State Normal School, Ellensburg Hemphill, Lena E., Martha Washington Sehool, 6612 52nd St., Seattle Henderson, Frank D., Whitworth School, 46th Ave., S., at Dawson, Seattle Henderson, Grace Clara, Loyal Heights School, 3938 Corliss, Seattle Henry, Austin L., 411 W. Garland Ave., Spokane Hermann, Ida M., 2815 Boylston Ave., N., Seattle Herren, Mrs. Dora S., 121 E. 54th St., Seattle Holt, Mrs. Flora M., Washington School, Auburn Horrall, Pansy, W. 2009 Pacific St., Spo- kane Johnson, Elsie Marian, Washougal Kegel, Harry William, 13808 18th St., Anacortes Kienholz, Edward G., 316 E. Sixth St., Port Angeles Klausler, George, E. 108 Bridgeport Ave., Marion, Spokane Knutson, K. J., T. T. Minor School, Seattle Lacy, Susan M., W. 204 Euclid Ave., Spokane Langley, Rosa A., Sheridan School, Fifth and Freya St., Spokane Larrabee, Emma D., F. A. McDonald School, Latona Ave. and E. 54th St., Seattle Lowdon, Hurry, Center St., Greenacres Lowman, J. Guy, Whittier School, 5703 Palatine, Seattle MecClincy, Eleanor, E. 1116 Fifth Ave., Spokane McDonnell, E. L., Jefferson School, 2807 8ist St., S., Seattle McGrath, Margaret, Crest Hotel, Spokane Mellravy, Frank D., 1433 388th Ave., Seattle McKinney, Nellie, 1214 W. Yakima Ave., Yakima 694 ELEMENTARY SCHOOL PRINCIPALS Mackintosh, John J., Webster School, 30th N. W. and W. 67th, Seattle Mader, Clara E., E. 1110 Fifth Ave., Spo- kane Mahon, Ada J, Bailey Gatzert School, 942 27th Ave., Seattle Marquette, Elizabeth, Latona School, E. 42nd and Fourth N. E., Seattle Mattern, H. V., Interbay Elementary School, 6021 34th N. E., Seattle Meyer, Florence L., S. 1323 Browne St., Spokane Most, Ida D., 607 Cleveland Ave., Spokane Neiswender, J. A., Route 8, Box 656, Seattle Nettleton, Lulie, 2815 Boylston N., Seattle Oliver, Fred L., Route 2, Box 20, Kelso O'Neil, Helen C., W. 2012 Third Ave, Spokane ~ O'Neill, J. R., Eatonville Pair, P. M., Supt. of Schools, Kirkland Palmer, J. Lee, E. 1415 14th St... Spokane Parker, Isabelle C., S. 180 Cannon St., Spokane Patterson, Don S., lensburg Perry, Bella, Bryant Elementary 4337 15th N. E., Seattle Petite, J. Edward, John B Allen School, 7012 50th Ave., N. E., Seattle Phinney, E. F., Supt. of Schools, Rosalia Pinckney, Paul W., Columbia School, Bel- 704 N. Pearl St., El- School, lingham Pratt, Dr. Orville C., Supt. of Schools, Spokane Radcliffe, W. O. E., Lineoln and Franklin Schools, Bellingham Reeves, Lester L., 6847 18th Ave., N. E., Seattle Reid, J. Raymond, Route 4, Box 186, Mt. Vernon Richardson, Margaret, 8S. Spokane Robinson, Everett Roblee, Lester R., 506 N. 71st St., Seattle 180 Cannon St., Beatrice, Monte Cristo Hotel, Ryan, William C., 3121 Franklin St., Seattle Selby, Kenneth, John Muir Elementary School, 8036 14th St.. N. E., Seattle Shannon, James F., Rainier School, 23rd Ave. S., bet. King and Lane, Seattle Sharnbroich, L. W., 224 W. Sixth St., Port Angeles Smith, Byron B, 9021 View Ave., Seattle Smith, Lila, Audubon School, Elm St., and Jackson Ave., Spokane Stanton, Edgar A., 3302 E. Mercer St., Seattle Steinke, E. L., Supt. of Schools, Edwall Stoecker, Mamie B&., MeGilvra’ School, Seattle Strite, Adelaide, W. 207 23rd Ave., Spo- kane Summers, Mabel, Elementary School, Con- solidated Dist. No. 15, Colville Swedine, 4105 Brooklyn Ave... Seattle Templeton, Maria P., 3008 Harvard Ave., N., Seattle Thomson, John A., 604 Fourth, N., Renton Thune, Elmer T., 3115 N. 29th, Tacoma Towner, Earl M., 5719 38th Ave., N. E., Seattle Turnbull, F. A., 1812 W. Sixth St., Aber- deen Turner, Bess, Franklin School, 17th and 36th 15 71 Mt. Vernon Sts., Spokane Van Cruyningen, Paul, 4715 N. E., Seattle Van Syekle, Mrs. Schools, Prosser Vetting. Ida F., 305 Seattle Ave., Ethel, County Supt. of Bellevue Ave., N., Ware, Madge S., ingham Warren, J. S., Garfield School, Spokane Washington School, Bell Weisman, Frances, S. 726 Jefferson St., Spokane Weisman, Sara E., S. 726 Jefferson St., Spokane Welden, Carrie R., 33817 N. Audubon, Spokane Wendling, Elsie, 505 Garden St., ham Wilson, Mabel V., Piedmont Hotel. Seattle Witt, Lena E., W. 328 Eighth Ave., Spo kane Witte, Frances, Route 1, Granger Belling WEST VIRGINIA Arter, Charles S., White Sulphur Springs Ashcraft, Raymond, Carr School, Salem Auvil, G. G., Mercer School, Princeton Bailey, Lilian, 653 Jones Ave., Morgan town Barber, Sarah C., 915 Crescent Rd. Charleston Beckett, Virgil, Hillsboro Berry, Mrs. Gertrude, 1205 Seventh Ave Charleston Bobbitt, Jesse C., Quinwood Boggs, Mrs. Inez T., Box 1442, Charleston Brabban, Melissa K., 684 Forest Circle, South Charleston Brown, Scott M., Institute Brown, Stanley, 155 Camden TLuiz. John C., Waialae School, 19th and Harding Aves., Honolulu Mareallino, Mrs. Mina M., Kekaha School, Kekaha, Kauai Marciel, Mrs. Lily A., Kaupo, Maui Morimoto, Mrs. Marjorie Y., P. O. Box 166, Holualoa, N. Kona Nobriga, Francis J... Liholiho School, Maunaloa and Ninth Ave., Honolulu Peterson. Francis, Supvg. Prin., West Hawaii Schools, Kealakekua Powell. Mrs. Velma S., Kaahumanu School, Honolulu Sabin. Mrs. Cora E., Leahi Home School, 3400 Leahi Ave., Honolulu Seobie, Mrs. Bess, Aliiolani School, Seventh and Waialae Ave., Honolulu Seott, Mrs. Ada M. B., Kilauea School, Kilauea, Kauai Sheldon. Mrs. Louisa P., Olohena School, P. O. Box 236, Kapaa, Kauai Silva, Anthony C., Koolau School, Kilauea, Kauai Sisson, Mrs. Maud C., Royal School, Emma St.. Honolulu Soares, Anna. P. O. Box 763, Hilo Webling, G. H., 1411 Alapai St., Honolulu Wise, Cosmo Clyde, Wahiawa _ School, Wahiawa, Oahu Kaupo School, 698 a ELEMENTARY SCHOOL PRINCIPALS INDIA Chartrand, C. R., A. B. School, Taunggyi, F. S., Burma Phelps, Carl W., Kodaikanal Kodaikanal, South India Mission High School, IRAQ Ismail, Dr. K., Director General of Educa- tion, Ministry of Education, Baghdad PHILIPPINE ISLANDS Acoba, Andres C., Nueva Era, Ilocos Norte Cabigon, Lodovieco C., Elementary School, Balangiga, Samar Flores, Timoteo, Baler Elementary School, Baler, Tayabas Hugo, Anastacio. Alabat School, Alabat, Tayabas Landoy, Jorge, Leganes Elementary School, Leganes, Jaro, lliolo Uichano, Miss Efigenia B., Epfanio De Los Santos Elementary School, 807 Singa- long, Manila Elementary PUERTO RICO Carazo. Mr. Medardo, P. O. Box 26, Tru- jillo, Alto De Cianchini, Angela Anselmi, Box 87, Coamo De Ramirez, Francisca C., Martin G. Brumbaugh School, Stop 7, Pta De Tierra, San Juan Falregas, Christina Vinolo, Urt Hipo- dromo G St. 155, Santurce Rodriguez, Antonio, Jr., University of Puerto Rico, Rio Piedras Rodriguez, Mrs. Marina F., Box 57, Hato, ey Segarra, Mrs. Carmen J., tion, Guyama Dept. of Educa- LIBRARIES AND EDUCATIONAL INSTITUTIONS Phoenix Junior College, Phoenix, Ariz. General Library, University of Arkansas, Fayetteville, Ark. Library, Pacific Union College, Angwin, Calif. Lange, Library of Education, Haviland Hall, University of California, Berkeley, Calif. Superintendent's Office, Burbank Unified School District, 320 W. San Fernando Blvd., Burbank, Calif. Library, Chico State College, Chico, Calif. Fresno City Schools Library, 2348 Mari- posa St., Fresno, Calif. Fresno County Free Library, Sarah E. McCardle, Librn., Fresno, Calif. Library, Fresno State College, Fresno, Calif. Administration Library, 411 E. Wilson Ave., Glendale, Calif. Inglewood City Schools, Attention: Mr. Cralle, Administration Bldg... 111 N Grevillea Ave., Inglewood, Calif. Teachers Library, Board of Education, 715 Locust Ave.. Long Beach, Calif. City School Library, Library and Text- * book Section, 1205 W. Pico St., Los Angeles, Calif. Library, University of California at Los Angeles, 405 Hilgard Ave., Los Angeles, Calif. Los Angeles Public Library, Serials Divi- sions, 530 S. Hope St., Los Angeles, Calif. Manhattan Beach City School, 801 Center St., Manhattan Beach, Calif. Contra Costa County Free Library, Jessie A. Lee, Librn., Hall of Records, Room 119, Martinez, Calif. SL Administration Building, Teachers Library, Room 201, 1025 Second Ave., Oakland, Calif. Oakland Free Library, 659 14th St., Oak land, Calif. Westridge School for Girls, 324 Madeline Dr., Pasadena, Calif. The San Mateo County Principals’ Asgo- ciation, Clara L. Bolei, Secy.-Treas,, 235 Hopkins Ave., Redwood City, Calif, California State Library, Mabel R. Gillis, Librn., Sacramento, Calif. Library, San Diego State College, San Diego, Calif. Library, Santa Barbara State College, Santa Barbara, Calif. Library, College of the Pacific, Stockton, Calif. Ventura County Free Library, Elizabeth R. Topping, Librn., Ventura, Calif. Whittier City Schools, 215 W. Hadley St. Whittier, Calif. Siskiyou County Free Library, Yreka, Calif. Teachers’ Library, Administration Office, Box 186, Boulder, Colo. Professional Library, Board of Education, Greenwich, Conn. Department of Education University, New American Youth Commission, Floyd W Reeves, Dir., 744 Jackson Pl, N. W,, Washington, D. C. Library, Wilson Teachers College, 11th and Harvard Sts., N. W., Washington, D. € Public Library, Periodical Division, 455 Pennsylvania Ave., OW Washing ton, D. C. University of Georgia Libraries, tions Divisions, Athens, Ga. Georgia Education Association, Ramsey, Secy., 403 Walton lanta, Ga. South Georgia Teachers College, Colleges- boro, Ga. Publie Library, Mrs. C. L. Columbus, Ga. Library, Emory versity, Ga. Library, Yale Haven, Conn. Acquisi Ralph L Bldg., At- Gordy, Librn., University, Emory Uni- Library, Eastern Illinois State Teachers College, Charleston, IIL. Chicage Public Library, Accessions Depart ment, 78 E. Washington St., Chicago, Ill John Crerar Library, J. C. Bay, Librn., 86 FE. Randolph St., Chicago, Ill Library, Board of Education, 228 N. La Salle St., Chicago, Il. The University of Chicago Libraries, Peri a Division, M. 22 Harper, Chicago, Ill. Library, Washington Heights, Ill. Library, National Sheridan Rd. Evanston, Ill. Library, Northwestern University, Theo dore Wesley Koch, Librn., Evanston, Il Library, State Normal University, Eleanor W. Welch, Librn.. Normal, III. Bradley Polytechnic Institute, Bradley Hall, Peoria, I. Peoria Public Library, Earl W. Browning, Librn., Peoria, ; Irving School, Quincey, Ill. Illinois State Library, General Library Di vision, Springfield, Il. Indiana State Library, 140 N. Senate Ave., Indianapolis, Ind. Library, Purdue University, W. M. Hep burn, Lafayette, Ind. Library, Iowa State College of Agriculture and Mechanic Arts, Ames, Iowa Superintendent’s Office, Administration Bldg., 1001 Harrison St., Davenport, Iowa School, Chicago Edueation, Isabella St., College of North of Library, rary, land, Oak- eline A sso- "eas., ‘alif. illis, San lege, kton, ibeth E . reka, flice, tion, Yale | W. W.. | and Le 2 455 hing- juisi h L. At- eZeS- brn., Uni- “hers part- », Tl. ., 86 . La Peri "AZO, cago tion, St., “heo- . I anor rary, ning, y Di- Ave., Hep- ture ition port, List oF MEMBERS 699 ante, Bethany College, Lindsborg, Kan- Fayette County Board of Education, Court House, Lexington, Ky. Library, Order Department, University of Kentucky, Lexington, Ky Cathete School Board, Rev. F. N. Pitt, 443 Fifth St., Louisville, Ky. cae. Eastern Kentucky State Teachers College, Richmond, Ky. New Orleans Principals’ Association, Don- ald Marshall, Cor. Secy., Beauregard School, 4621 Canal St., New Orleans, La. Bangor Public Library, Bangor, Maine Library. University of Maine, Orono, Maine Enoch Pratt Free Library, Periodical De- partment, Baltimore, Md. Library, Johns Hopkins University, Charles and 34th Sts., Baltimore, Md. Columbia Street School, Cumberland, Md. Public Library, Milton E. Lord, Dir., Bos- ton, Mass. School Department, N. H. Love, Supt., Ip- swich, Mass. Library. Smith College, Northampton, Mass. Library, State Teachers College, Salem Mass. Massachusetts Elementary Principals’ As- sociation, L. E. Fuller, Jenkins School, Scituate, Mass. General Library, University of Michigan, Ann Arbor, Mich. Detroit Public Library, Woodward and Kirby Aves., Detroit, Mich. Oxford Public Schools, District No. 5, R. N. Zinn, Supt., Oxford, Mich. 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Library, Nebraska State Teachers College. Anna V. Jennings, Librn., Kearney, Nebr. County Superintendent of Schools, Court House, Lincoln, Nebr. Nebraska State Teachers’ Archer L. Burnham, Ex. Secy., 14th St., Lineoln, Nebr. University of Nebraska Libraries, Mar- garet R. Smith. Head, Periodicals and Exchange, Lincoln, Nebr. State Board of Education, State House, Concord, N. H. Free Public Library, 31st St. and Ave. ¢ Bayonne, N. J. a Public School No. 1, Chatham, N. dé. Association, 605 S. State Teachers College, J. J. Savitz, Glass- boro, N. J. School No. 1, George E. St. Thomas, Broadway, Hackensack, N. J. Free Public Library, Beatrice Winser, Librn., 8 Washington St., Newark, N. J. Seton Hall College, Newark Division, St. Patricks School, 72 Central Ave., New- ark, N. J. Library, State Teachers College, Paterson, Library, Lily M. Dodgen, Librn., State Teachers College, Trenton, N. J. Gloucester County Teachers’ Library, Box 581, Woodbury, N. Public School No. 186, 7601 19th Ave., Brooklyn, N. Y. The Grosvenor Library, Franklin and Ed- ward Sts., Buffalo, N. Y. Library, St. Lawrence University, Canton, N. Y. The Chazy Central Rural School, C. L. Bentrup, Asst. Treas., Chazy, N. Y. State Normal School, Fredonia, N. Y. Main Library, State Normal School, Gen- eseo, N. The Queens “Borough Public Library. Pe- riodicals Division, 89-14 Parsons Blvd., Jamaica, } Board of Education, 200 E. Fourth St., Jamestown, N. Y. Charles E. Merrill Company, 881 Fourth Ave., New York, \ 2 Library, New York University, Washington Square, New York, N. Y. Library, Rockefeller Foundation, 49 W. 49th St., New York, N. Y. es State Normal Se hool, Plattsburg. Main Library, Potsdam, N. Rochester Public Library, Order Division, 115 South Ave., Rochester, mM. Ms Women’s College Library, ee of Rochester, Rochester, N. Superintendent of a alg Union Free School District No. 2, High School Bldg., Scotia, N. Y. Library, Syracuse University, Miller, Librn., Syracuse, N. Library, East Carolina Dalaba College, Greenville, N. Library, Ohio Saicietie, Athens, Ohio Library, University of Cincinnati, Peri- odical Division, Cincinnati, Ohio Public Library of Cincinnati, Periodical Serial Department, Vine St., Cincinnati, Ohio Teachers College, Athenaeum of Ohio, 28 Calhoun St., Cincinnati, Ohio Board of Education Library, Helen R. Lewis, 1380 E. Sixth St., Cleveland, Ohio Library, Ohio State University, Columbus, Ohio Headquarters Library. Board of Educa- tion, 1470 Warren Rd., Lakewood, Ohio Fairfield County Elementary Principals’ Association, Lillian Codding, Secy., Pickerington, Ohio Toledo Public Library, Order Department, Toledo, Ohio Board of Education, Lock Box 87, Worth- ington, Ohio Library, University of Oregon, Eugene, Oregon School District No. 49, Medford, Oregon Library, Oregon Normal School, Mon- mouth, Oregon Library Association of Portland, Order Department, 185 Tenth St. at Yamhill, Portland, Oregon Administration Office, Board of Education, Salem, Oregon oe Normal School, Wharton 700 ELEMENTARY ScHOOL PRINCIPALS Oregon State Library, Supreme Court Building, Salem, Oregon McCartney Library, Geneva College, Beaver Falls, Pa. Library, State Teachers College, Rena M. Carlson, Librn., Clarion, Pa. ee Publie Schools, Connellsville, a. Department of Public Instruction, Mary L. Abraham, Librn., Room 312, Educa- tion Bldg., Harrisburg, Pa. Library, State Teachers College, Indiana, a. Library, Jenkintown High School, Jenkin- town, Pa. Library, State Teachers Lock Haven, Pa. Carnegie Library of Pittsburgh, Periodical Room, 4400 Forbes St., Pittsburgh, Pa. Library, 160 Administration Bldg., Pitts- burgh, Pa. Library, State Teachers College, Shippens- burg Pa. Library, State Teachers College, Slippery Rock, Pa. Library, State Teachers College, West Chester, Pa. | sg Brown University, College, Providence, iy Providence Public Library, 229 Washing- ton St., Providence, R. I. Library, East Tennessee State Teachers College, Johnson City, Tenn. Lawson McGhee Library, Knoxville, Tenn. The Library, George Peabody College for Teachers, Nashville, Tenn. Library, University of Texas, Austin, Texas Educational Laboratories, Inc., Box 329, Brownwood, Texas Library, West Texas State Teachers Col- lege, Canyon, Texas Sonora Grammar School, Boyd Caffey, Sonora, Texas Sevier-Pinte Elementary Principals’ Asso- ciation, Alma S. Edwards, Secy.-Treas., Joseph, Utah Board of Education, Casche County School District, 179 N. Main, Logan, Utah Department of Public Instruction, David Gourley, Asst. Supt., State Capitol, Salt Lake City, Utah Library, University of Utah, Esther Nelson, Librn., Salt Lake City, Utah Rutland Public Schools, W. W. Fairchild, Supt., Longfellow School, Rutland, Vt. Hampton Institute, School of Education, Hampton, Va. Johnson Publishing Co., Box 1458, Rich- mond, Va. Library, Western Washington College of Education, Bellingham, Wash. Library, Eastern Washington College Edueation. Cheney, Wash. Library, Central Washington Education, Ellensburg, Wash. Library, State College of Washington, W. W. Foote, Librn., Pullman, Wash. School District No. 8, P. B. Hanawalt, Supt., Box 327, Puyallup, Wash. Department of Education, University of Washington, 113 Education Hall, Seattle, Wash. Seattle Public Library, Periodical Depart- ment, Seattle, Wash. Spokane Public Library, Gladys S. Puckett, Librn., Spokane, Wash. Library, State Teachers College, Fairmont, W. Va. State Teachers College, Glenville, W. Va. Library, Marshall College, Huntington, Ww. v of College of . Va. Shepherd State Teachers College, Shep- herdstown, W. Va. Kewaunee Union Free waunee, Wis. State Department of State Capitol, Room Madison, Wis. Library, The Stout Institute, Lillian M. Froggatt, Librn., Menomonie, Wis. Library. State Teachers College, Milwau kee, Wis. Publie Library. 814 W. Wisconsin Ave., Milwaukee, Wis. High School, Ke- Public Instruction, 147, North Wing, Library, State Teachers College, Platte- ville, Wis. Racine Publie Library, M. Louise Hunt, Librn., Racine, Wis. Sheboygan Falls Publie Schools, F. F. Finner, Supt., Sheboygan Falls, Wis. Library, State Teachers College, Lucy F. Thatcher, Librn., Whitewater, Wis. Department of Education, Esther L. An derson, Cheyenne, Wyo. The Library, Periodicals Division, The University of British Columbia, Van- couver, British Columbia, Canada Library, University of Hawaii, Mary P. Pringle, Librn., Honolulu, Hawaii Library, University of the Philippines, High School, Manila, Philippine Islands The National Teachers College, Flora A. Ylagan, Exec. Secy., Box 1647, Manila, Philippine Islands The Superintendent City Schools, Pru- dencio Langeauon, P. O. Box 772, Man- ila, Philippine Islands ibs bala ha of of of ‘on, 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, 310-11; living with Boy Scouts, 339-45; making and using marionettes, 388-95; making relief map of the United States, 847-54; 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, 3808-09; 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, 3862-67; functional organization of school pro- gram, 267; growth in attitudes and ap- preciations, 387; habits of interpreta- tion and critical thinking, 855-61; in child-centered curriculum, 245-46; in social-centered curriculum, 246-47; in vacation schools, 500-01; limitations of traditional curriculum, 236-37 APPRAISAL. See Evaluation Appreciations. See Attitudes and appre- ciations ARNOLD, DwiGcut L., 355 ARITHMETIC, direct teaching of, 254; dis- covering individual needs in, 512-13, 520-21 ArT, and crafts in vacation schools, 503; building a play center, 384-86; develop- ing music 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 AvupiToRY aAIps. See Visual and auditory aids Barro, 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, HOLLIs L., 235 CHALFANT, ANNABELLE, 296 CITIZENSHIP TRAINING, and _ patriotism, 344-45; 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- eation schools, 500-04. See also Excur- sions and field trips CURRICULUM, addition of activity periods to, 242-43; 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 of content and activities already taught, 241-42; nature and significance of en- richment, 235-48; organization of, in terms of activities, 267-68; philosophy of, 277; pupil experiences limited by traditional, 236-37; social-centered, 246- 47; unified, 247-48 [ 701 | 702 ELEMENTARY SCHOOL PRINCIPALS DERRIG, DoROTHAR, 362 Dyke, HELEN ALMA, 425 EDITORIAL COMMENTS, for each chapter, 250, 304, 374, 413, 449, 506, 574 EDITORIAL COMMITTEE FOR 1939 YEAR- BOOK, members of, 228; preface by, 229. See also Editorial comments EDLEBECK, MAYME M., 322 ENGLISH, developing a course of study in, 279-82. INVIRONMENTAL RESOURCES. munity resources, and field trips EVALUATION, of assembly project in de- partmentalized organization, 595; of book auto service in county school sys- tem, 621; of camera club, 431-32; of community study, 474-77 ; of companion- class organization, 602; of creative and interpretive activities, 386-87; of cur- riculum enrichment in general, 568-72; of enrichment program for gifted chil- dren, 530-31; of excursions, 480; of functional reorganization of a curricu- lum evaluation, 270; of grouping pupils 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 study of controversial issues, 358-61; of toy-lending library, 446-67 ; of writing and staging play, 402 EXCURSIONS AND FIELD TRIPS, activities following, 479-80; as integral parts of learning units, 456-57 ; as low-cost visual aids, 422-23; financing, 485-86; in sev- enth-grade geography, 478-80; making pictures on, 425-26; obtaining official sanction for, 481-82; of camera club, 429; organizing, 478-79; preparing for, 465-67, 479, 482-85; to airport, 336; to farm, 325-26, 459-60, 468-70; to govern- ment and business institutions, 460; to greenhouse, 467-68; to homes, 458-59; to industrial plants, 478-80; to local community institutions, 465-71; to mu- seum, 470-71; to observatory, 471; to other communities, 460-62; 481-88; to See Com- Excursions and post office, 333-34; to public library, 461; to railroad, 458; to symphony con- certs, 408-09; typical, 467-71; values of, 480 FaLk, ETHEL MaBIk, 271 FARTHING, Dorotuy K., 263 Fertscnu, L. M., 228, 229 Foster, RICHARD R., 229 FRENCH, study of, in upper grades, 296-302 GALVIN, CECILIA, 228 GEOGRAPHY, enriching thru trips to indus- trial plants, 478-80 GIFTED CHILDREN, definition of, 524; en- richment for, in regular classrooms, 529-30; hobby club for, 529; opportu- nity classes for, 525-27; special actiy. ities for, 527-29 GORMAN, FRANK H., 263 GRADE LEVELS, eighth, 296-302, 319, 462. 463 ; fifth, 312, 318, 339-45, 362-63, 363, 369-72, 461-62, 463, 471, 498-99; first, 308, 316, 322-29, 403-04, 458-59, 468-69, 469-70, 489-90, 495-96, 516-17, 577-79: fourth, 310, 311, 317-18, 363, 390, 396- 402, 461, 481-88, 498, 518-21; higher, 579-81 ; intermediate and upper, 317-19: kindergarten, 307-08, 316, 467-68, 495: primary, 316-17, 403-05, 549-58; second, 309, 316-17, 330-38, 364, 388-89, 404-05, 459-60, 472-77, 497, 517-18; seventh, 258-62, 296-302, 318-19, 363-64, 462, 478-80; sixth, 258-62, 264-65, 312-13, 313-14, 318-19, 346-54, 357-58, 364, 462, 471, 491-92, 499; third, 310, 317, 330-38, 389-90, 396-402, 404-05, 460, 461, 470-71, 497-98 GRIFFITH, Harriet Lovise, 538 GUMLICK, HELEN R., 549 HaraP, Henry, 450 HEALTH AND SAFETY, tion in, 603-06 HERRON, JOHN S., 603 HOME ECONOMICS, developing appreciation and taste thru, 379-80 HorRSMAN, RALPH D., 465 Howarp, Erne. K., 355 Hupson, JESS S., 228 Hurrorp, G. N., 375 improving instrue- INDIVIDUAL GUIDANCE. and guidance INTEGRATION OF LEARNING, by adapting in struction in basic skills to child's level of maturity, 542-48; for gifted children, 523-31; in small rural schools, 608-13; in various subjects with handwork as a center, 315-21; in various subjects with social studies as a center, 258-62; initiating a program for, 263-65; thru a continuing-teacher plan, 583-90; thru a public address radio system, 434-37; thru a school newspaper, 368-72; thru basic reorganization of the curriculum, See Measurement 245-47, 266-70: thru cooperative as semblies, 591-95: thru large units of work, 252-53, 307-14, 330-38, 339-45, 346-54, 362-64, 383-87, 608-13; thru marionette shows, 388-95; thru produc- tion of an original play, 396-402; thru study of current social problems, 355-61; thru the school auditorium, 256-57; thru the school library, 256, 438-43; thru use of community resources, 449-505. See also Activity units JOHNSON, ANNIE, 494 JONES, ANNA B., 458 JONES, RALPH B., 251 JuMP, RAYMOND, 258 KiBBE, Dexia E., 322 LANGUAGE ARTS, direct teaching of, 253-54; teacher participation in developing a program of, 279-82: using marionettes, 391-92, 394-95; writing a play, 400-01. PRET Cee ictiv- 462, 363, first, 8-69, 1-79; 396- gher, 7-19; 495: -ond, 4-05, enth, 462, 2-13, 462, 0-38, 0-71, true- ition ment g in- level iren, 3-13; asa with s-6 2; rua ru a -37 ; thru lum, as- s of 9-45, thru ylue- thru -61; thru thru 505. -54; ga ttes, )-O1. 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 Liprary. See School library LinpD, NELLIE V., 229 LIPE, CATHERINE, 472 LITERATURE. See English, Language arts, and Reading MACKINTOSH, HELEN K., 368 MALADIUSTED CHILDREN, Classroom fur- nishings for, 539; curriculum for, 532- 87. 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 funetionally 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 McCarTHy, 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 Mrsic, direct teaching of, 254-55; devel oping appreciation and taste for, 376-78, 403-05, 406-09 ; selecting, for an original play, 400 NATURE stupy. See Science NEALL, ELISA ANN, 388 NEWELL, ELIZABETH THOMPSON, 489 NorRIS, ForRBES H., 278 Noyes, ELEANOR, 346 O'CoNNOoR, 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 funetionally 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, Hvuen 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 PoTTER, 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, 368-72; 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, 489-938, 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, Pauw C., 414 REFERENCES, SELECTED, 249, 3038, 373, 410, 448, 505, 573, 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 — defects and their correction, 561-64. See 330-38, 339-45, 346-54, 363-64, 396-4097 also Reading, and School library See also Community resources, and By RESULTS OF INSTRUCTION. See Evaluation cursions and field trips RETARDED PUPILS, experimental curricu- STRETCH, LORENA B., 507 lum for, 532-37 ; readjustment of, 516-21. SuTron, RACHEL §S., 500 See also Maladjusted pupils, and Mea- surement and guidance RHODES, MAvDE A., 230 RICKARD, GARRETT E., 591 ROBERTS, BERTHA E., 523 ROBERTSON, DALE, 481 eee cea JouN W., 559 UNITS OF worK. See Activity units, Inte ROBINSON, Ror E., 583 gration of learning, and Projects Rocers, J. L., 568 ‘ ‘ a Rocers, WILLIAM C., 532 VISUAL AND AUDITORY AIDS, acquiring an@ appraising visual materials, 417-189 SAFETY EDUCATION. See Health and safety classroom museums, 423-24; developi SCHOOL LIBRARY, book auto in rural areas, visual aids program at low cost, 420-24; 618-21; equipment and use of, 438-43 ; excursions as, 422-23; film slides used! in platoon system, 256; periods, 441-42; in teachers meetings, 427; free personnel, 438; textbooks and _ profes- mercial materials, 424; magazine sional, for teachers, 276; toy lending, tures, 420-22; phonograph used to de 444-47; used in developing apprecia- velop music appreciation, 404, 407-08; tions, 380-81. See also Reading photographs made by children, 422, 42& SCHOOL ORGANIZATION. See Organization 33; photographs made by teacher, of schools and classes 425-28; pictures as an aid in ; ScIENCE, cultivating appreciations thru, appraisal, 427-28; producing, in 379; developing programs in, 282-84, school, 418-19; providing mechanical 285-88; diagram of program in, 275; equipment, 416-17; public address sys direct teaching of, 255-56; nature study tem, 435-36; radio used to develop in vacation schools, 502; visiting an musie appreciation, 403-05; slides made observatory, 471 by pupils, 423; toy-lending library, SKILLS. See Basic skills 444-47; types and purposes of, 414-16; SOCIAL STUDIES, as basis for curriculum utilizing available materials, 418. See reorganization, 246-47, 266-70; as center also Community resources 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 ygarpooxs, Department of Elementary schools, 608-12; safety instruction as a School Principals, (inside back cover) phase of, 603-06 ; study of current social yopgr, ExizaBerH M., 478 problems, 355-61; units of work in, 252-53, 308-11, 312-13, 316-18, 325-28, ZIEGFELD, EDWIN, 289 TESTING. See Evaluation, and Measure ment and guidance ToOoL susBJEcTS. See Basic skills TOPPING, ELIZABETH R., 618 Trips. See Excursions and field trips WEIN, DoroTHea M., 285 WEINBERGER, Davip, 444 WILLCOCKSON, Mary, 266 WILLI1MS, CLAUDE L., 315 WRIGHT, THEODORE R., 420 6-402.) id Ex. icher, school 1 the anical Ss sys velop made brary, 4-16; See ntary ver) -PULLETIN OF THE DEPARTMENT OF ELEMENTARY. _ NATIONAL EDUCATION ASSOGA least 2. mot IO PRINCIP / et the Deparimenty e United States. a rare eligible to “diy jes ees to ottend: fi Netione! Rea, As: ocd ; peyh ing th 2 pry sap tine fee. = at Washington, D, ; so postage provi 7 . nes, Washingt Norfolk, Va. Gibson Avenue, Whites ie bag an, Cassie F.. Roy 3s De 4 Omaha. Nebr ey ion, Herbert C. Hane’ N. Lockwood Ave, a } YEARBOOKS Ol THE . = ~ DEPARTMENT OF ELEMENTARY. SCHOO! _ PRENGIPALS ‘OF THE NATIONAL EDGE 10} ASSOCIATION: i "dy > NEWER PRACTISES IN READING 1 IN } a Ye ELEMENT ARY SCHOOL - 1486 Pages “2 = 5 1938 es a © Contenrs = Desirable Scope of the School progee in R eadin ‘Reading Readiness « , Beginning Instruction in Reading.” - cullvaliny Appreciation and Good Aacte | in Rea - Study Reading in the Content Fields 2 2 Diagnostic and Remedial Practises.” Gaing Ghat and Publis Libration Organizing Schools and Classes for Better Read Other Administrative and ito Prog dur eae Sixteenth, Yearbook . . F< ay APPRAISING THE ELEMENTARYSCHOOL O 432 Pages ; a 1937. = a “Contents ¥ se The Wai tianéinle of School Appraisal Appraising the School: (Organization , oer Appraising Administrative and Supervisory, be es - Evaluating the Ourri¢ulum ‘ Evaluating Socializing Experiences. be ~ Measuring the Progress of Pupils Estimiating the Efficieney of Teachers : vy, Judging School Equipment ip gue Review of the Technics of Appraisal Aildtess Pe Ee and watts jf Da b te - ee ae OF SEE MENTARY SCHOOL ) . :