- Collection:
- Georgia Government Publications
- Serial:
- Georgia State School Items.
- Title:
- Georgia state school items [Jan. 1926-Dec. 1927]
- Creator:
- Georgia. Department of Education
- Contributor to Resource:
- Georgia. Department of Education
- Publisher:
- Atlanta, Ga. : Georgia. Department of Education
- Date of Original:
- 1927
- Subject:
- Georgia
- Location:
- United States, Georgia, 32.75042, -83.50018
- Medium:
- publications (documents)
- Type:
- Text
- Format:
- application/pdf
- Description:
- V. 1-10; 1923-1933.
- External Identifiers:
- Call Number GA E300 .P1 S3 v. 3-4
- Metadata URL:
- https://dlg.galileo.usg.edu/id:dlg_ggpd_i-ga-be300-b-pp1-bs3-bv-p-b3-h4
- Digital Object URL:
- https://dlg.galileo.usg.edu/do:dlg_ggpd_i-ga-be300-b-pp1-bs3-bv-p-b3-h4
- Language:
- eng
- Holding Institution:
- University of Georgia. Map and Government Information Library
- Rights:
-
GEORGIA
TE SCHOOL ITEMS
ARY 1926-DECEMBER 192?
THE LIBRARY OF THE UNIVERSITY OF GEORGIA
GEORGIA State School Items
Published Monthly by the Department of Education.
Vol. 3.
January 1, 1926.
No. 1.
FORT E. LAND
STATE SUPERINTENDENT OF SCHOOLS.
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
r
UBgARY-
SEP-14'4
SUPPLEMENT TO
LIST OF BOOKS AND PRICES
Issued by the
State Board of Education
January i, 1926
In accordance with the Provisions of the Yeomans School Text Book Bill, Laws 1916, Regulating the Sale of School Text Books in Georgia
FORT E. LAND
State Superintendent of Schools
ALLYN & BACON 249 Peachtree St.
Atlanta
TITLE OF BOOK.
English Herzberg and Lewin's Speaking and
Writing English Borah's News Writing Shaw's Art of Debate DeMille's Three English Comedies Lincoln's Addresses and Letters Longfellow's Tales of a Wayside Inn Stevenson's Kidnapped Burleson's Applied English Grammar. .
Usual List Price
$1.50 1.40 1.40 1.00 .80 .80 .80 .92
Spanish
Galland and Brenes-Mesen's Spanish
Grammar Review
1.20
Galland and Brenes-Mesen's Spanish
Composition
1.40
Alvarez Quintero's Las de Cain
.80
Espinosa's Elementary Spanish Conver-
sation and Composition
1.20
Sanchei Perei's Leyendas Espanolas
.80
French
Dumas' Les Trois Mousquetaires
.80
Laboulaye's Contes Bleus
.80
Sand's La Mare au Diable
.80
Sandeau's Mademoiselle de La Seigliere.
.80
Science
Fuller, Brownlee and Baker's Elemen-
tary Principles of Physics
1.80
Greer and Bennett's Chemistry for Boys
and Girls
1.80
Snyder's General Science
. 1.60
Mathematics
Avery's Plane Geometry
1.25
Edgerton and Carpenter's Complete Alge-
bra
1.60
Lowest Wholesale Price
Lowest Exchange Price
$1.12 1.05 1.05
.75 .60 .60 .60 .69
$1.05 .98 .98 .70 .56 .56 .56 .64
.90
.84
1.05
.98
.60
.56
.90
.84
.60
.56
.60
.56
.60
.56
.60
.56
.60
.56
1.35
1.26
1.35
1.26
1.20
1.12
.93
.87
1.20
1.12
F. M. AMBROSE COMPANY 171 Madison Avenue New York City
TITLE OF BOOK.
Usual List Price
Lowest Wholesale Price
Lowest Exchange Price
Better English Dorey & Stevens for Junior and Senior
High Schools
SO.88
Chemistry for Secondary Schools
By E. L. Dinsmore
1.64
Chemistry Laboratory Manual
By Ernest L. Dinsmore
.88
Worth While Europeans
Dr. Edwin Earle Sparks..
1.12
$0.66 1.23 .66 .84
AMERICAN BOOK COMPANY 2 North Forsyth Street Atlanta, Ga.
TITLE OF BOOK.
Usual List Price
Lowest Wholesale Price
Lowest Exchange Price
Fish's History of America
$
Milne-Downey's Standard Algebra
Milne-Downey's Second Course in Alge-
bra
Pearson & Kirchwey's Essentials of
English, Six Book Edition Book 1...
Book2.._
Book 3...
Book 4...
Book 5--.
Book 6__.
Guerber's Story of the English, New
Edition
Lewis & Hosic's New Practical English
for High Schools, First Course
Music Writing Pad for Lower Grades
Foresman's First Book of Songs
1.92 1.40
1.24
.64 .56 .56 .56 .68 .68
.88
1.40 .24 .60
.44
$ 1.35
.05
.98
.93
.87
.48
.45
.42
.40
.42
.40
.42
.40
.51
.48
.51
.48
.66
.05
.98
.18
45
3
123557
TITLE OF BOOK
Usual List Price
Lowest Net Lowest Net
Wholesale Exchange
Price
Price
Story Hour Readers, Revised, Special
Edition, Revised Perception Cards,
Second Year Second Half
$ 2.68
$ 2.01
Eldridge's New Shorthand Dictation
Exercises, New Era Outlines-Isaac
Pittman Edition
1.00
.75
Francois-Crosse's Beginner's French
1.12
.84
.79
Halleck & Fr&ntz's Our Nation's Herit-
age
1.12
.84
.79
New Modern Illustrative Banking
(Fowler)
.88
.66
.62
Seymour's Plane Geometry
1.28
.96
.90
D. APPLETON & COMPANY 35 West 32nd Street, New York City
TITLE OF BOOK.
Elementary School Books English Young & Memmott-Methods in Ele-
mentary English Young & Memmott-Good English in
Speaking and Writing Fourth Grade. Fifth GradeSixth Grade. .
Usual List Price
$$ 11..2200
.80 .84 .88
Geography
Fairgrieve & Young-Human Geography
by Grades Book III-The World
.96
High School Books
French
Knickerbocker-French Composition and
Grammar Drill
1.00
Science Webb & Didcoct-Early Steps in Science. . 1.68
Lowest Wholesale Price
Lowest Exchange Price
$ 0.90
.60
.53
.63
56
.66
.59
.72
.75
.67
1.26
1.12
LIST OF FARQUAHR & ALBRIGHT COMPANY 623-633 South Wabash Avenue, Chicago.
To be furnished F. 0. B. Chicago, III.
TITLE OF BOOK
English Grammar
Practical Grammar for High Schools
and Academies, by P. H. DeffendalL
English Grammar, by J. V. Denney and
S. B. Tobey
-
Usual List Price
t 0.72 .80
English Readings
(Lakeside Classics)
No. 2 Patriotic Selections:
McKinley, Lincoln, Washington,
and Bryant
20
No. 5 Poems and Songs, Burns
20
No. 6 Essay on Burns, Carlyle
20
No. 11 Speech on Conciliation,
Edmund Burke
.40
No. 14 Vision of Sir Launfal, Lowell
and The Holy Grail, Tennyson-_.
20
No. 18 Minor Poems, John Milton-
20
No. 20 Essay on Milton, Macaulay _
20
No. 22 Life and Writings of Addison,
Macaulay
20
No. 24 Lays of Ancient Rome,
Macaulay
20
No. 27 Selections from Lincoln,
Hawthorne, Web ter, Goldsmith,
Tennyson
20
No. 29 Merchant of Venice, William
Shakespeare
20
No. 30 Selections from the Sketch
Book (Seven Selections) Irving- --
20
No. 32 Rip Van Winkle and Legend
of Sleepy Hollow, Irving
20
No. 38 Deserted Village Oliver
Goldsmith
08
No. 39 Enoch Arden, Tennyson
10
No. 40 The Great Stone Face,
Hawthorne
08
No. 41 The Snow Image, Hawthorne
08
No. 44 Great Carbuncle, Hawthorne-
08
No. 46 Tales of the White Hills,
Hawthorne
.20
5
Lowest Net Lowest Net
Wholesale Exchange
Price
Price
$0 .54 .60
$0 .51 .56
.15 .15 .15
.30
.15 .15 .15
.15
.15
.15
.15
.15
.15
.06 .08
.06 .06 .06
.15
LIST OF BOOK
Usual List Price
No. 47 Bunker Hill Oration, Webster
No. 48 Sir Roger de Coverly Papers,
Joseph Addison
No. 55 Essays of Elia, Charles
Lamb
No. 56 Imaginary Conversations,
Landor
:
No. 61 Rip Van Winkle Irving
No. 65 The Ugly Duckling, Ander-
son
'
No. 72 Christmas in Other Lands,
Cooley
No. 80 Story of Longfellow
No. 84 Vision of Sir Launfal and
Other Poems, James Russell
Lowell
No. 85 Julius Caesar, Shakespear
No. 86 Rime of the Ancient Mariner
Coleridge, and Elegy in a Country
Churchyard, Gray
No. 87 Twice Told Tales, Hawthorne
No. 88 Vision of Sir Launfal, Lowell
Rime of the Ancient Mariner,
Coleridge
No. 89 Legend of Sleepy Hollow and
Rip Van Winkle, Washington
Irving
No. 90 A Christmas Carol, Dickens.
No. 91 The Deserted Village, and
The Traveler, Oliver Goldsmith _-
No. 92 Enoch Arden
No. 93 The Gold Bug and Other
Tales and Poems, Edgar Allen Poe
No. 106 Lady of the Lake, Scott
No. 106a, Lady of the Lake, Scott,
Cloth Covers
No. 107 Sohrab and Rustum, Mat-
thew Arnold
No. 131 Shorter Poems by Robert
Browning
No. 133 The Pygmies, Hawthorne._
No. 134 The Minotaur, Hawthorne-
No. 135 The Dragon's Teeth, Haw-
thorne
$ 0.08 .40 .20 .20 .08 .08 .08 .08
.20 .20
.15 .15
.15
.15 .15 .15 .15 .20 .30 .48 .20 .36 .08 .08 .08
Lowest Net Lowest Net
Wholesale Exchange
Price
Price
$ 0.06
.30
.15
.15 .06
.06
.06 .06
.15 .15
.12 .12
.12
.12 .12
.12 .12
.15 .22
.36
.15
.27 .06 .06
.06
6
TITLE OF BOOK
Usual List Price
Lowest Net Lowest Net
Wholesale Exchange
Price
Price
No. 136 The Inferno, The Divine Comedy Part 1, Dante
No. 144 Evangeline, Longfellow No. 147 Man Without a Country,t
Hale No. 148 Hiawatha, Song of, Long
fellow No. 153 Dog of Flanders,
De la Ramee No. 157 The Ugly Duckling, The Fir
Tree, Anderson No. 158 Rumpelstiltskin: Brownie
and the Cook, Craik No. 159 Robinson Crusoe, Defoe,
and Humpty Dumpty, CarrolL. No. 162 The Golden Fleece, Haw
thorne No. 163 Selections for Memorizing
from American Authors No. 164 Selections from Henry W
Longfellow XXth Century Shakespeare, byr
Cyrus Lauron Hooper. Julius Caesar__ Merchant of Venice As You Like It Macbeth Hamlet
$ 0.48 .15
.12
.64
.15
.08
.08
.08
.10
.20
.12
.48 .48 .48 .48 .48
Geography And History
By Edward Payson Morton,
The Mohawk Valley and Lake Ontario,
Cloth Covers
.32
Paper Covers
.20
Lake Erie and the Story of Commodore
Perry,
Cloth Covers
.32
Paper Covers
.20
Lake Huron and the Country of the
Algonquins,
Cloth Covers
.32
Paper Covers
.20
Lake Michigan and the French Explorers,
Cloth Covers
.32
$ 0.36 .12 .09 .48 .12 .06 .06 .06 .08 .15 .09
.36 .36 .36 .36 .36
.24 .15
.24 .15
.24 .15 .24
Usual List Price
Lowest Net Lowest Net
Wholesale Exchange
Price
Price
PaperCovers
Following the Conquerors, by Carrie G. Ainsworth, Cloth Covers PaperCovers
A Trip to the Orient, by Carrie G. Ainsworth, Cloth Covers PaperCovers
Japan of Today, by Carrie G. Ainsworth, PaperCovers
$0.20
.48 .24
.48 .24 .20
History
Source History of the United States,
Caldwell and Persinger
1.20
Story of Illinois and Its People William
Lewis Nida
1.00
Penmanship
Applied Movement Primary Practice
Pads, by John H. Stehman Jr.
Set One (1st grade)
16
Set Two (1925 Edition) 1st Grade
16
Applied Movement Writing, by John H.
Stehman Jr.
Beginning Book (Grades 1 and 2)
16
Third Year Book
16
Fourth Year Book
16
Fifth Year Book
16
Grammar Grades Book
16
Teaching Handwriting, by John H.
Stehman Jr
40
Berry's Writing Books, New Edition,
Fuller Course, Six Book Series, A
Book for Each Grade.
No. 1 (for 1st and 2nd grades)
16
No. 2 (for 3rd grade)
16
No. 3 (for 4th grade)
16
No. 4 (for 5th grade)
16
No. 5 (for 6th grade)
16
No. 6 (for 7th grade)
16
$0.15
.36 .18
.36 .18 .15
.90 .75
.12 .12
.12 .12 .12 .12 .12 .30
.12 .12 .12 .12 .12 .12
$ 0.84 .60
Usual List Price
Lowest Net Lowest Net
Wholesale Exchange
Price
Price
Berry's Writing Books, New Edition, Fuller Course, Twelve Book Series, Two Books for Each Grade.
No's. 1 & li (for 1st and 2nd grades).-.. No's. 2 & 2|(for 3rd grade) No's. 3 & 3(for 4th grade) No's. 4 & 4Hfor 5th grade) No's 5 & 5i(for 6th grade) No's. 6 & 6i(for 7th grade) Suggestions for Teaching Writing,
Teacher's Manual for Berry's Writing Books
$ 0.12 .12 .12 .12 .12 .12
.40
Reading
Holbrook Primary Reader, by Florence
Holbrook
.36
Stories of Many Countries and Many
Times, Florence Holbrook
.48
Dramatic Reader Book Three, Ellen
Schmidt
.64
Hiawatha Reader, Robert George
.64
Lakeside Literature Readers: Classic
Poetry and Prose, for Fifth Grade..
.60
Famous Stories and Poems, for Sixth
Grade
.60
Classical Selections, for Seventh Grade..
.60
Selected Classics, for Eighth Grade
.60
$ 0.08 .08 .08 .08 .08 .08
.30
.27
.36
.48 .48
.45
.45 .45 .45
GINN AND COMPANY 95 Luckie St.. Atlanta. Ga. To be furnished f. o. b. Atlanta, Ga., upon the order of the Board of Education of any public school system in the STATE OF GEORGIA, or upon the order of the Board of Trustees of any District Agricultural School in the State of Georgia, or upon the order of the duly authorized and responsible purchasing agents of such boards, at the prices and terms listed below.
BOOKS FOR HIGH SCHOOLS
Algebra Hawkes: Higher Algebra Smith-Reeves: Essentials of Algebra,
Complete, Course Botany Bergen and Davis: Principles of Botany.
Catalog List Price
$$ 11.88
1.56
2.40
Lowest Wholesale Price
Lowest Exchange Price
$ 1.41
$ 1.32
1.17
1.09
1.80
1.68
9
TITLE OF BOOK
Usual List Price
Lowest Net Lowest Net
Wholesale Exchange
Price
Price
Geometry
Smith and Gale: New Analytic Geometry $2.00
Wenthworth: Analytic Geometry
1.80
Greek
Goodwin: Greek Grammar
2.00
Dyer-Seymour: Plato's Apology and
Crito
2.40
Seymour: School Iliad, Books I-VI
1.92
Latin
Allen and Greenough: Selections from
Ovid
2.20
Trigonometry
Wenthworth: Plane Trigonometry and
Tables (2nd Rev. Ed.)
1.48
Zoology Linville and Kelly: General Zoology... 1.80
Biology Gruenberg: Biology and Human Life... 1.72
Mathematics
Wentworth-Smith-Brown: Junior High
School Mathematics,
Book I (Revised)
.92
Book II (Revised)
1.00
$1.50 1.35 1.50 1.80 1.44
1.65
1.11 1.35 1.29
.69 .75
$1.40 1.26 1.40 1.68 1.34
1.54
1.04 1.26 1.20
.64 .70
BOOKS FOR COMMON SCHOOLS
Geography Allen: Geographical and Industrial
Studies, United States, (Revised).. Faris: Real Stories of Geography-
Makers
$ 0.92 .92
$ 0.69 .69
Physiology and Hygiene
Andress and Evans: Health and Success.
.76
.57
Reading
Horn-McBroom: Learn to Study Reader,
Book Three
'.
.80
.60
Pennell-Cusack: Happy Children Read-
ers, Book One
.56
.42
Pennell-Cusack: Happy Children Read-
ers, Book Two
.56
.42
$0.53
.56 .39 .39
10
HALL & McCREARY COMPANY 430-432 S. Wabash Ave., Chicago, Illinois,
List of Textbooks to be furnished by Hall & McCreary Company, Chicago, Illinois in addition to those listed April 4th, 1922, these to be furnished f. o. b. Chicago, Illinois under the provision of the Georgia statutes.
TITLE OF BOOK
Music The Golden Book of Favorite Songs The Gray Book of Favorite Songs Robinson's American High School Music
Note Book No. 1 Readers Clark's Four and Twenty Famous Tales. The Smedley & Olsen First Reader
Usual List Price
20)5 20ft
40f!
24ft 64ft
Lowest Wholesale Price
15ft 15(t
30 ft
18ft 48ft
Exchange Price
43ft
Spelling
The Jones Complete Course in Spelling,
(1 vol. ed.) for grades 2 to 8 inc
56ft
42ft
38ft
The Jones Complete Course in Spelling,
Book One, for grades 2, 3 and 4
48)!
36t
32 ft
The Jones Complete Course in Spelling,
Book Two, for grades 5, 6, 7 and 8. -
52ft
39 ft
H
We also desire to reduce the price on The Jones Spelling Book-Complete previously filed from 60)! list price to 56ft list price; lowest wholesale price from 45ft to 42ft; exchange price from 40ft to 38ft.
We also desire to reduce the price of The Smedley & Olsen Complete Primer from 72ft the usual list price to 60ft; from 54ft the lowest wholesale price to 45ft; from 48ft the exchange price to 40ft.
HARCOURT, BRACE AND COMPANY, INC. 338 Madison Avenue F. 0. B. New York City
Usual List Price
Lowest Wholesale Price
Lowest Exchange Price
Carpenter, Carver, Maulsby and Knott-- Minimum Essentials of Correct Writing
Cohen--One Act Plays by Modern Authors
Schweikert--Short Stories Untermeyer--Modern Poetry, American
and British
$0.80
1.48 1.08
1.20
$0.60
1.11 .81
.90
$0.54
.99 .72
.80
11
D, C, HEATH AND COMPANY 63 North Pryor St. Atlanta, Ga,
List Price
Lowest Wholesale Price
Lowest Exchange Price
Wells and Hart's Modern Second Course in Algebra, Enlarged Edition
Reynold's Latin Reader, Part 1 Gildersleeve-Lodge Latin Grammar
School Edition Harrington's Writing for Print Seymour and Carnahan's Spanish Review
Grammar and Composition Jaques' Laboratory Chemistry for Girls. _ F. H. Law--Modern Plays--Short and
Long
$ 1.56 1.08
1.60 1.36
1.28 1.48
1.50
$ 1.17 .81
1.20 1.02
.96 1.11
1.12
$ 1.10 .76
1.12 .96
.90 1.04
List Of HINDS, HAYDEN & ELDREDGE, INC. 11 Union Square West, New York, N. Y.
To be furnished f. o. b. at New York upon order of any school board or board of education in Georgia, or upon the order of duly authorized and responsible purchasing agents of such board upon terms and prices listed below:
Supplementary Reading Individual Progress Reading--Suhrie
and Gee: Story-Friends (Third Year) Story-Adventures (Fourth Year)
Supplementary Reading History Plays From American History O'Ryan-
O'Ryan
Teacher's Book Memory Selections:
Improvements Recommended-StittSinging as We Go (Teacher's Book for
Kindergarten)
Usual List Price
$0.76 .84
.84
1.60 1.60
Lowest Wholesale Price
$0.57 .63
.63
1.20 1.20
Lowest Exchange Price
$0.49
.55
Notice: Please note error in listing of books of Hinds, Hayden & Eldredge, Inc., page 13 of January 1, 1925 Supplement to Yeomans Text-Book List as follows: University School Music Series by Damrosch, Gartlan and Gehrkens, should be changed to Universal School Music Series, by Damrosch, Gartlan and Gehrkens.
12
HENRY HOLT AND COMPANY 19 West 44th Street,
F. O. B. New York City
Usual List Price
Lowest Wholesale Price
Exchange Price
Hermans--Teats for use with Studies
In Grammar
:
Whitfield--High School English Exer-
cises
Pancoast and Shelley--A First Book in
English Literature
Wilkins--New First Spanish Book
Wilkins--Achievement Tests in Spanish
Packages of 25, any test
Less than 25 of a kind, per test
Crawford--Temas Espanoles
Hills--Spanish Tales for Beginners Re-
. vised Edition
--
Warshaw--Spanish-American Composi-
tion.
Olmsted and Gordon--Abridged Spanish
Grammar
Vos--Essentials of German
Prokosch and Morgan--Introduction to
German
--
Bagster-Collins--First German Reader..
Pope--Writing and Speaking German,
New Series
Fite--History of the United States
Leonard and Jacobs--The Nation's
History
Hazen--'Modern Europe, Second Edition
Tufts--The Real Business of Living
Boas and Hahn--Short Stories for Class
Reading
Finney and Brown--Modern Business
Arithmetic, Briefer Course
Smith--Commerce and Industry, Revised
Edition
Finney--Accounting Principles and
Bookkeeping Methods:
Blank Books I A
Blank Books IB
Blank Books IC
Blank Books ID
S 0.25 net
-52
2.25 1.48
1.20 net . 10 net
1.00
120
1.20
1.72 1.60
1,60 1.00
1.56 1.96
1.72 1.96
2.00
120
1.20
1.96
.20 .28 .48 .20
S 0.39
1.69 1.11
.75
.90
.90
1.29 1.20
1.20 .75
1.17 1.47
1.29 1.47 1.50
.90
.90
1.47
.15 .22 .36 .15
13
$ 0.37
1.57 1.04
.70
.84
.84
1.20 1.12
1.12 .70
1.09 1.37
1.20 1.37 1.40
.84
.84
1.37
.14 .20 .32 .14
Usual List Price
Lowest Wholesale Price
Exchange Price
Blank Books IE
Blank Books IIA
Blank Books II B
Blank Books II C
Blank Books IID
Blank Books IIE
Dull--High School Chemistry
Young and Schwartz--Plane Geometry_
Young and Schwartz--Solid Geometry __
Francois--Easy French Reading
Wilkins--First French Book
DeSauze--Exercises on French Irregular
Verbs and Verb Blanks
"...
$ .80 .72 .20 .20 .28 .56
1.80 1.36 1.20 1.00 1.36
.80
$ .60 .54 .15 .15 .22 .42
1.35 1.02
.90 .75 1.02
.60
$ .56 .50 .14 .14 .20 .38
1.26 .95 .84 .70 .95
.56
JOHNSON PUBLISHING COMPANY Richmond, Va.
The Johnson Publishing Company will furnish f. o. b. Atlanta, Georgia, to the Board of Education of any county, city, local school system, separate school district or district agricultural school in the State of Georgia, the books listed below, upon the order of the secretary of such board or upon the order of the duly authorized and responsible purchasing agent of such board, at the prices listed herein, and under the terms and conditions stipulated and prescribed by the said Yeomans School Textbook Law.
NAME
AUTHOR
PRICES
Net
List
Wholesale
Norte y Sur Cuentos Mejicanos Extra Curricular
W. E. Knight J. H. Cornyn Charles R. Foster.
1.36 1.27 2.00
J. B. LIPPINCOTT COMPANY Washington Square, Philadelphia.
Usual List Price
Lowest Wholesale Price
$ 1.02 .96
1.50
Exchange Price
For Elementary School and for High School
Nichols' Science for Boys and Girls For High School Taber & Wardall's Economics Of The
Family
$ 1.20 1.40
14
$ 0.90 1.05
$ 0.84 .98
THE MACMILLAN COMPA 17 Houston Street Atlanta, Georgia.
TITLE OF BOOK
Usual List Price
Lowest Wholesale Price
Lowest Exchange Price
Botsford's Brief History Of The World.. $ 2.00
Deffendall's Actual Business English
1.20
Deffendall's Exercises In Actual Every-
day English
.48
Deffendall's Actual Business Corre-
spondence
1.20
Deffendall's Letterheads For Corre-
spondence
.44
Lister's Progressive Penmanship Manual.
.28
Lister's Progress Budget And Certificate.
.22
Read and Harvey's Bookkeeping And
Accounting Complete
1.48
Part 1
1.20
Part II and III
.
.80
Blanks to Accompany Part I
.60
Outfit to Accompany Part II
1.88
Outfit to Accompany Part III
1.60
Goff's Self-proving Business Arithmetic. 1.20
Goff's Exercise Book For Self-Proving
Business Arithmetic
.48
Fowlkes-Goff--Practice Tests In Arith-
metic
.80
1.50 .90
.36
.90
.33 .21 .165
1.11 .90 .60 .45
1.41 1.20
.90
.36
.60
$ 1.40 .84
.336 .84
1.036 .84 .56 .42
1.316 1.12
.84
.336 .56
THE MANUAL ARTS PRESS F. O. B. Peoria, Illinois.
Usual List Price
Lowest Wholesale Price
Lowest Exchange Price
Mechanical And Agricultural Drawing
Berg & Elleson, Machine Drawing Prob-
lems
1
Berg & Kronquist, Mechanical Drawing
Problems
Elwood, Problems in Architectural
Drawing
Seaman, Progressive Steps in Architec
tural Drawing
$ 1.60 1.28 2.25 1.48
$ 1.20 .96
1.682 1.11
$ 0.96 .77
1.35 .89
15
TITLE OF BOOK
Usual List Price
Home Economics
Bailey, Meal Planning and Table Service- 8 1.60
Cook, Essentials of Sewing
1.40
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.32
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1.24
Griffith,Woodwork for Secondary Schools 2.00
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8 1.20 1.05
.24 .93 1.50
8' .96 .84
.20 .75 1.20
CHARLES E. MERRILL COMPANY 440 Fourth Avenue, New York City
To be furnished f. o. b. New York, N. Y. to any school district or to any
Board of Education or school text book commission or other legally authorized
adopting or purchasing body in Georgia acting under the terms of the Yeomans
Law.
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Community Life Today and in Colonial
Times:
Beeby
8 .96
.72
Greenberg's Elements of French
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.90
Greenberg's Complete French Course
1.64
1.23
New Merrill Speller:
Leonard-Winship
Book one
.56
.42
Book Two
.52
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Advanced Book
.52
.39
Le Voyage de M. Perrichon Labiche-
Martin
.60
.45
The Merchant of Venice Shakespeare:
(M. E. T.) Smith Edition
.50
.37
German Review and Exercise Book:
Mankiewitz and Leuchs
1.00
.75
The Study Readers; Sixth Year:
Walker and Parkman
.88
.66
Durell and Arnold's New Plane and
Solid Geometry
1.80
1.35
Toute La France Jean Leeman
1.00
.75
As You Like It Shakespeare:
(M. E. T.) Smith Edition
.50
.37
$ .67 .84
1.15
.39 .36 .36
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.62
1.26
16
ROW, PETERSON & COMPANY
Chicago, Illinois.
TITLE OF BOOK
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Arithmetic Brown-Eldredge Arithmetic Three Book Edition:
Book 1 Book 2 Book 3
- ! 76
80
.
88
Brown-Eldredge Arithmetic
Grade Edition:
Grades 2 and 3
56
Grade 4_.
56
Grade 5
56
Grade 6_
56
Grade 7
56
Grade 8.-
56
English
In the Light of Myth, Baker.
1.20
History
Early Settlements in America, Long
1.00
Supplementary Reading
Plays and Poems, Cowles ..
60
The Indians and the Oki, Mitchell
80
Ned and Nan in Holland, Olmstead-
68
The Birch and the Star, Thorne-Thomsen
56
East o' the Sun and West o' the Moon,
68
History Stories Of Other Lands--Terry
Book 1. Tales from Far and Near
68
68
80
80
Book 5 The New Liberty
88
Book 6. The Modern World
88
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.42 .42 .42 .42 .42 .42
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$ 0.53 .56 .62
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.72
.70
17
SCOTT, FORESMAN AND COMPANY F. O. B. 623 South Wabash Avenue, Chicago, Illinois.
To be furnished f. o. b. at Chicago, Illinois, or Atlanta, Georgia, upon order of any school board of Education of Georgia or upon the order of duly authorized and responsible purchasing agents of such board upon terms and prices listed below.
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English
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Latin
Edward's Roman Tales Retold :___
.60
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Readings
.25
Spanish
Warshaw and Bonilla Elements of
Spanish
1.60
House and Castillo Compendio De
Historia Hispanamericana
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$ 1.80 .45 .19
1.20 1.20
$ 1.12 1.12
CHARLES SCRIBNER'S SONS
Atlanta, Ga.
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Frost and Secor--Correct English
Through Practice,
_...
Moffatt and Barroll--Handbook of
English,
_
Hoyt--Grammar by Practice ......
Law's English for Immediate Use, With
Drill
Lyman and Hill's Literature and Living
Book 1
Lyman and Hill's Literature and Living
Book II
Lyman and Hill's Literature and Living
Book III History
Brooks--History of Georgia
McNeal--Modern Europe and Its Be-
ginning
...
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18
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1.40
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Latin Roberts and Rolfe--Vergil's Aeneid.... Roberts and Rolfe--Ovid's Metamor-
phoses
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Hill & Lyman--Reading and Living,
Bookl
-96
Hill & Lyman--Reading and Living,
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-96
Modern Languages Barker's Effective French for Beginners. 1.56
Manuscript Writing
Stone and Smalley--Manuscript, A
Handwriting Based on Early Models
BookOne
.28
Book Two
-28
Practice Book One for Manuscript. _
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Practice Book Two for Manuscript..
.16
Supplementary Reading Batchelder's Peggy Stories
Civics Long's Government and the People
Geography Redway's Geography, Commercial and
Industrial
.60 1.60 172
$ 1.44 .64
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Elementary Agriculture for Southern
Schools by Robbins and Ireland.... $0.90
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Arithmetic
Arithmetic Drill Book by Bennett and
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75
.60
Arithmetic Drill Book Manual by Bennett
and Congor
125
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19
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.55 .85
TITLE OF BOOK
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Home Economics First Course in Home Making by Maude
Richman Calvert Health Everyday Living by Maude Richman
Calvert
Spelling Individualized Spelling Aid by Algar
Woolfolk (Price Based on 1 Doz. Copies), per Doz
$1.20 .80
1.80
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Julius Caesar Silas Mamer
$ 0.56 .68
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.68
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Wordsworth's Selected Poems
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American Citizenship Practice By Har-
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Modern Language
Hall: All Spanish Method,
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Second Book
.
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..
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20
TITLE OF BOOK
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PocoaPoco Poco a Poco Vocabulary Edition Teachers' Manual for Poco a Poco_-
$ 1.48 1.56 .88
Spelling
Wohlfarth-Rogers: New World Speller,
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.52
Second Book (Grades 4, 5 and 6)
.52
Third Book (Grades 7, 8 and ad-
vanced work)
.52
Teachers Manual
.20
Mathematics Schorling-Clark Modern
fSeventh School Year Eighth School Year Modern Algebra, Ninth School Year
Mathematics, _
1.24 1.24
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Price
1.11
$ 1.036
1.17
1.092
.66
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.868
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1.02
.952
-Reduction in prices. t-Typographical error in Jan. 1, 1925 listing.
21
GEORGIA
State School Items
Published Monthly by the Dipartment of Education
Vol.3
February 15th, 1926
No. 2
FORT E. LAND
State Superintendent of Schools
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
TRAINING IN SERVICE
A man of large affairs was recently heard to advise a friend, "Prefer workers who buy and read books--the best that has been written on human problems as well as on the technique of their jobs. A vigorous mental life usually means goods physical health, happiness and efficiency generally. Before you can build a great industry you must first build men and women who are competent in all the relationships of life and work. Any prosperity that ignores the worth of human life is false and fleeting. In organizing industry and in shaping the products to be made, human life is the central consideration. The world is big. Its problems are difficult. No one can be asleep mentally and do his part. Pin your faith on workers who are wide awake because they .select and read the best they can find. If they are genuinely ambitious to improve themselves they will be ambitious to improve the work
that commands their energies."
The above advice applies not only to the workers in industry but equally as well to the teaching profession. The world is calling not so much for the man who has been trained as for the man who is being trained from day to day, month to month and year to year. The most valuable man in any organization is usually the one who spends most time studying the job which he is called upon to do from day to day. The leaders in most of the professions, the industries and commercial organizations recognize that knowledge of the job and how best to perform it is acquired best through training in service, granting, of course, that there must be some background of preparation before any one can enter service in the professions, industry or commerce.
All lines of endeavor today offer abundant opportunities for training in service and in no field is there greater opportunity than in the teaching profession. In addition to the summer schools, we now have correspondence courses, reading courses, a wealth of professional literature and magazines which can be had through libraries
or at moderate cost.
Among the outstanding educational developments in Georgia during the past decade has been the tendency among all educational institutions to offer summer courses and the marvellous increase in attendance, especially at_ those institutions offering educational courses. Not only the University of Georgia, Georgia Tech., the colleges and Normal Schools are offering summer courses, but the de-
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nominational colleges are also furnishing opportunity for
advanced study. With the idea of aiding the young teachers of the State,
some of them only prospective teachers, others with only high school education or less, and little or no professional
training, the courses outlined in this bulletin have been
organized at the institutions named. We feel sure that every superintendent in the State will be glad to co-operate toward the enlistment of his teachers in some form
of self-improvement, especially attendance upon one of the summer schools.
Yours very truly, F. E. LAND,
State Superintendent of Schools.
REGIONAL SUMMER INSTITUTES FOR TEACHERS 1926
Organized and Directed by Georgia State Department of Education
F. E. LAND, State Superintendent of Schools
Places and Dates
Americus-- Barnesville--
A & M School--June 14th--July 17th "
Carrollton--
"
Clarkesville
"
Cochran
Douglas--
"
Granite Hill-
Madison--
"
Monroe--
"
Powder Springs--
*Statesboro-- Georgia Normal Tifton--So. Ga. A. & M. College
*Valdosta--G. S. W. C.
May 31st--July 3rd
Dahlonega--N. G. A. C.
June 21st--July 24th
Ellijay--Public School
July 5th--Aug. 7th
These schools will be continued through the sixth week by College authorities and rates for board will be charged accordingly.
Course of Study
The course of study will be as follows: (a) Primary Work (Grades 1-3) (b) Elementary English and Reading (Grades 4-7)
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(c) Elementary Geography and History (Grades 4-7) (d) Elementary Arithmetic (Grades 4-7) (e) Education (f) Health, School Hygiene, Plays and Games.
Work Required
All students will be required to take t he course in Education, and at least three additional courses. Each one will also be required to participate in playground activities.
Classes will meet six days in the week throughout the term of five weeks.
Recitation periods will be fifty minutes in the clear.
Texts
The state adopted texts and the Teachers' Manual will be used in the Primary and Elementary courses. All student-teachers should be urged to bring copies of the text for use in the courses which they contemplate pursuing.
In the course in Education, the following texts will be used:
(1) Manual for Georgia Teachers. (2) Pittman's "Successful Teaching in Rural Schools"
American Book Company, Atlanta. Price $1.05 net wholesale (quantity orders), plus transportation charges. List price single copies postage prepaid, $1.40. (3) Frasier and Armentrout's "An Introduction to Education", Scott, Foresman and Company. Price $1.13 net f. o. b. Atlanta, in quantity orders or single copies sent post-paid to.any place in Georgia, $1.^5.
Credits
Three hours of credit will be given toward professionalizing an elementary certificate provided the student is present at every recitation given in the four courses and does satisfactory classroom work.
Certificates
Teachers desiring state certificates should fill out the state application blank for teachers, furnish transcript of work done at the various schools attended and send to the State Department of Education. Applications should be endorsed by the principal of the summer school and sent to the Department with one dollar for each applica-
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tion inclosed. Teachers desiring conversion of certificate to a higher class must send application and transcript of record and dollar.as set forth above.
Certificates of the lowest or C class will be issued only to applicants who have had at least two years of standard high school work. Elementary A class certificates are based on graduation from a standard four-year high school.
The directors of these summer schools are required to keep accurate records of each student attending and to submit same to the State Department of Education at the expiration of the school.
Board and Incidentals
Board for the five weeks' term will be $18.00. In addition, an incidental fee of $4.00 is required for all students.
All boarding students should furnish their own linen.
Purpose
The institutes are organized primarily for the untrained and the inexperienced teachers. Therefore, all teachers who have not graduated from a high school, and all high school graduates who have never taught, or who have had little professional training should be urged to attend.
County school superintendents are requested to send at once, to the principal of the nearest school a list of their county teachers and 1926 high school graduates.
Instructors
The majority of the instructors have had experience in one or more of the institutes previously conducted by the State Department, and are therefore familiar with the kind of instruction that is needed most by the students. All of the instructors are well equipped to give practical and efficient service.
Itinerant Lecturers
In addition to the regular course of study, there will be lectures given by the members of the State Department of Education, State Board of Health and Extension Workers from the Georgia State College for Women. It is also hoped that the services of other educators and entertainers can be secured.
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Principals
At each of the A. & M. and Normal Schools the local principal or president will be in charge. Superintendent W. P. Martin of Gainesville, will be in charge at Ellijay.
Each student should write the principal in advance for reservations and further information.
Requests for reservations at Ellijay should be sent to Superintendent F. E. Pettit, Ellijay, Georgia.
STATE READING COURSE The State Reading Course for 1926, upon which questions for the State Teachers' Examination will be based, is as follows: (1) Manual for Georgia Teachers, supplied through County Superintendents. (2) Pittman's "Successful Teaching in Rural Schools" American Book Company, Atlanta, Ga. Price $1.05 net wholesale (quantity orders) plus transportation charges. List price, single copies, postage prepaid $1.40. (3) Fraser and Armentrout's "An Introduction to Education," Scott, Foresman and Company. Price $1.13 net f. o. b. Atlanta, in quantity orders or single copies sent post-paid to any place in Georgia, $1.25. (4) "Diagnostic Testing and Remedial Teaching" by Paulu, D. C. Heath and Company, Atlanta, Georgia. Net wholesale price $1.35 f. o. b. Atlanta. Single copies direct to teachers, postpaid at $1.50 per copy.
100% IN THE GEORGIA EDUCATION ASSOCIATION The Georgia Education Association is the expression
of the professional spirit of the teachers of this Commonwealth. Upon the members of our profession rests a personal responsibility to this Association. Every teacher in the State should feel it his duty to contribute his membership fee and take an active part in making this Association an expression of his highest professional ideals and educational standards.
The growth of our Association will not only express the professional spirit of the teachers but will also measure the strength of the profession. Let all co-operate in swelling the membership this year. Address, Secretary Kyle T. Alfriend, Forsyth, Ga.
MEMBERSHIP IN THE NATIONAL EDUCATION ASSOCIATION
Georgia now seems to have a larger membership in the
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National Education Association than at any time in its history. Membership in the National Education Association offers advantages and privileges many times the value of the $2.00 fee.
The Journal of the National Education Association published monthly, except July and August, is worth many times the price of membership.
The teacher who desires to ally himself with the largest educational assembly in the world will join the National Education Association.
The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to receive The Journal monthly. Address, Secretary J. W. Crabtree, 1201 Sixteenth Street, N. W., Washington, D. C.
PROGRAM OF CITY AND COUNTY SCHOOL
OFFICIALS CONVENTION
Macon, Georgia, April 14-17.
Wednesday, April 14, 10:00 A. M., New City Auditorium Three minute Forward Looking Speeches from all Superintendents responding to Roll Call.
Wednesday, 8:30 P. M., New City Auditorium. Fort E. Land, State Superintendent of Schools, presiding. Address by Dr. Marvin S. Pittman, Dean, Department of Rural Education, Michigan State Normal College. Address by Governor Clifford Walker.
Thursday, 9 :30 A. M., Mercer University Chapel. Greetings from the State Board of Education by Dr. E. J. Forrester, Sparta. Greetings from Parent-Teacher Associations Mrs. Fred Wessels, Savannah. Better Teaching through Class-room Supervision by Supervisor I. S. Smith. Discussion by Supt. L. M. Lester, Griffin, Ga. Better Teaching through Training Teachers in Service by Supervisor J. O. Martin. Discussion by Miss Annie L. Brumby, Superintendent, Polk County. Better Teaching through Attention to Details by Supervisor Paul Ellison. Discussion by Supt. T. A. Clower, Hawkinsville, Ga.
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Planning for Consolidation by Supervisor M. L. Duggan, Supt. W. B. Morris of Hart County and Director Paul Chapman of the State Vocational Board.
Co-operation of Rural Districts and City in Working out a Consolidation, by Hon. John Guerry, Pres. Board of Trustees, Montezuma, Georgia.
Transportation, by Supt. Roland Bower of Decatur County Discussions by Supt. B. D. Purcell, Wayne County, Supt. J. M. Starr, Coweta Co.
A Unified High School System by, Supervisors E. A. Pound and J. S. Stewart. The County High School, by Mr. L. L. Patten, President Board of Education Lanier County: Discussion by Supt. S. J. Hale, Dade County.
Adjournment for Luncheon 1:00 P. M.
Thursday, 3 :00 P. M.
Uniform Records and Reports by Dr. Gordon G. Singleton.
Discussions: Mrs. Kate Brown, Supt. Henry County; Supt. M. W. Harris, Pulaski County.
The School Budget, by Mr. Tom Wisdom, State School Auditor. Discussions: Supt. M. R. Little, Jefferson County, and Supt. T. T. Benton, Jackson County.
Working out a Salary Schedule by, Supt. J. A. Wells, Fulton County. Supt. B. B. Broughton, Thomasville.
Thursday Night's, Friday's and Saturday's Programs merged with Meeting of Georgia Education Association.
EQUALIZATION
The Constitution of 1877 embodied a section which said, "There shall be a thorough system of common schools for the education of children in the elementary branches of an English education only, as nearly uniform as practicable, expenses of which shall be provided for by taxation and otherwise. The schools shall be free to all children of the State."
In 1910 the restrictive clause limiting education to the elementary branches of an English education only was
()
stricken from the Constitution and statutes have since been enacted, providing for a system of high school edu-
cation as well as elementary. The State has thus committed itself in the Constitution
and by statutes to the noble task of educating its children. The fathers who framed the Constitution as well as the law-makers of .recent times, are committed to a system of common and high school education, free to all the chil-
dren of the State. Sessions of the General Assembly, for the past several
years, have gone on record favoring as large an appropriation for the public schools as the condition of the treasury would authorize.
The State has further committed itself to the principle of strong and continuously increasing support of public school education by the passage of a law authorizing an Equalization fund in addition to the regular appropriation. The law, as passed does not carry an appropriation at this time and there will not likely be an appropriation under the law at this session unless some means is found to bring additional money into the State Treasury.
However, the principle of equalization of educational opportunities throughout the State is well established in this law and this is a long step forward in the educational development of the State.
Equalization Bill as Passed
Section 1.
To be entitled an Act
To authorize and require the General Assembly to make an extra appropriation to the common school fund for the purpose of equalizing educational opportunities to the children of the several counties of the State, and for other purposes.
Be it enacted by the General Assembly of the State of Georgia, and it is hereby enacted by authority of the same, That in addition to the regular appropriation for the support of the public schools the General Assembly shall provide an equalization fund, which shall be disbursed by the State Board of Education for the purpose of more nearly equalizing the educational opportunities of the children of the several counties of the State. The State Board of Education in its distribution of said equalization fund to county boards of educa-
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tion for the purpose of equalizing educational opportunities as between the several counties shall take into consideration the possible returns from taxable values for school purposes, the extent to which local tax aid has been utilized, the educational needs, and the local inequalities existing in the several counties. No county or independent system shall share in the equalization fund for any year unless it levies at least five mills for local tax for its public schools for that year.
Section 2. It is further enacted that all laws and parts of laws in conflict with this Act are
hereby repealed.
Our good friend, Mr. James A. Holloman, whose forceful pen is always active in the cause of education, writes in the Editorial columns of the Atlanta Constitution as follows regarding the Equalization Law:
"When future generations discuss the 1926 extraordinary session of the Georgia legislature they will no doubt point to the measure, already signed by the governor, known as the educational equalization bill, as the greatest achievement of the lawmakers in the first half of the
century. This bill was adopted in both houses with slight opposi-
tion, and little public notice. For the first time in the history of Georgia the state
now recognizes the principle that every child in Georgia is entitled to an equal opportunity to get a common school education, no matter whether he or she lives m a city or town or on a country cross-road, or in the most remote
section. It declares that the general assembly shall each year
appropriate a fund to be known as an equalization fund, which shall not be distributed on a pupil census basis, but shall be divided on the basis of local need. That is, when the local unit has assessed its maximum five mill local tax the state fund will make up enough to give the children a decent full term school.
This fund will go to the poorer school districts which have only a few thousand dollars of taxable property back of each child, and not to the richer counties where the property valuation back of each child is 20 or 30
times as great. The next legislature should inaugurate this fund with
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at least a million dollars, and within ten years it should total $10,000,000 each year."
SCHOLARSHIPS
The George Peabody School for Teachers
The George Peabody College for Teachers offers to Georgia four non-transferable scholarships, value $25.00 each for the summer quarter of 1926.
The offer requires that these scholarships be awarded upon the recommendation of the State Superintendent of Schools and that preference must be given graduates of Normal Schools, Colleges, or Universities; that Scholarships are not to be awarded to students who are in residence at Peabody College during the spring quarter, 1926; that to become eligible applicants for scholarships must agree and declare their intention:
1. To remain in Peabody College throughout the entire summer quarter, June 7-August 25th.
2. To pursue not less than ten credit hours of work, throughout the entire summer quarter.
3. To fulfill all conditions and requirements for credit in the courses they pursue.
Applications for the scholarships must be filed with the State Superintendent of Schools before May 1st, 1926.
Colorado School of Mines
The State Superintendent has just received a letter from the President of the Colorado School of Mines, offering to this State one scholarship to be given upon recommendation of the State Superintendent of Schools.
This scholarship exempts the holder from payment of all laboratory and tuition fees during a period of four years or any part thereof, as long as he maintains a satisfactory scholastic standing and complies with the general rules and regulations of the school. These fees will average approximately $250.00 per year or $1,000.00 for the four year course.
The School of Mines offers courses leading to degrees in mining engineering, metallurgical engineering, geological engineering, and petroleum engineering. In addition, the School offers elective courses in coal mining, fuel engineering, ceramic engineering, and the production and utilization of cements, refractories, and other non-metallic minerals.
Applicants for scholarship must satisfy the entrance requirements and must have shown proficiency in their studies. They may be recent high school graduates, or
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they may have had several years of college work. Either will be accepted.
Any one interested should make application to the State Superintendent of Schools not later than May 1, 1926.
THE H. S. FIRESTONE FOUR YEARS' SCHOLARSHIP
For the seventh consecutive year high school students are offered an opportunity to earn the H. S. Firestone Four Years' University Scholarship, given for the best essay on "The Relation of Improved Highways to Education," written in the National Good Roads Essay Contest for 1926, conducted by the Highway Education Board, Willard Building, Washington, D. C.
Rules governing National Good Roads Essay Contest for 1926:
Subject: The Relation of Improved Highways to Edution.
Length: Not to exceed 700 words. Eligible: All students of high school grade. Closing date: Not later than May 8th, 1926. Award: The H. S. Firestone Four Years University
Scholarship, providing tuition and all reasonable expenses at any college or university in the United States.
Preparation: Essays must be written on one side of the paper only. They may be typewritten or prepared with pen and ink. Each manuscript must bear the name of school, and home address of the writer in the upper left-hand corner of the first page.
Submission: Each contestant should present his or of Essays: her essay to the school principal or desig-
nated teacher with the request that it be entered in the National Good Roads Essay Contest.
Judging: The superintendent, principal or teacher of each school will have charge of the grading of the school essays.
The best three essays from each high school will be forwarded to the State Department of Education under postmark not later than May 29, 1926. The State Committee will submit to the Highway Education Board the best essay from each state.
The scholarship will be awarded by a national com-
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mittee to be appointed by the United States Commissioner of Education. The decision of these judges will be final
Information: Unless otherwise indicated, all correspondence should be addressed to the Highway Education Board, Willard Building, Washington, D. C.
The State Superintendent will appoint a committee or committees to decide upon the essay to be submitted to the Highway Education Board from this State.
Each contestant should write to the Highway Education Board for folders making suggestions for the contestant, outlining rules, etc. The State Department of Education has none of these folders on hand, so write direct to the Highway Education Board.
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GEORGIA State School Items
Published Monthly by the Department of Education.
Vol. 3.
April 15, 1926.
No. 3.
FORT E. LAND STATE SUPERINTENDENT OF SCHOOLS.
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
"UNIVEft^.
LIBRARY
2f GEOB^>
As a supplement to the Georgia School Code, School laws passed at the 1925 and 1926 sessions of the General Assembly are submitted in this issue of the Items for your information.
FORT E. LAND, State Superintendent of Schools.
Acts of the General Assembly passed at
the regular session 1925
BOND OF COUNTY SCHOOL SUPERINTENDENT.
AN ACT to amend Section 150 of the Georgia School Code with reference to the bonds of county school superintendents; and for other purposes.
Section 1.
Be it enacted by the General Assembly of the State of Georgia and it is hereby enacted by the authority of the same, that Section 150 of the Georgia School Code be and the same is hereby amended by striking out in the first sentence of said section, the words, "with good security (surety company preferred)," and substituting in lieu thereof the words "with an approved surety company," and by adding to said Section 150, after the word "records", the following, "and it shall be the duty of said Ordinary to send a certified copy of said superintendent's bond to the State Superintendent of Schools; which copy shall be re-, corded and kept on file at the State Department of Education" so that said Section 150, when so amended, shall read as follows:
"The County Superintendent of Schools must give bond with an approved surety company, payable to the County Board of Education, the amount to be decided by the Board. This bond must be filed with the Ordinary, and a copy recorded on the Ordinary's records; and it shall be the duty of said Ordinary to send a certified copy of said Superintendent's bond to the State Superintendent of Schools which copy shall be recorded and kept on file at the State Department of Education."
Section 2.
Be it further enacted by the authority aforesaid, and it is hereby enacted by the authority of the same, that all laws and parts of laws in conflict with the provisions of this Act be and the same are hereby repealed.
BOARDS OF EDUCATION--BUDGET REQUIRED.
AN ACT to require County Boards of Education and Boards of Education of all independent systems receiving funds directly from the State Department of Education to make each year a budget of estimated receipts and expenditures; and for other purposes.
SECTION 1.
Be it enacted by the General Assembly of Georgia, and it is hereby enacted by authority of the same, That from and after the passage of this Act each county and independent public school system receiving funds from the state shall annually, through its executive officer, make out and submit to the State Department of Education an estimated budget of its receipts from all sources and its proposed expenditures for the next year, according to blank forms to be prescribed and furnished by the State Department of Education, and upon such dates as may be required by the State Department of Education, and that the filing of such estimated budgets shall be made before the State Superintendent of Schools may transmit to such public school systems any of the State School funds for the year for which such budget is made.
Section 2.
Be it further enacted, That the budgets provided for in this Act shall be so made out as to properly systematize and classify the estimated receipts and proposed expenditures for the year, showing whether estimated receipts will be from the State, from the County, the District, the City, Donations, Bonds, or from other sources; and the estimated expenditures shall definitely set up amounts to be expended for "administrative expenses", "instruction", "operating expenses" "maintenance", "buildings", "equipment", "debts", or such other classifications as the State Department of Education may prescribe.
Section 3.
Be it further enacted, That when the completed budget is made out as required by the State Department of Education,
it shall be in duplicate and sworn to by the Chairman of the Board and executive officer. When duly approved by the Board, a copy shall be put on file in its office, and another copy sent to the State School Superintendent, who shall then be authorized to send such funds as may be in his hands to the credit of the County, or independent system, and such County, or independent system shall, in their expenditures of all public school funds from whatever sources conform to said budget. No budget of expenses shall exceed its estimated income.
Section 4.
Be it enacted that all laws and parts of laws in conflict with this Act be and are hereby repealed.
CONSOLIDATED SCHOOLS, ESTABLISHMENT AND MAINTENANCE OF.
AN ACT to aid in the establishment and maintenance of consolidated public schools; to fix the standards for same, and for other purposes.
The following is enacted by the General Assembly of Georgia.
Section 1.
Be it enacted by the General Assembly of Georgia, and it is hereby enacted by authority of same, That beginning with the year 1925, the State Superintendent of Schools shall set aside $253,000.00 or so much thereof as may be necessary, and for 1926 and the years to follow the State Superintendent shall set aside $300,000.00 or so much thereof as may be necessary, from funds derived from the poll tax collected and paid into the Treasury, to aid in the establishment and maintenance of consolidated schools in this State. When the County Board of Education shall combine smaller schools into a standard or approved consolidated school with at least four teachers, and evidence of this fact is furnished by the County Superintendent and Board of Education to the State Superintendent of Schools,
and when it is made to appear to the State Superintendent of Schools that aid is needed to support such consolidated school, the State Superintendent of Schools shall be authorized to transmit $500.00 annually to the support of such school.
If, in addition, the local school authorities provide for an approved or standard four-year high school, and evidence of this fact is made to appear to the State Superintendent of Schools that aid is needed to support said four year high school, the State Superintendent of Schools shall be authorized to transmit $1,000.00 annually to the support of said school, such funds in both cases shall be used by local authorities in the payment of salaries of principal and teachers.
When two or more schools in any County qualify under this Act either for the $500.00 aid or for the $1,000 aid, the State Superintendent of Schools shall determine to which one of such schools said sums shall be paid. The State Superintendent of Schools shall be governed in his decision by the extent to which the consolidated district has utilized its local ability in building, equipping and supporting its school, and by the number of children to be reached by such consolidation, the number of teachers, and the character of work being done by the school. No county now receiving, or that may hereafter receive aid for both the consolidated ($500.00) and the high school ($1,000.00) aid shall be eligible to further apply for such aid until every other county in the State has had an opportunity to apply. If those counties now receiving both aids fail to qualify then the State Superintendent of Schools is authorized to extend further aid to those counties receiving either or both aids as provided in this Bill and on same conditions as set forth above.
Section 2.
It is the intention of this Act to supercede and repeal, "An Act to aid in the establishment and maintenance of one or more consolidated public schools in each county of the State; to fix the standards for same, and for other purposes", Georgia Laws 1919, page 287, to supercede and repeal "An Act to amend Section 1 of an Act entitled, 'An Act to aid in the establishment
and maintenance of one or more consolidated public schools in each county of the State; to fix the standards of same, and for other purposes,' "Georgia Laws 1922, page 151; also, to supercede and repeal" 'An Act to amend Section 1 of an Act Entitled, 'An Act to aid in the establishment and maintenance of one or rnqre consolidated public schools in each county in the State, to fix the standards of the same, and for other purposes'; approved August 18, 1919 (Acts 1919, page 287), as amended by the Acts of 1922, approved August 21, 1922, (Acts 1922 page 151) so as to provide that the fund for the support and maintenance of consolidated public schools shall be paid from the poll tax fund, and for other purposes".
Section 3.
All laws in conflict with this Act are hereby repealed.
LOCAL EDUCATIONAL TAXES; DUTIES OF TRUSTEES.
AN ACT to amend Section 1537 of Volume 1 of Park's Annotated Code of Georgia, relative to the powers and duties of the board of trustees in those districts which levy a local tax for educational purposes by enlarging their powers and duties, and for other purposes.
Section 1.
Be it enacted by the General Assembly of the State of Georgia, and it is hereby enacted by the authority of the same, That Section 1537 of Volume 1, of Park's Annotated Code of Georgia be, and the same is hereby amended by inserting immediately after the work "education" in line five of said section, the following words towit: "They shall have the right and power to use the school houses and school properties in the district, qr permit the same to be used for educational purposes, provided the use of the schoolhouses and school properties in no way conflicts with the public school or schools in the district", so that said section when amended shall read as follows:
Section 1537. In those districts which levy a local tax for educational purposes, the board of trustees shall make all rules and regulations to govern the schools of the districts, and build and equip schoolhouses under the approval of the county board of education. They shall have the right and power to use the schoolhouses and school properties in the district or permit the same to be used for educational purposes provided, the use of the schoolhouses and school properties in no way conflicts with the public school or schools in the district. They shall have the right to fix the rate of tuition for non-resident pupils, and to fix the salaries of the teachers. They shall receive from the county board of education the share of public school funds apportioned to the district by the county board of education. They shall determine the amount necessary to be raised by local tax on all the property of the district. The secretary of the board of trustees of said district, with the aid of the county school commissioner of said county, shall ascertain from the tax returns made to the tax receiver, and from the tax made to the comptroller-general, the total value of all the property in said district subject to taxation for county purposes and a regular digest of all such property in said school district shall be made by said secretary in a book furnished by the board of trustees and kept for that purpose. At or before the time of fixing the rate of taxation for said county the secretary of each local board of trustees, with the aid of the county school commissioner, shall levy such rate on the property thus found as will raise the total amount to be collected; provided, that such rate shall not exceed one half of one per cent, the county school commissioner of each county, at or before the time for fixing the rate of said county by the ordinary thereof, or the county board of commissioners, as the case may be, shall certify to the said ordinary, or said board of commissioners, as the case may be, and to the comptroller-general of the state the rate of taxation fixed for each school district in the county, and said taxing authority of said county shall levy such special tax at the same time and in the same manner as is now prescribed for the levying taxes for county purposes. A copy of the special tax digest of said local tax district shall be furnished by the secretary of the local Board of trustees to the tax collector of the county.
6
Section 2.
Be it further enacted by the authority of the same, that all laws and parts of laws in conflict with the provisions of this Act, be, and the same are hereby repealed.
PURCHASE OF BUILDINGS AUTHORIZED
AN ACT to amend Section 144 of the Act designated as the "School Laws Code" as appears in the Acts of 1919, page 347, so as to authorize the authorities therein named to purchase buildings already erected.
Section 1.
Be it enacted by the General Assembly of the State of Georgia, and it is hereby enacted by authority of the same, that Section 144 of the Act recited in the foregoing caption of this Act be and the same is hereby amended by inserting therein between the words "buildings" and "which" in line three the following words: "or buildings already erected" so that said Section when amended will read as follows:
Section 144. Should bonds be issued and sold, the proceeds shall be turned over to the Board of Trustees, or Board of Education, in trust for the purpose of erecting a school building or buildings or purchase buildings already erected which said Board of Trustees, or Board of Education, may deem suitable. Said Board of Trustees, or Board of Education, is authorized to remove, sell or otherwise dispose of old buildings, or buildings and grounds and select a new site and erect a new building thereon, and add to the proceeds from the sale of bonds any other proceeds which may come from disposition of building or buildings and site, or from donations or otherwise, all to be held in trust to be used for the purpose aforesaid, and no compensation shall be paid to said Board of Trustees, or Board of Education, nor any member thereof for service. Said Board of Education shall have nothing to do with the location of the school site in local districts except on appeal.
Section 2.
Be it further enacted by the authority aforesaid, that all laws and parts of laws in conflict with this Act be, and the same are hereby repealed.
ASSISTANT STATE SCHOOL AUDITOR,
AN ACT to authorize the State Superintendent of Schools, with the consent of the State Board of Education, to provide an assistant to the State School Auditor; to fix the salary of such assistant; and for other purposes.
Section 1.
Be it enacted by the General Assembly of Georgia and it is hereby enacted by authority of the same, That the State Superintendent of Schools, with the consent and approval of the State Board of Education, is and shall be authorized to provide an assistant to the State School Auditor in order to more fully audit accounts of all persons handling public school funds; and the State Board of Education shall be authorized to pay such assistant a salary not to exceed Two Thousand Dollars per annum, together with necessary travelling expenses not to exceed those authorized for the State School Auditor.
The School Auditor shall audit only the Grammar and High Schools of the State.
The State Auditor shall audit the University of Georgia and all it's branches and all Educational Institutions which receive an Appropriation from the State Treasury.
The School Auditor shall audit all schools supported out of appropriation for Common and High Schools.
Section 2.
Be it further enacted that all laws and parts of laws in con" flict herewith be and the same are hereby repealed.
STATE HIGH SCHOOL SUPERVISOR.
AN ACT to provide for the inspection and standardization of high schools under the control of the State Board of Education; to provide ways and means for said inspections; and for other purposes.
Section 1.
Be it enacted by the General Assembly of the State of Georgia, and it is hereby enacted by authority of the same, That the standardization of schools is a function of the State Department of Education, and the State Board of Education is hereby directed to elect from a nomination by the State Superintendent of Schools a High School Supervisor who can meet the same qualifications prescribed for the State Superintendent of Schqols. It shall be the duty of the State High School Supervisor to inspect the various high schools of the State with a view to their proper classification and supervision under the State Board of Education and in accordance with standards set up by said Board. The State High School Supervisor shall serve as assistant to the State Superintendent of Schools in this and in other capacities as directed by the State Board of Education in making effective the school laws of the State and the regulations of said Board.
Section 2.
Be it further enacted by the authority aforesaid that the term of office of said High School Supervisor shall be fixed by the State Board of Education; that the salary shall be fixed by said Board not to exceed four thousand dollars and necessary travelling expenses, which shall be paid out of the public school fund or other funds which said Board may have on hand at its disposal for the purposes specified in this Act.
Section 3.
Be it further enacted that all the laws and parts of laws in conflict with this Act be and are hereby repealed.
Acts of the General Assembly passed at extra session 1926.
CHANGE OF SCHOOL YEAR.
AN ACT to amend Section 67 of the Georgia School Code which provides that the school year shall be coincident with the calendar year, be amended so that said Section when so amended shall provide that the school year shall begin July 1st and end June 30th of each year, beginning July 1, 1927; and for other purposes.
Section 1.
Be it enacted by the General Assembly of Georgia and it is hereby enacted by authority of the same, That Section 67 of the School Code of Georgia be and the same is hereby amended by striking out the words "January 1st, 1895" in the first line thereof, and substituting therefor the words "July 1st, 1927"; and by striking out in the second and third lines thereof the words "coincident with the calendar year, to-wit. from January 1st to December 31st" and substitute therefor the words" from July 1st to the next June 30th, inclusive, of each year"; and by striking out in the eighth line thereof the word "school", and substituting therefor the word "calendar", so that the amended part of said section when so amended shall read as follows: "Beginning with July 1st, 1927, and continuing thereafter, the school year shall be from July 1st to the next June 30th inclusive of each year thereafter; and the State School Superintendent shall, on or before the 1st Tuesday in December of each year beginning in 1894, or as soon thereafter as practicable, make an estimate of the entire common school fund for the State for the next succeeding calendar year".
Section 2.
Be it further enacted that all laws and parts of laws in conflict herewith be and the same are hereby repealed.
10
EQUALIZATION ACT.
To authorize and require the General Assembly to make an extra appropriation to the common school fund for the purpose of equalizing educational opportunities to the children of the several counties of the State, and for other purposes.
Section 1.
Be it enacted by the General Assembly of the State of Georgia, and it is hereby enacted by authority of the same, That in addition to the regular appropriation for the support of the public schools the General Assembly shall provide an equalization fund which shall be disbursed by the State Board of Education for the purpose of more nearly equalizing the educational opportunities of the children of the several counties of the State. The State Board of Education in its distribution of said equalization fund to county boards of education for the purpose of equalizing educational opportunities as between the several counties shall take into consideration the possible returns from taxable values for school purposes, the extent to which local tax aid has been utilized, the educational needs, and the local inequalities existing in the several counties. No county or independent system shall share in the equalization fund for any year unless it levies at least five mills for local tax for its public schools for that year.
Section 2. It is further enacted that all laws and parts of laws in conflict with this Act are hereby repealed.
MUNICIPAL OR LOCAL INDEPENDENT SCHOOL SYSTEM AUTHORIZED TO MERGE INTO THE COUNTY SCHOOL SYSTEM.
An Act.
AN ACT to permit municipal or local independent school systems to repeal their independent systems and to merge into the county school system; and for other purposes.
11
Section 1.
Be it enacted by the General Assembly of Georgia, and it
is hereby enacted by authority of the same, that whenever the
citizens of municipality or independent school district authorized
by law to establish and maintain a system of schools by local
taxation, in whole or in part, and which is operating a system of
public schools independent of the county school system, wish to
annul their special school law and become a part of the county
school system, they shall present and file with the Mayor or
chief executive officer of the city a petition signed by one-fourth
of the qualified voters of their territory, and said Mayor or
chief executive officer shall then within not less than twenty
days arid not more than sixty days thereafter call an election.
Notice of such election shall be published once a week for two
weeks in the paper in which the sheriff of the county publishes
his advertisements and posted at three public places within the
territory concerned, at least ten days prior to such election.
The election shall be held at the place and in the manner of usual
elections. Those favoring the repeal of the independent local
law shall have written or printed on their ballots "For Repeal",
and those against repealing their independent local law shall
have written or printed on their ballots "Against Repeal". The
returns of said election shall be made to the Mayor or chief
Executive Officer who shall declare the results, and a majority
of those voting shall be necessary to carry the election. Only
qualified voters residing within the municipality or district
for six months prior to the election shall vote. An election
shall not be held for the same purpose oftener than every twelve
months.
-
Section 2.
Be it further enacted that when the results of said election are declared and published in favor of repealing such independent or local school system making the territory included in said system thereby to become a part of the county school system, said independent or local school system shall continue to function under its local laws, organizations and regulations until the county board of education shall arrange for the operation
12
by them of such school or schools within said local system as a part of their public school system.
Section 3.
Be it further enacted that where any local or independent system is repealed by and in the manner provided in this Act, the territory formerly included in such independent system shall become and constitute a school district of the county in which it is located and shall enjoy the same privileges and shall be governed by the same laws as other school districts in said county including the authority to levy local taxes for school purposes provided that the rate for such taxation shall not exceed the rate allowed by law to other similar school districts. Provided that nothing herein contained shall apply to counties having a population of 200,000 or more according to the last or any other United States census.
SECTION 4.
Be it further enacted that all laws and parts of laws in conflict with this Act be, and the Same are hereby repealed.
PROPERTY EXEMPT FROM TAXATION.
AN ACT.
To amend an Act to codify the school laws of Georgia in compliance with the provisions of the Act entitled an Act to enpower the State Superintendent of Schools, AttorneyGeneral, the Chairman of the Senate and House Committee on Education, to codify the school laws, and for other purposes, approved July 20, 1918, by striking Section 116 of said Act and inserting in lieu thereof a new Section to be designated Section 116 to provide for the exemption of certain school property from taxation, from levy and sale under execution or order, and for other purposes.
13
Section 1. Be it enacted by the General Assembly of the State of Georgia, and it is hereby enacted by authority of the same, That from and after the passage of this Act, Section 116 of the Act approved July 20th, 1918, entitled, "An Act to codify the school laws of Georgia, in compliance with the provisions of the Act entitled an Act to empower the State Superintendent of Schools, the Attorney-General, the Chairman of the Senate and House Committee on Education, to codify the school laws, and for other purposes" be stricken from said Act, and that a new Section in lieu of said stricken Section be substituted, bearing the same number, and in the following language, to-wit:
"Section 116. Each and every lot or parcel of land which has been, or may hereafter be, obtained by any County Board of Education, Independent School District, or Consolidated School District for the use of the Common Schools, or Common High Schools, together with any buildings erected thereon for school purposes, and all school furniture, shall be exempt from all taxes, and from levy and sale under any execution or other writ or order in the nature of an execution; provided, the lot of land so exempted shall not exceed ten acres, and if there be any excess over that number of acres, then that portion not to exceed ten acres most convenient for school purposes, shall be exempt as aforesaid, the exempted portion to be set off by order of County Board of Education, or Boards of Trustees of Independent School Systems, or Consolidated School Districts."
Section 2. Be it further enacted by authority aforesaid, That all laws, and parts of laws, in conflict with the provisions of this Act be, and the same are hereby, repealed.
TRUSTEES OF LOCAL SCHOOL DISTRICTS; POWER TO BORROW FUNDS.
AN ACT. To authorize and empower the board of trustees of local
school districts levying a local school tax to borrow suffi-
14
cient money, and no more, to pay for the operation of said school; to provide for the terms and conditions under which said money may be borrowed; to provide the method of repaying the same, and providing that no board of trustees of any local school district shall borrow an amount in excess of the local tax collected in the local school district, and for other purposes.
Section 1.
Be it enacted by the General Assembly of the State of Georgia, and it is hereby enacted by the authority of the same, That the board of trustees of any local school district levying a local school tax shall have authority to borrow money in amounts not to exceed the local tax collected on property within the district during any current year, said fund or funds borrowed to be used only for the purpose of paying teachers for the current year and not for a longer period than twelve months.
Section 2.
Be it enacted by the authority aforesaid, and it is hereby enacted by the authority of the same, that in order for any board of trustees of any local school district to borrow money for the purpose hereinbefore stated, there shall be passed by said board of trustees a resolution authorizing said money to be borrowed, in which resolution shall be stated the amount of money to be borrowed, the length of time the same is to be used, the rate of interest to be paid, and for what purpose borrowed, and from whom the same is to be borrowed; which resolution shall be by the secretary of said board of trustees recorded in the minute book of said board of trustees, and a copy of said resolution forwarded to the county superintendent of schools.
Section 3.
Be it enacted by the authority aforesaid, and it is hereby enacted by the authority of the same, that no money shall be borrowed for a longer time than is necessary, and the same shall be paid back out of any funds coming into the hands of said board of trustees from local district tax collected on property within said district.
15
Section 4. Be it enacted by the authority aforesaid, and it is hereby enacted by the authority of the same, that after the resolution aforesaid has been passed, the chairman of said board of trustees together with the secretary, shall have the right to execute the note, or notes, in the name of said board of trustees of said local school district for any money that it is authorized to borrow under the resolution passed by said board.
Section 5. Be it further enacted by authority aforesaid, and it is hereby enacted by authority of the same, That all laws and parts of laws in conflict with this Act be, and the same are hereby repealed.
RESOLUTION. Appropriation to Schools under Barrett-Rogers Act
and Appropriation to State Summer Schools. Be it resolved by the General Assembly of Georgia, that Three Hundred and twenty-five thousand ($325,000.00) be and the same is hereby appropriated, in addition to the sum of $4,250,000.00 appropriated by the General Assembly in 1923, for the support and maintenance of the common or public schools of the State for the year 1925, provided that of this sum fiftythree thousand dollars ($53,000.00) be used to carry out the provisions of the Barrett-Rogers Act for the year 1925. Also of this sum twenty thousand dollars ($20,000.00) be used for the purpose of carrying on the work of the summer schools for 1925.
18
Constitutional Amendments to be ratified by the people at the next general election in 1926.
INCREASING THE BORROWING POWER OF THE GOVERNOR.
The General Assembly proposes to the people of Georgia to amend Article 7, Section 3, Paragraph 1 of the Constitution of Georgia, so as to authorize the contraction by or on behalf of the State of a debt in an amount of not greater than $3,500,000 for the purpose of paying the public school teachers of the State, by adding thereto the following words:
However, said debt may be increased in the sum of $3,500,000 for the payment of the public school teachers of the State.
So that said paragraph, so amended, shall read as follows:
No debt shall be contracted by or on behalf of the State except to supply such temporary deficit as may exist in the treasury in any year from necessary delay in collecting the taxes of that year, to repel invasion, suppress insurrection, and defend the State in time of war, or to pay the existing public debt; but the debt created to supply deficiencies in revenue shall not exceed, in the aggregate Five Hundred Thousand Dollars, and any loan made for this purpose shall be repaid out of the taxes levied for the year in which the loan was made. However, said debt may be increased in the sum of $3,500,000 for the payment of the public school teachers of the State only.
The principal amount borrowed for payment of teachers to be repaid each year out of the common school appropriation and the interest paid thereon to be paid each year out of the General funds of the State.
Said amendment shall be submitted to the voters at the next general election.
17
The Governor will cause such proposed amendment to be published in a newspaper in each Congressional District as provided by law.
All persons voting at said election in favor of said proposed amendment shall have written or printed on their ballots the words: "For $3,500,000 Public School Teachers Salary Amendment to Article 7, Section 3, Paragraph 1, of the Constitution."
All persons voting at said election against said proposed amendment shall have written or printed on their ballots the words: "Against $3,500,000 Public School Teachers Salary Amendment to Article 7, Section 3, Paragraph 1, of the Constitution. "
TAXATION FOR EDUCATIONAL PURPOSES IN COUNTIES HAVING CITIES OF MORE THAN
200,000 POPULATION WITHIN THEIR BOUNDARIES.
To amend Paragraph 2 of Section 6 of Article 7 of the Constitution of this State.
Be it enacted by the General Assembly of Georgia:
Section 1.
That the following amendement to the Constitution of this State is hereby proposed, to-wit: By adding to Paragraph 2 of Section 6 of Article 7 of the Constitution the following words, to-wit:
"Furthermore, in any county in this State which has wholly or partly within its boundaries a city of not less than 200,000 population, the county authorities thereof are hereby authorized to levy a tax not exceeding 1 mill for educational purposes on all the taxable property throughout the entire county, including territory embraced in independent school systems, the same to be appropriated to the use of the county board of education and to educational work directed by them."
18
Section 2.
This proposal being agreed upon by two-thirds of the members elected to each of the two houses of the General Assembly, the same shall be entered on their journal with the yeas and nays taken thereon and the Governor is hereby directed to cause such amendment or amendments to be published in one or more newspapers in each congressional district for two months previ ous to the time of holding the next general election. At said election, said proposed amendment shall be submitted to the people qualified to vote thereon. Those desiring to vote in favor of the same shall have written or printed upon their ballots the words "For the constitutional amendment authorizing taxation for educational purposes in counties having cities of more than 200,000 population wholly or partly within their boundaries." Those desiring to vote against the ratification of the amendment shall have written or printed on their ballots the words "Against the constitutional amendment authorizing taxation for educational purposes in counties having cities of more than 200,000 population wholjy or partly within their boundaries." If the people ratify such amendment or amendments by a majority of the electors qualified to vote for members of the General Assembly voting thereon, such amendment or amendments shall become part of the Constitution of this State. The returns of the election shall be made in like manner as returns for members of the General Assembly, and it shall be the duty of the Secretary of State to ascertain the result and to certify the result to the Governor, who shall, if such amendment be ratified, make proclamation thereof.
Section 3.
Be it further enacted by the authority aforesaid that all laws and parts of laws in conflict with this Act be and the same are hereby repealed.
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INDEX
Acts of 1925 and 1926.
Bond of County Superintendent of Schools
Budget Required
Change of School Year
-
Consolidated Schools, Establishment and Maintenance of
Equalization Act
Local Educational Taxes; Duties of Trustees
Municipal or Local Independent School System authorized to merge in the County School System
Property Exempt from Taxation
Purchase of School Buildings Authorized
State School Auditor, Assistant to
State High School Supervisor
Trustees of Local School Districts; Power to Borrow Funds
Page 1
2-3 10 3-5 11 5-7
11-13 13-14
7-8 8 9 14-16
Resolution.
Appropriation to Schools under' the Barrett^Rogers Act and ap-
propriation to State Summer Schools
16
Constitutional Amendments.
To Increase the Borrowing Power of the Governor
Taxation for Educational purposes in counties having cities of more than 200,000 population within their boundaries
17-18 18-19
GEORGIA State School Items
Published by the State Department oj Education.
Vol. Ill
AUGUST, 1926
No. 4
FORT E. LAND STATE SUPERINTENDENT OF SCHOOLS.
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
A SELECTED BIBLIOGRAPHY FOR SUPERINTENDENTS OF SCHOOLS
by GORDON G. SINGLETON, Ph.D. DIRECTOR, DIVISION OF INFORMATION AND
STATISTICS STATE DEPARTMENT OF EDUCATION
PUBLISHED BY STATE DEPARTMENT OF EDUCATION
ATLANTA, GA.
1926
TABLE OF CONTENTS.
1. Foreword
Page 1
2. Introduction
_
%
3. A Selected Bibliography for Superintendents of Schools 4
4. A Selected List of Educational Periodicals
27
5. State Reading Course
32
6. Five Hundred Books for the High School Library
33
7. Books for Teachers in the Library of the Georgia
Library Commission
34
FOREWORD
This edition of the State School Items has been prepared by Dr. Gordon G. Singleton, Director, Division of Information and Statistics for the State Department of Education.
The purpose has been to present a selected bibliography for superintendents of schools, a selected list of educational periodicals and other data which ought to be of interest to superintendents. This work has not been intended as an exhaustive treatment of the subject. It is, however, in keeping with one of the aims of the Division of Information and Statistics, namely, to present from time to time helpful studies of certain phases of our educational problems, both State and local.
We trust that the lists presented herewith will not only be of interest to the superintendents, but also to the teachers in systems under their direction.
FORT E. LAND, State Superintendent of Schools.
Atlanta, Georgia, August 15, 1926.
INTRODUCTION
The superintendent of schools as the professional executive of the school system is expected to be the educational leader of the teachers, supervisors, and other members of his staff. He is expected to initiate and recommend all policies for the improvement of the educational opportunities of the children to the Board of Education and to see that they are thoroughly explained and fairly and adequately presented to the people. To do this most advantageously he must be well informed regarding every phase of education. The most economical way to become informed is by reading books.
During 1925, one hundred and forty-three pedagogical books in addition to the pamphlets, year books, research monographs and studies in education were published. The superintendent cannot be expected to read the annual output, all current educational periodicals and the valuable books published during preceding years. Certainly he must do a great deal of general reading and, as specific problems arise which must be solved, he must do a great deal of specific reading bearing upon the problem to be solved. It is in response to this need that this selected list has been compiled and arranged according to the problem to be solved.
Two questions then arise: How many books should a superintendent read annually and what books should be included in a selected bibliography of from one hundred to one hundred and fifty volumes. In answering the above questions the judgments of a number of educators was sought. They were asked the question "How many books should a superintendent of schools read each year?" Their answers ranged from twelve to twenty-five. The second question was "List not less than three and not more than six books in your field which you think a superintendent of schools should read." Books so listed were included in this bibliography.
During the author's years of study at Teachers College where he majored in Administration he colaborated with his associates in administration, students and faculty, in preparing bibliographies bearing upon the various problems likely to face a superintendent in the proper discharge of his duties. These were used as a basis for the selection of books to be listed. A list of educational books is prepared annually by the Youngstown (Ohio) Public Library for the American Library Association which was reviewed. Reviews, references and bib-
liographies of the publications by the National Education Association and books and magazines generally were used. The judgment of the author has of necessity played a large part in the selection of the list.
The author does not claim to have included all the valuable books that might have been included. Neither does he claim to have read all the books which might have been included. The author as a superintendent and as a student, and teacher of Administration has been brought face to face with some of the problems that come up for solution sooner or later in the experiences of a superintendent and with a sincere desire primarily, to aid the superintendents of Georgia, and secondarily, those elsewhere who may profit therefrom he has by the methods explained above compiled this Selected Bibliography and grouped the references under the headings seemingly appropriate.
A selected list of educational periodicals of the United States has been compiled and grouped as an aid to the superintendent in selecting periodicals for himself and his teachers. No periodical was listed which was not included in the classified list of Educational Periodicals of the United States published by the Committee of Standards of the Educational Press Association of America, April, 1926. In the selection the author was aided by other educators. The groupings were based upon the classifications of the Educational Press Associations with certain changes which seemed to better serve.the interests of superintendents and teachers in Georgia. In making up the list the effort has been made to have all the major activities and interests of the school represented.
The State Reading Course upon which questions for the State Teachers Examination will be based is included for the benefit of all concerned. Attention is called to a list of five hundred books for the high school library compiled by Miss Beverly Wheatcroft and a list of books for teachers in the library of the Georgia Library Commission.
G. G. S.
Atlanta, Georgia, August 15, 1926.
A SELECTED BIBLIOGRAPHY FOR SUPERINTENDENTS OF SCHOOLS
Accounting
CASE, C. HIRAM Handbook of Instructions for Recording Disbursements for School Purposes. Albany, C. F. Williams & Son. What the name implies.
HUTCIUNSON, J. HOWARD. School Costs and School Accounting. Contributions to Education No. 62. New York, Bureau of Publications, Teachers' College, Columbia University. A pioneer survey of the whole problem with an exhaustive set of recommended forms.
Administration
ANDERSON, W- N. A Manual for School Officers. New York, The Century Co., 1925. Based upon practical experience in administration, particularly in small school systems for heads of which it is intended. Not only is technique of organization and supervision of instruction covered, but also relations of superintendent to school board, guidance of study, extra-curricular activities, teachers' meetings, parentteacher organizations, graduation excercises, publications, and janitor service. Simple language, good arrangement, and sensible, usable ideas.
AVERS, LEONARD P. Laggards in our schools. The Russell Sage Foundation, 1919. Philadelphia, Wm. F. Fell Co.. A study of Retardation and Elimination in City School Systems, with significant findings.
BACHMAN, FRANK P. Problems in Elementary School Administration. School efficiency Series, 1915. Yonkers, World Book Co. Discussion of age grade; standards for making them, when and how to make them.
CARPENTER, WESTON WILLIAM
Certain Phases of the Administration of High School Chemistry.
Contributions to Education No. 191. N. Y., Bureau of Publications, Teachers' College, Columbia University, 1925. Points out and evaluates present practices in certain phases of the administration of high school chemistry, compares different methods of laboratory practice and proposes desirable practices.
COY, GENEVIEVE L.
Special Classes for Gifted Children. Contributions'to Education No. 131. New York, Bureau of Publications. Teachers' College, Columbia University, 1923.
What the name implies.
CUBBERLEY, ELLWOOD P. AND ELLIOTT, EOWARD C. State and County School Administration. Vol. II Source Book. New York, The Macmillan Co., 1922. Much valuable source material for various states.
CTTBBERLEY, ELLWOOD P. The Principal and His School. New York, Houghton, Mifflin Co., 1923. An analysis of the duties of the school principals as it relates to organization, administration, and supervision. A treatment of the growing relationships of the principal.
CUBBERLEY, ELLWOOD P. Public School Administration. New York, Houghton Mifflin Co., 1922. Statement of the fundamental principles underlying the organization and administration of public education; historical treatment of evolution of administrative officers and problems; and points out probable developments.
CUBBERLEY, ELLWOOD P. State and County Educational Reorganization. New York, Macmillan Co., 1922. Treatment of state organization and the construction of an ideal system called in the text the state of Osceola.
GODDARD, H. H. School Training of Defective Children. Yonkers', World Book Co., 1914. What the name implies.
STHAYEE, GEORGE DBAYTON AND ENGLEHARDT, N. L. Problems in Educational Administration. New York, Bureau of Publications, Teachers'College, Columbia University, 1925. Brings together a collection of problems which school executives have had to solve and gives references to sources of available information. A source book or handbook for the superintendent of schools.
Athletics
WAGENHORST, LEWIS HOCH
The Administration and Cost of High School Interscholastic Athletics.
Contributions to Education, No. 205. New York, Bureau of Publications, Teachers' College,
Columbia University, 1926. What the name implies.
Bibliography
ALEXANDER, CARTER
Bibliography on Educational Finance. New York City, Macmillan Co., 1924. vi & 258 pp.
"Annotated"--Comprehensive and authoritative.
Board of Education
HENZLIK, F. E. Liabilities of School Boards on Contracts. New York, Bureau of Publications, Teachers' College, Columbia University, 1925. A study of the legal rights and restrictions in several states of school boards in binding districts, Liabilities of Boards.
Bonds
FOWLKES, J. GUY How to Issue School Bonds. New York, Bureau of Publications, Teachers' College, Columbia University, 1924-'25. Historical development and significance of school bonded indebtedness, trends and present practices in school bonds and data on legal provisions, methods of marketing and financial factors, affecting school bonds. Gives statistical data on hundreds of cities throughout the country and especially New York State for years 1916-1921.
Budgetary Procedure BUCK, A. E.
Budget Making with Special Reference to States. New York, D. Appleton & Co., 1921.
Model Budget forms; especially applicable to state and city governments.
TWENTE, J. W. Budgeting Procedure for a Local School System. (Doctor's Dissertation at T. C. Col. Univ. in cooperation with the Educational Finance Inquiry, 184 pp. Published by the author, head of Dept. of Education and Psychology, Univ. of N. H., Durham, N. H.) Thoroughly covers statutory and charter provisions in hundreds of cities, particularly in New York State, unit costs for budget purposes and suggested record forms for collecting budget data.
Census and Attendance HECK, A. O.
Study of Child Accounting Records. Columbus, Ohio State University, 1925.
MOEHLMAN, ARTHUR B. Child Accounting. Detroit, Friesema Bros., Press., 1923. System of child accounting employed in Detroit public schools.
NUDD, H. W. A Description of the Bureau of Compulsory Education of Philadelphia. Compulsory Attendance. New York, Public Education Association of the City of New York, 1913. A very good exposition of the procedure and presentation of the facts and forms necessary for maintaining the school census, enforcing compulsory attendance laws and issuing employment certificates.
REAVIS, GEORGE H. Factors Controlling Attendance in Rural Schools. New York, Bureau of Pub., T. C, Col. Univ., 1922. Based on a study of 5 counties in Maryland. Partial correlation method used in determining the weight of various influences affecting attendance.
Classification and Promotion
STRAYER, GEORGE DRAYTON AND ENGELHARDT, N. L. The Classroom Teacher. New York, American Book Co., 1920.
WHIPPLE, GUY M. Classes for Gifted Children. Bloomington, Illinois Public School Publishing Co., 1919.
College
GAVIT, J. P. College. Harcourt, 1925. An unusual and thoughtful, and provocative non-professional study of what is going on in the colleges, especially outside the classrooms. Based on visits to many institutions and talks with undergraduates, teachers, alumni, officers and parents, on such topics as "What do you expect of college?"
Cost of Education
CUBBERLEY, ELLWOOD P. AND SEARS, JESSIE B.
The Cost of Education in California. Educational Finance Inquiry Vol. VII. New York, Macmillan Co., 1924.
"A cross section for the year 1921-'22, with special study of the State's achievements in pooling its resources over the State."
ELLIOTT, CHAS. W. More Money for Public Education. New York, Doubleday Page & Co., 1903. An epoch making presentation of fiscal needs of public education based on U. S. Commissioner's Report of 1900-'01.
HUNT, CHARLES W. The Cost and Support of Secondary Schools in the State of New York. Educational Finance Inquiry, Vol. III. New York, Macmillan Co., 1924. "Contains teachers' salary costs for various subjects in five junior high schools in four communities for 1921'22."
MELCHOIR, WM. F. Insuring Public School Property. Milwaukee, Bruce Publishing Co., 1925. "An intensive report of insurance practices, costs, losses, in school districts of N. Y. State and U. S. Statutory provisions for insurance of public School property of all states in U. S."
MERIAM, J. L. Child Life and the Curriculum. New York, World Book Company. This book offers constructive suggestions for the new curriculum. Its discussions are based upon practical experience and experimental work, and it advocates teaching practice to bring the school close to child life.
NEWCOMER, MABEL.
Financial Statistics of Public Education in United States, 1910-'20. Educational Finance Inquiry Vol. VI.
New York, Macmillan Co., 1924. 188 p. "The volume of the educational Finance Inquiry on Educational revenues, expenditures, and debts outside of the State of N. Y. Most of the material is classified by states or presented per capita so as to admit
of ready comparisons."
STOOPS, R. O. Elementary School Costs in the State of New York. Educational Finance Inquiry Vol. II. New York, Macmillan Co., 1924. "Presents data with respect to the cost of kindergarten and elementary schools segregated by the size of communities within the State, by grades, and subjects within a grade. It distinguishes between the expenses
involved for teaching and for other items."
STRAYER, GEORGE DRAYTON AND HAIG, ROBERT MURRAY.
Financing of Education in the State of New York. Educational Finance Inquiry Vol. I. New York, Macmillan Co., 1923.
"The general volume of the Educational Finance Inquiry giving detailed analysis of costs of public and private education support of the same and resources for meeting the educational program. Particularly valuable for techniques on fiscal studies in other states."
SWIFT, FLETCHER HARPER.
.
Public Permanent Common School Funds in the United
New York, Henry Holt & Co., 1911. An exhaustive work covering the field.
SWIFT, FLETCHER HARPER.
Studies in Public School Finance. The East: Massachusetts, New York, New Jersey. Research Publications of the University of Minnesota, Education Series No. 2. Minneapolis; University of Minnesota, 1923. A series dealing with the present situation, sources of revenue, apportionments of school moneys, etc.
SWIFT, FLETCHER HARPER.
Studies in Public School Finance. The West: California and Colorado. Research Publications of the University of Minnesota, Education Series No. 1. Minneapolis, University of Minnesota, 1922. "A series dealing with the present situation, sources of revenue, apportionments of school moneys, needs and recommendations for each of several states."
Curriculum
BALTIMORE COUNTY, MARYLAND.
Baltimore County Course of Study, 1921 (Revision.) Baltimore, Warwick & York, Inc., 1921.
A course of study worked out for Baltimore County with explanations. Pioneer of its type.
BOBBITT, J. F. How to Make a Curriculum. New York, Houghton Mifflin Co., 1924. This book explains the plan of curriculum improvement that was employed by the author in Los Angeles. It is a broad analysis in outline of the entire field of man's experiences and activities, laying out the general routes to follow and the objectives to be otained.
BOBBITT, J. F. The Curriculum. New York, Houghton Mifflin Co., 1918. A treatment of the theory needed for the construction of a curriculum that will meet the demands of our new social order.
BONSER, F. G. AND MOSSMAN, L. C. Industrial Arts for Elementary Schools, 1923. New York Macmillan Co., 491 p. Suggested course of study in the industrial arts, classified on the basis of their educational purpose rather than of materials used.
BONSER, FREDERICK GORDON.
The Elementary School Curriculum. New York, Macmillan Co., 1920.
A development and application of principles in the improvement of the curriculum. Intended as a guide and help to others.
CHARTERS, W. W. Curricumlum Construction. New York, The Macmillan Co., 1923. A statement of the working principles of curriculum construction. Actual problems in the preparation of various types of courses.
10
COUNTS, G. S.
Senior High School Curriculum. Chicago, Chicago University Press, 1926.
Cox, P. W. S. Curriculum Adjustment in the Secondary School. Philadelphia, J. B. Lippincott Co., 1925.
GLASS, JAMES M. Curriculum Practices in the Junior High School and Grades
5 and 6. Chicago, The University of Chicago, 1924. <
An excellent statistical study of the curriculum prac-
tices in fourteen municipal school systems.
Los ANGELES, CALIFORNIA. Course of Study. School Publication No..90. Los Angeles City School District, 1924. Susan M. Dorsey, Supt. Ethel I. Salisbury, Director of Course of Study. Based upon General Principles and Principles for each
subject.
N. E. A. DEPT. OF SUPERINTENDENCE.
Second Yearbook, 1924.
.
Through its statement of general educational aims
and objectives, its survey of current curriculum
practice, and its proposed machinery for cooperative
effort in curriculum revision in a local community,
laid the basis for local programs of professional study
relating to the curriculum.
N. E. A. DEPARTMENT OF SUPERINTENDENCE.
Third Yearbook, 1925. Makes it clear that curriculum research has advanced to the place where its results cannot be ignored by those who would draft a truly modern course of study and points out problems relative to each elementary school subject on which further evidence is needed.
N. E. A. DEPARTMENT OF SUPERINTENDENCE.
Fourth Yearbook, 1926. Pictures some of the most forward looking work being
done in the field of curriculum building offering an opportunity to unite the best thinking of each indivi-
dual school sys':em.
SCHORLING, RALEIGH.
The Determination of Specific Objectives for Mathematics in Grades 7-8-9.
11
TERMAN, L. M. AND LIMA, MARGARET. Children's Reading. New York, Appleton, 1925. A most interesting and valuable book in a new field, concerned not with mechanics of reading but with content. Educational Need
MORT, PAUL R. The Measurement of Educational Need. New York, Teachers' College, Columbia University, 1924. A definition of need and statistical treatment in developing a method of distributing state funds. Applied to New York State.
Federal Government in Education
KEITH, JOHN A. H. AND BAGLEY, WILLIAM C. The Nation and the Schools. New York, Macmillan Co., 1920. A superior argument with supporting historical and statistical data for a national system of education, centering in a Department of Education, with a Secretary of Education in the Cabinet.
Fiscal Control FRASIER, GEORGE W.
Fiscal Status of Board of Education, Control of City School Finances.
Milwaukee, Bruce Publishing Co., 1922. A study of fiscal independence of boards of education using an index number as a measure of school efficiency.
MCGAUGHY, JAMES RALPH
The Fiscal Administration of City School Systems. Educational Finance Inquiry Vol. V. New York, Macmillan Co., 1924.
A study of the significance of fiscal variations caused by the independence of city school boards from municipal control, based on tax rates, valuations, bonded debt, receipts, expenditures and school efficiency in 377 American cities.
Health and Physical Education
FLEMING AND MERRILL
Plays and Playing for the Elementary and Secondary Schools.
New York, Macmillan Co., 1926.
PAYNE, E. G. AND SCHROEDER, L. C. Health and Safety in the New Curriculum. American Viewpoint Society, 1925. A complete health program useful because exceedingly rich in materials and methods.
12
RAPEER, L. W. School Health Administration. New York, Bureau of Publications, Teachers' College, Columbia University, 1913. Sets up a program for health administration in a city school.
WILLIAMS, JESSE F. Organization and Administration of Physical Education. New York, The Macmillan Co., 1922. Deals with the problems and administration of physical education from the standpoint of modern physical education.
High School BARNES, H. E.
The New History and the Social Studies. New York, The Century, 1925.
Valuable features are the detailed account of achievements, elaborate bibliography, and summary of chief problems for further research.
FOSTER, CHARLES R. Extra-curricular Activities in the High School. Richmond, Johnson Publishing Co., 1925. Will appeal to classes in senior high school administration, junior high school administration, extra-curricular activities in teachers' colleges and normal schools; to high school principals; high school teachers; teachers' reading circles; vocational counselors; parent-teacher associations, school and public libraries.
HAMILTON, A. E. The Real Boy and the New School. Boni, 1925. Useful alike to all parents who realize their responsibility and all teachers whose profession is more to them than a means of livelihood.
INGLIS, ALEXANDER
Principles of Secondary Education. New York, Houghton Mifflin Co., 1918.
A systematic analysis of the factors and principles involved in a constructive theory of secondary education.
JOHNSON, F. W. The Administration and Supervision of the High School. Atlanta, Ginn & Co., 1925. A pioneer book digesting the best of a considerable literature on the administration of the senior high school, which heretofore has been scattered in magazine articles. 13
Koos, L. V.
Trends in American Secondary Education. Boston, Harvard University Press, 1926. VAN DENBURG, T. K. Causes of Elimination of Students in Public Secondary
Schools of New York City. Contributions to Education No. 47. New York, Bureau of Publications, Teachers' College. Columbia University, 1911. What the name implies.
History of Education
CUBBERLEY, ELLWOOD P. Public Education in the United States. New York, Houghton Mifflin Co., 1919. A study and interpretation of American history dealing with the larger problems of present day education in the light of their historical development.
KANDEL, J. L. Twenty-five Years of American Education. Collected Essays. New York, The Macmillan Co., 1924. A collection of contributions written by 17 former students of Paul Monroe, to show their appreciation of all he has contributed toward raising the standards of scholarship and research in the study of education.
KNIGHT, EDGAR
Public Education in the South. New York, Ginn & Co., 1922. REISNER, EDWARD H. Nationalism and Education since 1789. New York, The Macmillan Co., 1922.
A social and political history of modern education since 1789 showing tendency toward nationalism.
Janitor REEVES, C. E.
An Analysis of Janitor Service in Elementary Schools. A detailed and authorative study of janitorial service as found in the field. A pioneer study of the kind.
Junior High School BAGLEY, W. C.
Determinism in Education. Baltimore, Warwick & York. BRIGGS, THOMAS H. The Junior High School. New York, Houghton Mifflin Co., 1920.
An excellent presentation of the facts concerning the junior high schools, or intermediate schools, and a setting forth of a constructive program for the reorganization in this field. 14
DAVIS, CALVIN OLIN
Junior High School Education. Yonkers, World Book Co., 1924.
A study of existing practices in large and small cities in all parts of the United States. Conclusions are drawn and suggestions made.
THE JUNIOR HIGH SCHOOLS OF ROCHESTER, N. Y. Rochester, 1923. The main facts concerning the development of the junior high school movement in the City of Rochester.
RUSSEL, CHARLES
Classroom Tests.
SMITH, W. A. The Junior High School. New York, The Macmillan Co., 1925.
Measurement in Education
GARRETT, HENRY E. Statistics in Psychology and Education. New York, Longmans, Green and Co., 1926.
KELLEY, F. J. Teachers Marks, Their Variability and Standardization. A study involving the standards of works expected from a pupil, and the distribution of the group around the standard.
MCCALL, WILLIAM A. How to Experiment in Education. New York, The Macmillan Co., 1923. An attempt to assemble and originate a methodology of research from the beginning of the problem to the completion of the research.
MCCALL, WILLIAM A. How to Measure in Education. New York, The Macmillan Co., 1922. Brings together in one volume most of the techniques needed by those engaged in mental and educational measurement.
PETERSON
Early Conceptions and Tests of Intelligence. Yonkers, World Book Co., 1925.
PINTNER, RUDOLPH
Intelligence Testing Methods and Results. New York, Henry Holt & Co., 1923.
A splendid account of intelligence testing and an excellent summary of results obtained.
15
RlJGG, HAROLD A Primer of Graphics and Statistic? for Teachers. New York, Houghton Mifflin Co., 1925. A brief and simp'e primer setting forth in non mathematical form the terms and proceedings valuable in the study of the nature and the use of standard tests. Contains the essential elements for statistical work.
TBABUE, MARION REX
Measuring Results in Education. New York, American Book Co., 1924.
"A most thorough and practical treatment of the whole subject of educational measurement, the purpose being to interpret its general principles for the average elementary school teacher."
Philosophy of Education
DEWEY, JOHN
Democracy and Education.
New York, The Macmillan Co., 1916.
,
An attempt to isolate and state the ideas basic in a
democratic society and to supply their ideas to the
processes of education.
KILPATRICK, WILLIAM HEARD
Source Book in the Philosophy of Education. New York, The Macmillan Co., 1923.
The function of this book has been to render many short and inaccessible references easy of access as definite material in the philosophy of education for studying
the topics discussed in the author's classes.
Pre-school and Kindergarten
FENTON,J. C. A Practical Psychology of Babyhood. New York, Houghton Mifflin Co., 1925. An extensive and sane account of the unfolding of mind and personality under the helpful or hindering influences of environment and training.
GESELL, ARNOLD
The Mental Growth of the Pre-school Child. New York, The Macmillan Co., 1925.
Both a general discussion of mental growth and a detailed description of the test materials and the procedure in determining growth.
16
PARKER, S. C. AND TEMPLE, ALICE Unified Kindergarten and First Grade Teaching.
New York, Ginn & Co., 1925.
_
An important pioneer book by authorities in this new
field, based upon the successful experience at the
University of Chicago.
Psychology of Education
BREITWIESER, J. V. Psychology Education. Knopf, 1925. Text devoted to a highly interesting and easily understood discussion of applied psychology as it has been developed in the last few years.
DUNLAP, K. Old and New Viewpoints in Psychology. St. Louis, C. V. Mosley Co., 1925.
GATES, ARTHUR I. Psychology for Students of Education. New York, The Macmillan Co., 1923. Presents those phases of psychology that have special significance in education, with material which differs widely from the usual text.
JUDD, C. H. The Psychology of Social Institutions. New York, The Macmillan Co., 1926.
MARTIN, HERBERT
Formative Factors in Character.
Longmans, 1925.
..
.
Principles rather than methods, emphasizing the im-
perativeness of the development of moral character and
how it is to be achieved by boys and girls in home and
school.
TERMAN, L. M. Genetic Studies of Genius--Vol. 1.
Stanford University Press, 1925.
THORNDIKE, EDWARD LEE
Educational Psychology, Briefer Course. New York, Teachers' College, Columbia University, 1917.
An organization of the knowledge of human instincts and capacities, of processes of learning and remembering, of mental work and fatigue, and of individual differ-
ences and their causes.
17
Publicity
ALEXANDER, CARTER AND THEISEN, WILLIAM WALTER
Publicity Campaigns for better school support. Yonkers, World Book Co., 1921.
An authorative summary of school publicity campaign material based on returns from seventy successful city superintendents, with a very full and well classified bibliography.
MILLER, CHARLES
School Publicity. New York, Seilers.
A recent treatment of the type of school news desired by the newspapers and how to prepare and present it.
REYNOLDS, ROLLO G. Newspaper Publicity for the Public Schools. New York, R. G. Reynolds, Teachers' College, Columbia University, 1923. An evolution of existing practices in printing school news, principles involved. Sample articles and cuts.
Purposes and Principles
CHAPMAN AND COUNTS
Principles of Education. New York, Houghton Mifflin Co., 1924.
CuBBERLEY, ELWOOD P. An introduction to the Study of Education and to Teaching. New York, Houghton Mifflin Co., 1925. "Intended to orient the beginning and the general student, to give a good general idea as to what education deals with and is about."
GROVES, E. R. Social Problems and Education. Longmans, 1925. What the name implies.
PATRI, ANGELO
School and Home. New York, Appleton, 1925.
RUSSEL, BERTRAND
Education and New Life. London, England, 1926.
SISSON, EDWARD 0. Education for Freedom. New York, The Macmillan Co., 1925.
NEALE, M. G.
Records and Reports
School Reports as a Means of Securing Additional Support for Education in American Cities.
18
Columbia, Mo., Missouri Book Co., 1921. An outline of principles upon which an adequate system
of school reporting should be based.
STRAYER, GEORGE D. AND ENGELHARDT, N. L.
School Records and Reports.
s
New York, Bureau of Publications, Teachers College,
Columbia University, 1923. A score card and standards with explanations for use.
Rural Schools
CARNEY, MABEL
Country Life and the Country School. Peterson & Co., 1912.
A study of the agencies of rural progress and of the social relationship of the school to the country com-
munity.
CuBBERLEY, ELLWOOD P. Rural Life and Education. New York, Houghton Mifflin Co. A study of the rural school problem as a phase of the rural life problem.
WOOFTER, THOMAS J. Teaching in Rural Schools. New York, Houghton Mifflin Co., 1917.
School Housing
DONOVAN, J. J. School Architecture, Principles and Practices. New York, The Macmillan Co., 1921. Full of information that is practical and valuable based on actual operation. Valuable to architects, School
Boards and Superintendents.
ENGELHARDT, N. L. A School Building Program for Cities. Contributions to Education No. 96. New York, Bureau of Publications, Teachers' College,
Columbia University, 1918. An authorative statistical treatment. A poineer work.
HART, FRANK W. A Standard State School Building Code.
Albany, C. F. Williams & Son, Inc., 1924. Proposed Statutory Requirements and proposed rules,
regulations and forms concerning schoolhousing for
the realization of acceptable standards of school-
housing.
LOCKHART, G. L. (architect)
.
Public Schools, Their Construction, Heating, Ventilation,
Sanitation, Lighting and Equipment.
19
St. Paul, H. W. Kingston Co., 1918. A careful treatment of the outstanding problems in architecture and school-building.
MCCLURE, J. R. Ventilation of School Buildings. New York, Bureau of Publication, Columbia University, 1925. Shows the changing conception of ventilation, standards and policies, cost of installation and recommendation.
PACKER, PAUL C. Housing of High School Programs. Contributions to Education No. 159. New York, Bureau of Publications, Columbia University, 1924. Develops a method of determining required number of rooms for high schools and makes application of method to an actual situation. Practical and serviceable.
STRAYER, GEORGE DRAYTON AND ENGELHARDT, N. L. Standards for High School Buildings. New York, Bureau of Publications, Columbia University. Gives score card for high school buildings--standards for construction, methods of evaluating buildings with an explanation of the use of the score card.
STRAYER, GEORGE DRAYTON AND ENGELHARDT, N. L. Standards for Elementary School Buildings. New York, Bureau of Publications, Teachers' College, Columbia University, 1923. Gives score card for elementary school buildings, standards for construction, methods of evaluating buildings with an explanation of the use of the score card.
State School Funds
CUBBERLEY, ELLWOOD P. School Funds and Their Apportionment. Contributions to Education No. 2. New York, Bureau of Publications, Columbia University, 1906. A pioneer and outstanding treatment of apportionment of school (state) funds.
MORT, PAUL R. AND OTHERS A Report on State Aid for the Public Schools in the State of New York. Albany,J. B. Lyon, 1925. The application of the principles and technique developed by Mort in his Measurement of Educational Need.
20
School Support NORTON, JOHN K.
The Ability of the States to Support Education. Washington, D. C, National Education Association, 1926.
An authoritative study of the relative ability of the states to support education, the influence of same upon existing educational systems and the resulting^ implications.
SINGLETON, GORDON G. State Responsibility for the Support of Education in Georgia. New York, Bureau of Publications, Teachers College, Columbia University, 1925. This study discusses state responsibility for the support of education, just what its implications are and just how this responsibility may be most scientifically determined and fulfilled.
Sociology BLACKMAN, FRANK W.
History of Human Society. New York, Scribners, 1926.
GOOD, ALVIN
Sociology and Education. New York, Harpers, 1926.
Superintendent DOUGLAS, B. C.
The Status of the Superintendent. Washington, National Education Association, 1923.
Sets forth valuable information concerning the status of the Superintendent.
MORRISON, JOHN CAYCE
Legal Status of City School Superintendent. Baltimore, Warwick and York, 1921.
Historical development of the city school superintendent with special treatment of the development in Connecticut and Ohio.
THEISEN, WILLIAM WALTER
The City Superintendent and the Board of Education. Contributions to Education No. 84. New York, Bureau of Publications, Teachers College,
Columbia University, 1917. A study embracing the relationship of Superintendent
and Board of Education in the administration of city schools, giving duties of Superintendent and duties of Boards of Education.
21
Supervision
ANDERSON, C. J., BAER, A. S. AND BTJSH, M. G. Visiting the Teacher at Work.
New York, Appleton, 1925.
..
Sets forth in clear, simple terms general principles
supplemented with concrete case material and sum-
mary outline.
BURTON, W. H. Supervision and the Improvement of Teaching.
New York, D. Appleton and Co., 1922. Primarily intended for superintendents, building prin-
cipals, and grade supervisors. Attempts to define the
field of supervision, collect the data bearing upon it,
and emphasizes need of local organization.
GIST, ARTHUR S. Elementary School Supervision.
New York, Scribners, 1926.
MCMURRAY, FRANK
Elementary School Standards. Yonkers, World Book Co., 1914.
Analysis and setting up standards as an aid to better
teaching and supervision.
MIRICK, GEORGE A. Progressive Education. New York, Houghton Mifflin Co., 1923. An authoritative and enlightening work giving a present day interpretation of the elements composing our
educational system.
NUTT, H. W. Supervision of Instruction. New York, Houghton Mifflin Co., 1920. A discussion and analysis of the elements of the supervisory process and statement of the technique and professional standards for the supervision of instruc-
tion.
RUSSELL, CHARLES
.
.
The Improvement of City Elementary Teachers in Service.
Contributions to Education. . New York, Bureau of Publication, Teachers College, Col-
umbia University, 1922. Sets up a program for training teachers in service.
Surveys
BLISS, DON C. Methods and Standards for Local School Surveys. New York, D. C. Heath & Co., 1918. A guide for making and studying surveys.
22
SEARS, JESSE BHINDAGE
The School Survey. New York, Houghton Mifflin Co., 1925.
STRAYER, GEORGE DRAYTON AND OTHERS
Report of the Survey of Certain Aspects of the Public School System of Providence, Rhode Island, for the School Year 1923-'24. Providence, The Oxford Press, 1924.
STRAYER, GEORGE DRAYTON AND OTHERS
Report of the Survey of Certain Aspects of the Public School System of Springfield, Mass., for School Year 1923-'24.
New York, Division of Field Studies, Institute of Educational Research, Teachers' College, Columbia University, 1924.
Taxation
SELIGMAN, EDWIN ROBERT ANDERSON
Essays in Taxation. London, Macmillan Co., 1913.
Comprehensive and authoritative treatment of taxation. General and specific.
Teachers
BAGLEY, WILLIAM C. The Professional Preparation of Teachers. New York, Carnegie Foundation, 1920. Bulletin 14. An authoritative discussion after analysis of the Normal School and its functions, its curriculum, and its capabilities for the preparation of teachers for the different school grades.
BALLOU, FRANK W. The Appointment of Teachers in Cities. Harvard Studies in Education, Cambridge, Harvard University, 1915. Questionnaire methods of gathering data. The author makes four divisions: (1) Methods of appointing teachers in representative city school systems, the city Board of Education, the city superintendent of schools, and his conclusions and recommendations.
23
EUENDEN, EDWARD S.
, . ,,,..
Teachers'Salaries and Salary Trends in 1923.
Washington, D. C, National Education Association, 1923.
FURST, CLYDE AND KANDEL, I. L.
y
Pensions for Public School Teachers Bulletin No. 12.
New York, The Carnegie Foundation for the Advance-
ment of Teaching, 1918.
.. ,
r
Statement of principles and characteristics ot a sound
pension system for teachers.
LEWIS, E. E.
,,_,.,,.,,
Personnel Problems of the Teaching Start.
New York, The Century, 1925.
OfPENHEIMER, J. J. The Visiting Teacher Movement. Joint Committee on Methods of Preventing Delinquency,
1925.
Teaching
BAGLEY, WILLIAM C. AND KEITH, J. A. H. An Introduction to Teaching. New York, The Macmillan Co., 1924. The aim has been to orient the prospective teacher with regard to the outstanding problems of education, to give him a balanced perspective on disputed issues and to make easier on his part an intelligent choice ot a specific field of service.
BROOKS, F. D. Applied Psychology of Reading. New York, Appleton Co., 1926. Thorough analysis of all phases of teaching reading.
CLEMENT, JOHN ADDISON
Principles and Practices of Secondary Education. New York, The Century Co., 1925.
COLLINS, ELLSWORTH
An Experiment with a Project Curriculum. New York, Macmillan Co., 1925.
Report of an equipment in rural schools, experiment making based on the concept of the project method.
HALL QUEST, ALFRED L. Supervised Study in the Secondary School. New York, The Macmillan Co. The principles and technique of supervised study in the secondary school are clearly reported.
24
KlLPATRICK, W. H. Foundations of Methods. New York, The MacMillan Co., 1925. Author indicates the need for emphasis on broader aspects of education, such as attitude, habits, skills and appreciation.
KLAPPER, PAUL
Methods of Teaching History. New York, D. Appleton Co., 1926.
KNIGHT, F. B. Qualities Connected with Success in Teaching. New York, Bureau of Publications, T. C. Columbia University, 1922. Nine items of ability correlated with general success in teaching as rated by supervisors, teachers and pupils.
MORRISON, H. C. The Practice of Teaching in the Secondary School. Chicago, University of Chicago Press, 1926.
PARKER, S. C. Methods of Teaching in High School. New York, Ginn & Co., 1915.
SEARS, J. B. Classroom Organization and Control. New York, Houghton Mifflin Co., 1918.
STARK, WILLIAM E. Every Teacher's Problems. New York, American Book Co., 1922. Many problems incident to the daily life of the teacher are presented and grouped and are treated individually in the solutions. Reality is characteristic of the principles involved.
STRAYER, GEORGE DRAYTON
A Brief Course in the Teaching Process. New York, Macmillan Co., 1911.
The author discusses, first, the end of education (adjustment); then the factors conditioning the teaching process; and then the teaching process itself.
STRAYER, GEORGE D. AND ENGELHARDT, N. L. The Classroom Teacher. New York, American Book Co., 1920. An excellent treatment of the outstanding problems which the teacher must face with emphasis on the new and difficult. The teacher is acquainted with the organization and administration needed for a more complete understanding and cooperation in the school program.
25
STRAYER, GEORGE DRAYTON AND NORSWORTHY, NAOMI
How to Teach. New York, The Macmiltan Co., 1917.
This book is an excellent comprehensive summary (with illustrations) of the psychological facts and principles which underlie effective method, as well as a series of specific suggestions to be observed|in teaching.
Text Books
FOWLKS, JOHN GUY
Evaluating School Textbooks. New York, Silver Burdett & Co., 1924. FRANZEN, R. H. AND KNIGHT, F. B. Textbook Selection, Baltimore, Warwick & York, 1924.
Gives criteria for selection of textbooks and applies the criteria to: (1) high school English Literature texts, (2) and geography texts for elementary schools.
HOWARD, GEORGE
Problems in Textbook Administration. Raleigh, N. C, published by author, 1924.
Special reference to costs in New York and New Jersey. Data through 1922.
Vocational Education PROSSER, C. A. AND ALLEN, C. R.
Vocational Education in a Democracy. New York, The Century, 1925.
Incisive discussion of the development of vocational education, its aims, possibilities, and relations to regular education, present status, significance, and effect upon stability and progress of a democracy.
26
SELECTED LIST OF EDUCATIONAL PERIODICALS
GENERAL
Journal of the National Education Association Joy Elmer Morgan, Editor Harold A. Allan, Business Manager 1201 Sixteenth Street Northwest, Washington, D. C.
School and Society J. McKeen Cattell, Editor W. Carson Ryan, Jr., Associate Editor Raymond Walters, Associate Editor Garrison, New York
School Life James C. Boykin, Editor U. S. Bureau of Education Washington, D. C.
Peabody Journal of Education Charles S. Pendleton, Editor George Peabody College for Teachers Nashville, Tenn.
Teachers' College Record James E. Russell, Editor Columbia University 525 West 120th Street, New York City
Georgia State School Items Fort E. Land, Superintendent State Department of Education Atlanta, Ga.
Georgia Education Journal Kyle T. Alfriend, Editor 400 Vineville Ave., Macon, Ga.
ELEMENTARY
Elementary School Journal Charles H. Judd, Director Schools of Education University of Chicago Chicago, Illinois
27
CHARACTER AND CITIZENSHIP EDUCATION
The Character Builder John T. Miller, Editor 1627 Georgia Street, Los Angeles, California
School and Home Parents' and Teachers' Association Ethical Culture School 33 Central Park West, New York City
EDUCATIONAL ADMINISTRATION AND SUPERVISION
American School Board Journal W. G. Bruce, Editor 354 Milwaukee Street, Milwaukee, Wisconsin
Bulletin of the Department of Elementary School Principals National Education Association E. Ruth Pyrtle, Editor 1201 Sixteenth Street Northwest, Washington, D. C.
Educational Administration and Supervision Warwick and York, Publishers 10 East Centre Street, Baltimore, Maryland
EDUCATIONAL RESEARCH AND PSYCHOLOGY
Journal of Educational Psychology Harold Rugg, Chairman Board of Editors Warwick and York, Publishers 10 East Centre Street, Baltimore, Maryland
Research Bulletin of National Education Association J. K. Norton, Editor 1201 Sixteenth Street Northwest, Washington, D. C.
Teachers Journal and Abstract George Willard Frasier, Editor Earle U. Rugg, Managing Editor Colorado State Teachers' College Greeley, Colorado
28
ENGLISH AND THE SOCIAL STUDIES
English Journal W. W. Hatfield, Editor 506 West 69th Street, Chicago, Illinois
Journal of Georgraphy George J. Miller, Editor and Secretary National Council of Geography Teachers State Teachers' College Mankato, Minnesota
LANGUAGE TEACHING
The Classical Journal Arthur T. Walker, Editor-in-Chief University of Kansas Lawrence, Kansas
Latin Notes Frances E. Sabin, Director Service Bureau for Classical Teachers Teachers College, Columbia University New York City
LIBRARIES
Bulletin of the American Library Association Carl H. Milam, Secretary 86 East Randolph Street, Chicago, Illinois
MATHEMATICS
General Science Quarterly O. E. Underhill, Editor pro-tem W. G. Whitman, Publisher Salem, Massachusetts
Mathematics Teacher John R. Clark, Editor Lincoln School of Teachers' College Columbia University New York City
School Science and Mathematics Charles H. Smith, Editor Hyde Park High School Chicago, Illinois
29
METHODS
Journal of Educational Method J. F. Hosic, Editor Teachers' College, Columbia University New York City
Normal Instructor and Primary Plans W. J. Beecher, Editor Dansville, New York
STUDENT ACTIVITIES
American Junior Red Cross News Ellen McBryde Brown, Editor American Red Cross Washington, D. C.
KINDERGARTEN-PRIMARY
Kindergarten-Primary Magazine J. H. Shults, Editor Manistee, Michigan
PARENTS AND TEACHERS
Childhood Education May Murray, Editor International Kindergarten Union 1201 Sixteenth Street Northwest, Washington, D. C.
PHYSICAL EDUCATION AND HEALTH
Child Health Bulletin American Child Health Association 370 Seventh Avenue, New York City
Playground H. S. Braucher, Editor Playground and Recreation Association of America 315 Fourth Avenue, New York City
RURAL EDUCATION
Journal of Rural Education Fannie W. Dunn, Editor-in-Chief Teachers' College, Columbia University New York City
30
SCHOOL ART AND MUSIC
Official Bulletin, National Federation of Music Clubs Mrs. Helen Harrison Mills, Editor 1200 Columbia Terrace Peoria, Illinois
School Arts Magazine Pedro Lemos, Assistant Editor John T. Lemos, Assistant Editor Director, Museum of Fine Arts Stanford University, California Published by Davis Press, Inc. Worcester, Massachusetts
School Music Karl W. Gehrkens, Editor Oberlin, Ohio Van B. Hayden, Publisher Keokuk, Iowa
SECONDARY EDUCATION
The High School Quarterly Joseph S. Stewart, Editor University of Georgia Athens, Georgia
School Review Charles H. Judd, Director School of Education University of Chicago Chicago, Illinois
VISUAL EDUCATION
Educational Screen N. L. Greene, Editor-in-Chief Marie E. Goodenough, Associate Editor 5 South Wabash Avenue, Chicago, Illinois
VOCATIONAL AND INDUSTRIAL EDUCATION AND GUIDANCE
Industrial Arts Magazine William C. Bruce, Managing Editor Bruce Publishing Co. 354 Milwaukee Street, Milwaukee, Wisconsin
Journal of Home Economics Helen W. Atwater, Editor 617 Mills Building Washington, D. C.
31
STATE READING COURSE
The State Reading Course for 1926, upon which questions for the State Teachers' Examination will be based, is as follows:
(1) Manual for Georgia Teachers, supplied through County Superintendents.
(2) Pittman's "Successful Teaching in Rural Schools" American Book Company, Atlanta, Ga. Price $1.05 net wholesale (quantity orders) plus transportation charges. List price, single copies, postage prepaid $1.40.
(3) Fraser and Armentrout's "An Introduction to Education," Scott, Foresman and Company. Price $1.13 net f. o. b. Atlanta, in quantity orders or single copies sent postpaid to any place in Georgia, $1.25.
(4) "Diagnostic Testing and Remedial Teaching" by Paulu, D. C. Heath and Company, Atlanta, Georgia. Net wholesale price $1.35 f. o. b. Atlanta. Single copies direct to teachers, postpaid at $1.50 per copy.
32
FIVE HUNDRED BOOKS FOR THE HIGH SCHOOL LIBRARY
Foreword
All Georgia high schools to be on the accredited list must have 500 well selected books in their library and the Commission on Accredited Schools recommends that this be increased for a larger enrollment to an average of seven books per pupil. The list has been prepared at our request by the Georgia Library Commission, first appearing five years ago in leaflet form. The Secretary of the Georgia Library Commission, Miss Beverly Wheatcroft, has carefully revised the list, bringing the prices and editions up to date and adding a few outstanding titles of recent publication. This list has been checked with the several other standard high school lists and the books listed are all given as most essential for first purchase on the larger lists. This list will give a good idea of the kind of books to order for high school libraries. The teacher-librarian, and there ought to be one in every high school, can use this list to advantage in securing books from citizens during "book showers" and library campaigns. The work of Miss Wheatcroft will be appreciated by our high schools.
J. S. STEWART, Chairman.
COMMISSION ON ACCREDITED SCHOOLS.
Miss Wheatcroft has included in the pamphlet much valuable information relative to the high school library in addition to the list of five hundred selected books. Address all communications to the Georgia Library Commission, State Capitol, Atlanta, for information regarding High School Library list.
33
BOOKS FOR TEACHERS IN THE
LIBRARY OF THE GEORGIA LIBRARY COMMISSION
The Georgia Library Commission has nearly four hundred education books for teachers which may be borrowed for a period of one month entirely free for the cost of the return postage.
A list of the books available may be secured by addressing the Georgia Library Commission, State Capitol, Atlanta, Georgia.
34
GEORGIA State School Items
Published by the State Department of Education.
Vol. in
OCTOBER, 1926
No. 5
FORT E. LAND STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
FOREWORD.
Under the j oint auspices of the American Legion and the National Education Association, every state in the Union will celebrate the week, November 7-13 as American Education Week. The State Department of Education of Georgia is therefore asking superintendents and teachers of this State to secure the co-operation of the representatives of the American Legion and local units of the Georgia State Teachers Association in carrying out a program in their respective communities that will bring about more intensive interest in the work of the public schools.
A special topic has been assigned for each day of the Week. It is expected however that in the rural schools each teacher will use her own initiative and in the larger systems superintendents will appoint committees of interested citizens, enlisting the interest of civic organizations, Parent Teacher Associations, Womens Clubs, etc, in arranging for an extensive observance of the Week.
A plan was suggested last year during American Education Week for the appointment of a committee or committees of leading influential business men and women to be induced to make automobile trips under the leadership of the county superintendent and members of the county board of education to personally inspect the conditions and inadequacies of the unsatisfactory schools in the several counties and also a visit to at least one consolidated school in the county or nearby county.
By reports we found that there was quite a lively interest in this suggestion and that it was followed in many of the counties. Our suggestion this year is that similar committees be appointed for a check up on improvements which have been made since American Education Week of last year and also to further stimulate interest in school betterment.
In preparing the programs for American Education Week it is suggested the program for each day be followed and possibly held at the school building during the school day. The citizens are expected and urged to attend and the speakeis and programs as announced in advance from the pulpit and through the press should be sufficiently interesting and strong to guarantee their attendance.
Another phase of the observance of American Education Week is the program for the luncheons and meetings of civic, cultural and professional organizations. Whenever possible these meetings regardless of the day of the week on whicb they fall should be devoted to local, county, state, and national educational conditions, problems and to means for their solution and immediate improvement.
We appreciate the co-operation and assistance of Dr. Gordon G. Singleton, Director of the Division of Information and Statistics, in the preparation of this bulletin.
Yours very truly,
F. E. LAND.
State Superintendent of Schools.
A PROCLAMATION
By
The Governor of Georgia
Hon. Clifford Walker
The progress made in education in Georgia during the past decade and a half is most remarkable. Legislative barriers bave been broken down, more money has been provided, better school buildings have been erected, more trained teachers are being employed, the courses of study have been broadened to more adequately meet the needs of the pupils. Our public school system, administered by State and local officers is peculiarly suited to our habits of life and to our plan of government, and it has brought forth abundant fruit.
In many favored localities elementary and high schools easily accessible to the youth of the community are offering them a nine months term in well constructed, heated, lighted, and ventilated school buildings taught by well trained teachers affording the boys and girls the opportunity of a high school education.
While this makes us justly proud, contemplation of this worthy achievement must not blind us to the fact that adequate educational opportunities have not yet been provided throughout the State in either the elementary or the secondary schools. Large numbers have not yet been reached by the blessings of an education. The opportunities afforded by the schools in rural communities are too frequently extremely limited. Too often their buildings are poor, their equipment limited, almost no libraries, and what is much more important, the teachers are poorly paid and conseqeuntly inadequately trained, and the terms are short. High schools are likewise too frequently insufficient in number or inadequate in quality of educational offering or both. The State University and institutions of higher education have reached the maximum of their possibilities and still are unable to provide for the large number of young men and young women knocking at their doors. Their facilities must be increased.
These educational needs are a challenge to consecration and action. Every effort must be put forth to provide every child in the Empire State of the South that educational opportunity which his need and his capacity demand. The experiences of the past indicate that when our people are informed as to the educational conditions and needs public sentiment for universal education has
3
come, the hands of constituted school authorities have been upheld, meritorious legislation has been passed, and funds have been provided. The State in her Constitution has undertaken to provide every child in the State an equal educational opportunity. We will keep faith with those who wrote the Constitution to the end that every child in Georgia will be provided with an equal educational opportunity to make the most of himself for his own and the State's welfare.
THEREFORE, I, Clifford Walker, Governor of Georgia, do approve setting apart the week beginning November seventh as American Education Week and recommend that all local officers, schools, individuals, clubs, and organizations in Georgia observe the week by studying the local, state and national problems in education to the end that education may be advanced and that Georgia may take rank where she ought to rank educationally among the States of the Union.
Given under my hand and the Great Seal of the State of Georgia, at Atlanta, this the 22nd day of October, 1926.
CLIFFORD WALKER,
Governor.
AMERICAN EDUCATION WEEK.
The American Legion, through its National Americanism Commission, initiated American Education Week for the fostering of better citizenship through organized national effort. This Is held sometime in November of each year. Its observance will be general in all communities throughout the country.
The men of the Legion having followed the flag of free government in the military service, are continuing their work for free government in times of peace. They have become aware of an enemy of liberty and popular government more deadly and more insidious than the armed forces of Prussian militarism. This enemy is ignorance. It is more widespread in America than Americans realize. It threatens the very soul of popular government; for the essence of popular government is the carrying out of the will of the people, and there can be no intelligent expression of the will of the people save through understanding and intelligence. Free popular government is based on the literacy of the citizenship that maintains it; how can a citizen unable to read and write be expected to
cast a well considered vote?
Yet in America today there are ten million citizens who are practically unable to read and write. The United States today stands very high in illiteracy as compared with other great civilized nations. Our population has a greater foreign element than that of any other established nation; and a greater percentage of this foreign element is ignorant of the English language. Assuredly
this calls for education.
So much for the citizens of today. When we consider the citizens of tomorrow, the twenty-five million American children of school age, the question.of education seems to be still more urgent. There are ten millions of these children today who are not in regular attendance at any school. There are millions more whose development is being retarded by inadequate school facilities.
It is such conditions as these that must be corrected, and that immediately else the American citizenship of tomorrow will be unable and unfit to deal with the problems of tomorrow, free government will become but a name, and our representative institutions will fall of their own weight. The nation will then face a sad choice between tryanny and anarchy. This is a menance as ominous and immediate as the bayonets of an invading army. It is this invasion of ignorance that The American Legion is going out against. It is the realization of the greatness of this need that has brought the National Education Association and The United States Government into full and immediate co-operation with the Americanism Commission of the Legion. The first advance in the campaign is the national observance of American Education Week.
Every day of this week is dedicated to some particular and pressing problem of education and of citizenship.--Handbook of the
American Legion.
FOR GOD AND COUNTRY DAY
SUNDAY, NOVEMBER 7, 1926
Laws without the support of individual morality are powerless.
A Godly nation can not fail.
Visit your church to-day.
Ministers of all denominations are urged to preach a sermon on education, either morning or evening.
Education in the Home
Text, Deut. XI, 19. "And ye shall teach them your children."
Text, Proverbs, XXII, 6. "Train up a child in the way he should go: and when he is old, he will not depart from it."
Topics:
The mother, the child's first teacher. Training for membership in the family circle. The home must lay the foundations of character. Children obey your parents.
Education in the School. Text, I Oor. Ill, 10.
"I have laid the foundation, and another buildeth thereon. But let every man take heed how he buildeth thereupon."
Topics:
Education for democracy. The good little citizen. The schools and good citizenship. Training for vocations.
Education in the Church
Text, Proverbs IV, 7.
"Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding."
Topics:
God and the good citizen. Bible reading in the home: The church and education. Reverence for authority. How can the church best serve the State? How can the State best serve the church?
6
CONSTITUTIONAL RIGHTS AND PATRIOTISM DAY
MONDAY, NOVEMBER 8, 1926
Liberty is not the right of one, but of all.--Herbert Spencer
1. Every personal right implies a reciprocal obligation to respect the same right for others.
2. Liberty which does not consider the public welfare is license.
3. A demand for personal liberty which is not prefaced by a pledge of service to the cause of liberty is selfish and unreasonable.
Patriotism: a fulfilment of individual obligations to the community, state, and nation in peace or in war; a wholesome respect for the symbols of the commonwealth; and a will to defend the principles of liberty, equality, justice, and tolerance which actuated our fore-fathers to found it.
CONSTITUTION OF THE UNITED STATES
Preamble
We, the people of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
RIGHTS SAFEGUARDED BY THE CONSTITUTION
These rights are safeguarded by the Constitution of the United States for every citizen:
1. To carve out his own fortune with his own industry and skill.
2. To choose any lawful occupation, calling or business, and to follow the same honestly with molestation.
3. To strive, to save, to accumulate and to own, use and manage lawfully acquired property and the profits thereof.
4. To employ others, or to be employed by others, by mutual consent and agreement.
5. To enjoy the largest measures of human liberty consistent with orderly government.--G. W. Cartwright.
WHOLESOME RESTRAINT IS THE ESSENCE OF LIBERTY
"In Obedience to Law is Greatest Freedom"--Those Who Live Right Have all the Freedom They Crave--Laws Made to Protect
Human Rights--Observance of Physical Laws Conducive to Long Life.
BY BURTON L. FRENCH.
Representative in Congress from Iadho
A neighbor of ours owns a dog whose name is Bilge. For years Bilge, Bowser, Bing, and Brice, all dogs, roamed care free about our community, the delight of children and of all lovers of dogs. Then Bilge took a notion to be ugly, to snarl and bite children and terrify grown-ups as well. Today Bilge spends half of his time at home tied to a long chain, and when he is permitted to roam he wears a muzzle that covers up his mouth and must be a source of dog embarrassment when he meets his quondam associates. His failure to respect ordinary dog law has restricted his liberty, while Bowser, Bing, and Brice have perfect freedom.
George and Henry Jones are never permitted to go to a picnic or a party unless their mother can go along. Other children go without their parents. The reason for this restraint upon George and Henry lies in the fact that when they are not with one of their parents they torment other children smaller than themselves, destroy property wherever they think they will not be discovered, and treat everybody else exactly as they would not want to be treated. The other children of the neighborhood have greatest liberty because they obey law.
Not long ago a man died whom I had known from boyhood. As a boy and young man he was a pictuie of physical health, but he died in what should have been the prime of life because he violated all laws of right living. On the other hand, a few years ago I heard Dr. Lyman Abbott deliver a powerful address when he was far beyond 80 years of age. From boyhood Lyman Abbott was under the handicap of a frail body. How did he overcome this handicap? By right living. By obedience to physical laws. In obedience to those laws Lyman Abbott found long life and greatest freedom. In obedience to law Lyman Abbott contributed to humanity a service that has been equaled by few of his contemporaries in a lifetime of about a century.
Some time ago I drove by the courthouse in the city of Worchester, Mass. I saw a motto over the main entrance. It read, as I recall, "In obedience to law is greatest freedom." I asked who wrote it and was told that it was from the pen of the late Senator George Frisbee Hoar. I am sure that Senator Hoar did not have immediately in mind dogs and children and physical well-being. Yet, applied to these, his statement is true. I think he had in mind citizen-
8
ship. The man and the woman, the boy and the girl, who live right have all the freedom that they crave. They go and come and roam at will. He alone is restricted and limited by law who refuses to obey the laws that he wants other people to obey and that are made for his comfort, his safety, as well as that of others. Laws are made to protect human rights. The signs in the park--"Do not pick the flowers," or "Do not walk here," or "Do not feed the animals"-- are made to bring joy and happiness to all and not to a mere few who would pick the flowers, injure the animals, or trample down the growing plants. Laws that govern human actions are merely signs that point the best way for comfort and health and safety for everybody.--Broadside, Bureau of Education.
"THE AMERICAN'S CREED"
by
WILLIAM TYLER PAGE
"I believe in the United States of America as a government of the people, by the people, for the people; whose just powers are derived from the consent of the governed; a democracy in a republic ; a sovereign nation of many sovereign states; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity, for which American patriots sacrificed their lives and fortunes. I, therefore, believe it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag, and to defend it against all enemies."
RURAL SCHOOL DAY
TUESDAY, NOVEMBER 9, 1926
"Progressive Civilization Depends Upon Progressive Education."
It is not too much to say that the need of civilization is the need of teachers.--Calvin Coolidge.
The school is the foundation of democracy.
SUGGESTIONS FOR OBSERVING THE DAY
Before making plans for observing this day, read the foreword by Superintendent Land.
Tne school system of a community is a good index of the moral and intellectual standards approved and supported by the people in that community. Rural School Day offers a community a splendid opportunity to study various problems arising in the administration of its school. In order to lay a good foundation for future constructive work in the schools, it is desirable to know their present status as definitely as possible. Both the good and the bad features of existing conditions should be known.
Communities can not really know their own schools without comparing them with other schools. Why are city schools generally considered better than rural schools? How have longer terms, better qualified teachers, better buildings, and more adequate equipment effected this disparity?
Why are all city schools in session each year 9 months, and some of them 10 months, whereas rural schools average 7 months, and in some States only 5 or 6 months? Is it because rural people do not want longer terms, or that they can not raise the money to support them? How may well-trained teachers be induced to offer their services in rural communities? What steps should be taken to secure better buildings and equipment? If all these "better things" were added to schools, how would they affect pupils' attendance and progress? Ought not the State to guarantee an equity of educational opportunity to all its children?
The interest and co-operation of a majority of the people are necessary if substantial and permanent improvements are to be made. To arouse interest in the schools, to secure definite information of existing conditions, and, in some cases, to provide suggestive standards worthy of imitation the following abbreviated list of items has been prepared. Because of the comprehensiveness of some of the items, different committees may advantageously be appointed to study, rate and report on certain items in the list. In scoring, select a few rather than many features so as to emphasize those which should be brought to the attention of the public. The
10
statistics are taken mostly from the United States Bureau of Education Bulletins, 1924, Nos. 31 and 38.
ITEMS TO SCORE
SCHOOL AND EQUIPMENT
Are the school grounds beautified with trees and shrubbery? Is the playground sufficiently large, fairly level, and well drained? Is the building in good repair? Does the lighting meet hygienic requirements? (Window surface one-fifth floor area; light come from one side of room; adjustable shades, light in color; and adequate provision for artificial lighting.) Does the heating and ventilating equipment meet approved standards? Are ample provisions made against fire hazards? (Fireproof construction, sufficient exits, doors open outward, fire escapes, fire extinguishers, etc.) Are the walls and ceilings finished in light tints? Are the toilets kept in a sanitary condition at all times? Is pure drinking water provided with sanitary drinking devices? Are dictionaries, supplementary readers, maps, globes, etc., provided? Are the desks adjusted in size to the needs of the pupils?
PUPILS
What per cent of the total population is enrolled in school? (United States--21.3; Mississippi--31.3.)
What per cent of the pupils are enrolled in high schools? (United States--12.3; California--27.1.)
What per cent of children enrolled attend each day? (United States--79.3; North Dakota--92.7.)
How many days during the year is the school in session? (United States 164; Rhode Island--194.6.
What is the average number of days attended per year by each pupil enrolled? (United States--130.6; Rhode Island--162.7.
What is the average number of years of school lif e on basis of a 180-day year? (United States--6.9; Massachusetts--9.1.)
What is the percentage distribution of pupils enrolled in the following types of public schools?
Elementary schools and kindergartens (United States--79.3.) Secondary schools (United States--11.4; California--25.)
Normal schools and teachers' colleges (United States--0.7; North Dakota--1.8.)
Universities, colleges, and professional schools (United States--0.8; Nevada--4.8.)
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What is the percentage distribution of pupils enrolled in the elementary grades? (United States: First grade, 21.1; second grade, 14.4; third grade, 13.7; fourth grade, 12.9; fifth grade, 11.5; sixth grade, 10.4; seventh grade, 8.8; eighth grade, 7.2.)
What per cent of elementary pupils are of normal age? (Allow 2 years for each grade, consider 6 and 7 years as noimal for the first grade, 7 and 8 years for the second grade, etc. The averages here given were computed from three and one-third million pupils in cities having eight-year elementary school systems.) (United States--66.)
What per cent of elementary pupils are over normal age (retarded)? (United States--23.)
What per cent of elementary pupils are under normal age (Accelerated)? (United States--11.)
What per cent of high-school pupils are of normal age? (United States--64.)
What per cent of high-school pupils are over normal age (retarded)? (United States--17.)
What per cent of high-school pupils are under normal age (accelerated)? (United States--19.)
CURRICULAR PROVISIONS
What per cent of the total time in the eight elementary grades is devoted to the "three R's"--include language, leading, spelling, writing, arithmetic? (Eighth grade elementary schools in 49 cities-- 50.6.)
What per cent of the total time in the eight elementary grades is devoted to the "content" subjects--include history, civics, geography, science, hygiene? (49 cities--15.5.)
What per cent of the total time in the eight elementary grades is devoted to the "special" subjects--include physical education, recess, drawing, music, show work, etc? (49 cities--33.9.)
Are different high-school curricular offered to meet the varying needs and interests of the pupils? (Home economics, commercial, agricultural, etc.)
Are provisions made for adult education? (Part-time schools, evening schools, extension classes, lecture courses, etc.)
TEACHERS
Are the majority of the elementary teachers high-school graduates, with two years of professional training?
Have the superintendent, principals, and supervisors had experience and professional training in their specialized fielas of work?
Have most of the teachers taught one or more years? Is the local tenure of the teachers reasonably long, and are few of them lost due to higher salaries and better living conditions offered them elsewhere?
What per cent of the total number of teachers are men? (United States--16.3; Arkansas--36.6.)
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What is the average annual salary of teachers, supervisors, and principals?
(Do not include superintendent unless he teaches one-half time or more.) (United States--$1,166; New York--$1,910.)
Are enough young people from the community in teacher-preparing institutions to provide for the local teacher turnover?
FINANCE
What per cent of the school's receipts come from the State? (United States--16; Delaware--94.4.)
What per cent of the school's receipts come from the county? (United States--10.5; New Mexico--79.2)
What per cent of the school's receipts come from the local unit? (United States--73.5; Kansas and Nebraska--99.3)
What per cent of the total expenditures, excluding payment of bonds, goes for general control? (Include salaries of attendance officers, clerks, school board members, and superintendent if he teaches less than one-half of the time.) (United States--3.3; Texas--7.4.)
What per cent of the total expenditures, excluding payment of bonds, goes for salaries of teachers, supervisors, and principals? (Do not include superintendent unless he teaches one-half time or more) (United States--54.7; Arkansas--78.3.)
What per cent of the total expenditures, excluding payment of bonds, goes for textbooks and other instruction supplies? (United States--2.7; Pennsylvania--7.5.)
What is the total school expenditure per capita of population? (United States--$14.47; California--$25.30.)
What is the total school expenditure per pupil enrolled? (United States--$68.02; Nevada--$116.15)
What is the total school expenditure per pupil in average attendance? (United States--$85.76; California--$158.45.)
SCHOOL PROGRESS
Has your school improved and adjusted itself to the needs of its environment comparably with those made in transportation, medicine, household conveniences, farm machinery, industry, business, etc., during the last quarter of a century?
After such ratings, discussions concerning measures and methods of bringing about improvements are needed. The findings of this day's study may well be supplemented by a report on the strengths and weaknesses of the pupils and the teachers as revealed by the study of their traits on school and teacher day. The value of this report will be materially increased if it includes recommendations by the committee based on their findings. Best results will be obtained by securing the co-operation and approval of the local board of education and the school officers before public
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opinion is sought or any definite steps are taken by outside organizations to change the school system of a community.--How, Why and When, Bureau of Education.
DO YOU KNOW
Whether your child's teacher has had adequate preparation for her work?
Whether your child's teacher is paid a living and a saving wage?
How many new teachers are needed in your school district each year, and why?
How many new school buildings are needed? Whether efficient use is made of the school plant?
Whether the school board, individual board members, or committees are attempting to do the things the superintendent is employed to do?
How many hours your child attends school out of the 365 days a year, and how many hours he spends playing in the streets?
Whether playgrounds are provided so that the children need not play in the streets?
Whether the compulsory school-attendance law is enforced? Whether provision is made for health instruction?
How many children in your town or county are attending oneroom schools?
How many of these one-room schools could be abandoned and formed into a consolidated school?
Why school costs have increased since 1914?
Whether the unit of school administration is such that adequate support and professional management are possible?
Whether your children's teachers have the advantage of professional supervision?
What the plans of your superintendent of schools are for the improvement of the schools?--Broadside, Bureau of Education.
Whether the school has a library of well selected books? Whether the library is well kept?
Whether pictures (reproductions of famous paintings) are on the walls?
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EQUAL OPPORTUNITY DAY
WEDNESDAY, NOVEMBER 10, 1926
Make democracy safe for the world thru universal education
1. The adequate education of youth is one of the few paramount duties of an enlightened government.
2. An illiterate adult is not a disgrace to himself, but to his educated fellow citizens.
3. There is no Americanization, in the true sense of the word, which does not educate the immigrant to meet the problems of everyday American life.
EQUALIZATION OF EDUCATIONAL OPPORTUNITY
To be entitled an Act.
To authorize and require the General Assembly to make an extra appropriation to the common school fund for the purpose of equalizing educational opportunities to the children of the several counties of the State, and for other purposes.--Caption of Equalization Bill.
The state of Georgia now recognizes the principle that every child in Georgia is entitled to an equal opportunity to get a common school education, no matter whether he or she lives in a city or town or on a country cross-road, or in the most remote section. --State School Items.
"When future generations discuss the 1926 extraordinary session of the Georgia legislature they will no doubt point to the measure, already signed by the governor, known as the educational equalization bill, as the greatest achievement of the lawmakers in the first half of the century.--James A. Holloman in Atlanta Constitution.
In a democracy which is a government "of the people, by the people and for the people," organized for the "public welfare," the government can be no more stable than the voters are intelligent. The uneducated voter is influenced in casting his ballot by prejudice, passion, intolerance, lack of information and inability to see through the false reasoning of the petty, time-serving and selfish politician. It is easy then to see and understand that the security and prepetuity of the nation depends upon an enlightened and happy electorate.
It has been said that no chain is stronger than its weakest link. It may be said with equal truth that no nation can become and remain strong so long as the boys and girls in poorer counties and rural areas do not have educational opportunities in order that they may make the most of themselves for their own and the na-
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tion's good. The uneducated group cannot understand and therefore will not follow the educated group.
Those States which have spent the most per capita for education are those which have the greatest wealth per capita. Education is economically productive and all money spent for education is a splendid investment which will bring returns to the State in dollars.
The mobility of people and wealth makes the education of boys and girls in the poorer areas a matter of vital concern to the wealthier areas. An ignorant boy born in the poorest county in Georgia may move between sundown and sunrise to the wealthiest county in the State, where his ballot will carry equal weight with the educated boy who has been given the best educational opportunities, and may become dissatisfied and bolshevik or criminal, or may, in his old age, become a burden to the community. No town or county can lift itself by its own bootstraps far above its surroundings. The welfare of all in the State are intimately tied up together, and it is therefore of concern to all that every child in Georgia has a chance to make the most of himself, for himself and for the economic, industrial and political welfare of the State. This can never be realized in Georgia until we have provided an equalization fund of at least a million dollars for the equalization of educational opportunities of boys and girls wherever found.-- State School Items.
WHAT THE GEORGIA EDUCATION ASSOCIATION HAS TO SAY ABOUT EQUALIZATION
"Be it resolved by the Georgia Education Association that an equalization fund, over and above the present State fund be provided to bring poorer counties up to a legally defined minimum of educational efficiency, provided they have made a legally defined maximum of effort".--Resolutions, Georgia Eeucation Association, 1924.
"The Convention went on record as favoring an equalization fund of one million dollars in all counties that levied five mills local tax and whose schools did not run seven months."--Legislative Program, Georgia Education Association, 1925.
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EDUCATIONAL OPPORTUNITY MUST BE PROVIDED EQUALLY FOR ALL. "
Education Essential for Successful Living Under Modern Conditions--Rural Communities Furnish Many of America's Foremost Men--Get Money for Education where the Money Is and Apply It Where the Children Are.
BY T. H. HARRIS Superintendent of Education for Louisiana. America fills a large place in the world today. Conspicuous signs indicate that it is our destiny to fill an even larger place. It is no less conspicuously indicated that we shall fill this larger place worthily. These things shall come to pass not because the way to the fulfillment of this destiny is easy, for this way is hard. It is beset with dangers that the race in all its history to the present time has been unable to overcome.
In all past civilizations the course of rise and decay has followed a simple regular order. First, there has been struggle, then rise to power and to wealth, then decay, and, finally, destruction at the hands of cruder and more rugged peoples. Such would have been the destiny of America, too, but for the two major facts controlling American life, namely, our democratic form of government and our settled determination to provide universal and equal opportunity for education.
Under our democratic government every farmer's boy may see in Lincoln the concrete proof that he may aspire to any level of eminence for which he is qualified and can properly train and prepare himself; every country general-store clerk may see in Rockefeller a similar proof that it is not unreasonable for him to aspire to power and to material wealth; every apprentice mechanic may see in Ford the picture of the possibilities within himself. These are only examples that show the stimulating effect of the unrestricted opportunity offered by a democratic organization of society.
It is a fact easily proved from the record that isolated rural districts have furnished many of America's foremost men, in spite of the adverse conditions that have served to impede their progress. It is also a fact that offers no serious obstacle to proof that for successful living under modern conditions training and education are essential.
The disproportionately large numbers of leaders and men of ability in American life of the past who have risen from isolated rural surroundings prove that training and educational opportunity must be provided for all equally, so that the problems imposed by present-day civilization may be met with the full force of all the intelligence of the whole Nation, equipped with the best known training. Nothing less will suffice to hold the tide of American civilization at flood.
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Therefore, it is fortunate that our democrative organization of society makes it possible for all Americans--even the residents of small isolated communities--to feel the stimulus of high aspiration; and it is still more fortunate that all Americans---the rich and the poor, the hardheaded business man, and the confirmed idealist-- are joined together in the determination to make good the promise of the Constitution by furnishing to all, equal opportunity for education.
The promise for the future in America is indissolubly bound up with the prevailing conviction that the permanence of our political institutions, of our soundest moral, ethical, and religious principles, and of our material prosperity is dependent upon our being able in every State of the Nation to get the money for educational purposes where the money is and to apply it where the children are--the conviction that all must have equal opportunity.--Bureau of Education Bulletin.
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ARMISTICE DAY
THURSDAY, NOVEMBER 11, 1926
Peace with honor and security
All communities are urged to hold mass meetings. Local school authorities, posts of the American Legion, state educational institutions, and officers of civic and other co-operating organizations will be glad to furnish speakers. American Legion posts are making special preparation in every community in the United States.
ARMISTICE DAY
A DAY OF THANKSGIVING
Armistice Day is truly the World War veterans' day. The day was brought about directly by the men who so ably defended their country. It is a day of great rejoicing. It brought to an end the world's greatest conflict. It spelled the defeat of autocracy, selfishness, greed and oppression. It carried forward Christianity, Justice and Liberty. The following program is suggested for ceremonies held at a post, public hall, or a meeting place in a grove. The meeting should be presided over by the post commander or someone designated by him. It should be held at 10:30 in the morning.
1. Invocation.
2. Music. Where there is no band or orchestra present, it is suggested that a solo be rendered by an artist.
3. Opening words by the Post Commander or presiding officer.
4. The eleventh hour. It matters not what part of the ceremony is going on, at eleven o'clock the gavel of the presiding officer should fall and all standing with bowed heads, a silent prayer should be offered for thirty seconds in memory of those who made the great sacrifice. At the end of thirty seconds the gavel should fall again and the program be resumed.
5. Roll call by Post Adjutant. The names of those who made the great sacrifice in the World's War should be called by the Adjutant and in response to those names, one or more should be designated by the Commander to give a brief outline of his war record.
6. Introduction of the speaker by the presiding officer.
7. The "Star-Spangled Banner."
In arranging for a parade, if one is to be held, the Post Commander should ask the co-operation of the local veteran, fraternal, civic, patriotic and other organizations. He should ask then to appoint someone to serve on a committee in arranging for the par-
19
ade. The parade should follow in the order "named: 1. Veterans of the Civil War. 2. Veterans of the Spanish-American War. 3. Veterans of the World's War. 4. Other organizations as arranged for by the committee. If it is possible, there should be only one United States Flag
at the head of each division. If there is more than one flag, they should be grouped at the head of the division. No little flags should be carried in the parade.
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KNOW YOUR SCHOOL DAY
FRIDAY, NOVEMBER 12, 1926
Courses of study and methods of instruction are the business of teachers; but the ideals, aims, and particularly the needs of education are the business of every citizen.
1. The school must be kept abreast of science and invention.
2. A little invested in education saves much expended on poverty, disease, and crime.
Preparation for modern day life demands a broader course of study.
School work helps the child live better today, tomorrow, and each tomorrow as it comes.
Pertinent Facts
Estimates indicate that in 1924-- One billion eight hundred million dollars the cost of the education bill in the United States. Georgia spent seventeen million for the public schools. Ten million children of school age were not attending school in the United States. Two hundred thousand children of school age were not enrolled during the year and one hundred fifty-six thousand who enrolled were absent every day. Five million people in the United States over ten years of age were illiterate. Sixty-seven thousand six hundred fifty-seven whites and two hundred sixty-one thousand and one hundred fifteen negroes in Georgia over ten years of age were illiterate. Eight hundred and twenty-five million dollars was the annual economic loss due to illiteracy. Two hundred and fifty million dollars was lost in the United States due to irregular attendance. Four million dollars was lost in Georgia due to pupils repeating the same grade one or more years.
Suggestions for Observing the Day
Read "Suggestions for Observing the Day" for Tuesday. Read "Foreword" by Superintendent Land. Read "How Other Cities Have Observed American Education Week."
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HOW OTHER CITIES HAVE OBSERVED AMERICAN
EDUCATION WEEK
Comprehensive Arrangements in Denver, Colo.
A committee consisting of some of the school people, representatives of the American Legion and of the Ministerial Alliance, and the business interests of the city, planned the activities for the week. They were as follows:
By the American Legion: A parade composed of floats designed to call attention to the topic of each day. Electric and cloth signs in the down-town district carrying the words, "American Education Week." A speaker's bureau of Legion men who addressed many of the schools upon educational topics.
By the Ministerial Alliance: The president of the Ministerial Alliance presented the matter to his organization and many ministers spoke briefly from their pulpits on Sunday about the topics to be stressed during the week.
By the Retail Merchants' Association: The secretary of that association requested his members to place show cards in the various store windows bearing the words, "American Education Week." He further requested that they decorate their windows with merchandise appropriate for the week.
By the business men's clubs: One of the members of the committee arranged to have a speaker at every important business men's club which met during that week, such as the Rotary Club, the Lions Club, Optimist, Civic and Commercial Associations.
The Parent-Teacher Association: The president of the county Parent-Teacher Association had as many of the local associations as possibly could meet during American Education Week, and stress some of the main objectives of this year's program.
In the schools, in addition to talks by outside speakers, Thursday was designated as Visitors' School Day. Children wrote and took home invitations to their parents to visit the schools on Thursday. On this day only regular work was done. Each principal was urged to stress in some way the topic of each day in his school.
Chamber of Commerce Conducts Exercises
Albany, N. Y.--A special program was carried out by the Chamber of Commerce. All types of schools were represented at this meeting-- public, private, parochial, collegiate, and professional. In connection with this meeting, as a consummation of the celebration, the Chamber of Commerce has published a booklet, "Education in Albany, an Opportunity and a Business."
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Visits of Adults and Illustrated News Articles
Rochester, N. Y.--During American Education Week 37,289 adults visited the Rochester public schools. Each of the four daily newspapers assigned a special reporter, together with the official photographer, as correspondents for the week. In this way about every aspect of school work was placed before the community. Each of the papers had something different each day, with appropriate pictures of various school activities.
Written Invitation sent to Every Parent
Superior, Wis.--Every pupil in our schools wrote an invitation to the parents or guardians to visit the school some time during the week. In some schools special days were stated, in others the day was left open. In the larger schools special days were stated for different grades so as to avoid congestion. Parents came and saw the regular routine of school work and thereby they were enabled to know just what is done in our schools. In addition to this, junior high-school pupils gave four-minute talks on the value of education and kindred topics--How, Why and When.--Bureau of Education.
Successful Devices Which-Have Been Featured
Reports which have come to the Bureau of Education mention among the successful devices used in 1924:
1. Streamers hung across street and highway bearing the words:
AMERICAN EDUCATION WEEK
NOVEMBER 16 TO 22
VISIT YOUR SCHOOLS TO-DAY
2. Stickers for automobile wind shields, cards for street-car fenders, and posters for show windows, with similar legends.
3. Characteristic American Education Week slogans inserted in newspaper advertisements by the courtesy of the advertisers.
4. Four-minute addresses on educational topics delivered in theaters, motion-picture houses, and other public places.
5. Regular sessions of the schools held in the evening to which special invitations are issued.
6. Talks on education over the radio.
7. Slogans and terse sentences relating to educational conditions and needs exhibits as slided interspersed in motion-picture shows.
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8. Appropriate displays of books by public libraries. Book lists, relating to the subjects of the several days, posted on library bulletin boards and published in the daily papers.
9. Special meetings "for boosting education" held on every opportunity.
10. Concerts by school orchestras, bands, glee clubs, and choruses, with incidental four-minute talks.
11. Exhibits in places accessible to the public of industrial and art work of the schools.
12. Exhibitions of physical training by high-school or college students.
13. Tags to be worn by those who have visited the'schools; and tags with appropriate slogans for all who will wear them.
14. "Dad's Night," in which evening sessions are held for the benefit of the pupils' fathers.
15. "Community lunches" prepared by home economics students.
16. Spelling matches, to which the public are invited. 17. Prizes to the schools which show the highest per cent of visits from parents. 18. Letters sent to the head of each family in the district. 19. Dedication of new school buildings. 20. Patriotic oratorical contests, with prizes donated by business men. 21. "Educational numbers" of local newspapers, issued entirely by school people or by school children. 22. Historical pageants by high-school pupils. 23. Four-minute talks to employees of industrial establishments during their luncheon periods. 24. Regular class work in a "schoolroom" in the show window of a down-town store.
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COMMUNITY DAY
SATURDAY, NOVEMBER 13, 1926
Civic unity makes an efficient community
1. Adequate parks and playgrounds for every community.
2. Increased availability of good books thru public libraries.
3. Cultivation of common interests in sports, music, art, and other wholesome fields for the improvement of civic unity.
4. Every schoolhouse a community center.
MATTERS FOR EMPHASIS
While the general needs for health conservation and promotion in school and community need presentation, the day furnishes the opportunity for a drive for some special subject, such as a better school building, a larger playground, school nurse, a course in domestic science, special medical or dental service, the organization of a parent-teacher association, the community use of school buildings, a library for community and school, etc.
ADVERTISING
Good advertising is necessary to complete success. This should begin early and the preparation of posters for display in public places can form a part of school work. The newspapers and the pupils should be glad to be of assistance. The parents of the school children should be cordially invited.
A Danger Signal to American Civilization.
Schools in certain rural sections of our country are, in many respects, a generation behind those in the cities. This is a danger signal to American civilization, for a chain is no stronger than its weakest link.
These are some of the conditions in the rural schools:
The average length of the school term is two months shorter than in the city.
School expenditures for the city child exceed those for the rural child. Computations from statistics from the United States Bureau of Education show that in 1922 the average per pupil cost of public education for children in cities of 10,000 or more was $93.73, and that for all other places was $55.39. About the same difference is shown in comparing the per pupil cost of country schools with those of small towns of less than 2,500 population, in which less than half of the enrollment comes from farm homes, according to data received from 500 county superintendents of schools representing all sections of the United States. These data show that in 1924 the per pupil
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cost of country schools was $68.39 and that for schools in small towns as indicated above was $100.64.
In education, experience, and tenure teachers in the rural schools do not rank as high as those in the cities.
Country teachers must work out their problems unaided, for the only supervision afforded in most places is the one or two yearly visits of county superintendents. City teachers can have help and advice daily from supervisors and principals.
Many country children have to leave home in order to have high-school advantages. City school systems include high-school grades.
Poor rural schools are partially to blame for the fact that the per cent of illiteracy in the rural sections is 7.7 as compared with 4.4 in the cities; that farm tenantry is on the increase; that many of the best families move to the cities in order to educate their children, thus draining the country of many young people capable of leadership; and that the leaders of agricultural organizations, seeking to remedy conditions through legislation, are frequently those who have not had practical farm experience.
The situation can be remedied to a great extent by insuring rural children school advantages equal to those afforded urban children. One step necessary to bring this about is to provide a local school unit sufficiently large for efficiency in school administration. Such a unit makes possible consolidation of small schools. Another is to provide a system of school support including a plan which equalizes educational opportunities for all children within the State and at the same time provides an equitable distribution of tax burdens. Rural educationists are generally agreed that still another is to select professional school men for State and county school administrators.
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THE CONSOLIDATED SCHOOL AS THE COMMUNITY CENTER
by
EDITH A. LATHROP
Assistant Specialist in Rural Education, Bureau of Education
Fifty years ago the activities of the rural community centered about the district school. Often the building and sometimes the furniture was the product of co-operative labor. The debating society was the open forum for the neighborhood and the singing school was its song festival. In pioneer days the schoolhouse was often the religious as well as the literary center.
The schoolhouse should still be the center for the community activities of the neighborhood. The one-teacher school will never again, to such an extent, be that center because of modern inventions. From data received by the Bureau of Education it appears that the rural school that is becoming the center of community interest is the consolidated school.
Parent-teacher associations and other community meetings are held in the fine auditoriums of the consolidated school buildings which are found in Montgomery County, Ala.
The Hand Consolidated School, in Connecticut, which is located in a village, reports that the school is the permanent meeting place for the American Legion post, that through the activities of the public health nurse it is a community health center for adults and children of preschool age, that a lyceum course and a community field day are held there.
The Hudson Consolidated School, at Hudson, Iowa, lists the following community activities that are carried on at the school: Club meetings, a farmers' short course, motion-picture programs, picnics, Christmas programs, community volley ball, and a lecture course.
Lakeview Consolidated School, an open-country consolidated school in Michigan, names a community club, parent-teacher association, dramatic club, boys' and girls' clubs, Boy Scouts, Girl Reserves, a glee club, athletic association, and gymnasium club as neighborhood activities associated with the school.--School Life.
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Cornerstone of Democracy
I believe that family life including the tender and affectionate treatment by the man of his wife and children is the cornerstone of democracy. Hence the so-called civilizations of Egypt,
Judea, Greece, and Rome had no permanence and supply no useful lessons for the American or any other democracy.
I believe that the need of democratic society is not more schools of the existing sort but different methods of teaching and much more attention to the individual pupil and to the training of teachers capable of awakening the interest of every pupil in his work and of making him active during every lesson. In a democracy the public schools should enable any child to get the best training possible up to any year not for the humblest destinations only but for all destinations. This country wants the best schools for the masses, not for the classes. The American people already accept as one just aim for a democracy Napoleon's phrase "Every career open to talent."
The urban populations in the United States have already learnt that city children need to learn in their schools accurate handwork to teach them patience, forethought, and good judgment in productive labor, qualities which the children of rural communities learn from co-operating in the habitual work of father and mother. Democratic educational policy should press toward a mark remote. It should aim at providing a kind of teacher much above the elementary or secondary school teacher of the present day and the expenditure on its schools of much larger sums than is at all customary as yet. It is one of the main advantages of fluent and mobile democratic society that it is more likely than any other society to secure the fruition of individual capacities.
The democratic school should be a vehicle of daily enjoyment for its pupils, and the teacher should be to the child a minister of joy. It should be a recognized function of the democratic school to teach the children and their parents how to use all accessible means of innocent enj oyment. Finally, the children in a true democracy should learn in their schools fidelity to all forms of duty which demand courage, self-denial, and loyal devotion to the democratic ideals of freedom, serviceableness, toleration, public justice, and public joyfulness. They should learn to admire and respect persons of this sort and to support them on occasion in preference to the ignoble.--Charles W. Eliot.
28
GEORGIA State School Items
Published by the Slate Department of Education.
Vol. Ill
NOVEMBER, 1926
No. 6
Tests and Measurements
FORT E. LAND STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
FOREWORD
This edition of the State School Items has been prepared byMr. M. L. Duggan, Rural School Agent for the State Department of Education, and Miss Sarah Mell Duggan of the Extension Department of the Georgia State College for Women.
The purpose has been to illustrate what may be done by using modern standard educational measurements for rating the educational achievements or progress of individual pupils and grades in the school subjects.
The issue is in keeping with the aims of the State Department of Education to present from time to time studies of certain phases of our educational problems.
FORT E. LAND,
State Superintendent of Schools.
Atlanta, Georgia, November 15, 1926.
MODERN STANDARDIZED EDUCATIONAL MEASUREMENTS
By M. L. Duggan, Rural School Agent, and Sarah Mell Duggan,
Extension Department, G. S. C. W.
Standardized Objective Measurement in Education is definitely and forever displacing guess-work and individual opinion in estimating the results of teaching, or comparing one school or system with another, or rating the educational achievements or progress of individual pupils and grades in the various fundamental subjects.
Practically within the past ffteen years standardized tests and standardized scores and standardized norms have been developed and introduced into the public school system, and it is now entirely practicable to ascertain accurately and definitely the grading of any pupil or group of pupils in units of achievement rather than in units of time (years) and by individual opinion, and to express such information in terms of grades (G. scores).
No teacher has ever been entirely satisfied with any examination prepared by him for measuring achievement, or with his grading of examinations, or with the percentage terms in which the results are usually expressed. Examinations prepared by a teacher of any given grade or subject to measure the pupil's or class's achievement or progress in that subject under said teacher's instructions and the result graded by said teacher is comparable to a cashier auditing his own books by his own methods. Teachers are just as subject to temptation as cashiers.
Dr. Chapman said ten years ago that "the new system of measurements in education is the most significant educational movement within a generation." Dr. Butler of Columbia University,' very recently stated that "Standardized measurements will hold the spot-light in the educational world for the next decade." Dr. Cubberly says, "Standardized tests give a definiteness and scientific accuracy to the work of school-room instruction heretofore unknown." Dr. Trabue says, "The discontinuance of objective measurements of results is impossible; and teachers will employ objective measures of various conditions regularly, just as physicians have come to use the clinical thermometer and pulse-count as means for measuring the symptoms called fever." To quote Dr. Trabue further: "Teachers will undoubtedly make more and more use of exactly measured facts regarding their pupils, although it is by no means certain that they will themselves all become specialists in administering all of these tests. Not all physicians are expert in the operation of an X-ray machine, and many of them do not attemp to make microscopic or chemical analyses of body tissues and secretions, yet all of them use findings of such scientific tests. It is probable that in like manner all good teachers will learn to employ
the measured results of pupils' achievements, and perhaps to administer some of the more simple tests." By the general use of the modern type of objective measurements teaching and supervision is becoming a science as well as an art.
It must be kept in mind that educational measurements do not remedy educational deficiencies any more than medical diagnosis cure physical ills. Accurate diagnosis, however, must precede intelligent and successful treatment. To discover and eliminate or reduce "wastes in education" is one of our paramount public school problems, both from economic and educational standpoints. Dr. McCall says, "Two of the great wastes in education are due to reteaching and premature teaching, and adequate initial inventory will prevent both."
EDUCATIONAL MEASUREMENTS IN GEORGIA SCHOOLS
In so far as the State Department of Education is informed the first general attempt to use standardized tests in Georgia schools was made by the Rural School Agent in the rural schools of Tift County in 1916, using Monroe and Kelley's Silent Reading Tests (Rate and Comprehension); Monroe's Timed Sentence Spelling Tests; and the Courtis' Tests in Arithmetic (computation). These tests were also given in several of the Lowndes county schools, and in some other counties. The results were never published or permanently filed, but were exhibited and discussed at various teachers institutes.
Probably the first published results of standardized measurements in Georgia schools appeared in "An Educational Survey of the Decatur City School System; By M. L. Duggan, Rural School Agent; and Euri Belle Bolton, Extension Department G. S. C. W.; Bulletin No. 26 (1918)." This report recorded the results of tests through the grammar school grades in Spelling (Monroe's Timed Sentence Spelling); Reading (Monroe's Kansas Silent Reading, rate and comprehension); and Arithmetic, (Courtis' Computation). There was also included a detailed report upon the buildings as measured by the Strayer Score Card for City School Buildings." The results of this work was exhibited both in tabulations and by graphs, and its interpretation discussed briefly.
Similar results of their work in educational measurements were published in succeeding bulletins issued by the Department of Education covering the rural schools of tbe counties named as follows: In 1919, Lee County (No. 28); in 1920, Miller County (No. 29); in 1921, Laurens County (No. 30), Thomas County (No. 31), Johnson County (No. 32), Dublin City Schools (No. 33), Burke County (No. 34), Walker County (No. 35); in 1922, Stephens County (No. 36), Dooly County (No. 37), Bacon County (No. 38), Grady County (No. 39), Wilkes County (No. 40); in 1923, Seminole County (No. 41), Gwin-
nett County (No. 42). (Since 1922 the Rural School Agent has been assisted In the work by Sarah Mell Duggan, Ext. Dept. G. W. S. C.)
Intelligence and achievement tests have been made in other county systems and in many town and city systems in the State since 1923 and are on file at the State Department of Education, but have not been published.
In this later work the instruments of measurement generally used by us have been the National Intelligence Tests, Multi-Mental Tests, and the Stanford Achievement Tests. These are well standardized and give uniform and satisfactory results.
It is the purpose in this bulletin to give some of the results of this work, and the uses that may be made of it in administrative, supervisory, and teaching functions will, we think, appear to all who are interested in better organization, supervision, and teaching.
MEASURING PROGRESS
The Standardized Tests are used not only to ascertain achievement for purposes of classification but to measure progress. Thus by annual or semi-annual administration of the tests it is possible to measure the results of teaching; that is, to determine the efficiency of any teacher or method.
For lack of time and because of the greatly increased demand from so many Georgia schools and school systems it has not been possible for us to make succeeding measurements at many places as yet. However, because of insistent demands, unusual interest, and favorable prospects of making profitable uses of the first series of tests, we have administered the tests a second and third time in several city systems.
The first school system in Georgia where standardized measurements were made at semi-annual intervals to ascertain the progress achieved by the elementary grades was at Dublin, Ga., under the administration of Superintendent W. P. Martin. The results of both the first and second series of measurements and a comparison showing the amount of progress accomplished during the half-year are recorded in Bulletin No. 33, and need not be commented upon further here. Later under the administration of Superintendent H. B. Carreker, the third series of measurements was made in the Dublin system, with the aid of Dr. Peyton Jacobs, of Mercer University, and his senior class in education. This was in 1925. We have also made three series of tests through the elementary grades of the Albany, Ga. system because of the urgent demands from Superintendent R. E. Brooks, and because of the intelligent and seemingly profitable uses made of them by the teachers in his system. At the request of Superintendent Martin, of the
Gainesville schools, tests administered to his elementary grades in September, 1924, were repeated (in different form) in May, 1925. Likewise, tests given through the elementary grades at Carrollton (Superintendent Knox Walker) in 1925, were repeated in 1926.
SOME GENERAL OBSERVATIONS
Our experiences and observations show very clearly that there has been no definite standards for grade achievements in our public school system in the elementary grades, and no uniformity or regularity in promotions from one grade to another, particularly in our rural schools. There is no uniformity in this matter even as between schools in the same county system, and the whole matter of grades and grading is in utmost confusion. Neither is there usually uniformity of progress or achievement of individual pupils in different subjects, oftener than otherwise finding pupils advanced a half-year (or grade) above any standard norm in arithmetic, and as much below the norm in reading ability or in language. It is also seen very generally in both city and rural schools by the wide distribution of scores that pupils in the same grade (or section of grade) are as widely separated from each other in ability and achievement as two or three years, or grades, and sometimes even more. Thus there is necessarily much "waste" in effort on the part of the teachers, in time and opportunity on the part of pupils, and of money on the part of the State. To point out such serious situations periodically by uniform and accurate objective measurements would eventually compel their correction. And the pity of it is that there appears to be no one in our county systems charged with responsible authority who realizes such confusion and consequent "waste." Who in any Georgia county school system can point out from accurate knowledge how any grade in any school compares with the same grade in any other school in his system in the same subject at any given month of the school year? Or how any of them compares with any norm of expectation? From the sample record published herein, for example, it is seen that "John," 5th grade, 1st month, (G. 5.1) shows from tests that his actual achievements in the several subjects are as follows:
In Arithmetic: 6th grade, 2nd month (Gr. 6.2). In Reading: 3rd grade, 1st month (Gr. 3.1). In Spelling: 4th grade, 9th month (Gs. 4.9). In Language usage: 3rd grade, 8th month (Gl. 3.8). . In Nature Study: 3rd grade, 6th month (Gns. 3.6). In History: 4th grade, 6th month (Gh. 4.6).
From careful consideration of this record any intelligent teacher can easily know "John's" deficiencies and where to put the emphasis of her teaching to give "John" a balanced education. The above example was taken at random from the records of a 5th grade in a large consolidated school in Jefferson county. From the record
6
of the same grade (in which there were 32 pupils) we find distribution of scores as follows:
3 pupils who would classify as high 6th grade. 7 pupils who would classify as low 6th grade. 9 pupils who would classify as high 5th grade. 7 pupils who would classify as low 5th grade. 4 pupils who would classify as high 4th grade. 2 pupils who would classify as low 4th grade.
32
Variations in this 5th grade, as shown, are from low 4th grade to high 6th grade in their scores in education (Ge), but showing very much wider variations in the several subjects averaged to make up their scores in "education" (Ge).
In another school a typical 6th grade classified as follows: 2 pupils classified as 4 low 5 pupils classified as 4 high 4 pupils classified as 5 low 9 pupils classified as 5 high 6 pupils classified as 6 low 7 pupils classified as 6 high 1 pupil classified as 7 low 1 pupil classified as 7 high
Total
35
In this 6th grade it is revealed that of the 35 pupils, 20, or 57%
are retarded and started on a phase of curriculum too difficult for
them. 13 pupils, or 37% are classified correctly. Two pupils or 6%
are classified too low, and therefore there will result great waste
through re-teaching. Or to express the wide distribution of scores
or classification of the thirty-five pupils in this 6th grade grap-
hically, we append the following illustration:
PUPILS 10
Grades IV L IV H VL VH VI L VIH VII L VIIH Statistical Classification, Grade VI, Louisville, Ga., Sept. 24, 1926.
Speaking generally from our records, our best city systems and a few of our consolidated schools approximate standard scores but show many irregularities as results of too little emphasis being put upon certain fundamental subjects. Periodical measurements should tend to correct this weakness. Our rural systems fall far short in measured results below the city systems and show even greater irregularities, due probably to a lack of supervision, too many grades to the teacher, and untrained teachers. Within our rural school systems very wide differences appear as between the one-teacher schools and those with four or more teachers. The reasons are obvious. Usually measurements in the recently consolidated schools do not show up as well as in the city schools or in consolidations of long standing because the achievements of many of the pupils is largely the result of the little schools from which they recently came.l Recent consolidations could not be expected to give such[results as areTusually claimed for "consolidation," and it would not be fair to expect it.
At some schools we rendered aid in regrouping sections of certain grades on the basis|of ability and achievement. In so far as we have been advised the, results of this re-arrangement into homogeneous'groupsThas^simplified the teaching problems and proved profitable to the pupils.
Our most'recent work in measurements has been in the five large consolidated schools of Jefferson County. This county has a well organized public school system, being able by reason of good roads to get about three-fourths of the children into the five large consolidated schools|^at^Louisville, Wrens, Wadley, Bartow and Stapleton.
Examples and illustrations in this bulletin will be drawn from the records of measurements in this county, and from these it is hoped a clearer insight can be had of certain typical situations existing in Georgia schools, as well as a better understanding of the methods^andjDurposes and uses of educational measurements generally.
As illustrations of the methods used and the forms of class and individual reports, and as typical examples of the results revealed, we are reproducing (Exhibit A) Class and Individual Records of the 5th grade in one of the consolidated schools of Jefferson County, Ga., which will furnish an interesting study to teachers and superintendents interested in educational measurements. (To facilitate such study see Exhibit D). It is not necessary and would take up too much space to reproduce all of the individual records of each five consolidated schools which comprise the Jefferson County school system. These are made out in triplicate, furnishing a copy each to the grade teacher/to the superintendent, and filing a copy at the State Department of Education.
8
However, we reproduce for this study (Exhibit B) the Class Scores (Medians) of the Third, Fourth, Fifth, Sixth and Seventh grades of all of these five schools by which the schools may be compared with each other and with the norms for each grade. Following this will be found (Exhibit 0) a Superiority Table which will facilitate the comparisons by showing the superiority of the grade above the class norm.
EXPLANATORY
O Score (Grade Score)
Gi means Grade in Intelligence Gr means Grade in Reading Ga means Grade in Arithmetic Gns means Grade in Nature Study Gh means Grade in History Gs means Grade in Spelling Ge means Grade in Education Gp means Grade in Promotion
B Score (Brightness Score)
Bi means Brightness (or capacity expectation) in Intelligence Test.
Br means Brightness (or capacitv expectation; in Reading.
Ba means Brightness (or capacity expectation) in Arithmetic.
Bns means Brightness (or capacity expectation) in Nature Study.
Bh means Brightness (or capacity expectation) in History.
Bs means Brightness (or capacity expectation) in Spelling.
Be means Brightness (or capacity expectation) in Education.
Bp means Brightness in Promotion.
F Score
(Effort Score)
Fr means Etiort in Reading Fa means Effort in Arithmetic Fns means Effort in Nature Study Fh means Effort in History Fs means Effort in Spelling Fe means Effort in Education Sta CL Means Statistical Classification Act CL Means Actual Classification.
9
(EXHIBIT A)
EDUCATIONAL MEASUREMENTS MADE BY M. L. DUGGAN, RURAL SCHOOL AGENT, STATE DEPT. OF EDUCATION, AND SARAH MELL DUGGAN, EXTENSION DEPARTMENT, G. S. C. W.
CLASS RECORD.
Date: September 21, 1926
City or County: Jefferson
Grade: V
Teacher: Miss Dickson School: Bartow
Tests Stanford Achievement Used and Multi-Mental
Age
G Scores
B Scores F
No.
NAME
Ge Tea Yrs. Mo. Gi Gr Ga Gns Gh Gl Gs Ge Rk Rk Gt Gp Bi Be Bp Fe
Sta Act Cl Cl
1 Beck___
_._ 10 11 5.2 5.2 5.6 6.7 5.4 6.0 5.8 5.8 4 2 6.1 5.7 50 51 51 51 6H
9
11 0 4.2 4.2 4.6 5.8 4.4 5.2 5.0 5.0 22 12 5.4 4.8 45 46 46 51 5H
3 Bedingfield
10 10 4.8 6.4 6.0 5.4 6.7 4.9 5.4 5.8 3 4 5.8 5.5 49 52 51 53 6L
4 Brown
11 2 2.5 4.2 5.2 5.0 4.8 5.0 5.2 4.8 27 23 5.0 4.2 35 44 41 59 4H
5
10 3 4.8 6.7 5.4 4.9 5.0 4.6 5.8 5.5 6 10 5.4 5.3 51 52 52 51 6L
6 Dudley
10 8 3.2 4.9 6.7 4.2 5.0 5.8 5.4 5.4 11 18 5.1 4.7 50 41 47 59 5L
7 Duke
.
11 6 4.2 4.2 6.2 4.6 4.8 6.2 5.6 5.2 17 24 4.9 4.9 42 45 44 53 5H
8
9 7 3.2 4.2 6.0 3.8 4.8 5.2 4.9 4.9 24 25 4.9 4.4 47 52 50 55 5L
9 Hall
____- 10 7 3.4 4.2 4.6 4.2 4.9 5.0 5.0 5.1 18 9 5.4 4.7 46 52 50 56 5L
10
10 3 5.2 5.6 5.6 5.2 5.6 4.8 5.4 5.4 9 20 5.1 5.3 53 52 52 49 6L
n11 Kendrick McDaniel--
11 8 3.6 4.6 6.4 4.2 4.9 4.9 5.4 5.1 19 26 4.8 4.6 39 44 42 55 5L 12 0 3.4 5.2 6.0 4.4 5.0 4.4 5.2 5.1 20 15 5.4 4.7 36 42 41 56 5L
13 McDaniel
- 10 11 3.6 5.2 6.4 6.0 5.4 4.6 5.4 5.4 13 19 5.1 4.8 42 49 47 57 5H
14 McNeely
10 11 4.2 4.9 4.9 4.9 5.0 5.2 5.4 5.0 23 21 5.0 4.8 40 49 46 59 5H
15
11 3 2.1 3.1 6.2 3.6 4.6 3.8 4.9 4.2 31 11 5.4 3.8 28 36 33 58 4L
16
11 3 3.8 6.4 5.2 4.6 4.9 5.0 5.0 5.4 14 17 5.2 4.!) 41 51 48 60 5H
17
11 4 5.6 5.6 5.6 5.6 5.2 5.0 5.2 5.4 10 7 5.5 5.5 50 47 48 47 6L
18 Pennington
_
9 10 3.8 4.9 5.8 4.9 6.2 4.0 5.0 5.0 21 14 5.4 4.7 48 54 55 56 5L
19 Poston 20 Price 21 Price 22 Rachels 23 Salter 24 Sheppard.. 25 Sheppard _ 26 Tapley... 27 Taylor.... 28 Thigpen.. 29 Thomas. _ 30 Welch 31 Welch 32 Whigham.
Total Class Score. Class Norm.
11
5.
10
4.
10
4.
10
4.
9
.5.
12 10 4.
13 5 3.2
14 11 2.
13 6 3.4
12 0 2.
12 3 4.0
13 5 4.2
11 9 5.2
10 3 5.2
6.0 5.4 5.2 5.0 5.2 5 7
6.4
6.2 5.2 5.6 4.6 5.2 5 16
5.5
4.9 4.9 5.0 4.4 5.4 4 26 13 5.4
6.6 5.4 6.6 7.2 5.6 (i 1 5 5.6
6 4.4 5.0 3.6 5.6 5
6 5.5
5 6.6 5.6 5.8 5.2 5
32 4
5 3.8 5.0 4.6 5.6 4 28 28 4
3 3.4 4.4 4.6 4.8 4 32 31 4
4 5.0 5.0 5.0 4.9 4 25 27 4
4 3.8 4.6 5.0 5.2 4.5 30 29 4
5.6 5.0 5.0 3.2 5.2 4.7 29 30 4
6.4 4.8 4.6 4.8 6.0 5.4 15 22 5
4.9 4.9 4.9 4.9 6.0 5.4 12 16 5
6.4 5.6 6.2 5.2 6.6 6.1 2 3 5
48 48 48 50 6L 49 51 50 52 5H 48 48 48 50 5H 48 56 53 58 6H 57 57 57 50 6L 38 43 41 55 5H 29 35 33 56 4H 26 30 29 54 4L 30 36 34 56 5L 33 39 37 56 4H
39 40 40 51 4H 35 39 38 54 5H 46 45 45 49 6L 54 56 55 52 6H
4.1 5.1 5.6 4.9 5.2 4.9 5.3 5.2 5.1 5.1 5.1 5.1 5.1 5.1 5.1 5.1
5.2 4.9 4.2 46 45 54 5.1 5.1 50 50 50 50
(Exhibit D)
G. Norms define Grade B. Norms define Age F. Norms define Capacity Expectation
FUNDAMENTAL MEASUREMENTS
Br
1. In Reading, how much is pupil A above age ex-
pectation?
Fr
2. In Arithmetic, how much is pupil A above capa-
city expectation?
Bl
3. In Language, how much is the class above age
(Class Score)
expectation?
Gi
4. In Intelligence, how much is the class above
(Class Score)
grade expectation?
Gp
5. In everything, how much is the first pupil above
grade expectation?
Gt & Tea Rk 6. In case of which pupil did the test and teachers most agree?
Bp
7. Which pupil should be placed in the highest
section?
Bp
8. Which pupil should be placed in the lowest sec
tion?
Fe
9, Which pupil most deserves commendation?
Fe
IO. Which pupil least deserves commendation?
Bp
11, Which pupil has the best college prospects?
Bp
12. Which pupil has the least college prospects?
Fe
13.. Which pupil has put forth the most effort?
P. S. F is a measure also of efficiency as well as effort.
12
(EXHIBIT B) A COMPARISON OF CLASS SCORES AND CLASS NORMS. BASED ON GRADE (G) SCORES. JEFFERSON COUNTY, GEORGIA.
Grades
Schools
Gr Ga Gns Gh Gl Gs Ge Gp
Norm III Louisville
Wadley Bartow Wrens
Norm Stapleton
Norm IV Louisville
Wadley Bartow Wrens
Norm Stapleton.
Norm_ V Louisville--
Wadley Bartow Wrens
Norm. Stapleton.
Norm VI Louisville-
Wadley... Bartow.-. Wrens
Norm Stapleton-.
Norm. VII Louisville.
Wadley._. Bartow Wrens
Norm. Stapleton-
3 1 3.1 3.3 3.5 3.3 3.6 3.0 3.9 3.7 3-2
3 1 3 1 3.1
3.7 3.5 3.2 3.8 3.5 3.3 4.0 3.5 3.4 3.4 3.3 3.2
3.2 3.2 3.3 4-0
3.2 3 2 3.2 4.5 3.7 3.7
4.1 4.1 4.1 4.1 4.1 4.1
4.1
3.9 4-3 3.9 5.0 4.5 4.7
4.0
4.7 4.6 4.2 5.3 4.8 4.8
4.5
4.5 4-7 4.1 4.9 4.5 4.8
4.4
4.1 4.4 3.8 4.8 4.8 5.0
4.2
4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.2 4.2 5.0 3.8 4.8 4.8 4.9 4.6 4.3
5.1 5.1 5.1 5.1 5.1 5.1 5.1
4.5 5.1 4.3 5.1 5.2 4.8 4.9 5.8 5.9 5.4 5.3 5.7 5.8 5.7 5.1 5.6 4.9 5.2 4.9 5.3 5.2 5.3 5.7 4.8 5.3 5.3 5.7 5.4
5.2 5.2 5.2 5.4 6.6 5.0
5 2 5.2 5.2 5 2 5.8 5.8 5.7 5.4
6.1 6.1 6.1
5.4 6.0 5.1
6.1 6.8 6.0 5.6 6.7 5.6 6.1 6.4 5.8
6.1 6.1 6.1 6.1
5.3 5.6 5.5 5.1 6.4 6.5 6.3 6.0 5.4 6.2 5.9 5.7 6.3 6.4 6.2 6.0
6 2 6.2 6.2 6 2 6.2 6.2 6.2 6.2
5.7 6.7 5.5 5.6 6.0
6.1 5.7
7.1 7.1 7 1 7.1 7.1 7.1 7.1 7.1
6.2 6.8 6.3 6.5 6.2 6.8 6.4 6.2 6.5 7.1 6.6 6.5 6.4 6.9 6.6 6.3 6.5 7.5 6.5 6.3 6.7 7.0 6.9 6.5 6.2 7.2 6.0 6.2 6.3 7.2 6.5 6.3
7.2 7.2 7.2 7.2 7.2 7.2 7.2 7.2 5.8 7.4 6.2 5.9 6.0 6.7 6.3 6.1
Note: Tests in the Stapleton School were made a month later than in other schools of Jefferson County-hence the difference in norms.
13
(EXHIBIT C) SUPERIORITY (Gp) JEFFERSON COUNTY.
GRADE
Ill IV
VI VII
Average
Louisville Wadley Bartow Wrens
Stapleton
Norm. 3.1 4.1 5.1 6.1 7 1
Score
3.2 4.0 4.4 5.1 6.2
Sup..._ +0.1 --0.1 --0.7 -1.0 --0.9
Score
3.3 4.5 5.4 6.0 6.3
Sup...- +0.2 +0.4 +0.3 --0.1 --0.8
Score... 3.4 4.4 4.9 5.7 6.5 Sup.... +0.3 +0.3 --0.2 --0.4 0.6
Score... 3.2 4.2 5.1 6.0 6.3 Sup.... +0.1- +0.1 0.0 --0.1 --0.8
Norm 3.2 4.2 5 2 6 2 7.2
Score.. 3.7 4.3 5.4 5.7 6.1 Sup.... 0.5 0.1 0.2 -0.5 -1.1
--0.3 2/5 0.0 0.1 1/5 --0.1 2/5
--0.1 3/5
Note:--By subtracting algebraically the Norm from the Gp score of each grade there can be ascertained the number of months the grades are above or below the standard; or expressed otherwise, the Superiority or Inferiority of achievement for the grades.
14
ARE EDUCATIONAL MEASUREMENTS OF PRACTICAL VALUE
IN GEORGIA SCHOOLS.
It has been said, that diagnosis does not cure ills and educational measurements do not remedy deficiencies. The very practical question arises, "Will Georgia Schools take advantage of the facts revealed and intelligently apply the remedies indicated?" Some undoubtedly will, some will not.
The live superintendent of the Jefferson county system having organized his system proposes to devote his attention now largely to supervision. A complete and detailed record of each child in each grade in each subject in every school, together with class records of each grade in these five consolidated schools, is in his hands (a copy also with each teacher). With such complete and accurate diagnosis of his problems he can proceed intelligently in their solutions. There will undoubtedly be less of the usual "waste in education" than by the too common guess-work, hit-ormiss, teaching. There will be definite goals for both teachers and pupils and more direct methods of reaching them. Undoubtedly some orthodox methods will be scrapped, and possibly some selfsatisfied teachers. Drudgery in teaching will give way to greater intelligence, and patrons and tax-payers will soon realize that they are getting better results.
As proof of these statements we append extracts from a few of the letters received from superintendents for whom educational measurements have been made.
Superintendent H. B. Carreker, of Dublin, writes as follows: "The educational measurements made by you in the Dublin schools in the fall of 1924 have been of decided benefit to our schools. They gave our teachers some understanding and appreciation oi how to administer tests and to make adaptations as the needs were revealed. We are continually using the tests as a basis of classification and promotion, and through the use of the facts revealed we are better able to approach our people with the problems that need attention".
Superintendent L. M. Lester, of Griffin, writes:
"The tests which you gave here in 1924-25 were the beginning of our re-classification program. With your help our teachers learned the meaning of measurements and began to appreciate some of their purposes. A number of them also learned something of the testing technique. Most of them have since taken courses in tests and measurements or have, by practice, become well acquainted with their uses. We regroupe'd the sections of our seventh grades on the results of the Stanford Achievement Tests and tried out this classification last year. The results were remarkably satisfactory, resulting in greatly increased interest on the part of pupils
15
of superior abilities and those below normal. The re-adjustments following parallel courses of study suited to their varying abilities has been accompanied by improvement in attendance, higher enenrollment, better discipline, and a general satisfaction among the pupils and patrons. So satisfactory did the plan prove that we have extended it through the entire system, and all the teachers seem to consider teaching much easier than in the former heterogeneous groupings. One of my teachers says, 'It gives the dull child an opportunity, and keeps the bright child from being bored'; another says; 'My pupils can cover more work in a given time,* another says, 'It is a time saver, my work is more nearly uniform, it sets a goal for which the pupils are striving.' We appreciate the measurements you made for us and it has borne fruit in the Griffin schools."
Superintendent R. E. Brooks, of Albany, writes; "I have read over your reports with thrill and interest, and can think of nothing that ought to be of so much importance." etc.
No one expects standardized tests to displace wholly or immediately teachers' examinations, and it is not desirable that they should do so. Infallability can not be claimed for either. However, it is important that every teacher should resort to several methods of ascertaining pupils' abilities and achievements and have uniform standards by which these can be compared. The time has arrived when it is essential for every teacher to have some understanding of the application and interpretation of scientific methods of measurements in education and an appreciation of the valuable help which such methods can render in solving the many problems which constantly faces him. 'Measurement of achievement must precede supervision of instruction," and will greatly facilitate its improvement.
Within the current decade courses in tests and measurements have been provided in all of our Normal colleges, and some instructions are given in most of the teachers' institutes. The demand upon the State Department of Education from county and city systems and from individual schools for aid in "measuring" their schools and systems has increased from year to year, and in so far as it is possible the Department has responded to such demands.
It is gratifying to know, too, that superintendents and principals in constantly increasing numbers are informing themselves in the technic of testing, and many of them now are able to "measure" their own schools. With the hope of helping these and others who desire to devote some study to the subject of tests and measurements we suggest as text-books on the subject the following:
"Beginnings in Educational Measurement," by Edward A. Lincoln; published by J. B. Lippincott Co.
16
"Diagnostic Testing and Remedial Teaching," by Paulu; published by D. O. Heath & Co., Atlanta.
"How to Measure in Education," by Dr. McCall; published by The Macmillan Company.
For use in testing we would suggest the "Multi Mental Scale," published by Teachers College, N. Y.; or the "National Intelligence Test," published by World Book Co., Atlanta; for measuring intelligence.
For Achievement measuring we suggest "The Stanford Achievement Test," published by World Book Co., Atlanta.
For Primary grades we suggest "Pintner-Cunningham Primary Mental Test," published by World Book Co., Atlanta.
For suggestions in high school subjects or in special subjects we invite correspondence.
Comparatively little testing in high school subjects has been done in the State as yet, but there is an increasing demand evident.
Correspondence upon any phase of the subject of tests and measurements is invited.
The Rural School Agent desires to acknowledge his indebtedness to the Georgia State College for Women for the invaluable and continuous aid rendered him and the cause through the assistance of Euri Belle Bolton and Sarah Mell Duggan, of the Extension Department, in practically all of this pioneer work that has been attempted in Georgia schools.
17
Atlanta, Georgia, December 3, 1926.
State Superintendent of Schools, F. E. Land, announces the adoption by the State Board of Education, "Minimum Standards for Accrediting Elementary Schools."
For a number of years the State high schools have been required to meet certain standards in order to attain the accredited standing. The State Superintendent and State Board of Education, after careful consideration, have decided that no school is stronger than the foundation upon which it is built. The elementary schools being the foundation upon which the whole educational structure of the State is built, ought, therefore, to meet standards of thoroughness, based upon a maximum number of pupils for any teacher, approved records, an enriched course of study and well qualified teachers. To strengthen the elementary school is to strengthen the whole educational system and it is with this idea in view that the accrediting system has been adopted.
MINIMUM STANDARDS FOR ACCREDITING ELEMENTARY SCHOOLS
The following minimum requirements shall be set up for three classes of Accredited Elementary Schools to be designated as
ACCREDITED ELEMENTARY SCHOOLS CLASS A
ACCREDITED ELEMENTARY SCHOOLS CLASS B
ACCREDITED ELEMENTARY SCHOOLS CLASS C
1. All classes of accredited elementary schools, (A, B, C), must meet all conditions required of schools receiving Special State Aid.
2. Daily schedules in all accredited elementary schools must provide both recitations and study periods.
3. Forty pupils will be the maximum limit for any teacher.
4. Permanent records as approved by State Department of Education required.
5. All accredited elementary schools shall maintainanapproved se\en year course of study, including health, physical education and civics, to be measured by units of achievement rather than by years of time.
6. No teacher in any accredited elementary school shall hold lower than elementary grade "A" certificate. Teachers of the First grade must hold at least a provisional normal certificate based on special training in primary work.
18
7. Class A. accredited elementary schools must have at least seven teachers for the elementary grades, two-thirds of whom must hold provisional normal certificates as a minimum and the school must maintain not less than nine months continuous school year.
8. Class B accredited elementary schools must have not less than five teachers, one-half 01 whom must hold provisional normal certificates, as a minimum and the school must maintain not less than eight months continuous term.
9. Class C accredited elementary schools must have not less than four teachers, and maintain not less than seven months continuous school year.
10. The State Department of Education will not hereafter recognize any high school as "accredited" whose elementary department does not meet the requirements of accredited elementary schools as set up by the State Department of Education. (This is set up as a tentative plan subject to modification if found necessary.)
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GEORGIA State School Items
Published by the Stale Department of Education.
Vol. Ill
DECEMBER, 1926
No. 7
Safety Education
FORT E. LAND
STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
FOREWORD
The Georgia School Code, Section 170(a), provides that there shall be courses devoted tolinstruction in safety as well as health and physical education for all public schools of the State.
This edition of the State School Items has been prepared by Miss Lurline Parker of the Extension Department of the Georgia State College for Women, working under direction of the State Department of Education. The purpose has been to meet requirements of the law and to furnish material for teachers in correlating other subjects in the course of study with safety education.
The increasing number of accidents and the daily toll of human life emphasize the importance of a safety education program in our schools.
FORT E. LAND, State Superintendent of Schools.
INTRODUCTION
By Secretary George A. Deibert of the Atlanta Safety Council who has contributed information and suggestions toward the preparation of this bulletin.
Victims of the reckless rush of the streets and highways, or of their own untrained impulses, healthy, happy, boys, and girls are transformed in the twinkling of an eye into helpless cripples, or into still forms mangled beyond recognition.
The saying, "Accidents will happen" is too much a part of the American creed. Accidents do not happen--they are caused. The gruesome headlines that stare at us from the daily papers will be a rarity in years to come. The school children of today are the fathers and mothers of tomorrow, and the safety lessons learned now will not only save these children but their maturer minds will react to habit--and the world will be safer.
Education is the first step in preventing accidents in the homes, on the streets, and in our factories. It has been proved that 90% of all accidents can be prevented--but only 20% of these by mechanical safeguards. Safety, so far as the schools are concerned, is not a subject for separate classwork, but a point of view developed through its correlation with regular school work of any course now in the curricula. By this constant reference to the actual everyday experiences of the child is developed the personal sense of sound and civic responsibility, as well as habits of safety which will cause the children to unconsciously avoid injury and perhaps death.
There is no thought in the safety movement to take the "joy out of life." The child craves adventure, but why not safe adventure? Why not safe play? Safe living?
Will you, the teachers of our children--the coming citizens of this great State of Georgia--enlist now in the crusade for safety, and help save the children?
GEORGE A. DEIBERT, Secretary, Atlanta Safety Council.
II
CONTENTS
Page
Foreword
*
Introduction
IJ
I. History of Safety Education
l
II. Safety Education, A Positive Subject
7
III. What Statistics Show
8
IV. Methods of Introducing Safety Education in the
Schools
10
(a) Accident Prevention Instruction in the Various
Subjects
10
(b) Dramatization
31
(c) Student Organizations
34
(d) Reporting System
35
V. Safety in theHome
37
VI. Fire
39
VII. First Aid
48
VIII. Organizations for Safety Education
51
IX. Bibliography
58
III
I. HISTORY.
Since the organization in 1912 of the National Society for the Reduction of Industrial Accidents which later became the National Safety Council and the first National Conference on Street and Highway Safety called by Secretary Hoover in 1924, there has been conspicuous interest in public safety on the part of state and city officials throughout the United States. Atlanta is one of sixtyfive cities with organized local Safety Councils conducting public safety programs. Many cities and communities without local councils are engaged in public safety work.
On October 7th and 8th, 1926, a State Conference on Street and Highway Safety was held in Atlanta, called by the Governor and attended by state and city officials, representatives of the Atlanta and National Safety Councils, members of motor clubs, representatives of steam and electric railway systems, Parent-Teacher Associations and other groups. It was unanimously recommended that a campaign be conducted for the adoption of a driver's license law.
At this meeting a Georgia Safety Council was organized. Judge William R. Fish, former Chief Justice of the Supreme Court was elected President, and Mr. George Deibert, Secretary-Manager of the Atlanta Safety Council, was elected Secretary. Each of the twelve Congressional Districts will be represented by a Vice-president of the State Council.
Below is the address delivered before this body by Hon. Fort E. Land, State Superintendent of Schools:
SAFETY EDUCATION IN THE'SCHOOLS1.
By
Fort E. Land,
State Superintendent of Schools.
You are all doubtless familiar with the old story of the boatman, ignorant of books and things learned in schools and the learned scholar. The boatman was ferrying the scholar across a swift stream. To make conversation, the scholar began to ply the boatman with questions which only emphasized the latter's ignorance and greatly embarrassed him. As they approached the middle of the stream, the scholar asked the boatman if he had ever studied Latin and upon the boatman's reply that he never had, the scholar laughingly said, "You have missed one-third of your life." Again the scholar asked, "Have you ever studied sociology", again the negative answer, whereupon the scholar remarked, "Well, you have missed another third of your life." About that time the boat in which they were crossing, struck a snag and sprang a leak, whereupon the boatman turned to the scholar and said, "My friend, I may have missed one-third of my lif e by never having studied Latin and other things you have asked me about, and one-third by not having studied sociology, but I now want to tell you, if you can't swim, you have missed all your life, for this boat has sprung a leak and it will soon be each man for himself to reach the shore."
This simple story illustrates the fact that one may be ever so learned in books and yet be vastly ignorant in governing himself in the every day movements of life and the means for safety in unexpected situations. Ignorance or gross carelessness may be observed in walking the streets, traveling the public highways, going in and out of buildings, getting on and off cars, handling of machines, fire arms, lamps, poisons, etc.
Some one has said that it requires ten years for an idea to travel ten miles. This, however, must have been in the days of the ox and cart, before even the horse-drawn buggy, followed by the steam propelled trains, electric cars, automobiles and flying machines. While the safety movement is comparatively recent, yet it has spread rapidly throughout the country and makes its appeal not only to the individual, but to civic, commercial and industrial organizations.
The movement for safety education was begun in the industries where there is a highly increasing number of accidents each year due to the introduction of machinery more and more complex. The movement in industry first took the form of safety guards and devices to protect the workers so that the machinery would be
. Paper read before Georgia Conference on Street and Highway Safety October 7,1926 in Atlanta.
as nearly as possible proof against carelessness. Then followed the next and more important step of instructing the operatives in methods of work that would guard against unnecessary accidents. From the time the emphasis was put upon the worker and his attitude of mind, rather than upon the machinery, we find that the number and seriousness of accidents began to show a decrease.
It will be seen, therefore, from the experience of industry that a reduction of industrial accidents as well as public accidents, is dependent mostly upon the right attitude of mind, which may be developed in the individual and it is upon the theory of a right attitude of mind that the safety movement in this country has been built.
According to Dr. E. George Payne, Chairman of the Education Section of the National Safety Council, in a government bulletin, issued in 1922, the causes of accidents lie fundamentally within the individual. There are three causes of accidents, says Dr. Payne, as f ollows:
(A) Inherited Tendencies--A Cause of Accident.
"The present-day public hazards are of so recent origin that most of them were unknown to the middle-aged man of today when he was a child. This fact makes it necessary that we not only redirect the native tendencies of the present day, but that we redirect the whole social life to meet these new conditions. The important point here is that children are born with a variety of instincts that are unsuited in the original form of expression to the conditions into which they are born. For instance, the child has at the very source of his life and the foundation of his existence, the tendency to play. It is through play that the child develops his physical organism, that he acquires and organizes his experience, that he adjusts himself to his fellows, and that he builds up his ideals and attitudes toward life. But in the complex life of the city today, the child cannot well exercise this fundamental function of nature without danger of extinction. The mother, burdened with the responsibility of children and household duties, sends the child out into the yard to play. Soon another child appears on the other side of the street, or the ball with which he is playing flies across to the other side of the street. Regardless of the admonition of the mother, the child darts across the street and into the path of a speeding automobile with disastrous results. Or suppose the child, exercising his instinct to climb in the city, comes into contact with a live wire, the result is fatal. Thousands of accidents happen each year to children in the United States from the exercise of these and other instincts, and yet we can do away with neither the automobile, electricity, nor other hazards so essential to human welfare. We can provide children, however, with places to play and teach them to use these places."
(B) Bad Habits--The Cause of Fatalities.
"A second cause of accidents lies in bad practices, common to Americans, and resulting from the fact that our practices, which are formed into habits in each succeeding generation, are the result of living under rural conditions in the simple relations of the nineteenth century. An illustration is in point. During the year 1920, in the city of St. Louis, 75 per cent of all the street accidents occurred at other places than at street intersections. In spite of the fact that perhaps not 5 per cent of the population persist in crossing the streets without regard for their own welfare, this large proportion of accidents is the result of the bad practices of this small per cent. The reason is obvious. These accidents do not result from a desire of people to rush into danger, but the anxiety of the American business man or the desire of the laborer to get to his destination in the quickest time, causes the man to select the most direct route, regardless of others. With his mind intent upon his objective, he looks neither to the right nor to the left, but follows the lead of habit, with dire consequences to himself. This illustration serves as a type of cause of accidents that is very common at the present time and against which safeguards can only be provided by the development of new habits, that are appropriate to the necessities of the complex life of the modern community, in the people of today, and particularly in the children of the schools. The development of these new habits is a matter of education."
(C) Ignorance--A Cause of Accidents.
"A third cause of accidents is ignorance. We had bemoaned the amount of illiteracy found upon examination for the American Army, but the number of illiterates is small compared with the number of persons who are ignorant of the causes of accidents and the means whereby accidents are prevented. A recent accident illustrates this point. A man of good education, satisfactory position, constantly employed, industrious, with a family consisting of a wife and several children, whom he supported well and kept in school, left home happy and contented and went to his place of employment, put in a good day's work, and was returning to his home to greet his happy wife and children. A wire hung dangling over the sidewalk. With nothing more profitable to do, he grasped it and was instantly killed. The same sort of ignorance accounts for a thousand deaths in the United States every year."
"In fact, the three causes enumerated are responsible for all accidents, whether they result from the instinct of daring that creates the reckless driver of an automobile, from the careless handling of machinery, or from the thousands of social contacts that result fatally in the course of a year. Furthermore, the only way to effect changes in these conditions is through education.
This may be carried on through the press, from the platform, or in the schools. The effective means is through school education. This not only reaches the child and builds up in him the necessary controls during his plastic period of growth, but the intensity with which these experiences take hold of childhood brings the instruction into the homes and reaches adults. In fact, it is one of the most vital and fundamental functions of the school to make these particular changes in childhood. Thus the school may provide for a new and ever increasing complexity of social life and civilization."
Safety education as a formal study has been adopted in very few of the school systems throughout the country, because of the multiplicity of subjects which are already required of the teachers, either by legislative enactment or rules of the Boards of Education. The method has generally been to introduce the subject in connection with the other formal studies, such as reading, arithmetic, English, drawing, civics, etc. The civics lessons especially lend themselves to the teaching of safety education since safety, after all, is a matter of proper conduct of ourselves with our fellows in the various situations which arise in daily life. The big problem among American educators today is curriculum revision. According to the Research Committee of the National Education Association, the twentieth century has given us a new conception as to the function of the public school:
"The modern school seeks to create an environment made up of real life situations. The period of school attendance is not merely a preparation for future life-it is a section of life lived under the guidance of intelligent teachers. The child acquires the valuable skills known as the three R's; and through their use, in such subjects as history, civics, science, music, and art, under skilled direction, he comes into possession of habits of thought and action destined to be a part of his personality throughout life.
This larger conception of education as a creator of habits of action and attitudes of thought is remaking the school. It is changing it from a formal institution, dealing out a few pellets of knowledge which it is hoped may be used in the future, to one that offers an opportunity to practice life. It accepts the theory that sound character is the outcome of right conduct continued over a period of years until it becomes a habit."
In sending out questionnaires in this State as to what is being done in the matter of safety education, responses from a number of schools show that nearly all observe the system of fire drills. Many have lectures by teachers and specialists on safety. Others have officers to enforce safety regulations near the school building. In most systems there are rules and ordinances against riding on cars or trucks. Among the other activities in teaching safety, we
find instruction on temperance, using the theme that intoxication causes many accidents; dramatization or plays which illustrate some phase of safety work; teaching of safety on the play ground; the writing of essays on street and highway safety; and first aid work. One report shows that a regular text-book for the primary grades and a regular course of study on safety education is adopted for use in the schools; one school in the system has organized a Junior Safety Council in each grade with committees appointed by the chairman of the Safety Council, which meets once each week with the principal of the school to discuss matters pertaining to their work. In this way the safety work is merged into the studentself-government and according to the report from the principal, great interest is manifested in the work which the Junior Safety Council is doing.
II. SAFETY EDUCATION, A POSITIVE SUBJECT. "I am come that they might have life and that they might have it more abundantly." John 10:10.
Instruction in safety should inspire confidence, should make worthy adventure possible and safe. Instead of impoverishing life with inhibitions, it enriches it with right habits of thought and action. Safety should be taught in a positive rather than in a negative manner. Safety from dangers for happiness and usefulness should be the theme. In correcting habits of carelessness, it is necessary to guard against developing a fear complex in the timid, extremely cautious child.
III. WHAT STATISTICS SHOW.
During the past ten years, three quarters of a million persons have met death through accidents. At least fifty thousand more Americans were killed by accident in the United States than were killed in the trenches during the continuance of the World War.1
According to statistics2 published by the National Safety Council, 89,880 persons in the United States lost their lives through accidents in 1925. This is an increase of 5,036 over the toll for 1924.
The toll of children's lives.permanent injury and suffering through accidents is alarming. That 20,000 children under fifteen years of age are being swept out annually by accidents is sufficient to stir all persons regardless of politics, creed, or race to work together harmoniously in a cause to conserve child life. This indicates the need of immediate action on the part of educators.
It is estimated that 25% of all fatal accidents occurring in the nation as a whole, involve children under 15 years of age, and half of these happen to children under five years of age.3
Records of the Atlanta Safety Council1 show that of the 143 fatal accidents occurring in Atlanta from January to October 1926, 52 or 36% involved children under 15 years of age, 57% of which happened to children under the age of five.
Nearly 50% of all fatal burns involve children under five years of age.
Of the 34 fatal burns occurring in Atlanta during this period of time, 20 children under five years old were victims.
The age group from five to nine is the most susceptible to injury from automobile accidents of any group under sixty.
With the youth--fifteen to twenty-four years of age--we find a heavy toll in fatalities from lack of observance of caution in adventure. The National Safety Council Records5 for 1921 show that this age group witnessed the heaviest toll in death by drowning (30%) and in fatal accidents from fire arms (33.8%).
The persons of ages twenty-five to thirty-four witnessed the heaviest toll of all who were killed in railroad accidents (20.5%).
The age period witnessing heaviest fatalities by falls is the group seventy-five years old and over.
'Payne, E. G. Education in Accident Prevention. P. 17. 2Williams, S. J. Accident Statistics Year 1925. 'Introduction to Safety Education. Ed. Div. National Safety
Council p. 28. 'Accident Report Jan.-Oct. 1926 Atlanta Safety Council. 'Warning of Public Accident Statistics. National Safety Council.
8
Reports1 to the Federal Department of Commerce from seventyeight representative cities show that 5,494 deaths resulted from automobile accidents from January 1st to November 6, 1926.. For the four weeks ending with Nov. 6, 676 persons met death in motor vehicle accidents. This is larger than any four-week period since May 1925. This heavy toll averaged twenty-two lives a day. Of the 38 who lost their lives in motor vehicle accidents in Atlanta, the first nine months of the current year, 10 were children under fifteen years of age.5 "Neglect of simple precautions, violations of simple rules, failure to be considerate, failure to be careful-these are the springs of the greater portion of the swelling tide of traffic death."1
In eleven southern states traffic took a toll of 73 deaths during the last week of October 1926, compared with 51 persons killed the previous week. A total of 232 persons died in October's traffic in the South.3
" The cost in loss of life from accidents and time involved, has been estimated to be equivalent to twenty dollars a year for every man, woman and child in the "United States."
A glance at any daily newspaper shows the appalling frequency of accidents.
There are many evidences which show that definite, positive and purposeful teaching of safety education actually lessens the loss of life and limb and property accumulated by human effort.
Great railroad systems reduced fatalities from 12,197 in 1911 to 6,726 in 1924.5
There has been a reduction of twenty to sixty per cent in child mortality rate in Washington, St. Louis, Cincinnati, Kansas City and other cities where definite safety education programs have been in operation in the schools.6
Cities operating local Safety Councils show a definite decrease in automobile fatalities,7 and during periods when Safety Conferences are held in cities there is a reduction of accidents in that city.
Editorial--Traffic Death Toll Mounts--The Atlanta Journal, Nov. 29, 1926.
2Accident Report--Jan.-Oct. 1926. Atlanta Safety Council. 'Associated Press Reports to Georgia Newspapers for October
1926. 'Letter from Gertrude McKee in Plays, Programs and Essays for
Safety Education in N. C. 6The Safety Movement in America. Education Division, National
Safety Council p. 2. c1924 Report of Joint Committee on Health Problems in Education
of N. E. A. and A. M. A., p. 67. "'Robb, C. E. What Causes Public Accidents and Who Are the Vic-
tims. ' National Safety News, Nov. 1926, p. 47.
IV. METHODS OF INTRODUCING SAFETY EDUCATION IN THE SCHOOLS.
During the period of childhood it is the business of children to form habits, and since they are in school a large part of their waking hours, it necessarily follows that the school has a large responsibility in the formation of habits of caution.
Safety education may be best diffused throughout the subjects of the curriculum, permeating the daily activities of the school. It should be presented as a part of a total situation including an understood need on the part of the child, affording emotionalized pupil participation by a teacher trained to take advantage of teaching opportunities to make the children a part of the safety movement.
A survey of a sixth grade in a village school recently showed that of the 35 children enrolled only 16 had never had an accident of any injurious degree. The teacher was taking advantage of opportunities as they presented themselves and when accidents such as those from rusty nails, broken glass, "hooked" rides, falls, etc., were reported, the class discussed the cause, possible prevention and the simple first aid treatment of them. As a result the children had developed a consciousness of accident situations. When asked what they had done that week to prevent accidents the following answers were given:
35 observed caution in crossing highway 20 moved trash to safe places 25 picked up broken glass 4 replaced unsound planks with good ones 8 moved empty cans
1 made a safe step-ladder 5 picked up unstruck matches from floor 1 put an ax and a grass blade in safe places
These children were learning in a positive way. The understanding of the safety idea kept them from being overpowered by fear. Not only are they saving themselves from suffering, but they are rendering a real service in their homes and community.
It is suggested that the local problem of hazards be carefully studied by analyzing the specific causes of accidents in the community and that a program which meets the needs of the local situation be developed, as many accidents are the result of hazards peculiar to the locality. Hazards that cause accidents in general, vary in degree in different sections.
(A) ACCIDENT PREVENTION INSTRUCTION IN THE VARIOUS SUBJECTS.
There is hardly a subject in the curriculum that does not present opportunity to teach safety as the course is followed. It
10
lends itself generously to the social studies, English, dramatics, drawing, arithmetic, penmanship, etc., in every type of school.
Some minimum suggestions are given to indicate this method of introducing safety education into the existing subjects of the curriculum.
HEALTH. The Kea Act1 passed by the General Assembly in 1920 provides that "thirty minutes each school day shall be devoted to instruction in health and safety, to physical exercises and to recess play under proper supervision." Health and safety are closely linked subjects. A child may be as horribly crippled by a fall or an automobile crash as by morbid conditions resulting from disease. More children die of accidents from burns than of diphtheria. During a recent year accidents took a heavier toll of children's lives in Georgia than cid measles or whooping cough.2 In the various texts used in the schools today on health education, a chapter, or more, is devoted to safety. It is suggested that instead of following the narrow confines of a text, attention be given these vital topics as the opportunity arises. Safety and health are dependent upon: I. A physically sound body.
Columbus (Ga.) school physician and nurse aid in safety education by medical examination and corrective work in clinics.
'Article IX, Sec. 170 (a) Georgia School Code. 2Based en information from Department of Vital Statistics, State
Board of Health, 1924. 11
"Many accidents are the result of physical defects or lack of muscular control and coordination. A quick eye, a keen ear, a steady hand, a sure foot, a level head and a fair mind are the best possible safety devices."1
A thorough annual physical examination will make possible the detection and correction of physical defects. Six million children in the United States have defective vision. Normal conditions of the sense organs is very necessary to safety. Inability to discern colors and lack of acute vision have caused many accidents as has inability to hear well. An acute sense of smell will serve as a warning when poisonous gas is escaping.
II. Disease control:
The application of modern measures of disease prevention and control should be encouraged.
III. Food:
The following phases of this important topic may be developed to advantage:
(a) Relation of proper nourishment to accident prevention: Aids in self-control, vital resistance, etc.
(b) Protection by pure food laws against impure and unsafe food.
(c) Function of Health Departments in safeguarding water and milk supplies.
(d) Values and dangers of uncooked foods: Green leafed vegetables, fruits, oysters.
(e) Importance of proper care of food: Cleanliness, screening, refrigeration, safe containers.
(f) Properly balanced food: Necessary for normal growth. Preventative of tooth decay and deficiency diseases such as rickets, pellagra, beri-beri, scurvy.
IV. Proper habits:
(a) Regular attention to bodily needs. (b) Importance of cleanliness of hands before eating. (c) Covering of sneezes and coughs. (d) Use of sanitary drinking apparatus. (e) Proper ventilation, heat, light. (Insufficient light causes
many accidents.)
'An Introduction to Safety Education, Education Division, National Safety Council, pp. 19-21.
12
Clothing: (a) Adapted to weather.
(b) Correct use of umbrellas in crossing highways so as not to obstruct view.
VI. Best:
(a) Sufficient and regular rest, Most accidents occur at the close of the day's work.
VII. Sanitation: (a) Sanitary sewage disposal.
(b) Sanitary housing conditions as safeguards against fire, falls, disease.
VIII. Exercise:
A healthy, vigorous body is an undeniable asset, and is aided by proper physical exercise. An active, alert child, skilled in muscular co-ordination has every advantage over the awkward, cautious child.
(a) Such exercises as running, jumping, climbing ropes, balancing, swimming and passing to the right, may serve to save a life and should be encouraged.
(b) Self-testing exercises, military marching (for obedience of commands), dodge ball, post office (game using names and addresses), traffic games, outdoor pageants, "learn to swim" campaigns are among the many activities giving valuable aid in the prevention of accidents.
"All training which develops the senses and makes for a healthy, alert, vigorous body is safety education. Certain games will always have an element of danger. Children should be taught the best and fairest way to play them."1
(c) Children should be taught to observe certain precautions on the playground as follows: 1. Remove glasses before playing running or baU games. 2. Do not run with anything in mouth or open knives in hands. 3. Climb only safe apparatus. 4. Ride bicycles as near curb as possible. 5. Substitute something safe for sling shots, air rifles, firecrackers, cap pistols (especially dangerous on account of liability to tetanus infection). 6. Observe caution when using playground apparatus (such as giant strides, slides, traveling rings, see-saws, swings). 7. Observe extreme caution in throwing.
'An Introduction to Safety Education, Education Division, National Safety Council, p. 20.
13
Walter Carey, aged twelve, who lost the vision of his right eye by a stone carelessly thrown by his brother.
(d) Playgrounds should be ample and at safe distance from highways, railroads, industrial plants, quarries, etc.
(e) Playground activities should be supervised. Accidents on playgrounds indicate that games are not being wisely chosen nor played correctly.
IX. Specific activities:
1. Daily inspection of play ground and equipment by teacher arid committee of children.
2. Bulletin boards on playgrounds carrying appropriate safety posters and rules for safe use of playground apparatus.
3. Appointment of Safety Committee, Playground Patrols, etc.
14
CIVICS. Most of the subject matter of safety and accident prevention comes under the head of civics. The following topics may be developed in this connection. 1. A study of the organization of local, state and national forces for the protection of life, health and property. 2. The actual coUection of data by groups of pupils concerning cost of maintenance, duties, and results of such forces as Board of Health, Fire Department, Police Force, United States Public Health Service, recreation centers, etc. 3. The making of the local community safe, clean and attractive. 4. Bulletins and newspapers may be used to a splendid advantage in giving facts about accidents and related subjects. 5. Suggested topics for discussion.
(a) The value of a human life to the nation. (b) Protection of life by safety inventions. (c) Controls recommended by State Board of Health for ma-
laria, typhoid and other communicable diseases. (d) Measures in Georgia for conservation of forests, fish and
game. (e) Compulsory education laws. (f) Child labor laws. (g) Prohibition, a safety movement. (h) Establishment and maintenance of hospitals, clinics, and
health inspection of school children. (i) Incarceration of criminals and insane. (j) Anti-cigarette law.
15
Bulletin board developed by the Eighth Grade of Fairburn High School under the direction of Mrs. G. L. McNiel, Teacher.
GEOGRAPHY.
The following outline is submitted by Miss Louise Enloe, Instructor in one of the Atlanta Junior High Schools.
Man has three needs that must be satisfied: food, clothing, and shelter. Geography has become a study of the structure of the
earth in satisfying these three needs. The efforts of man to supply
these needs have developed many different industries, the most important being:
1. Agriculture 2. Mining
3. Lumbering
4. Fishing 5. Manufacturing 6. Transportation
A study of history will show the many changes and improvements that have taken place in the past few years. Due to improved transportation the earth has diminished to practically one tenth of its size. Fifty years ago thirty days were required to cross the Atlantic, now it is done in five to seven days. Fifty years ago fifty miles of Georgia roads required two or three days by buggy, now two or three hours by automobile.
Our food, once the product of the community, is now brought from many sections of the world: coffee from the East Indies; sugar from Louisiana; cranges from California; flour from St. Paul; and meat from Chicago.
Our clothes and shoes once made at home are now very different. We get silks from Asia; cotton from southern states; woolens and shoes from the New England States.
Our homes have many comforts supplied by the inventions of Thomas Edison and other geniuses.
These many comforts and improvements involve a great cost, a cost in human life, suffering and money. The following figures give some idea of this cost during the year 1919:
Deaths by accident in the United States, 75,983. From $600,000,000 to $1,000,000,000 to the public in money. The problem of the present day is toreduce the number of accidents. It is worth while to consider man's activities in this relation.
1. Agriculture--
The South Injuries from farm animals. Falls from barn lofts. Stepping on nails.
Prairies Injuries from farm machinery.
17
Mining-- Coal mining is very dangerous. After locating the different coal regions and becoming familiar with methods of mining, a study of death from poisonous gases and entombment will naturally follow. Many accounts of this kind are seen in newspapers. Location of the places mentioned will be helpful in this study.
Lumbering-- Many injuries occur from falling trees and logs in the white pine forests of Maine, in the redwood forests of California and in the pine woods of South Georgia. A study of the lumbering industry also causes us to consider the many persons injured by sawmills.
Fishing-- Many lives are lost in storms by drowning and overturned boats. The study of prevailing winds and clouds indicating approach of storms is appropos. Fishing, whether along New England coasts, Chesapeake Bay, or the Salmon Fisheries of the Columbia River, has brought into our nation much money but has cost many lives.
Manufacturing-- Each community and state has its manufacturing industry suited to that section, whether woolen mills of New England, flour mills of Minneapolis and St. Paul, or the cotton mills of the South. All take their toll of life and suffering. An interesting study can be made of the many safety appliances that have been added to modern machinery.
6. Transportation-- A study of the daily papers shows that nothing causes as
many accidents as does transportation. Figures for a certain year show: 15,000,000 motor vehicles
22,600 deaths 678,000 injuries
A study of train wrecks and their locations would help us to understand better the cost of transportation. The following figures were recorded for the 19 months of the World War:
In pursuit of war: In pursuit of peace:
50,150 American soldiers killed. 200,000 American soldiers wounded. 126,000 American civilians killed
at home. 2,000,000 American civilians injured
at home.
Two and one half times as many were killed at home and ten times as many were wounded.
18
Ninety per cent of these accidents can be prevented: one fourth by putting the proper safeguards on machinery and dangerous places of work, and three-fourths by education of the people to think of safety and to avoid carelessness.
Secretary Hoover asks, "Are these wonderful inventions to be defeated by the fact that we cannot use them safely because we will not use them properly?" It is the part of good citizenship to help reduce the great number of accidents in the United States.
The study of geographic influences (such as topography) on local problems should be studied. The mountains of North Georgia present a different problem from that of the plains of South Georgia with regard to traffic.
Weather reports, climatic conditions, local trade routes, etc., may be studied in this connection.
There is no subject in the curriculum that affords more opportunities for the study of safety than does geography.
ARITHMETIC.
Newspapers, magazines and annual reports of civic organizations contain abundance of statistics which may be intelligently applied. Children may be encouraged to contribute problems using information of this nature. Data from insurance companies showing conditions which lower insurance rates may be used.
READING.
The encouragement of children to read and discuss current topics from newspapers and magazines is invaluable in that it develops the habit of reading the types of material that every person should know how to read in an intelligent manner. Newspapers and magazines are vital sources of information and should be intelligently discussed while the setting is right. The capacity of exercising critical judgment toward current material of the press is developed.
There is a wide range for selection of useful material to be gathered from the newspapers. Below are excerpts from editorials in recent issues of:
1.
The Atlanta Journal
The Grade Crossing Menace.
"The grade crossing danger multiplies, and the number of accidents reported from this source serves further to accentuate the importance of the movement for their elimination.
With twenty million automobiles and seventy thousand busses in daily use, the wonder is that the two hundred fifty thousand unprotected grade crossings do not exact even a greater toll. There were five thousand one hundred twenty-seven grade crossing acci-
19
dents in 1924, and of these over twenty-one hundred resulted in fatalities.
Everyone is agreed that grade crossings should be eliminated. The railroads should cooperate with the state and with the communities in their efforts to cure the evil, not only in a financial way but in elevating or lowering their tracks if necessary to attain the desired end."
2.
The Atlanta Constitution, October 12, 1926.
Appalling!
"The increasing toll of lives exacted in traffic accidents is alarming. Statistics as compiled and published in The Constitution showing
deaths in various cities of more than 103,000 population during 1926, show that Atlanta's record is far better than that of most cities of relative size.
But 40 fatalities in nine months is entirely too high a rate.
The whole situation is appalling. The daily human sacrifices throughout the entire country--sacrifices of lives and limbs--show a casualty list that is heavier than the exactions of war.
Why will not every citizen take deep into his and her heart the overwhelming importance of traffic safety instead of traffic tragedy?
There are laws enough.
The question is one that involves the cooperation of everybody-- not merely the moral cooperation but the active, militant cooperation of every one.
The ministers ought to preach it from their pulpits. The press ought to impress its importance. The automobile driver ought to be safety-minded every minute he sits behind a steering wheel. The pedestrian ought to be safety-minded as he or she walks the streets and crossings. Everybody ought to be safety-minded, and then there would be an automatic cessation of safety tragedies.
We cannot urge too strongly that we all take this problem of making the streets and highways safe as our own individual problem. And general, popular cooperation is the one essential to a solution."
In addition to editorials which build public sentiment for safety, the newspapers publish statistics regularly with reference to local traffic accidents, and the toll for the southern states for accidents. This furnishes valuable material for the alert teacher. Cannot these items be used in a constructive way to lessen the vast human sacrifices of life and limb?
The following selections from literature may be helpful in giving the child broader concepts of caution, obedience, alertness and responsibility:
20
1. The biographies of Benjamin Franklin, Pasteur, Frances Wil-
lard, Koch, Lazear, Gorgas, Florence Nightingale.
2. The Courageous Boy--Blue Book of Stories by M. L. Brittain.
3. The Inch Cape Rock
Southey.
4. The Voice from the Burning Bush Fifth Silent Reader.
5. How Gladstone Obeyed his Father Fifth Silent Reader.
6. Lief the Lucky
Fourth Silent Reader.
7. The Ants' Fire Escape .
Bolenius Fourth Reader
8. Daniel Boone
.
Elson Fourth Reader.
9. Tom, The Chimney Sweep
Free & Treadwell Third
Reader.
10. The Fig Brother
Richards.
11. Autumn Fires
R. L. Stevenson.
12. Captain January
Richards.
13. Grace Darling
Lang.
14. Lights that Guide in the Night
Sea Stories Retold from
St. Nicholas.
15. The Lighthouse
Longfellow.
16. Raggylug
Seton.
17. The Adventures of Bunny CottontaiL Smith.
18. Mother Quail's Trick
Myer.
19. The Disobedient Dicky-Bird
Evans.
20. Kipling's Just So Stories and Jungle Books.
(a) The Law of the Jungle, such parts as:
"Now this is the law of the Jungle-- As old and as true as the sky; And the wolf that shall keep it may prosper, But the wolf that shall break it must die.
As the creeper that girdles the tree trunk, The law runneth forward and back-- For the strength of the pack is the wolf, And the strength of the wolf is the pack.
Now these are the laws of the Jungle, And many and mighty are they, But the head and the hoof of the law And the haunch and the hump is--Obey!"
Kipling's Second Jungle Book p. 32.
Adventure and true heroism are illustrated in the following examples :
Columbus Robinson Crusoe Young Marooners A Message to Garcia The Midnight Ride of Paul Revere
21
Horatius at the Bridge Opportunity How They Brought the Good News from Ghent to Alx Pickett's Charge at Gettysburg. In Flanders' Fields
Quotations from eminent men may well be us3i:
"This country will not be a good place for any of us to live in unless we make it a good place for all of us to live in."-- Theodore Roosevelt.
"Man is never watchful enough against dangers that threaten him every hour."--Horace.
"The effect, in reducing to the minimum the human and economic loss due to avoidable accidents, is so apparent that there ought not to be the necessity to urge activities of this kind."--Calvin Coolidge.
"It is the duty of every man to protect himself, and those associated with him, from accidents which may result in injury or death."--Abraham Lincoln.
ENGLISH
Study of accident prevention may serve to motivate language work and stimulate interest in oral and written expression. The following methods may be found helpful:
(a) Reports of accidents followed by class discussion. (b) Oral presentation of accident situations to early elementary
grades by members of the upper grades. (c) Writing of stories which may be read or dramatized in other
rooms.
Below is such a story written by a child of the elementary grades in the Demonstration School of the Georgia State College for Women.
SAFETY.
Safety is a tiny little man who goes with us every where we go. He whispers to us but sometimes we do not listen to what he is whispering and a bad accident happens.
Safety is with us all the time. He is with us at home, on the way to and from school, and at school. At home Safety follows us although we cannot see him. When we wake from our sleep in the morning, Safety tells us to brush our teeth, wash hands and faces because we want to be clean and safe from sickness. At breakfast Safety is close by and says; "Eat the good fruit, cereal and toast and drink the milk. These will make you strong, healthy boys and girls." We prepare to go to school and we start down the street with our
22
arms full of books. Here we are at the pavement and Safety says, "Stop,-Look-and-Listen, automobiles are passing." "Here comes the trolley. Be careful how you get on. Get a firm hold with your right hand and step into the trolley," says the little man. "The school house is on the next corner. Remain seated until the car stops," says Safety. We carefully get off the trolley, and as we do Safety cries; "Be careful, you may fall and break your neck; someone has been forgetful and dropped a banana peel on the pavement."
At last we are going into the schoolhouse. The building is nice and clean. We find ourselves sitting down to work. We pick up our pencils, or perhaps put our fingers in our mouths, and as we do so we hear this unseen little man, Safety, who follows us, say, "Please do not do that; pencils and fingers have something on them which makes little boys and little girls sick. These are germs. You cannot see them, but they are bad creatures." At recess we go out to play, but do not dare go out toward the street, because Safety tells us about a nice playground and that the streets are full of traffic. A cool drink of water woul 1 be good, and we take it from a nice bubbling fountain, because Safety advises this.
We are now through with our day's work and we scamper across the campus to the street once more. Three little boys see an automobile approaching slowly. They run to hang on the back to get a ride home, but Safety whispers as they go, "You may fall and be crushed by the wheels of other cars. Be careful always."
Safety tells little girls not to raise their umbrellas and put them in front of their eyes, but to hold them high so they can see as they cross the street. Safety tells them that little girls are knocked down and hurt because they 'Jay-walk* across the streets.
Carefully we get on and off the trolley. As we cross the street that leads us home, we stop, look and listen to see if something is coming up or down the street.
Once more we are back home, in our own play yard. Our little companion, Safety, helped us when we ate our breakfast, as we crossed the street and when we got on the troUey today, because he whispered and everywhere we go he whispers, "BE CAREFUL".
ART
It has been estimated that 87 % of all learning comes through the eye, hence:
1. Posters are indispensable in carrying the message of safety education. Many school systems are using them to advantage.
23
THE NEXT MRY FDRTUNRTE.
KNlGHf or OLD
TD-DBTl
DHMEER
MU5T GO
Posters made by Seventh Grade in Columbus, Georgia, Schools under direction of Miss Mattie George McGee.
2. Graphs showing accidents, according to types, ages, causes, increase or decrease of types of accidents by years are useful.
1 NUMBEOF r U) 2C) 3() 4f) 50 6() 70 8() OK\ TOO 110 T20 I;i0"
AGE
GROUPS
1-4
5-9
y -\ K-
,,
10-14 --t /
15-19 / \
20-24 \
\ \
/'
^-
\
7
/
_ _- --- --- - - -
1
'1
35-39 1
40 44
\
45-49
- BU RNS -TOT AL 3 87 TO - TOI AL 3 13
- -- - FA LLS - TOT <U 2 39
50 -54 55-59
1
1
i
1
feO -b4
\f
65-fc9
1\
. \\
70-74
) 75-7' /{ \
80 +
**
''--, .
--
1
Graph No. 1 showing accidents occurring in Georgia by types and ages. (From 1924 records of Vital Statistics Department, Georgia State Board of Health).
25
3. The following examples of art work correlated with safety education are recommended:
(a) Sand table and construction. (b) Booklets, scrapbooks. (c) Badges, pennants. (d) Bulletin boards. (e) Drawings on floor, representing highway hazards for
dramatizations.
Miss Mary Godard, Supervisor of Drawing and Construction, Columbus (Ga.) Public Schools submits this plan for the correlation of safety education with primary drawing:
If a teacher will watch for opportunities in art work she can probably instill some ideas of safety very forcibly.
For example, will you please follow with me a series of lessons on "The Three Bears"? Crayon illustrations of this story are suitable for the first three grades.
The first picture is that of Goldilocks picking flowers. There is a possibility of flowers being cut instead. If cut, how does Goldilocks carry the scissors while walking around? And while gathering flowers, does she watch for snakes and poison insects?
In the second illustration, we find Goldilocks approaching the house of the three tears. Is she walking in the middle of the road, or path?
When a child draws a house it is not complete until thick black smoke is gushing from the chimney. Someone suggests the smokebut were the bears at home when Goldilocks entered? Would they leave a fire in the house while they go for a walk?
The third illustration shows the bowls of porridge. Would it be safe to pick up all three bowls at one time? If you should pick up the Papa Bear's bowl containing very hot porridge what would happen?
Fourth, come the beds, with Goldilocks asleep on the smallest. The bears probably close the windows when they leave, so Goldilocks should raise them before she goes to sleep.
Then in the fifth illustration the three bears come home to find the damage wrought by Goldilocks, who is running out of doors. Should she have jumped from the window instead? And should she run down the steps?
This is only one of the many stories that children love, and few there are that do not offer an ample supply of safety suggestions. "The Three Pigs" is easy, and even better than the one outlined.
26
So if interested, one can use the vast amount of material at command in developing a safety consciousness on the part of the child.
Offering this from experience I hope it will be of value to someone and I am sure it will add to the interest of both drawing and safety lessons.
(Signed) Mary Godard.
27
f. Calendar suggestion by Sec. George Deibert, Atlanta Safety Council.
IF WE COULD BLOT THESE
DATES OFF. KILLED
IN SEPT.
158 INJURED
te26 SEPTEMBER 1926
SUN MON
WED THU
8
12 13 1415 16 1920212223 2627282930
28
H>*-rnt if
*.4.L
Of.r*t rfl
TH*
7ft,rWc f
-v
^
v
^c t,t .* ,AO
.*>*
^
h
Poster made by pupils of Miss Janie O'Neal, of Chipley, Georgia.
NATURE STUDY The Law of the Survival of the Fittest may be applied in its broadest sense. The species of plant and animal life becoming extinct would illustrate this law. Observation of nature's ways helps to keep the universal application of safety always in mind for many scientific facts regarding nature's methods of protection may be put into interesting form for children, as:
(a) Protective coloration of birds, deer, (slight change in color with seasons) moths, butterflies, treetoads, chameleons, polar bears, camels, tigers, and many other animals.
(b) Protective coverings of turtles, crabs, snails. (c) The long, sensitive ears of rabbits. (d) Sensitive whiskers of cats. (e) Fleet feet of deer. (f) Sure feet of mountain goats. (g) Acute sense of smeU of wood folk. Oi) Tricks of birds and animals in protection of their young. (i) Nature's preparation for winter. Heavier fur of animals;
cocoons; seed pods. (b)DRAMATIZATION.
Many are the opportunities for the art of dramatization. The more creative on the part of the children the more useful this art becomes.
A seventh grade of the Columbus (Georgia) Schools presented a dramatization under the direction of Miss M. G. McGee illustrated by the following snapshots;
DANGER BOGIES.
Danger Bogies--Carelessness, Forgetfulness, Recklessness, Ignorance--Danger's Friend and Safety's Foe. Motto: "Kill"
31
SAFETY SPRITES.
Safety Sprites wage the Safety War and overcome Danger and his helpers after enlisting an army made up of families, teachers and playmates. After Safety's victory is won all take Safety Pledge and with placards and posters about Safety, joyfully celebrate their victory over Danger.
Safety Sprites overcome by forceful, continuous warfare the Danger Bogies who are converted to the safety idea and sing with them:
32
"Long have we failed to heed Or realize the need Of your command; But from this moment we Will strive our best to free From grief and casualty Our Native Land."
After Safety's victory is won, Danger Bogies are such ardent converts they are first in every effort to make "Safety" America's motto AU sing the Safety Song:
"We pledge ourselves to thee, Council of Safety, To do thy work. That on land and sea, o'er death and danger we Will win the victory And never shirk." Miss Nell Groom, of the Georgia State Woman's College submits the following plan of work in accident prevention followed in the Demonstration School of that Institution at Valdosta. 1. Skating, prevailing sport of children, used as basis for introduction of safety. 2. Correlation of safety with conventional school subjects. 3. Use of the large unit around which all work centers. 4. The rules of safety for which we strive to develop: (a) Do not skate on the street unless it is especially reserved for skating. (b) Cross streets only at corners or at traffic crossings. (c) Always look carefully when crossing the street and never step into the street backward.
33
(d) Play only in safe places. (Discuss in class what places are
(e) Keep to the right in traffic and obey the traffic regulations. (f) Do not run into traffic or "hook" rides on cars. (g) Do not hang on to street cars and automobiles when riding
a wheel. (h) Do not play with matches, firearms or fire. (i) Go wading or swimming only in safe places. Q) Avoid accidents from gas or electrical fixtures. (k) When waiting for a car stand on the curb. (1) Enter a car on the right side facing it. (m) Get off face forward. Hold the handle firmly until you
have reached the ground. Look both ways for vehicles. (n) Stop, look and listen before crossing a railroad track. (o) Remember that it is always dangerous to walk along rail-
road tracks or on bridges.
(c)STUDENT ORGANIZATIONS.
Vigorous work in accident prevention stimulates children to action. This usually takes the form of some sort of organization. This is most valuable when the request comes from the pupils upon whom the responsibilities should rest and may be very useful in the formation of good habits and ideals. The members may develop a disapproval of dangerous practices and a sense of responsibility toward the care and protection of fellow pupils and of school property. Such indulgences as sling shots, "bumping initiations", putting feet in aisles, "hooking rides" will soon have the disapproval of the children. The children should choose their officers, appoint committees for definite constructive work in safety, name their club and arrange programs on the subject. The clubs may take the form of Junior Safety Councils, School Improvement Clubs, Civic Clubs, Safety Scouts, Leagues, Patrols, Monitors of halls, playgrounds and highways.
The following is a description of Safety Councils as organized in the A. N. T. S. and Faith School.
SAFETY COUNCILS IN THE ATLANTA NORMAL TRAINING SCHOOL AND FAITH SCHOOL.
For several years the A. N. T. S. & Faith School has had Safety Councils organized under the direction of the National Safety Coun-
cil.
Each class from the kindergarten through the senior normal has a separate organization with a president and other officers and committees. The Council meets once a week during school hours since every member of the class is also a member of the Council and since safety work is a legitimate part of the curriculum.
34
Each Thursday morning from 8:30 to 8:45 all the presidents meet with the principal and report to her the big things done by their Safety Councils.
At the close of the year a luncheon is given to hear reports of the work of the year. This luncheon is attended by each Safety Council president, the A. N. T. S. faculty, the superintendents, and the secretary of the Atlanta Safety Council.
Each class has a:
Self-government committee Promotion committee Grounds committee Toilet and hall committee Housekeeping committee Attendance committee New pupil committee Health committee Athletic committee Visiting committee Perfect teeth committee General safety committee
The members believe that everything relating to their success and happiness should be included in a safety program and they include almost everything they do. They do not report matters generally to the teachers but they create among the students through their organization a socialized idea of taking care of themselves and of others.
Some one has said that a person is educated who willingly and intelligently helps to carry on the world's affairs. The members of our Safety Councils are striving for well-trained bodies, minds, and hearts through knowledge, skills, and attitudes. Also their work amounts to very helpful student participation in the running of the school which tries to duplicate life situations as nearly as possible.
Signed: Emma Wesley, Principal, Atlanta Normal School.
(d)REPORTING SYSTEM.
A simple card system of reporting accidents aids not only in the analysis of the local accident situation, but it is helpful to the local and National Safety Councils in securing adequate statistics.
Such a reporting system of accidents involving the care of a physician might include the following items:
35
1. Name of school. 2. Date. 3. Hour of accident. 4. Name of child injured. 5. Age of child injured. 6. Type of accident. 7. Nature of injury sustained. 8. Number of days absent on account of accident. 9. Name of person reporting. A copy of a composite report for the entire school may be filed in the office of the local superintendent and a copy may be sent to the secretary of the Georgia Safety Council, Chamber of Commerce Building, Atlanta. These records would be valuable in developing an accident prevention program to meet the specific needs of the community. The knowledge of the causes of accidents will aid in their control and consequent reduction on the part of the children.
36
V. SAFETY IN THE HOME.
"Surely here in the homes of the people are lodged the strength and the responsibility of this government, the hop? and the promise of this republic."--Henry W. Grady.
The total annual fatalities from home accidents in the United States number about 19,000 and the division into age groups is roughly estimated as follows;1
0 to 4 years 5 to 14 years 15 to 54 years 55 years and over
3,700 1,600 7,700 6,000
The various ranking causes of home accidents are:
1. Falls: At least 50,000 persons2 are injured by falls annually from sub-
stitutes for stepladders, falls over obstacles such as toys, marbles and chairs left in the way by children and careless grownups.
2. Burns:
Hundreds of men, women and particularly children are injured for life by burns and scalds sustained through home accidents. Carelessness in the handling of matches, hot liquids, kerosene in starting fires and gasoline for dry cleaning, takes heavy tolls in injuries and deaths.
Twenty four children in Atlanta under the age of fifteen died of burns from January to November 1926. Following are some of the histories of these accidents:3
Boy-eleven months old died January 6th from burns suffered ten days before when he upset a plate of scalding soup over his body.
Boy-four years old died February 8th from burns suffered January 26th when he fell into a tub of hot water.
Boy-twelve years old died February 7th from burns sustained several weeks before from gasoline on clothing brought in contact with a flame.
'Home Safety BuUetin-November 1926-Home Safety Division, Cleve-
land Safety Council. 2Mowbray, A. A. Hazards in the Home. Hygeia. November 1926,
p. 168. 3Records of Atlanta Safety Council. Courtesy of S>c. Deibsrt.
37
Girl-four years old died March 30th from burns received when her clothing caught fire from a red hot heater.
Boy-two years old died April 3rd from burns suffered March 27th when his clothes became ingnited from a fire in an open grate.
Instances of other burns from celluloid toys, matches, firecrackers, cap pistols, etc., abound. Care and forethought alone can remedy this appalling situation.
3. Asphyxiation:
Next to falls and burns the greatest number of persons injured at home succumb to asphyxiation, the result of leaking gas tubes or the improper combustion of gas.2 It is recommended that ex-
perts be called to investigate and repair leaking tubes.
4. Poisons: If a separate medicine chest is used for storing and locking poison-
ous remedies, (iodine, bichloride of mercury, etc.), and if same are labeled conspicuously, the suffering and death from "taking the
wrong medicine" would be lessened. Poisons rank fourth2 on the list of home accidents.
5. Firearms and sharp instruments: Next2 on the list is the careless handling of fire arms and sharp
instruments. Guns should be considered loaded until proved otherwise. Cuts on bottles, sharp instruments and the like furnish the most common cause of serious accidents although a low number of
deaths results from them.
According to an editorial in the Atlanta Journal on October 31st,
1926, the 134,350 accidents studied by the National Safety Council
had the following distribution:
Falls on rugs and floors
988
Broken glass, nails, etc
798
Caught in doors, windows
523
Foreign particles in eyes
503
FaUs in bath tub
448
FaUs from chairs and tables
377
Bitten by animals
321
Burns by matches, cigars, etc.
248
FaUs getting in or out of bed
181
From these figures it is clear that carelessness is the greatest factor involved.
State Superintendent Land has sounded the keynote in saying "People must be cautious minded to prevent accidents."
2Mowbray, A. A. Hazards in the Horn?. Hygeia. November 1926, p.168.
38
VI. FIRE.
The past year's record breaking loss of $570,255,921* and some 15,000 lives lost by fire is sufficiently convincing of the imperative need for concerted action in safeguarding against fire. That the losses by fire are increasing by several million dollars every year and amount to approximately $5.50 for every person and $1.04 every minute of the year and that from 75% to 90% of this is the direct result of carelessness is warrant enough for planning and forethought in the endless conflict with the flames.
During 1925 in Atlanta there were 2,271 fire alarms answered, 324, the greatest number, occurring in December. The total loss in the city (insured and uninsured) was $1,391,259. Some of the causes of alarms are listed as follows:2
Sparks from chimney
474
Carelessness with ashes in wooden containers
33
Carelessness with gasoline
67
Carelessness with matches
53
Carelessness with cigarettes
70
Carelessness with grass, leaves and trash
352
Carelessness with fireworks
9
Children playing with fire
4
Among the conditions and defects found upon the 3,329 inspections made are:2
Gasoline found in cans Carelessness with trash, ashes, paper Buildings in good condition
10 876 2,354
Churches, schools, theatres, moving picture houses, hospitals, hotels and auditoriums are inspected as often as once a month. Film exchanges are inspected once a week by the Atlanta Fire Department.
Among the safeguards provided against fire in the State of Georgia is the Fire Protection Act3 passed by the General Assembly of 1923 which provides:
"That it shall be illegal for any County School Superintendent, school treasurer or other disbursing officer to pay out money for the maintenance of any public school while operated in a school house of two or more stories not provided with ample means of escape from fires or stampedes from other causes as herein provided."
'Safeguarding America Against Fire Vol. IX No. 8 August 1926. 'Annual Report of W. B. Cody, Chief of the Atlanta Fire Depart-
ment 1925. 'Article XII, Georgia School Code.
39
This school building at Trenton, Ga., illustrates an economic unit-type structure safe from fira hazard. The picture, taken just after the completion of the building is used through the courtesy of Mr. J. O. Martin, State Supervisor of Schools.
Basically, the problem of fire hazard Is one of construction. Prob ably no individual has contributed more to the safety of school children through hygeinic physical surroundings than has Dr. Fletcher B. Dresslar, specialist in School Hygiene and School Sanitation, U. S. Bureau of Education. The State Department of Education has for ten years recommended his plans of school-house construction and to-day the State is covered with one-story unittype school houses which are safe, hygienic and beautiful.
The following phases of equipment of the school building influence its safety from fire hazards:
(a) Lighting: Adequate light properly admitted 1 is a hygienic factor of utmost
importance and aids in the prevention of accidents. Fixtures for artificial lighting should be installed by skilled work-
men. Lamps, if used, should be provided with metal protectors. Fuel
for lamps should be stored at safe distance from heating plant. (b) Heating:
Central heating plants should be installed and regularly inspected by engineers. Kindling, papers and trash accumulated in close proximity to a furnace increase fire hazard.
Jacketed heaters so placed as not to obstruct exits, flues built from the ground and non-combustible receptacles for ashes are safety measures.
(c) Locks:
Caution should be observed with reference to locked doors and windows where crowds are assembled.
(e) Exits:
School house plans approved by the State Department of Education include a sufficient number of doors for safe exit. All doors included in these plans open outward.
In order to further lessen the fire hazard it is recommended:
1. That fire drills be given at irregular intervals; that halls, doors, fire escapes and stairs be kept free from obstructions.
8See Dresslar's School Hygiene for regulations.
41
Posters made by Student Teachers of the G. S. C. W. under direction of Miss L. R. G. Burfitt, Principal of the Demonstration School.
2. That Fire Prevention Week (First week in October) be observed.
3. That inspection of school and home premises for fire prevention be made.
4. That regular fire prevention instruction be installed in the curriculum of every school.
Fire prevention is a subject, which, like other divisions of safety work, can be adapted to many studies in the elementary and high school. [See Section IV (a).]
6. Caution with matches, candles, stoves, ashes, inflammable liquids, combustible materials, electricity, cigarrettes, etc., should be given due regard. Such maxims may be used to advantage as:
"If you break every match between your fingers after using it, you will never throw a lighted match away."
"A clean house seldom ignites." "Build against fire." "Only by eternal and widespread vigilance will the fire demon ever be conquered." "Fire is a useful servant but a dangerous master." Children should be encouraged to develop a consciousness of fire prevention methods. Blanks and score cards for home and school inspections are used to advantage in school systems. Home inspection for fire hazards in Kansas City materially aided in the reduction of home fires by saving over 7501 homes annually.
The form used in 1926 is shown below.
1. MATCHES
A--Were your matches kept in a fire-proof container away from the stove and five or more feet from the floor previous to this inspection? Yes--No.
B--If not, WILL your matches be placed as above as a result of this inspection? (Safety matches cause fewest fires.) Yes--No.
2. FLUES A--Have your flues been cleaned and inspected since Spring? (Flues should be cleaned regularly, regardless of the kind of fuel used.) Yes--No.
B--If answer to (A) is NO, then WILL your flues be cleaned and inspected before furnace or stoves are put into use? Yes--No.
'Records of Kansas City Safety Council.
44
3. RUBBISH, RAGS, ETC.
A--Was the house clear of papers, rubbish and oily rags previous to this inspection? (Burn all trash in a fire-proof container and watch while burning.) Yes--No.
B--If answer to (A) is NO, then WILL above mentioned refuse be removed as a result of this inspection? (Don't forget the fire-proof burner.) Yes--No.
4. GASOLINE
A--Was any gasoline or other explosive liquid used in the home for cleaning purposes during the past year? Yes--No.
B--Will gasoline or other explosive be used inside the home in the future? (Home dry cleaning is one of the principal causes of fires.) Yes--No.
5. ELECTRICITY
A--Are electrical devices (such as irons) turned off immediately and disconnected when not in use? Yes--No.
B--Is wiring inspected periodically for breaks in insulation, etc., and are necessary repairs made by a licensed electrician? Yes--No.
6. ASHES
A--Did you have a fireproof container for ashes last winter? Yes--No.
B--If you DO NOT have a fireproof container WILL ONE BE PROVIDED as a result of this inspection? Yes--No.
CERTIFICATE OF INSPECTION.
Assisted by my child, an inspection of our home has been made. I have helped in the inspection, or have checked same after it was made, and have removed any hazards found to exist.
We further pledge ourselves to do all in our power to prevent accidents and fire in the home during the coming year.
Name Address School
Grade
After such inspections, blanks for composite reports by grades, and schools are furnished.
Below is another approved form of inspection blank: 45
HOME INSPECTION BLANK FOR SCHOOL CHILDREN (Approved by The National Board of Fire Underwriters.)
This page is intended merely to serve as a model form. Inspection blanks of this nature should be printed in sufficient quantities in communities where it is desired to make use of them. It is assumed that schools, fire departments, chambers of commerce, or other local institutions will be glad to meet the slight expense involved.
The teacher is requested to give one of these sheets to each of her pupils to take home. The questions should be answered by the pupil with the help of the parents and returned to the teacher on the following day. The teacher should take up the sheets when properly filled out and turn them over to the fire chief; they are not intended for the insurance companies.
1. Name
Town
Street and No
2. Is there any rubbish, such as old papers, broken furniture, etc.,
in the attic? 3. Is there any rubbish or scattered kindling in the basement or
cellar? 4. Is there any inflammable rubbish in the yard?
5. Are floors under stoves protected by metal?
6. Are walls, ceilings and partitions protected from overheating by
stoves, furnaces and pipes?
7. How do you dispose of your ashes? 8. Do you keep your matches away from heat and out or reach of
children? 9. What is the material of the house and of the roof ?
10. Is the foundation enclosed? 11. Are the chimneys in good repair? 12. When were they last cleaned? 13. Do stovepipes pass through attic or closets? 14. If there are any unused stovepipe holes, how are they covered?
15. Do you keep or use gasoline in the house? 16. Do you use gasoline or kerosene stove for any purpose? 17. How is your house heated? 18. Are any gas connections made with rubber tubing? 19. Name all the purposes for which kerosene is used in your home..
20. Do you use a "dustless "oil mop? keep it when not in use?
If so, where do you
21. Do you use electric pressing irons? 22. Name any other fire hazard in or about your home. 23. Have you any fire extinguishers? 24. Where is the fire alarm box nearest your home?... 25. Do you know how to turn in an alarm?
46
In case of fire children should be taught what^to do, for^example: Close openings to prevent draft causing fire to spread. Beat with broom, pour water on or smother with a rug, a small fire. Water on burning oil spreads the flames. Use sand, ashes, flour or salt for this. Fire can not burn without air. If clothing catches on fire he down and roll, or wrap tightly in rug or blanket beginning at head to keep flaims from face. Use a wet towel over mouth and nose as protection from smoke in leaving burning building. Never jump from window unless there is no other way. Keep calm for your own sake and for the sake of others whom you may be able to help.
FOREST FIRES "Our trees deserve our interest and even our affection".
--M. L. Brittain. Not only is there an enormous waste in'buildings from fires, but also in the source from which comes much'of our building material. Our forests are among the most valuable resources of our country. They furnish a source of timber supply, of soil fertility and of water conservation, not to mention the beautiful side of nature involved. The state and nation are attempting to safe-guard forests by ranger service and education of the general public. They deserve our cooperation. "Burning off the woods" in winter is a futile effort to destroy boll weevils and other pernicious insects. Precautions with fire should be observed upon entering woods, and while camping.
47
VII. FIRST AID In teaching first aid to children it must be remembered that superficial knowledge is dangerous. A few common sense principles for which there will doubtless be opportunity for application can be thoroughly taught children. First aid subject matter is best introduced at appropriate places. When an occasion for first aid treatment arises, it offers an opportunity for demonstration. As the course in physiology is followed, certain outstanding principles may be well linked such as bandaging and fainting, in connection with the study of circulation; fractures in connection with the skeleton; resuscitation with respiration; drugs and antidotes with foods and digestion. When a person is injured, it is necessary to: Keep cool and think clearly. Give the injured person air. Administer first aid if you have had training. Send for the doctor unless the injury is so slight that the patient will not need his services. Remember that the timely application of an antiseptic (such as iodine or mercurochrome) to a skin abrasion may prevent infection and serious results. Practice in first aid activity is sponsored in various ways. In order to become a first class Scout (Boy or Girl) it is necessary to complete a certain course in first aid including resuscitation, bandaging, treatment of insect, dog and snake bites, sprains and fractures, and removal of foreign bodies from the eye.
A group of Boy Scouts of Columbus Georgia demonstrating first aid treatment. Courtesy of Miss M. G. McGee.
48
No school should be without a first aid kit. Simple equipment, if well selected, will suffice. This should include: 1. Iodine 2. Wooden applicators. 3. Bicarbonate of soda (common baking soda) 4. Aromatic spirits of ammonia 5. Safety pins
Needles Scissors Sterile gauze, one inch and three inch bandages 9. Absorbent cotton 10 Adhesive tape On page 50 is a picture of the first aid kit in the Chipley High School, contributed by Prof. R. B. Mardre, Superintendent, who says : "I have used my safety apparatus at least twenty-five times. On one occasion, a young boy of twelve years was brought into the office with his foot bleeding terribly. I placed him on the table, wiped off the blood with cotton, and noticing a severe cut, I bound his leg just above the ankle. At regular intervals I released and tightened the bandage. This prevented the loss of a quantity of blood. Of course the doctor had been summoned and when he arrived, he took five stitches. Skin abrasions, sprains and bruises are the most common complaints."
49
50
VIII. ORGANIZATIONS FOR SAFETY EDUCATION
Among the agencies doing conspicuous educational service in accident prevention are:
I. The National Safety Council 168 Michigan Ave., Chicago, 111.
Education Division-- 120 W. 42nd St. New York City.
The service rendered the nation by this pioneer organization can not be estimated. It stands ever ready with records, statistics, bulletins, posters, periodicals and even representatives for service in the upbuilding of a life--saving republic. See bibliography for publications of the National Safety Council.
II. The School Committee of the Cleveland Safety Council. 301 Chamber of Commerce Bldg., Cleveland, Ohio.
The Safety Syllabus published by this Division is of invaluable aid to teachers. The following sheet is one of three issued monthly by this Division. The other two contain material for grades I--III and grades VII--IX. Teachers are requested to send the chairman suggestions and devices that have been found helpful in this work.
UP-TO-DATE LOOSE LEAF SAFETY LESSONS.
4th, 5th and 6th Grades.
DECEMBER.
General Topic for the Month; "Home Hazards"
1, Slogans and Talk Subjects for the Month.
(a) Slogans 1st Week--''Practice Safety At Home, Too" 2nd Week--"Go Up and Down Stairs ONE Step at a Time" 3rd Week--"A Word to the Wise--Use Both Your Eyes" 4th Week--"Merry Christmas--And a Happy SAFE New Year"
(b) Talk Subjects 1st Meeting--"Accidents in the Home" "Danger of Edged Tools" 2nd Meeting--"Poisons in the Home" "Babies and Scalding Water"
2. Blackboard suggestions
A B C--Always be careful D E F--Don't ever forget
51
Oral Discussion
Habits necessary to home and school safety
1. How to carry scissors or sharp knives--Hold Points DOWN-- and WALK
2. Don't play with crochet needles, knives or sharp scissors 3. Chewing the corner of a handkerchief 4. Holding money in mouth
Stairway dangers
1. Many a person having been tripped has gone through life with a serious injury
2. Don't put things on stairways and cause tripping hazards
Health Study health rules--the importance of each How to keep well--the duty of keeping well Most illness the result of someone's carelessness Great inconvenience and discomfort of illness, not only to sick person, but to many others General causes of accidents in the home Carelessness Thoughtlessness Ignorance
Specific causes of home accidents 1. A projecting nail may cause a serious injury--pull it out 2. If there is a loose board in the cellar stairs--nail it tight 3. Rocking chairs are a poor substitute for a ladder 4. Falling down stairs 5. Tripping over rugs 6. Christmas--Never use candles on trees. Use asbes-
tos snow, not paper--avoid flammable tinsel. Keep the fire demon away from your Christmas tree. Use only electric lights and non-flammable decorations. Remove the tree immediately after the holidays
4. Dramatization
Present playlets "Bill's Christmas Freight" by Frances Stuart
"Holiday Safety" by Nina B. Mills. Secure from Safety Council office
SUGGESTED PROJECT WORK
Draw pictures of devices which are safe to use in the home.
III. The Atlanta Safety Council Chamber of Commerce Bldg., Atlanta, Ga.
52
Affiliated with the National Safety Council, this Division is active in local accident prevention service through every available means. Contributions to the daily press and cooperation with the educational forces of the city and state on the part of the SecretaryManager have been conspicuously constructive.
A monthly bulletin is issued the contents of which are pertinent to local and seasonal accident prevention.
IV. The School Safety Committee, Public Safety Department, Automobile Club of Southern California, Los Angeles, Oal.
The following is an excerpt from this Division's organization plan.
QUALIFICATIONS
Every candidate for representative and every patrolman appointed is required, before taking office, to pass an examination upon the safety code, such examination to be given by the Principal or some one designated by the Principal.
SAFETY CODE
1. I do at least one good turn for safety every day. II. I warn little children and aged people of dangers and assist
them to avoid accidents whenever possible. III. I keep to the right in halls--on walks ani stairs.
At School
IV. I walk on stairs, taking but one step at a time. V. I use playground apparatus properly and see that others do
the same. VI. In a baseball game I stand away from the batter and never
throw or unnecessarily swing a bat. VII. I never throw stones, as it is a dangerous and useless habit.
At Home.
VIII. I put things away after using them in order that they may not cause a fall.
IX. I never put things in my mouth about which I do not know, and I warn small children of this danger.
X. I never play near open fires and I never leave a lighted match or bonfire until I am sure that it is out.
XI. I never play with electrical appliances and remember that any wire may be a live wire.
On Street.
XII. I cross the streets at corners only, looking both ways before leaving the curb.
XIII. I never ride my scooter or coaster wagon across or in a street.
53
XIV. When alighting from a street car I always wait until it has stopped, look sharply for approaching vehicles and then alight facing the front.
XV. I wait until I can see that it is safe before crossing behind a street car, automobile, wagon or other vehicle.
XVI. Where there are no sidewalks, and I must walk in the highway, I always walk on the left side so that I will face the approaching vehicles.
XVII. I never play or run in streets. XVIII. I always remove my roller skates before crossing streets.
XIX. I never beg rides or steal rides on street cars, automobiles, wagons or other vehicles.
V. The Highway Education Board, Willard Building, Washington, D. C.
This Board until recently had for its chairman, U. S. Commissioner of Education John J. Tigert, and is composed of representatives of government departments, industries and organizations concerned with highway transport affairs.
A National Safety Campaign is conducted annually under the auspices of this Board in which certain valuable awards are given. Posters were sent out announcing $6,500 in cash prizes and medals to pupils and teachers for essays and lessons on highway safety in the 1925-1926 Safety Campaign. Particulars concerning these annual contests will be sent upon request from the above mentioned headquarters, or from the State Department of Education. The scope is nation-wide.
In addition to 438 cash prizes and medals to winners in the Essay and Lesson Plan Contest, 100 Certificates of Merit were awarded to schools in thirty states for conspicuous achievement in safety education during the recent campaign.
This certificate, bearing the signatures of Dr. John J. Tigert, Chairman, and Hon. Fort E. Land, State Superintendent of Schools was awarded to the Momoe Junior High School for the following meritorious service in accident prevention, (300 points are the minimum requirement): 1. Eighty-four per cent of pupils writing essays on safety--84 points. 2. For one hundred per cent signing Pledge of Carefulness--100
points. 3. For the organization of a Safety Patrol--150 points. 4. For absence of traffic accidents--100 points.
54
&\tCf(irt\li Strut jttmt
(lltrjiutltttritu Ir^nratiun jtiimrt)
./
3Hoitruef (Seargra.
The first state prize-a gold medal and fifteen dollars-was awarded to Alfred Jackson of the Hogansville (Ga.) Public School upon the merit of the following essay:
Essay No. 34.
MY SCHOOL'S SHARE IN HIGHWAY SAFETY
Little Jack Horner stood on the corner, And watched the cars go by. When the street was clear, He crossed without fear, And said, "What a good boy am I". Jack went to a school Where Safety was a rule, To violate it he never did try.
This should be the training of each child of school age if the percent of accidents is to be lowered. There is no place where the training of carefulness can be made as clear as in the school room, for it is there that the pupil spends five days out of seven. In the school room, by projects, pictures, illustrations, dramatizations and lectures, he is brought face to face with the dangers that he will meet in real life.
Nothing but education in "Safety First" for oneself and others can protect us against these dangers. Adequate education in "Safety First" consists first, in pointing out the dangers, second, in teaching how the danger may be avoided, and third, in stimulating the conscience so that each will look out, not only for number one, but also for number two, three and four. Our duty toward our neighbor is as clear as our duty toward ourselves.
My school teaches that the conscience may be best stimulated to look for and thus avoid these dangers by strict and careful observation of the following rules:
1. Do not play in the roadway. 2. Throw fruit skins in the rubbish can. A bit of orange or
banana peel carelessly thrown into the street by school children may make a cripple for life. 3. Do not make slides on the streets or crossings. This will endanger yourself as well as others. 4. Do not shoot sling shots or throw hard objects. You may hit a passer by. 5. Do not ride bicycles on the sidewalk.
6. Keep to the right. 7. Look both ways before crossing the street.
Let safety be first, last, and always your test. Above all be careful and thoughtful in your conduct on public highways.
56
Thoughtfulness added to watchfulness equals safety but thoughtfulness added to haste equals danger.
My school, as an institution for training the future citizens of America, has the responsibility of training students for the safety of others, first, by careful conduct on streets and highways; second by being always thoughtful and careful; third, by observing traffic rules and cooperating in campaigns of carefulness and thoughtfulness ; fourth, by being considerate of the rights of others. Keep it in mind to recognize what is going on about you.
My school, through campaigns of carefulness and various other means, teaches that it is the duty and privilege of every student to cooperate with the "Highway Department" in safe-guarding all individuals concerned. "As a twig is bent so the tree is inclined " Our teachers endeavor to promote the present and future safety of the state by careful training of the school children.
The second prize-a silver medal and ten dollars-was awarded to M. P. Jackson Jr. of the Manchester (Ga.) Public Schools.
Third prizes-bronze medals and five dollars-were awarded to: Dorothy Keefer, Manchester, Ga. Sarah Roberts, Monroe, Ga. Eva Ree Garrett, Monroe, Ga. Inez Woody, Tallapoosa, Ga. Betty Norris, Hogansville, Ga.
Handsome national awards were given to elementary school teachers for lesson plans submitted on highway safety.
All of these activities, it is announced, will be continued on even a broader scale, with additional features being planned under the leadership of Chairman Thos. H. McDonald, Chief of U. S Bureau of Public Roads.
VI. The Joint Committee on Health Problems in Education of the N. E. A. and A. M. A.
Thos. D. Wood Chairman, Columbia University, New York City.
The 1924 Report of this committee supplies an authoritative compilation of materials for an educationaUy sound program of teaching health.
VII. The Press.
Probably no service rendered is greater than that of the press in creating public sentiment for safety.
57
BIBLIOGRAPHY.
1. Accident Prevention. Program Leaflet Series V No. 1 November 1924, issued by Delaware State Parent-Teacher Association.
2. Chaney, Lucian W. Accidents and Accident Prevention in Machine Building. Bulletin of U. S. Bureau of Labor Statistics No. 256 Government Printing Office, 1920.
3. Atlanta Safety Council Accident Report 1926. Atlanta Safety Council Monthly Bulletin. Chamber Commerce Building Atlanta, Ga. 4. Accident Prevention and First Aid Suggestions. Bulletin of Industrial Com. of Ohio. Columbus, Ohio 1926. 5. Beard, Harriet E. Safety First for School and Home. MacMillan 1924. 6. Cody, W. B. Annual Report, Atlanta Fire Department 1925. 7. Course of Study for Safety Education in Oregon Schools. Salem, Oregon 1920. 8. Courses of Study of the Dothan City Schools, Dothan, Ala. 9. Course of Study in Safety Education, Louisville, Ky. 10. Georgia State School Items, Vol. I No. 21 Atlanta, Ga., October 1, 1924. 11. Gosling, T. W. Interesting the Teacher in Safety Education Elementary School Jr. 25: 302-6 December 1924. 12. Herdman, H. H. Accident Preventing Education. Survey, 46: 274-5 May 28, 1924. 13. Lynch, Chas., First Aid in the Home. 14. Mowbray, A. A. Hazards in the Home-Hygeia p.618-620 November 1926. 15. Payne, E. George, Education in Accident Prevention-Lyons and Carnahan New York 1919. -- Education in Accident Prevention as a Phase of the Reconstruction of the Curriculum, Jr. Ed. Method 3:70 October 1923.
-- A Program of Education in Accident Prevention Bulletin No. 32 Government Printing Office, Washington 1922.
-- Teaching Safety in the Public Schools. American City 22: 159-61 February 1920.
16. Payne, E. G. and Schroeder, L. C. Health and Safety in the New Curriculum. American Veiwpoint Society inc., N. Y. 1925.
17. Plays, Programs and Essays for Safety Education. North Carolina Insurance Department.-Raleigh.-
18. The Present Status of Safety Education Part I. 25th Yearbook N. E. A.
58
20. Proceedings of N. Y. State Safety Congress. 1926. Bureau of Motor Vehicles, Albany.
21. Publications of the National Safety Council: 108 E. Ohio St., Chicago:
1. Accident Statistics 1925. 2. The National Safety News, November 1926. (A Monthly Magazine.) 3. Safety Activities of Supervised Playground. 4. Protecting School Children from Traffic Hazards.
Publications of Education Division,
National Safety Council, 120 W. 42nd St., New York City: 1. The Junior Safety Council. 2. The Inner Meaning of the Safety Movement. Albert Whitney. 3. Safety for More and Better Adventures. Albert Whitney. 3. An Introduction to Safety Education--A Manual for Teachers with an Introduction by Harrold Rugg. 4. The Demonstration Center for Safety Education. 5. Safety Plays @ 251* each. 6. Safety Education. November 1926 (A Monthly Magazine @ $1.00 a year.) 7. The Toll of Public Accidents 1926. 7. The Safety Movement in America. 8. Plan of Safety Instruction in Public and Parochial Schools. E. George Payne.
22. Publications of Cleveland Safety Council, Cleveland, Ohio. 1. Safety Syllabus 1926. 2. The Bulletin of Safety Education. November 1926. 3. Up-to-date Loose Leaf Safety Lessons. November, December 1926.
23. Report of Joint Committee on Health Problems in Education of N. E. A. and A. M. A.
T. D. Wood, Chairman N. Y. 1924.
24. Safeguarding America Against Fire. Vol. IX. No. 8.
25. Safety Education. Published by Board of Education, Chicago, 1923.
26. Safety Bulletin, Duluth Chamber of Commerce, Duluth, Minn., 1926-27.
27. Safety First and Fire Prevention. Dept. of Public Instruction, Harrisonburg, Pa., 1923.
28. Saving Lives by Teaching Safety. Literary Digest, 68: 54-57 January 1, 1921.
29. Wootten, Kathleen: A Health Education Procedure-Oh. XII, National Tuberculosis Association 1926.
30. Winslow, C. E. A. and Williamson, P. B. The Laws of Health and How to Teach Them. Ch. XVII. Chas. E. Merrill, New York, 1925.
59
GEORGIA State School Items
Published by the State Department oj Education.
Vol. IV
JANUARY, 1927
No. 1
Supplement to 7 eomans Text Book hist
FORT E. LAND STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
SUPPLEMENT TO
LIST OF BOOKS AND PRICES
Issued by the
State Board of Education
January i, 1927
In accordance with the Provisions of the Yeomans School Text Book Bill, Laws 1916, Regulating the Sale of School Text Books in Georgia
FORT E. LAND
State Superintendent of Schools
ALLYN & BACON
TITLE OF BOOK
249 Peachtree Street Atlanta, Ga. Usual List Price
History
West and West: Story of Our Country
SI.80
English
Garland's Boy Life on the Prairie Hill's American Patriotism Irving's The Alhambra Johnson's Clear, Correct English Lamb's Tales from Shakespeare Palgrave's Golden Treasury Toils and Travels of Odysseus (Pease) Scott's Ivanhoe Shakespeare's Comedy of Errors Sheakespeare's Taming of the Shrew. Stevenson's The Black Arrow White's Daniel Boone Wheeler's Grammar at Work
1.00 1.00 100 1.00 1.00 1.00
.80 1.00
.60 .60 .80 .80 1.00
Latin
Francois'First Latin,..
1.40
Scudder's Easy Latin
1.25
French
Desbeaux's Les Trois Petits Mous-
quetaires
.80
Delery and Renshaw's S'instruire en
s'amusant
.80
Augier and Sandeau's Le Gendre de
M. Poirier
.80
Espinosa (A. M.) Rompecabezas Es-
panoles
80
Espinosa (J. M.) Cuentos, Romances
yCantares.
.80
Walsh's Por Espana
1.00
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Weaver's Business Law
1.40
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.75 .75 .75 .75 .75 .75 .60 .75 .45 .45 .60 .60 .75
1.05 .93
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1.05
.98
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TITLE OF BOOK
171 Madison Avenue
New York City Usual List Price
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Algebra Johnson & Belcher:
Second Course in Algebra
- $1.28
$0.96
$0.89
English
Taylor:
Vital English Advanced Book-- 1.04
.78
.72
AMERICAN BOOK COMPANY
TITLE OF BOOK
2 North Forsyth Street
Atlanta, Ga. Usual List Price
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Bowman & Percy's Principles of Book-
keeping and Business, Elementary
Course
--
Carpenter's The Houses We Live In..
Carpenter's The Clothes We Wear. _.
Guerber-Crosse's Contes et Legendes,
Parti
Hunter's New Civic Biology
Johnson's Dot and David
Nichol's Junior Business Training
Outfit
Part One
Part Two
-
Pearson's Spelling Notebook- .-
Rushmer & Dence's High School
Algebra, Second Course_
__
Serl 'a Johnny and Jenny Rabbit
Foresman's Second Book of Songs- -.
Foresman's Third Book of Songs
Foresman's Fourth Book of Songs--
Foresman's Fifth Book of Songs
$1.60 .80 .76
.96 168
.60
1.20 40 .88 20
1.28 .56 .60 .64 .64 .88
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45
.90 .30 .66 .15
.96 42 .45 .48 .48 .66
$1.12 1.18
TITLE OF BOOK
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Bryant's Studies & Songs for Indivi-
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Book 2
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Creswick's King Arthur
1.36
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.72
Bruno's Le Tour de la France (Wilson)
.96
Nichols' Junior Business Training
Outfit
1.40
Nyberg's Second Course in Algebra.. 1.24
Elson's United States History--Its
Past and Present
1.60
Howe's Farm Economics
1.20
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with Impeachment of Verres,
Nine Orations
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.60
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C. C. BIRCHARD & COMPANY
221 Columbus Avenue
Boston, Mass.
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Armitage: Senior Laurel Songs (Students edition)
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ADDITIONAL BOOKS FILED BY GINN AND COMPANY
To be furnished f. o. b. Atlanta, Ga., upon the order of the Board of Education of any public school system in the STATE OF GEORGIA, or upon the order of the Board of Trustees of any District Agricultural School in the State of Georgia, or upon the order of the duly authorized and responsible purchasing agents of such boards, at the prices and terms listed below.
BOOKS FOR COMMON SCHOOLS Catalog List Price
Arithmetic
Smith-Burdge Arithmetics:
Primary Book
_
Intermediate Book
Advanced Book
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BOOKS FOR HIGH SCHOOLS
Science
Caldwell and Eikemberry: Elements of General Science, New Edition,
with Experiments
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$1.26
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Supplementary Reading
Speed's Billy and Jane, Explorers: Book 1 Book 2
Thomson's The Land of Evangeline__ Thomson's The Land of the Pilgrims. Reading Kendall Teacher's Manual--Georgia
Edition (Third to Sixth Grade)..
$0.64 .64 .96 .96
.64
$0.48 .48 .72 .72
.48
$0.45 .45 .68 .68
History
Jones and Sleman's Modern World
Setting for American History
.96
.72
.68
Civics Miller's March of Democracy
.80
.60
.56
HIGH SCHOOL BOOKS
History
Bourne and Benton's American His-
tory for Secondary Schools
1.96
1.47
1.38
Civics
Maurer and Jones' Constitution of the
United States.
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PUBLICATIONS OF HENRY HOLT>ND COMPANY OFFERED FOR LISTING IN GEORGIA November 9,1926. Prices quoted are 1. 0. B. New York
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Hitchcock: High School English Book
Ford: First Latin Book Ford: Second Latin Book Passarelli: Simple Spanish Lessons., Wilkins: New Second Spanish Book Olmsted and Sirich: Beginners'
French Grammar Guerber: Story of Our Civilization. Neuner and Bowman: Typewriting
with Business Training Dull: Laboratory Exercises in
Physics Moon: Biology for Beginners, Re-
vised
$1.56 1.44 1.68 1.40 1.56
1.60 1.20
1.48
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21
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27
GEORGIA
State School Items
Published by the State Department of Education
Vol. IV.
FEBRUARY, 1927
No. 2
Regional Summer Insiiiuies for Teachers 1927
FORT E. LAND
STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103. Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
Announcement of Regional Institutes and Summer Schools for 1927 is made by Supervisor J. O. Martin, as
follows:
PLACES
DATES
Douglas A. & M. School
May 30th-July 2nd
Valdosta (G. S. W. C.)
.....May 30th-July 10th
Americus
A. & M. School... .. June 13-July 16
Barnesville Carrollton
Clarkesville
Cochran Granite Hill
Madison Monroe
Powder Springs " Statesboro (G. N. S.)
June 13-July 23
Tifton (S. G. A. & M. S.)
June 20-July 23
Ellijay High School
July 11-Aug. 13
COURSES OP STUDY
I. Elementary:
1. Primary work (Grades 1-3)
,
2. Elementary English and Reading (Grades 4-7)
3. Elementary Geography and History (Grades 4-7)
4. Elementary Arithmetic (Grades 4-7)
5. Education
6. Health, Safety, School Hygiene and Games.
The above subjects will be offered at Americus, Barnes-
ville, Carrollton, Clarkesville, Cochran, Douglas, Tifton,
and Valdosta. They will also be given at Granite Hill,
Madison and Ellijay in addition to high school work.
[I. High School: 1. Education 2. English 3. History 4. Mathematics 5. Science High School subjects only will be offered at Powder Springs and Monroe. High School courses will also be offered independently at Americus, Statesboro, Tifton and Valdosta.
III. College: College courses will be offered independently at Americus, Statesboro and Valdosta. Note: Regular summer schools for teachers will be conducted at Bowdon State Normal School, North Georgia Agricultural College at Dahlonega, The Georgia State College for Women at Milledgeville, and the University of Georgia.
PURPOSE
1. To enable teachers to review the elementary and high school subjects and receive credit toward professionalizing their elementary certificates.
2. To enable high school undergraduates to pursue high school subjects in an effort to obtain a high school diploma.
The A. & M. Schools giving the high school course and the high school at Ellijay will grant diplomas to the teachers who satisfactorily complete the specified eleventh grade course. An opportunity will be given teachers to take special examinations upon work previously done for which they have no credit. Such work will be accredited for the institution attended. It will be seen that Monroe and Powder Springs will confine their course of study to high school work only. Such an opportunity has never been given the teachers of Georgia before. Therefore, it is truly hoped that all teachers who need to do so will avail themselves of this opportunity.
EXPENSES
Board for the five weeks' term will be $18.00. In addition an incidental fee of $4.00 will be required of all students enrolled.
REQUIRED WORK '.
In order to receive full credits--three hours toward professionalizing elementary certificates, each student will be required to take the courses in Education and Plays and Games.
TEXTS
I. Elementary Course: Manual for Georgia Teachers free--State Department of Education. Pittman: Successful Teaching in Rural Schools, American Book Co., Atlanta, Price $1.05 net wholesale plus transportation charges. Single copies, postage prepaid, $1.40. Frasier and Armentrout: An Introduction to Education, Scott, Foresman Co., Atlanta, price $1.13 net wholesale, plus transportation. Single copies, postage prepaid, $1.25. Edwards: Psychology of Elementary Education, Houghton Mifflin Co., Chicago, price $1.60 each for ten or more copies from Georgia School Book Depository, Atlanta. Single copies postpaid $1.65.
Note: Student teachers who were in attendance last year will take the course using Edwards' Psychology. Those who were not in attendance last year will take the course in Pittman's Successful Teaching in Rural Schools and Frasier and Armentrout's An Introduction to Education.
II. High School: The texts which are adopted and used in the respective institutions at which the institutes are held will be used.
CREDITS
I. Elementary: 1. Three hours credit will be given toward professionalizing an elementary certificate provided the student recites every recitation given in four courses and does satisfactory work. 2. Certificates may be renewed upon the same condition.
II. High School: 1. Students will be given regular high school credit for standard work accomplished. This credit may be used toward securing a high school diploma.
2. Elementary certificates may be renewed upon the student's taking the course in Education in addition to the high school course.
ATTENTION SUPERINTENDENTS AND TEACHERS:
This Department will issue, at an early date, a bulletin giving all the details of the plan of certification. Every Superintendent should read this bulletin carefully and should notify all his teachers as to the requirements for the conversion and renewal of certificates. As many county institutes are now being held it would be well to give your teachers the following information at once, in order that they may know definitely the requirements for the RENEWAL OF PROVISIONAL ELEMENTARY AND HIGH SCHOOL CERTIFICATES.
Hundreds of provisional certificates expire this year. In order to renew a provisional elementary or high school certificate the regulations require that the applicant show that he has earned during the life of the certificate additional credit to the amount of three college hours (or six semester hours) in an approved summer school, normal school or college, or through a recognized extension department or correspondence school. If a certificate expires during the coming summer, renewal credit will be allowed for any work completed before September 1, 1927. Since hundreds of these certificates expire September 1, 1927, you should notify all of your teachers at once of the regulation, lest they be disappointed and inconvenienced through ignorance of the requirements.
Nine college hours' or eighteen semester hours' credit in professional subjects is required for professional certificates, but only three college hours or six semester hours of additional work, either academic or professional are required for the renewal of the provisional certificate.
Credit for the renewal of the high school certificate should be obtained at a standard normal school or college.
It is most important that superintendents call the attention of all their teachers to the above regulations in order that all may know them definitely before summer school time.
Teachers failing to secure three college hours' or six semester hours' credit for the renewal of elementary or high school certificates have the option of an examination at the time of the regular state examination.
E. A. POUND,
Director of Certification,
GEORGIA State School Items
Published by the Stale Department of Education.
Vol. IV
MARCH, 1927
No. 3
CERTIFICATION
FORT E. LAND STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
DIVISION OF CERTIFICATION
EDWIN ALDINE POUND, Director. MISS REBECCA HEARN, Assistant Director. MRS. W. T. MOORE, Secretary. MISS MARGARET BALLARD, Clerk. MISS MARTHA HAMMOND, Certificate Clerk.
TABLE OF CONTENTS
Page
FOREWORD
4
THE HISTORY OF CERTIFICATION
5
TYPES OF CERTIFICATES...
22
College Certificates
22
Normal Certificates
23
Provisional High School and Junior College Certificates
24-25
Elementary Certificates
_
25
Special Subject Certificates
27
Vocational Certificates
27
PROFESSIONAL REQUIREMENTS
28
ACADEMIC REQUIREMENTS AND RECOMMENDATIONS
30
REGULATIONS GOVERNING EXAMINATIONS
31
HOW TO RAISE CERTIFICATES
33
HOW TO RENEW CERTIFICATES
33
HOW TO APPLY FOR A CERTIFICATE
34
FEES
34
DEFINITIONS, EXPLANATIONS AND ADDITIONAL REGULA-
TIONS
35
FOREWORD
The purpose of this issue of the State School Items is to furnish a history of certification and licensing of teachers for service in the public schools of the State; to give also a history of the development of teacher training institutions supported by State funds and to furnish a full draft of the present certification requirements and changes made by the State Board of Education in 1926 to take effect September 1, 1927.
This bulletin was written by Miss Rebecca Hearn who has ably filled the position of Assistant Director of Certification since 1924. Until recently her services were made possible to the State Department through extension funds from the Georgia State College for Women.
Trusting that the bulletin may serve to fully inform superintendents and teachers with reference to certification and licensing of teachers, I am
Very truly yours,
FORT E. LAND,
State Superintendent of Schools.
THE HISTORY OF CERTIFICATION AND DEVELOPMENT OF STATE INSTITUTIONS OFFERING PROFESSIONAL COURSES FOR TEACHERS.
REBECCA HEARN
A state's method of licensing and certifying teachers has a direct and very important influence on the professional and academic preparation of its teachers. When teachers in the public schools in Georgia were required to be fitted to teach "the elementary branches of an English education" only, the system offered no incentive that tended to develop among teachers a higher standard of scholarship. Consequently, the "common schools" were generally manned with teachers of limited training. As the officials whose duty it was to select teachers placed no premium on the well educated and professionally trained teacher, the profession offered little inducement to that person who was fortunate enough to have continued his education beyond the limits of the common schools. Though by no means entirely responsible for this condition, it is generally conceded that "a defective system of licensing teachers in any State must bear its share of the responsibility for poorly prepared teachers in that State. On the other hand, a certification system, well devised and executed, can do much by holding right standards before teachers to stimulate proper preparation."1
The development of stricter requirements in the matter of professional preparation of teachers has been coincident with the establishment of institutions offering normal courses for teachers. Therefore, the history of certification involves the history of the agencies for the training of teachers. This article attempts to summarize the most important laws and regulations with regard to the issuance of licenses and certificates to teachers, and to outline briefly the establishment of the State institutions offering professional courses for teachers.
EXAMINATION AND CERTIFICATION OF TEACHERS 1785-1887
The University of Georgia was chartered in 1785, by an act "for the more full and complete establishment of a public seat of learning in this State." To the Senatus Academicus, a body composed of the Board of Visitors and Board of Trustees, was "committed and intrusted" the superintendence of the University proper, and all of its branches. All schools receiving public funds were embraced in the University System. One of the many duties of the members
'Parkinson : Professional Preparation of South Carolina Teachers, Page ; 5
of the governing body was "to examine and recommend the instructors to be employed in the schools and places of education in their respective counties, or to appoint persons for that purpose."2 To what extent the members of the Academic Senate performed this particular duty, available records do not show. However, it is true that the plan for a system of general education provided for by the charter, so excellently devised in theory, was never fully carried out.3
In 1831, there was organized an association called "The Teachers' Society and Board of Education of the State of Georgia." The objects of this organization were to "promote the diffusion of knowledge, especially among teachers; to promote harmony and co-operation in their efforts and uniformity in their mode of teaching and thus render them more useful in their profession." In addition to the usual officers, the Constitution called for a board of nine censors who were elected by ballot, triennially. Their duties were as follows: "To examine all candidates for membership of this society, and grant them certificates of moral and literary qualifications to teach."4 Although this Association was in existence only three years,6 it is rather significant that at the outset, the teachers composing it attempted to set up standards of qualifications of teachers. That they were also concerned with the professional improvement of the members of their profession is shown by the topics for study, as recorded in the minutes of the first meeting. An essay was read "upon the propriety of establishing an institution for educating teachers," and a committee was appointed to report "upon the most eligible plan for affording proper instruction to teachers."6
In many sections of the State, academies were in operation many years before the Civil War. Teachers in the academies frequently were men of high literary attainments, and the good results of their teaching are quite evident in Georgia's early history.7 However, numbers of children lived far from towns where academies were located, and the elementary or "poor schools," only, were accessible.8
Referrring to the teachers in the elementary schools which were then in existence, the following extracts are selected from Hon. J. G. Orr's address on "Needs of Education in the South:" "The men who taught them were often incompetent .... There were among them no teachers' institutes, or associations, no circulating libraries, no educational periodicals, in short, nothing approaching the modern appliances provided with a view to professional elevation. Every teacher was isolated, entirely dependent upon his own ability to modify methods or originate better ones and completely and absolutely independent in the little realm over which he held sway. The obtaining of a school was entirely a matter of contract between himself as teacher and his
2Watkins Digest: Pages 299-302. 3Alonzo Church: Discourse before Ga. Historical Society 1845. Pages 18-19. 'Minutes of Proceedings of The Teachers' Society, Mllledgevllle, Ga'. December 1832,
Page 6. Article 6. 5Metcalfe: "History of State and Federal Aid to Education In Georgia," Page 46. "Minutes of Proceedings of The Teachers' Society, Mllledgevllle. Ga., December 1832.
Page 4. 'Jones: Education In Georgia, Pages 18; 20: 23. 8Jones: Education in Georgia, Page 23.
proposed patrons. The latter were often incompetent to judge of the teacher's qualifications, and hinged their acceptance or rejection of him solely upon the rates at which he offered his services."9
In the school laws of 1858 we find the first provision requiring certificates of all teachers in schools receiving funds from the State. Certificates of qualification to teach and of good moral character were issued by a Board of Examiners in each county.10 The amendments and alterations of the above act, passed in 1859, designated the Justices of the Inferior Courts, the Ordinary of each county and some other person to be selected by them, as constituting the Board of Education. It was their duty "to examine all teachers who were to participate in the public school funds upon the Elementary Branches and also upon English Grammar and Geography, if the teacher applying for examination shall desire." The Board was authorized to give certificates required by law to applicants who proved satisfactorily their competency to teach the "Elementary Branches." The law further defined the "Elementary Branches" to include "Spelling, Reading, Writing and Arithmetic."11 As to the effectiveness of this law, we quote from Mr. Martin Calvin's view of poor schools in 1869. "Under the laws now in force, a Board of Education in each county .... issues license to almost any person, authorizing said person to teach when, where and how he or she may please."12
On November 17, 1869, at a regular meeting, the Georgia Teachers' Association unanimously adopted the report on a "System of Public Schools for the State of Georgia."13 This report was prepared by a committee appointed by that Association. The appointment of a State School Commissioner and State Board of Education, and the election of County Boards and County Commissioners were recommended. It was further recommended that the County Commissioners of each Senatorial district constitute a Board of Examiners for the purpose of examining and licensing persons qualified to teach the "Elementary Branches of an English education." The establishment of three normal schools was urged in order to supply the "increasing demand for teachers trained with special reference to their future calling."16
One year later, the State partially assumed the responsibility of giving to its youth the rudiments of an English education by an Act "To Establish a System of Public Instruction" which was approved October 13, 1870. This Act provided for the offices of State and County Commissioners, and for State and County Boards of Education." The examining and licensing of teachers were made duties of the Commissioners and Boards of Education of each county.17 The Commissioner was required by this law "to hold public examinations of all applicants for licenses to teach within their respective counties. If, from
9Orr: Needs of Education in the South, Page 6. An Address Delivered in 1869. 10Ga. Laws (1858). Section vTH. Page 51. uGa. Laws (1859). Sections 3. 4, 5; Pages 29. 30. 12Calvin: Popular Education in Georgia, Page 4. "Report of Committee of Georgia Teachers' Asso. Adopted November 1869. "Report of Committee of Georgia Teachers' Asso., Pages 33-35. "Report of Committee of Georgia Teachers' Asso., Page 37. "School Laws (1870), Pages 3, 4, 6. "School Laws (1870). Page 8, Section 22.
the ratio of correct answers, and other evidences disclosed by the examination, the applicant is found to possess knowledge which is sufficient in the estimation of the Board to enable said applicant to successfully teach in a common school of the State, Orthography, Reading, Writing, Arithmetic, English Grammar, and Geography, and to govern such a school, said Commissioners shall give to said applicant a license of the first, second or third grade according to the ratio of correct answers and other evidences of qualification given upon said examination. The standard of which grade of license shall be fixed by the State Commissioner, and said license shall be good for one, two, or three years, according to its grade. All applicants before being licensed shall produce to the Commissioner satisfactory evidence of good moral character." In order to receive a license to teach in higher grades, an applicant was required to be examined upon "studies belonging to the schools of said high grades."18 Though not required, an examination on the Theory and Practice of Teaching was permissible.
The appointment in 1870 of Hon. James R. Lewis as the first State School Commissioner followed the passage of this law.19 In his instructions to the County Commissioners in regard to examinations, Mr. Lewis asked that they "bear in mind in preparing the questions, that the object of the examination is simply to ascertain if the candidate is qualified to successfully teach a common school."80
The previous law was further amended in 1872 giving County Commissioners the authority to endorse licenses issued in other counties, thereby making them valid for teaching in his county.21 These alterations, and an Act of 1881 to secure uniformity in grading teachers' examinations in accordance with instructions of the State Commissioner, represent practically the only changes that were made in the law of 1870 for licensing teachers, from that date until 1887.22
DEVELOPMENT OF INSTITUTIONS OFFERING COURSES FOR THE
TRAINING OF TEACHERS.
1785-1891
The State University had been founded in 1785, and "one of the incidental purposes for which it was founded was the training of teachers for the lower schools of the State." Early reports from this institution show that a large percent of its students and alumni became teachers.23 In 1871, the North Georgia Agricultural College at Dahlonega, a branch of the University, was incorporated.24 Soon after its establishment a normal department was maintained at this institution, and a great service to the schools of the State was
'"School Laws (1870), Page 8. Section 22. "Report of State School Commissioner (1871). 20Report of State School Commissioner (1871), Page 33. "Public School Laws (1872). Section 20. "Public School Laws of Ga. (1882). Page 27. "Report of Chan. Boggs of Univ. of Ga.. incorporated in 1894 Report of State School
Commissioner, Page 69. "Report of State School Commissioner: 1894. Page 175.
rendered by sending out, each year, teachers trained in their chosen profession. Under an Act approved February 23, 1877, teachers were licensed by the North Georgia Agricultural College." But Georgia had no institution whose primary purpose was the training of teachers. In regard to this need, the following extract from the Report of Commissioner Gustavus J. Orr, for the year 1875 is given: "Much complaint has reached me from many portions of the Mate in relation to the lack of an adequate supply of competent teachers .. . -
Nevertheless, in view of the smallness of our State School Fund, and general condition of the people, I cannot recommend the expenditure of money, at present, for their improvement, either by the establishment of Teachers Institutes or Normal Schools or by the endowing of a department for training teachers in the State University or in the colleges of the State . . .
want of suitable teachers for our colored schools is a much more serious matter. The number of colored men or women capable of teaching is very small so small as to interfere seriously in many places with the chance of establishing colored schools. To employ the rude and untutored, is evidently a waste ot money and yet it has often been found necessary to relax the requirements tor obtaining a teacher's license very much in order to procure a teacher at alL Constitutionally, the negro was given the same educational right as the white child but as the above quotation shows, supplying the means for obtaining this education presented to the State many difficult problems. Under an Act entitled "An Act to equitably adjust the claims of the colored race for a portion of the proceeds of the Agricultural Land Scrip," passed in 1874, an annual appropriation of $8,000 was made to Atlanta University." This was an institution located in Atlanta, controlled and managed by the American Missionary Association, offering collegiate courses to negro students. The above appropriation was made on the condition that as many pupils from each county in the State, as there were members of the House of Representatives from such counties, be admitted to this institution with no charge for tuition. The law further provided that the plan for the expenditure of the fund be submitted and approved by a committee from the State University composed of the ChanceUor and two members of the faculty of that institution." Many well qualified teachers went from Atlanta University into the common schools, but the btate School Commissioner for years continued to advocate the establishment of a State institution for the training of negro teachers, stating that, in this way, the necessary training could be furnished a larger number of teachers with the same expenditure of means." From the Trustees of the Peabody Fund aid was secured for the support of a normal for colored teachers in Atlanta (1875).
In November 1878, the probability of the removal from Tennessee of the Nashville Normal College was taken up with Commissioner Orr by Dr. Sears, General Agent of the Peabody Trustees.32 During the following session of the
"Report of N G A. C. Incorporated in 1894 Report of S. S. Commissioner, Page 194. "Report of N. G. A. O. Incorporated In 1893 Report of S. S. Commissioner. Page 194. "Report of State School Commissioner (1875), Pages 23-24. "Georgia Laws (1874). Pages 32. 33. "Georgia Laws (1874). Page, 33. '"Reports of State School Commissioner. 1875, 1876. 1877. "Reports of State School Commissioner. 1875. "Report of State School Commissioner (1879-1880). Page 29.
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Legislature an annual appropriation of $6,000 was made toward the support of a State Normal College on the conditions that the school become a branch of the University of Georgia, that a like appropriation be made by the Trustees of the Peabody Fund, that necessary buildings and grounds be tendered, and that the Nashville Normal College be removed from Tennessee to Georgia.33 For about twelve months the question was agitated and at one time it was announced in the papers that the college had been secured. The Peabody Board favored Atlanta for a permanent location in case of removal, and objected to the connection with the University System. Of the two cities, Athens made the more attractive offer as to buildings and accommodations and that location was favored by several of the University Trustees. In other points a definite agreement seemed difficult to reach, and as the question of funds for the school in Tennessee was finally settled in Nashville, the institution was not removed to Georgia.34
The Middle Georgia Military and Agricultural College, a branch of the University, was established by an Act of the Legislature, passed in 1879. The curriculum contemplated in the Act of establishment was to include, in addition to military training, preparatory work for the University, agricultural and mining courses, and courses fitting students for the teaching profession.36
Several years later, (1882) when the improved condition of the people was evidenced by "the building of better dwelling houses, improved modes of tillage, a new husbandry which looks to the permanent improvement of the soil, and the introduction of manufacturers," various improvements in the public school system were recommended by the State Commissioner.36 The statements which follow, selected from the report of 1882, indicate the trend of sentiment toward the training of teachers then:
"The 243,000 children who were in our schools last year were taught by 6,128 teachers .... A few hundred of them were college graduates. I think it might be safely assumed that 5,000 of these teachers were persons of limited education .... If the children of the great body of our people are to receive all the education they ever will receive in our common schools, is it not all important that these schools should be provided with the best possible teachers? A person who teaches a common school ought to be taught in branches, to a certain extent, beyond the curriculum of such a school. It is by no means necessary, however, for him to pass entirely through a college curriculum. The drift of this reasoning shows that a normal school, open to entrance on the part of both sexes, is a necessity for the successful conduct of our common schools. On this pressing necessity, I base the right of the General Assembly to establish a Normal School, separate from the University."37 Further suggestions in regard to the establishment of a Normal School followed, and also an account of professional training of a number of Georgia teachers which the securing of funds from the Trustees of the Peabody Fund made pos-
33Georgia Laws (1879). Page 93. "Report of State School Commissioner: (1879-1880). Pages 29-57. "Georgia Laws: 1879. Pages 91, 92. 36Report of State School Commissioner (1882), Pages 12, 13. "Report of State School Commissioner (1882), Pages 40, 41.
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sible. Scholarships to the State Normal College at Nashville were offered, and for a number of years (1877- ) many persons who expected to make teaching their life profession availed themselves of this opportunity to receive the desired professional training.38
Unable to obtain from the Legislature an appropriation for the organization of institutes for teachers, a sum of $2,000 was secured by Mr. Orr from the Peabody Fund for the purpose of establishing them.39 In August 1882, institute work was inaugurated by the State School Commissioner and three institutes were held at Americus, Milledgeville, and Toccoa, respectively. The reports from these and subsequent sessions were most gratifying. In 1882, the total enrollment was 282; in 1886, 413. At the close of the 1886 session, those in attendance petitioned the Legislature for an appropriation that would make possible the continuance and development of the work begun.10 It was not until 1891, however, that the organization of county institutes was authorized by the Legislature. An Act of 1891 (amended in 1892 and 1893) provided for the establishment of an institute of one week's duration to be held annually in every county in the State. (At the discretion of the State School Commissioner, several institutes might be combined). Attendance by all teachers was compulsory. No State appropriation was made for their maintenance, but the law authorized the payment from the educational fund of each county, of a small sum "for the purpose of securing the services of an expert'' in conducting the institute.41
The passage in 1889 of the Act to establish at Milledgeville the Georgia Normal and Industrial College, "a first-class college for the education of white girls," providing courses of study in industrial arts, and a "normal department for the thorough training of teachers,"12 and the Acts of 1890 and 1891 providing for the establishment of a "State Normal School in Athens for the education and training of teachers for the common schools of the State"13 rewarded the efforts of those educators and statesmen who, for so many years, had advocated the establishment of institutions providing professional courses for teachers. Both institutions were established as branch schools in the University System. All Georgia students who entered the State Normal School were required to sign an obligation to teach within a period of five years, after leaving the school, "such a length of time in the common schools of this State as they spend in said Normal School." The law further authorized the issuance of certificates of proficiency to students of this institution. Holders of these certificates were exempted from further examinations for teaching subjects or grades specified on same.11 By the law of 1898, a diploma or degree from the Georgia Normal and Industrial College entitled the graduate, without further examination, to a first grade license to teach in the public schools of this State.16 How-
38Report of State School Commissioner (1886). Pages 17-21. "Report of State School Commissioner (1882), Page 43. "Report of State School Commissioner (1886). Page 23-27. 1'Common School Laws. Section 42. Page 29. 12Ga. Laws (1889). Page 10. 43Ga. Laws (1890-91), Page 126. "Ga. Laws (1890-91). Page 127. 45Ga. Laws (1898). Page 70.
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ever, this privilege was not long enjoyed by either institution, as an Act approved December 20, 1899, required "all students or graduates of any school, college, or other institution of learning," before being admitted to teach, to stand the regular examination and secure a license in accordance with the general common school law.46
An Act approved in 1898 authorized the operation of summer sessions of the State University, offering "graduate and post graduate courses for the benefit of the white teachers of the State, without regard to sex, and for other purposes."*7
"The State Industrial College for Colored Persons" (later called the "Georgia State Industrial College for Colored Youths") located near Savannah was established by an Act of 1890-91.48 This institution was operated under the general supervision of the Chancellor and Board of Trustees of the University of Georgia. Departments offering Industrial, Agricultural, Literary, and Normal courses were developed.49
LATER CERTIFICATION LAWS.
The laws governing examinations for applicants which had remained, in the main, unchanged for about seventeen years, were amended in 1887. The fact that the questions, thereafter, (1887) were to be prepared by the State School Commissioner, and that the examinations were to include questions on "the Science and Practice of Teaching" showed that a step toward standardizing requirements was being taken, and that the value of professional information was being realized.60 By an Act of 1887, the issuance of a permanent state license by the State School Commissioner was authorized. County Commissioners were instructed to forward to the State School Commissioner examination papers which exhibited "unusual merit" with his own recommendation of the moral and professional character of the applicant. The State School Commissioner was given the authority to issue permanent licenses, good in any county in: the State to those applicants whose papers exhibited a "sufficient degree of merit."61
However, a later Commissioner realized the lack of wisdom of issuing per manent licenses authorizing the holders to teach through any grade in any county in the State on the basis of a superior examination on elementary subjects. In his report of 1901, Hon. G. R. Glenn, stated that his first concern, upon becoming State School Commissioner, was to improve the quality of teaching done in the State. In order to do this, he raised the standard and character of the examination and required teachers to read at least one professional book each year and be examined on it. The questions were prepared "not only to test the teachers' knowledge of the branches taught, but to test also the teachers' power to apply the most approved methods of modern education to the develop-
46Ga. Laws (1899). Page 51. 47Ga. Laws (1898). Page 69. 48Ga. Laws (1890-91), Page 114. "Report of G. S. I. C. included In Report of State School Commissioner for 1894. Pages
145,146. 50Ga. Laws (1887), Section 28, Pages 75, 76. 51Ga. Laws (1887). Section 30, Page 76.
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ment of power in the child."62 A number of institutions in the State had been given the authority to issue licenses to their graduates. By an Act of 1899, this practice was discontinued. Thereafter, all students or graduates of institutions were required to take the regular examination before being licensed to teach.6' In 1903 Physiology and Hygiene were added to the required subjects on which applicants for licenses were examined.64
The 1910 report of Hon. M. L. Brittain, State School Commissioner, contains the following progressive recommendations in regard to certification:
"The present method of examining and licensing teachers was perhaps adequate thirty years ago and met the conditions in existence when the public school system was founded. Today this is by no means the case Beside the elementary and temporary county certificates granted at present, a professional certificate higher in rank should be possible for those who pass a creditable examination in high school studies. This professional certificate should be given by the State Board of Education and should be valid in any county in the State."
Developing a satisfactory plan of certification which so completely revolutionized the old method of licensing teachers was not quickly accomplished. The work was begun while the following men were serving as members of the State Board of Education: Governor Hoke Smith, Supt. M. L. Brittain, Judge Thomas G. Lawson, Prof. J. C. Langston, Dr. T. J. Woofter and Prof. Jere M. Pound (September 26, 1911). The plan was completed and finally approved by a Board composed of Governor Brown, Supt. Brittain, Dr. Woofter, Hon. Walter Steed, Prof. A. H. Moon and Dr. G. R. Glenn (April 10, 1913).66 It embraced many important and entirely new provisions. It authorized the holding of examinations by the County Superintendent for the primary and elementary licenses, and provided, in addition thereto, for examination on high school subjects for the high school license. It further provided for the issuance by the State Board of Education of State Professional Certificates, of Elementary, Normal Secondary, and College Secondary grades. Graduates of approved institutions of normal school and college rank and of the University of Georgia Summer School whose courses of study had included certain prescribed work in educational and college subjects, when examined by a representative of the State Board of Education, might be issued professional certificates accordingly. The law embodies the following conditions governing renewals of first grade licenses and professional certificates: "Renewals may be obtained through an average of 75% attained in the examination on the proper courses of reading and study (as prescribed by the State Board of Education) or through courses completed in summer school, normal school or college and approved by the said Board as the equivalent of reading courses by way of professional growth. As a general rule every holder of a renewable certificate should attend at least one session of some summer school, normal school or college within the life time of the certificate."36 This system of certification placed greater em-
"Report of State School Commissioner (1901), Pages 8. 9. "Common School Laws (1905). Page 32. "Acts of 1901. Page 54. "Minutes of State Board of Education. "Report of State School Superintendent (1912), Pages 62-69.
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phasis on professional training; attempted standardization of professional certificates by authorizing their issuance by a central body (State Board of Education); and provided for recognition by certification of continued preparation in both academic and professional subjects.
DEVELOPMENT AND EXPANSION OF TEACHER TRAINING
FACILITIES 1905--TO DATE
With the increasing demands for professionally trained teachers and a higher standard of academic scholarship among teachers, the State has provided through her institutions, facilities for meeting these demands. By founding new teacher-training institutions, authorizing normal schools to offer four-year standard college courses, reorganizing institute work, and providing for extension, correspondence, and summer school courses, the teacher-training facilities of the State have been greatly expanded.
In 1905 by a special Act of the Legislature, the South Georgia State Normal College, at Valdosta, was established. No appropriation was made for buildings or maintenance until the summer of 1911. Therefore, it was not until January 2, 1913, that this College was formally opened. It was decided by the Board of Trustees that this should be an "institution of collegiate rank providing both general and special training for the young women of the State." By the establishment of this institution, a State school for higher education was placed, within easy reach of those students living in the southern part of the State.57
There was still, however, a very large number of teachers who were unable to attend any one of the State Normal Schools. In order to provide normal courses for this group, the organization of normal classes in connection with the high school departments of at least one high school in each county and in the District Agricultural Schools was recommended by the State School Superintendent in 1913.6S Beginning with the school year 1920-21, a plan for Teacher-training courses in high schools was arranged by the State Department of Education. These courses were provided not simply for the group referred to just above, but their primary object was to afford some professional training for the large number of high school graduates who entered the common schools, as teachers. A provisional certificate was issued to those high school graduates whose course included the State prescribed work in Teacher-training.69
The Act of 1891, providing for the establishment of teachers' institutes throughout the State has been referred to previously. In accordance with this law, for many years, institutes were held by "experts"--more or less competent-- each conducting his work according to his own ideas, and entirely without the guidance of a leader. Soon after becoming State Commissioner, Dr. Brittain turned his attention to the teachers' institutes, and his suggestion for their improvement was that they be placed in charge of "three efficient supervisors" working under the direction of the State Commissioner.60 The law of 1911
"Report of State School Superintendent (1913). Pages 231-233. "Report of State School Superintendent (1913). Page 16. "Report of State School Superintendent (1920), Page 529. 60Report of State School Superintendent (1910). Pages 15. 16.
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provided for the appointment of three supervisors, and defined their duty as follows: "To act as instructors of Institutes to give State Normal instruction and training as the State Superintendent may direct in each county."61 Miss Celeste Parrish, Mr. F. E. Land and Mr. M. L. Duggan were appointed supervisors, and were instructed "to train teachers for their work; to study conditions in every county and in conference with the Superintendent and State Board to seek to apply counsel and help wherever possible."62 The custom of holding a "five day institute" was adhered to for a while by all of the supervisors. The School Reports indicate that Miss Parrish first conceived the idea of combining counties for institutes of two or three weeks' duration, and in 1915 five locations were selected in her territory (North Georgia), for the longer institutes.63 Subsequently, combined institutes were developed by the other supervisors, in the middle and southern parts of the State. Several of the State institutions co-operated in this work by furnishing instructors to assist the supervisors, and many outstanding teachers, lecturers and educators generously gave their services to these schools. Attendance upon the sessions was voluntary, but the large numbers of teachers, taking advantage of this means of securing normal instruction attested their popularity. Since 1918 the extension department of the Georgia State College for Women has furnished one or more regular assistants to the State supervisors, and from time to time, extension workers from the Georgia State College of Agriculture have worked in co-operation with the State Department of Education. Several of the combined institutes thrived for a few sessions only, while others continued and developed with conspicuous success. The regular summer sessions of the Georgia State College for Women at Milledgeville (formerly the G. N. I. C.) and the Georgia State Woman's College at Valdosta (formerly the South Georgia Normal College) are outgrowths of combined institutes. The annual sessions at Carrollton and Ellijay were notably successful. It was suggested by Superintendent Parks in 1922, that summer institutes of longer duration and permanent nature be developed at each of the twelve District A. & M. Schools.64 This suggestion materialized in the summer of 1924 when schools of one month's duration were held at each of the A. & M. Schools and at Ellijay. It was largely through the efforts of Hon. Sam Penland, Representative from Gilmer County, that an amendment to the General Appropriations Bill was passed providing for an appropriation of $20,000 which made possible the establishment of the summer institutes.65 Out of the $20,000 appropriation the amount of $3,000 is used for summer schools for negroes. The institutes are directed by the State Department of Education and professional courses for teachers with limited training are offered. The appropriation to negro schools is divided among four summer schools, and is supplemented by funds from the General Education Board, and from the local institutions where summer sessions are held.
Since 1913, it has been the policy of the State Board of Education to encourage and provide means for in-service training for the negro teachers. The work which has been done has been made possible largely by funds secured from
61Ga. Laws (1911), Section 9, Page 99. 62Report of State School Superintendent (1911), Pages 26. 27. "Report of State School Superintendent (1915). Page 20. "Report of State School Superintendent (1922). Page 23. 65Ga. Laws (1923). Page 16.
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outside sources, and expended under the direction of the State School Superintendent. A special supervisor, appointed by the State School Superintendent, and paid entirely by the General Education Board since 1913, has "aided in giving teachers training" by supervising industrial workers, and by establishing summer schools, institutes, and county training schools. The county training schools are organized to fit teachers for rural schools principally. Some few of these schools now offer four years of high school work, and do approved work in teacher training.
The "Georgia Normal and Agricultural College," located at Albany had its origin in an Act passed in 1917, for the establishiment of a school to train colored teachers.66 The original annual appropriation amounted to $5,000. At present, the school receives annually $15,000 and an additional $2,500 toward the support of the summer school. The course of study as described in the Act authorizing its establishment should "emphasize the elementary branches of an English education, thorough training in Agriculture, Domestic Science and Mechanic Arts, and, in general all those studies which in the opinion of the trustees, are most suitable for training colored teachers."
The establishment of an Agricultural and Mechanical School for negroes was authorized by an Act passed by the Legislature in 1922.67 The school is located at Forsyth. The course of study is similar to that of the District A. & M. Schools, and it includes a teacher training course. The annual State appropriation to this school is $5,000, $1,000 of which is used for the summer school.
A result of the increasing demand for college trained teachers has been the reorganization and expansion of the currcula of the larger Normal Schools in the State. The original purpose of the State Normal Schools was to "supply teachers for the common schools of the State," and it was only logical that when public schools demanded of their teachers a higher type of scholarship, that the Normal Schools furnish the necessary means for obtaining the required training. College degree courses were offered first by the Georgia State College for Women, at Milledgeville, and the first class of degree students was graduated at this institution in 1921. The State Normal School at Athens and the Georgia State Woman's College at Valdosta also have developed four year college courses in addition to the regular two-year normal course.
The University of Georgia has maintained a Division of Home Study for the past five years. At first, correspondence work only was offered. In 1924, an extension group was organized at Toccoa, at the request of the Superintendent of Stephens County. In 1925-26, there were thirteen similar groups over the State, and in the fall of 1926, the number had increased to thirty-five.6S This type of in-service training is encouraged and endorsed by the State Department of Education. Credits earned by this means may be applied on state certificates.
In 1919 an act was passed providing for the establishment of a State Normal and Industrial College at Bowden.69 Since that time three of the A. & M.
66Ga. Laws (1917) Page 195. 67Ga. Laws (1922), Page 174. 68Georgia Education Journal (December 1926), Pages 16, 17. "Georgia Laws (1919). Page 262.
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Schools have been authorized to offer college and normal courses. The First District A. & M. School at Statesboro was converted into "The Georgia Normal School in 1924;TM the Third District A. & M. School at Americus was converted into "The Agricultural and Normal College in 1926;71 and the A. & M. School located at Tifton was changed to "The South Georgia Agricultural and Mechanical School" in 1924." The last named institution, though not a normal school, offers teacher training courses.
Some extension work has been done by the Georgia Normal at Statesboro. Several State institutions have arranged their terms so that teachers may enter and complete certain courses during the regular session.
Professional work for vocational teachers of Agriculture and Home Economics under the Smith-Hughes Act is carried on at the Georgia State College of Agriculture. Teacher-training courses in Trades and Industries, under the Smith-Hughes Act are offered at the Georgia School of Technology.
The State has maintained an accrediting plan for high schools since 1903. This plan specifies minimum requirements in the matter of preparation of teachers in schools qualifying. By virtue of the system, high schools in Georgia have developed wonderfully. The State Board of Education has recently adopted a plan for accrediting elementary schools, in accordance with which, two-thirds of the teachers in elementary schools are required to hold not less than a normal certificate, and all teachers are required to hold at least a class A elementary certificate.
CERTIFICATION REGULATIONS SINCE 1921
The certification plan as revised in 1921, provided for the issuance of vocational certificates based on regulations set up by the State Board for Vocational Education, in accordance with Section 167 of the School Code." This practice still obtains.
In 1922, the general certification plan was revised. In regard to the objects and purposes of these changes, we quote from the report of the State School Superintendent, Dr. M. M. Parks:
"During the past year, the State Board of Education made slight changes in the system of certification arranging for somewhat stricter standards in the issuing of licenses and certificates. A clear cut distinction has been made also between the License and the Certificate. The county license can be secured by examination under the County School Superintendent. The State Professional Certificates can be secured through the State Board of Education after the applicant has completed the regular high school course, and also not less than two years of college or normal school work with at least eighteen semester hours in education as specified .... The object of the Board of Education has been to raise the standard of certification so that Georgia certificates would
'"Georgia Laws (1924). Page 165. "Acts of Extraordinary Session (1926), Page 34. "Georgia Laws (1924), Page 177. "State School Items (October 1924). Page 57.
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more easily get recognition in various states of the Union. The object of the State Board in raising some of the qualifications for the first grade license was to encourage more recognition by license and by salary to the experienced and trained teacher, the ultimate purpose being to encourage the professional training of teachers so that schools could have an increasing number of efficient teachers."li
The plan of certification, which, with certain modifications, is now in force, was adopted by the State Board of Education in the spring of 1924 under the administration of Supt. N. H. Ballard. In providing for the issuance of college and normal certificates on the basis of approved academic and professional preparation, this plan is not entirely unlike the one developed in 1922. However, the new system made possible a professional elementary certificate which might eventually become a life certificate based only upon high school graduation and specified professional requirements that might be met by attendance upon three summer schools. After September 1, 1927, the standards will again be raised and completion of two years of college work will be the minimum requirement for all professional certificates.
The law providing for the issuance of county licenses on examinations by County Superintendents still obtains. As long as licenses are issued on the basis of examinations directed and graded by one hundred sixty-one different superintendents, securing uniformity in the grading will be an impossibility. In offering state certification on academic and professional preparation, the present plan has decidedly decreased the number of licenses issued on examinations, but the development of a uniform method of certifying to the training of teachers has been one of its principal objectives. The system has undoubtedly promoted professional improvement among teachers. It is the intent of the State Board of Education constantly to revise and improve the present practice until a plan is eventually developed which will compare most favorably with that of any other state.
PRESENT STATUS IN REGARD TO CERTIFICATION REGULATIONS AND TEACHER TRAINING FACILITIES
What then is the present status of Georgia in regard to her plan of licensing and certifying teachers and the institutions offering professional courses for teachers?
Licenses are issued by County Boards of Education in accordance with Sections 160 and 163 of the Schools Laws of Georgia. This law, in part, is quoted below:
"The County Superintendents shall examine all applicants for licenses to teach in their respective counties .... Said examinations shall be held throughout the State on days to be fixed by the State School Superintendent, and on questions prepared and sent out by him to the County School Superintendents. The State School Superintendent shall prepare and supply the County School Superintendent with printed instructions as to grading applicants by a
"Report of State School Superintendent (1922). Pages 38, 39.
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uniform grade, and shall fix the lowest standard for each class of licenses . . . It shall be the duty of the County School Superintendent to grade the applicants according to the instructions furnished them by the State School Superintendent, submitting his report and recommendations thereon in writing to the County Board of Education who shall grant to the applicants license of the first, second, or third grade, to be determined by the qualifications exhibited, and the standard attained; provided, they shall attain at least the lowest grade-- mark fixed by the State School Superintendent for each grade; and provided, further, that each applicant submits with his or her examination paper satisfactory evidence in writing of good moral character"76 ....
In compliance with the law of 1911, wherein authority is given the State Board of Education "to provide for the examination of the teachers of said State, and grant licenses to those that are qualified who desire a State or a special license,"76 certificates are issued in accordance with the adopted plan of certification.
I. This system of certification should accomplish the following objectives:
Stimulate professional improvement. Encourage the attainment of a higher standard of scholarship, by providing for raising certificates from one group to a higher one. Provide a uniform method of certificating teachers. Better fit teachers for the positions they will fill by eventually prescribing specific requirements for various certificates. Guide school men in selecting teachers. Aid in standardizing schools. Form basis for a State salary schedule.
II. Requiring, as this plan does, that teachers, in Georgia be professionally trained, the State now provides ample facilities for obtaining the necessary educational courses. The following State supported institutions offer professional courses for teachers and at least one is within easy reach of every white teacher in the State.
1. The University of Georgia, Athens, Georgia. 2. The State College of Agriculture, Athens, Ga. 3. The North Georgia Agricultural College, Dahlonega, Georgia. 4. The Georgia School of Technology, Atlanta, Georgia. 5. The Georgia State College for Women, Milledgeville, Georgia. 6. The State Normal School, Athens, Georgia. 7. The Georgia State Woman's College, Valdosta, Georgia. 8. The Bowdon State Normal and Industrial College, Bowdon, Georgia. 9. The Georgia Normal School, Statesboro, Georgia. 10. The State Agricultural and Normal College, Americus, Georgia. 11. The South Georgia Agricultural and Mechanical School, Tifton,
Georgia. 12. The Nine District Agricultural and Mechanical High Schools.
(Teacher Training Courses in the Fourth Year of High School)
"State School Items (October 1924), Pages 54-56. 76School Laws (1911). Section 4, Page 97.
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III. Summer Schools or Institutes are conducted at each of the following in-
stitutions:
1. The University of Georgia, Athens, Georgia. a. The State College of Agriculture. (Courses for teachers of Vocational Agriculture) b. The State Normal School.
2. The Georgia State College for Women, Milledgeville, Georgia. 3. The Georgia State Woman's College, Valdosta, Georgia. 4. The Bowdon State Normal and Industrial College, Bowdon, Ga. 5. The North Georgia Agricultural College, Dahlonega, Georgia. 6. The Georgia School of Technology, Atlanta, Georgia.
(Courses for Teachers of Trades and Industries) The Georgia Normal School, Statesboro, Georgia. The State Agricultural and Normal College, Americus, Georgia. 9. The South Georgia Agricultural and Mechanical School, Tifton, Georgia. 10. The Nine District A. & M. Schools, and at Ellijay.
IV. The institutions offering professional courses for negro teachers are not so abundant. The majority of the professionally educated negro teachers in Georgia have been trained at private institutions. State funds are appropriated to the following schools:
1. The Georgia State Industrial College for Colored Youths, Savannah,
Georgia. 2. The Georgia Normal and Agricultural College, Albany, Georgia. 3. The Agricultural and Mechanical School, Forsyth, Georgia.
Summer Schools are held at the above institutions, and in 1926 they were also held at Morehouse College, Atlanta; The High and Industrial School, Athens; and the High and Industrial School, Fort Valley.
As this survey deals with the State aided institutions only, no mention is made of private or denominational schools in the State. However, the value of the contributions which such institutions have made to Georgia's earlier and later educational history is inestimable. Today, practically every college in the State offers courses in professional education, and several of the denominational schools are rendering a great service to teachers through their extension
and summer school courses.
SUMMARY
This history of certification is principally a review of the legislative enactments on the subject. It has not been possible, in every instance, to determine the effectiveness of each law and regulation passed. It is true that the study of a state's educational legislation does not necessarily give a correct history of education in that state, but the study is valuable in that legislation very accurately reflects the educational tendencies of various periods. According to the statute books, examining teachers in order to determine their competency to teach is a practice established by the original charter of the State University (1785). Other records reveal very plainly, however, the ineffectiveness of the
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earlier certification regulations. The several changes that have been made in certification laws indicate that they have been shaped to accomplish four main objectives. First, to secure teachers competent to teach the subjects for which they were employed to teach. Second, to secure a method of licensing teachers that would be uniform throughout the State. Third, to emphasize the importance^ of professional training for teachers, and fourth, to develop and encourage a higher type of scholarship among teachers.
In summarizing, we point out three periods in the history of the State which have been productive of much educational legislation, when the subject of certification of teachers and the development of teacher training institutions have received important legislative recognition.
The changes made in 1887 in the laws governing the issuance of licenses to teachers were significant in that they marked a step toward securing a uniform method of licensing teachers, they stressed the importance of professional information, and they provided for recognition by certification of superior scholarship. During the next few years acts were passed establishing the following teacher training institutions: the Georgia Normal and Industrial college, 1889; the State Normal School, 1890; County Institutes 1891; and the Georgia State Industrial College for Colored Youths, 1890.
The certification practice was completely revised by the laws of 1911-12. They provided for the issuance of licenses of different grades based upon primary, elementary, and high school subjects, and for professional certificates by the State Board of Education. The appointment of State supervisors which was authorized at that time resulted in the reorganization of Institute work throughout the State. In 1911, funds for buildings and maintenance were appropriated for a third State Normal School and this, the South Georgia State Normal College was opened in 1913.
The regulations of 1922 and subsequent years have placed increased em" phasis on professional preparation of teachers through certification requirements. These years have also been years of rapid expansion of State agencies for the training of teachers. High school teacher training classes were first organized in 1920-21. The larger normal schools have developed four-year college courses. County institutes have been combined and have grown into four-week institutes of a permanent nature. Attendance upon summer schools, and the numbers of students taking correspondence and extension courses have increased rapidly. Larger appropriations have been made for teacher-training institutions, and a number of institutions have been authorized to offer teacher-training courses of normal school and college grade.
A state certificate is the State Board of Education's stamp of approval of a person's qualifications to teach. Stricter requirements in certification have resulted from a demand for better teaching, the recognition of the importance of a higher degree of scholarship among teachers, and the necessity of a standardized method of certifying to that training. Improved certification laws and the development of state institutions offering educational courses have come with other progressive educational movements, all of which are evidences of the wise and able leadership of those men whose names will forever stand for educational progress in Georgia.
21
TYPES OF CERTIFICATES
Permits to teach are of two kinds:
I. Licenses.
(1) All licenses are issued by County Superintendents on the basis of examinations. (See "Regulations Governing Examinations," page 31.)
II. Certificates.
(2) All certificates are issued by the State Board of Education.
IS The following outline gives the types of certificates issued at present by the State Board of Education. The requirements, term, and extent (valid through what grades) of each are indicated. Special attention is called to the changes noted in several instances. These changes will become effective September 1, 1927. However, all applications received before September 1, 1926, may be completed according to regulations obtaining prior to that date and those received prior to September 1, 1927, may be completed in accordance with regulations obtaining prior to that date. After September 1, 1927, professional credit for all certificates must be earned in accordance with the plan adopted by the State Board of Education. It is important that "Professional Requirements" page 28, be carefully studied by all prospective applicants.
Teachers' Certificates may be secured in two ways:
I. On the basis of Examination (See "Regulations Governing Examinations," page 31.)
II. On the basis of credits from standard institutions as follows:
1. COLLEGE CERTIFICATES: authorize holders to teach in elementary and high schools of the State of Georgia.
(1) COLLEGE TEACHERS' CERTIFICATES:
a. Bachelor's degree from standard four-year college. b. Less than three college hours' or six semester hours' credit
in professional subjects. c. Valid for three years. Note: Changes in above certificate effective September 1, 1927. a. This certificate will become in name the "Non-projessional
College Certificate." b. Bachelor's degree, or requirements jor bachelor's degree
jrom a standard jour-year college. c. Less than three college hours' or six semester hours' credit
in projessional subjects. d. Valid jor one year. To be renewed jor one year in case oj
emergency when approved by Certification Committee.
22
(2) PROVISIONAL COLLEGE CERTIFICATE:
a. Bachelor's degree from standard four-year college. b. Credit for three or more college hours, or six or more
semester hours in professional subjects. c. Valid for three years. Note: Changes in above certificate effective September 1, 1927. a. bachelor's degree or requirements jor bachelor s degree jrom
standard jour-year college. b. Credit for three or more college hours or six or more semester
hours in professional subjects. The courses in which this credit is earned must be selected jrom the required or elective projessional courses as specified. {See Projessional Requirements, page 28.) c. Validjor three years.
(3) PROFESSIONAL COLLEGE CERTIFICATE: a. Bachelor's degree from standard four-year college. b. Credit for nine college hours or eighteen semester hours in professional subjects. Three years' experience. d. Valid for seven years.
Note: Changes in above certificate effective September 1, 1927. bachelor's degree, or requirements jor bachelor's degree jrom standard jour-year college. Credit jor nine college hours or eighteen semester hours in projessional subjects, as specified. (See Projessional Requirements, page 28.)
c. A minimum oj twenty-one months' experience. d. Valid jor seven years.
(4) LIFE PROFESSIONAL COLLEGE CERTIFICATE: a. Bachelor's degree from standard four-year college. b. Credit for nine college hours or eighteen semester hours in professional subjects. Ten years' experience. d. Valid for life.
Note: Changes in the above certificate effective September 1, 1927. bachelor's degree or requirements jor bachelor's degree jrom standard jour-year college.
b. Credit jor nine college hours or eighteen semester hours in projessional subjects, as specified. (See Projessional Requirements, page 28.)
c. A minimum oj seventy months' teaching experience. d. Validjor life.
NORMAL CERTIFICATES: authorize holders to teach in elemtary and high schools of the State of Georgia.
(1) PROVISIONAL NORMAL CERTIFICATE:
a. Graduation from a standard two-year Normal School or Junior College. 23
b. Credit for nine college hours or eighteen semester hours in professional subjects.
c. Valid for three years. Note: Changes in above certificate effective September 1, 1927.
a. Graduation jrom standard two-year Normal School. b. Credit for nine college hours or eighteen semester hours in
projessional subjects, as specijied. (See Professional Requirements, page 28.) c. Validjor three years.
(2) PROFESSIONAL NORMAL CERTIFICATE:
a. Graduation from standard two-year Normal School or Junior College.
b. Credit for nine college hours or eighteen semester hours in professional subjects.
c. Three years' experience. d. Valid for seven years. Note: Changes in above certificate effective September 1, 1927. a. Graduation jrom a standard two-year Normal School. b. Credit jor nine college hours or eighteen semester hours in
projessional subjects, as specijied. (See Projessional Requirements, page 28.)
c. A minimum oj twenty-one months' experience. d. Valid jor seven years.
(3) LIFE PROFESSIONAL NORMAL CERTIFICATE:
a. Graduation from a standard two-year Normal School or Junior College.
I). Credit for nine college hours or eighteen semester hours in professional subjects.
c. Ten years' experience. d. Valid for life. Note: Changes in above certificate effective September 1, 1927. a. Graduation jrom a standard two-year Normal School. b. Credit jor nine college hours or eighteen semester hours in
projessional subjects as specified. (See Projessional Requirements, page 28.) c. A minimum oj seventy months' experience. d. Validjor lije.
3. PROVISIONAL HIGH SCHOOL CERTIFICATES: authorize holders to teach in elementary and high schools of the State of Georgia.
(1.) Graduation from a standard Junior College or completion of two full years of college work.
(2.) Valid for three years. Note: Changes in above certificate and additional certificates to be issued after September 1, 1927.
24
(1) Non-Projcssional Junior College Certijicale:
a. Graduation jrom a standard Junior College or completion oj two jull years oj college work in addition to graduation jrom a jour-year accredited high school.
b. Less than three college hours' or six semester hours' credit in projessional subjects.
c. Valid jor one year. To be renewed jor one year in case oj emergency when approved by Certification Committee.
(2) Provisional Junior Colleqe Certijicale:
a. Graduation jrom a standard Junior College or completion oj two jull years oj college work in addition to graduation jrom a jour-year accredited high school.
b. Credit jor three or more college hours or six or more semester hours' work in projessional subjects, as specified. (See Projessional Requirements, page 28.)
c. Validjor three years.
(3) Projessional Junior College Certijicale:
a. Graduation jrom a standard Junior College, or completion oj two jull years oj college work in addition to graduation from a Jour-year accredited high school.
b. Credit jor nine college hours or eighteen semester hours in projessional subjects as specified. {See Projessional Requirements, page 28.)
c. A minimum oj twenty-one months' experience. d. Valid jor seven years.
(4) TAje Projessional Junior College Certijicale:
a. Graduation jrom a standard Junior College or completion oj two jull years oj college work in addition to graduation jrom a Jour-year accredited high school.
b. Credit jor nine college hours or eighteen semester hours in projessional subjects, as specified. (See Projessional Requirements, page 28.)
c. A minimum oj seventy months' experience. d. Valid Jor life.
4. ELEMENTARY CERTIFICATES:
(1) PROVISIONAL ELEMENTARY CERTIFICATE, CLASS C:
a. Completion of two years of approved high school work' and credit for three college hours or six semester hours in professional subjects.
25
b. Or: Completion of three years of approved high school work with less than three college hours or six semester hours' credit in professional subjects.
c. Valid for one year for teaching in elementary grades only,
(2) PROVISIONAL ELEMENTARY CERTIFICATE, CLASS B:
a. Graduation from a four-year accredited high school (three teachers) with less than three college hours or six semester hours' credit in professional subjects.
b. Or: Graduation from a four-year approved (or standard) high school with at least two teachers, and credit for three college hours or six semester hours in professional subjects.
c. Valid for two years for teaching through the elementary grades only.
(3) PROVISIONAL ELEMENTARY CERTIFICATE, CLASS A:
a. Graduation from a four-year accredited high school (with three or more teachers.)
b. Credit for three college hours or six semester hours in professional subjects.
c. Valid for three years for teaching through the elementary grades.
Note: Changes in above certificate effective September 1, 1927. Ajler the above date, this certificate will become in name, "General Elementary--A class certificate," as it will carry no longer the provision jor conversion into the Professional Elementary Certificate as has been done heretojore. {See changes below in regard to projessional elementary certificates). The General Elementary Class A Certificate which will be issued to graduates ofjour-year accredited high schools, having credit jor three college hours or six semester hours in projessional subjects, may be renewed jor three years on the basis oj completion oj three college hours' or six semester hours' credit earned at a standard institution, or upon a satisfactory examination on the state prescribed Reading Course. The examinations oj applicants should be graded by the County School Su.perintendenlsh.ndforwarded by them with the.cerlificates to be renewed to the Stale Department of Education for approval and renewal. Applicants should also present evidence of having taught at least twelve months during the life of the certificates.
(4) PROFESSIONAL ELEMENTARY CERTIFICATE:
a. Graduation from a four-year accredited high school. b. Credit for nine college hours or eighteen semester hours
in professional subjects. c. Three years' experience. d. Valid for seven years for teaching through the elementary
grades.
26
Note: Changes in the above certificate effective September 1, 1927. The issuance oj the Projessional Elementary Certificate will be discontinued. However, as slated above, applications made prior to September 1, 1927, and Provisional Elementary Class A Certificates issued prior to that date will be considered in accordance with regulations obtaining at the time oj receipt of applications.
(5) LIFE PROFESSIONAL ELEMENTARY CERTIFICATE:
Graduation from a four-year accredited high school. Credit for nine college hours or eighteen semester hours in professional subjects. Ten years' experience. Valid for life for teaching through the elementary grades. Note: Changes in the above certificate effective September 1, 1927. Note under Projessional Elementary Certificate applies.
5. SPECIAL SUBJECT CERTIFICATES:
Scholarship equivalent to graduation from an approved high school. Training in the specialty and in the Science and Art of Teaching. Valid for three years. Note: Changes in the above certificates ejjeclive September 1, 1927.
The Special Subject Certificate will be issued to applicants who aualijy jor the Junior College, Normal, or College Certificate, provided they show credit jor nine to twelve college hours (eighteen to twenty-jour semester hours) in the special subject. The term and conditions jor renewal oj special subject certificates wilt be determined by regulations governing academic certificates upon which they are based.
6. VOCATIONAL CERTIFICATES:
Vocational Certificates may be obtained from the Division of Certification. Applicants for these certificates must have their applications recommended by their vocational Supervisor, and official transcripts of college credits sent in to this Department. These certificates are issued only to graduates of standard Normal Schools and Colleges.
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PROFESSIONAL REQUIREMENTS
Alter September 1, 1927, the professional, or Education credit^ required for Ike provisional and professional certificates of college, normal, r junior college grade must be earned in subjects listed below, and in accordance mth the following
scheme:
1. FOR HIGH SCHOOL TEACHERS.
(1) Required Courses--From nine to twelve semester hours must be taken from the following four courses. Two semester hours' credit is the minimum requirement for any course,^ and, except for "High School Teaching and Management, three semester hours is the maximum credit allowed for one
course.
.
a. History of Education: Two or three semester hours.
b. Educational Psychology or Principles of
Education including
the Psychological:
Two or three semester hours.
The Age of Adoles-
cence and its Prob-
lem-
Two or three semester hours.
d. High School Teaching and Management: Three or four semester hours.
(2) Elective Courses-- (At least six semester hours must be taken from the following list of elective courses, two semester hours being the minimum for any course. a. Directed Observation and Teaching in the High
School. b. Methods of Teaching the Major Subjects. c. High School Organization and Administration. d. Educational Sociology. e. Educational Hygiene. f. Moral Education. g- Philosophy of Education. h. Educational Tests and Measurements.
The Junior High School.
Principles of Secondary Education.
General School Administration and Supervision.
Introduction to Education. Supervision of Primary, Elementary or Rural
Schools.
2. FOR ELEMENTARY SCHOOL TEACHERS: (1) Required Courses--From nine to twelve semester hours must be taken from the following four courses. Two semester hours' credit is the minimum requirement for any course, and, except for Technique of Teaching and Management, three semester hours is the maximum credit allowed for one
course. 28
a. History of Education: Two or three semester hours.
b. Educational Psychol-
ogy or Principles of
Elementary Education
including the Psychol-
ogical:
Two or three semester hours.
c. Child Study, Pre-School
and Pre-adolescent: Two or three semester hours.
d. Technique of Teach-
ing and Management: Three or four semester hours.
(2) Elective Courses--{At least six semester hours must be taken Jrom the jollowing list oj elective courses, two semester hours being the minimum jor any course.) a. Directed Observation and Teaching in Elementary Schools. b. Methods in Elementary School Subjects. c. Educational Hygiene. d. Educational Sociology. e. Educational Tests and Measurements. f. Moral Education. g. Education in Health and Recreation, h. Principles of Elementary Education, i. Introduction to Education. i Supervision of Primary, Elementary, or Rural Schools.
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ACADEMIC REQUIREMENTS AND RECOMMENDATIONS
1. COLLEGE CERTIFICATES:
(1) College certificates require a bachelor's degree, or the requirements for a bachelor's degree from a standard college requiring at least one hundred twenty semester hours
of college courses.
(2) It is recommended that not more than thirty per cent, of the one hundred twenty semester hours should be professional courses.
(3) The following are recommended to be included in courses
other than the professional, the hours assigned to each
being a minimum of semester hours.
General Psychology
Three semester hours.
General Sociology
Three semester hours.
English
Twelve semester hours.
History and Civics
Twelve semester hours.
Natural Science
Twelve semester hours.
A preferred teaching major subject should be specified and from eighteen to twenty-four semester hours taken in this major. A second preferred subject, minor, should be specified and from twelve to twenty-four semester hours taken in this minor.
2. NORMAL AND JUNIOR COLLEGE CERTIFICATES:
(1) Normal certificates require a two-year diploma from a standard normal school or normal college requiring for said diploma at least sixty semester hours of college courses with the prerequisite of fifteen standard high school entrance units. (Professional requirement specified elsewhere.)
(2) Junior college certificates require graduation from a standard junior college, or completion of two full years of standard college work in addition to graduation from a four year accredited high school. The junior college diploma, or the college work must represent a minimum of sixty semester hours' credit in college courses.
(3) It is recommended that of the sixty semester hours (for the normal or junior college certificate) at least forty should be in academic courses other than professional ones. As prerequisite to most of the professional courses, three semester hours in General Psychology and three semester hours of General Sociology are recommended.
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REGULATIONS GOVERNING EXAMINATIONS
JULY 30-31, 1927.
The examination of teachers will be held annually under the supervision of the County Superintendents of Schools and County Boards of Education. Questions will be sent to each County Superintendent a few days before the examination.
1. COUNTY LICENSES (General Elementary)
Note: Licenses are issued by the County Boards of Education.
(1) A general elementary license of the first, second, or third grade, limited to the county where issued, may be granted, as usual, by the County Board of Education to applicants who take the examination on the following subjects: Reading and Literature, Writing, Spelling, Arithmetic, English Composition, Grammar and Literature, United States History, Civics, Geography, Elementary Science (including Physiology, Health and Agriculture) Methods and Education.
(2) The papers of applicants for the General Elementary license will be examined by the County Superintendent, or some one designated by the County Board of Education and a county license issued on grades as follows:
85% to 100%, first grade general elementary county license, good for three years.
70% to 85%, second grade general elementary county license, good for two years.
60% to 70%, third grade general elementary county license, good for one year.
2. TO RENEW COUNTY LICENSES:
(1) If a teacher has a first grade general elementary county license which he desires to renew, he should present evidence to the County Superintendent of having attended at least one approved summer school of at least five weeks during the life of the license. In lieu of attendance upon summer school, he may take that part of the examination on Education and Methods and a renewal may be granted by the County Superintendent upon grades from 85% to 100%.
(2) If a teacher has a first grade county high school license which he desires to renew, he should present evidence to the County Superintendent of having attended at least one approved summer school of at least five weeks during the life of the license.
31
(3) In lieu of attendance upon summer school, he may take that part of the examination on Education and Methods and a renewal may be granted by the County Superintendent upon grades from 85% to 100%.
The questions on Education and Methods will be based upon the Manual for Georgia Teachers and the following texts in Education: Pittman: Successful Teaching in Rural Schools, American Book Company, Atlanta. Price $1.05 net wholesale plus transportation charges. Single copies postage prepaid $1.40. Frasier and Armentrout: An Introduction to Education, Scott, Foresman Company, Atlanta. Price $1.13 net wholesale plus transportation. Single copies postage prepaid $1.25. Edwards: Psychology of Elementary Education, Houghton, Mifflin Company, Chicago. Price $1.60 each for ten or more copies from Georgia School Book Depository, Atlanta. Single copies postpaid $1.65.
3. STATE CERTIFICATES:
(1) Provisional Elementary Certificate.
a. In order to receive a state certificate, Class A, the applicant must show by examination that he has the equivalent of a high school education and in addition thereto, must present credit for six semester hours' work in professional subjects earned at a standard institution.
b. If the applicant shows by examination that he has the equivalent of a high school education, but has no credit for additional professional work, he will qualify for a B class elementary certificate.
c. For applicants who desire to try for a provisional elementary state certificate, there will be questions given of a general character on high school subjects, including Arithmetic, Algebra, Geometry, High School English, General History, General Science, Languages (Latin or French) Methods and Education.
d. The applicant making at least 85% on this examination may send his papers through the County Superintendent to the State Department, accompanied by an application properly filled out, and the fee of one dollar. If the State approves the marks given he will be granted an elementary certificate of A or B grade in accordance with the above requirements as to professional work.
32
(2) High School Certificate.
a. This certificate will be issued to those who, by examination, can show that they have the equivalent of a junior college education. The basal examination for high school certificates will be general in its character, including questions in English, History, Mathematics, General Science, Languages, Education and Methods. The object and purpose of the test is to show that the applicant has an education equivalent to graduation from a junior college.
b. Papers of all applicants for high school certificates will be sent through the County Superintendent to the State Department of Education, together with application blank, properly filled out, and fee of one dollar.
HOW TO RAISE CERTIFICATES
Note: Certificates may be converted into higher ones in accordance with regulations effective at the time oj issuance oj the original certificate.
Certificates may be raised when the holder of a certificate fulfills the requirements for a certificate of higher grade. A provisional certificate may be professionalized, and a professional certificate may be converted into a life certificate; or, an elementary certificate may be converted into one of high school or normal grade, and a high school, normal or junior college certificate, may be converted into a college certificate.
In order to professionalize a provisional certificate the holder must complete the required professional work, and must present evidence of having taught successfully three years.
When a certificate of one grade is converted into a certificate of higher grade (as an elementary into a normal, or a normal into a college) the requirements for the higher certificate must be met. This involves, principally, completion of additional academic work.
In either instance, the person desiring to raise his certificate should study the sections on "Types of Certificates," "Professional Requirements," and "Academic Requirements and Recommendations."
HOW TO RENEW CERTIFICATES
All provisional certificates may be renewed on presentation of evidence of attendance upon one summer school of at least five weeks' duration or whenever the applicant can show credit for at least six semester hours' additional work applicable to the certificate held.
33
In selecting subjects for study for the renewal of a certificate the holder of a certificate should work either toward professionalizing the provisional certificate or toward raising the certificate to the next higher grade. Until one has earned credit for the required nine college hours or eighteen semester hours' work in professional subjects, it is advisable to select for study subjects in Education. After the professional requirement is met, study should be continued, but academic subjects of normal school or college grade should be pursued in order eventually to raise the type of certificate held.
HOW TO APPLY FOR A CERTIFICATE
1. Those persons desiring to apply for a State Certificate should write to the Director of Certification, State Department of Education, Atlanta, Georgia, for the necessary blanks. All applications must be made out in ink on the regular form. Blanks for high school, college and summer school records will be furnished also.
2. The application blank should be filled out by the applicant, giving all the information requested on it. This blank should be witnessed by a notary and recommended by a school official. The applicant should then forward it with the required fee of one dollar to the Director of Certification.
3. The high school and college record blanks should be sent by the applicant to the Superintendent or the Registrar of the institutions attended for official copies of his credits. Transcripts should be sent by the registrars direct to the State Department of Education. An application is not complete until official transcripts oj all necessary records have been filed.
4. Applicants are requested not to send in reports that have been sent them from the schools attended. Records upon which certificates are issued become the property of the State, and must be kept in the files of the Department.
5. If the applicant holds a certificate from another State, it will be necessary for him to follow the above directions when applying for a Georgia certificate.
6. Application for the conversion of certificates issued since 1924 should be made on the regular application blank.
7. Blanks for applying for the renewal of certificates issued since 1924 may be secured from the Director of Certification.
FEES
The fee^ for the issuance of certificates, for duplicates, conversions, and renewals is one dollar. This fee should accompany the application and both should be sent to the Director of Certification, State Department of Education. These fees shall be used to meet expenses incident to the issuing of the certificate.
34
DEFINITIONS, EXPLANATIONS AND ADDITIONAL REGULATIONS
A college hour represents the work done during one recitation a week for thirty-six weeks.
A semester hour represents the work done during one recitation a week for eighteen weeks.
3. A term, or quarter hour represents the work done during one recitation a week for twelve weeks.
4. Thirty semester hours, or fifteen college hours represent the minimum college year's work. One hundred twenty semester hours, or sixty college hours of work qualify for graduation.
An accredited high school is one that has been approved by the Accrediting Commission of this State.
6. A standard high school is one having at least two teachers, both of whom are certified -to teach in the high school, and whose equipment is such as to warrant the approval of the State for State aid.
7. A high school unit means a year's study, one hundred twenty clock hours, devoted to the completion of an assigned amount of subject matter constituting approximately one-quarter of a full year's work.
A standard junior college may be defined as a school offering two years of college work above the high school taught by instructors of college grade.
9. A standard normal school may be defined as a normal school requiring for admission graduation from an accredited high school, and requiring for graduation an approved two year course.
10. A standard college may be defined as an institution requiring for admission, graduation from an accredited high school, and requiring for graduation approximately one hundred twenty semester hours.
11. In regard to the ratings of out-of-state institutions, as these affect certification, this Department will be guided by the rating the Department of of Education of the State in which the institution is located places upon that institution, or by the rating of other standard accrediting agencies such as the Southern Association, etc.
12. Academic requirements include such subjects as do not relate directly to teaching.
13. Professional requirements include such subjects as have a direct relation to teaching. They include information with reference to the Science and Art of Teaching, and Educational Psychology.
14. Professional credit to be applied on a college certificate should be earned at a standard four-year college; professional credit to be applied on a normal or junior college certificate should be earned at a standard college, normal school, or junior college. 35
15. If an applicant wishes to qualify for a college, or junior college certificate on the basis of completing "the requirements for a Bachelor's degree," or completing "two full years of college work" (for junior college certificate), the recommendations under "Academic Requirements" will be used as a guide in evaluating credits earned at summer schools, through extension courses, correspondence courses, etc.
16. After September 1, 1927, all applications for certificates must be based on credentials from standard educational institutions (except where application is based on examination.)
17. All applicants for certificates must show teaching experience, attendance upon summer school, or other evidence of professional growth within a period of three years preceding date of application.
18. No certificates will be issued to any applicant who is not eighteen years old.
36
GEORGIA
Stale School Items
Published by the State Department of Education.
Vol. IV
APRIL, 1927
No. 4
May Day Program
For
Health and Physical Education
FORT E. LAND
STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
"The moon shines bright And the stars give light A little before it's day; So God bless you all Both great and small And send you a joyful May."
--Old English Ballad.
This edition of the State School Items has been prepared by Misses Caro Lane and Lurline Parker of the Extension Department of the Georgia State College for Women, working under the direction of the State Department of Education.
The purpose has been to emphasize the subject of health and physical education in cooperation with the State Board of Health. Helpful assistance has been rendered by Dr. Joe P. Bowdoin, State Director of Child Health Day.
Anything which the schools can do to interest the child in his own personal health and enlist his interest in the health of the community should be considered worthy of the teacher's very best efforts. It is greatly desired that all schools in the State will lend their best efforts toward using the May Day celebration to emphasize health subjects in the schools and communities.
FORT E. LAND, State Superintendent of Schools.
TABLE OF CONTENTS
Foreword I. The May Festival 1. Greek Athletic Festival 2. An English May Day 3. May Day Customs 4. Winding the May Pole 5. Suggestions for Dramatization II. Child Health Day Activities 1. Health Aims for Every Child 2. An Act of 1920 3. Some Activities for Observance of Child Health Day
III. The Spring Field or Play Day 1. Mass Events 2. Preliminary Arrangements 3. Rules for Events 4. Program for a Small School
IV. Sources of Helpful Material
Page
5 5 7 8 9 H
12 12
12
I3 17 I7 18 20 22 23
I. THE MAY FESTIVAL
In the olden days, life was so dependent upon nature that it is not surprising to find that most of the folk lore of all nations centers around the seasons, the continual conflict of summer and winter and the conquest of each by the other. The religious thought and practice of these earlier years were also closely connected with the seasons and their changes. All of the old holidays have a deep religious significance. The most beautiful, the Spring or May Festival, in every nation is a ceremony of joy for the return, or as they believed, the victory of summer, of hope for an abundance of crops and of relief from the suffering of winter. Most of the solemn religious customs have gradually changed with the increase of scientific knowledge into more joyous events symbolic of purification and resurrection.
The true spirit of this celebration of joyous health and happiness in the whole community may be equally well shown in many types of festivals, the Greek athletic, the old Roman festival to the Goddess Flora, the many old English ones, the old Norse legends, the Robin Hood legends, the Spring festival taking the form of the conflict between King Winter and his spirits of Snow, Ice, Winds and Frost and Queen Summer with her strong army of Sunbeams, Raindrops, and Flowers. The following outline of the Greek Athletic Festival was arranged by the Child Health Association.
1. Greek Athletic Festival
"All May Day celebrations include a central figure in whose honor the events take place. This gives unity. In Greek Mythology, Hermes, Mercury, the son of Mais or May, presided over wrestling or other athletic events. The wand that he carried entwined with two serpents, the
caduceus, is used as the symbol of the United States Medical Service. He is also said to have invented the lyre with nine cords in honor of the nine Muses.
1. Processional:
a. Group of little boys dressed as fauns and little girls bearing garlands of flowers come in laughing and skipping. Faun costumes--brown pajamas with feet, tiny horns fastened to foreheads. Girls--white cheese cloth tunics.
b. Mercury attended by the nine Muses. The costumes may be copied from Ancient History text books.
c. Older girls follow bearing garlands. After them, as many children as may be desirable. They sing as they enter. (Any spring song will do).
2. The Festival Proper:
a. After the procession has marched around the field, Mercury takes his seat on one side facing the center and the others are seated on either side of him in a semi-circle. The athletes enter in regular athletic costume, march around the entire field and stand in front of Mercury. He raises his caduceus and the events begin. Several events should take place at once, with as many children as possible taking part. Allowing a child to participate in only one event may help. Physical examination before entrance should be recognized by a ribbon or tag. For weeks before the children may study Greek diets and health habits.
b. Mercury crowns the victor in each event with a crown of laurel leaves or flowers.
c. A singing contest. Each group competing sings the same song. The winning group is awarded by Terpsichore, the Muse of choral dance and song.
d. A garland dance or any beautiful closing number. Such a dance may be found in 'The Festival Book', Jennette C. Lincoln."
10 -
2. An English May Day
A large group of boys and girls carrying boughs and garlands of flowers come in singing merrily. Girls dressed in simple white or light colored frocks, the boys in overalls or dark trousers and white blouses. The boys carry staffs of newly cut wood decorated with flowers. These, with the girls' garlands, may be so arranged as to give a most pleasing effect.
Six couples carrying the May Tree or a May Pole are followed by a crowd of youngsters skipping happily and blowing whistles made from branches, (all boys know how to make these). This is called the "May Music." The tree is set in the center of the green and decorated with streamers, flags, flowers, egg shells, and other presents. The couples carrying the tree then play around it some simple rythmic game. They may merely skip. If a pole is used, it may be more appropriately set after the crowning of the Queen.
The Queen is preceded by a group of such characters as Robin Hood and his merry men, milk maids, shepherds, and shepherdesses, foresters, Jack-in-theGreen, hobby horses, the King's lion tamer, Morris dancers, jesters, Moll, Mother Goose characters, artisans of all kinds, villagers with fruits, flowers and boughs. They assemble on either side of the elevation on which the Queen will sit.
4. The bower for the May Queen is carried by two maids of honor. In the beginning, this was made of four pieces of wood fastened together to make a pyramid about six feet high. It was covered with green and decorated with flowers. The maids of honor dress in white and wear wreaths of flowers with streamers of red, yellow, and blue falling from them.
Flower girls strew flowers, or better, a group of children roll flower covered hoops. Music--Trunda-lunda Hollis Dann, Public School Music Book II.
The Queen enters attended by ladies in waiting. The custom of selecting the healthiest small girl or boy for Queen or King is most appropriate. A little
11
child may crown the Queen. This event should be simply costumed. The elaborate formality is of French court origin.
7. The Festival proper for the entertainment of the Queen. a. Dramatization of Sleeping Beauty. First grade. Danish Dance of Greeting. Second grade. "Here We Come Gathering Nuts in May." Third grade. Game of Dodge Ball. Fourth grade. The Thread Follows the Needle. Fifth and sixth grade girls carrying garlands. Stunts. Fifth and sixth grade boys. Dramatization of Beltane Fires. Seventh and eighth grade boys. A merry game by the Milkmaids. Seventh and eighth grade. The various characters preceding the Queen in the procession will probably be high school boys and girls who may run out at intervals and play the part of the characters they represent. .1. Athletic contests or tumbling. High School boys. k. The setting of the May Pole and winding it. Several poles wound at the same time are more beautiful and may allow more children to participate.
Bancroft--"Games for Playground, Home, School, and Gymnasium"--MacMillan, New York.
Burchenal--"Folk Dancing and Singing Games"-- G. Schirmer, Inc., New York.
3. May Day Customs
The hanging of the May basket is a reminiscence of the custom of fastening a bit of green to the porch or doorway to bring to the house the blessing of abundant harvests which the Tree Spirit might bestow. Bringing in the May. Early in the morning, the people went into the woods to gather the May. They came into town singing and dancing, bringing boughs
12
of blossoming hawthorn, wreaths and branches of all kinds.
3. The Tree of Life which was symbolized by bringing in the live tree later became the May pole and still later came to have a permanent place on the village green and was decorated only once a year. The earlier tree was decorated with ribbons of all colors and with gifts of all kinds--eggs, sausages, heavy cakes. The young people exerted considerable strength and strategy in taking these from the tree. Our greased poles may have descended from this custom.
4. Jack-in-the-Green, a chimney sweep, dances at the head of a group of his fellows in a pointed frame
covered with green boughs, and capped with flowers and streamers. The group collects pennies.
5. The Spirit of Vegetation in spring is often represented by a queen instead of a king. In certain Bohemian villages, the girls choose a queen who is escorted from house to house announcing the arrival of spring, blessing the household and receiving presents in return. Presents of food to May day characters is prevalent in many countries. Usually a feast follows with much merrymaking.
6. A very interesting custom was that of dancing around the wells, fastening flowers and branches to each one and sometimes performing a very solemn ceremony. The cows did not escape. They were decorated with flowers, ribbons, bells and eggs and were driven through the streets by the milk-maids dancing and singing merrily.
4. Winding the Maypole
Select a stout pole twelve to fifteen feet high. Decorate the top generously with flowers and evergreens or colored bows. A small canopy is sometimes used. The flag of St. George (our Red Cross emblem) and the school banner should fly at the top.
The streamers are even in number, of at least two soft spring colors or the school colors and are three yards longer than the pole. The width depends upon the ma-
13
terial. A soft cheesecloth requires a streamer about four inches wide.
The children, six to twelve couples, skip in and form a circle around the pole. They skip toward the pole and take a streamer in the inside hand. Girls face right, boys, left. All girls skip to the left of the boys facing them and all boys skip to the right of all the girls facing them. Then girls skip to the right of boys coming to face them and boys to the left of the girls. They continue in this fashion of the "Grand Right and Left" until the pole is wound, then skip back and join hands with their partners, skip around the pole and off the field. Other figures may be added. Any old tune such as "Turkey in the Straw" or "We Have a New Pig in the Parlor" may be used.
A pageant of historical interest summing up the years' work in any attractive forceful way would be a most suitable feature of May Day. Any program should grow out of the work of the school and should be taken back into the school for future motivation. The correlation of the various subjects, the cooperation of the different departments, the unity of emphasis upon the mental, physical and spiritual health and happiness of every child may be realized in a real May Day. No school is so small that it may not have its simple program for Health and Happiness--a May basket, a Queen of Health and Happiness, and an extra hour of happiness in play.
Old Processional Games Representing the Going in and Out of the Houses on May Morning.
a. "London Bridge is Falling Down", or "Oranges and Lemons".
b. "The Thread Follows the Needle." c. "Here We Come Gathering Nuts in May."
d. "Sir Roger deCoverly", or "Virginia Reel".
e. Black Nag.
Ring Games Reminiscent of the Revels Around the May Tree.
a. Swiss May Revel. b. Oats, Peas, Beans, and Barley Grow. c. Bean Porridge Hot. d. Round and Round the Village.
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e. Danish Dance of Greeting. f. Crested Hen.
Use any singing or folk dance the children know; Looby Lou, Carrousel, Muffin Man. The simplest assume a festive air when the dress is uniform and flowers are plentiful.
5. Suggestions for Dramatization
1. Little Red Riding Hood Summer saved from wolf of winter.
2. Sleeping Beauty (Summer put to rest by Winter and awakened by Spring)--"Once Upon a Time", Katherine Lee Bates.
3. "Demeter and Persephone"--"Greek Studies", Walter Pater or "Mythology", Bullfinch.
4. Cupid and Psyche--"Old Greek Folk Tales", Josephine Preston Peabody, or "Mythology", Bullfinch.
5. The Apples of Idun--"Norse Stories", Hamilton Mabie Wright.
6. The Spring Running--"The Jungle Book", Kipling. 7. The Beltane Fires--"Mythology", Bullfinch. 8. St. George and the Dragon--"Book of Days", Cham-
berlin or "Atlantic Book of Junior Plays", "Atlantic Monthly Press". 9. The Selfish Giant--"The Happy Prince and Other Fairy Tales", Oscar Wilde.
10. Pandora. 11. Any Indian Legend of Spring or Indian Spring fes-
tival customs, or American Indian Masque.
First find out if you can borrow these books from your State Library Commission, State Capitol, Atlanta, Ga., before you order from a bookstore.
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II. CHILD HEALTH DAY ACTIVITIES
1. Health Aims for Every Child
1. Hygienic surroundings.
2. Health inspection.
3. Freedom from physical defects.
4. Immunization against diphtheria, small pox, typhoid. 5. Instruction in health and safety. 6. Wholesome play.
It is expected that the following act providing for physical education be followed by every school in Georgia:
2. "An Act of 1920"
"To provide physical education and training for the pupils in the common, graded, and State Normal, and all other public schools of Georgia, supported wholly or in part by the State, and to insure better co-operation between the educational authorities and the health authorities of this State, prescribing the methods of carrying the same into effect.
Sec. 170 (a). Be it enacted by the General Asembly of the State of Georgia, and it is hereby enacted by the authority of the same, that the Georgia State Board of Education shall prescribe a course of study in physical education for all common schools of the State, and shall fix the time said courses shall go into effect. This course shall occupy periods totaling not less than thirty minutes each school day which shall be devoted to instruction in health and safety, to physical exercises and to recess play under proper supervision. A manual setting out the details of said course of study shall be prepared by the State Superintendent of Schools in co-operation with the State Board of Health and State Board of Education of Georgia and such expert advisers as they may choose. Said manual when published shall be sent by said State Board of Education to the teachers of the common schools in the State of Georgia.
Sec. 170 (b). The curriculum of all State Normal Schools of Georgia and of all other institutions in the
16
state supported wholly or in part by public funds having special courses adopted for the preparation of teachers, shall contain one or more courses in physical education and after the first day of July, 1921, each person graduating from a teacher's course in any of these institutions shall have completed one or more courses in physical edu-
cation.
,, , ,. . ...
Sec. 170 (c). County Boards of Education of cities
and of graded common school districts may employ sup-
ervisors and special teachers of physical education in
the same manner as other teachers are employed, provid-
ed they possess such qualifications as the State Board of
Education may prescribe. The Board of Education of two
or more school districts, city, graded school or county
may jointly employ a supervisor or special teacher of physical education. Boards of Education may allow the use of school buildings or school grounds after the regular school hours and during vacation as community centers for the promotion of play and other healthful forms of recreation, under such rules and regulations as to them
seem proper.
..,.,. .
Section 4. All laws in conflict with this Act are
hereby repealed. The Georgia May Day Committee, cooperating with
the American Child Health Association through its Chair-
man, Mrs. C. A. VerNooy, 997 Milledge Avenue, Athens,
Georgia, makes request that committees in all communi-
ties be appointed to have charge of the May Day cele-
bration, especially should this be done where the school
has closed for the term. The chairman of this committee
should be in charge and see that a suitable program is
provided for the community.
3. Some Activities for observance of Child Health Day
1. Co-operation with A. State Board of Health: 1. Use of the following films (granted by request to schools having access to moving picture machines) . New Ways for Old (Toxin-Antitoxin). One Scar or Many (Vaccination for Small Pox). Dental Film.
17
Malaria Film. Jinks (Tuberculosis) Unhooking the Hookworm. 2. Use of literature, blanks, etc. Pamphlets on any communicable disease. Georgia Baby Book. Blanks for physical examination. Snellen's Test. Height-weight classroom record. Pamphlets on sanitation.
B. National Tuberculosis Association:
1. Use of posters in campaign against spitting, coughing and sneezing.
2. Placing of Health books published by the Association in the schools.
C. Hospitals:
1. Preparation and delivery of May baskets to sick children.
D. Newspapers:
1. Publicity before May 1st calling attention to Child Health Day.
E. Merchants:
1. Use of window displays carrying out the idea of Child Health.
2. Advertisements with theme of Child Health. 3. Inserting health messages in bundles. 4. Placing of health placards on delivery wagons
and trucks.
II. Health inspection of school children:
A. Teachers inspect carefully and record number of "Six Point" children, (children with normal vision, hearing, teeth, throat, nutrition, posture.)
B. Arrange parade of "Six Point" children. C. Record such defects as discovered by inspection. D. Refer suspects to physician appointed by County
Medical Association or the family physician for diagnosis and recommendations for follow-up work.
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III. Follow-up work:
A. Clinics for prevention, (write to State Board of Health for particulars.)
1. Immunization against diphtheria, small pox, typhoid.
B. Clinics for correction. (Write to State Board of Health for arrangements with hospitals and railroads for corrective work and transportation at nominal cost) : 1. Dental. 2. Vision. 3. Adenoid-tonsil operations.
C. Nutrition classes for underweight children. D. Improved school lunches containing milk, fruits
and vegetables. E. Use of child parallel in illustrating factors influenc-
ing growth and care of animals and flowers. F. Development of a scale of health behavior, G. Use of classroom situations in teaching health.
IV. Health exhibit:
A. Use of auditorium in which booths may be arranged for display of: placards, booklets, sand tables, dramatizations and records of achievement in health over a definite period.
V. Rubber stamps for mail, carrying slogans for Child Health.
VI. Forward looking plans:
A. Plans for following through during the summer the school's plan of health for the children.
1. Committees appointed to make survey of health conditions to recommend and provide remedies.
2. Committees appointed to get complete roll of children entering first grade and see that their
19
defects are corrected and immunizations completed.
3. Provision for services of an Ellis Health Commissioner.
4. Care and equipment of the school plant: Sanitary water supply and disposal. Adequate light properly admitted. Central heating plant or jacketed heaters. Floors oiled. Sanitary toilets. Adequate playground and equipment. Library.
VII. Health of adults:
A. The National Health Council and the American Medical Association recommend that every person have a health examination on his birthday. A health examination* last summer of 500 Georgia teachers revealed unsuspected defects. Eighty per cent of those examined were found to have defects, (33 % had faulty vision, uncorrected; 35% had diseased tonsils; 40% had defective teeth and gums; 40% were underweight).
VIII. Mental Hygiene:
A. Statistics show clergy to be longest lived of major professions. It is thought that the kindly affection, sympathy and trust of which they are exponents are in harmony with good digestion, peaceful rest and a long life of contentment.
B. Creation of opportunities for individual expansion and self expression in:
1. Vocational activities. 2. Recreation.
Play. Reading. 3. Fine Arts.
*Made by appointees of State Board of Health
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Cultivation of attitude of: 1. Accepting defeat gracefully. 2. Taking deserved criticism amiably. 3. Facing unpleasant facts honestly.
III. THE SPRING FIELD OR PLAY DAY
The Spring Field or Play Day offers splendid opportunity for developing good morale, community pride, and county-wide interest in the school system. It should be the happiest day of the year for patrons and pupils. In many of the counties in which it is now customary to hold an annual field meet, the small schools do not participate, feeling that they have no chance of winning. This has been a matter of great concern to the school officials not only in physical contests, but also in academic work. The following suggestions are made hoping that in a measure they may help to overcome this regrettable situation.
The old type of Field Day featuring a few contestants in individual events is being supplanted by the newer type giving opportunity for many to participate in group events. The concern of the State of Georgia is not that one per cent of its children shall be skilled athletes, but that all of them shall have opportunity to take part in big muscle activities and to develop sufficient skill to make these activities pleasurable. It is hoped that, in time, they may attain a standard accomplishment.
1. Mass Events
1. It will be difficult to shift from the customary individualistic program. The first year feature two to four mass events in the various groups.
2. Possibly the only method which places the smallest school in the county on an equal competitive basis with
21
the largest one is that requiring a definite percentage of the enrollment for the current month to take part in the event.
Twenty per cent is a conservative beginning. Small counties may try as much as fifty per cent, gradually working up to eighty per cent participation.
3. To score all mass events, add individual records and divide by number taking part in event to obtain group (or school) score.
a. In all running events, including relays of all kinds, divide entire time consumed in running by number running to find average, or group score. Running events are best in even numbers, unless stop watches and capable timekeepers are available.
b. Events of distance, jumping, leaping, shot put, all throws for distance are scored by adding the best record of all competitors in the group and dividing by the number competing,
c. Goal and accuracy events, basket ball goal, shooting, volley ball serve, chinning the bar are scored by adding the scores of all competitors and dividing by the number competing.
4. Arrange the program and lay off the field so that several events may be in progress at one time. With the normal child, the chief interest is in performing, not in watching a few who have all the fun and gain all the glory. Every child should be given a chance to contribute his best to the occasion.
2. Preliminary Arrangements
1. Have a county teachers' meeting to decide on date, events, eligibility of contestants, rules, and officials. A steering committee should be appointed and given full authority to act in any matters which may come up after the meeting and during the Field Day.
2. If possible, have a meeting of the officials and
22
rehearse each one's part. It will be necessary to use teachers (most of whom have had little experience in officiating) to have a sufficient number of officials to carry out a group program.
3. Advertise the program in the press by posters and in any legitimate way, bring it before the public to insure large participation and a good county-wide attendance. If possible, print or mimeograph descriptions of events and the rules and send them to each teacher.
4. Arrange for a physician to be present. Provide first aid equipment.
5. Use event signs that participants may know where to assemble.
6. There is a wholesome tendency to award ribbons of different colors to the respective winners. The date, event, etc., should be printed on the ribbons, or on cards attached. A prize should be merely a recognition of accomplishment and not a thing of value in itself.
7. Have the field well marked.
8. Have the field roped off to keep spectators at a reasonable distance. Assign tactful people to this office.
9. Have all necessary equipment ready. Whistles, starting guns, blank cartridges, stop watches, megaphone, tapes, ropes, yarn for finish line, chalk tacks, hammer, extra cross bars, balls, bean bags, rulers, sheets for scores.
10. Arrange for an "Information Headquarters."
11. Publish time and order of events. Do not wait if entrants are not on time.
12. Before starting an event, announce the following one. Do not let the program drag.
13. Run off events for individuals first. Group events when the crowd has gathered. Humorous events at intervals and at the last to leave crowd in good humor.
14. Do not attempt too much. Have a flexible pro-
23
gram. Plan some events that may be inserted or omitted, depending upon time and weather.
15. Allow no child to take part in any strenuous contest who has shortness of breath, turns pale when running, is injured in any way, or seems weak and unfit. If possible, require medical examination, especially for strenuous individual events.
16. Always have more than one event in progress at a time.
3. Rules for Events (Field Day)
Baseball Distance Throw:
The thrower may run in making the throw, but not over the throwing line. Measure shortest distance from throwing line to spot where ball first hit the ground. Three throws allowed, best throw counted.
For mass event, mark off throwing area with lines five or ten feet apart. The thrower's score is that of the line back of the spot where the ball first hit the ground. Two throws allowed.
Balancing:
A standard beam or a two by four ten feet long turned on edge.
Chinning:
Bar high enough for contestant to hang full length and not touch the ground. The contestant must pull up so that his chin is on a level with the top of the bar, then lower himself to full length without swinging, jerking, or kicking. "Under" or "Over" grasp allowed.
Dashes:
Any starting position allowed. The starter says, "On your mark"; "Get set"; "Go". Should any part of a runner's body touch the ground beyond the starting line before the signal, "Go", the runners shall be recalled, the
24
race begun again, and the offender required to start one yard back of regular starting line.
Relay Races:
The first runner should carry a stick which he hands to his teammate after running his distance. The usual relays are 360 yds., 8 men, 45 yds; 440, 8 men, 55 yds. each; 880 yds., 8 men, 110 yds. each; or 180, 220, 440, four men to team.
For mass events in running, the flag relay is the easiest conducted. Divide the time that elapses between the start of the first man to the finish of the last in each group, by the number running to find group record.
Running Broad Jump: Measure shortest distance from rising board to mark
left in landing. Three trials for individual events, one or two for mass events.
Standing Broad Jump: Toe the mark of a definite starting line. Measure
shortest distance to mark left in landing by heel or any part of body or clothing. Three trials.
For mass events or group leaps, each succeeding contestant toes the landing mark of his predecessor and jumps or leaps as far as he can. The entire distance jumped by the groups is measured and divided by the number jumping.
Girls should not take part in broad jump.
Target Throw or Baseball Throw for Accuracy:
Target set 20, 25, 30 feet from throwing line. Inside circle 8 inches in diameter--20 points. Second circle 18 inches in diameter--15 points. Third circle 3 feet in diameter--10 points. Fourth circle 5 feet in diameter-- 5 points. Three throws with indoor baseball.
Or upright target 2x3 ft. set 2i/2 feet from ground and 45 feet from throwing line--10 points each time
25
the target is hit. Three throws with regulation baseball.
The following events are suitable for community or adult competition:
Horseshoe pitching Driving stakes or nails Ploughing a straight row
Rolling hoops
Jumping ropes
Three legged race
Sack race
Races or games between married and single or Fats and Leans
Climbing ropes Thread and needle relay Egg in spoon relay Obstacle Race Husband and wife relay Honeymoon or suitcase relay Washday relay Tug of war
Wheelbarrow relay Tumbling
Balloon blowing race.
4. Program for a Small School
Divide the school into three divisions -- primary grades, lower grammar grades, upper grammar grades. Arbitrarily divide each of these into two teams of approximately the same ability--team A and team B. Arrange competitive events between the teams of each group. Primary, lower, and upper A teams compete with Primary, lower, and upper B teams, all scores counting for group A or group B to determine the winning side. Take plenty of time to organize the school. Elect leaders and explain the program. At least 80% of each team must be present and participate in each event.
Primary Grades--Song plays judged on quality of singing, form of execution, spirit of play.
Tag wall relay Any primary games Comedy event;--sack race.
Lower grammar grades--25 yard dash
Group leap Dodge ball
Comedy event--wheelbarrow relay.
26
Upper grammar grades--50 yard dash Potato race Newcomb or some elementary ball game Comedy event--obstacle race.
IV. SOME SOURCES OF HELPFUL MATERIAL
Any State Manual of Physical Education. *Games for Playground, Home, School and Gymnasium.
Bancroft. Field Days--Alabama State Department of Education. Field Day--Dr. A. D. Browne, Peabody College, Nash-
ville, Tenn. Health by Stunts--Pearl and Brown *Plays and Games--Bancroft Practice of Organized Play--Bowen and Mitchell
*The Administration of Physical Education--Williams
*These books may be borrowed from your State Library Commission, Atlanta, Georgia, or bought from the American Physical Education Association, Springfield, Mass.
Regulations for High School Field Meets may be obtained free from Dr. J. S. Stewart, Athens, Georgia.
May Day Festival Book, 1925 and 1926, 10c each. Child Health Association, New York City.
Dramatizing Child Health, $2.00. Child Health Association (Georgia State Library Commission.)
Just Ten Minutes, Griffith, 64c, Smith Hammond Co., Atlanta, Ga.
State Manuals of Physical Education of Ala., N. C, Miss., Mo., N. J., N. Y., Conn., Calif., Minn., State Departments of Education, State Capitols.
The Folk Dance Book, $2.40, C. Ward Crampton, A. S. Barnes, N. Y.
27
Folk Dancing and Singing Games, Burchenal, G. Schirmer. Inc., N. Y.
The Festival Book, Jennette E. C. Lincoln, $2.40, A. S. Barnes, N. Y.
Dramatic Games and Dances for Little Children, Carolyn Crawford, $2.40, A. S. Barnes Co., N. Y.
Nature Songs for Children, Milton Bradley Co., N. Y.
Songs of Health and Joy (7 songs) 25c, American Child Health Association.
A Masque of Spring (choruses, dances, recitations to Music) E. Rickett, G. Schirmer
May Day Poetry--"Perennial May", Daly. "May is Building her house", Le Gallienne. "Sing of the May", Ballad. "The Passionate Shepherd to His Lyre, Marlowe; "Sister, Awake." "Spring", Nashe. "Old May Song (2 pages), "Here We Come a-Piping", old song; "The May Tree", Noyes. "Song on a May Morning", Milton. "The Water Carrier", Peabody. "In my Mother's Garden", Widdemer. "Meals", Moore. "May", Thurston. "Come Lassies and Lads". These poems are published by the Poet's Guild, Christodora House, 147 Ave. B., New York and may be purchased for five cents a page.
"Christodora House Papers" (eremonies in regard to the lighting of fires on May Eve, May Music, Blessing the Wells, list of things to eat about which cluster May Day legends) Poet's Guild, 147 Ave. B., N. Y.
Health Plays and much other helpful material may be secured from the following sources. When writing, describe your needs clearly.
American Dental Association, Dept. of Dental Health Education, 58 E. Washington St., Chicago, 111.
American Medical Association, 535 N. Dearborn St., Chicago, 111.
28
National Tuberculosis Association, 370 Seventh Ave., N. Y.
National Safety Council, Educational Division, 120 W. 42nd St., N. Y.
National Bureau for the Advancement of Music, 45 W. 45th St., N. Y.
National Dairy Council, 910 S. Michigan Ave., Chicago, 111.
Playground and Recreation Association, 315 Fourth Ave., N. Y.
American National Red Cross, Washington, D. C. Poet's Guild, Christodora House, 147 Ave. B., N. Y. Bureau of Education, Washington, D. C.
29
"Our song is done, we must be gone, Nor make a longer stay.
God bless you all both great and small And send you gladsome May."
--May Day Carol.
GEORGIA State School Items
Published by the Stale Department of Education.
Vol. IV
MAY, 1927
No. 5
Recommendations
To
The General Assembly
By
FORT E. LAND
STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Post Office of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized
October 5, 1923.
ATLANTA, GA.
RECOMMENDATIONS
The fundamental problems of a public school system lie in organization and support.
The Constitution and early school laws of Georgia contemplate uniformity in organization and adequate support. (Constitution, Art. VIII, Sec. 4, Par. 1). (Also School Code, Art. V, Sec. 6.)
As in matters of civil government so also was the county designated as the unit in public school organization. (School Code Art. 1, Sec. 12.)
Economic and social conditions following the war between the states accounted for the great inequalities in the demand for education in urban and rural communities and this situation was reflected in amendments to the Constitution and subsequent acts of the Legislature resulting in the creation of many independent systems and practically nullifying the county wide systems. This seemed to be necessary in justice to the more rapidly increasing demand and improved economic conditions in the cities.
Until 1906 it was practically impossible legally for rural sections to supplement the inadequate state school funds, notwithstanding that steadily increasing demand for better educational facilities was gradually overcoming the deep seated prejudice for local taxation for any purpose. The passage of the McMichael constitutional amendment in 1906 permitting local taxation for school support under rigid regulations was evidence of this greatly increased demand for better rural schools. This legislation was, as it usually is, a somewhat belated answer to the demands of the people. In matters of taxation legislative response is always belated.
Many counties quickly took advantage of this permissive local tax law, and their experience with improved schools under better support accelerated the growing demand for still better educational facilities.
In 1920 another constitutional amendment (the Elders-Carswell bill), ratified by overwhelming popular vote, made local taxation for schools compulsory in all the counties, still, however,
1
holding the maximum limit down to five mills. Furthermore, the optional district local tax conditions were made easier by requiring only "two-thirds of those voting." (School Code, Sec. 124.) Legal provision was also made for voting bonds for building better rural schoolhouses (School Code, Sec. 143), and it is significant that rarely has any campaign for district local tax or for school bonds failed to carry. Always when permitted by legislation to increase their taxes for their schools the people have promptly done so.
Continuing to answer the ever-increasing demand for better school support the General Assembly in 1922 "Delegated to and conferred upon the several counties of this State power to levy and collect taxes for educational purposes in such amounts as the county authorities shall determine, the same to be appropriated to the use of the County Board of Education and the educational work directed by them." (Act approved August 19th, 1922). Many counties quickly availed themselves of this supposed legal opportunity for the still better support of their public school systems until a decision of the Supreme Court in April, 1926, declared the Act unconstitutional.
Again reflecting the unmistakable public sentiment, the Legislature provided, to go into effect January 1, 1922, "That 50 per cent of all revenues received by the State from all sources of income or taxation shall be used and expended for the support and maintenance of the common schools of Georgia for the year in which said income or taxes are due and payable."
THE FAILURE TO BENEFIT FROM THE ABOVE PROVISION TO INCREASE THE STATE SCHOOL FUND, TOGETHER WITH THE INABILITY OF THE COUNTIES TO PROVIDE MORE FUNDS, HAS CREATED A CRISIS IN PUBLIC SCHOOL PROGRESS IN THE STATE. No cause elicits readier response when legal machinery is provided for the improvement of the common schools. Public sentiment today demands a policy as definite and generous for our public schools as for public highways or any other public interests.
New and definite sources of revenue should be found by which the State's contribution to the public school fund can be materially and considerably increased, and allocated in such a way as will carry into effect the expression of the Constitution and
statute laws for a State system of public schools "Made free to all the children" (Constitution, Art. VIII, Sec. 4.) Reflecting public sentiment favoring increased State appropriations to the public schools, the General Assembly of 1925 passed the Equalization Act providing for further State support, which seems to be assured as a permanent policy. This Act which was approved by the Governor on March 13, 1026, has met with a hearty reception generally, but will prove of no value unless funds are provided.
THE IMPERATIVE NEEDS OF THE SCHOOLS AND THE GROWING PUBLIC SENTIMENT ALIKE CALL FOR MATERIAL INCREASES IN OUR PUBLIC SCHOOL SUPPORT, EVEN AS THE VALUE OF THE DOLLAR HAS DECREASED AND COSTS HAVE INCREASED IN EVERY OTHER BUSINESS. Much discussion has suggested many new sources of revenue and there is a wide spread belief that the State can find some new source from which the State school fund can be considerably increased without imposing heavier burdens upon ad valorem property.
The following statistics present, in outline, a summary of the educational work for last year in comparison with the figures for 1925:
PUBLIC SCHOOLS
COMPARISON OF DATA FOR 1925 & 1926
1925
1926
Financial: Total Receipts for Public Schools Expenditures for Public Schools Current Expense " " "
$18,333,844.44$19,289,759.87 17,027,828.67 18,536,368.68
-- 14,082,940.49 15,211,566.18
Current Expense per Pupil in Av. Daily Attend Current Expense per Census Child
28.67 15.59
29.65 16.90
Buildings and Grounds: Per Cent of all Bldgs. Made of Brick &
Stone
9.9
11.5
Per Cent of all Bldgs. Having More than 2
Rooms
26.0
27.0
Total Number of School Buildings
7,096
6,867
Total Value of all School Buildings
$35,966,121.41$37,574,124.54
Census, Enrollment and Attendance: Enrollment in Elementary Grades (1-7)
618,258
614,386
Enrollment in High School Grades (8-12) ,, Total Enrollment Average Daily Attendance
66,623 694,595 489,586
75,617 692,907 513,017
Census Per Cent Enrollment is of School Census. -
900,352 77
900,352 77
3
Per Cent Av. Daily Attend, is of Enroll-
ment
Per Cent Av. Daily Attend, is of School
Census
Teachers:
Total Number of Teachers
Average Annual Salary
$
Per Cent of White Teachers Having Com-
pleted H. S. (estimate)
Consolidation:
Numberof
Libraries:
Numberof
Valueof
$
Number of Schools:
Public
Having High School Grades
70
54
17,756 612.02$
70
701
1,574 360,690.00$
7,317 1,508
74
57
17,881 648.46
80
882
1,666 427,711.00
7,158 1,477
The summary presented seems to indicate that we are making a large investment in education. A consideration of certain facts, however, will show that there is no room for uneasiness even on the part of the most conservative. A detailed analysis of expenditures appearing elsewhere shows that $1,178,745.91 was spent in the payment of loans, interest and discount which has already appeared as an expenditure for salaries, supplies, etc. To determine then the actual investment which the State is making in the expenditure of state and local funds, this amount must be deducted from the total. When this is done, we find that the investment in public education during last year was $17,357,622.77.
Nothing grips the hearts of all the people as does the education of their children and there is nothing for which they are more willing to pay. Upon one thing all Georgians agree viz: that the boys and girls of this State should be given educational advantages equal to that provided by other states for their boys and girls. In this connection it is interesting to note that according to figures compiled by the National Industrial Conference Board the three states spending the least per child of school age for education are as follows:
Georgia Mississippi Arkansas
46th ...47th
48th
Since 1920, Alabama, North Carolina and South Carolina have climbed above Georgia in the expenditure per child of school age. According to the same Board Georgia's rank among the 48 states relative to educational accomplishments was 47th. The educa-
4
tional rank given Georgia by Frank M. Phillips, Chief Statistician of the Bureau of Education, was 44th by one method and 47th by another. There seems, therefore, to be a close correlation between the expenditure for education and educational accomplishments. We usually get just about what we pay for in education as in the purchase of any other commodity. If we are to improve our educational rank we must invest more money in education.
Geogia is rich in children of school age having 900,352 according to the 1923 school census. There are only four states which have as high a per cent of their total population within the school age. This means a comparatively great educational obligation or responsibility or educational need.
If the boys and girls of Georgia are to have educational opportunities equal to those provided children by other states of greater ability, Georgia must make greater sacrifices and provide larger amounts of money for education. In 1926 the average expenditure per child of school age for current expenses was $16.90 while the corresponding average expenditure for the United States was $62.07 and for California it was $159.35.
Mr. Frank M. Phillips of George Washington University has given the various states an educational rank upon ten items and has combined these into one composite ranking. A list of the items together with Georgia's rank upon each item and the composite rank for Georgia is given below:
GEORGIA'S RANK AMONG THE STATES IN CERTAIN ITEMS
Percentage of Illiteracy 10 Years of Age and Over in 1920 ,, 42
Ratio of the Number of Children in Average Daily Attend-
ance to Number 5-17 Years, Inclusive
- 43
Per Cent of Enrollment in High School
41
Average Number of Days Schools Were in Session
43
Average Number of Days Attended by Each Child Enrolled.. 43
Ratio of Number of Students Taking Teacher Preparing
Courses, to Number of Teachers Employed
46
Percentage of High School Graduates Continuing Education
Next Year
12
5
Total Cost Excluding Salaries per Pupil in Average Daily
Attendance
45
Average Annual Salary of Teachers, Principals and Supervisors 47
Total Amount Expended per Child of School Age
46
Rank When all Items Are Combined by Rank Method
47
STATE FUNDS
In the past Georgians have been proud of the fact that this State, as such, provided a larger percentage of the total revenue for the operation of the public schools than most of the other states. Today this is not the case. In 1918 Georgia from State funds provided 42% of the total receipts for public schools. In 1926 only 26% of the total receipts was provided by the State and 74% was provided from local revenue. In 1926 nine (9) Southern states provided more per child of school age out of the State revenue than did Georgia. Georgia in its first Constitution was the first State in the Union to adopt the principle of State Responsibility for the Support of Education which is now very generally beingaccepted by the other states. In recent years this principle was enunciated in the statute law which provides that 50% of all revenue from whatever source shall be devoted to the public schools. To what extent this law has been complied with may be seen in the following table which gives the percentage the appropriations for public schools are of the receipts at the State Treasury.
THE PERCENTAGE THE APPROPRIATIONS FOR PUBLIC SCHOOLS ARE OF THE RECEIPTS OF THE STATE TREASURER, 1918-1926.
Year
1918 1919 1920 1921 1922 1923 1924 1925 1926
Receipts of State Appropriations for
Treasurer
Public Schools
$ 7,686,445.10 9,413,311.03 11,170,500.88 13,904,607.42 12,889,801.22 13,222,121.16 16,765,264.08 18,099,924.08
23,934,457.51
$3,200,000.00 3,500,000.00 4,000,000.00 4,500,000.00 4,250,000.00 4,250,000.00 4,500,000.00 4,502,000.00 5,003,200.00
Percentage Appropriations are of
Treasury Receipts
42 37 36 32 33 32 27 25 21
In 1918 42% of the total receipts of the State Treasurer was appropriated for public schools while in 1926 only 21% of the Treasury Receipts was appropriated for public schools. In other words the percentage of Treasury Receipts appropriated for public schools in 1926 was only one-half that of 1918. If the appropriation for public schools in 1926 had been as large a percentage of the Treasury Receipts as in 1918 (42%), the appropriation for public schools would have been $10,052,472.15. It is interesting to note in this connection that the Treasury Receipts as listed above do not include $2,651,254.96 Federal Highway Funds turned over to the State Highway Department. The above facts are quite significant in view of the Georgia law which provides, "That 50% of all revenues received by the State from all sources of income or taxation shall be used and expended tor the support and maintenance of the common schools of Georgia.
These facts show that the State is not now providing as large a portion of the revenue for public schools as is commonly believed These facts further show that the State is not now appropriating as large a percentage of the State Treasury receipts for public school education as formerly. If we are to keep faith with a Georgia contribution from our fathers to the nation, viz: the principle of State Responsibility for the Support of Education, and if we are to obey our statute law which directs that 50% ot all revenue of the State be appropriated for public school education and, what is much more important, if we are to provide our children with educational opportunities equal to those provided by other states to their children, Georgia must provide more revenue for the public schools form State sources. Almost every county and independent school system is levying for public school support all the law allows them to levy. They are helping themselves to the limit. They are entitled to more revenue from State sources.
EQUALIZATION
The method of apportionment of State funds upon a per capita basis is that adopted years ago by many states of the Union, but in recent years a more scientific study has been made ot the distribution of State school funds and practically every state has what is now known as an equalization fund, which is to be used totplace counties having low tax valuations on a parity with those of greater wealth, thus giving to all children of the State an
equal educational opportunity. There are counties in the State, for instance, with property valuation as low as $500.00 per child, whereas there are others the valuation of which will reach $6000.00 per pupil. In the former, under present state appropriations and county taxes there would be a school expenditure of $7.63, in the latter $35.13 per pupil. It is not difficult to see the inequalities existing between these two counties, the one on the extreme of low valuation, and the other the highest valuation of the State.
If the county of least ability wished to provde for its children educational opportunities equal to those provided the children on a five mill levy in the county of greatest ability, it would be necessary for the county of least ability to make a fifty-six (56) mill levy. In other words, for the county of least ability to provide educational opportunities for its children equal to the opportunities provided by the county of greatest ability it would be necessary to make a levy which would be practically confiscatory. At least $1,000,000.00 should be appropriated under the Act of 1926 to be used as an equalization fund.
" TME CHILDREN ATTENDING THESE TWO GEORGIA SCHOOLS HAVE EQUAL EDUCATIONAL OPPORTUNITIES?
ARE THE TWO COMMUNITIES EQUALLY ABLE TO PROVIDE EDUCATIONAL ADVANTAGES?
SCHOOL A
1. Has school term of 6 months. 2. Pays the teacher $300.00 per
year. 3. Teacher has not graduated
from high school. 4. Teacher has had no previous
experience. 5. Has one room building un-
painted. 6. Has no laboratory. 7. Has no library. 8. Has small and washed grounds.
9. Has only calendars on wall.
10. Has $13,693.00 tax valuation per teacher.
11. Has $500.00 tax valuation per child.
SCHOOL B 1. Has school term of 9 months. 2. Pays the teachers $1,500.00.
3. Teacher is a college graduate.
4. Teacher has had five or more years experience.
5. Has twenty room building.
6. Has adequate laboratory. 7. Has excellent library.
Has adequate and attractive grounds. 9. Has educative and attractive pictures. 10. Has $153,386.00 tax valuation per teacher. 11 Has $6,000.00 tax valuation per child.
HIGH SCHOOLS
The growth in the high schools throughout the country has been one of the outstanding features in American education. In this wonderful growth, Georgia makes a most creditable showing.
In 1920, there were 169 accredited high schools with attendance thereon of 27,029 and 4,024 graduates. The total enrollment in 1920 in all high schools, accredited and unaccredited, was 48,045,
At the present time there are 349 four-year accredited high schools with an enrollment of 49,233. In addition to the fouryear accredited high schools there are 81 unaccredited high schools, making a total of 430 four-year high schools. Thirtysix of these are colored high schools of which number 19 are accredited.
There are, today, 430 four-year high schools, 230 three-year high schools, and 281 two-year high schools, or a grand total of 941 high schools, accredited and unaccredited in the State.
The total enrollment in all these schools in 1926 was 75,617. Since 1920, there has been an increase of 58% in the enrollment in the high schools of the State and an increase of 106% in the number of four-year accredited high schools.
CONSOLIDATION
While I am not ready to say that good teaching is not possible in a one or two teacher school, yet the difficulties of securing and holding competent teachers for such schools, the lack of adequate housing and teaching equipment, the usually short and frequently divided terms, and most of all, the necessarily short teaching periods forever preclude the possibility of satisfactory results in such schools. From a careful study of hundreds of these schedules and time allotments in one teacher schools in Georgia, it is evident that the total teaching time per day averages considerably more than in our city schools or consolidated rural schools, still there can be given only extremely brief teaching periods because of the multiplicity of classes. To the helpless children of the first grade and the several subdivisions thereof, the teacher can give only about forty-eight minutes per day; to the second, fifty minutes; to the third, fifty-one minutes; to the fifth, fifty-seven minutes; to the sixth, sixty-five and to the seventh, seventy-two minutes. The impossibility of effectively teaching any subject to little children during a school year is too evident to need discussion.
If satisfactory results are to be obtained, enough children must be brought together in order to reduce the number of classes
9
per teacher so that extended time may be had for classroom instruction and supervised study. Consolidation of schools is no longer an experiment. During the year 1926 there was an increase of 181 in the number of new consolidations, making a total in the State of 882.
SCHOOL DISTRICTS
The school district in all of its phases is doubtless the biggest problem, next to finances, with which the county boards of education must deal. The Act establishing school districts in the several counties, makes provision that the entire county be laid off into school districts, that these districts may be consolidated by the county boards of education and that district lines may be altered and consolidated districts dissolved by the county boards. The Constitution also provides for district local tax not to exceed five mills, and the school law further provides for district bonds for the purpose of building and equipment of school houses.
In theory the laws governing the operation of school districts appear simple enough, but in actual administration, many questions of legal difficulty have arisen involving the division of the county into districts, election and qualifications of trustees, consolidation, local taxes, bond issues, the addition of territory to bonded districts, etc.
On account of recent decisions and pending decisions of the courts new legislation may be required governing the creation, existence, alteration, taxation and dissolution of school districts.
Special attention is called to the recommendation of our State School Auditor, Mr. Tom Wisdom, who recommends that the local districts use the regular form of digest, same as used by state and county, eliminating items which will not be taxed for school purposes in the district; also, that all school funds of the county be placed in the hands of the county school superintendent; that he be made the treasurer of local tax districts, receiving all district funds, both for maintenance and for bond issut j and the same be disbursed only upon the order of the local board of trustees of the several districts. This plan would not only effect economy but would insure the proper audit of several million dollars of receipts and expenditures handled by the district treasurers. The plan would work for further protection of district funds and
10
facilitate the proper budgeting for operation of the county system of schools.
TRANSPORTATION Rural consolidation calls for transportation. Transportation is one of the difficult problems to consolidation and is the rock upon which consolidation is often wrecked. If this matter is taken into consideration while planning the limits of the consolidation the problem will be greatly simplified. This problem merits and should have the highest businesslike administration. With good roads and a reasonably limited territory laid off with reference to the good road, transportation costs should usually require not more than about ten or fifteen per cent of the total maintenance fund. There will be, however, exceptional cases where this rule will not apply. In many, probably most, instances, transportation has not had the businesslike administration that it deserves. The growth of consolidation and cost of transportation are largely tied up with the development of good roads and, consequently, people in the State interested in better rural schools are also interested in the good roads movement.
SCHOOL SITES
District Trustees and County Boards of Education in some instances are experiencing difficulty in securing suitable location and ample grounds for the erection of district or consolidated schools.
Not only should grounds be sufficient for the building, constructed after a modern plan, but the school plant should contemplate enough room for play ground, and the location of a teacher's cottage. No less than ten acres should be contemplated for the erection of any consolidated school. The character of the soil, drainage, water supply, etc., are vital elements in the selection of a school site and should always be taken into consideration by trustees or boards of education.
The element of location is a factor of so great importance in the school building program which is now taking place on so wide a scale in the State that consideration should be given to the suggestion made by many superintendents for a law delegating to County, and City Boards of Education the authority of "Eminent Domain" in securing suitable property for the location of school sites.
11
COMPULSORY ATTENDANCE
The tables showing progress in education in the State during 1926 over 1925 indicate improvement in possibly every item except enrollment which shows a slight decrease. Investigation of reports from this department for the past several years shows that from the time of the passage of the state compulsory attendance law up to and including 1922, there was a steady improvement in pupil enrollment until the maximum was reached in 1922. Since that time there has been a steady decline, showing undoubtedly that the present compulsory attendance law is having little, if any effect, at the present time upon pupil enrollment. At the time the law was passed, its strength was very strongly questioned even by the educators themselves. As time passes, the law has become more and more impotent until very little attempt is being made to enforce it anywhere.
We need an entirely new compulsory attendance law, strong enough to bring into the schools all children under fourteen years of age, also those fourteen and fifteen years old, who have not completed the grammar grade subjects, unless legally employed or engaged in regular work at home.
Of the children enrolled in the schools, the records of 1926 over 1925 show that there was an increase of 23,431, or 4% of the enrollment in average daily attendance upon the schools.
ILLITERACY
In 1919-1920 a strenous effort was made to reduce the number of illiterates ten years of age and over in preparation for the 1920 census. The legislature appropriated $14,369.48 which was supplemented from other sources to amount to $17,516.52 which was placed at the disposal of an illiteracy commission with Dr. M. L. Brittain, State Superintendent of Schools as Secretary and Field Director. Some of the results are as follows:
Number Classes Taught..... Number Persons Enrolled Number Persons Taught The cost to the State was $1.00 per person taught.
2,607 35,137 17,982
In 1930 another United States Census will be taken. The number of illiterates recorded at that time will influence our educational rank among the states of the union and materially
12
effect our reputation throughout the country. Most states are making special efforts to reduce their number of illiterates by the 1930 census. Georgia can ill afford to do less.
Below is a table showing the number of illiterates over ten years of age in Georgia according to United States Census of 1920.
NUMBER AND PER CENT ILLITERATES IN POPULATION 10 YEARS OF AGE AND OVER IN GEORGIA-- 1920 UNITED STATES CENSUS
Number
Native White, Native Parentage Native White, Foreign or Mixed Parentage
Foreign Born White Negro Total
66,537 259
861 261,115 328,838
Per Cent
5.5 1.1 5.4 29.1 15.3
If the State should appropriate $25,000.00 per year for the next biennium and one person could be taught with each $1.00 appropriated, Georgia would have fifty thousand less illiterates when the 1930 census is taken.
CERTIFICATION
Several important changes have been made in the state plan of certification. These changes were adopted by the State Board of Education and incorporated into a bulletin which has recently been distributed to teachers and institutions in the State.
The number of certificates issued is indicative of the amount of interest which is manifested in professional improvement among the teachers of the State. The records show that to date there have been 20,236 certificates of all kinds issued.
SUMMER SCHOOLS
Among the outstanding educational developments in Georgia during the past decade has been the tendency among all educational institutions to offer summer courses and the marvellous increase in attendance, especially at those institutions offering educational courses.
With the idea of aiding the young teachers of the State some of them only prospective teachers, others with only high school
13
education or less, and little or no professional training, the State Department of Education continues to operate regional institutes for white and colored teachers in different sections of the State. Since the need for better trained teachers is still so great we recommend a continuation of $20,000.00 a year to be set aside for carrying on these schools for the next two years. These insitutes now provide an opportunity for the teacher to study additional subject matter and the professional courses for the improvement of her teaching. The records show that in the white schools last year there was an attendance of 1,898 at these institutes.
NEGRO EDUCATION
No State or county school system is meeting its obligations and economic needs until it has made some fully adequate provision for negro education. It is being realized more and more throughout the State that in order to retain our best negroes on the farms and in other places where they may properly serve, educational facilities must be furnished for the training of their children. We are glad to note an encouraging attitude on the part of the boards of education and others toward negro education.
The State is indebted to the General Education Board which furnishes the salary and expenses for the State Supervisor of negro education for the State. The report of Mr. Hill in charge of this work shows that there has been a healthy growth in the expenditures for negro education. There was an allowance from the Jeanes Fund for 1926-27 of $7,194.00, which was matched by a public fund of $6,985.00, making a total of $14,179.00.
The greatest need the State has in negro education is that of trained teachers. As a means to this end county training schools have been established in twenty-six counties of the State. The first consideration in the establishment of these schools is to provide teachers for the rural schools of the several counties as well as to furnish industrial training. Another purpose has been to furnish vocational training in agriculture and shop work for the boys and home economics for the girls. These schools are supported in part by the Slater Fund. There was a contribution for this purpose in the sum of $9,500.00. The schools are located in twenty-six counties, having a total of 85 teachers, and a total
14
income of $95,468.00. Seventeen of these schools have teachers for vocational agriculture under the Smith-Hughes Act.
Summer Schools for colored teachers have been provided in several centers of the State, and the records show that 1,206 teachers avail themselves of the opportunities of these schools. It is shown that there are 4,444 colored teachers in Georgia. Possibly the best means for the training of these teachers will be through the short term summer schools and the county training
schools. Through the generosity of the Julius Rosenwald fund $29,000.00
was contributed during the past year toward the construction of negro school buildings. This amount was more than matched by local funds. The buildings range in value from $400.00 to $2,100.00, and are constructed under state supervision, according to plans and specifications furnished by the Rosenwald fund. These buildings have served to raise standards throughout the State and applications for the fund are far in excess of the amount
available.
VOCATIONAL EDUCATION
While in Georgia last year over $18,000,000.00 was spent for public education, only a comparatively small sum was appropriated by the Legislature for vocational education. There was an increase over former years from $39,000.00 to $60,000.00 but even this amount is less than one-third of the amount of federal funds now apportioned to the State, which should be matched by State funds in order that vocational education may continue the fine growth it has had for the past several years.
I wish to call especial attention to the report of the State Director for Vocational Education in which it is shown in the division of Agricultural Education that there was an increase of ninety classes during 1926, making a total of 203 with an enrollment of 4,853 students. The number of schools maintaining departments of Home Economics has increased from twenty to forty-nine. This expansion was made possible by the increased appropriation granted by the General Assembly in 1925.
It is a remarkable distinction that Georgia shows a larger number of evening classes of home makers than any other state
in the Union except Ohio.
15
There has been a normal growth in the work done by the Division of Trades and Industries, showing a total enrollment of 5,506 students. The Division of Industrial Rehabilitation, likewise, is rendering a splendid service in rehabilitating the handicapped.
BARRETT-ROGERS FUND
Each year shows increased demands for state aid under the Barrett-Rogers Act. The fund has been the means of stimulating millions of dollars in the building of county high schools and the consolidation of rural centers.
The present apportionment of $300,000.00 does not meet the requirements of schools making application for this fund. There should be an additional appropriation of $50,000.00 for the year 1927 and $100,000.00 for each of the years 1928 and 29 to meet the needs of schools making application for this fund.
SCHOOL BUILDINGS Progress during the year in the construction of substantial school buildings has been most notable. While the number of buildings was reduced from 7,096 to 6,867, the total value of these buildings was increased from $35,966,121.41 to $37,574,124.54. A reduction in the number of buildings in the State shows not only an advancement in consolidation but also indicates that larger and more modern buildings are being constructed.
DIVISION OF INFORMATION AND STATISTICS Through funds furnished to the State Department by the General Education Board, the Division of Information and Statistics has been established in charge of Dr. Gordon G. Singleton. This Department is rendering excellent service in compiling statistical data showing educational conditions in the different counties of the State.
STATE AUDIT
The financial responsibilities of the Department of Education have greatly increased in volume and complexity, and it is with pardonable pride that the following statement is quoted from the comments of State Auditor Slate following a recent audit of the State Department of Education:
16
"This audit embraces the Department of Education, its administration, the distribution of the State School Fund, the Certification Division, the General Education Board Fund and the Rosenwald Fund. The School Fund is disbursed from the State Treasury direct to the educational units or boards of education. The administration costs, together with the Certification Fund, the General Education Board Fund and the Rosenwald Fund are handled in the office of the Superintendent. This audit traces the distribution of the State School Fund to the various educational units. Under the law establishing the Department of Audits it is provided that the State School Auditor shall audit the local school expenditures.
It will be seen that the administration expense was 1.04% of the total expenditures in 1924, 9-10 of 1% in 1925 and 1.07% in 1926. This is low and in addition the present administration has considerably reduced the office expense while adding several employees in 1926 to take care of increasing duties and activities. The clerical staff of the Department is efficient and capable of performing all duties which will devolve upon it, due to the natural growth of school population and the increasing number of high schools. There is also shown a statement of the school warrants discounted during the years under aud it, the rate of discount and the approximate loss to the fund by reason of the discount. It was thought desirable to show this. Happily this system is now superseded by the constitutional amendment increasing the borrowing power of the Governor and in 1927 the total school allotments will go to the schools, the interest on the loans being paid from the general fund."
CONCLUSION
In conclusion I desire to express appreciation to the State Board of Education, to the office assistants, Supervisors, School Auditors, members of the Extension Department of the Georgia State College for Women, Superintendents and others for their fine spirit of co-operation and helpful service at all times for the advancement of education in the State.
Very truly yours, FORT E. LAND,
State Superintendent of Schools.
17
Education Increases Earning Power
SCHOOL SUPPORT AND
EcoNomc PRODUCTIVITY
Expenditure* for Education, per capita
California,
Annual Income per capita
U-yotnih^
Five states
with hi(lia6t per capita. J
Sou.thCsk>U
expenditures'
for education
Montana.
NorthOaiota]
South Carolina I
Alabama
*S.S4
fiv states
\*S34
witklou'est j Mississippi
par capita. ~\
expenditures for education
185.24-
Arkansas
1*451 Georgia.
..ygAhfl/?/, rV../n //n^ ^ffjYTr
,,,* Jw ^"i ^^^S^-S^ Jb^e^ Systems ia2t-ae, US. Bureau of Education an&Z>cfrt6a&0a gf Jntxutte 6y SCai&s- ui,S&/3, National Bureau of Economic
Results in Education are in Direct Proportion to What We Invest
SCHOOL SUPPORT MD SCHOOL RESULTS
Expenditures fbr education per capita
Pwehricteenptoapguelaotifonnaitlivliete-braotren
0A.?|
Five states with hitfest per cap Ltd, expenditures] tbr education
0.3;? 0.4-S 0.34
o.*%
SouthGaroKrej
9^54 Alabama
Fiv-e States with lowest, Mississippi per capita "S expenditun&sl for education
Arka-nsas
$5.34-' *~524-
[ff4-.9l Georgia.
V
*4.55
ata from Stattsb&s of Stale School Sterns, 192J.-2.2. U.S. BureauoP Education , and U.S. Bureau of Census .
Education Increases Thrift
SCHOOL SUPPORT -SAVINGS ACCOUNKPERCAHIA
Expenditures for education per capita
California.
Wyoming
Kve Mates
viti. highest, South akota,
per capita. "S expenditures fbr education
tlontana.
Savings Accounts per capita
111
Korth Dakota,
129
Kve'States virhloutet j per capita- "^ expenditures for education
ara.from Statistics gf State Sa&ooi Systems, 1921-22 U.S. Bureau, of Education, BuHettn, 1324. No. Ji.p3+, lableSft. and Saua&r Z)*>asits arid D&osctars. 1912-1324 American Bankers Association, Savings Bank Division. ttwYork.
GEORGIA State School Items
Published by the State Department of Education
Vol. IV
JULY, 1927
No. 6
3ln ^iHfemartam
M. L. DUGGAN STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Postoffice of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
FORT ELMO LAND
Born June 30, 1878. Died July 25, 1927. Appointed State School Supervisor September, 1911. Elected State Superintendent of Schools for term
^ke^JZt^Z, 25, 1927-Ju,y 1, 1929.
^tate gxtpttwtgx&etd ,3fort 'ghna %anb
Not only the State Board of Education, but the University System and the Public Schools throughout the length and breadth of the State felt the loss of a leader in the death of Fort Elmo Land on July 25 1927 He was born June 30, 1878, Twiggs county, Georgia. He graduated from Emory College and began teaching in the country schools in 1901; later he became superintendent of schools at Dawson and Cordele. In 1908 he was chosen by the State authorities as Supervisor of Elementary Schools for South Georgia. In 1920 he became head of the Rehabilitation work in behalf of the citizens disabled in industries. From June 1925, until the day of his death he was State Superintendent of Schools, or State Commissioner of
Education as set forth in the Constitution of 1877.
This outline shows the importance of his work and the high confidence reposed in him by his fellow citizens. On the personal side he was marked by many virtues that endeared him to the teachers of Georgia. Modest and gentle he was always, yet firm in his purpose to contend with all his strength for the educational progress of his
people.
From the mountains to the sea he was known and respected, particularly by those connected with the public schools. The members of the General Assembly knew his worth and responded to his appeal on different occasions for more help. In testimony to his value to the State, the undersigned committee, appointed by Governor JL. G Hardman, representing the State Department of Education, the Colleges and Schools, request the State Board of Education to set aside a page of the minutes of that body for this perpetua memorial to our departed leader and to furnish a copy to his family and the Press, as a slight token of our esteem and affection.
Signed:
Approved: L. G. HARDMAN, Governor.
E. J. FORRESTER, The State Board of Education.
M. L. BRITTAIN, From the Colleges.
JERE A. WELLS, From the Public Schools.
irparittumt of Souralton
Atlanta
August 1, 1927.
TO SCHOOL OFFICIALS:--
To succeed Fort E. Land is to assume a tremendous responsibility. To the faithful discharge of the sacred trust imposed in the Governor's appointment I consecrate myself and all the powers I can command. It shall be my ambition and endeavor to maintain the harmony so happily established by Superintendent Land in all the agencies of the State Department of Education and educational m-
fi utions from the remote small rural school to the head of he um versify system, and to promote the progress already planned. To ach eve s^> great a task I shall need and claim the active sympathy, cooperation and support of every teacher, superintendent, school offic aland patriotic citizen of the State; and I shall greatly need more than humaPn wisdom. If I did not believe that I would have the in liberal measure I would hesitate to assume so grave a responsibility.
Georgia of tomorrow depends upon her children of today and her children of today are dependent in large degree upon her public schools and colleges Upon her public school officials more than anyoneete He ^responsibility of providing proper educationa opnortmutie The General Assembly will give us more money but merely more money, much as it is needed, will not afford equal and aTnuatreducational opportunities to Georgia's future citizens. We ntt strive also for better organization, better and closer supervision,
and improvement in instruction.
The long and invaluable training I have had under the wise adminislationsgof Dr. M. L. Brittain and Superintendent, FortE Land and the voluntary and hearty endorsements that have reached me within the week by letter, long-distance calls, wire and otherwise 7nsprre me with courage to undertake the greatest work that the
State can commit to any man.
There will be no change in the personnel or policies of the De-
partment of Education.
Very sincerely,
sfr^&fr^ft
State Superintendent of Schools.
GEORGIA State School Items
Published by the State Department of Education
Vol. IV.
SEPTEMBER, 1927
No. 7
1927 SCHOOL LEGISLATION EQUALIZATION FUND
CERTIFICATION OF TEACHERS
MINIMUM STANDARDS FOR ACCREDITING ELEMENTARY SCHOOLS
M. L .DUGGAN STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Postoffice of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
RECENT EDUCATIONAL LEGISLATION
By M. L. DUGGAN, State Superintendent of Schools
The General Assembly gave us some important school legislation and was reasonably liberal in its appropriations.
The usual direct appropriation for "support and maintenance of the common schools" for 1928 and for 1929, each, was the same as for 1927, viz.: $5,003,200. From this amount it was directed that there be taken each year $20,000 for operating summer schools, and $400,000 for special State Aid to High schools and consolidated elementary schools." The increased amount allocated to the State aided schools will reduce the per capita apportionment to the counties and independent systems slightly below what it was in 1927. However, an additional amount guaranteed to be not less than one million dollars for each of the years 1928 and 1929 was appropriated to be apportioned "as directed in the Equalization Act, Approved March 13,
1926." Therefore, in answer to many inquiries reaching the State De-
partment of Education, we are able to announce that the per capita apportionment to the counties and independent systems will vary very little, but be slightly less than that of 1927. For purposes of making up the budgets estimates might be based upon amounts received in 1927, disregarding for the time any apportionments from the Equalization Fund.
THE EQUALIZATION FUND
The Legislature in its general appropriation bill further provided for the years 1928 and 1929, each, $1,000,000 as "an Equalization Fund to be used as provided for by the Act, approved March 13, 1926. And there shall be applied on said Equalization Fund, as a credit, the gasoline and kerosene tax allocated by law to such fund, and any sum derived from said tax in addition to, or in excess of, said $1,000,000, is hereby appropriated, and shall be applied, as an addition to said $1,000,000 Equalization Fund."
From the above it does not appear as yet just how much said Equalization Fund will be per annum except that it will not be less than $1,000,000; nor just when such fund will be available, except that it will be for the years 1928 and 1929.
This Equalization Fund will be derived from the new tax on kerosene and a part of the tax on gasoline, as will be seen from the following
Extract from Wilhoit Gas Bill (H. B. 69, Gov. No. 378)
Section 2. That the proceeds derived from said tax shall be distributed as follows:_ Two and one-half (2%) cents per gallon to the State Aid Fund for use in construction on the State Aid System of Roads, and one (1) cent per gallon to the several counties of this
State, as now provided by law. The one-half (%) cent of said gas tax not allocated under the terms of this bill is hereby set aside to the public schools of said State for an Equalization School Fund.
Section 2A. Be it further enacted by the authority aforesaid, that each distributor of kerosene who engages in such business in this State shall pay an occupation tax of one (1) cent per gallon; the proceeds of such tax to be converted into the general treasury. All of the subsequent regulatory provisions of this Act, except the rate of tax, shall apply to distributors of kerosene. The one cent of kerosene oil tax levied under this section is hereby set aside to the public schools of said State for an Equalization School Fund.
Distribution of the Equalization Fund
According to the Equalization Act approved March 13, 1926, and referred to in the above appropriation to the Equalization Fund, this Fund will be distributed by the State Board of Education "for the purpose of equalizing educational opportunities as between the several counties they shall take into consideration the possible returns from taxable values for school purposes, the extent to which local tax aid has been utilized, the educational needs, and the local inequalities existing in the several counties. No county or independent system shall share in the Equalization Fund for any year unless it levies at least five mills for local tax for its public schools for that year."
One of the most important and yet one of the most complicated problems immediately before the State Department of Education is to arrive at the best possible bases under the above quoted law upon which to distribute the Equalization Fund to the several counties and independent systems of the State. Most of the states have been at work on this problem for many years and constantly revising and improving their plans for distribution, while nearly all of our Southern states are more recently trying out their several plans. With the history and experiences of the uses of Equalization Funds in other States, and especially with the suggestions and advice that we shall be able to get from our nearby southern states, and with the sympathy and suggestions from leading educators and citizens in our own State, which we sincerely want, the State Department of Education in Georgia confidently hopes to work out at as early a date as possible the best plan and most equitable plan of distribution for our Equalization Fund. All of the agencies of the State Department of Education will be set to work upon the proper solution of this problem and there will be no unnecessary delay in notifying the several counties and independent systems of the exact minimum amounts that they will receive for the year 1928 from the Equalization Fund.
OTHER LEGISLATIVE ENACTMENTS
Besides an Act of 1926 increasing the borrowing power of the Governor for the purpose of paying teachers of the State an important Act was passed by the recent General Assembly requiring all
revenues of the State to be paid into the State treasury, and under which any funds lying idle in the Treasury could be used by the Governor for paying teachers' salaries without borrowing from elsewhere until such fund is needed for the purposes for which it is allocated. (H. B. 2, Gov. No. 271).
STATE AID TO HIGH SCHOOLS AND ELEMENTARY CONSOLIDATED SCHOOLS
(Senate Bill 263, Gov. No. 392)
Under a re-enactment of what has usually been known as the Barrett-Rodgers law the State Department of Education is authorized to set aside from the general appropriation "for the support and maintenance of the common schools" the sum of $400,000, or so much thereof as may be necessary, for 1928 and the years to follow.
In the Act the State Superintendent of Schools was also authorized to set aside an additional $50,000 to the State aided schools from the appropriation for 1927, but since the entire appropriation for 1927 was apportioned last Decemebr as the law required, the Attorney-General has ruled that there is no other fund from which this additional $50,000 can be taken. Therefore, it appears that this additional $50,000 for 1927 will not be available.
TRANSPORTATION
Sec. 93 of the Georgia School Code was amended by the late General Assembly by extending to local district boards of trustees "the right to provide means for transportation of pupils and teachers to and from the school." While many local tax districts have heretofore provided and paid for such transportation such actions on their part had not heretofore been authorized, as will be seen by reference to Sec. 93.
AN OPINION FROM THE ATTORNEY GENERAL
An opinion from the Attorney General's office under date of September 1, 1927, after quoting Sec. 151 of the Georgia School Code, rules as follows:
"The 'school funds of Georgia', means, in the above phrase, out of the sum of money appropriated by the General Asesmbly for the operation of the public schools of this State. It is my information that you have heretofore paid this money over directly to the coun-
ties, the counties paying the salaries of the county school superintendents therefrom. I find no warrant of law for this method of disbursing the funds in question, and it is my opinion that it is your privilege to pay these salaries directly to the county school superintendents. In fact, I think this is the only way it should be done. You can then require reports of the superintendents covering their work and their accomplishments, and keep better informed yourself as to what they are doing. I think, therefore, you should arrange to pay these salaries from the money appropriated to the schools and pay them directly to the superintendents. You have the authority to require any reports and the approval of expense accounts, etc., by the county boards of education."
The State Board of Education at its meeting on September 2nd, under the above ruling, instructed the State Superintendent of Schools to "pay to the county superintendents of Georgia, beginning with January 1928, a minimum salary of $50.00 per month upon approved statements received at the State Department of Education."
This opinion from the Attorney General's office in no way changes or limits the last clause in Sec. 151 of the Georgia School Code which says, "and in addition thereto, the County Board of Education shall allow such additional compensation for the services to be rendered as may be in their judgment proper and just."
THE CERTIFICATION OF TEACHERS
Dr. E. A. Pound, Director of Certification, reports to the State Superintendent of Schools and the State Board of Education as follows:
"For four years a plan of Certification has been in operation under your direction. The original plan was greatly improved under the administration of the late lamented Fort E. Land. We now have a plan approximating the ideal.
During the four years more than 27,000 applications have been graded, passed upon, and issued. Tons of mail matter have been received and dispatched. During the present week about 400 pieces of mail have been received and sent out daily. The increase in the correspondence is attributable to the fact that more than 7,000 attended summer school during the past summer.
It is true that in the issuance of over 27,000 certificates we have a complaint now and then, but when the great number issued is considered, they have been few and far between. We have tried to do this work without fear, favor, or favoritism. Any other policy would have been suicidal.
Some months ago official announcement was made of the changes in the present plan of certification, to become effective September 1, 1927.
The new regulations are applicable only to original applications received in the Department of Education after September 1, 1927.
All holders of certificates or teachers applying before that date will have the benefit of the regulations obtaining at the time of applica-
tion. The most outstanding changes are those affecting Elementary
Certificates, and Professional or Educational requirements for all Certificates. The issuance of an Elementary Certificate that can be converted into a Professional Certificate on less than two years of college work, will be discontinued. However, the State will grant a General Elementary Certificate that can be renewed for three year
periods. Hereafter, the required professional, or work in Education must be
done in accordance with the State adopted scheme. Additional and more specific information in regard to certification will be sent upon
request. The Director and his Assistants desire to thank the school au-
thorities throughout the State for their uniform courtesy and helpfulness in the matter of issuing transcripts promptly."
MINIMUM STANDARDS FOR ACCREDITING ELEMENTARY SCHOOLS
Last spring the State Department of Education adopted and sent out to school officials tentative "Minimum Standards for Accrediting Elementary Schools."
The reaction from this has been most encouraging and the proposal to accredit elementary schools has been endorsed with practical unanimity from all sources and no where more heartily than from the high schools. For a number of years the high schools have been required to meet certain standards in order to attain accredited standing. The elementary schools being the foundation upon which the whole educational structure of the State is built ought, therefore, to meet standards of efficiency and thoroughness based upon a maximum number of pupils per teacher, approved records, enriched course of study, well qualified teachers, and adequate school plant, etc. To strengthen the elementary school is to strengthen the whole educational system, and it is with this idea in view that the accrediting system has been adopted.
Based upon the tentative standards sent out last spring the State Board of Education has formally adopted and approved
PERMANENT MINIMUM STANDARDS FOR ACCREDITING ELEMENTARY SCHOOLS
Applications will now be received by the State Department of Education from elementary schools or elementary departments of high schools. As early as is practicable after such applications are received schools will be inspected, and, if approved, will be placed on the list of accredited elementary schools.
The following minimum requirements shall be set up for three
classes of Accredited Elementary Schools to be designated as
ACCREDITED ELEMENTARY SCHOOLS CLASS A ACCREDITED ELEMENTARY SCHOOLS CLASS B ACCREDITED ELEMENTARY SCHOOLS CLASS C
1. All classes of accredited elementary schools, (A, B, C,) must meet the following conditions:
I
THE TEACHER
1. Good teaching.
6. Daily program posted in
2. Good order and man-
room.
agement.
7. Teacher's Manual in use
At least first grade cer-
by teachers.
tificate.
8. Not fewer than four
4. Primary teachers must
teachers.
have at least one year 9. Play supervised by
of professional train-
teachers.
ing for primary work. 10. Strict compliance with
Full, neat and accurate
Physical Education
school register.
Law.
II
GROUNDS
1. Constantly kept in good 3. Play grounds provided,
condition. 2. School grounds should be 4- Adequate sanitary clos-
at least four acres, ex-
ets.
cept in cities.
HI
BUILDING
Painted outside and inside, (or plastered).
2. No leaks in roof. 3. Windows without brok-
en panes. 4. Unilateral lighting.
5. Bi-lateral ventilation.
6. Cloak rooms or lockers.
7. Good doors with locks and keys, locked at night and during vacation.
Clean and well-kept. Floors oiled.
School must not show deterioration.
IV
EQUIPMENT
1. Approved desks with 3. Building comfortably
each child seated comfortably.
heated and ventilated.
2. At least 20 lineal feet of
Framed, standard pic-
blackboard per room.
tures on the wall.
5. Dictionary, maps and
teacher above primary
adequate workable li-
grade.
brary. Georgia map, 6. Sanitary water supply
United States map,
for drinking and bath-
Western Hemisphere
ing.
and world map for each 7. First aid kit.
ASSOCIATED ACTIVITIES
1. Corn, canning, pig, poultry, cooking club, or Parent-Teacher
Club.
VI TERM
1. At least seven months. 2. Daily schedules in all accredited elementary schools must provide both recitations and study periods. 3. Forty pupils will be the maximum limit for any teacher. (Monthly Enrollment) 4. Permanent records as approved by State Department of Education required. 5. All accredited elementary schools shall maintain an approved seven year course of study (including health, physical education and civics), to be measured by units of achievement rather than by years of time. 6. No teacher in any accredited elementary school shall hold lower than elementary grade "A" certificate. Teachers of the first grade must hold at least a provisional normal certificate based on special training in primary work.
NOTE: The requirements with reference to teacher of the first grade will be waived in cases of such teacher already in service, giving satisfaction, and who will in good faith undertake to qualify by approved correspondence courses, summer schools or otherwise.
7. Class A. accredited elementary schools must have at least seven teachers for the elementary grades, two-thirds of whom must hold provisional normal certificates as a minimum and the school must maintain not less than nine months continuous school year.
8. Class B accredited elementary schools must have not less than five teachers, one-half of whom must hold provisional normal certificates as a minimum and the school must maintain not less than eight months continuous school year.
9. Class C accredited elementary schools must have not less than four teachers, and maintain not less than seven months continuous school year.
10. After September 1, 1928, the State Department of Education will not recognize any high school as "accredited" whose elementary department does not meet the requirements of accredited elementary schools as set up by the State Department of Education.
A RESOLUTION
STATE SUPERINTENDENT FORT ELMO LAND
WHEREAS, God in Divine Providence saw fit to call Hon. Fort E. Land from amongst us on July 25, 1927, and since with his passing we recognize that the entire State has suffered an irretrievable loss, and
WHEREAS, he devoted his entire strength for the past twentysix years to the cause of bettering the educational advantages of the children of Georgia, and, that during the past twenty years he dedicated his very life to an organized effort through the State Department of Education to bring about an equal educational opportunity for every child in the State and that during his administration as State Superintendent of Schools he contributed mightily to that end, and
WHEREAS, we further recognize that in him the cause of Vocational Education had its staunchest friend and most loyal advocate from the very inception of this educational movement in Georgia, and as the first State Supervisor of Civilian Industrial Rehabilitation he inaugurated a splendid work on behalf of our disabled citizens, and as State Director of Vocational Education (1923-25), he became enthusiastic in promoting all aspects of vocational education; and during his wise administration of the public education of the State (1925-27), he was Executive Secretary of the State Board for Vocational Education, and continued to the last a whole-souled supporter of this phase of the State educational program, and
WHEREAS, his relations with his fellow men were so exemplary, his actions so unselfish, his ideals so noble and so altruistic that in his passing the State has lost one of her most faithful and valuable officials as well as one of her most progressive and beneficent citizens, and his co-laborers in the field of education an associate whose untiring efforts and loyal devotion have for years, and will long continue, to serve as a challenge to strive to render a greater service, and to lead a life that is motivated only by ethical ideals of right, fairness and honesty, and
WHEREAS, he is not only destined to occupy a permanent place educationally in the development of Georgia, but he is also destined to occupy a unique position amongst our great educators because of his untiring devotion to the cause of Vocational Education, especially as it applies to the building of better rural communities and rural life both on the farm and in the farm home, therefore, be it
RESOLVED, That the Georgia State Board for Vocational Education in regular session takes cognizance of these services and excellent accomplishments of our departed leader by spreading these resolutions upon the minutes of this Board and by causing them to be published and by furnishing a copy to the family of the deceased.
GEORGIA State School Items
Published by the State Department of Education
Vol. IV.
OCTOBER, 1927
No. 8
AMERICAN EDUCATION WEEK KNOW GEORGIA
MISCELLANEOUS ITEMS
M. L. DUGGAN STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Postoffice of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
PROCLAMATION
During the ten years since America's entry into the war of nations the educational advance has been gathering momentum. The mighty sweep of achievement is revealed by the fact that enrollment in secondary schools has increased from 1,600,000 to more than 4,000,000; that attendance at summer schools has increased from 40,000 to more than 250,000; that our teachers have set their faces toward the future with new zeal and devotion; and that there is coming into the thinking of our citizens generally a better appreciation of the part education is to play in our individual and group life if the nation is to rise to its fullest possibilities.
The custom has grown up during recent years of observing one week each year as a time for careful consideration of the achievements and needs of the schools. The program for this year emphasizes the seven cardinal objectives of education set up more than a decade ago by the National Education Association proclaiming that education should make up for sound health; worthy home membership; mastery of the tools, technics, and spirit of leaving; faithful citizenship; vocational effectiveness; the wise use of leisure; and ethical character. In proportion as we achieve these aims we shall move forward in the larger things of life. Let us measure our schools in the various school systems and localities against these objectives. Let us rejoice in significant achievement. Let us be mindful also of needs--of the hundreds of children who each year fail to make up their school grade; of the other hundreds not in regular school attendance; of our great numbers of untrained teachers; of the illiteracy that still persists; of the weakness of rural education.
In the belief that a period of concentration on our educational problems will promote the welfare of this Commonwealth, I hereby proclaim November 7-13, 1927, as AMERICAN EDUCATION WEEK, and urge that it be observed throughout the State.
In witness whereof I have hereunto set my hand and caused the seal of the Executive Department to be affixed.
Done in the City of Atlanta on this 22nd day of October in the year of our Lord One Thousand Nine Hundred and Twenty-Seven.
L. G. HARDMAN,
Governor.
AMERICAN EDUCATION WEEK
November 7-13, 1927
American Education Week is sponsored by the American Legion, the National Education Association, and other organizations. This movement has now became worldwide as other nations are observing the week.
IDEALS AND PURPOSES--Let us not forget that the purpose of American Education Week is to acquaint ourselves with the actual work of the schools, with their ideals, their achievements, and their needs. Let the aim be to have every citizen visit one school during this week.
The schools aim to benefit the entire life of the child and the whole life of society by working toward the following cardinal objectives:
1. Sound health.
2. Worthy home membership. 3. Mastery of the tools, technics and spirit of learning.
4. Faithful citizenship.
5. Vocational effectiveness.
6. Wise use of leisure.
7. Ethical character.
AMERICAN EDUCATION WEEK
November 7-13, 1927
SUGGESTIONS FOR MAKING A PROGRAM
The following suggestions are offered by the American Legion, the National Education Association, and other organizations to aid in the preparation of programs for American Education Week. Very valuable information suitable for use during Education Week may be found in the State School Items for November, 1926. A limited number of these are available and may be had by writing State Department of Education, State Capitol, Atlanta. Additional valuable information for use during the week may be found in the State School Items for May, 1927, and the last Annual Report.
Monday, November 7, 1927
HEALTH DAY
What can and should the school do to promote the health of the children?
Tuesday, November 8, 1927
HOME AND SCHOOL DAY
What can and should the school do for the betterment of the home?
What can and should the home do for the improvement of the school?
Wednesday, November 9, 1927
KNOW YOUR SCHOOL DAY
The central thought of this day's program is the school itself. No one will dispute the statement that the schools are the first and biggest enterprise in nation, state, county, or city. The school aids the child to adapt himself to the difficult life of our time. To accomplish this work it needs these essentials:
1. A competent, conscientious, and well-trained teacher in every classroom.
2. A vital curriculum, changing to meet social and individual needs.
3. An effective form of school and class organization.
4. A school term of reasonable length, with high regularity in attendance.
5. An efficient, well-trained, administrative and supervisory staff.
6. An adequate building, well equipped, with ample provision for libraries, laboratories, physical education, gardens, and other school activities.
7. An intelligent and appreciative public support.
The education of the whole child is the goal of education. To teach chidren how to learn, to think, to develop vision, to weigh, and to judge and to give them some appreciation of the spirit of the learner--these are the great tasks before the educational forces of our day. A little invested in education saves much expended on poverty, disease, and crime. Let the regular work of the school be carried forward and citizens urged to visit classes. Evening programs by P. T. A. and other organizations.
Thursday, November 10, 1927
SCHOOL OPPORTUNITY DAY
What opportunity can and should the school offer the child?
What educational opportunities can and should the citizens provide for all the children of the community, county, and state?
What is meant by equal educational opportunity? How may it be achieved?
The General Assembly of Georgia appropriated $1,000,000 to be used as an equalization fund to aid the poorer counties to provide better educational opportunities. This is a great step in the right direction. It must be remembered, however, that a million dollars will not go far in improving school conditions unless it is restricted to the very poor counties. Georgia has one million school children. If all the counties should receive some of this fund in proportion to the number of children of school age it would amount to only one dollar per child per year. If only half the counties should share they would receive only two dollars per child per year, etc. This shows how small a million dollars is when compared with one million Georgia school children.
Under the equalization law, however, this fund must be used to help only the poorer counties. Many of the counties, therefore, will not receive anything. This fund is to be used to equalize educational opportunities for those children whose educational opportunities are extremely limited.
Friday, November 11, 1927
ARMISTICE DAY
Co-operate with American Legion and other organizations in the proper observance of the day.
Saturday, November 12, 1927
COMMUNITY DAY
How may the school improve the community life in art, music, literature, sports, etc., through libraries, museums, parks, playgrounds, auditoriums, art galleries, etc. Make the school-house a community center.
Sunday, November 13, 1927
FOR GOD AND COUNTRY DAY
Let ministers of all denominations address their congregations on the true values of education and on the work of teachers and the schools. Invite every child and citizen to attend both the morning and evening services on this day.
During this week let every community study not only its educational plant, but also its educational ideals and the community atmosphere in which children are brought up. Let parents visit teachers and teachers visit parents in an effort to solve the common problems of children. Let the week be a time of deeper understanding on the part of the people of the role education has played, is playing, and must play in the life of our great democracy. The nation is greatest that puts the child first in its thinking, in its statecraft, in its business, in its ideals of conduct. The nation that has the highest regard for childhood will lead all others in health, intelligence, morality, efficiency, and happiness. It will reach the greatest heights of national prosperity, both material and spiritual. The race moves forward through its children.
SUGGESTIONS FOR CO-OPERATING AGENCIES
The superintendent or chief school officer is, by common consent, to serve as director of the week's activities.
The American Legion calls on every local official to offer his services on committees and in every way possible to promote the proper observance of the week.
Request the mayor to issue the proclamation setting aside November 7-13 as American Education Week.
Let churches, chambers of commerce, labor organizations, women's organizations, fraternal bodies, luncheon clubs, and other agencies plan to give attention to the work of the schools--each in its own way. Have speakers talk a few minutes on the necessity of education.
Let the newspapers give space to articles, editorials, and news
about education, including the printing of the local program in full
during education week.
Let the merchants recognize American Education Week in their window displays and newspaper advertisements. Begin doing this the preceding week.
Ask the moving picture theatres to use slides urging people to visit the schools and study educational issues.
Ask radio broadcasting stations to feature educational addresses and school programs. Make early requests.
KNOW GEORGIA
By M. L. Duggan, State Superintendent of Schools
How much do you know about our own State of Georgia? How much does the average citizen know about his State? There have been many suggestions from various sources to "sell Georgia to Georgians," but little has been done judging by the dense ignorance of Georgians concerning the resources and activities of the State. I fear that this generation will never realize the possibilities of our State; but what concerns me more is that the next generation may "Know Georgia."
To this end it is desirable that through our public schools every reasonable facility shall be afforded the children to learn about the varied, rich, and abundant resources and possibilities of their native State and to be in as close touch as possible through all sources of information with its current activities. Even where teachers are reasonably informed themselves, which is seldom, they are handicapped and discouraged by the almost universal lack of maps, charts, books and bulletins, specimens and samples, or other material for interesting and educating the children in a thorough knowledge of the State.
It is not generally known to teachers, particularly in rural communities, that books, bulletins, maps, specimens, pictures, etc., for permanently equipping their schools with such interesting and greatly needed aids can be had for the asking--if only accompanied by responsible promise to provide for proper care and use of same.
From the State Geological Department could probably be had invaluable books and bulletins of from a few to four hundred pages each, some containing interesting maps and pictures, all containing perfectly reliable and surprising information, which should be permanently placed in every school library. The Geological Department alone publishes not less than forty titles, such as:
Mineral Resources of Georgia, 208 pages and two maps.
Water Powers of Georgia, 424 pages with maps.
Gold Deposits of Georgia, 283 pages with maps.
Geology of the Costal Plain of Georgia, 463 pages with maps.
Mineral Springs of Georgia, 190 pages with maps.
Petroleum and Natural Gas Possibilities in Georgia, 164 pages.
Bauxite Deposits of Georgia, 169 pages.
Physical Geography of Georgia, 189 pages, and others.
It is probable also that books and bulletins of equal and similar value could be had from the State Department of Agriculture, the
Bureau of Entomology and other departments. It is important that a copy of each Annual Report by the State Department of Education, the Public Service Commission, the Comptroller General, the Secretary of State, and other important departments of the State government should be on file in every school library and constantly accessible to all pupils. Excellent up-to-date maps can be had from the Department of Agriculture, the State Highway Department, and others. Samples of manufactured products may be obtained from almost any large factories and minerals from the mines. Specimens of all sorts can be easily collected in any communities, and exchanged by schools in different sections of the State. It will be an easy matter for any live teacher with the help of her pupils to fill up a few sections of the school library and establish an interesting museum at little or no expense.
The State Department of Education will undertake to assist any accredited high school or accredited elementary school in the State in securing from above sources many valuable volumns at cost of transportation and upon promise to provide for their proper care and use. Their proper use in all of the schools will result in a better knowledge and appreciation of Georgia by Georgians and greater development and utilization of its unlimited resources.
MEMORIAL SERVICE FOR MISS CELESTE PARRISH
By Supervisor J. O. Martin
On September 16th in the little church-yard of her last resting place at Clayton, Georgia, a beautiful service was dedicated to the memory of Miss Celeste Parrish.
The order of the memorial service was as follows:
1. Reading of 121st Psalm by Rev. W. D. Spence, of the Clayton M. E. Church.
2. Song: "America."
3. "Ideals and Precepts of the Life and Work of Miss Parrish," by J. O. Martin.
4. "Her Achievement over Obstacles," Col. R. C. Ramey.
5. "Miss Parrish, a Christian Type," Col. J. T. Davis.
6. "Her Challenge to Youth," Major E. N. Reynolds.
7. "Thanatopsis," Major Reynolds.
8. Placing of floral tributes by children on the grave. The observance of a memorial service has been an annual custom at Clayton since the death of Miss Parrish in 1918. The school children always attend these services and place wild flowers on her grave. Upon the slab over her grave are the words, "Georgia's Greatest Woman."
RENTING SCHOOL BOOKS
The Newton County Board of Education is trying out a new system of renting school books. The board is buying several sets of supplementary readers for the first, second and third grades. The County School Superintendent will look after the renting of the books through the principals of the schools. Each teacher will be held responsible for the rent on books left in her charge. It is the plan of the Board of Education to transfer these books from school to school, leaving them six or seven weeks in each school. By doing this each set of books can be used in four or five different schools during the school year. At a rent of ten cents per copy per child the books will be paid for the first year and the child will have had the use of five readers at the cost of one. It is estimated that the books will last two or three years.
TEXT-BOOKS ON TIME
A week before the opening of the Molena, Georgia, Consoli-
dated High School on September 5th, Mr. I. B. Evans, principal, in-
vited all of his patrons to meet him at the school building at a cer-
tain hour for a conference. Mr. Evans told each patron the number
and cost of all new books the children would need during the coming
term. The patrons then and there paid Mr. Evans for the books
and he in turn ordered them for immediate use. Therefore, on the
opening day every child present was in possession of all necessary
books and as a result there was not a moment's time lost on account
of the absence of texts. This was a most commendable act on the
part of Mr. Evans.
J. O. MARTIN, Supervisor.
A LIST OF WORDS MISSPELLED AT THE SPELLING
CONTEST AT THE S. E. FAIR, OCTOBER 3
1. salable 2. certain 3. sovereign 4. aviator 5. architect 6. analyze 7. medicine 8. suburb 9. illiterate 10. baptize 11. eminent 12. definite
13. parity 14. luxury 15. heresy 16. rapier 17. Nautilus 18. celery 19. salient 20. intricacy 21. miscellany 22. parsimony 23. voluntary 24. maxillary
25. predatory 26. purgatory 27. monitory 28. adjudicate 29. extraneous 30. desperado 31. nucleus 32. mellifluous 33. ingenious 34. habiliment 35. apostasy
TAKING STOCK
Supt. W. B. Morris, of Hart county, requested principals of all Hart county public schools to take a census of all children of school age in their school districts as nearly accurate as possible without extra expense and report same at their first teachers' meeting on Saturday before schools were to open.
At this first teachers' meeting reports were made from each school, put on a blackboard, and summed up. Thus county school officials present knew just how many children there would be in the county this year and each teacher knew how many in his school district. When reports are made at end of the first school month each teacher will know exactly how many children have failed to enroll in his school and county school officials will know exactly how many there are in Hart county out of school.
This will probably give a basis for interesting discussions at the next monthly teachers' meeting, and might also be given wider local publicity through the county paper.
Think up the many ways in which this accurate knowledge of the responsibilities of the schools will help the cause of public education in Hart county.
AN IMPORTANT WARNING
Now that schools are opening again, it should be continually dinned in the ears of the bus drivers the importance of stopping before crossing a railroad track when the bus is loaded with school children.
No matter how much time may be lost, and no matter how stormy the weather, no matter whether no train is due, the school bus should be stopped at every crossing and the driver should be required to make sure no train is coming. The observance of this simple rule will do away with disastrous accidents at railroad crossings, it was claimed.
With the opening of schools thousands of children will start their daily trips to and from the consolidated schools by motor bus. In order that these children may meet with no mishap, and above all, that they shall not be subjected to danger at railroad crossings, it should be the first duty of their parents and of those in authority, to see that the drivers of these school busses are reliable men of mature years, long experience and good judgment.--Eufaula Daily Citizen.
EQUALIZATION
Since the State is committed to a policy of distributing a million dollars of the school funds in such a way as to promote equality of educational opportunities as between the several counties of the State it is now earnestly hoped that county boards of education will co-operate in this laudable purpose by organizing their educational systems and by distributing their funds to the several schools of the counties so as to equalize educational opportunities of the children as between the several communities of their counties.
PROGRAM FOR
SECOND MEETING OF THE GEORGIA ASSOCIATION
OF SCHOOL SUPERINTENDENTS
HENRY GRADY HOTEL Friday, December 2d, 10 A. M. Curriculum Revision, Primary Grades: J. 0. Martin, T. M. Purcell. Discussion. Curriculum Revision, Intermediate Grades: J. I. Allman, Principal Coleman, Miss Katharine Dozier. Discussion.
Afternoon Session The Junior High School: J. W. Griffith, T. J. Lance.
Discussion.
Evening Session Address: Dr. Shelton Phelps, of Peabody College.
Saturday Morning, December 3d, 9:30 A. M.
Election of Officers. The Minimum Standard Units for College. Entrance: Prof. W. T. Smalley, Mercer University.
J. E. PURKS.
GEORGIA
State School Items
Published by the State Department of Education
Vol. IV.
NOVEMBER, 1927
No. 9
CONSOLIDATION TRANSPORTATION
EQUALIZATION VENTILATION ELIMINATION
M. L. DUGGAN
STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Postoffice of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
CONSOLIDATION--TRANSPORTATION-
EQUALIZATION
These terms have been much used and emphasized in discussions of proposed public school progress in recent years. They have come to express powerful arguments to the average citizen, and there is some danger of their extravagant use raising in the public mind greater expectations than can be realized, resulting in many disappointments.
"Equalization" is as much a problem of organization as of finance; and as much a county as a State problem. Transportation is one of the difficult problems of Consolidations, and is the rock upon which Consolidation is sometimes wrecked. Consolidations should be deliberately planned with careful consideration of the transportation it will necessitate. Excessive transportation cost may limit the amount that can be paid for instruction and thereby greatly depreciate the efficiency of the school and so defeat the only purpose justifying the consolidation. The excessive cost of transportation in a few counties is already beginning to threaten the educational value of some consolidations, and hence the seeming necessity of this word of warning. A wise and reasonable policy of consolidation means progress, but reckless or ill-advised consolidations necessitating excessive transportation costs may create embarassing situations. An amendment to Sec. 93 of the Georgia School Code confers upon local tax school district, as well as county boards, the right to provide transportation, and it is thought by many thatj it is better for local district trustees to assume this responsibility.
DISTRIBUTION OF THE EQUALIZATION FUND
Although much study and earnest effort has been given the problem of proper distribution of the Equalization Fund, the State Board of Education has not yet definitely endorsed a plan of distribution. The State Department of Education has been glad to receive various suggestions from many sources, and all have been carefully and earnestly considered. From the majority of special claims presented it is evident that most of these have been considered solely from local standpoints rather than as a State-wide problem. The State Superintendent in endeavoring to outline a plan of distribution has tried to conform strictly to two fundamental purposes, viz:--
1st. "To more nearly equalize educational opportunities of the children as between the several counties of the State"; and
2nd. To avoid infringing upon or impairing the rights of local school authorities.
It should Be remembered that the sole purpose of this Fund as expressed in the law governing its distribution is to "more nearly equalize educational opportunities--as between the several counties of the State", and it should be administered for no other purpose. Among the many special claims upon the Fund reaching this office some are based upon the liberal teachers' salaries they are paying; others upon inability to pay good salaries. Some upon the fact that they are providing long term schools; others upon inability to maintain long terms. Some upon increased school populations; others upon decreased school populations. Some upon good organization and consolidations; others upon too many little schools. Some upon modern school houses and equipment through bond issues; others upon the lack of buildings and teaching equipment. Some upon good business management; others upon burdensome debts incurre'd. And others "too numerous to mention." But it must be kept in mind chat the State Department must be governed solely by the purpose to "more nearly equalize--as between the several counties of the State."
And again, the reasonable inference from the text of the law is that "equalizing educational opportunities of the children" as between the several communities of a county becomes a county problem and a responsibility upon the local school authorities. In solving this county problem the State Department through all of its agencies will stand ready to render every possible assistance through advice and otherwise, but must recognize the authority and responsibility placed by law upon county boards of education. The State Department of Education will actively and constantly co-operate with county boards, and shall expect the same purpose and spirit of cooperation from county boards of education.
In considering plans of distribution it should also be remembered that the Act of 1926 directs that the State Department shall take in consideration the educational needs and the counties' ability to meet such educational needs. Thus the problem is greatly simplified, and it is expected that the State Board of Education will soon be able to announce a just and equitable plan of distribution in full harmony with the purpose and directions of the law and simple enough to be easily understood by all, but can hardly hope to meet all financial needs or to give universal satisfaction. Any plan adopted will be amended and improved as experience may indicate.
CHILD HEALTH THREATENED BY IMPROPER
VENTILATION
The improper ventilation of children's rooms is not only causing ill-health but is stunting the normal development of the nation's
children, according to Dr. Thomas H. Wood and Ethel N. Hendrikson writing in the October issue of "Children, The Magazine for Parents."
"It is not enough that children should play outdoors two or three hours a day," say these two professors of Teachers College, Columbia University, "they should live both day and night in fresh air. In most communities, the health of the children is safeguarded as to pure water and pure milk; the next step is to secure fresh air for children in well-ventilated school rooms as well as in their homes."
Poor ventilation may manifest itself not only in listlessness and indifference on the part of the child but also in sluggish digestion. Overheated rooms have an effect on the nervous system and upon the balanced distribution of blood to all parts of the body.
"Indoor air in winter to be fresh," says the article in "Children, The Magazine for Parents," must be in gentle motion rather than still; it must be moderately moist rather than dry; it must be slightly variable as to temperature, movement and humidity, and it must be free from objectionable dust and odors. In other words, indoor air, to be fresh, must resemble the outdoor air of ideal weather."
Observations convince us that in most Georgia school rooms the temperature is kept too high rather than too low. No school room should be without a good thermometer.
ELIMINATING ILLITERACY
Under Act of a former session of the General Assembly a Commission on Adult Illiteracy was organized and with a small appropriation accomplished creditable results. A bill was introduced in the last General Assembly asking for another moderate appropriation with which to carry on this work, but failed of passage not because of opposition but like many other bills it did not get a final hearing. Therefore the Commission on Adult Illiteracy is without means for prosecuting their work.
Alabama will spend Fifty Thousand Dollars out of the State Treasury annually for the removal of illiteracy, the Legislature which recently adjourned having made such appropriation. This is $37,500 over its previous annual expenditure for this purpose. Since the county and city school boards are authorized to make similar appropriations to meet State expenditures it will probably mean one hundred thousand dollars expended annually to wipe illiteracy out of that State.
Considerable inquiry has reached the Department of Education concerning this work and the prospects of getting Georgia into a
more favorable rank among the States before the next Federal census of 1930. The time is short and whatever is done should be done quickly. Several state-wide organizations are voluntarily offering to co-operate in the work as soon as organized leadership outlines plans of procedure. It is imperative if effective work is done that some funds be raised for financing it, and it is earnestly hoped that a few Georgia philanthropists will volunteer contributions to this worthy cause. A few liberal contributions can easily be duplicated by many small ones, and thus the work of eliminating adult illiteracy in Georgia, so well begun a few years ago, can be resumed with a reasonable hope of making a much better showing in the Census reports of 1930. Who will be first to volunteer a liberal subscription to this worthy cause?
Mrs. Cora Wilson Stewart, nationally known as a pioneer in this work, visited the State Department of Education recently and volunteered her personal cooperation whenever Georgia is ready to resume the work.
SCHOOL ATTENDANCE
The policy of competition as between the schools in percentage of average attendance and the reporting upon the same is showing better results wherever adopted than the compulsory attendance law. If such policies were carried out in every county and city system Georgia's attendance statistics would make a better showing. Similar competition as between the counties would be stimulating. Not much has been done in the State to encourage attendance. Under the law the State school fund is appropriated to the counties on a census rather than on an attendance basis, and Georgia is about the last State in the Union to adhere to the census basis of apportionment of school funds. Possibly the distribution of the new equalization fund could be made to help a little here by considering attendance rather than census.
Why should the State go to any expense for tuition for children who do not go to school?
Including this issue Georgia School Items will be sent regularly to the Daily and Weekly Press in Georgia. All efforts on the part of the Georgia press to bring educational activities and needs before the people will be helpful to the cause. Copies of papers containing educational editorials or school news sent to this office will be appreciated.
A MODEL SCHOOL
The Chicopee Mills, near Gainesville, Ga., is proposing to build for the children of the four hundred families of their mill village,
a modern school plant to be the best yet constructed in the state. It is to be planned by their own architect in co-operation with and under advice of the State Department of Education. It is proposed to make this a model school, as Chicopee is being made a model village, and highest standards in every respect will be insisted upon. The State Department of Education will render every assistance in selection of teachers and organization of the school, and it is expected to be in every respect a model and inspiration to all Northeast Georgia.
THE PUBLIC SCHOOL OUR HOPE
The one topic of conversation that pervades every home today is not the mysteries of the deep, not the exploits of sea and land, not whether the Yanks will win the "world's series," not whether Dempsey will come back, not whether Coolidge will finally "choose" to run, but the one thing that holds the center of the stage is the opening of school. Of all our American institutions the public school has come to dominate more nearly than any other public life. Whether consciously or unconsciously not a new idea arises, nor a new program is planned but that the first thought is the school room. Civic, political, religious, patriotic, fraternal or what not, every organization that undertakes a public enterprise or sponsors a social movement seeks to accomplish its purpose through the school. And why not? Of a total population of one hundred and ten million, twenty-five million are in school. One person out of every five is in the class room. Of the allotted three score years and ten, more than one fourth are spent at school, and these years the most active of life. An army of twenty five million, marshalled under trained leaders for eighteen to twenty years, what could it not do? Nothing but natural then that those who control the currents of life, those who would direct the thoughts and ways of men, should seek to run the schools; natural that those who would enlighten the race, develop the mind and train the hand should turn to the schools; natural, too, that those who would keep the people in subjection, who would stifle freedom, who would keep the worker where he will be "cheap and easy to handle," should fight for access to the child in the class room. It is the latter group which frequently decries the mounting cost of our schools, makes general charges of waste and mismanagement and longs for the good old days. It is this same group which is the first to cry out in patriotic fervor against a teacher or educator who dares think independently or is so bold as to express herself or himself in a manner that is contrary to their well ordered scheme. Be it said to the credit, or discredit, of this group that they, unlike the other groups, are everlastingly on the job. And they have found the secret of success in their designs, viz., inadequate appropriations for schools. A cheap teacher generally means a poorly trained teacher. That means a teacher who must confine
her teachings to the book. The only thing further is to see that the proper book is adopted and the job is about finished. Having done this one may sit back with the feeling and assurance that the schools are "safe." Moreover, a poorly paid, poorly trained teacher is more likely to be subservient to the powers that be, so to speak. She will not likely think for herself nor train her children to think for themselves and thereby will not be prepared to take their place in industry. Cheap and easy to handle go together whether in the shop or in the school.--The Journal of Labor.
EXTRA-OFFICIAL ACTIVITIES
Prof. B. R. Olliff, County School Superintendent of Bulloch county, made a trip up in the Lockhart district one day last week with an automobile filled with good warm clothes and some rations, and hunted up one or two families of orphan children, who were destitute and put good warm clothing on them and gave them food and arranged for them to enter the community school.
He also made trips in other parts of the county last week, looking up such cases, of which there is said to be several.
The clothes are gathered together by kindly disposed people who give them to Mr. Olliff for this purpose--clothes that have been worn, where children have outgrown them, in many instances made of the very best material and suitable to keep the cold from the bodies of unfortunate children.--Local Paper.
GEORGIA State School Items
Published by the State Department of Education
Vol. IV
DECEMBER, 1927
No. 10
NOTICE
Since each issue of the Georgia School Items carries official and important instructions from the State Department of Education to Superintendents and other public school officials, it would be advisable for such school officials to preserve these issues in a permanent file for future reference.
M. L. DUGGAN
STATE SUPERINTENDENT OF SCHOOLS
Entered as second-class matter October 5, 1923, at the Postoffice of Atlanta, Georgia, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 1923.
ATLANTA, GA.
1928
Heartiest greetings for the New Year! May we all realize the responsibilities and seize the opportunities that it will bring to us. To no class of our citizens will the new year bring richer opportunities for real service or graver responsibilities than to public school officials. Upon no other group so much depends the future of our state. The character of our public schools more than any other agency will determine the character of our future citizenship, and our public schools will depend largely upon the wise and faithful discharge of the trusts committed to our public school officials. We shall need more than human wisdom to enable all of us to measure up to the responsibilities and make best use of the opportunities that 1928 will bring. May we face every obligation with faith and courage and deserve a "well done" at the end of the year.
It will require unusual courage to look into the faces of the more than 900,000 Georgia children of today who will be Georgia citizens of tomorrow, and our faith in them will be a measure of their inspiration to us. I commend earnest and prayerful and persistent meditation upon the text, "A Little Child Shall Lead Them." Isaiah 11:6.
M. L. DUGGAN,
State Superintendent of Schools.
EQUALIZATION DISTRIBUTION
After four months of earnest study and careful research and much discussion on the part of all of its agencies, the State Board of Education, at its meeting on December 20, 1927, there being a full attendance with the Governor presiding, unanimously adopted a definite plan for the distribution of the equalization fund appropriated by the recent session of the General Assembly so as to "more nearly equalize educational opportunities as between the several counties of the state."
As the Equalization Act of March 13, 1926, specifically directs the State Board of Education in the plan adopted took into consideration the educational needs of the county and independent systems and the county's or independent system's ability to meet such needs up to a minimum seven months school year with an average teacher-load of thirty pupils in average daily attendance and at an average salary of $630.00 for the seven months school year.
The plan adopted seems to be reasonable, just, and equitable; to meet all legal requirements of the Equalization Act; and to as nearly as possible carry out the sole purpose of the appropriation as expressed in the law, to-wit: to "more nearly equalize educational opportunities as between the several counties of the state." Obviously to accomplish this purpose it can be distributed only to such counties and independent systems whose "abilities" are not sufficient to meet their "educational needs" up to a standard to which the limited equalization fund can bring them, and to such counties in proportion to the difference between their "abilities" and their "educational needs." This will of necessity mean that only about two-thirds of the counties can expect to participate in the equalization fund.
A careful and unbiased consideration of the plan of distribution from a State-wide rather than a local standpoint by all friends of the State's public school system is earnestly desired.
THE PLAN OF DISTRIBUTION
The $1,000,000.00 equalization fund will be distributed to counties and independent systems which receive state funds direct from the State Department of Education upon the basis of educational needs and ability to meet such needs, using latest official reports.
"Educational needs" will be expressed in terms of total average daily attendance for purposes of this distribution; average daily attendance of thirty pupils will be regarded as a teacher-load; and an average salary of $630.00 for a seven months school year will be set
up.
The total average daily attendance of any county or independent system divided by the teacher-load of thirty pupils will determine the number of teacher units, which when multiplied by $630.00 will express the educational needs in terms of dollars and cents.
The "ability" of the county or independent system to meet such needs is expressed by the appropriations from the general school fund plus the results of a five mill levy against the property of that county subject to such levy.
If and when such "ability" of any county or independent system is less than its "educational needs" expressed in dollars and cents as above defined, the difference shall be appropriated to such county or independent system out of the equalization fund, not to exceed $20,000.00.
Four-sevenths of the $1,000,000.00 equalization fund will be apportioned as above, beginning January 1, 1928, for the remainder of the school year, which terminates according to the Act of 1926, on June 30, 1928.
The four sevenths of the apportionment to each and any county or independent system which is to receive said fund will be payable in four equal monthly payments during the remainder of the current school year, each one of the four payments to become due and payable as early as practicable after said county or independent system has completed a month's term within the remainder of the current school year and rendered to the State Department of Education an approved report thereon.
MERITS OF THE PLAN
Some of the constructive merits of the plan are seen as follows: 1. The plan conforms fully to both the letter and spirit of the Equalization Act of 1926, and carries out as nearly as possible the expressed purpose of the appropriation, viz: "to more nearly equalize educational opportunities as between the several counties of the state."
2. Expressing the "educational needs" by the average daily attendance instead of the school census should greatly tend to encourage a better average daily attendance in the public schools, and is in accord with the policies prevailing in all the other states.
3. The plan will establish in the public mind and county administrations a reasonable teacher-load, viz: an average daily attendance of 30 pupils.
4. It will be the beginning of an average uniform salary, looking eventually towards a uniform scientific salary schedule.
4
5. It will begin to throw light upon and result in scientific investigations of "educational needs" and "abilities" to meet needs.
6. The plan of distribution will suggest and encourage better school organizations and equitable administrations of county public school systems.
7. It will emphasize the need of a better equalization of tax returns as between counties.
A PROBLEM OF COUNTY ADMINISTRATION
According to the Act of 1926 the State Department of Education was charged with the responsibility of distributing the equalization fund so as to "more nearly equalize educational opportunities as between the counties." To distribute this fund to individual schools within a county will be a grave responsibility upon county administrations. Whether county administrations use this fund wisely and well in the improvement of educational opportunities or not may greatly influence the State Board of Education in future plans of distributing to the counties.
The State Department of Education will advise and assist county administrations in the solutions of their problems through the Supervisors and otherwise in every possible way, and will carefully observe the results of the use of the equalization appropriations.
In giving us the million dollar equalization fund the General Assembly has imposed a grave and unusual responsibility upon both State and county administrations, and we must not fail to justify their confidence in us.
COUNTY-WIDE TAX LEVIES FOR 1928
Since the Equalization Act of 1926 prescribes "that no county or independent system shall share in the equalization fund for any year unless it levies at least five mills for local tax for its public schools for that year, "it will be necessary for the State Department of Education to know definitely the rate to be levied for county-wide school tax for 1928 before any of the equalization fund can be legally apportioned to any county.
It will therefore be necessary for any county to become eligible under the law for this fund for the county board of education to pass a resolution recommending that the County Commissioners or Ordinary levy a county-wide tax of five mills for school purposes against all property of the county subject to such tax outside of independent systems, and to spread such resolutions upon their minutes, deliver a certified copy of same to the Ordinary or County Commissioners, and to send a receipt signed by the Ordinary or County Com-
missioners for same to the State Department of Education. This should be attended to promptly at the January meeting of Boards in
each County.
A SEVEN MONTHS SCHOOL YEAR
The help of the equalization money will enable Georgia to operate the public schools at least seven months in every county. Without this fund a minimum school year of six months was required by law, many of the counties, however, maintaining their schools eight and nine months. It is confidently hoped and reasonably expected that Georgia will in a short time reach a minimum school year of eight months. Public school progress in Georgia is accelerating most satisfactorily and is probably keeping pace with the growth of public sentiment.
1828 SCHOOL CENSUS
The Georgia law requires County Boards of Education to take a census of all children of their several counties between the ages of six and eighteen under directions of the State Department of Education every five years. Next year (1928) is the year in which the school census is to be taken again.
The State Board of Education at its session on December 20th instructed the State Superintendent of schools to have this census taken by all counties and independent systems between March 1st and April 30th, next. The State Department of Education will have all required forms printed and sent out to superintendents together with all necessary instructions during the month of February.
It has been suggested that if Attendance Officers are employed to take the census it will put them in possession of much valuable information which will enable them to better discharge their duties as Attendance Officers.
EXPLANATION
There appears to be some misunderstanding regarding small decreases in the apportionments from the general school fund to the counties for 1928. The General Assembly apportioned for 1928 and 1929 each $5,003,200.00. This was exactly the same as was apportioned for 1926 and 1927, each. The small decreases appearing in the apportionments to the several counties for 1928 arise from the fact that the General Assembly increased the amount to be deducted from the total apportionments for the Barrett-Rogers state aided schools by $100,000.00 and from the necessity of withholding $96,600.00 for the purpose of paying a minimum salary of $600.00 to each county superintendent directly from the State Department of
6
Education as ordered by the Attorney General's interpretation of Section 151, of the Georgia School Code.
It will be seen from the above explanation that this $196,600.00 subtracted from the total school fund for 1928, while reducing by that much the amount to be apportioned to the counties will get back to the counties during 1928 in direct monthly payments to county superintendents and to an increased number of Barrett-Rogers Consolidated Schools.
AN IMPORTANT RULING
The State Board of Education at its session on December 20, 1927, passed the following order:
A certificate of qualification issued heretofore or hereafter upon examination to a candidate for Superintendent of Schools expires by limitation at the end of three years but subject to renewal for like periods of three years under the same conditions as are currently required for renewal of high school license.
TO SCHOOL SUPERINTENDENTS, TEACHERS AND SCHOOL OFFICIALS OF THE STATE OF GEORGIA:
Christmas has come and gone, bringing with it its train of joys, its happiness, and spirit of good will. I trust that yours was a most delightful and happy one.
Now, a New Year--1928--stands awaiting upon the threshold of time, and as it comes, I wish to offer you my very best wishes for a most happy and prosperous year.
Such seasons of joy as that through which we have just passed should fill our hearts with gratitude and stimulate us to show our appreciation in a fuller and saner way in the future. If we really feel indebted to the Infinite One for the benefits and blessings that have come to us, in what better and wiser way can we show our appreciation of these benefits that have been ours than by developing at this time a determination to contribute more of ourselves to the general good of humaniy in the future than we have in the past?
A man's greatness is to be measured not by what he does or expends upon himself, but rather by what he gives of money or of service to his fellowman.
In my opinion, no servant of the public contributes more to the general welfare than those engaged in educational work. No servant of the people contributes more to the upbuilding of our manhood and womanhood than the faithful superintendent or teacher who ever keeps in mind the wonderful opportunity that is afforded for con-
tributing at least a mite to the upbuilding and betterment of our state and nation. Such a contribution you have been making and I am sure that inspired by what you have done in the past, you are determined, during the good year of 1928, to make a still greater contribution to your county and your state.
For the splendid work you have done in the past, I and every member of the Department of Education thank you. The state thanks you. The nation thanks and blesses you.
Personally, I wish to be of some help to every school official in the state during the coming year and I desire thai every one whom I can assist in some constructive way will not hesitate to call upon me. On the other hand, you can be of great assistance to me in my work as State High School Supervisor and Director of Certification.
I have, for years, entertained the thought that many of our children in the past, at least, have been cheated out of an opportunity to get the fullest benefits of an education because of improperly distributed and improperly conditioned elementary schools and high schools. We have too often pretended to have a high school when no accrediting agency would accept the work done in such unstandardized high schools.
Let each and every superintendent, during 1928, strive to develop a system of schools that will approximate more nearly the system that we ought to have in each county. Let us not neglect our elementary school in order to have a high school as the future of the nation depends largely upon the kind of elementary schools we are to have in the future. Develop first class elementary schools and the first class standardized high school will follow as surely as the night and day.
Each and every teacher of the state should read carefully the bulletin on certification and county superintendents are requested to call attention to the conditions that should be met before certificates may be granted, renewed, or converted. Attention to this matter upon the part of county superintendents will be appreciated as a personal favor.
Let us make 1928 a banner year educationally for our great state. Let us put some more zip and pep and snap into our school work and thank God, as never before, for the great privilege of living and serving such a great state and such a great people--and the finest children in the world--the children of Georgia.
8
Again assuring you of my desire to serve you and again wishing you all the joys of this glad season, I am,
Yours cordially and gratefully,
EDWIN ALDINE POUND,
State High School Supervisor and Director of Certification.
A HAPPY CHRISTMAS TO YOU
True happiness can only come from good deeds well done. The truest and most beautiful picture ever painted of the Master was the picture portrayed in the words "He Went About Doing Good." The picture might have been more nearly complete had the words been "He Went About Doing Good For Others." Not for ourselves, then, but for others, Oh Lord. True happiness that lasts beyond the using is inextricably tied up with making others happy, particularly those less fortunate than ourselves. I wish for each of you true happiness now and evermore. May the meaning of the Master come to us through silent contemplation as we celebrate His birthday, and may this meaning translate itself into our lives during each succeeding day until we plant our feet upon the shores of eternal deliverance and enjoy with Him His Heavenly Happiness.
GORDON G. SINGLETON,
Director Division of Information and Statistics.
CONSOLIDATION IN NORTH GEORGIA
By Supervisor J. O. Martin
The five newest and largest outstanding consolidations in North Georgia are the following schools:
Blackwell's, in Cobb County; Franklin, in Murray County; Chattanooga Valley in Walker County; Dawnville in Whitfield County; Sugar Valley in Gordon County.
The Chattanooga Valley School presents an appearance of unusual beauty by reason of its natural surroundings. The Sugar Valley School is unique in that it was constructed of the native gray stone which abounds in that section.
The Dawnville, Franklin and Blackwell Schools represent large consolidations effected by considerable efforts in overcoming more than the usual obstacles involved in consolidations.
BUILDINGS REPLACED AFTER FIRE
Within the past twelve months the three schools in North Georgia accidentally destroyed by fire have been rebuilt according to standard specifications. These buildings are of unusual beauty, and were erected at remarkably low cost. The trustees and other men of the Hiram Community in Paulding County met and did the work of rebuilding at a cost of $15,000--the amount of insurance received from the old building.
The building at Cumming was replaced at a cost of $12,000, and the one at Bostwick at a cost of $10,000.
These buildings represent beauty combined with economy and usefulness and these communities deserve a great deal of credit for this splendid work.
The County School Superintendents who have been largely responsible for these splendid consolidations are Col. Bernard Awtry, of Cobb; Mr. Fred Davidson, of Murray; Mr. R. D. Love, of Walker; Mrs. J. M. Erwin of Whitfield and Mr. W. L. Swain of Gordon.
Cedar Grove, Georgia. November 21, 1927.
Mr. J. O. Martin, Atlanta, Georgia. Dear Mr. Martin:
Three weeks ago, realizing how badly our building needed repairing, the other teachers, high school pupils and I decided that we would do the work if the trustees would buy the material. They bought metal ceiling for one classroom and hired a man to ceil this room. The boys gave the room two coats of paint. The walls and ceiling were painted Ivory and the wainscoting was painted a dark brown. The floor was scrubbed and oiled.
Four other classrooms were given two coats of paint each in the same manner. Some of the boys replaced all of the broken window panes while the girls washed all of the windows in the building and arranged the books in the library.
The trustees hired a man to repair the damaged plaster. It took him two and one half days to complete the work.
I have never seen a group of boys and girls more interested in any kind of work. Some of the boys remained to help until 7:30 o'clock one night and one of the teachers, Mr. Crowder, and some of the boys helped until 9 o'clock the next night. Several of the
10
boys met me at the school house at G:30 every morning and two boys, Mr. Crowder and a truck driver painted all day one Saturday.
The only hired labor was the man who put on the metal ceiling, the plasterer and the truck driver, who was given credit on his childrens' tuition, to paint and direct the boys who were painting.
We have a new school building on the inside as a result of a few days' work, and we are all proud of it.
The boys and girls are already talking about planting more trees around the building.
We will be waiting for you to pay us another visit. Yours respectfully, V. L. JOINER.
II
American Education Week
INDEX
Volume
III
American Education Week
IV
Bibliography for Superintendents of Schools
III
Certification
IV
Certification
IV
Consolidated Schools as Community Center
III
Consolidation
IV
Consolidation
IV
Child Health
'_
IV
Corner Stone of Democracy
III
County School Officials' Convention
III
Equalization
III
Equalization
IV
Equalization
IV
Equalization T
IV
Equalization
_
IV
Georgia Association of County School Superintendents
(Program of)
IV
Georgia Education Association
III
Health and Physical Education
IV
Illiteracy
IV
Land, Fort E. (In Memorian)_
IV
Land, Fort E. (Resolutions)---
IV
M ay Day
IV
Model School
IV
National Education Association.
III
Official Activities
IV
Opinion Attorney-General
IV
Parrish, Miss Celeste (Memorial Service)-
IV
Number
5 8 4 3 7 5 10 9 9 5 2 2 7 8 9 10
8 2 4 9 6 7 4 9 2 9 7
Pages
1-26 2-6 31 1-36 4-5 27
9 2 3-4 25 8-9 9-12 1-2 11 2-3 3-6
17 7 1-30 4-5 1-7 8 1-30 5-6 7-8 7 3-4
INDEX
Public Schools
Recommendations to General Assembly
Reading Course 1926
:
Renting School Books
Safety Education
Scholarships
:
School Attendance
School Census
School Code (Supplement to)
School Legislation 1
..
School Library
Spelling (Words Misspelled)
Standards for Accrediting Elementary Schools
State Reading Course
Summer Schools
Summer Schools
Taking Stock
Tests and Measurements
Textbook Lists (Yeomans)
Textbook Lists (Yeomans)
~
Warning
j
__
Volume
IV IV III IV -- III III IV IV III IV III IV .. IV III IV III IV III IV III IV
Number
q 5 2 8 7 2 9 10 3 7 4 8 7 4 2 2 8 6 1 1 8
Pages
6-7 1-20
7 9 1-59 12-14 5 6 1-19 1-3 33-34
Q
5-7 32 1-4 4-7 10 1-19 1-27 1-21 10
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