----.----- 1 THE LIBRARY OF THE UNIVERSITY OF GEORGIA -/ INDEX Volume Number Pages A Bill (H. R. 2570) Chas. Brand, Ohio. Accredited Elementary Schools--Standards Adult Illiteracy in Georgia Better Health for the Children Bicentennial of Georgia (Willis A. Sutton) Books for our Children VI VI - VII VII VII VI 4 9-10 7 2-4 1 5-6 7 10-12 1 8-9 1 7-9 Comparative Pupil Achievement in Rural, Town and City Schools of Georgia VII 4 3-35 Constructive Policies of State Department of Education VII 1 3-4 Course of Study for Elementary Schools Dental Hygiene Health Education Week--May 5-10 Is Georgia Too Poor to Educate Her Children VI 8 VII 1 12 VII 3 13 VI 4 4-5 List of State Adopted Books--January 1, 1929 to January 1, 1934 VI 2-6 List of State Adopted Books--January 1, 1929 to January 1, 1934 VI 6 3-7 Lists of Accredited Elementary Schools--1929 VI 7 4-6 Lists of Accredited High Schools--1929 VI 7 7-10 N. E. A., Atlanta, Ga., June 28 to July 4, 1929 VI 5 2-4 Party Visits Cobb County Schools Permanent Educational Exhibit VII 3 11-13 VII 7 12 Pound, Edwin Aldine (In Memoriam) VII 1 2 Program of 36th Annual Convention of Georgia Superin- tendents' and Public School Officials' Assn VII 1 10-11 Public Schools and Public Roads are Public Interests.... VII 7 13 Report of the Illiteracy Campaign VII 5 2-24 Report of the Survey of the Schools of Butts County, 1929-1930 VII Resolutions--Adult Education, N. E. A. Presidency, and Necrology VII 3 14-15 Some Practical Aids to Health VI 4 6-8 Some Practical Aids to Health VI 9 2-4 Supplement to Yeomans Text Book List VTI 2 3-28 Teachers and Politics VII 3 13-14 Teacher's Reading Course VII 1 13 Ten Major Objectives of the State Department of Education for the Next Two Years VII 7 3-9 The American School of Air VII 1 7 The Financial Situation of Georgia Public School System VI 3 3-11 The Public School Crisis VII 9 2-4 Unified Course in Health VI 1 6-9 Urge for Prompt Payment Legislative Appropriations.. VII 3 3-11 White House Conference--Child Welfare and Protection VII 2-4 Yeomans Text Book List VI 3-176 *k GEORGIA. ^|^,4 State School Items Published by the State Department of Education. VOL. VI. JANUARY, 1929 No. 1 List of State Adopted Books For Five Years January 1, 1929 to January 1, 1934 M. L. DUGGAN 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. LIBBARY BOOKS ADOPTED FOR THE PRIMARY AND GRAMMAR GRADES GEORGIA SCHOOLS, 1929-1934. READERS: Primary Basal Child's World Primer, Johnson Publishing Co. Child's World First Reader, :.... Child's World Second Reader Child's World Third Reader Kendall Fourth Reader, D. C. Heath and Co Kendall Fifth Reader, Elson Sixth Reader, Scott, Foresman and Co. ._ Elson Seventh Reader, Supplementary Readers: The Moore-Wilson Readers, D. C. Heath and Co. Grade One, Book One, Primer Grade One, Book Two, First Reader Grade Two, Second Reader Grade Three, Third Reader Fourth Reader ; Fifth Reader Sixth Reader ___... Getting Acquainted with Georgia, Seventh Grade, Southern Publishing Co. Manly: Good Reading, Chas. Scribner's Sons: Primer (1928 Edition) First Reader (1928 Edition) Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader Hill and Lyman: Reading and Living Seventh Reader, Chas. Scribner's Sons Great Pictures and Their Stories, Mentzer Bush & Co. Book One Book Two Book Three Book Four Book Five Book Six Book Seven Retail Retail Exch. Whol'e Price Price Price Whol'e Exch. Price .40 $ .32 $ .35 $ .279 .45 .34 .393 .296 .50 .42 .433 .365 55 .42 .48 .365 75 .68 .66 .62 75 .68 .66 .62 72 .63 83 .72 .51 .48 .45 .42 .55 .52 .48 .45 .62 .59 .54 .51 .69 .65 .60 .56 .72 .68 .63 .59 .75 .71 .66 .62 .75 .71 .66 .62 .60 .54 48 .45 .42 .39 52 .48 .45 .42 66 .61 .57 .53 69 .64 .60 .56 76 .71 .66 .62 83 .77 .72 .67 83 .77 .72 .67 .83 .77 .72 .67 62 .58 .54 .50 62 .58 .54 .50 62 .58 .54 .50 69 .64 .60 .56 69 .64 .60 .56 69 .64 .60 .56 69 .64 .60 .56 Retail Retail Exch. . Whol'e Price Price Price WhoFe Exch. Price Elson Readers: Scott, Foresman & Company Elson Primer Elson Book One Elson Book Two Elson Book Three Elson Book Four Elson Book Five Child Library Primer, Scott, Foresman & Co. Child Library Book One Child Library Book Two Child Library Book Three ______ Child Library Book Four Child Library Book Five Child Library Book Six Child Library Book Seven Carpenter's Around the World With the Children, American Book Company 48 .46 .42 .40 52 .49 .45 .42 59 .56 .51 .48 66 .63 .57 .54 69 .65 .60 .56 72 .68 .63 .59 48 .46 .42 .40 52 .49 .45 .42 59 .56 .51 .48 66 .63 .57 .54 69 .65 .60 .56 72 .68 .63 .59 72 .68 .63 .59 83 .79 ' .72 .68 .62 .54 Smith and Sutton's Open Road to Reading, Ginn and Co. Primer .38 .36 .33 .31 First Reader .45 .42 .39 .36 Second Reader .49 .45 .42 .39 Third Reader .52 .49 .45 .42 Fourth Reader .56 .52 .48 .45 Fifth Reader '_ Sixth Reader ~ .59 .56 .51 .48 .66 .61 .57 .53 Coleman, Uhl and Hosic: TlrV^trrti*y^rj^e%Irrrg*gr^ FiSE7ft^d?r^^^."^^r^."^^*^^'*^*^^"^^*^^"c>^f2^ 49' Jj; ~ - | - Se^o^t&a^^^:^^"*^'*^"*^'*^**^"*^^^?*' ' i^T^ '*'& * Tn*d^e^d^-^^r^^^,,^^^^.?^<*^^.^^^^^-;7jtr^ ^;& -- LRITHMETIC: Morey's Little Folks Number Book, Chas. Scribner's Sons Triangle Arthmetics, Without Color, With Answers in Book, John C. Winston Co. _. _ Book One, Grades Three and Four Book Two, Grades Five and Six Book Three, Grade Seven .42 .39 .36 .34 .60 57 .53 .50 .60 57 .53 .50 .74 70 .64 .60 GRAMMAR: Howard-Hawthorne-Howard: The Language Garden (Second Grade) The MacMillan Company __ Denny and Skinner: Our English (Third Grade) Chas. Scribner's Sons Modern Course in English, D. C. Heath & Co. Book One ; Book Two Retail Retail Exch. Whol'e Price Price Price 51 .48 .45 35 .32 .30 49 .46 .43 60 .55 .52 Whol'e Exch. Price .42 .28 .41 .50 GEOGRAPHY: Knowlton, First Lessons in Geography, The MacMillan Company Brigham and McFarlane's Essentials of Geography, American Book Company First Book Second Book (With Georgia Supplement) HISTORY: Evan's First Lessons in American History, Revised, Benj. H. Sanborn and Co. Evan's First Lessons in Georgia History, American Book Co. Mace-Tanner Old Europe and Young America, Rand McNally and Co. Thompson's History of the People of the United States, D. C. Heath and Co. AGRICULTURE: Pleasant and Profitable Farming, Chapman and Sheffer, Smith, Hammond & Co. .75 .70 .66 .61 1.21 1.05 1.69 1.47 .75 .675 --" .73 -- .63 -- .88 .71 .765 .639 .05 1.00 .91 .86 .90 .80 .78 .70 CIVICS: Hughes' Elementary Community Civics with Georgia State Supplement, Allyn & Bacon Co. 1.03 .96 .90 84 PHYSIOLOGY: Lummis & Shawe: The Safety Hill of Health, Book One, World Book Company Lummis & Shawe: Build'ng My House of Health, Second Grade, World Book Company Lummis & Shawe: The Road of Health to Grown-up Town, Third Grade, World Book Company Griffith: Just Ten Minutes, Fourth Grade, Smith Hammond & Co. 45 s .405 .... 49 -- .441 -- 53 -- .477 55 .52 .48 .45 Calvert: Every Day Living, Fifth Grade, Smith Hammond & Co. Ritchie-Caldwell: Primer of Hygiene and Sanitation, Sixth Grade, World Book Co. Winslow's Healthy Living, Book Two, Georgia Edition, Seventh Grade, Chas. E. Merrill Co. Retail Whol'e Retail Exch. Whol'e Exeh. Price Price Price Price .60 .55 .52 .48 .75 _ .675 .78 .72 .68 .65 SPELLING: Trabue-Stevens Speller, Row, Peterson & Co. Primary Grades 2-4 Advanced Grades 5-7 .40 .38 .36 .34 .35 .33 .32 .30 WRITING: Graves Muscular Writing, Progressive Course, Standard Edition, W. S. Benson & Co. Regular Series, Books 1-7 .09 Record Edition, Books 1-7 .12 RECOMMENDED: The Winston's Simplified Dictionaries Primary Edition Intermediate Edition, Special Advanced Edition Advanced Edition, Indexed The John C. Winston Co .69 .64 1.02 .97 2-28 2-48 2.20 2.40 Industrial and Applied Art Book Series, Mentzer Bush & Co. Books 1-7 -21 Ruch-Knight-Studebaker Work Book in Arithmetic, Scott, Foresman & Co., Pupil's Edition Grades 3-7 .31 Geography Note Books, Iroquois Publishing Co., Inc. Iroquois Geography Note Books, Book 1 .35 Iroquois Geography Note Books, Book 11 _ 45 Progressive Music Series, Silver, Burdett & Co Book I, Grades 2-3 Book II, Grades 4-5 Book III, Grades 6-7 Manual I Manual II Manual III One Book Course One Book Course Manual .62 .59 .66 .62 .70 .66 1.47 1.47 1.47 .70 .66 .55 .075 .10 .60 .89 1.98 2.16 .18 .27 .30 .39 .54 .58 .61 1.28 1.28 1.28 .61 .48 .55 .84 1.93 2.10 .51 .54 .57 .57 Victor Rural Unit Course No. 1 with the twenty lesson plans accompanying the course, Victor Talking Machine Company, Candler, N. J. Records, $10.00; Case, $1.50. 96593 A TREAT FOR THE CHILDREN Editorial From Savannah Morning News. Another good thing the book committee of the State Board of Education which recently selected and adopted text books for the common schools for the ne^ five years, did was carefully and judiciously to select a group of books for supplement!! reading; for the children the young ones in the elementary grades and the o'der one in the higher grades. This selection does not obligate parents to buy these books "t does not force the schools to purchase them. It merely adopts and recommends'a seected books a rich treasury of fine reading for the children-directing their reading into the most interesting and helpful channels. xeauing . Jhese supplemental reading books may or may not be read; they ought to be; in thousands of cases they will be. Libraries for the schools, even the smaller country schools, are multiplying; reading is increasing at an astonishing rate despite the pessimists of the day. The school libraries may put in these supplemental reading books and be sure that the wisest and best judgment of experts in children's read mg picked them out. This saves a world of time and worry for the schools; it saves the same care for the parents. Libraries will in many cases obtain full sets of these supplements, embracing a wide range of subjects, and the libraries will be enrichedmany parents who know that a good book is of more value than almost anything else of the same cost, will in many cases actual.y buy these books for their children The children of the state, especially the rural sections where good reading is most rapidly increasing, have been done a real service by the board in this selection of the best reading for them--and with no new cost required of parents. UNIFIED COURSE IN HEALTH Editorial From Atlanta Constitution. The Georgia state board of education is to be warmly commended for adopt mg a complete program for the teaching of health in all the seven grades of the public elementary schools. This action gives Georgia the distinction of being the first southern state to require health instruction in all elementary grades. The adoption of textbooks previously did not make the teaching of health through readers and textbooks, required in the first three grades, but with the adoption Wednesday of a health reader for each of these grades, the public schools will now have a unified course in health, hygiene, and physiology. This health program had the active support of Governor Hardman, who, as a physician, realized the importance of a unified course in health for all elementary school children. It was also indorsed by the State Board of Health and the Georgia Tuberculosis Association. Georgia is to be congratulated on having a governor and a state board of education who, by their action in adopting a health course through the required use of readers and textbooks, not only render a distinct service to the children of the state, but also puts Georgia in the lead as being the first state in the south to inaugurate' such a comprehensive health teaching program. BOOKS FOTreyftsemDREN By Miss Katharine Dozier, Member Georgia State Board of Education This subject is vitally interesting to all who are genuinely concerned in the welfare of children. I was brought up to believe that there are four essentials for life and living, food, clothing, shelter, and BOOKS. And that this fourth essential is as necessary for mental development as the first essential is for physical growth. The selection for children of suitable and lifegiving reading requires knowledge, thought, and experience just as skilled as that required by a dietitian in the proper selection of body-building foods. The able research and wide investigations made by skilled book-builders for children in the past five years have placed in the hands of child-lovers an invaluable treasure of information concerning what is best for our children. The publishers of books for children have used this skill and knowledge to wonderful advantage and as a l-esult of study and research have produced beautiful books, literary in content, artistic in illustration, attractive and durable in binding, reasonable in price. The task of selecting books suitable for our children has been rendered simple if we take advantage of the facts just noted and utilize the information and knowledge acquired by an intelligent study of the child's needs and demands and met by an equally intelligent response to his needs and demands. A lifetime spent in the teaching and care of children has convinced me that good reading is the most important factor in their mental development and in their character building. Knowing from my own experience how great an influence has been exerted on my life and work from the things I have read, I cannot fail the children in giving to them the best reading available in order that they may have the highest ideals, the finest inspiration, the soundest knowledge in the forming of their characters and in the making of their lives. We have, comparatively speaking, few real children's classics. Therefore in selecting books for them we must take care that the books are really built with the child in mind rather than scrapped together with the use of scissors and paste-pot. Too many of our old type text-books bear the stamp of this scrap-book characteristic, while the new ones are almost entirely free from this stigma. The child's interest is the measure of the benefit he derives from reading. In the making of the new books for children this child's interest is the major factor. His interest not only in story content but his love of color and his delight in pictures is carefully provided for in an intelligent way. Color in binding, beauty in illustration, soundness in content, pleasure in story, all are provided by wise publishers, all are available for the children. Our business is to place these books within the reach of the readers, our children. One of the best ta'ks I have ever heard on books for children was given by the librarian of one of New York City's libraries in the children's section. Her constantly recurring admonition to parents and teachers was "EXPOSE THE CHILDREN TO BOOKS." By having well chosen, attractive looking books on tables, low shelves, in cozy corners, of easy access, at home, in school, she impressed upon the minds of her hearers that the books "would take" if the proper "exposure" was made. Again we note that the book must be attractive in appearance if the "exposure" is to be successful and a good "take" assured. n An interesting phase of the Child's interest is his modern attitude towards dren walking with me on one of our village streets on Christmas Day last year and transportation and his vital delight in fast moving things. A keen observer of chillooking at the "kiddie-kars", "scooters", skates, coasters, tricycles, air-planes on wheels, and wheeled toys of every description, said, "Truly the whole world is on wheels today." This morning on my way to school I watched small boys with aviation caps snugly fitted to their heads "flying" to school on their bicycles, each small Lind- bergh" thrilling over his swift motion. _ This interest in moving things was manifest the other day in one of our second grades when a new supply of supplementary readers was placed upon the grade reading table. The children eagerly sought to secure first, an orange colored book with an airplane in flight, next a blue book with a steam-ship plowing through the waves and next, a green book with a child and his pet playing together on the cover. The three most popular books on the table are chosen because of color and motion, bearing out the well known but too litfe used principle that colorful, moving, living things have "the most vital appeal for children. When the teacher of these second grade pupils tested their willingness to learn new words in the stories they had chosen she found them eager and quick to faster the terms, "hangar, propeller, goggles, etc., etc.," which were not m their former vocabulary.^ experience and observation in watching children select books from the school library I know that the first thing they always note is the color of the binding the next, the pictures, using these two attractions to guide them m their choice with the actual content of the book left for trial by reading Knowing the child's interest and knowing also that his likes and tastes have been catered to fn the best way and most effective manner by modern publishers, we Sown ups have but one duty to perform. We must place these beautiful lifegivmg books well within the reach of our priceless possessions, our children. To do this we must first of all educate these same grown-ups into an apprecia- tion of the real value of books and their relative value as compared with other things For example-listen to this true story. The other day a little boy came in.iron schoo and askedhis father for fifty cents to buy a new Primer. His father replied "I can t afford it I've bought you one Primer this year." He then turned to a visitor m the h!me a student of Furman University, and invited him to go to town with him The TM man accepted his hosts invitation and on the way the father of the child who had as^edfoh book said, "I want to stop a minute at this Drug Store, and ge some ciga'rs." He spent fifty cents for the cigars and saw no -ons^ncy in his having told his small son "I can't afford to buy you a book. Happily the young SsS student did see the inconsistency, called the father's attention to it and the little boy got his Primer. / This actual happening is repeated hundreds of times every day m hundre^ of homes in Georgia and shows the great need of educating our citizenship m ie. values and relative values. What family in Georgia would stay at home when they wanted a holiday tup if thev had the price of gasoline? Yet we hear many of these same families complaining of the cost of a school book that the price of two gallons of gasoline would buy. We are delighted that holiday trips are increasingly possible for our grownups andlr children. But the growing prosperity of our state m material affans 8 demands of us that we keep pace in our citizenship with a constantly increasing intGllifTGncG. Our school consolidations in our rural districts afford our children ever better opportunities for cultural development. Our Parent-Teacher Associations are seeing to it that books, musical instruments, maps, laboratory equipment supplies of every kind are added for our children's education. Let us demand the best of everything for our children and fathers and mothers will see that it is provided. Georgia is rich. She can afford anything her children need. We appeal to vou, grown-ups, citizens of Georgia, come let us all unite in demanding an m TM '"WHAT IS BEST FOR OUR CHILDREN." And **TM*TMe "}*** our children" there will be a generous supply of BOOKS FOR OUR CHILDREN. RURAL SCHOOLS INSTALL A RADIO STATION Thirty-five rural schools in Fort Bend County, Texas, recently installed a central radio broadcasting station, according to the ^**'^^rjl that State The cost of the station was shared equally by all of the schools and each school supplied itself with an amplifier suitable for receiving programs given local y o; at a distonce. All schools are now able to hear broadcasting from^y po* the United States. Upon the occasion of the installation program last November, the coun^ superintendent, the State superintendent, and the th ^ak h^ unique experience of addressing simultaneously every one present m the 35 widely separated rural schools. i,',,,:*,; The installation of this modern equipment besides giving the schoo s cjjortuarty to hear desirable programs, many of which are instruction in na -'JlT fTM facilitate the efforts of the county superintendent to coordinate and improve the work of the schools. It will partially recompense for his ^^^^^Tet^tle freauentlv He is now in close "touch" with each rural school. He can meet the Set and pupils every day at assembly He can transmitannou-mentj nd special information directly to all. The teachers and pupils of these rural^schools a to be congratulated on the additional advantages the equipment provides. The for- tion the cost would be prohibitive and the undertaking a failure. RESULTS OF A TEN-YEAR SCHOOL IMPROVEMENT PROGRAM The educational progress made in Anne Arundel County Maryland. *j* ^ cent years clearly shows the value of careful planning: by f^J^^ZZt of competent leadership in the execution of adopted plans. According during the ten-year period in 1916-1926. The following are typical examples of the progress shown: in 1916 t^ere were 80 school buildings in the county, mainly of the one- and two through school at the normal rate or faster; and only 63 per cent of those finishing in the eighth grade went on to high school. After 10 years of definite planning the 80 old buildings are replaced by or remodeled into 49 attractive ones; nine-tenths of the pupils are in standard classrooms with modern equipment; upper grade pupils are transported to central high schools; 76.5 per cent of the pupils are passing through school at the normal rate or faster; and 95 per cent of those finishing the eighth grade go on to high school. Concerning this progress the county superintendent writes"To-day we have passed beyond the experimental stage. We are now able to set up and maintain standards equal to those of the best city systems and carry forward through high school hundreds of boys and girls from country districts who would otherwise have been deprived of any such opportunity." IMPORTANT! Applications for Barrett-Rogers Aid to county high schools and consolidated elementary schools for 1929 should be made on the new blank forms, and returned to the State Department of Education prior to May 1, 1929. Permanent cumulative individual records must be kept by all schools applying for this State Aid. 10 GEORGIA State School Items Published by the State Department of Education VOL. VI FEBRUARY, 1929 No. 2 Teomans Text Book List M. L. DUGGAN STATE SUPERINTENDENT OF SCHOOLS .OU gQ ' '.,,0,,0 ao an 6Q ' ' , 00 .00 _ .OU '.60 .00 . ou .' oU .OarU. 6Q '.ou ' ' .60 EVENING SCHOOL BOOKS Boas--Leading Facts for New Americans Chancellor--Arithmetic for Evening Schools 68 60 ' 4S Chancellor--Studies in English for Evening Schools '_'_'_ \%o 45 Chancellor--History and Government of the United States for Evening School 60 Chancellor--Reading and Language Lessons for Evening Schools g0 Chancellor--Standard Short Course for Evening Schools'. . ." .. . 80 60 Houghton--First Lessons in English for Foreigners in Even- ing Schools eo 45 AMERICAN BOOK COMPANY 17 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Eoughton--Second Book in English for Foreigners in Even- ing Schools .64 .48 Markowitz and Starr--Everyday Language Lessons .60 .45 Longs--Reader for New Americans, Book One .68 .61 Longs--Reader for New Americans, Book Two .68 .61 FRENCH FRENCH LANGUAGE Decourbey--French Verb Blank Fontaine--French Prose Composition Francois--Beginners French Francois--Essentials of French Francois--Introductory French Prose Composition Francois--Alternate Exercises for Introductory French Prose Composition Francois--Advanced French Prose Composition Francois--Crosse Beginners French Guerber--Easy French Prose Composition Guerber--Joan of Arc, French Composition Meras--Le Premier Livre Meras--Le Second Livre Meras--Le Premier Livre Edition Phonetique Avec Gram- malre Supplementaire Meras--Le Second Livre Edition Phonetique Avec Gram- malre Supplementaire Morrison and Gauthier--French Grammar Worman--First French Book Worman--Second French Book sa -62 J 00 1.20 .52 -60 1.12 1.12 -48 -48 1.04 1 -04 1.12 1.12 1.60 -48 -48 39 76 90 39 45 84 84 .36 .36 .78 .78 .84 1 .20 .36 .36 .70 .84 .37 .79 .79 .34 .34 .73 .73 .79 1 .12 .34 .34 FRENCH READERS AND LITERATURE The letters E, I, and A, following the text titles below indicate the grades, Elementary, Intermediate, and Advanced of the modern language association. Augier and Sandeau--Le Gendre DeM. Poirier (Roedder) I__ Bacon--TJne Semaine a Paris E Bruno--Le Tour De La France (Syms) E Bruno--Le Tour De La France (Wilson) E Cameron--Tales of France A Chateaubriand--Les Aventures Du Dernier Abencerage (Brunei) E Conley--La Fille De Thuiskon E Corneille--Le Cid (Bruner) I Cramer--Ca Et La En France I Cremieux and Decourselle--L'Abbe Constantin (Francois) IDaudet--La Belle Nlvernaise and Other Stories (Jenkins) I. . _ Daudet--Tartarin De Tarascon (Fontaine) I Dumas--La Tulipe Noire (Brandon) I Dumas--Le Chevalier De Maison Rouge (Sauveur and Jones) E . Dumas--Le Comte De Monte Cristo (Fontaine) I Dumas--Les Trois Mousquetaires (Fontaine) I Dumas--Excursions Sur Les Bords Du Rhin (Henckles) E Dupres--Drames Et Comedies E Erckmann--Chatrian Madame Therese (Fontaine) E Foa--Le Petit Robinson De Paris (De Bonnerville) E Foncin--Le Pays De France (Muzzarelli) E Fontaine--Douze Contes Nouveaux E Francois--Easy Standard French E Goodell--L'Enfant Espion & Other Stories E .56 -84 -84 -66 1 -20 -66 -84 -84 -84 .64 .64 -64 -64 '64 -64 -84 .64 .64 .64 -84 -64 -64 -64 .42 .63 .72 ^ -63 .48 .48 .48 48 --" .48 .63 .48 .48 .48 .63 .48 18 AMERICAN BOOK COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Guerber--Contes Et Legendes Part 1 E Guerber--Contes Et Legendes Part 2 E Guerber--Crosse Contes Et Legendes Part 1 E Gyp--Petit Bleu (Meylan) E Halevy--L'Abbe Constantin (Francois) E Harry--French Anecdotes E Hatheway--Modern French Stories I Healy--La Comedie Classique En France A Hugo--Hernani (Bruner) I Hugo--La Chute (Kapp) I La BedolUere--La Mere Michel Et Son Chat (Josselyn) E___ Labriche & Martin--La Poudre Aux Yeux (Francois) New Edition E La Brete--Mon Oncle Et Mon Cure (White) I La Fontaine--Fifty Fables (McKenzie) A Laurie--Memories D'Un Collegien (Borgerhoff) I Lecouve & Labiche--La Cigale (Farrar) E Lesage--Historic De Gil Bias De Santillane (Francois, Greenberg) I Mairet--La Petite Princesse (Healy) E Mairet--La Tache Du Petit Pierre (Healy) E Mariet--La Tache Du Petit Pierre (Manley) Meras--La France Eternelle I Mairet--L Enfant De La Lune (Healy) E Meras & Roth--Petits Contes De France E Merimee--Colomba (Williamson) I Moliere--Le Bourgeois Gentilhomme, Roi & Guitteau I ~_ Moliere--Les Femmes Savantes (Eggert) A Racine--Iphigenie (Woodward) A Sand--La Mare Au Diable (Randall Lawton) E Sand--Le Meunier D Ang'Bault (Kuhne) I Roths--Contes Des Provinces E Sandeau--Mademoiselle De La Seigliere (White) I Schultz--La Neuvaine De Colette (Lye) E Scribe & Le gouve--Bataille De Dames (Eggert) I '_ Sevigne, Mme--De Selected Letters (Syms) I Shippee & Green--Stories from French Realists A Syms--Easy First French Reader E Syms--Le Chien De Brisquet and Other Stories E Taine--Les Origines De La France Contemporaine (Raschen) A Verne--Les Enfants Du Capitaine Grant (Healy) E Voltaire--Selected Letters (Syms) A Weill--French Newspaper Reader I Weill--Historical French Reader E .84 .84 .98 .64 .64 .64 .64 .84 .93 .64 .66 .64 .64 .64 .84 .66 .84 .64 .64 .64 .80 .64 .84 .64 .64 .64 .84 .64 .64 .88 .64 .64 .64 .64 .64 .64 .64 .84 .66 .92 .84 .84 .63 .63 .72 .48 .48 .48 .48 .63 .69 .48 .42 .48 .48 .48 .63 .42 .63 .48 .48 .48 .60 .48 .63 .48 .48 .48 .63 .48 .48 .66 .48 .48 .48 .48 .48 .48 .48 .63 .42 .69 .63 .48 GENERAL SCIENCE Clark--Introduction to Science Clark--Laboratory Manual for Introduction to Science Clark--General Science Clark--Laboratory Manual in General Science Hunter & Whitman--Civic Science in the Home Hunter & Whitman--Civic Science in the Home and Com- munity Hunter and Whitman--Civic Science Manual Hunter and Whitman--Civic Science in Community 148 .64 13a .48 1 .40 j 60 1.20 1 .40 1.11 .48 .99 .36 1 .06 1.20 .90 1.06 1 .04 .93 .98 1.13 .98 AMERICAN BOOK COMPANY 19 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price GEOGRAPHY Appleton--Lessons in Geography (or Little Learners Brigham & Mcfarlane--Essentials of Geography: First Book Revised First Book Part One Revised First Book Part Two Revised Second Book Revised Second Book Part One Revised Second Book Part Two Revised Brigham & McFarlane--Manual lor Teachers Carpenter's--Around The World With The Children Dryer--Elementary Economic Geography Dryer--High School Geography: Physical, Economic and Regional, Revised Students Manual to Same, Dryer & Price Dryer--High School Geography: Part 1 and 2, Physical and Economic Everly, Blount and Walton: Brief Laboratory Course in Physical Geography Everlv Blount and Walton--Laboratory Lessons in Physical Geography Gannett, Garrison and Houston--Commercial Geography Revised Maury--New Elements of Geography (Rev.) Maury--New Complete Geography (Rev.) Maury--Simonds Physical Geography Whitbecks--Industrial Geography .44 1.40 -84 1 08 1 -9e 1 .32 1.20 .72 .72 1.48 2.00 .60 1 -60 .60 "" J-64 1 00 1.80 * -40 1.72 GEOLOGY Blackwelder and Barrow--Elements of Geology Leconte--Compend of Geology 2.00 * -40 GEOMETRY Robbins--New Plane and Solid Geometry Robbins--New Plane Geometry Robbins--New Solid Geometry Hart and Feldman--Plane and Solid Geometry Hart and Feldman--Plane Geometry Lyman--Plane and Solid Geometry Lyman--Plane Geometry Lyman--Solid Geometry Milne--Plane and Solid Geometry Milne--Plane Geometry Milne--Solid Geometry Seymour--Plane Geometry 1 .40 120 J -20 1-40 !-20 1 .40 1i .PwO 1 a0 1 -40 1* "B"O 1* P"O" 1.28 1.06 .63 .81 1 .47 .99 .90 .54 .54 1.11 1.50 .45 .72 1.23 .75 1 .36 1 .05 1 .29 1.50 1 .05 1 .06 .90 .90 1 .05 .90 1 .06 .90 .90 1 .05 .90 .90 .96 .98 .69 .76 1.38 .93 .84 1 .04 1 .40 1.16 .70 1.26 .98 1 .21 1 .40 .98 .98 .84 .84 .98 .84 .98 .84 .84 .98 .84 .84 .90 GERMAN GERMAN LANGUAGE Betz and Price--German Book (First) Crandall--das Deutsche Heft Harris--German Grammar Kayser and Monteser--Brief German Course Kayser and Monteser--Foundations of German Mccollom--German Verb form Osthaus and Biermann--German Prose Composition Truscott and Smith--Elementary German Composition Worman--First German Book Worman--Second German Book .144 1 .08 1 .01 .48 .36 .201 .90 .84 1.40 1 .05 .98 1.00 .75 .70 .44 .33 .80 .60 .66 .72 .64 .51 .48 .36 .34 .48 .36 .34 20 AMERICAN BOOK COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price GERMAN READERS AND LITERATURE The letters E, tary, Intermediate I, and A, following the text titles below indicate the and Advanced, of the modern language association. grades, Elemen- Arnold--Bin Regentag Auf Dem Lande (Kern) E Arnold--Fritz Auf Ferien (Thomas) E Baumach--Im Zwielicht, Volume I Bernhardt E Baumbach & Wildenbruch--es War Einmal (Bernhardt) E~ " " Benedix-- Der Prozess. Wilhelmi. Einer Muss Heiraten (Lam/ bert) E Bernhardt--Deutsche Litteraturges--Chichte_ Bluthgen--Das Peterle Von Nurnberg (Menger) E Colhtz--Selection from Early German Literature A Dillard--Aus Dem Deutschen Dichterwald A_ _ Fouque--Undine, Senger I '" Freytag--Die Journalisten (Johnson) I ~~ """ Gerstacker--Germelshausen (Busse) E "" Goethe-Hermann Und Dorothea (Hewett)~:r7_~ ~~ Grimm--Die Sieben Reisen Sinbads, (Drechsel) E_" Grimm--Kinder Und Hausmarchen (Vos) E_ _ Groller--Inkognito, Und Albersdorf Cand. F^V Lauren-" mann (Lentz) I Hauff--Das Kalte Hen, (Holzworth & Qorse)~E Hebel--Schatzkastlein (Stern) E Heine--Die Hahzreise (Kolbe) I Heyse--Anfang Und Ende (Lentz) E """" Heyse--Das Madchen Von Treppi, and Marion "(Bernhardt)" 5R ' '84 84 1 QO '64 i 20 s4 'g* '84 '60 '* .42 .42 .63 .63 .42 .75 .48 .90 .63 .48 .45 .42 .63 .48 .48 .42 .45 .48 .63 .42 Heyse--L'Arrabbiata (Lentz) E ' J! .42 Hillern--Hoher Als Die Kirche (Dauer) E___~~~~~~~ Holly--German Epics Retold I '5g .42 .42 Holzwarth--German Literature, Landand Pe'ople , '20 Keller--Bilder Aus Der Deutschen Litteratur Revised I " l g, Kern--German Stories Retold E ;. ' .63 .90 .99 Leander--Traumereien, Arrowsmith E """ '-? .42 Lessing--Minna Von Barnhelm (Lambert)I Lessing--Nathan Der Weise (Diekhorf) A Meyer--Das Amulett (Glasscock) I ' 64. .48 .48 .72 Mezgerand Mueller-Kreuz Und Quer Durch "oeuVsche" ' .45 Lande E Moser--Der Bibliothekar (Cooper) I_ _VJ"" .63 Muller--Neue Marchen (Little) E ___"]"""" Ranke--Kaiserwald Karls V. Schoenf eld A JV _ " " Richter--Selections (Collins) A_ it .48 .42 .45 Riehl--Burg Neideck (Thompson) _"_"" " '|* .63 Riehl--Das Spielmannskind and Der Stumme " R_at"hsherr" .63 (Priest) I Riehl--Der Fluch der Schoenheit (Frost) I """ '53 Riehl--Die Vierzehn Nothelfer, and Trost urn Trost, (Sihler)" .46 .42 Ries--Easy German Stories (Biermann) E Roessler--First German Reader E "" Roth--Ein Nordischer Held (Boll) I .42 .45 ' ,57 Schanz--Der Assistent and Other Stories ~(Beinhorn)"i """" Scheffel--Der Trompeter Von Sakkingen (Buhner) I Scheffel-Ekkehard, Audifax Und Hadumoth, Handschin" '60 1 'an .45 .45 90 and Luebke A Scherer and Dirks--Deutsche Lieder Schiller--Ballads and Lyrics (Rhodes) I '44 """ '** Schiller--Gustav Adolf in Deutschland (Bernhardt)" A 64 63 33 63 48 AMERICAN BOOK COMPANY 21 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price SoniUer--Die Jungfrau Von Orleans (Florer) I 1 -0 Schiller--Wilhelm Tell (Roedder) I Schrakamp--Ernstes Und Heiteres E Seidel--Der Lindenbaum and Other Stories (Richard) -TM Seidel--Die Monate (Arrowsmith) E Seidel--Herr Omnia (Matthewman) E Seidel--Leberecht Huhnchen Und Andere Sonderlinge (Bern- ^ hardt) E Stern--Geschichten Vom Rhein E Stern-- Oeschichten Von Deutschen Stadten Part 1,1 Stern-- Oeschichten Von Deutschen Stadten Part II, I Stern and Arrowsmith--Aus Deutschen Dorlern E x'20 1 *" *" * _ Stifter--Das Heidedorf (Lentz) I " Stoltze--Bunte Geschichten E Stoltze--Lose Blatter E - Storm--Immensee, Dirks E ---- * Storm-Im Sonnenschein und Ein Grunes Blatt (Swiggert) E. . '. oo g4 ' .56 Wagner--Die Meistersinger Von Nurnberg, Bigelow A Wilbrandt--Der Meister Von Palmyra (Henckels) A 1 "" "" Wildenbruch--das Edle Blut (Eggert) I Wildenbruch--Der Letzte (Beckmann) E Wildenbruch--Freudvoll Und Leidvoll (Bernhardt) I * Zschokkee--Der Zerbrochene Krug (Berkefeld) E .75 .75 .45 .42 .42 .42 .63 .90 .90 .90 .48 .42 .42 .42 .48 .42 .75 .75 .42 .42 .63 .42 GREEK Babbitt--Grammar ot Attic and Ionic Greek Benner and Smyth--Beginners Greek Book Gleason--Greek Primer Pearson--Greek Prose Composition Smvth--Greek Grammar tor Schools and Colleges.------Harper and Wallace-Xenophon Anabasis (Seven Books) -- Mather and Hewitt-Xenophon Anabasis, Books 1 to 4 1-8 ^ ^ 1'g0 * "" 1 .80 1 .80 1.35 1 .20 .90 .90 1 .50 1 .35 1 .35 1 .26 1 .12 .84 .84 1 .40 1 .26 1 .26 HISTORY UNITED STATES HISTORY Barnes-Elementary History of the United States, Revised and Enlarged _" Barnes-School History of the United States, Revised and Enlarged Eggleston-New Century History of the United States Re- vised and Enlarged Eggleston--First Book in American History Revised Elson--United States, Its Past and Present Evans--Pirst Lessons in Georgia History Halleck-History of Our Country for Higher Grades Pish--History of America Halleck & Frantz-- Our Nations Heritage Hart--New American History Revised Hart--School History of the United States Revised ----Newton & Treat-- Outlines for Review in American History _ Perry & Price--American History, First Book '"V Perry & Frioe-American History, Second Book Revised and Enlarged r^ """ """ Whites--Beginners History of United States Revised ^^ ^^ ^^ ' -^ -^ 1 <*> 1' 18 ^ ^ - . ^ RO ANCIENT HISTORY Lewis-Pupils Notebook and Study Outline in Oriental and ^ Greek History 1.11 .66 1 .20 .63 1 .20 1 .44 .84 1.47 1 .20 .36 .72 .72 .60 .36 1 .04 .62 1.12 .59 1.12 1 .35 .79 1 .38 1 .12 .68 .68 .58 22 AMERICAN BOOK COMPANY Title of Book Usual List Price McKinley-Pupils Notebook and Study Outline in Roman History Morey--Ancient Peoples ----- Morey--Outlines of Roman History " Morey--Outlines of Greek History _ Morey--Outlines of Greek and Roman History" "" """ Morey--Outlines of Ancient History ~~ N!wtn "H ^eat-utlta- 'or Review in Greek History" "" WoTf Wolf s,,,on-- "AAnT ciireenatt-C ivu iltilzia-- tion*. H-vlew in Roman History" " GENERAL HISTORY 48 * '92 1 ' * ] * 1.00 Colby--Outlines of General History Elsons--Modern Times and the Living Past Part Part TTfrr Tte Earliest Times II, from The Reformation to to TThhee^Pore^seantttT0i;m".e: o'!,, i 1 :.3428 ENGLISH HISTORY Lowest Lowest Whol'e Exch. Price Price .36 1 .44 1 .05 1 .06 1 .44 1 .44 .36 .36 .76 1 .36 .98 .98 1 .36 1 .36 1 .44 1 .80 .99 1.11 1 .35 1 .68 .93 1 .04 ^ZU^o Tr4at-UtUneS tePer Set"of 50O." _" " Pearson-Latin Prose Composition, Based on Oaes'ar" PPllaacce--T BeginningPrLSaetinComPsi-. Based on Cicero " Place--Second Year Latin/ CAESAR ] 4S , ' T2 3, '"0"0 80 f S0 0 1 40 1.68 Harkness & Forbes-Caesars Commentaries on The Gallic War, Seven Books. _ Harkness & Forbes-Caesars Comm"en"tari7s" on" The Game " War, Four Books Harper & Tolman-Caesars Gal'lic WaV, EightBooks MaTer TMma--Caesars Gallic War, Four Books," Mather-Caesar Episodes from the Gallic & Civil Wars " " " " R ess * Janes-Caesars GaUic War, Books 1 and 2 " """ Riess & Janes-Caesars Gallic Wars, Books 1 and 2 with" Janes Latin Sight Reading ' '^ J 32 n 30 j .75 1 .11 .69 .99 2.25 .90 .60 .60 1 .05 1 .23 1.17 .99 1.17 .99 1 .20 .90 1 .06 .70 1 .04 .65 .93 .84 .56 .56 .98 1.18 .93 1 .10 .93 1.12 .84 .98 AMERICAN BOOK COMPANY Title of Book "Usual List Price 23 Lowest Lowet Whol'e Exch. Price Price LATIN READINGS Gallup--Latin Reader Nutting--First Latin Reader with English Latin Exercises Nutting--First Latin Reader Without Exercises .60 .46 .42 1 . <2U .00 .60 .84 .66 C I C El RO Bishop, King & Helm-Cicero Ten Orations and Selected Letters Bishop, King & Helm--Cicero Six Orations Harkness, Kirtland and Williams--Cicero Nine Orations Harper and Gallup--Ciceros Orations with Selections from the Letters Harkness, Kirtland and Williams--Cicero Six Orations Kirtland--Correspondence of Cicero ^^ ' 1.73 ^^ ' 1 .40 1 .20 1 .06 1 .20 1 .29 1 .05 .60 1.21 .OS 1 .21 1.21 .98 .66 VIRGIL Frieze and Dennison-Virgils Aeneid, First Six Books, Re- vised Harper and Miller--Virgils Aeneid, Six Books 1 .DO 'DD 1 .26 1 .26 1 .18 1 .18 OVID Gleason--A Term of Ovid with Sight Readings 1 !2 MANUAL TRAINING Brace and Mayne--Farm Shop Work Ilgen--Forge 'Work King--Elements of Woodwork and Construction King--Elements of Woodwork King--Elements of Construction King--Constructive Carpentry. .76 .70 .76 .70 ' l <*> .81 .76 ' .64 .51 .63 .59 .63 .59 MUSIC Brittain--Georgia, Song Book, Tag Board The Same, Paper, Per Hundred Bryants--Songs for Children Bryants--Studies and Songs for Individual Sight Singing-- Book One Book Two -24 - ^ ' .dO .18 6.00 .48 .27 .27 MUSIC COURSE 76 .67 .54 Dann--First Year Music '62 .39 .37 Second Year Music .30 .37 Third Year Music Fourth Year Music Fifth Year M.usic Sixth Year Music __ --- " .BU 7g ' Junior Songs for Seventh, Eighth and Ninth Years _ 1 .00 .46 .46 .54 .75 .42 .42 .61 .70 Manual for Teachers, Complete .00 Manual for Teachers, Book One ' .64 Manual for Teachers, Book Two Dann--Christmas Carols and Hymns .57 ^ .60 .56 Dann--Music Writing Books, Nos. 1, 2, 3, Each -^ .21 .66 .62 Dann School Hymnal Foresman--Books of Songs: Book One Book Two Book Three Book Four Book Five Manual 6Q .46 a0 .45 'fi4 .48 ' .48 'gg .66 g6 .72 24 AMERICAN BOOK COMPANY mT.itl,e of Book Johnson--Songs Every One Should Know McCaskey--Favorite Songs and Hymns NeCollins--Glee and Chorus Book _ NeCollins--Institute Songs Music--Writing Pad for Lower"orade Smith--Eleanor Music Course, Primer. _ Book One Book Two Alternate, Book Two Book Three Book Four Teachers Manual, _ MYTHOLOGY """ Usual List Price Lowest Lowest Whol'e Exch. Price Price , 'II ,,, t Z. 6 56 * '60 ,84 .' 72 .54 .90 .90 .15 .18 .42 .42 .45 .45 .48 .64 .54 .51 .84 .40 .40 .42 .42 .45 .61 Guerber-Myths of Greece and Rome Illustrated Guerber--Myths of Northern Lands Guerber--Legends of the Middle Ages '.'."'".'.'. NATURE STUDY om 7,'^Z 2 00 1 .60 1 .60 1 .50 Cummings--Nature Study for Primary Grades Oummings-Nature Study for Lower Grammar oVadeV"" , OR 70 .81 .78 Oummings-Nature Study for Higher Grammar Grades" 90 .54 .51 Overton and Hill--Nature Study .69 .65 .42 .40 PEDAGOGY Myers and Beechels-Manual of Observation and Participation Smiths--Constructive School Discipline Corson-Our Public School, Their Teache^ "pupils" "and" Patrons Larue--Psychology for Teachers "', Larue--Science and Art of Teaching. [ ' Pittman-Successful Teaching in Rural Schools" Russell-The Trend in American Education """ """ Stark--Every Teachers Problems Strayer and Englehardt-The Classroom Teais "at" Work" in American Schools. Trabue-Measuring Results in Educat"ionV_V_" _"_"_""_""_""]_"; "_" \ "!? ] ' J* '* , '1 , * . g^ PENMANSHIP Mills--Business Penmanship Spencer-Practical Writing Nos." Viol'. p"er" r>"oz"en" Steadman-Graded Lessons in Writing, 8 Pads Nos. i'to a " Each PHYSICS , to .24 .99 1 .05 .96 1 .05 .96 1 .06 1 .02 1.11 11 50 .36 .90 Coleman--New Laboratory Manual of Physics Hoadley--Essentials of Physics, Revised " Hoadley-Physical Laboratory Handbook ~ " PHYSIOLOGY HYGIENE Rn , ,, . ,,of .60 .20 1.12 .45 Davison-Human Body and Health, Revised Elementary DaavvstsSoonn~-HHuUmmaann B Boddyy and and HHeeaaWlthh', RReeVviisseedd^Aerdmvaendceiadte - - - Davison-Health Lessons, Revised, Book One Davison-Health Lessons, Revised, Book Two" Eddy~FeXtb0k ^ eneral Phy-'y and Anat"o~my SIT"' TM^ey and Anatomy for^h" 76 1 M 16 ,,! * ,' .80 .67 .54 .63 .59 .87 .82 .48 .45 .63 .59 .20 1.13 .68 AMERICAN BOOK COMPANY Overton--Personal Hygiene, Revised Overton--General Hygiene, Revised Tolman--Hygiene for the "Worker PSYCHOLOGY Hallack--Psychology and Physics Culture Lame--Psychology for Teachers POLITICAL SCIENCE Fairchilds--Essentials of Economics Howes--Farm Economics HEADERS Baldwin and Bender--Expressive Readers, Eight Book Series: First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader Seventh Reader Eighth Reader Reader for Fourth and Fifth Years Reader for Sixth, Seventh and Eighth Years Teachers Manual Oolden Treasury Readers, Stebbins and Coolidge Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Plan Book for Teachers New Education Reader, Demarest and Van Sickle: Book I Book II Book III Book IV Teaching Primary reading, Teachers Manual Perception Cards for Book I Perception Cards for Book II Perception Cards for Book III Practical Readers: Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Pearson and Hunts--Everyday Reading: Book I Book II B ook III Manual Story Hour Readers Revised Regular Edn.: Primer Perception Cards, Complete Phonic Words Sight Words Word Groups Character Names Seat Work, Complete Voca.bulary -72 1 .0 -72 1.40 1.40 1 -60 1 -20 -60 -64 72 ''S -72 -72 -76 76 .96 1.00 -60 .60 -60 *7S 76 SO -88 -60 -60 -60 -68 72 .20 3.00 -92 -60 -31 34 -37 -50 -63 88 -6Q -64 68 48 -60 3.60 1.12 -84 1.60 -52 3.00 -8 64 75 54 1 .06 1 .05 1 .20 .90 .45 .48 .54 .54 .54 .54 .57 .67 .72 .75 .46 .45 .45 .54 .57 .60 .66 .45 .45 .45 .51 .64 .15 2.25 .69 .45 .24 .26 .28 .38 .48 .66 .42 .48 .61 .36 .45 2.70 .84 .63 1 .20 .39 2.25 .61 25 .51 .70 .51 .42 .45 .51 .61 .51 .51 .64 .64 .68 .70 .42 .42 .51 .54 .56 .62 .42 .42 .48 .61 .22 .24 .26 .35 .45 .62 .40 .45 .48 .42 26 AMERICAN BOOK COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Phonic Drill Rimes Patterns Book One Perception Cards, Complete Phonic Words Sight "Words Word Groups Book Two Perception Cards, Complete Phonic Words Sight Words Word Groups Book Three Manual Chart--For First Year--Complete Part One Part Two Story Hour Readers Regular Edition: 72 16s 32 QQ 2.12 _72 . Qg 92 72 2.00 . Q4 QQ gg 76 1 QQ 12.00 10.00 6 00 .54 1 .14 .24 .46 1 .59 .54 .51 .69 .54 1 .50 .48 .51 .66 .67 .75 9.00 7.50 3.75 Primer Perception Cards, Complete Set Word Groups Sight Words Phonic Words Name of Characters Outline Pictures Book One ; Perception Cards, Complete Set Word Groups Sight Words Phonic "Words Outlines Pictures Book Two Perception Cards, Complete Set Word Groups Sight Words Phonic Words Book Three Story Hour Readers Regular Edition: QQ 3.00 QQ gg gg QQ 24 QQ 3.00 Q4 120 1 20 _24 72 2.60 1.00 gg gg 76 .45 2.25 .42 .66 .65 .45 .18 .45 2.25 .48 .90 .90 .18 .64 1.95 .75 .66 .66 .57 Teachers Manual Chart for First Year Complete Part One Part Two Story Hour Readings: go 8.00 Q QQ 4.00 .60 6.00 4.60 3.00 Fourth Year Fifth Year go .60 .56 gg .66 .62 Sixth Year gg .66 .62 Seventh Year Q2 .69 .65 Eighth Year g2 .69 .66 Manual for Teachers, Fourth, Fifth and Sixth Years 1 .00 .76 Seventh and Eighth Years 1 .00 .75 Parmly Readers: First Reader Second Reader Third Reader Teachers Manual 43 .36 .34 QQ .42 .40 QQ .42 .40 QQ .46 PRIMERS Baker--Action Primer Baldwin--Primer 52 .39 .37 02 .39 .37 AMERICAN BOOK COMPANY 27 Title of Book Beebe--Picture Primer Brown and B alley--Jingle Primer Rose--Primer Stewart and Coe--First Days in School White--Pantomime Primer Coe & Spechts--Easy Steps in Reading McElroys--A Childs First Book in Reading McElroys--A Childs First Book in Reading Manual. "Usual Lowest Lowest List Whore Exch. Price Price Price .62 .39 .37 .62 .39 .37 .62 .39 .37 .62 .39 .37 .40 .30 .28 .66 .42 .40 .24 .18 .17 .24 .18 SUPPLEMENTARY READING GENERAL Year Coe--School Readers, Third Grade 3 60 .46 Coe--School Readers, Fourth Grade 4 64 .48 Coe and Spechts--Easy Steps in Reading 1 66 .42 Pathway in Nature and Literature, Christy and Shaw, First Reader 1 52 .39 Second Reader 2 66 .42 Standard Supplementary Readers, Easy Steps for Little Feet 1 62 .39 Golden Book of Choice Readings 2 62 .39 Book of Tales 3 72 .64 Seven American Classics 7 72 .64 Seven British Classics 7 72 .64 FAIRY TALES AND STORIES Bakewell--True Fairy Stories 3 62 .39 Baldwin--Fairy Reader 1 62 .39 Baldwin--Fairy Stories and Fables 2 56 .42 Baldwin--Second Fairy Reader 1 62 .39 Baldwin--Another Fairy Reader 2 62 .39 Barnard--Language Reader (Paine) 1 62 .39 Davis & Chow Leung--Chinese Fables & Folk Stories 3 .52 .39 Dunlop & Jones--Playtime Stories 1 .60 .45 Eldridge--Childs Reader in Verse 1 .62 .39 Farmer--Nature Myths of Many Lands 3 .60 .46 Fox--Indian Primer 1 .62 .39 Holbrooks--Round the Year in Myth & Song 5 .76 .57 Johnsons--Dot and David 2 .60 .45 Lakeside--Literature Series: Fables and Rhymes, Book One 2 .52 .39 Folk Story and Verse, Book Two 3 .60 .45 Myths of Old Greece, Book Three 4 .64 .48 Lane--Stories of Children 1 .62 .39 Lee and Carey--Milesian Folk Tales 6 .56 .42 Logie and Uecke--Story Reader 2 .52 .39 Lucia--Peter & Polly in Spring 2 .60 .46 Lucia--Peter & Polly in Summer 2 .60 .45 Lucia--Peter & Polly in Autumn 2 .60 .45 Lucia--Peter & Polly in Winter 2 .60 .45 McCullough---Little Stories for Little People .62 .39 Moran Kwahu--The BCopi Indian Boy 6 .72 .64 Nixon Roulet--Indian Folk Tales S .66 .42 Nixon Roulet--Japanese Folk Stories and Fairy Tales 4 .66 .42 Powers--Stories The Iroquois Tell Their Children 3 .76 .57 Pratt--Legends of the Red Children 3 .62 .39 Pyle--Prose and Verse for Children 3 .60 .46 Rolfe--Fairy Talesl 5 .72 .64 28 AMERICAN BOOK COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Silvester and Peter--Happy Hour Stories Simms--Child Literature Skinner--Merry Tales Skinner--Happy Tales for Story Time Smyth--Old Time Stories Retold Stafford--Animal Fables Stanley--Animal Folk Tales Wilkins--The "Weavers Children Serl--Johnny & Jenny Rabbit Wilson--Indian Hero Tales Wood--The Childrens First Story Book Year 1 .60 .45 1 .62 .39 3 .52 .39 1 .72 .54 2 .66 .42 2 .62 .39 3 .72 .54 5 .52 .39 1 .56 .42 3 .60 .45 1 .52 .39 FAMOUS STORIES AND LITERATURE Addison--Sir Roger De Coverly Papers Eclectic English Classics 8 .48 .36 Addison--Sir Roger De Coverly Papers Gateway 8 .68 .51 Arnold--Sohrab and Rustum Eclectic English Classics 8 .48 .36 Baker--The Childrens First Book of Poetry 1,3 .60 .45 Bakers--The Childrens Second Book of Poetry 4,6 .60 .45 Bakers--The Childrens Third Book of Poetry 7,8 .60 .45 Baldwin--Don Quixote for Young People 4 .72 .54 Baldwin--Fifty Famous Rides and Riders 6 .72 .54 Baldwin--Fifty Famous Stories Retold 3 .56 .42 Baldwin--Golden Fleece Baldwin--Gullivers Travels Retold 5 .72 .54 3 .52 .39 Baldwin--John Bunyans Dream Story 4 .52 .39 Baldwin--Nine Choice Poems 8 .52 .39 Baldwin--Old Greek Stories Baldwin--Old Stories of the East Baldwin--Robinson Crusoe Retold Baldwin--Stories of the King 3 .60 .46 3 .60 .45 3 .56 .42 5 .72 .54 Baldwin--Thirty More Famous Stories Retold Bradish--Old Norse Stories Bunyans--Pilgrims Progress E. E. C 4 .72 .54 6 .60 .45 7 .48 .36 Burke--Conciliation with the American Colonies (E. E. C.)--8 .48 .36 Burke--Speech on Conciliation with America (Gateway) 8 .60 .45 Burns--Poems (Selections) E. E. C 8 .48 .36 Carlyle--Essay on Burns (E. E, C.) 8 .48 .36 Carlyle--Essay on Burns (Gateway) 8 .60 .45 Carroll--Alice Adventures in Wonderland Clarke--Story of Aeneas Clarke--Arabian Nights Clarke--Story of Troy Clark--Story of Ulysses Coleridge--Rime of the Ancient Mariner (E. E. C.) Coleridge--Rime of the Ancient Mariner Gateway Cooper--Adventures of Deerslayer (Haight) 3 .72 .54 6 60 .46 6 72 .54 Q 72 .54 6 72 .54 8 48 .36 8 60 .45 5 62 .39 Cooper--Last of the Mohicans (Haight) 5 52 .39 Cooper--Adventures of Pathfinder (Haight) 5 52 .39 Cooper--Pilot (E. E. C.) __7 72 .54 Cooper--The Spy (E. E. C.) 7 72 .54 Defoe--Robinson Crusoe (E. E. C.) 7 48 .36 Dickens--A Christmas Carol and The Cricket on The Hearth (E. E. C.) 8 Dickens--Childs Oliver Twist & David Copperfield (Sever- .36 ence) 6 56 .43 Dickens--Story of Little Nell (Gordon) Dickens--Tale of Two Cities (E. E. C.) Dickens--Twelve Christmas Stories (Gordon) 7 68 .51 8 72 .54 7 68 .51 AMERICAN BOOK COMPANY 29 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Year Eliot--Silas Marr.er (E. E. C.) 8 .48 Eliot--Silas Marner (Gateway) 8 .68 Emerson--American Scholar, Self Reliance, Compensation, Smith (E. E. C.) 8 .48 Franklin--Autobiography (E. E. C.) 7 .48 Franklin--Autobiography (Gateway) 7 .68 Goldsmith--Vicar of Wakeneld (E. E. C.) 8 .48 Goldsmith--Vicar of Wakeneld and Deserted Village (Gate- way) 8 .68 Gray--Elegy in a Country Churchyard & Goldsmiths De- serted Village (E. E. C.) 8 .48 Guerber--Myths of Greece and Rome, illustrated 8 2.00 Guerber--Myths of Northern Lands 8 2.00 Guerber--Legends of The Middle Ages 8 2.00 Hall--Homeric Stories 6 .62 Hughes--Tom Brown's School Days (E. E. C.) 8 .72 Irvings--Sketch Book Selection (E. E. C.) 8 .48 Irvings--Sketch Book S lections (Gateway) 8 .68 Irvings--Tales of a Traveler (E. E. C.) 8 .72 Kupfer--Lives & Stories Worth Remembering 4 .64 Lamb--Tales from Shakespeare Comedies, Rolfe Ed 7 .72 Lamb--Tales from Shakespeare Tragedies (Rolfe) 7 .72 Lamb--Tales from Shakespeare Comedies & Tragedies (Rolfe) 7 .80 Lincoln--Address.s & L tters (E. E. C.) 8 .48 Macaulay--Lays of Ancient Rome (E. E. C.) 8 .48 Old Testament Narratives (E. E. C.) 8 .48 Pope--Selected Poems & Tales (E. E. C.) 7 .48 Pope--Rape of the Lock & Essay on Man (Van Dyke) 8 .48 Poems of John Keats (Bachman) (E. E. C.) .48 Rolfe--Scotts Tales of Chivalry 7 .72 Rolfe--Tales from English History- 7 .72 Rolfe--Tales from Scottish History 7 .72 Ruskin--Sesame & Lillies (E. E. C.) 8 .48 Scott--Abbot (E. E. C.) 8 .72 Scott--Ivanhoe (E. E. C.) 7 .72 Scott--Ivanho Gateway 7 .80 Scott--Kenilworth (Norris) 7 .72 Scott--The Lady of the Lake (Gateway) 8 .68 Scott--The Lady of the Lake (E. E. C.) 8 .48 Scott--Marmion (E. E. C.) 7 .48 Scott--Quentin Durward (E. E. C.) 7 .72 Scott--Quentin Durward (Norris) 7 .72 Scott--Talisman (Dewey) 7 .72 Scott--Tales & Verse (Webster & Coe) 6 .80 Scott--Woodstock (E. E. C.) 8 .72 Shakespeare--As You Like It (E. E. C.) 8 .48 Shakespeare--As You Like It (New Rolfe) 8 .80 Shakespeare--As You Like It (Gateway) 8 .60 Shakespeare--Hamlet (E. E. C.) 8 .48 Shakespeare--Hamlet (New Rolfe) 8 .80 Shakespeare--Henry V (E. E. C.) 8 .48 Shakespeare--Henry V (New Rolfe) 8 .80 Shakespeare--Julius Caesar (E. E. C.) 8 .48 Shakespeare--Julius Caesar (Gateway) 8 .60 Shakespeare--Julius Caesar (New Rolfe) - 8 .80 Shakespeare--Macbeth (E. E. C.) 8 .48 Shakespeare--Macbeth (Gateway) * .68 Shakespeare--Macbeth (New Rolfe) 8 .80 .36 .81 .36 .36 .51 .36 .51 .36 1.60 1.50 1.50 .39 .54 .36 .51 .64 .48 .54 .54 .60 .36 .36 .36 .36 .36 .36 .54 .54 .64 .36 .54 .64 .60 .64 .61 .36 .36 .54 .64 .64 .60 .64 .36 .60 .45 .36 .60 .36 .60 .36 .46 .60 .36 .61 .60 30 AMERICAN BOOK COMPANY Usual Title of Book List Price Year Shakespeare--Merchant of Venice (E. E. C.) 8 .48 Shakespeare--Merchant of Venice (Gateway) 8 .60 Shakespeare--Merchant of Venice (New Rolfe) 8 .80 Shakespeare--Midsummer Nights Dream (E. E. C.) 8 .48 Shakespeare--Midsummer Nights Dream (New Rolfe) 8 .80 Shakespeare--Twelfth Night (E. E. C.) Shakespeare--Twelfth Night (New Rolfe) Skinner--Tales & Plays of Robin Hood Smythe--Reynard The Fox 8 .48 8 .80 4 .72 1 .52 Stevenson--Treasure Island (E. E. C.) 7 .48 Stevenson--Inland Voyage and Travels with A Donkey (E. E. C.) 7 Stevenson--Inland Voyage and Travels with A Donkey (Gateway) Swift--Gullivers Travels (E. E. C.) Tennyson--Idylls of The King (E. E. C.) Tennyson--Idylls of The King (Gateway) 7 .68 8 .48 8 .48 8 .60 Tennyson--Princess (E. E. C.) Tennyson--Princess (Gateway) Thackeray--Henry Esmond (E. E. C.) 8 .48 8 .68 8 .72 Thomas--Words of Abraham Lincoln 8 .76 Washingtons Farewell Address and Webstcrs First Bunker Hill Oration (E. E. C.) 8 .48 Washingtons Farewell Address and Websters First Bunker Hill Oration (Gateway) 8 .60 Lowest Lowest Wliol'e Bxch. Price Price .36 .46 .60 .36 .60 .36 .60 .54 .39 .36 .61 .36 .36 .46 .36 .61 .54 .57 .36 .45 SUPPLEMENTARY READING FAMOUS STORIES AND LITERATURE WILLIAMS CHOICE LITERATURE Book One Book Two Book Three Book Four Book Five Book Six Book Seven 1 .52 .39 2 .62 .39 3 .52 .39 4 .56 .42 5 .60 .45 6 .72 .64 7 .80 .60 DRAMATIC STORIES Holbrook--Dramatic Reader for Lower Grades 3,6 .66 .42 Johnston and Barnum-- Book of Plays for Little Actors 2 .62 .39 Knight--Dramatic Reader for Grammar Grades 6,8 .68 .61 Skinner, A. M.--Dramatic Stories for Reading and Acting 3 .60 .46 Skinner, E. L.--Tales & Plays from Robin Hood 4 .72 .64 Skinner & Lawrence--Little Dramas for Primary Grades 2 .60 .45 Varney--Story Plays Old & New, Book 1 2,3 .62 .39 Varney--Story Plays Old & New, Book 2 4 .52 .39 Varney--Story Plays Old & New, Book 3 5 .62 .39 GEOGRAPHICAL AND COMMERCIAL READERS Baldwin, J. & Livengood--Sailing the Seas 7 1 .00 .75 Blaich--Three Industrial Nations (Rev.) 6 .84 .63 Carpenter--Around The "World with The Children, An In- troduction to Geography 3 Carpenter--Journey Club Travels: The Clothes We Wear The Foods We Eat The Houses We Live In 3 76 .67 3 72 .64 3 80 .60 AMERICAN BOOK COMPANY 31 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Year Carpenter--New Geographical Readers: North America 6 1 .00 .76 South America Europe Asia Africa 6 1 .76 6 1 .76 6 10 .76 6 1.00 .76 Australia, the Phillipines and other Islands of the Sea Carpenter--Readers on Commerce & Industry: How The "World Is Fed How The World Is Clothed How The World Is Housed 6 1.00 6 .66 .72 6 .96 .72 8 .96 .72 Dutton--World At Work Series: Fishing and Hunting In Field and Pasture Trading and Exploring Krout--Two Oirls in China Krout--Alices Visit to The Hawaiian Island Little, Francisco--The Filipino Long--Home Geography MacClintock--The Phillipines Payne--Geographical Nature Study Schwartz--Five Little Strangers Shaw--Big People & Little People of Other Lands 1 -62 .39 2 .60 .46 3 -60 .45 6 .64 .48 6 .72 .64 6 .62 .39 3 -52 .39 8 .60 .45 3 .62 .39 3 .60 .46 3 .62 .39 HISTORICAL AND BIOGRAPHICAL READERS Arnold--Stories of Ancient Peoples Bachman--Great Inventors and Their Inventions 7 .72 .64 6 .80 .60 Baldwin--Discovery of The Old Northwest Baldwin--Conquest of The Old Northwest Baldwin--Abraham Lincoln Baldwin--American Book of Golden Deeds Baldwin--Fifty Famous People Baldwin--Four Great Americans Beebe--Four American Naval Heroes Brittain & Harris--Historical Reader Burton--Four American Patriots Burton--Story of LaFayette Clarke--Story of Caesar Cody--Four American Poets Cody--Four American Writers Coe--Founders of Our Country Coe--Makers of the Nation Dutton--Little Stories of France Button--Little Stories of England 6 .72 .64 5 .72 .54 6 -72 .54 6 .72 .64 3 .52 .39 . 4 -64 .48 6 .64 .48 8 1.00 .76 6 .64 .48 6 .62 .39 7 e0 .46 7 .64 .48 7 .64 .48 4 .64 .48 6 .72 .64 6 -60 .45 6 .60 .46 Eggleston--Stories of Great Americans For Little Ameri- cans 3 -60 .45 Eggleston--Stories of American Life & Adventure 4 .64 .48 Foote and Skinner--Explorers and Founders of America 6 .92 .69 Foote and Skinner--Makers and Defenders of America 6 .92 .69 Guerber--Story of the Chosen People Guerber--Story of The Greeks Guerber--Story of The Romans Guerber--Story of The English Guerber--Story of The English, New Edition Guerber--Story of The Thirteen Colonies Guerber--Story of The Great Republic Guerber--Story of Great Republic, New Edition Guerber--Story of Old France 6 .72 .54 6 -72 .64 6 -72 .54 6 -80 .60 6 .88 .66 5 .80 .60 6 .80 .60 6 .88 .66 6 .80 .60 32 AMERICAN BOOK COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Year Guerber--Story of Modern France Creswick^King Arthur Harren & Poland--Famous Mien of Greece 6 .80 1 .36 6 .72 .60 1 .02 .54 I Harren & Poland--Famous Men of Rome 6 .72 .64 Harren & Poland--Famous Men of Middle Ages 6 .72 .64 Harren & Poland--Famous Mien of Modern Times 6 .72 .54 Harris--Stories of Georgia __7 .76 .57 Home & Scobey--Stories of Great Artists 4 .66 .42 Johonnot--Grandfather Stories __3 .52 .39 Stories of Heroic Deeds __4 .52 .39 Stories of Our Country 5 .60 .45 Stories of Other Lands 6 .60 .45 Stories of Olden Times 7 .68 .61 Johonnot--Ten Great Events in History 8 .68 .61 Kinsley--Four American Explorers _5 .64 .48 Story of Lewis and Clark 5 .52 .39 Lucia--Stories of American Discoveries for Little Americans 4 .60 .45 Nicholson--Stories of Dixie Otis--Colonial Series: 5 .68 .61 Calvert of Maryland Mary of Plymouth Peter of New Amsterdam Richard of Jamestown Ruth of Boston Stephen of Philadelphia Otis--Pioneer Series: 3 .52 .39 3 .52 .39 - - - - 3 .52 .39 3 .52 .39 3 .52 .39 3 .52 .39 - Antoine of Oregon Benjamin of Ohio Hannah of Kentucky Martha of California Phillip of Texas Seth of Colorado Perry--Four American Inventors Perry and Beebe--Four American Pioneers Pitman--Stories of Old France Rolfe--Scotts Tales of Chivalry Tales from English History Tales from Scottish History Schwartz--Famous Pictures of Children Scobey and Home--Stories of Great Musicians Shaw--Discoveries and Explorers Wallach--Historical and Biographical Narratives Whitehead--Two Great Southerners The Standard Bearer Whitney and Perry--Four American Indians Winship--Great American Educators Winterburn--The Spanish in The Southwest 4 .52 .39 4 .52 .39 4 .52 .39 4 .52 .39 4 .52 .39 4 .52 .39 5 .64 .48 5 .64 .48 7 .72 .54 _ 7 .72 .54 7 .72 .54 __7 .72 .64 __4 .66 .42 4 .56 .48 4 .2 .39 5 .52 .39 __6 .64 .48 8 .72 .54 5 .64 .48 8 .64 .48 7 .68 .61 NATURE READERS Abbott--A Boy on a Farm (Johnson) Bartlett--Animals at Home Beebe and Kingsley--First year Nature Reader Bradlsh--Stories of Country Life Dana--Plants and Their Children Dorrance--Story of The Forest Gilmore--Birds Through the Year Hawkes--Trail to The Woods Holders--Stories of Animal Life Hooker--Childs Book of Nature _ 3 54 .48 4 fiQ .42 2 .53 .39 3 QQ .45 5 76 .57 4 68 .51 _7 73 .54 5 56 .42 5 75 .67 Q 1 20 .90 AMERICAN BOOK COMPANY 33 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Year Johonnot--Book of Cats and Dogs and other Friends 2 .52 Johonnot--Friends in Feather and Fur and Other Neighbors.3 .52 Johonnot--Neighbors with Wings and Fins 4 .60 Johonnot--Some Curious Flyers and Creepers and Swim- mers 5 .80 Johonnot--Some Neighbors with Claws and Hoofs and Their Kin Keffer--Nature Studies on the Farm 8 -68 5 .60 Kelly--Short Stories of Our Shy Neighbors Mix--Mighty Animals Monteith--Some Useful Animals Monteith--Familiar Animals with Their Wild Kindred 4 5'8 3 4 .72 -52 64 .64 Monteith--Living Creatures of Water, Land and Air 5 .64 Monteith--Popular Science Reader Needham--Outdoor Studies Patri--White Patch Pitre--Swallow Book (Camehl) Pyle--Stories of Humble Friends Readings In Natures Book 6 1 .00 6 -52 4 66 5>7 3 4 -52 -72 -76 Riggs--Stories from Land of Sunshine Stokes--Ten Common Trees 5 .60 4 -52 Turner--Our Common Friends and Foes 3 .52 Turpins--Cotton Walker--Our Birds and Their Nestlings 5 .76 .39 .39 .45 .45 .51 .45 .54 .39 .48 .48 .48 .75 .39 .42 .39 .54 .57 .45 .39 .39 .75 .57 PATRIOTIC AND ETHICAL READERS Abbott--Adventures of A Country Boy (Johnson) .Baldwin--The Story of Liberty Johnson--Story of.Two Boys Johnson--Waste Not, Want Not Stories Marden--Stories from Life Marwick and Smith--The True Citizen McBrien--America First Morgan--Patriotic Citizenship Nordhoof--Politics for Young Americans Persons--Our Country in Poem and Prose Richman and Wallach--Good Citizenship Smiles--Self-Help (Bower) Finch--Guideposts To Citizenship 4 .68 6 -88 4 56 4 .68 5 -60 7 .72 8 1 1.20 8 .92 5 .64 4 .64 8 -72 5'8 J 12 .51 .66 .42 .51 .45 .54 .75 .90 .69 .48 .48 .54 .84 SPANISH SPANISH LANGUAGE Dowling--Reading and Writing and Speaking Spanish, with Word List Espinosa and Allen--Elementary Spanish Grammar Espinosa and Allen--Beginning Spanish Senecas--Spanish Conversation and Composition Umphrey--Spanish Prose Composition Woiman--First Spanish Book Revised Worman--Second Spanish Book Revised Worman--New First Spanish Book Worman and Bransby--Second Spanish Books .oo 1 .48 .132 1 .00 .92 .48 .48 .60 .80 .75 1 .11 .99 .75 .69 .36 .36 .45 .60 .70 1.04 .93 .70 .65 .34 .34 .42 .56 34 AMERICAN BOOK COMPANY -title of Book Usual LTIis*t. Price Lowest Lowest ,,W..h. ol,.'e Exch. Price Price SPANISH READINGS ,,annHd ITnTf termLee"di6arSte E of and the * Allowing the text titles below modern Language association. indicate the grades Elementary Elementary Alarcon--El Capitan Veneno (Brownwell) E Alarcon--El Nino De La Bola (Schevill) I " Avellaneda--Baltasar (Bransby) I_ _ Breton --Quien Es Ella (Garner) I Calderon--La Vida Es Sueno (Comfort) I " Escrich--Amparo (Ray and Bahret) E Escrich--Fortuna (Bahret) E __ Fontaine--Flores Ee Espana E "_~~~~ ~ Galdos--Dona Perfecta (Lewis) I " " Oaldos Electra (Bunnell) I '_ Galdos--Marianela (Gray) I Johnson--Ouentos Modemos E " Larra--Partir A Tiempo (Nichols) I _ '_"_ Moratin--El Si De Las Minas (Geddes and Josseiyn)" I Ray--Lecturas Para Principiantes E _ Roessler and Remy--First Spanish Reader E" Turrell--Spanish Reader E """ Valera--El Comendador Mendoza (Schevill) V Valera--Pepita Jimenez (Cusachs) I "" 60 'g3 ',,,, '__ '?S t'QQ ' 'ZZ ,m 'TM ' ',,,, '. '60 ',,,, ,m J ZZ , 00 1(M SPELLING Hicks--New Champion Spelling Book Complete Hicks--New Champion Spelling Book, Part I Hicks--New Champion Spelling Book, Part II Hicks--Champion Spelling Book Complete Hicks--Champion Spelling Book, Part I Hicks--Champion Spelling Book, Part II " "" """ Hunts-Elementary School Speller Complete. Hunts--Elementary School Speller, Part I__ """ Hunts--Elementary School Speller, Part II_ """ Hunts-Modern Word Book for Primary Grades. Hunts--Modern Word Studies. __ Hunts--Progressive Course in Spelling Hunts-Progressive Course in Spelling, Parti.... Hunts--Progressive Course in Spelling, Part II... "" Hunts--Primary Word Lessons """ Hunts--Progressive Word Studies Eldridge-Business Speller Leonard and Fuess-High School Spelling Book." Osborn and King-Seventy Lessons in Spelling "" Pearson & Suzzallo-Essentials of Spelling Complete Pearson & Suzzallo--Essentials of Spelling: Part I... Part II .""'.""'/." Pearson & Suzzallo--Essentials of Spelling^ Lower Grades __ _ Middle Grades Higher Grades, Adapted to Junior High Schools Pearsons--Spelling Notebook TRIGONOMETRY 52 '40 44 s2 40 '52 40 40 '*" ' '40 '44 '3* ' " '52 '44 66 -4 '** 62 -' ^O,, ' ZZ ' fj 54 '* '69 'f* 75 ,54 '" 45 ' ZZ -75 "I? ^ ,,, ZZ '* ZZ ZZ , tl "ZZ. ', ZZ ^ ZZ ZZ 'S? '45 ^ ,, 4o 30 33 -30 \o .15 X! ff " 7 38 Zl 38 H 28 '37 ^ ZZ 31 S8 '4S t ?? ^ 28 31 S8 tt J7 Conant-Plane & Spherical Trigonometry, with Tables. 1 52 1 14 Conant -Plane* Spherical Trigonometry, without Tables"" ~ 120 90 Z Conant--Plane Trigonometry, with Tables , 20 Z" 4 Conant--Plane Trigonometry, without Tables ,, ZZ 84 B .66 .62 AMERICAN BOOK COMPANY 35 Title of Book Conant--Logarithmic & Trigonometric Tables. _ Robbins--Plane Trigonometry ZOOLOGY Davison--Practical Zoology Herrick--Textbook in General Zoology Herrick--Laboratory Exercises in General Zoology "Usual Lowest Lowest List Whol'e Exch. Price Price Price .80 60 .56 -92 69 .65 1.20 1.40 .80 90 .84 05 .98 60 Bowman & Percy's--Principles of Bookkeeping and Busi- ness--Advanced Course 1 .72 Bowman & Percy--Principles of Bookkeeping and Business, Elementary Course, Manual and Key 1 -20 Fish--Teachers' Manual for History of America .48 Foresman--Manual to Accompany Books of Songs .96 Hamilton, Bliss & Kupfer--Junior High School Mathematics, Book III 1 -20 Hamilton, Bliss and Kupfer--Junior High School Mathe- matics, Key to Book I and II 1 .00 Hunt--Progressive Word Studies -60 Primary Grades -36 Intermediate & Advanced Grades .40 Fifth and Sixth Grades Seventh and Eighth Grades -28 , -32 Hunter--Teachers' Manual to Accompany New Civic Biology -80 Hunter--New Laboratory Problems in Civic Biology .96 Lvman & Darnell--Elementary Algebra, Second Course-- Key 128 Answers McElroy--A Child's First Book in Reading -24 Teacher's Manual for Same -24 Perception Cards to Accompany A Child's First Book in Reading 's McElroy & Younge--The Squirrel Tree -48 Straver-Upton--Arithmetics -- Three Book Series-- Lower Grades -" Middle Grades 76 McKinley, Howland & Dann--World History in the Making. - 1 .92 McKinley, Howland & Dann--World History To-day 1 .92 Pearson--Spelling Notebook for Lower Grades -20 Pearson and Hunt--Everyday Reading: Book One -66 Book Two -64 Book Three 68 Manual 48 Wilson--Laboratory Manual in American History .96 Carpenter--The Journey Club Travels, Ourselves and Our City -92 Forseman--A Child's Book of Songs -52 Hamilton, Bliss and Kupfer--Key to Essentials of Junior High School Mathematics, Book Three 1 -20 McKinley, Howland and Dann--Teachers' Manual to Ac- company World History in the Making and World History To-day -60 Newmayer and Broome--The Health and Happiness Series, The Play Road to Health -64 Health Habits -7S The Way to Keep Well '84 Thompson--Questions and Cases in Business Law -40 Strayer-Upton--Arithmetics, Higher Grades -84 .90 .36 .72 .75 .45 .27 .30 .21 .24 .45 .72 .96 .09 .18 .18 .54 .36 .54 .57 1 .44 1 .44 .15 .42 .48 .51 .36 .72 .69 .39 .45 .48 .54 .63 .30 .63 .42 .26 .28 .20 .23 .17 .51 .54 1 .35 1 .35 .40 .45 .48 .37 .45 .51 36 AMERICAN BOOK COMPANY Title of Book Usual List Price Strayer-TJpton--Arithmetics, Lower Oracles, Answers Middle Grades, Answers Bowman & Percy--Principles of Bookkeeping"and~Business~ " Complete Course . Advanced Course, Blanks III A and III B IV A and IV B Practice Set, No, Three Practice Set, No. Four Advanced Course, Manual and Key Clark--New Introduction to Science Crumpton--Junior High School English: Book One Book Two l'.'.'." Crumpton-Hosic--Junior High School English", "BookThree" " Foresman--Higher Book of Songs_ __ McElroy-Child's First Book in Reading, Cloth Edition"" " Mort-The Individual Pupil in the Management of Class" and School Newmayer & Broome--Human Body" and" Its" Care" Pearson & Kirchwey-New Essentials of English: Lower Grades Middle Grades Higher Grades Staffelbach & Freeland--Exercises" in'change-Maklng""" Teacher's Manual " Strayer-TJpton--Arithmetic, Higher~Grades," AnsweVs" Strayer-TJpton--Arithmetic, Six-Book Series: Book One Answers Book Two. Answers Book Three Answers. Book Four "~ Answers Book Five Answers Book Six //__ Answers Strayer-TJpton--Arithmetic, Two-Book Series?"" First Book Answers Second Book Answers """ __ " Thompson-Manual and Key "to" Accompany Questions "and" Cases in Business Law l2 ,, ,,,, li . DO 64 \ 4\a8 1 80 j '4g ! 1 24 , 'Tl 32 ' * of ' "30 '\l ' ,1S "12 ' 12 " 12 " ,1S '" 12 ' '" . 36 Lowest Lowest Whol'e Exch. Price Price .09 .09 1 .95 .48 .36 .87 .96 1 .35 1.11 1 .82 1 .04 .75 .84 .93 1 .14 .24 .70 .79 .87 1 .07 .33 1 .20 .72 .68 .54 .51 .60 .56 .72 .68 .24 .12 .09 .39 .37 .09 .39 .37 .09 .39 .37 .09 .39 .37 .09 .42 .40 .09 .42 .40 .09 .66 .62 .09 .78 .73 .09 THE AMERICAN VIEWPOINT SOCIETY Inc. 13 Astor Place, New York F. O. B. New York Listing expires June 25, 1929 CIVICS Jenks and Smith--We and Our Government j 40 ECONOMICS J. F. Johnson--We and Our Work a 0_ 1 .05 1 .55 THE AMERICAN VIEWPOINT SOCIETY, INC. 37 Title of Book HISTORY Albert Bushnell Hart--We and Our History READERS Angelo Patri--The Spirit of America Dr. E. George Payne--We and Our Health, Book I Usual Lowest Lowest List Whol'e Exch. Price Price Price 1-80 1 .3S I-20 LOO -90 .75 D. APPLETON AND COMPANY 35 West 32nd Street, New York City Listing expires May 18, 1932 F. O. B. New York AGRICULTURE TJpham & Schmidt--An Introduction to Agriculture 1 .20 AMERICANIZATION AND CITIZENSHIP Howard & Brown--The United States, Its History, Govern- ment and Institution 1 * ''S"O ARITHMETIC Paddock & Holton--Vocational Arithmetic 1 .BO GEOGRAPHY Fairgrieve & Young--Human Geography by Grades: Book I--Children of Many Lands Book II--Homes Far Away Book III--The World Book IV--The United States Book V--The New World and the Old Book VI--Europe and the British Isles -72 .54 -8 .60 -96 .72 1.12 .84 1.16 .87 1.20 .90 ELEMENTARY ENGLISH Young & Memmott-- Good English in Speaking and Writing: Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade ' .60 .53 84 .63 .56 .66 .59 .69 .61 .69 .61 Young & Memmott--Methods in Elementary English 1 -20 .90 HISTORY Southworth--Builders of Our Country: Book I Book II .66 .59 .69 .61 Southworth--First Book in American History with European Beginnings Greenwood--Our Heritage From the Old -World ' i-^ .90 .94 .80 .83 READING Carroll & Brooks--Readers: The Brooks Primer .45 Eight Book Series: First Reader .45 38 D. APPLETON AND COMPANY Title of Book Second Reader Third Reader Fourth Grade Reader Fifth Grade Reader Sixth Grade Reader Seventh Grade Reader Eighth Grade Reader SUPPLEMENTARY READING Wiley--Rago and Qoni Wiley & Edick--Lodrix, the Little Lake Dweller.".'"""_' Wiley & Edick--Children of the Cliff Thomson--Bud and Bamboo Mclntyre--Cave Boy of the Age of Stone Chambers--Hide and Seek in Forest Land ~~~ Kipling--Reader for Elementary Grades Chapman--Our Winter Birds Farjeon--Mighty Men Chapman--Travels of Birds Kipling--Reader for Upper Grades Cooper--Story of Leatherstocking (Marble).. """ Silvers--Spirit of Menlo HIGH SCHOOL BOOKS COMMERCIAL EDUCATION Klein--Bookkeeping and Accounting: A Complete Course. An Introductory Course Laboratory Practice--Parti Laboratory Practice--Part II Klein--Elements of Accounting Hart & Watts--Commercial and Industrial Arithmetic Leigh--Elements of Retailing Adams--A Commercial Geography Burdick--The Essentials of Business Law_7_ _" ~ "SSSSSSS. ECONOMICS Vogt--Introduction to Rural Economics ENGLISH Williams--Book of Short Stories ,_ Wood--Practical Grammar and Composition" ____ """" Hyde--Course in Journalistic Writing _ Gordon & King--Verse of Our Day 1""ll~.l ENGLISH CLASSICS Addison & Steele--Sir Roger De Coverley Papers (Baker) Burke--Speech on Conciliation with America (Crane) Carlyle--Essay on Burns (Dracass) Coleridge--Rime of the Ancient Mariner (Edgar)-^ " Dryden--Palamon and Arcite (Marshall) Eliot--Silas Marner (Colby and Jones) " Goldsmith--The Traveler and The Deserted Village (DruVyV Goldsmith--Vicar of Wakefield (Maitland) Huxley--Autobiography and Selected Essays (Simons)" Lamb--Selected Essays of Ella (Bement) Laughlin --Select Poems of Robert Browning Macaulay--Essays on Milton, Addison and Johnson "(Alton)" Usual Llst Price Lowest Lowest Whol'e Exch. Price Price 6g ,, .61 .57 76 .57 '76 .57 7,, .57 76 .57 '76 .57 60 'eQ .46 .45 '6Q .45 .51 60 .45 '64 .48 so .60 .60 .78 .57 88 .66 130 ,' .98 .98 *,,s . o,,u , -,, 1 ,,,, 2'00 l 50 1'Q \ 72 2 OO 1 .88 1 .32 .75 .30 1 .50 1 .13 1 .35 1 29 1 50 1 .67 1 .17 1 .33 1 .00 1 .20 1 .15 1 .33 180 j 00 88 1 go i 60 .75 .66 1 .20 1 .20 .59 1 .07 1 .07 48 .36 48 .36 .36 .36 48 .36 '48 .36 48 ' 48 \s '48 ' 48 .36 .36 .36 .36 .36 '48 .36 D. APPLETON AND COMPANY 39 Title of Book Milton--Shorter Poems and Sonnets (Nichols) Scott--Ivanhoe (Dracass) Scott--Lady of the Lake (Chalmers) Scott--Quentin Durward (Colby) Shakespeare--Julius Caesar (McDougal) Shakespeare--Macbeth (Jones) Shakespeare--The Merchant of Venice (Baker and Jones) Stevenson--Treasure Island (Law)__ Tennyson--Idylls of the King (Denney) Select Addresses of "Washington, Webster and Lincoln (Sullivan) APPLETON MODERN LITERATURE SERIES Crane--Red Badge of Courage (Herzberg) Parker--Seats of the Mighty (Otto) Bullen--Cruise of the Cachalot (Schweikert) Hough--Covered Wagon (Stratton) HISTORY McLaughlin--History of the American Nation Lippincott & Tucker--Economic and Social History Westermann--Story of the Ancient Nations Usual Lowest Lowest List Whol'e Exch. 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Southern School Book Depository, Atlanta, Georgia Listing expires August 8, 1933 Title of Book Graves Muscular Writing: Standard Edition, Regular Series, Books 1 to 8, per copy Record Edition, Regular Series, Books I to VIII, per copy. Usual Lowest Lowest List Whol'e Exoh. Price Price Price 1Q .13 14 07 H .10 W. S. BENSON & COMPANY 41 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Sanders, Napier and Hubbard--The Multiple Review Speller: Book I, per Copy .48 .36 .34 Book II, Per Copy .48 .36 .34 Clinton and Lewis--The Clinton Primer, Per Copy .56 .42 .40 C. C. BIRCHARD AND COMPANY 221 Columbus Ave., Boston, Mass. This listing effective November 17, 1929.--Expires November 17, 1934 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Laurel Song Book Laurel Music Reader, Special Laurel Music Reader, Complete School Song Book, Students' School Song Book, Complete Junior Laurel Songs, Special Junior Laurel Songs, Complete , Laurel Songs for airls. 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Title of Book SUPPLEMENTARY Kipling--The Jungle Book, School Edition Kipling--The Second Jungle Book, School Edition".TM""" Kipling--Captains Courageous, School Edition Conrad--Victory, Educational Edition Conrad--Youth, Educational Edition Smith--Selected Stories from O. Henry... Hendrick--The Life and Letters of Walter H. Page, School Edition Whitman--Leaves of Qrass, Educ. Edition Usual List Price 1 .00 1 .00 1 .00 1 .00 1 .00 1 .00 1 .00 .80 Lowest Lowest Whol'e Exch. Price Price .75 .75 .75 .75 .75 .75 .75 .60 FARQUAHR _. ALBRIGHT COMPANY 623-633 South Wabash Avenue, Chicago To be furnished F. O. B. Chicago, III. Listing expires January 1, 1931 Title of Book Usual List Price ENGLISH GRAMMAR Practical Grammar for High Schools and Academies by P. H. Eeffendall 72 English Grammar, by J. V. Denney and S. B. Tobey_"_ _ ____ [80 ENGLISH READINGS (Lakeside Classics) * No. 2 Patriotic Selections: McKinley, Lincoln, Washington, and Bryant... 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OO 4.00 6.00 4.00 6.00 6.00 2.00 1.60 1 .75 1.60 .80 .55 .60 2.00 2.00 2:00 1 .62 1 .52 1 .20 .20 .80 .28 .28 1 .20 1 .20 1 .20 .40 1 .20 1.20 3.20 2.80 2.00 Lowest Exch. Price GINN AND COMPANY 165 Luckle Street, Atlanta, Ga. Listing expires May 25, 1932 F. O. B. Atlanta, Georgia BOOKS FOR HIGH SCHOOLS Title of Book Usual List Price Lowest Whol'e Price AGRICULTURE Etheridge--Field Crops Macklin, Grimes & Kolb--Making the Most of Agriculture- _ Waters--Essentials of New Agriculture Waters & EMS--Agricultural Laboratory Exercises and Home Projects, rev 196 1 .88 1.60 1 .47 1.41 1 .20 1 .0 Lowesl Exch. Price 1 .37 1.32 1 .12 50 GINN AND COMPANY Title of Book ....._. ALGEBRA Hawkes--Higher Algebra Hawkes-Luby-Touton--New First Course in Algebra Hawkes-Luby-Touton--New Second Course In Algebra Hawkes-Luby-Touton--New Complete School Algebra Smith-Reeve--Essentials of Algebra, Book I Smith-Reeve--Essentials of Algebra, Book II Smith-Reeve--Essentials of Algebra, Complete Course Smith-Reeve-Morss--Exercises & Tests in Algebra Wentworth--First Steps in Algebra Wentworth--New School Algebra Wentworth--Elementary Algebra Wentworth-Smith--Academic Algebra Wentworth-Smith--School Algebra, Book I Wentworth-Smith--School Algebra, Book II Usual List Price Lowest Whol'e Price Lowest Exch. Price 188 1.24 1.28 1.60 1.24 1.24 1.56 .60 .80 1 40 1 [i0 1.48 1.24 1.23 141 .93 .96 1.20 .93 .93 1.17 .45 60 1.05 106 in g3 ga 133 87 90 1 12 87 87 1 09 "56 g8 'gg 1 04 87 90 ARITHMETIC Powers & Loker--Exercises in Rapid Calculation ,55 .43 Wentworth-Smith--Higher Arithmetic 1.20 90 84 Wentworth-Smith-Brown--Junior High School Mathematics, Rev. Bookl 92 69 64 BookH 1.00 .75 .70 BookHI lg0 90 84 ASTRONOMY Young--Lessons in Astronomy, Revised Edition BIOLOGY Gruenberg--Biology and Human Life Qruenberg & Robinson--Experiments and Projects in Biology 1 .80 1.7Z 64 1 .35 j 29 48 128 1 20 BOTANY Bergen & Oaldwell--Introduction to Botany, Southern Edition 17a lag 1 3Q CHEMISTRY McPherson & Henderson--Chemistry and Its Uses, Revised McPherson & Henderson--Laboratory Practice in Chem- istry, Spaced for Answers 1 .60 76 1 20 5~ 1 12 CIVICS Boynton--School Civics, Revised Oettell--Constitution of the United States Hlu--Community Life & Civic Problems Hill & Sellers--My Community Morehouse & Graham--American Problems Turkington--Community Civics " ~~~~~ _ """ j 48 80 i40 !e4 1 72 1^40 in 60 10B 48 1 29 105 1 04 5 1 20 98 COMMERCIAL BRANCHES ALGEBRA Wentworth-Smith-Schlaugh--Commercial Algebra, Book I__ 1 .36 1 .02 .96 Wentworth-Smith-Schlaugh-- Commercial Algebra, Book II, 1 .36 1.02 .95 ARITHMETIC Cowan & Loker--Exercises in Business Practice Cowan & Loker--Junior Exercises in Business Practice, _ .56 .42 .72 .54 GINN AND COMPANY 51 Title of Book Miner-Elwell-Touton--Business Arithmetic - Miner-Elwell-Touton--Essentials of Business Arithmetic Moore & Miner--Concise Business Arithmetic Moore & Miner--Practical Business Arithmetic, Revised Usual Lowest Lowest List 'Whore Exch. Price Price Price 1.48 1 .20 1.S0 1 .48 1.11 .90 .90 1.11 1.04 .84 .84 1.04 ENGLISH Davis--Business English & Correspondence, Revised 1.48 1.04 GEOGRAPHY Bishop & Keller--Industry and Trade Brigham--Commercial Geography, Revised Keller & Bishop--Commercial & Industrial Geography 1.40 1.72 1 .28 1.05 1 .29 .96 1 .20 .90 LAW Huff cut--Elements of Business Law, Second Rev. Edition 1.48 1.04 SALESMANSHIP Norton--Retailing Selling 1.32 SPANISH Harrison--Spanish Commercial Reader 1.12 SPELLING Atwood--Practical Commercial Speller Brinkworth--Business Speller .64 .46 .62 .36 BOOKKEEPING Elwell & Toner--Bookkeeping and Accounting: First Course Elementary Course Intermediate Course Advanced Course - Complete Course Corporation and Voucher Accounting Blank Books (For Sets I-III) For Set IV For Set V For Set VI For Set VII For Set VIII Incoming Business Forms: Tablet A (For Sets II and III) Tablet B (For Set IV) Blank Business Forms: Box A (For Sets II and III) Box B (For Set IV) Envelope (For Set VIII) Jackson, Sanders, and Sproul--Bookkeeping & Business Knowledge: First-Year Course -- Second-Year Course Complete Course Blank Books (For Set A) (Part III) (For Set B) (Part IV) (For Set D) (Part VI) (For Set E) (Part VII) For Laboratory Problems (For Chapters XIX- XXII) Part IV * -28 1 -60 1.64 1 -66 2.12 1.20 .48 -40 -4 -44 -68 -64 -20 -20 -88 -76 -66 1 -60 1.64 3.12 .48 -44 40 -40 -52 .96 1.20 1 .23 1 .17 1 .59 .90 .36 .30 .30 .33 .51 .48 .15 .15 .66 .57 .42 1.20 1 .23 2.34 .36 .33 .30 .30 .90 1.12 1.15 1.09 1 .48 .84 ._-- .--- 1 .12 1 .15 2.18 52 GINN AND COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Business Papers (Pad) (For Set A) .84 .63 Departmental Business Paper3 & Blank Books for Set O (Part V) 32 .24 TYPEWRITING Harned: Junior Typewriting Studies Harned--Intermediate Typewriting Studies J Harned--Typewriting Studies 1.32 .99 .92 1.36 1 .02 .96 140 1 .06 .98 ECONOMICS Carver--Elementary Economies Carver--Elements of Rural Economics Kinsman--Economics, or The Science of Business Splawn & Bizzell--Introduction to the Study of Economics 1.7S 1.48 1 .72 1 .72 ENGLISH Ball--Building with Words Ball--Constructive English Boynton--American Literature for Secondary Schools Briggs & McKinney--Ways to Better English. Enlarged Brlggs & McKinney--Ways to Better English, Brief Briggs-McKlnney-Shefflngton--Junior High School English, New Edition: Book I Book II Davis--Advanced Exercises in English Davis--Practical Exercises in English, First Series Davis--Practical Exercises in English, Second Series Qenung & Hanson--Outlines of Composition & Rhetoric Kittredge & Farley--Advanced English Grammar Kittredge & Farley--Concise English Grammar Long--American Literature Long--Outlines of American Literature, with Readings Long--English Literature Long--Outlines of English Literature, with Readings Long--Outlines of American Literature Long--Outlines of English Literature Wheeler & Long--Readings in American Literature to ac- company Long's Outlines of American Literature Wheeler & Long--Readings In English Literature to accom- pany Long's Outlines of English Literature Tanner--Composition and Rhetoric 1 08 123 1 .60 1 .36 1 .ao j 12 j 20 .64 .66 .60 1 .44 1.20 1 .00 160 1 .80 168 1 .80 1.28 1.40 1 .40 1 .40 i66 1 .29 1 .11 1 .29 1 .29 .81 .96 1 .20 1 .02 .90 .84 .90 .48 .42 .46 1 .08 .90 .76 1 .20 1 .36 1 .26 1.35 .96 1 .06 1 .05 1 .17 1 .20 1 .04 1 .80 1 .20 .76 .90 1 .12 .96 .84 .78 .84 1 .01 .84 .70 1.12 1 .28 1 .18 1.26 .90 .98 .98 .98 1 .09 STANDARD ENGLISH CLASSICS Addison & Steele--Sir Roger de Ooverly Papers (Lltchfleld) _ _ _ .66 .42 Arnold--Sohrab and Rustum (Trent and Brewster) .62 .39 Austen--Pride and Prejudice (Sicha) 7a .57 Blackmore--Lorna Doone 100 .75 Browning, Robert--(Lovett) Selections 58 .42 Bunyan--Pilgrim's Progress 60 .45 Burke--Speech on Conciliation with America (Lamont) ] iee .42 Burns--Representative Poems, with Carlyle's Essays on Burns Byron--Selections (Tucker) Carlyle--Essay on Burns (Hanson) Coleridge--Selections (Qibbs) Cooper--Poems of Today Cooper--Last of the Mohicans (Dunbar,) The Spy (Griffin) Defoe--Robinson Crusoe (Trent) . 6K6a .42 62 .39 4a .36 52 .39 80 .60 ~~ _" 80 .60 g0 .60 96 .72 GINN AND COMPANY 53 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Dickens--David Copperfield (Buck) The Tale of Two Cities (Linn) Eliot--Mill on the Floss Silas Marner (Whitham) Franklin--Autobiography, New Edition (Montgomery and Trent) Gaskell: Cranford (Siraonds) Qoldsmith--Deserted Village and The Traveller, with Qray's Elegy (Pound) She Stoops to Conquer The Vicar of Wakefield (Rutledge) Huxley--Selections (Cushing) Irving--Oliver Goldsmith, A Biography (Gaston) Sketch Book (Litchfield) Lamb--Essays of Elia, First Series (Wauchope) Selected Essays (Wauchope) Lincoln--Selections (Tarbell) Macaulay--England in 1685 (Bates) Essay on Addison (Smith) Essay on Milton (Smith) Essays on Lord Clive and Warren Hastings (Gaston) Lays and Ballards (Daniel) Life of Samuel Johnson (Hanson) Stilton--L'Allegro, II Penseroso, Comus, and Lycidas Paradise Lost, Book I and II, and Lycidas Old Testament Selections from (Snyder) . Palgrave--Golden Treasury (Trent and Erskine) Golden Treasury: Poems of Wordsworth, Shelly, and Keats, (Trent and Erskine) Parkham--Oregon Trail (Leonard) Poe--Selections from Poe (Gambrill) POpe--mad, Books I, VI, XXII and XXIV (Tappan) Rape of the Lock and Other Poems (Parrott) Ruskin--Sesame and Lilies (Hufford) Scott--Ivanhoe (Lewis) Lady of the Lake (New Edition) (Black) Quentin Durward (Bruere) Shakespeare--New Hudson: Anthony and Cleopatra Coriolanus Cymbeline Hamlet Henry the Fourth, Part I - -- Henry the Fourth. Part II Henry the Eighth Julius Caesar King John Macbeth M:erchants of Venice Midsummer Night's Dream Much Ado About Nothing Othello Richard the Second Richard the Third Romeo and Juliet Tempest The -Winter's Tale Smith--Short Stories, Old and New Stevenson--Inland Voyage and Travels with a Donkey (Snow) '- Treasure Island (New Edition) (Hersey) -9a -72 -80 .60 -88 6e -68 -51 -8 -80 -66 -42 48 -38 -66 -42 -76 .67 -48 -36 .68 .61 -76 -57 .68 .51 -76 -57 -56 -42 -56 -42 -62 -39 -48 -3e .56 .42 -66 -42 -48 -38 -52 .39 .66 .42 -56 .42 .76 .67 -48 -3a -76 -67 -60 *6 .62 .39 .56 .42 -5e -42 -80 -60 -68 .51 -80 -60 8a -58 -66 -66 -66 -s6 -6S -56 -66 . -56 -6a -66 -66 -68 -6 -5a 5a -68 -5a -68 -4S -42 -42 -42 -42 -42 -42 -42 -42 -42 -42 .42 .42 -42 -42 -42 -42 -4S -42 .51 -80 -46 -76 .67 54 GINN AND COMPANY Title of Book Tennyson--Coming of Arthur, Qareth and Lynette, Lancelot and Elaine, The Holy Grail and the Passing of Arthur (Boughton) The Princess (Cook) Washington--Farewell Address and Webster's First Bunker Hill Oration and Lincoln's Gettysburg Address (Gaston) Usual List Price gg 56 gg Lowest Lowest Whol'e Exch. Price Price .42 .42 FRENCH Aldrich-Foster-Roule--Elementary French Revised Bovee--Premiere Annee de Francais Bovee & Goddard--Deuxieme Annee de Francais Debrule--Le Francais pour tous, premiere livre Le Francais pour tous, deuxieme livre 1.66 X 64 1.40 1.20 1.12 1 .17 1 .23 1 .06 .90 .84 1.03 1.16 .93 .84 .78 SUPPLEMENTARY FRENCH Aldrich and Foster--French Reader 80 Brieux--Les Americans Chez nous (Foster) 80 Cheyney--French Idioms and Phrases 70 Daudet--La Belle-Nlvernaise (Freeborn) "QQ Le Nabab (Wells) 96 Le Petit Chose (Francois) e4 Dumas--Les Trois Mousquetaires (Sumichrast and Ball) .96 Grimm--Seize Petits Contes tout modernes gO Guerlac--Selections from Standard French Authors .84 Halevy--L'Abbe Constantin (Babbitt) 7S Un Manage d'amour (Patzer) g6 Lablche and Martin--Le Voyage de M. Perrichon (Spiers) .62 La Fontaine--One Hundred Fables (Super) ^64 Lazare--Contes et Nouvelles, First Series 6a Contes et Nouvelles, Second Series 50 Lectures faciles pour les commencants, New Edition .66 Meilhac and Halevy--I'Ete de la Saint-Martin; Labiche-La Lettre chargee; D'Hervllly-Vent d'ouste .60 Merlmee--Carmen and Other Stories (Manley) gO Colomba (Schniz) 76 Moore and Foure--A French Reader 80 Potter--LHx Contes modernes. New Edition with Vocabulary, .60 Sand--La Mare au diable (Gregor) 64 Simpson--Five Easy French Plays 80 GEOMETRY Hawkes-Luby-Touton--Plane Geometry Hawkes-Luby-Touton--Solid Geometry Hawkes-Luby-Touton--Plane and Solid Geometry Smith--Essentials of Plane Geometry Smith--Essentials of Solid Geometry Smith--Essentials of Plane & Solid Geometry Wentworth-Smith--Plane Geometry Wentworth-Smith--Solid Geometry Wentworth-Smith--Plane and Solid Geometry 1 3a 124 u 1 ^60 124 j 24 1 60 124 1 ' 84 1 60 GERMAN Allen and Phillipson--First German Grammar Ernst--Semper der Jungling i60 so .60 .60 .87 .45 .72 .48 .72 .60 .63 .64 .42 .39 .48 .42 .42 .42 .45 .60 .57 .60 .45 .48 .60 .99 .93 1 .20 .93 .93 1 .20 .93 .93 1 .20 1 .20 .60 .98 .87 1.18 .87 .87 1.18 .87 .87 1.18 1 .12 GINN AND COMPANY 55 Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price GREEK Goodwin--Greek Grammar Goodwin and White--Anabasis Seymour--School Iliad, Book I-VI 2.00 2.00 1 92 1 .60 1.50 1 .44 1 .40 1 .40 1.34 HISTORY Bishop & Robinson--Practical Map Exercises and Syllabus in Ancient History Bishop & Robinson--Practical Map Exercises and Syllabus in American History Bishop & Robinson--Practical Map Exercises in Medieval and Modern European History Bishop & Robinson--Practical Map Exercises and Syllabus in European History to 1714 Bishop & Robinson--Practical Map Exercises and Syllabus in European History since 1714 Breasted--Ancient Times Cheyney--Short History of England, Rev Montgomery--Leading Facts of English History Revised Muzzey--History of the American People Myers--Ancient History, Second Revised Myers--Medieval and Modern History, Second Revised Edition Myers-- General History, New Edition Robinson--Medieval and Modern Times Robinson-Breasted-Beard--History of Europe, Ancient & Medieval Robinson-Breasted-Beard--History of Europe, Our Own Times, Revised Robinson-Smith-Breasted--Our World Today & Yesterday Stephenson--American History 56 -66 -56 .66 .56 2 .00 1 -96 1 .64 2.12 1.92 2 .00 2.00 2.00 1 -96 1 -96 2 .12 1 -92 .42 1 .60 1 .47 1 .23 1.60 1 .44 1 .60 1 .60 1.60 1 .47 1 .69 1 .44 1 .40 1 .37 1 .16 1 .48 1 .34 1 .40 1 .40 1 .40 1 .37 1 .48 1.34 LATIN Allen & Greenough--New Latin Grammar Allen & Greenough--Caesar, Books I-IV T Allen & Greenough--Cicero, Six Orations Collar & Daniell--First Year Latin, Revised by Jenkins D'Oc ge--Concise Latin Grammar D'Ooge--Elements of Latin D'Ooge--Latin Composition, Complete D'Ooge--Latin Composition, Part I D'Ooge--Latin Composition, Parts I-III D'Ooge & Eastman--Caesar in Gaul D'Ooge & Roehm--Junior Latin Lessons, Book I D'Ooge & Roehm--Junior Latin Lessons, Book II Gray & Jenkins--Latin for Today Greenough-KIittredge-Jenkins--Virgil's Aeneid, Book I-VI, and Ovid's Metamorphoses Moore--Orations of Cicero, with a Selection from his Letters 1 .60 1.32 1 .36 1 .24 * -48 1 -32 1.32 TS -84 1 -72 1 .36 1 .56 1 -40 1.92 1 .96 1 .20 .09 1 .02 .93 1.11 .99 .99 .64 .63 1 .29 1 .02 1 .17 1 .05 1 .44 1.47 1 .13 .92 .96 .87 1 .04 .02 .92 .50 .69 1 .20 .95 1.00 .08 1 .34 1.37 MANUAL TRAINING Burton--Shop Proj ects MUSIC Giddings and Newton--Junior Songs and Chorus Book Levermore--Abridged Academy Song Book, Revised Levermore--Student's Hymnal 1.60 1 .20 .84 .63 1 .24 .93 .87 -96 .72 .67 56 GINN AND COMPANY Title of Book PHYSICS Higgins--Introductory Physics Millikan-Qale-Pyle--Elements of Physics Millikan-Gale-Davis--Exercises in Laboratory Physics, in Duostyle Binding Cavanagh & Westcott--Laboratory Problems in Physics PHYSIOLOGY Blaisdell--Life and Health Hough & Sedgwick--Elements of Physiology Hough & Sedgwick--Hygiene and Sanitation Bennett--Psychology and Self-Development Phillips--Elementary Psychology SCIENCE Caldwell & Eikenberry-- Elements of General Science New Edition Caldwell & Eikenberry--Elements of General Science, New Edition, With Experiments Caldwell-Eikenberry-Glenn--Elements of General"science" Laboratory Problems, New Edition Spaced for Ans. DOMESTIC SCIENCE Burton--School Sewing Based on Home Problems SPANISH Coester--Cuentos de la America Espanola Coester--Spanish Grammar Coo!--Spanish Composition Harrison--Elementary Spanish Reader, (New Edition with" Questions and Exercises) Harrison--Intermediate Spanish Reader Marcial Dorado--Espana Pintoresca """ Marcial Dorado--Primeras Lecciones de Espanol Marcial Dorado--Primeras Lecturas en Espanol '""" Marcial Dorado--Segundas Lecciones de Espanol """" Marden & Tarr--A First Spanish Grammar " Usual List Price Lowest Lowest Whol'e Exch. Price Price 1 .48 1 .64 .64 .96 1.11 1 .23 .48 .72 1 .04 1.16 1 .34 1 .64 1 .60 1 .48 1 .48 .93 1 .23 1 .20 1 .11 1 .11 .87 1.15 1.12 1 .04 1.04 j 60 1 .20 168 .80 1 .26 .45 1 .12 1 .18 l .60 1.13 g6 148 g6 7S g2 1 12 ii2 g6 l S4 i '48 .72 1 .11 .72 .54 .69 .84 .84 .72 .93 1.11 SUPPLEMENTARY SPANISH Alarcon--Novelas Cortas Hartzenbusch--Juan de las Vinas Ibanez--Vistas Sundamericanos Isaacs--Maria Moratin--El Si de las Ninas Pardo Bazan--Pascual Lopez Perez Escrich--Fortuna and El Placer de No Hacer Nada.^ Perez Galdos--Dona Perfecta (New Edition) Valera--El Pajaro Verde. SPELLING Lewis--The Common-Word Speller for Junior High School _. 100 7S j 00 Q '76 j 00 ^64 1 ' 13 . Da.4 .52 TRIGONOMETRY Crenshaw & Deer--Plane Trigonometry Granville--Plane Trigonometry and Tables Smith-Reeve-Morss--Essentials of Trigonometry 140 i^60 1.44 .75 .54 .75 .63 .57 .75 .48 .84 .48 1 .05 1 .20 1 .08 .36 .98 1.13 1.01 GINN AND COMPANY 57 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Wentworth-Smith--Plane Trigonometry Tables Wentworth-Smith--Plane & Spherical Trigonometry & Tables 1.60 184 1 .20 1 .12 VOCATIONAL GUIDANCE Brewer & Hurlbut--Elements of Business Training Gowin-Wheatley-Brewer--Occupations, Revised Edition 1.32 1 .48 .99 .92 .11 1.04 BOOKS FOB COMMON SCHOOLS AGRICULTURE Burkett-Stevens-Hill--Agriculture for Beginners, Revised... Waters--Elementary Agriculture 1.08 1.00 .81 .76 .76 .70 ARITHMETIC Buckingham-Osburn--Searchlight Arithmetics, Introductory Book for Teachers (covering work in first two grades) Book I, Grade Three Book II, Grade Four Book III, Grades Five and Six Book IV, Grades Seven and Eight Smith-Brudge--Arithmetics, Primary Book Intermediate Book Advanced Book Wentworth-Smith--School Arithmetics, Book I 1, Book II Book III r Wentworth-Smith--Work and Play with Numbers Wentworth-Smith-Shiels--City Arithmetics: Grade I Grade II Grade III Grade IV .- Grade V Grade VI Grade VII Grade VIII 1.00 -76 -76 -96 .96 -76 -80 -92 -64 68 80 .60 56 5S -60 6 -60 -60 64 -64 76 .70 67 .63 57 .63 72 .67 72 .67 57 .63 60 .56 69 .64 48 .46 51 .48 60 .56 45 .42 42 .39 .42 .39 .45 .42 .45 .42 .45 .42 .45 .42 .48 .45 .48 .45 CIVICS Turkington--My Country, Revised 1 .08 GEOGRAPHY Allen--How and Where We Live--An Open Door to Geog- raphy Allen--Geographical and Industrial Studies: Africa, Australia, and the Islands of the Pacific Asia The New Europe North America South America United States, Revised Edition *88 1 .18 .84 l-OO .75 1 -00 .75 1 -00 .76 ! -00 .75 .92 .69 Allen and Robison--Stories and Sketches: Children of Other Lands Stories of Our Earth What People Are Doing. 3e .27 -3e .27 -38 .27 58 GINN AND COMPANY Title of Book Atwood-Allen-Robinson--Practical Map Exercises in Geography and History: Western Hemisphere Eastern Hemisphere Frye--Home Geography and Type Studies Frye-Atwood--New Geography: Book I Book II Keller and Bishop--Commercial and Industrial Geography HISTORY Stephenson--School History of the United States Tryon & Lingley--American People and Nation HOME ECONOMICS Hapgood--School Needlework (Revised by Spooner) Usual List Price 5Q ,56 .68 j 28 200 1 .28 1.60 1.72 .84 Lowest Lowest Whol'e Exch. Price Price .42 .42 .51 .96 1 .60 .96 .48 .90 1 .40 .90 1 .20 1 .29 1 .12 1 .20 LANGUAGE AND GRAMMAR Jeschke--Beginners Book in Language Phillips & Kidd--English, Step by Step: Third Year Fourth Year Fifth Year Potter-Jeschke-Gillet--Oral & Written English: Primary Book Intermediate Book Complete Book Potter-Jeschke-Gillet--Oral & Written English: Primary Book, Part I Primary Book, Part II Intermediate Book, Part I Intermediate Book, Part II Upper Book, Part I Upper Book, Part II Potter-Jeschke-Gillet--Oral & Written English, Upper Book MUSIC New Educational Music: Primary Melodies First Music Reader Intermediate Song Reader Junior Song and Chorus Book Music Education Series: Songs of Childhood Introductory Music Juvenile Music Elementary Music Two-Part Music Intermediate Music Three-Part Music Junior Music PHYSIOLOGY AND HYGIENE Andress--A Journey to Health Land Andress--The Boys and Girls of Wake-up Town Andress & Evans--Health and Success Andress & Evans--Health and Good Citizenship Gulick--Hygiene Series: Good Health Emergencies 60 80 96 , 08 68 68 go 44 .44 44 44 60 72 .96 48 56 ,60 .84 68 72 76 76 80 84 1 32 2 44 72 .76 .76 .95 64 64 .60 .56 .72 .67 .81 76 61 .48 51 .48 69 .64 32 .31 32 .31 32 .31 32 .31 46 .42 54 .50 72 .67 .36 .34 .42 .39 .45 .42 .63 .59 .61 .48 .64 .50 .67 .63 .67 .63 .60 .56 .63 .69 .99 .92 .08 1 .01 .54 .50 .67 .63 .57 .53 .72 .67 .48 .45 .48 .45 GINN AND COMPANY 59 Title of Book Town and City The Body at Work Control of Body and Mind Health and Safety Physiology, Hygiene and Sanitation. Bodv and Its Defenses Usual Lowest Lowest List Whol'e Exch. Price Price Price .80 .60 .66 .80 .60 .66 .80 .60 .66 .68 .61 .48 .96 .72 .67 .96 .72 .67 BEADING Fassett--Beacon Readers: Beacon Gate to Reading New Beacon Primer Beacon First Reader Beacon Introductory Second Reader Beacon Third Reader Beacon Fourth Reader Beacon Fifth Reader New Beacon Phonetic Chart and Reading Chart Complete with Chart Holder (Enlarged) Field--Readers: The Field-Martin Primer The Field Primer The Field First Reader The Field Second Reader The Field Advanced Second Reader The Field Third Reader The Field Fourth Reader The Field Fifth Reader The Field Sixth Reader The Field Phonetic Chart, Reading Chart and Holder (Not including cards) Horn--The Learn to Study Readers: First Lessons in Learning to Study Book I Book II Book III Book IV Book V Horn-Shields--Silent Reading Flash Cards: (Sets A-H Complete, with Directions for using) Silent Reading Flash Cards (Shorter Set) Horn-Shurter-Baugh--New American Readers: Book I Book II Book III Book IV Book V Young and Field--Literary Readers: Book I Book II Book III Book IV Book V Book VI Young and Field--Advanced Literary Reader: Part I Part II - .60 -60 -60 .64 -68 -76 -80 12 .00 -60 -60 -64 -64 .72 -80 -84 '88 -92 8.00 .64 -64 -7S -80 -88 " 12 . OO 4.00 -60 64 -72 -76 -80 -60 64 -72 -76 -8 -80 9a 96 .46 .45 .45 .48 .51 .57 .60 .46 .45 .48 .48 .54 .60 .63 .66 .69 .48 .48 .64 .60 .66 .72 9.00 3.00 .46 .48 .54 .57 .60 .45 .48 .54 .67 .60 .60 .72 .72 .42 .42 .42 .46 .48 .53 .56 .42 .42 .45 .45 .60 .66 .69 .62 .64 .46 .45 .50 .56 .62 .67 .42 .46 .60 .53 .56 .42 .46 .60 .63 .56 .66 .67 .67 60 GINN AND COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price SUPPLEMENTARY READING Aanrud--Lisbeth Longfrock 64 Aesop--Fables, New Edition (Stickney) __________ !?2 Fifty Fables from Aesop (Herford)_. _____ 52 Anderson: Fairy Tales, First Series (New Edition)/.'_____' ^72 Fairy Tales, Second Series (New Edition) _ _ 76 Andrews--The Jane Andrews Books: Each and All ~ Seven Little Sisters (New Edition) Stories Mother Nature Told Her Children . 64 64 ~ .04 Stories of My Four Friends 60 Ten Boys who Lived on the Road from Long Ago to Now (New Edition) 64 Andress & Bragg--The Sunshine School" _ _ '72 Arabian Nights' Entertainment (Lane) """ 80 Atkinson--First Studies in Plant Life "" '84 Blaisdell and Ball--Hero Stories from American History____~ ^SO Short Stories from American History 72 READING Smith-Sutton--Open Door to Reading:! Primer- _ _ First Reader Second Reader Third Reader Eourth Reader Fifth Reader ________ Sixth Reader Browne--Readers: Book I Bookll Book III _____."" ------ Book IV ' Carroll--Alice in Wonderland Chance--Little Folks of Many Lands---." Chandler--In the Reign of Coyote._'_ Cherubini--Pinocchio in Africa ~;~ Collodi--Pinocchio, Adventures of a Marionette Cross--Music Stories for Boys and Orris Defoe--Robinson Crusoe (New Edition). Dillingham & Emerson--"Tell It Again Stories" " Dodd--Fiber and Finish Dodge--Hans Brinker Ellingwood--Cubby Bear Ewing--Jackanapes _-___"_ ; Faris--Makers of Our History " Real Stories from Our History Real Stories of the Qeography Makers "_ Francillon--Qods and Heroes (New Edition) _ Qreene--Legends of King Arthur and His Court Grimm--Fairy Tales, Part I (New Edition) ' Fairy Tales, Part II (New Edition) Hall--stories of the Commonwealth of Israel: Tales of Captains and Conquests __ Tales of the Far-off Days Hall--Tales of Pioneers and Kings Hawkes--Eskimo Land Hilkene and Gugle--Willie Fox's Diary _______ _ 44 ' ' '6t 6 .60 64 '64 '64 64 80 '96 '72 ' JZ ',,,, -',,,, S2 02 '80 '76 '76 '76 84 . '84 84 73 .48 .64 .39 .54 .67 .48 .48 .48 .46 .48 .54 .60 .63 .60 .54 .33 .39 .42 .46 .48 .51 .67 .45 .45 .48 .48 .64 .48 .48 .48 .48 .60 .72 .54 .60 .60 .54 .51 .75 .69 .69 60 67 67 57 63 63 63 45 54 .31 .36 .39 .42 .45 .48 .63 --__ GINN AND COMPANY 61 Title of Book Hodgdon--The Enchanted Past Hudspeth--Oregon Chief Hughes--Tom Brown's School Days (New Edition) Hugo--Jean Valjean Hyde--School Speaker and Reader Irving--Alhambra (New Edition) Sketch Book (Six Selections) (Sprague & Seates) Judd--Wigwam Stories Ketchum and Rice--Land of Play Klngsley--The Heroes (New Edition) Laboulaye--The Quest of the Four-Leaved Clover Lamb--Tales from Shakespeare (New Edition) Adventures of Ulysses (New Edition) Lansing--The Open Road Library: Fairy Tales, Vols. I and II, each Rhymes and Stories Tales of Old England Page, Esquire, and Knight Quaint Old Stories Long--Wood Folk Series: A Little Brother to the Bear Secrets of the Woods Ways of Wood Folks Wilderness Ways Wood Folks at School Moeller--First Days at School Noyes and Ray--Little Plays for Little People Pennell and Cusack--The Happy Children Readers: Book I Book II Plutarch--Lives (New Edition) Ramee--Nurnberg Stove and Other Stories Rice--Box in the Sand Ruskln--King of the Golden River (New Edition) Scales--Boys of the Ages Scott--Lay of the Last Minstrel (New "Edition) Marmlon Talisman Shaw--Stories of the Ancient Greeks Sheriff--Stories Old and New Smith--Number Stories of Long Ago Spyri--Heidi (Dole) Heimatlos (Hopkins) Moni, the Goat Boy and Other Stories Swift--Gulliver's Travels (New Edition) Underwood--Wilderness Adventures Wilson--Myths of the Red Children Wlltse--Folklore Stories and Proverbs Wood-Cooper-Rice--America's Message Wyss--Swiss Family Robinson (New Edition) Zltkala Sa--Old Indian Legends Usual Lowest Lowest List Whol'e Exch. Price Price Price .88 .80 1.08 1 -40 1.20 .96 .62 .92 .60 .76 .68 .80 .64 .66 .60 .81 1 .05 .90 .72 .39 .69 .45 .67 .51 .60 .48 .64 .48 .64 .48 .64 .48 .64 .48 .64 .48 .68 .61 .72 .64 72 .64 .64 .48 .68 .51 .60 .45 .60 .45 -66 .42 -66 .42 1 .08 .81 .72 .64 -72 .64 .62 .39 -72 .64 .60 .45 -60 .45 -80 .60 .80 .60 .60 .45 .60 .45 -68 .61 -64 .48 .64 .48 .76 .57 .80 .60 .76 .67 .60 .46 1 -20 .90 1.00 .76 .76 .57 SPELLING Lewis--The Common-Word Speller, Book I .66 Book II -60 Pierce--The Pierce Speller Complete Book Book I Book II _ ... .36 .27 .26 ...... .40 .30 .28 Spauldlng and Miller--Graded Spellers: Book I, II, III and IV, each 36 .27 .25 62 GINN AND COMPANY Title of Book Book V, VI and VII, each Part I (Books I-III) Part II (Books IV-VII) WRITING Moore--Handwriting for the Broad-Edge Pen: Book I, per doz Book II, per doz. Book III, per doz Book IV, per dozen Book V, per doz Book VI, per doz Usual Lowest Lowest List Whol'e Exch. Price Price Price .40 .30 .28 ,44 .33 31 .62 .39 '36 2.00 2.00 2.00 2.00 1.84 1.84 1.60 1.60 1.60 1.50 1.38 1.38 GLOBE BOOK COMPANY 1 75 Fifth Avenue, New York Listing expires October 3, 1932 Title of Book ENGLISH Crandell--History of English Literature Denby--Review Questions in English May--Better English Through Practice Marks--English Grammar Monro--Notebook for English Composition Synopses of English Classics COMMERCIAL Amster--Commercial Law Jason--Elements of Bookkeeping and Accounting HISTORY Ham--Ancient and Medieval History Ham--Modern History Swan--American History Deshel--Civics SOCIAL SCIENCES Riley--Economics SCIENCES King. Martin & McCue--Advanced Biology Gramet--Brief Biology Mendel--Digest of Elementary Chemistry Kessel--Physics Nelson--Brief Physiography Dinsmore--Chemical Calculations Mendel & Brundage--Chemistry Experiment Sheets Mendel--Applied Chemistry Experiment Sheets Nelson--Physics Experiment Sheets Cook--New Type Questions In Chemistry Usual List Price Lowest Lowest Whol'e Exch. Price Price 2.00 .53 .87 .73 .40 .80 1.60 .40 .66 .65 .30 .60 1.40 .37 .61 .51 .28 .66 .93 .70 .66 1 .16 .87 .81 .67 .60 .47 .67 .50 .47 .67 .50 .47 .67 .60 .47 eo 1.34 1 .00 .96 e7 .50 .47 .37 .50 .47 67 '67 .50 .50 .47 .47 1 go .90 .84 .80 .60 .66 .93 .70 .65 30 .60 .56 .go .60 .56 GLOBE BOOK COMPANY 63 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price LANGUAGES Ooussirat--French Pronunciation Charts 1.34 .00 .96 Wlndman--Fundamentals of French .80 .60 .66 Wlndman--French Drill Book .67 .60 .47 Wilklns and Alpern--Exercise Book In Spanish .92 .69 .64 Leonard--Spanish Drill Book .67 .60 .47 Vexler--French Derivatory Verb Drill .24 .18 .17 Wilklns and Alpern--Spanish Verb Blanks .24 .18 .17 Sachsse--Modern Exercises in German .67 .60 .47 Riess--Latin Drill Book -80 .60 .66 Mann--Latin Verb Blanks .24 .18 .17 Meyer--Fundamentals of German 1.00 .75 .70 Haller--Le Voyage de M. Perrichon .80 .60 .66 Swann and Fontaines--Exercise Book in French .93 .70 .66 Henin--French Verb Drill Pad .24 .18 .17 Mankiewicz--French Verb Drill Pad for Conjugations. _ .20 .16 .14 Elmer and Mankiewicz--French Verb Drill Pad for Synopses- _ .20 .15 .14 Beha--German Verb Drill Pad -20 .16 .16 Buffum--Essentials of Latin .67 .60 .47 Siedler--Latin -67 .50 .47 Foster--Latin Verb Drill Pad .20 .15 .14 Alpern---Spanish, -60 .45 .42 Wilklns and Alpern--Spanish Verb Drill Pad for Conjuga- tions 20 .15 .14 Wilklns and Alpern--Spanish Verb Drill Pad for Synopses .20 .16 .14 MATHEMATICS Leventhal & Shanholt--Graph Note Book .28 .20 .19 Leventhal--Geometry Note Book .40 .30 .28 Leventhal--Elementary Algebra - - -63 .40 .37 Leventhal and McCormack--Exercises in Plane Geometry .53 .40 .37 THE GREGG PUBLISHING COMPANY 20 West 47th Street, New York Listing expires June 1, 1932 F. O. B. New York Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price ACCOUNTING Accounting Principles and Practice, Volume 1 (George E. Bennett) Basic Accounting (George E. Bennett) Mathematics for the Accountant. Revised (Eugene R. Vinal) _ _ 3.00 5.00 3.0O 2.25 3.75 2.26 1 .60 2.60 1.60 ADVERTISING First Principles of Advertising (Nilbur D. Nesbit) 1.00 .76 .50 ARITHMETIC Applied Business Calculation (C. E. Birch) Acme Rapid Calculation Course (Harold Hlppenstiel) Rational Arithmetic (G. E. Lord) -.- .40 .30 .20 .32 .24 .16 1-00 .75 .50 64 THE GREGG PUBLISHING COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Oral Exercises in Number (A. L. Rice) Business Arithmetic (John H. 'Walsh) Commercial Arithmetic (Wm. R. Will) ART Figure Construction (Alon Bement) .76 .57 .38 1 .40 1 .05 .70 1 .40 1 .05 .70 2.50 BOOKKEEPING Bookkeeping Exercises, Part I (W. E. Bartholomew) Bookkeeping Exercises, Part II (W. E. Bartholomew) Rational Bookkeeping and Accounting, Complete Course (Belding and Greene) Rational Bookkeeping and Accounting, Practice Set (Beld- ing and Greene) Rational Bookkeeping and Accounting, Elementary Course) (Belding and Greene) Rational Bookkeeping and Accounting, Advanced Course, (B elding and Greene) Lockyear--Bookkeeping (M. H. Lockyear) Lockyear--Bookkeeping Blanks BUSINESS ORGAN'ZATION Business Organization and Administration (J. Anton deHaas) .72 .72 2.00 1 .20 1 .50 1.50 .80 .28 1 .40 .54 .54 1 .50 .90 1 .12 1 .12 .60 .21 .36 .36 1 .00 .60 .75 .75 .40 .14 CIVIL SERVICE How to Prepare for Civil Service (E. H. Cooper) 1 .60 COMMERCIAL LAW The Parliamentarian (Cora Welles Trow) 1.00 .67 .50 Problems and Questions in Commercial Law (Arnon W. Welch) _'_ 80 .60 .40 Essentials of Commercial Law Revised (Wallace Hugh Whigam) 1.40 1 .05 .70 DICTIONARY STUDY Outlines in Dictionary Study (Anna L. Rice) .60 ECONOMICS An Introduction to Economics (Graham A. Laing). 1.40 ENGLISH Sixty Units in Business English (Harold S. Brown) 1 .00 Applied Business English and Correspondence, Revised (Hagar and SoRelle) (Without Exercises) Applied Business English Exercises (Hagar and SoRelle) English Progressive Exercises (E. E. Raymond 1.00 .75 .50 .40 .30 .20 .00 .46 .30 RHETORIC AND COMPOSITION Effective Expression (C.E.Rhodes) 1 40 BUSINESS CORRESPONDENCE i PUNCTUATION Business Letter Writing (A. M. Candee) Applied Business Correspondence and Punctuation, Revised, with Exercises (Hagar and SoRelle) Punctuation Simplified (C. Kennedy) Exercises in Business Correspondence (Freeman P. Taylor) .. 3.00 80 16 .20 60 .40 12 .08 15 lO THE GREGG PUBLISHING COMPANY 65 Title of Book ENGLISH CLASSICS The Living Literature Series: Evelina (Burney) Barnaby Rudge (Dickens) Selected Writings of Abraham Lincoln (Hart) Autobiography and Essays (Huxley) The Rivals (Sherilan) Strange Case of Dr. Jekyll and Mr. Hyde (Stevenson) Barry Lyndon (Thackeray) Usual List Price Lowest Lowest Whol'e Exch. Price Price .52 39 .26 .52 39 .26 .52 39 .28 .52 39 .26 .52 39 .26 .52 39 .26 .52 39 .26 FRENCH La Correspondance Elementaire (D'Arlon and Gielly) .88 LANGUAGE CHARTS Natural Method Language Charts (Oscar Galeno) 12 .00 net MATHEMATICS Modern Junior Mathematics, Part I (Marie Gugle) Modern Junior Mathematics, Part II Modern Junior Mathematics, Part III .80 .90 1.00 60 .40 67 .46 75 .50 OFFICE PRACTICE AND SECRETARIAL Fundamentals of Business (C. E. Birch) .80 60 .40 Office Practice & Business Procedure (Florence McGill) 1 .20 90 .60 Office Training for Stenographers (Rupert P. SoRelle) 1.25 94 .63 Office Training for Stenographers Exercises (Rupert P. SoRelle) Secretarial Studies (SoRelle & Gregg) < .75 56 .37 1.40 1 05 .70 Secretarial Studies, Laboratory Materials (SoRelle & Gregg)- .60 45 .30 Secretarial Dictation (SoRelle & Gregg) .80 60 .40 Problems in Office Practice and Business Style (Harold Strumpf) 1 -SO .90 READING (Supplementary) The Meadow Folks' Story Hour (Prudence Gruelle) American Ideals (Serl and Pelo) .75 .50 .37 .68 .51 .34 SALESMANSHIP Personal Efficiency (James S. Knox) Salesmanship and Business Efficiency (James S. Knox) Science and Art of Selling (James S. Knox) Salesmanship Charts (James S. Knox) Personality (Harry C. Spillman) 2.00 l.OO .67 2.50 1 .25 .83 2.50 1.25 .83 4.00 net 1 .50 1 .00 SHORTHAND The Stenographic Expert (W. B. Bottome) Individual Promotion Method (Chalmers L. Brewbaker) Factors of Shorthand Speed (D. W. Brown) Alice in Wonderland (Lewis Carroll) The Diamond Necklace (Guy De Maupassant) The Poor Relation's Story (Chas. Dickens) A Christmas Carol (Chas. Dickens) The Sign of the Four (Conan Doyle) La Stenographic Gregg (E. W. Farmer) Analytical Lessons in Gregg Shorthand Constructive Dictation (E. H. Gardner) Letters from Famous People (S. D. Green) Gregg Shorthand Adapted to the German Language (S. V. Greenberg) 2.00 1 .50 .75 .75 .16 .20 .23 -75 1.50 2 .75 1 .20 1 .20 1.50 1.50 1 .12 .66 .56 .12 .16 .21 .5f> 1.12 2 .06 .90 .90 1.12 1 .00 .75 .37 .37 .08 .10 .14 .37 .76 1 .37 .60 .60 66 THE GREGG PUBLISHING COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Shorthand Manual (John Robert Gregg) Junior Shorthand Manual (Gregg) Speed Studies (Gregg) Speed Practice (Gregg) Progressive Exercises in Gregg Shorthand (Gregg) The Gregg Reporter (Gregg) Reporting Shortcuts (Gregg) Shorthand Dictation Drills (Gregg) Vocabulary of the Gregg Shorthand Manual (Gregg) Supplementary Exercises in Gregg Shorthand (Gregg) Shorthand Dictionary (Gregg) The New Gregg Shorthand Phrase Book (Gregg) Shorthand Reader (Gregg) Dictation No. 1 (Gregg) Dictation No. 2 (Gregg) Notes No. 1 (Gregg) Notes No. 2 (Gregg) Lessons in Shorthand Penmanship (Gregg) The Teaching of Shorthand (Gregg) Taquigrana Gregg (Spanish) (Gregg) Cuentos y Cartas (Gregg) Dictados Avanzados (Gregg) Dicconario de la Taquigrana Gregg (Gregg) Ejercicios Progressive (Gregg) Basic Principles of Gregg Shorthand (Gregg) Q's and A's of Shorthand Theory (Gregg) A Man Without A Country (E. E. Hale) Tachygraphia Gregg (Portuguese) Eugenio Claudio Harter) _ _ Great Stone Face (Nathaniel Hawthorne) Beginners' Letter Drills (Alice M. Hunter) Graded Readings in Gregg Shorthand (Hunter) The Legend of Sleepy Hollow (Washington Irving) Rip Van Winkle (Irving) Gregg Shorthand Adapted to Esperanto (Earnest Jackson) _. Hamlet (Charles Lamb) Letters from A Self-Made Merchant to His Son (George Horace Lorimer) Word and Sentence Drills (M. I. Markett) Practical Drills in Shorthand Penmanship (George S. Mc- Clure) Rational Dictation (McNamara & Markett) Shorthand Championship Tests, (Walt H. Mechler) Shorthand Championship Tests, Supplement No. 1 (Walt H. Mechler) Shorthand Championship Tests, Supplement No. 2 (Walt H. Mechler) Graded Dictation (Walter Rasmussen) Standards in Elementary Shorthand (Raymond and Adams) Practical Pointers for Shorthand Students (Frank Ruther- ford) Expert Shorthand Speed Course (Rupert P. SoRelle) Advanced Practice, Part I (SoRelle) Advanced Practice, Part II, (SoRelle) Advanced Practice, Part III (SoRelle) The Art of Making a Speech (Selected) Creeds of Great Business Men (Selected) Easy Dictation (John "Watson) Lesson Plans in Gregg Shorthand (Lula M. Westenhaver) Notes on Lessons in Gregg Shorthand (Wm. Wheatcroft) Stenografja Polska (Joseph Widzowski) 1.60 1.12 1.60 1.12 1.20 .90 1.20 .90 .60 .37 1.60 1.12 2.25 1 .68 .80 .60 .60 .45 .60 .45 1.60 1.12 1 .00 .75 .28 .21 .24 .18 .24 .18 .24 .18 .24 .18 .12 .09 .75 net 1.60 1.12 .50 .37 .50 net 1.00 .75 .50 .37 1.00 net .60 net .28 .21 1.00 .75 .24 .18 .24 .18 .75 .56 .32 .84 .28 .21 .40 .30 .20 .15 .75 56 .60 .45 16 1.40 1.20 . 12 1.05 .90 .25 jg .50 .37 1.00 .75 .60 net .50 .37 1.00 .75 .60 .37 .60 .37 .50 .37 .20 .15 .24 .18 .32 .24 1 .25 net 60 net 1.00 .75 .75 .76 .60 .60 .25 .75 1 .12 .40 .30 .30 .75 .60 .14 .12 .12 .12 .12 .06 .75 .25 .60 .26 .14 .50 .12 .12 .37 .16 .14 .20 .10 .37 .30 .08 .70 .60 .25 .60 .25 .50 .25 .25 .25 .10 .12 .16 THE GREGG PTJBLSHING COMPANY 67 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price SHORTHAND Trie Poor Relation's Story (Charles Dickens) -. Intensive Exercises in Shorthand Vocabulary Building (Charles L. Swem) The Raleigh Rainbows (Harvey & Qirrioer) The Gregg Medical Shorthand Manueal (Effl S. Smither) Most Used Shorthand Forms (High Frequency Words by Dr. Ernest L. Horn) Stenografia Gregg (Italian) (Aldworth & Giorgi) Estudios Graduados (Spanish Graded Readings) (Herrera and Johnson) Auxiliar de Taquigrafia Gregg (Spanish Word and Sentence Drills) (Felix Arce Lugo) .20 .76 .76 2.00 .16 1.00 .75 .60 .10 .57 .38 .57 .38 .50 1.00 .12 .08 .76 .60 .56 .37 .45 .30 SPELLING Vocabulary Studies for Stenographers (E. N. Miner) .60 Words: Their Spelling, Pronunciation, Definition and Ap- plication (SoRelle and Kitt) .44 .33 .22 Words Exercises (SoRelle) .25 .18 .12 TYPEWRITING Typewriting Units (Elizabeth S. Adams) The Typist at Practice, Part I, Revised Edition (Esta Ross Stuart) Business Forms for Use with Rational Typewriting Projects (SoRelle) Junior Typewriting (Elizabeth S. Adams) Learning to Typewriting (W. F. Book) Typewriting Speed Studies, Revised (Adelaide B. Hakes) Seven Speed Secrets ol Expert Typing (Smith and Wiese) Rational Typewriting, Revised Edition (Rupert P. SoRelle)__ Rational Typewriting, Medal of Honor Edition (SoRelle) Methods of Teaching Typewriting (SoRelle) The New Rational Typewriting (SoRelle) The New Rational Typewriting, 1G27 Edition The New Rational Typewriting, Intensive Course (SoRelle) _ Business Forms for New Rational Typewriting (SoRelle) New Rational Typewriting, Parts III to VI Junior Rational Typewriting (SoRelle) Rational Typewriting Projects (SoRelle) Rational Typewriting, Spanish Edition (SoRelle) The Typist at Practice (Mrs. Esta Ross Stuart) The Typist at Practice, Part II (Stuart) 1.00 .80 .60 .12 .09 1.00 2.80 .76 2.10 .62 .39 .60 .45 1 .50 1 .12 1 .08 .81 1 .50 net 1.20 .90 1.20 .90 1 .20 .90 .10 net .80 .60 1.00 .75 1.20 .90 1.00 .75 .67 .50 .80 .60 .06 .50 1 .40 .26 .30 .75 .54 .60 .60 .60 .40 .50 .60 .50 .34 .40 PUBLIC SPEAKING Making the Business Speech Effective (Harry C. Spillman),, 3.00 GENERAL The Psychology of Skill (W. F. Book) Commercial Clubs, Organization, Program, Plays (A. A. Bowie) How to Get a Good Position (Ely and Hord) Some Observations on Secondary Commercial Education (Arnon W. Welch) 2.00 1.60 1.00 net .40 .30 1.00 net SPANISH Natural Method Spanish, Book I (Oscar Galeno) Natural Method Spanish, Book II (Galeno) Natural Method Spanish, Book III (Gaelno) 1.80 1.35 .90 2.00 1 .60 .00 1 .60 1 .12 .75 68 THE GREGG PUBLISHING COMPANY Title of Book Negocios con la America Espanola (E. S. Harrison) Cuba y los Cubanos (Maples and DeVelasco) Manual de Correspondencia Commercial (Julio Mercado) Gonzalez, Smith y Compania (Mercado and Costa) Usual List Price Lowest Lowest Whol'e Exch. Price Price .88 1 .00 .88 .52 66 .44 75 .50 66 .44 39 .28 HALL McCREARY COMPANY Chicago, Illinois Listing expires April 15, 1933 F. O. B. Chicago, Illinois Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price SPELLING The Jones Complete Course in Spelling, (Grades 2 to 8) With the Jones Spelling Blank 60 .45 .41 Without the Jones Spelling Blank 56 .42 .38 The Jones Complete Course in Spelling, Book I (Gr. 2, 3, & 4) With the Jones Spelling Blank 52 .39 .35 Without the Jones Spelling Blank 48 .36 .32 The Jones Complete Course in Spelling, Book II (Gr. 5, 6, 7 & 8) With the Jones Spelling Blank 56 .42 .38 Without the Jones Spelling Blank 52 .39 .35 The Jones Complete Course in Spelling, Lower (Gr. 2, 3 & 4) With the Jones Spelling Blank 52 .39 .36 Without the Jones Spelling Blank 48 .36 .32 The Jones Complete Course in Spelling, Intermediate (Gr. 6 & 6) With the Jones Spelling Blank 48 .36 .33 Without the Jones Spelling Blank 44 .33 .30 The Jones Complete Course in Spelling, Higher (Gr. 7, 8 & 9) With the Jones Spelling Blank 52 .39 .36 Without the Jones Spelling Blank 48 .36 .32 Jones Spelling Blank: (When purchased separately) READERS Smedley & Olsen--Work and Play with Words Smedley & Olsen--Teachers' Hand Chart for Work and Play with Words 2 80 2.10 Smedley & Olsen--New Primer 60 .45 .40 Smedley & Olsen--First Reader 64 .48 .43 Clark--Four and Twenty Famous Tales 24 .18 HISTORY Sprigg--American History, Note Book No. 1 Sprigg--American History, Note Book No. 2 60 .45 64 .48 MUSIC The Golden Book of Favorite Songs 20 .15 The Gray Book of Favorite Songs 20 .15 Robinson--American High School Music, Note Book No. 1__ 40 .30 HARCOURT, BRACE AND COMPANY, INC. 69 HARCOURT, BRACE AND COMPANY, INC. 338 Madison Avenue Listing expires June 29, 1930 F. O. B. New York City Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price 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 Cook--Experiments in Writing Hyde--Modern Biography Boas and Smith--An Introduction to the Study of Literature Untermeyer--Yesterday and Today Untermeyer--This Singing World Chamberlain--Essays Old and New Otto--Journalism for High Schools Woolbert and Weaver--Better Speech Huse--Essentials of Written and Spoken French Schweikert--Five Plays of Shakespeare Ross--Adventures in Literature, Book IX .80 1 .48 1 .08 1.20 1 .56 1 .12 1 .60 1 .04 1 .04 1 .00 1 .48 1 .40 1.60 1 .00 1.72 .60 1.11 .81 .90 1 .17 .84 1.20 .78 .78 .75 1 .11 1 .05 1 .20 .75 1 .29 .54 .99 .72 .80 1.04 .75 1.07 .69 .69 .67 .99 .93 1.07 .67 1 .16 D. C. HEATH AND COMPANY 63 North Pryor Street, Atlanta, Georgia Listing expires June 8, 1932 LIST OF COMMON SCHOOL BOOKS Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price MATHEMATICS Gannon and Jackson--Drill Exercises in Arithmetic: Book I Book II Robertson-Rugg--Primary Arithmetic Pad, No. 1 60 45 .42 -98 51 .48 40 30 Hayes-Gibson-Bodley--Cumberland: Complete * 00 75 .70 Part I Part II -64 48 .45 68 51 .48 Watson, Hayes, Gibson, Bodley--Modern Practical Arithmetics: Three-Book Series Primary Intermediate Upper Grades Teacher's Manual Watson and White--Modern Arithmetic: Three-Book Series Primary (With Monroe Tests) Intermediate (With Monroe Tests) Upper Grades (With Monroe Tests) 7"2* 54 .61 -'" 57 .64 ,8 60 .66 -76 67 -76 57 .64 .80 60 .56 -84 63 .69 Two-Book Series Primary (With Monroe Tests) Grammar School (With Monroe Tests) 76 57 .64 1.24 .93 .87 70 D. C. HEATH AND COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price GEOGRAPHY Heath--Outline Maps of the United States: Small Size (11 M x 18 inches), each .02; per hundred Large Size (three sections, each 27 x 42), per sec- tion Outline Maps of the "World: Each .03; per hundred No. 1. World Outline, on the plane of London. No. 2. World Drainage Outline, on the plane of the North Pole. No. 3. Southern Hemisphere, on the plane of the South Pole. Progressive Outline Maps: Each .02; per hundred Winslow--Geography Series: Book I--The Earth and Its People Book II--The United States Book III--Our American Neighbors Book IV--Europe Book V--Distant Countries 1 .60 .20 2.60 1.60 .96 ,96 .96 _90 ,96 .15 1 .87 .72 .72 .72 .72 .72 .14 1 .76 .68 .68 .68 .68 .68 HISTORY Bourne and Benton--Story of America and Great Americans, _ Bourne and Benton--Introductory American History (Re- vised) Bourne and Benton--History of the United States (Revised) _ . Jones and Sleman--Modern World Setting for American History Massey and Wood--Story of Georgia Pratt--America's Story for America's Children: Book I--The Beginner's Book Book II--Discoverers and Explorers Book III--The Early Colonies Book IV--The Later Colonial Period Book V--The Revolution and the Republic Thompson--First Book in United States History Thompson--History of the People of the United States (Without Intro.) Warren--Stories from English History civics 1 .00 j 08 .81 1 .48 1.11 QQ ,80 .88 .88 .88 .88 .88 1.12 j 52 1.48 .72 .60 .66 .66 .66 .66 .66 .84 .91 1 .11 .76 1 .04 .68 .56 .62 .62 .62 .62 .62 .79 .86 1 .04 Dole--Economics for Upper Grades Dole--The New American Citizen Dole--The Young Citizen (Revised) Miller--The March of Democracy Dunn and Harris--Citizenship in School and Out Plass--Civics for Americans in the Making (Revised) 60 .45 .42 124 .93 .87 fg .57 .54 80 .60 .56 .96 .72 .68 .88 .66 .62 LANGUAGE AND GRAMMAR Manly, Bailey, Rickert--Lessons in English: Two-Book Series (Pupil's Edition) Book I Book II Three-Book Series (Pupil's Edition) Primary Intermediate Upper Grades By Grades: Beginner's Book Grade IV Grade V 88 1_00 72 80 100 48 5g 6o 66 .62 75 .70 64 .61 60 .66 75 .70 36 .34 39 .37 39 .37 D. C. HEATH AND COMPANY 71 Title o( Book Grade VI Grade VII Grade VIII O'Toole--Practical English for New Americans: First Series Intermediate Series Advanced Series Teacher's Manual Sanford, Brown, Smith--Modern Course in English: Book I (Revised) Book II (Revised) PHYSIOLOGY Ouzzort and Trask--Health Series: Health Lessons (Pupil's Edition) Primer of Personal Hygiene Health and Health Practices Essentials of Physiology, Hygiene and Sanitation Turner and Collins--Health Turner and Collins--Cleanliness and Health Turner--Health Record, Paper, per hundred $12.00 Turner and Hallock--Voyage of Growing TJp Turner and Collins--Community Health READERS Gordon--Readers--New Series: Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Teacher's Manual Wall Chart and Letter Squares, per set New Word Drill Charts, Set of 40 Hallburton--Readers: Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Teacher's Manual New Phonic Drill Cards Phonic Drill Cards Word Drill Cards, per set Phonetic Charts Horton and Carey--Readers: Wordland Book I Book II Book III Kendall Readers: Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader Usual List Price Lowest Lowest Whol'e Exch. Price Price .56 .42 .40 .60 .46 .42 .64 .48 .45 .84 .96 1 .-62 .96 .63 .72 1 .14 .72 .69 .68 1 .07 .80 .43 .41 11.00 .63 .60 -48 36 .34 -64 48 .45 -80 60 .66 .96 72 .68 -80 60 .56 -88 66 .62 .16 12 .76 67 .54 .96 72 .68 -64 .48 .45 64 .48 .46 -68 .61 .48 -80 .60 .66 -88 .68 .62 -92 .69 .66 1 -0O .76 1 .86 1 .47 2.00 1 .60 -64 .48 .45 -64 .48 .45 -68 .61 .48 -80 .60 .68 -88 .66 .62 " .72 .68 1 -00 .75 1 OO .75 1 .76 -96 .72 2.00 1 .60 ?a .54 .51 76 .67 .64 -80 .60 .66 -84 .63 .69 64 .48 .45 *64 .48 .45 -68 .61 .48 -80 .60 .56 -88 .66 .62 -88 .66 .62 -96 .78 .68 72 D. C. HEATH AND COMPANY Title of Book Seventh Reader Eighth Reader Teacher's Manual (Primer-II) Teacher's Manual (III-VI) (Ga. Edition) "Word Cards, per package Phrase Cards, per package Moore-Wilson--Readers--Special Edition : Book I, Grade I, The Rainbow Fairies (Primer) Book II, Grade I, The Fairy Helpers (First Reader) Grade II, From Fairyland (Second Reader) Grade III, Across the Rainbow Bridge (Third Reader) Fourth Reader Fifth Reader Sixth Reader Phonic Books to Accompany Moore-Wilson Readers: Phonic Book I--A Peep into Fairyland Phonic Book II--An Open Door to Fairyland Phonic Book III--Giving Wings to Words Moore-Wilson--Readers--Accessory Material: Seat Work Letter Cards, Set of Six Seat Work Word Cards, Set of Twelve Phonogram Cards, 46 in Carton Word Cards, 158 in Carton Make-a-Book Pad Teacher's Handbook of Phonics Teacher's Handbook for Pre-Primer and First Year Work Nida--Science Readers for Silent Reading: Book II Horton-Carey--Readers: Book IV Norton--The Heart of Oak Readers: Book I BookH Book III Book IV "__"" Book V Book VI Book VII '."'/."'. "~ Usual List Price 1 .00 1 .08 1 .00 .64 .24 .24 .60 .64 .72 .80 .84 .88 .88 .72 .80 .84 .20 .36 .64 2.60 .60 .24 .24 88 88 64 68 72 76 '84 92 'e2 READING--SUPPLEMENTARY Aiken--Barbauld, Eyes and No Eyes Aryton--Child Life in Japan Bass--Child's First Book Bass--Beginner's Reader Bass--First Reader Bass--Plant Life (Revised) Bass--Animal Life (Revised) Bass--Stories of Pioneer Life Brown--Alice and Tom: The Record of a Happy Year Brown--Rab and His Friends Browne--The Wonderful Chair Bull--Fridtjof Nansen Carove--The Story Without an End Corney and Dorland--Great Deeds of Great Men Craik--So-Fat and Mew-Mew Crib and Fly (Dole) Dale--Heroes and Greathearts Dale--Tales of the Tepee 56 60 64 64 7,, 7a 80 80 ] ^96 66 76 80 56 ~ lioo S6 'e0 128 80 Lowest Lowest Whol'e Exch. Price Price .76 .70 .81 .76 .75 .18 .18 .45 .42 .48 .45 .54 .51 .60 .56 .63 .59 .66 .62 .66 .62 .54 .51 .60 .66 .63 .59 .15 .27 .48 1 .95 .45 .18 48 .46 51 .48 54 .61 57 .54 63 .59 69 .66 69 .66 .42 .45 .48 .48 .64 .67 .60 .60 .72 .42 .67 .60 .42 .75 .42 .45 .96 .60 D. C. HEATH AND COMPANY 73 Title of Book Usual List Price Lowest Whol'e Price Lowest Exch. Price Davis--Modern Readings: Grade V Grade VI Book I (Grade VII) Book II (Grade VIII) - Defoe--Robinson Crusoe Dole--The Young Citizen (Revised) Eckstorm--The Bird Book Edgeworth--Waste Not, Want Not Ewing-- Jackanapes Ewing--Story of A Short Life : Fairbank--The "Western United States Firth---Stories of Old Greece (Boards) Fouque--Undine (Ward) Fuller--Illustrated Primer Ghosh--Wonders of the Jungle, Book I Ghosh--Wonders of the Jungle, Book II Goldsmith--Goody Two Shoes Griel--Glimpse of Nature for Little Folki__"_ Grinnell--Our Feathered Friends Grub and Taylor--Industrial Primary Reader Guindon--Boston and Her Story Hamerton-- Chapters on Animals Hawkins---A Group of Famous Leaders in American History^.. Hoffman--Abraham Lincoln Hdbrook--Mound, Cave and Lake Dwellers Horton--The Frozen North (Revised) Horton---A Group of Famous Women Hyde--Favorite Greek Myths Ingelow--Three Fairy Tales Irving--Dolph Heyliger Jordan--True Tales of Birds and Beasts. E^ngsley--"Water Babies _ _- Kupfer--Stories of Long Ago (Cloth) Elupfer--Stories of Long Ago (Boards) Lamb--Adventures of Ulysses. _ Lamb--Tales from Shakespeare Dee and Carey---Italian Family Robinson Long--American Patriotic Prose Long--Old English Ballads Martineau--The Crofton Boys Masseling--Ideals of Heroes and Patriotism Massey and Wood--The Story of Georgia McCready--Rural Science Reader McCready--The School and Country Life McMahon--Rhyme and Story Primer McVenn--Good Manners and Right Conduct, Book I McVenn--Good Manners and Right Conduct, Book II Melville--Tepee Miller--My Saturday Bird Class Moore and Edwards---Vocational Cultural Reader Motley--Siege of Leyden Mulock--Little Lame Prince Munchausen--Tales from (Hale) .96 .96 1 .OO 1 .OO .96 .76 1.28 .60 .56 .60 1 .36 .68 .64 .64 .96 .96 .56 -64 .80 .64 1.00 .60 .96 .76 .80 .96 1 .00 1 .00 .56 .64 .84 .92 1 .20 .76 .64 .96 .76 1 .36 .76 .68 1.20 .80 1.12 1.12 .72 .88 .88 .96 .60 1.32 .60 .64 .60 Nida--Science Readers for Silent Reading: Book III--The Baby Animal Zoo Book IV--Animal Life Book V--Makers of Progress Book VI--Early Mien of Science Nursery--Rhymes (Welsh) __ .88 .88 .88 .88 .76 .72 .72 .75 .75 .72 .57 .96 .45 .42 .45 1 .02 .51 .48 .48 .72 .72 .42 .48 .60 .48 .75 .45 .72 .57 .60 .72 .75 .75 .42 .48 .63 .69 .90 .57 .48 .72 .57 1 .02 .57 .51 .90 .60 .84 .84 .54 .66 .66 .72 .45 .99 .45 .48 .45 .66 .G6 .66 .66 .57 74 D. C. HEATH AND COMPANY Title of Book Old World Wonder Stories (O'Shea) Patteson--How to Have Bird Neighbors Perrault--Tales of Mother Goose (O'Shea) Ruskin--The King of the Golden River Segur--Sophie Segur--Story of a Donkey Shakespeare--Comedy of Errors Shakespeare--Tempest Shakespeare--Midsummer Night's Dream Shakespeare--The Winter's Tale Shaw--Castle, Blair Six Nursery Classics--(O'Shea) Snedden--The Indian Boy of Santa Clara Spear--Leaves and Flowers Speed--Billy and Jane, Book I Speed--Billy and Jane, Book II Starr--American Indians Starr--Strange Peoples Stewart--In and Out of the Jungle Stone and Fickett--Everyday Life in the Colonies Stone and Fickett--Days and Deeds of 100 Years Ago Stone and Fickett--The Century of Invention Swift--Gulliver's Travels Thackery--The Rose and the Ring Thomson--The Land of Evangeline Thomson--The Land of the Pilgrims Trimmer--Robins Torrell--Plant and Animal Children Warren--From September to June with Nature Warren--Stories from English History Wavle and Burke--Stories of the Emerald Isle Weeks--The Avoidance of Fires Wright--Nature Readers, Seaside and Wayside: Number 1 Number 2 Number 3 Number 4 Yule--Stories from Japanese History Smith-Bagley--Mastery Spellers: Book I (Grades 2, 3 and 4) Book II (Grades 5 and 6) Book III (Grades 7 and 8) Smith-Bagley--Mastery Spellers by Grades: Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 , Usual List Price Lowest Lowest Whol'e Exch. Price Pric3 6 02 -60 -66 -60 -60 -60 "" -60 -60 -9Q -56 -80 -" -64 -64 -9 -92 - -92 -72 .72 .72 -80 64 -90 96 60 -9e .84 1.48 1.12 -TS '* -80 -88 104 -76 .46 .69 .45 .42 .45 .46 .46 .46 .45 .45 .72 .42 .60 .42 .48 .48 .72 .69 .69 .54 .54 .54 .60 .48 .72 .72 .45 .72 .63 .11 .84 .57 .64 .60 .66 .78 .57 .60 .46 .42 -52 .39 .37 -62 .39 .37 44 .33 .31 44 .33 .31 -44 .33 .31 -44 .33 .31 -44 .33 .31 -44 .33 .31 44 .33 .31 SPELLING Benson--English Derivatives Benson and Glenn--Practical Speller and Definer EDUCATION Adams--Educational Movements and Methods Bachman--Principles of Elementary Education Belting--The Community and Its High Schools Black--Paths to Success .80 .60 .80 .60 2 .00 1.60 1 .80 1 -40 1 .50 1 .20 1 .35 1 .05 D. C. HEATH AND COMPANY 75 Title of Book Bliss--Methods for Local School Surveys Borass and Selke--Rural School Administration and Super- vision Chancellor--Our City Schools: Their Direction and Manage- ment Chancellor--Our Schools: Their Administration and Super- vision Cherry--Education : The Basis of Democracy Dewey--How We Think Goldwasser--Methods in English Gray--Deficiencies in Reading Hollister--High School and Class Management' Hollister--High School Administration Morehouse--Discipline of the School Paulu--Diagnostic Testing and Remedial Teaching Pringle--Adolescence and High School Problems Reavis--Pupil Adjustment in Junior and Senior High Schools Roemer and Allen--Extra-Curricular Activities for Junior and Senior High School Sandwick--How to Study and What to Study__( Stout--The High School Turner--Essentials of Good Teaching Walsh--Practical Methods in Arithmetic Usual List Price 1.60 2.00 1 .76 1 .96 1 .80 1 .60 1.60 1 .80 1 .60 1.80 1.80 1.80 1 .60 2 .00 2.00 .88 1 .80 1.44 1.96 Lowest Lowest Whol'e Exch, Price Price 1.20 1 47 1 35 1 20 1 20 1 35 1 20 1 35 1 35 1 35 1 20 1 .50 1 .60 .66 1 .35 1 .08 1 .47 JUNIOR HIGH SCHOOL BOOKS ENGLISH Buhlig--Junior English, Book I Buhlig--Junior English, Book II Buhlig--Junior English, Book III Davis--Modern Readings, Book I Davis--Modern Readings, Book II Manly-Bailey-Rickert---Lessons in English, "Upper Grades (Pupil's Edition) Manly-Bailey-Rickert^Lessons in English, Grade VII Manley-Bailey-Rickert--Lessons in English, Grade VIII O'Keefe and Guindon--Junior High School Poetry Sandwick--Junior High School English, Book I Sandwick--Junior High School English, Book II__ Sandwick--Junior High School English, Book III Sandwick and Bacon---Junior High School Speller English Classics^See complete list filed under High School Publications. .96 .96 .96 1 .00 1 .00 1.00 .60 .64 1.08 .72 .80 .88 .60 72 .68 72 .68 72 .68 76 .70 76 .70 76 .70 46 .42 48 .45 .81 .76 .54 .51 .60 .66 .66 .62 .45 .42 MATHEMATICS Hart--Junior High School Mathematics, Book I Hart--Junior High School Mathematics, Book II Hart--Junior High School Mathematics, Book III Watson and White--Modern Arithmetic for Upper Grades, with Tests Watson, Hayes, Gibson, Bodley---Modern Practical Arith- metic for Upper Grades Wells and Hart--First Year Algebra "Wells and Hart--Modern First Year Algebra Wells and Hart--New High School Arithmetic .80 .88 1 .28 .84 .80 1.28 1.28 1.52 .60 .66 .96 .60 .96 .96 1 .14 .66 .62 .90 .66 .90 .90 1.07 SCIENCE Cuzzort-Trask--Essentials of Physiology, Hygiene and Sanitation ElhufI--General Science, Rev .96 1 .72 .72 1 .29 .68 1 .21 76 D. C. HEATH AND COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Elhuff--New Laboratory IManual in General Science Tower and Lunt--Science of Common Things .80 1 .60 .60 1 .SO .56 1 .12 CIVICS Dole--New American Citizen Dunn--Community and the Citizen Rev. Dunn--Community Civics and Rural Life Dunn--Community Civics for City Schools IMiller--The M!arch of Democracy 1 .24 1 .24 1 .48 1 .48 .80 .93 .93 1 .11 1 .11 .60 .87 .87 1 .04 1 .04 .56 HISTORY Jones and Sleman--Modern World Setting for American History "Webster--Ancient History Webster--Early European History, Rev Webster--World History, Revised .96 2.12 2.12 2.12 .72 .68 .59 1 .49 .59 1 .49 .59 1 .49 LATIN Lupold---Introduction to Latin, Book I Lupold--Introduction to Latin, Book II," Revised Otis--Our Roman Legacy Parsons and Little--First Latin Lessons .80 .60 .56 1.16 .87 .82 1 .20 .90 .84 1 .40 .05 .98 MODERN FOREIGN LANGUAGES (See Complete List Filed under High School Publications) HIGH SCHOOL BOOKS CIVICS, ECONOMICS AND SOCIOLOGY Constitution of the U. S. with Synopsis and Questions Dole--New American Citizen Dunn--Community Civics and Rural Life Dunn--Community Civics for City Schools Geiser--Democracy vs. Autocracy Jvlaurer and Jones--Constitution of the U. S Tirrell--Practical Questions in Economics Williamson--Introduction to Economics Williamson--Readings in Economics Williamson--Problems in American Democracy Williamson--Readings in American Democracy Williamson--Introduction to Sociology Wilson--The State. Octavo Wilson--United States Government .24 1 .24 1 .48 1 .48 .80 .60 .40 1 .60 1 .60 1 .60 1 .60 1.60 2.60 .80 .18 .93 1 .11 1 .11 .60 .45 .30 1.20 1 .20 1 .20 1 .20 1 .20 2.01 .60 ENGLISH Allen--Review of English Grammar Black--Paths to Success Buhlig-- Business English, Revised Buhlig--First Year English Buhlig--Junior English, Book I Buhlig--Junior English, Book II Buhlig--Junior English, Book III Crump--Guide to Shakespeare French--Recent Poetry Harrington--Writing for Print Howes--Brief American Literature, Rev Howes--Brief English Literature, Rev Jameson and Lockwood--The Freshman Girl 1 .00 1 .40 1 .48 1 .24 .96 .96 .96 1 .00 1 .60 1 .36 1 .00 1 .00 1 .44 .75 1 .05 1 .11 .93 .72 .72 .72 .75 1 .20 1 .02 .76 .75 1 .08 .17 .87 1 .04 1 .04 .56 .42 .28 1 .12 1 .12 1 .12 1 .12 1 .12 1 .88 .56 .70 .98 1 .04 .87 .68 .68 .68 .70 1.12 .96 .70 .70 1.01 D. C. HEATH AND COMPANY 77 Title of Book "Usual Lowest Lowest List Whol'e Exch. Price Price Price Knowles--Oral English Leiper--Theme cover to accompany Wooley's Handbook Lockwood--The Freshman and His College Logan, Cleveland and Hoffman--Practice Leaves in English Fundamentals, Form A Logan, Cleveland, and Hoffman--Practice Leaves in English Fundamentals, Form B Check Book to accompany Form A, to accompany Form B, Each Murray and Wiles--First Book in English Revised O'Keefe and Ouindon--Junior High School Poetry Opdycke--Working Composition Reeves--Argumentation and Debate Robinson--Notes and Outlines Sandwick--Junior High School English, Book I Sandwick--Junior High School English, Book II Sandwick--Junior High School English, Book III Sandwick--Practice Exercises in Junior English Sandwick and Bacon--High School Word Book, Complete Revised Sandwick and Bacon--High School Word Book, Briefer Edition Sanford and Brown--English Grammar for High Schools Spencer--News Writing Williams and Tressler--Composition and Rhetoric Wooley--New Handbook of Composition Wooley--Exercises in English Wooley--The Mechanics of Writing Wooley--Written English White--English Study and English Writings 1-72 .16 1.20 1.29 .12 .90 1 .21 .12 .84 -56 -42 .40 .66 .42 -28 .21 .20 1.60 1.20 .12 1 .08 .81 .76 1.60 1.20 .12 -60 .45 .42 -32 .24 .23 .72 .54 .51 .80 .60 .56 .88 .66 .62 .32 .24 .23 -64 .48 -90 .45 .42 1.36 1.02 .96 1.68 1.26 1 .18 1.64 1.23 1 .15 1.16 .87 .82 -84 .63 .59 1 .60 1.20 1 .12 1.56 1.17 1 .10 1.44 1.08 1 .01 ENGLISH CLASSICS Arden, Shakespeare, each volume -60 .45 Hamlet Julius Caesar The Merchant of Venice A Midsummer Night's Dream As You Like It Cymbeline King John Richard III Much Ado About Nothing Henry IV, Part I Henry V Othello Macbeth The Tempest Love's Labour's Lost Coriolanus Twelfth Night King Lear Richard II Romeo and Juliet The "Winter's Tale Henry IV, Part II Henry VIII Antony and Clopatra Addison--Sir Roger de Coverley Papers Arnold--Sohrab and Rustum ,. Burke--Conciliation with America Burke--Speeches on the American War Burns--Select Poems Boswell--Life of Johnson Carlyle--Essay on Burns Carlyle--Heroes and Hero Worship Carlyle--Selections Chaucer--Selections Coleridge--Rime of the Ancient Mariner Coleridge--Rime of the Ancient Mariner, Briefer Edition Coleridge--Principles of Criticism .60 .48 .44 1.12 1.48 -84 -48 1.52 1 .44 1.24 .48 .40 1.44 .45 .36 .33 .84 1.11 -63 .36 1.14 1 .08 .93 .36 .30 1.08 78 D. C. HEATH AND COMPANY Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price Cooper--Last of the Mohicans DeQuincey--Confessions of an Opium-Eater DeQuincey--Flight of a Tartar Tribe DeQuincey--Joan of Arc and the English Mail Coach Dickens--A Tale of Two Cities Dryden--Palamon and Arcite Franklin--Autobiography George Eliot--Silas Marner Goldsmith--Deserted Village and The Traveller, with Gray's Elegy Goldsmith--Vicar of Wakefield Hazlitt--Select Essays Irving--Life of Goldsmith Irving--Sketch-Book Lamb--Assays of Elia Lincoln--Select Speeches and Letters Macaulay--Essay on Addison Macaulay--Essay on Lord Clive Macaulay--Essay on "Warren Hastings Macaulay^Essay on Milton Macaulay--Lays of Ancient Rome Macaulay---Life of Johnson Milton--Minor Poems Milton--Paradise Lost, I and II, and Selections from later l ooks Milton--Paradise Lost, I and II (Briefer Edition) Milton--Select Poems Moore--Tales from Hawthorne Poe--Poems and Tales Pope--Iliad Ruskin--Sesame and Lilies Scott--Ivanhoe 2 Scott--Lady of the Lake Scott--Quentin Durward Shelley--Prometheus Unbound Simonds---Sir Thomas Wyatt and His Poems Stevenson--Treasure Island Tennyson--Enoch Arden and the Two Locksley Halls Tennyson--Idylls of the King Tennyson--The Princess Tennyson--The Princess, Briefer Edition Thackeray--English Humorists Washington--Farewell Address, and Webster--First Bunker Hill Oration Webster--Select Speeches Wordsworth--Selections Wordsworth--Prefaces and Essays on Poetry Wordsworth--Prelude .88 .68 .44 .48 .88 .48 .88 .80 .48 .80 .96 .84 .92 .84 .56 .56 .56 .60 .52 .48 .48 .64 .84 .56 1 .36 1 .24 .68 .56 .60 .96 .68 .96 1 .00 1 .00 .68 .56 .56 .60 .48 .60 .48 1 .48 1 .48 1 .12 1 .36 .66 .51 .33 .36 .66 .36 .66 .60 .36 .60 .78 .63 .69 .63 .42 .42 .42 .45 .39 .36 .36 .48 .63 .42 1 .02 .93 .51 .42 .45 .72 .51 .72 .75 .75 .51 .42 .42 .45 .36 .45 .36 1 .11 1 .11 .84 1 .02 FRENCH GRAMMARS Carnahan---Alternate Grammar and Composition Carnahan--Review Grammar and Composition Chapuzet and Daniels--Mes Premiers Pas Fraser and Squair--Complete French Grammar Henin--Methode New Fraser and Squair Elementary French Grammar New Fraser and Squair Complete French Grammar Fraser and Squair--Shorter French Course Holzwarth and Price--Beginners' French Holzwarth and Price--Intermediate French 1.28 1.28 1.12 1.76 QQ 1 .60 1.76 1.66 i .56 1.56 .96 .96 .84 1 .32 .45 1 .20 1 .32 1 .17 1 .17 1 .17 .90 .90 .79 1 .24 .42 1.12 1 .24 1 .10 1 .10 1 .10 D. C. HEATH AND COMPANY 79 Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price Hotchkiss---Premier Livre de Francais Knowles and Favard--Grammaire de la Conversation Knowles and Favard--Grammaire de la Conversation Fart II Schenck--French Verb Forms .68 1 .64 1 .20 .28 .61 1 .23 .90 .21 .48 1 .18 .84 .20 DICTIONARIES, PRONUNCIATION, ETC. Chants de France (Jameson and Heacox) Fraser and Squair--French Verb Blank Heath---French-English and English-French Dictionary Heath--French Verb Drill Blanks Heath--French Verb Fad Heath--Modern Language Wall Charts French "Word List to accompany Modern Language Wall Charts Heath--Petit Larousee Illustre Heath--Pictorial French Dictionary Jack--Manual of French Pronunciation Knowles and Favard--Perfect French Pronunciation La France qui chante (Moore and Bennett) Martin--Essentials of French Pronunciation Meras--Le Petit Vocabulaire Roehm--Laboratory Exercises to New Fraser and Squair Grammar Spiers--Notebook of Modern Languages 1.40 .60 3 .00 .60 -48 7 .00 -16 3.00 2.60 1 .48 .80 1 -40 l.OO -33 -S3 -80 1 .06 .46 2.26 .45 .36 5.25 .12 2.25 1.96 1 .11 .60 1.05 .75 .24 .39 .60 READERS AND CONVERSATION MANUALS Bruce--Lectures Faciles Capus--Pour Charmer nos Petits Churchman and Hacker--First Phonetic French Book Clement and Macirone--Voici la France Fabliaux et Contes du Moyen Age (Tarsot) Fournon and Broussard--Pour Parler Francais Maloubier-- Au Jour le Jour Mansion--Easy Selections for Sight Translation Martin and Russell--At West Point Moliere en Recits (Chapuzet and Daniels) Pattou--Causeries en France Pattou--Causeries en France, Enlarged Edition Pattou--Conversations Militaires Fargment--Le Francais Oral Perley-^-Que Fait Gaston Snow and Lebon--Easy French Wooley and Bourdin--French Reader for Beginners -96 .76 1 .28 1 .44 .88 1 .53 1 -36 .20 1 .52 1 .00 1 -00 1.16 .48 1.20 1 -00 1 -34 1.38 .72 .57 .96 1.08 .66 1 .14 1 .02 .15 1 .14 .75 .75 .87 .36 .90 .75 .93 .96 COMPOSITIONS Alternate English Exercises to Fraser and Squair's Grammar Alternate English Exercises to Fraser and Squair's Shorter Course Brigham--Materials for French Composition Based on Malot's Sans Famille Comfort--Exercises in French Prose Composition Comfort--Practical French Composition Grandgent--Materials for French Composition, each Based on Halevy's L'Abbe Constantin, Ventura's Peppino, Daudet's Le Siege de Berlin, Daudet's La Derniere Classe, Daudet's La Pipe de Jean Bart Guerber--Cupid and Psyche Guerber--Prisoners of the Temple .28 -28 .21 -20 .15 -60 .45 l.OO .75 .24 .18 -28 .21 -44 .33 80 D. C. HEATH AND COMPANY Title of Book Usual List Price Lowest Lowest. Whol'e Ech. Price Price Kimball--Exercises in French Composition, each .20 Based on Colomba, La Belle-Nivernaise, La Tulipe Noire Mansion--Exercises in French Syntax Rosenthal and Mankiewicz--Themes Francais Vaillant--Exercises on Balzac's Engenie Grandet 1.24 .93 1.16 .87 .48 .36 HISTORY OF FRENCH LITERATURE Abry-Audic-Crouzet--French Literature Badaire--Precis de Litterature Francais- 2.00 1.60 1 .50 1 .20 1 .40 1 .12 ELEMENTARY READING TEXTS About--La Mere de la Marquise (Brush) .84 .63 Anecdotes Faciles (Super) .60 .45 Bruno--Les Enfants Patriotes (Lyon) .60 .45 Bruno--Le Tour de la France par deux Enfants (Fontaine) .96 .73 Chateaubriand--Atala (Kuhns) .72 .54 Clarettie--Pierrille (Francois) .84 .63 Contes de Fees (Joynes) .84 .63 Contes Dramatiques (Hills and Dondo) 1.00 .75 Eaudet--La Belle-Nivernaise (Boielle) .64 .48 Daudet--Trois Contes Choisis (Sanderson) .48 .36 Desnoyer--Jean-Paul Choppart (Fontaine) .84 .63 Dumas--L'Evasion du Due de Beaufort (Kitchen) .72 .54 Enault--Le Chien du Capitaine (Fontaine) .80 .60 Erckmann-Chatrian--Le Conscrit de 1813 (Super) .84 .63 Erckmann-Chatrian--L'Histoire d'un Paysan (Lyon) .60 .45 Erckmann-Chatrian--Le Juif Polonais (Manley) .76 .57 Erckmann-Chatrian--Madame Therese (Manley) .76 .57 Erckmann-Chatriain--Waterloo (Super) .84 .63 Fabliaux et Contes du Moyen Age (Tarsot) .88 .66 Feuillet--Le Roman d'un Jeune Homme Pauvre (Bruner)___ .96 .72 France--Abeille (Lebon) 60 .45 French Anecdotes (Giese and Cool) .76 .57 French Plays for Children (Spink) 72 .54 Genin--Le Petit Tailleur Bouton (Lyon) .60 .45 Gervais--Un Cas de Conscience (Horsley) Greville--Dosio (Hamilton) Halevy--L'Abbe Constantin (Logie) .64 .48 1 OO .75 .80 .60 Halevy--Un Mariage d'Amour (Hawkins) .60 .45 La Bedolliere--La Mere Michel et son Chat (Wrench) .68 .51 Labiche--La Grammaire (Levi) 64 .48 Labiche and M artin--La Poudre aux Yeux (Wells) .64 .48 Labiche and Martin--Le Voyage de M. Perrichon (House and Young) 68 .51 Laboulaye--Contes Bleus (Fontaine) .72 .64 La Main Malheureuse (Guerber) 68 .51 Lavisse--Historie de France; Cours Elementaire (Clement & Macirone) j 32 .99 Le Chevalier de Blanchefieur et autres Pieces (Hutchison) .76 .57 Legouve and Labiche--La Cigale Chez les Fourmis (With- erby) 56 .42 Lemaitre--Contes (Rensch) 72 .54 Mairet--La Tache du Petit Pierre, New Edition (Super and Campbell) Maistre--La Jeune Siberienne (Fountaine) Malot--Sans Famille, New Edition (Spiers) Meilhac and Halvey--L'Ete de la St. Martin (Francois) Merimee--Colomba (Fontaine) Moinaux--Les deux Sourds (Spiers) 68 .61 .68 .51 .80 .60 .68 .51 .72 .64 .60 .45. D. C. HEATH AND COMPANY 81 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Moliere en Recits (Chapuzet and Daniels) Rebald--Malficell (Jago) Recits de Guerre et de Revolution (Minssen) Recits Historiques (Moffett) Saintine--Picciola (Super) Segur--Les Malheurs de Sophie ("White) Tocqueville--Voyage en Amerique (Ford) Verne--L'Expedition de la Jeune-Hardie (Lyon) Voltaire--Zadig (Babbitt) 1.00 .80 .60 -88 .96 .68 .84 .60 92 IMMEDIATE AND ADVANCED READING TEXTS About--Le Roi des Montague (Logie) Alanic--Le Maitre du Moulin-Blanc (Bell) Augier and Sandeau--Le Gendre de M. Poirier (Wells) Badaire--Precis de Litteratur3 Francaise Balzac--Cinq Scenes de la Comedie Humaine (Wells) Balzac--Engenie Grandet (Spiers) Bazin--Contes Choisis (Francois) Bazin--Les Oberle (Spiers) Beaumarchais--Le Barbier de Seville (Spiers) Bordeaux--Le Maison (Cardon and Michell Brieux--Blanchette, with Vocabulary (Smith and Larger) Champfleury--Le Violon de Faience (Benventot) Contes des Romanciers Naturalistes (Dow and Skinner) Coppee--Dix Contes (Currall) Corneille--Le Cid (Warren) Daniels--Contes de la France Contemporaine Daudet--Choix de Contes (Fontaine) Daudet--Le Petit Chose (Super) Daudet--Lettres de mon Moulin (Robert) Daudet--Tartarin de Tarascon (Hawkins) Dondo--Panthelin et autres Pieces (Dondo) Dumas--La Tulipe Noire (Fontaine) Dumas--Les Trois Mousquetaires (Spiers) Dumas--Monte-Cristo; Le Chateau d'lF (Spiers) Fleurs de France (Fontaine) France--Le Crime de Sylvestre Bonnard, New Edition (B orgerhofl) Gautier--Jettatura (Schinz) Gautier--Voyage en Espagne (Steel) Hervieu--La Course du Flambeau (Henning) Historiettes Modernes (Fontaine) Vol. I, Vol. II, each Hugo--Hernani (Matzke) Hugo--La Chute (Huss) Hugo--Les Miserables (Campbell) Hugo--Quatre-vingt-treize (Fontaine) Labiche and Delacour--La Cagnotte (Farnsworth) Voca- bulary Edition Labiche and Martin--Le Voyage de M. Perrichon (All French Edition House and Young) La Brete--Mon Oncle et mon Cure (Colin) Lamartine--Graziella (Warren) Lamartine--Jeanne d'Arc (Barrere) Lamartine--Scenes de la Revolution Francaise (Super) Laurie--Memoires d'un Collegien (Super) Lavisse--Histoire de France; Cours Moyen (Green and Vail- lant) Lectures Historiques (Moffett) Lesage--Gil Bias (Sanderson) Lotl--Le Roman d'un Enfant (Whittem) .88 1 .00 .72 1.60 1 .08 1.08 .80 .84 .80 1.12 .96 .72 .96 .88 .80 1.04 .80 .80 .92 * .80 1.16 1.00 .72 .80 . 80 1.00 .84 . 72 .84 .96 1.20 .76 .88 1.00 80 .80 .88 .88 .76 .92 .96 1-62 1.16 .96 .92 .75 .60. .45 .66 .72 .51 .63 .45 .69 .66 .75 .54 1 .20 .81 .81 .60 .63 .60 .84 .72 .54 .72 .66 .60 .78 .60 .60 .69 .60 .87 .75 .54 .75 .63 .54 .63 .72 .90 .57 .66 .75 .60 .66 .66 .67 .69 .72 1 .14 .87 .72 .69 82 D. C. HEATH AND COMPANY Title of Book Usual Lowest Lowest List "Whore Exch. Price Price Price Loti--Pecheur d'Islande (Super) .88 .66 Loti--Ramuntcho, New Edition (Hacker) .88 .66 Marie--Louise (Guerber) ,72 .54 Marlvaux--Le Jeu de l'Amour et du Hasard (Fontler) .72 .64 Maupassant--Huit Contes Choisis (White) .76 .57 Merimee--Chronique du Regne de Charles IX (Desages) .72 .54 Michaud--Conteurs francais 1.08 .81 Michaud--Scenes et Recits de la Grande Guerre .92 .69 Michelet--Extraits de l'Histoire de France (Wright) Moliere--l'Avare (Levi) .80 .60 72 .54 Moliere--Le Bourgeois Gentilhomme (Warren) .64 .48 Moliere--Le Medecin malgre lui (Hawkins) .64 .48 Musset--Pierre et Camille (Super) .48 .36 Ordonneau, Valabregue, and Keroul's Les Boulinard (Harri- man) 72 .54 Osgood--La France Heroique i 28 .96 Pailleron--Le Monde ou l'on s'ennuie (Pendleton) .84 .63 Pargment--La Francais Oral 1 20 .90 Poemes et Chants de France (Daniels and Travers) .88 ' .66 Sand--La Mare au Diable (Sumichrast) .72 .54 Sand--La Petite Fadette, New Edition (Super) .72 .54 Sandeau--Mile de la Seigliere (Warren) .72 .54 _i__ Sarcey--Le Siege de Paris (Spiers) 96 .72 Sardou--Les Pattes de Mouche (Farnsworth) .80 .60 Scribe--Le Verre d'Eau (Eggert) 84 .63 Scribe and Legouve--Bataille de Dames (Wells) .76 .57 Souvestre--Le Mari de Mme de Solange (Super) .56 .42 Souvestre--Un Philosophe sous les Toits (Fraser) Taine--L'Ancien Regime (Giese) .96 .72 1.24 .93 Theuriet--Bigarreau (Fontaine) .72 .54 Thiers--L'Expedition de Bonaparte en Egypte (Fabregou) .. .76 .57 Verne--Le Tour du Monde en Quatreyingts Jours (Green) 1 .00 .75 Verne--Vingt Mille Lieues sous les Mers (Fontaine) Vigny--La Canne de Jonc (Spiers) Vigny--Le Cachet Rouge (Fortier) .96 .72 .88 .66 .60 .45 GERMAN GRAMMARS Harris--German Lessons Ihrig--Word Formation and Syntax Joynes-Meissner--Shorter German Grammar Joynes and Wesslehoeft--German Lesson Grammar Manfred--Ein Praktischer Anfang Mosher and Jenney--Lern--und Lesebuch Schmidt and Glokke--Das erste Jahr deutsch Spanhoofd--Elementarbuch der deutschen Sprache Spanhoofd--Lehrbuch der deutschen Sprache Wesselhoeft--Elementary German Grammar Zinnecker--Deutsch fur Anfanger 1 20 .64 1.36 1 .68 1.64 1 .60 1.66 1.48 1 .60 1.56 1.64 .90 .48 1 .02 1 .26 1 .23 1 20 1 17 1 11 1 20 1 17 1 .23 DICTIONARIES, PRONUNCIATION, ETC. Deutsches Liederbuch (Hohlfeld) Heath--German-English and English-German Dictionary Heath--Modern Language 'Wall Charts German Word List to accompany Modern Language Wall Charts Perrin and Hastings--German Noun Table 1 43 3.00 7.00 16 .28 READERS AND CONVERSATION MANUALS Foster--Geschichten und Marchen Guerber--Marchen und Erzahlungen--Vol. I, Vol. II, each__ .88 1 .12 1 .11 2.25 6.25 .12 .21 .66 .84 D. C. HEATH AND COMPANY 83 Title of Book Holzwarth--Qruss aus Deutschland Jones--Des Kindes erstes Lesebuch Joynes--Shorter German Reader Kruger and Smith--German Conversation Book Pattou--An American in Germany Spanhoofd--Erstes Lesebuch Usual Lowest Lowest List Whol'e Exch. Price Price Price 1-44 .08 .72 .64 1.20 .90 .36 .27 -92 .69 1 <36 .02 COMPOSITIONS Oarrington and Holzwarth--German Composition Harris--German Composition 1.12 -06 Wesselhoeft--Conversation and Composition .96 Wasselhoeft--German Composition -68 Andersen--Bilderbuch ohne Bilder (Bernhardt) .80 Andersen--Marchen (Super) -96 Aus der Jugendzeit (Betz) -80 Baumbach--Nicontiana (Bernhardt) -76 Baumbach--Waldnovellen (Bernhardt) -80 Benedix--Nein (Spanhoold) .e8 Blutgen--Das Peterle von Nurnberg (Bernhardt) .80 Bolt--Peterli am Lift (Betz) -88 Campe--Robinson der Jungere, New Edition (Ibershoff) .88 Carmen Sylva--Aus meinem Konigreich (Bernhardt) .80 Der Weg zum Gluck (Bernhardt) -84 Deutsche Gedichte und Lieder (Purin and Roedder) 1 .16 Deutscher Humor aus vier Jahrhunderten (Betz) .80 Die Schildburger (Betz) -80 Drei Marchenspiele (Rendtorfi) .68 Elz--Er ist nicht eifersuchtig (Wells) .64 Gerstacker--Der Wilddieb (Myers) * -84 Gerstacker--Germelshausen (Lewis) -76 Gerstacker--Irrfahrten (Sturm) -88 Grimm--Marchen, and Schiller--Der Taucher (Van der Smi' sen) 96 Hauff--Das kalte Herz (Van der Smissen) .84 Hauff--Der Zwerg Nase (Patzwald and Robson) .76 Heyse--L'Arrabbiata (Deering-Bernhardt) .68 Heyse--Niels mit der offenen Hand (Joynes) .76 Hillern--Hoher als die Kirche (Clary) -80 Kleine Geschichten (Bernhardt) .88 Lohmeyer--Der Geissbub von Engelberg (Bernhardt .80 Munchausens Reisen und Abenteur (Schmidt) -76 Rosegger--Der Lex von Gutenhag (Morgan) -80 Salomon--Die Geschichte einer Geige (Tombo) .68 Seidel--Aus goldenen Tagen (Bernhardt) .80 Shorter--German Poems (Hatneld) -76 Spyri--Moni der Geissbub (Guerber) .68 Spyri--Rosenresli (Boll) .64 Spyri--Was der Grossmutter Lehre bewirkt (Barrows) .68 Stokl--Alia funf (Bernhardt) -78 Storm--Geschichten aus der Tonne (Vogel) -84 Storm--Immensee (Morgan and Wooley) .84 Storm--In St. Jurgen (Wright) -80 Storm--Pole Poppenspaler (Bernhardt) -84 Till--Eulenspiegel (Betz) -68 Volkmann-Leander--Traumereien (Van der Smissen) -84 Wichert--Als Verlobte empfehlen sich (Elom) -68 Zschokke--Das Abenteuer der Neujahrsnacht (Handschin) __ .76 Zschokke--Das Wirtshaus zu Cransac (Joynes) -72 Zschokke--Der zerbrochene Krug (Joynes) -68 .84 .72 .72 .51 .60 .72 .60 .67 .60 .51 .60 .66 .66 .60 .63 .87 .60 .60 .51 .48 .63 .67 .66 .72 .63 .57 .51 .67 .60 .51 .60 .67 .60 .61 .60 .67 .51 .48 .51 .57 .63 .63 .60 .63 .51 .63 .51 .67 .54 .61 84 D. C. HEATH AND COMPANY Title of Book SPANISH GRAMMARS Hills and Ford--First Spanish Course, New Edition Seymour and Carnahan--Spanish Review Grammar and Composition UBual List Price 1 .56 , 2a Lowest Lowest Whol'e Exch. Price Price 1.17 .96 1.10 .90 ELEMENTARY READING TEXTS Alarcon--El Capitan Veneno (Ford and Rivera) 88 .66 Altamirano--La Navidad en las montanas (Lombard and Hill) 76 .57 Asensi--Victoria y otros cuentos (Ingraham) 84 .63 Azorin--Las confessiones de un pequeno filosofo (Imbert) ._. .88 .66 Baroja--Zalacain el aventurero (Owon) Bransby--Spanish Reader 1 OO 1^ .75 .75 Cuentos castellanos (Carter and Bloom) Cuentos contados (Pittaro and Green) Q2 16 .69 .87 Cuentos modernos (De Haan and Morrison) S3 .69 Cuentos y leyendas (Hills and Cano) Isaac--Maria (Warshaw) Jimenez--Platero y yo (Walsh) Marmol--Amalia (Leavitt) 112 112 '84 ',,,, .84 .84 .63 .69 Perez Escrich--Fortuna (Hills and Reinhardt) 68 .51 Perez Escrich--Fortuna; and Ramos Carrion y Vital Aza--" Zaragueta - QQ .75 Zaragueta (Hills and Reinhardt) i QQ .75 Ramos Carrion y Vital Aza--Zaragueta (Hills and Rein-" hardt) Spanish Anecdotes (Giese and Cool) Spanish Fables in Verse (Ford and Ford) Waxman--A Trip to South America " '_ 9(J .72 80 .60 80 .60 ' 76 .57 INTERMEDIATE AND ADVANCED READING TEXTS Alarcon--Novelas cortas escogidas (Remy) Antologia de cuentos americanos (Wilkins) 84 i 04 .63 .78 Antologia de cuentos espanoles (Hill and Buceta) Benavente--Tres Comedias (Van Home) i ' i2 '96 .84 .78 Blasco Ibanez--La batalla del Marne (Onis) Blest Gana--Martin Rivas (Umphrey) Garcia Gutierrez--El trovador (Vaughan) l 00 .75 ~~~ 112 ' 72 .84 .54 Hartzenbusch--Los amantes de Teruel (TJmphrey) Lecturas modernas (Downer and Elias) Linares Rivas--El abolengo (Miller) 84 .63 92 8,, .69 .60 Martinez Sierra--Cancion de cuna (Espinosa) "~ 84 .63 Martinez Sierra--Sol de la tarde (Cool) Mlatzke--Spanish Reader ""_^__ 84 .63 .96 Padre Isla--Lesage's Gil Bias, New Edition (Geddes; and" Palamountain) , 2n .90 Palacio Valdes--Jose (Davidson and Hubbard).. .___l_ Palacio Valdes--La Hermana San Sulpicio (Hill) i 20 j 12 .90 .84 Perez Galdos--Marienela, New Edition (Geddes and Pala-" mountain) Perez Galdos--Marichula (Morley) Quinteros--Dona Clarines and Manana de sol (Morley) Quinteros--La flor de la vida (Reed and Brooks) Romera-Navarro--Historia de Espana .s ! 00 .93 .75 80 .60 76 x '40 .57 .05 Selgras y Carrasco--La mariposa blanca (Pittaro) Spanish Short Stories (Hill and Reinhardt) Taboada--Cuentos alegree (Potter) ~ '_ so j'48 .60 .11 80 .60 D. C. HEATH AND COMPANY 85 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price HISTORY Bourne and Benton--American History for Secondary Schools Cornman and Gerson--Brief Topical Survey of TJ. S. History, Revised Cousins and Hill--American History Fling--Source Book of Greek History History Syllabus for Secondary Schools Outline of Ancient History, Outline of Medieval and Modern European History, Outline of English History, Outline of American History--Each out- line, per copy Ancient History Syllabus, Rev Hoskin--Guide to Latin-American History Kuller--Helps to the Study of Ancient History Moore--Outlines of Modern European History Munro--Source Book of Roman History Sanford--Story of Agriculture in the TJ. S Sheldon--Greek and Roman History Shumway--A Day in Ancient Rome Thomas--History of England Webster--Ancient History Webster--Medieval and Modern History, Revised Webster--Early European History, Revised Webster--Modern European History, Revised Webster--History of the Modern World Webster--World History, Revised Webster--World History, Part I Webster--History of the Far East Webster--History of Latin America Webster--Historical Source Book Webster--Readings in Ancient History Webster--Readings in Early European History Webster--Readings in Modern European History Webster--Readings in Medieval and Modern History Webster--European History (Three semester course): Part I--Ancient Times Part II--Medieval and Early Modern Times Part III--Modern Times Webster and Webb--Historical Outline Maps and Exercises-- Based on Webster's Early European History Based on Webster's Modern European History Based on Webster's World History and History of the Modern World Young--Outlines of Early European History 1 ee 1.20 S.OO 1.66 1 -60 -32 .36 1.00 .60 .36 1 .44 1 -48 1.28 .88 2.20 2.12 2.12 2.13 2.12 2.24 2.12 1-64 1.40 1.64 1 .60 1.60 2.00 2.00 1.64 1 -60 1 .72 1.72 .60 .48 60 40 .90 1 .60 1 .17 1 .20 .24 .27 .75 .45 .27 1 .08 1 .11 .96 .66 1 .65 1 .59 1 .69 1 .59 1 .59 1 .68 1 .59 1 .23 1.05 1 .23 1 .20 1 .20 1 .50 1 .50 1 .23 1 .30 1.29 1.29 .45 .36 .46 .30 .84 1 .40 1 .10 1 .12 .23 .26 .70 .42 .26 1 .01 .90 .62 1 .64 1 .49 1 .49 1 .49 1 .49 1 .57 1 .49 1 .16 .98 1 .15 1 .12 1 .12 1 .40 1 .40 1 .15 1 .12 1 .21 1 .21 .42 .34 .42 .28 LATIN Barss--Writing Latin, Book I, Revised Barss--Writing Latin, Book II, Revised Gildersleeve-Lodge--Latin Composition Gildersleeve-Lodge--Latin Grammar, School Edition Jenks--Latin Word Formation Lease--Livy, Books I, XXI, XXII, Revised Lupold--Introduction to Latin, Book I Lupold--Introduction to Latin, Book II, Revised Otis--Our Roman Legacy Parsons and Little--First Latin Lessons Parsons and Little--Second Latin Lessons Paxson--Handbook for Latin Clubs Reynolds--Latin Reader -88 1 -00 1.20 1.60 -68 1.86 -80 1 .16 1.20 1.40 - 1.80 1.00 !-60 .66 .75 .90 1 .20 .51 1.47 .60 .87 .90 1 .05 1 .35 .75 1 .20 .62 .70 .84 1.12 1 .38 .56 .82 .84 .98 1 .26 .70 1 .12 86 D. C. HEATH AND COMPANY Title of Book Reynolds--Latin Reader, Part I Towle and Jenks--Caesar's Gallic War, Pour Books Towle and Jenks--Caesar's Gallic War, Seven Books Towle and Jenks--Caesar's Gallic War, Books I and II Towle and Jenks--Caesar's Gallic War, Books I and II, with Sight Reading Towle and Jenks--Caesar's Gallic War, Books I-IV with Sight Reading Towle and Jenks--Caesar for Sight Reading Tunstall--Cicero, Six Orations Tunstall--Cicero, Eleven Orations Usual List Price 1 08 1 .68 1 .96 1 .60 j 72 Lowest Lowest Whol'e Exch. Price Price .81 1.26 1 .47 1.20 .76 1 .18 1 .38 1 .12 j Q~ 72 168 1 QQ 1 .47 .S4 1 .26 1 .47 1 .38 .51 1 .18 1 .38 MATHEMATICS Dooley--Vocational Mathematics Dooley--Vocational Mathematics for Girls Hart--Junior High School Mathematics, Book I Hart--Junior High School Mathematics, Book II Hart--Junior High School Mathematics, Book III McCurdy and Tower--Exercise Book in Algebra Wells and Hart--Modern First Year Algebra Wells and Hart--Modern High School Algebra Wells and Hart--Modern Second Course in Algebra Wells and Hart--Modern Second Course in Algebra, larged Edition En-" Wells and Hart--First Year Algebra Wells and Hart--New High School Algebra Wells and Hart--Second Course in Algebra Wells and Hart--Second Course in Algebra, Enlarged Edition Wells and Hart--New High School Arithmetic Wells and Hart--Modern Plane Geometry Wells--Algebra for Secondary Schools Wells--Text-Book in Algebra Wells and Hart--Plane and Solid Gemetry Wells and Hart--Plane Geometry ^__ _ ~ Wells and Hart--Solid Geometry Wells--Complete Trigonom?try Wells--Complete Trigonometry, with Tables Wells--New Plane Trigonometry ~~~~ Wells--New Plane Trigonometry, with Tables Wells--New Six-Place Logarithmic Tables Wells--New Four-Place Tables '.".'.'." ~~ Wells--Six-Place Tables, Pocket Edition '//.III j 64 1 64 .go g8 1 2g 1.34 1 28 1 60 1 ^32 j,, 128 1 60 1 32 - _,, 1 52 1 36 1 72 2 12 j 60 124 124 1 .,, 1 eo 1 ' 36 148 i 20 48 64 SC ENCE Bennett--Laboratory Exercises for Waggoner's Biology. _ Colton and Murbach--Physiology and Hygiene " Elhurl--General Science, Revised ElhufE--New Laboratory Manual in General Science] '/."III Jaques--Laboratory Chemistry for Girls Jaques--Guide to Laboratory Chemistry for Girls I Newell--Practical Chemistry, Complete Newell--Practical Chemistry, Part I ~ Newell--Practical Chemistry, Part II III'// Tower and Lunt--Science of Common Things " Waggoner--Modern Biology Walters--Physiology and Hygiene, Revised I Walters--Principles of Health Control '/ 52 1 '72 1 '72 .80 1 48 1 48 S24 j 73 72 1 60 1 ',,,, i'7s 2 00 1 .23 1.23 .60 .66 .96 .93 .96 1.20 .99 1.17 .96 1 .20 .99 1 .14 1 .14 1 .02 1 .29 1 .59 1 .20 .93 .93 1 .05 1.20 1 .02 1 .11 .90 .36 .48 .39 1 .29 1 .29 .60 1.11 1.11 1 .68 1 .29 .54 1 .20 1.47 1 .29 1 .60 .56 .62 .90 .90 1 .12 .93 l.lO .90 1.12 .93 1 .07 1 .07 .96 1 .21 1 .49 1 .12 .87 .87 .98 1 .12 .96 1 .04 .84 .34 .45 .37 1 .21 1 .21 1 .04 1 .04 1.57 1 .21 .51 1 .12 1 .38 1.21 1 .40 D. C. HEATH AND COMPANY 87 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price MISCELLANEOUS Dooley--Textiles, School Edition Hawn--Platform Pieces, Book I, Book II, each Sampson--Advertise Weeks--The Avoidance of Fire HIGH SCHOOL BOOKS Hendrix--Elementary Spanish Logan-Cleveland-Hoffman--Practice Leaves in Fundamentals, Form C Logan-Cleveland-Ffoffman--Practice Leaves in Fundamentals, Form J Curtiss and Moulton--High School Trigonometry Tressler--Grammar in Action English English 1 -68 -96 1 -60 -76 1 -36 -56 -48 1.48 1.20 1 .26 .72 1 .20 .57 .42 .36 1 .11 .90 1 .18 .68 1 .04 .84 HINDS, HAYDEN A, ELDBEDGE, INC. 5-9 Union Square, New York City Listing expires June 29, 1932 AGRICULTURE Goll--Farm and School Problems 2.00 ARITHMETIC Campbell & Hughes--Arithmetic by Grades: Book I--Third and Fourth Years Book II--Fifth and Sixth Years Book III--Seventh and Eighth Years Third Year Fourth Year Fifth Year Sixth Year Seventh Year Eighth Year 1 08 .81 .70 1.08 .81 .70 1.20 .90 .78 76 .57 .49 -7^ .67 .49 *- 76 .57 .49 -76 .57 .49 -84 .63 .55 -84 .63 .56 CIVIL GOVERNMENT Fradenburgh--American Community Civics Mill--Citizenship & Government in the TJ. S 1.44 1 .08 .94 1 .00 .75 .65 ENGLISH Curtis & Mandrey--The Friendly Poets Lorna Doone (Abridged & Annotated by Davis) Irvin--How to Pronounce the ISPames in Shakespeare 1.12 1 .00 1 .75 .84 .75 1.32 FRENCH International Pronouncing French-English and English- French Dictionary 5.00 GEOGRAPHY Cornman & Gerson--Geography Primer Davis & Hughes--A Brief Commercial Geography Davis & Hughes--A Brief Physical Geography Niver & Farrell--A Brief Geography of New Europe -88 .66 .67 1 .12 .84 .73 1 .00 .76 .65 .92 .69 .60 Nlver & Farrell--A Brief Geography of Asia, Africa and Australia 1 88 HINDS, HAYDEN & ELDREDGE, INC. Title of Book Usual List Price Morrison--Outline Maps--pad of 50 maps, per pad .60 Asia; Africa; Australia; British Isles; Europe;' North America; South America; Mexico, Central America & West Indies; North Atlantic States; South Atlantic States; North Central States; South Central States; Western States; The United Statesthe World, Lowest Lowest Whol'e Exch. Price Price .45 GRAMMAR Oorton & Pltkin: Complete English for the Grades: Book I--Third and Fourth Years Book II--Fifth and Sixth Years Book III--Seventh and Eighth Years Griffin & Moraff: English By Grades: __ __ 84 j 20 x'W 63 .55 90 .78 84 .73 Book I--Grade 5A__ Book III--Grade 5B Book III--Grade 6A Book IV--Grade 6B .44 33 .29 '48 '48 33 .29 36 .31 36 .31 HISTORY Corson and Cornish: Founders of Freedom in America Gerson--History Primer O'Ryan and O'Ryan--Plays from American History-J ..../_ MECHANICAL DRAWING Faunce--Mechanical Drawing 1 . i2 ",, .'84 84 .73 66 .57 63 1.17 MUSIC Universal School Music Series by Damrosch, Gartlan and Gehrkens; Primer--Grade 2 Book Two--Grades 3-4 : Book Three--Grades 5-6 Book Four--Grades 7-8-9 Book One--Teacher's use--Grades 1-2 _ _ '/_ ~ \\ ~ " Teacher's Manual--Music Appreciation Teacher's Book of Accompaniments (Books 2-3) "" Music Writing Book Supplementary Sight-Singing Exercises, Complete _ _ Supplementary Sight-Singing Exercises, Part I___ " Supplementary Sight-Seeing Exercises, Part II-._ Supplementary Sight-Singing Exercises, Part, III_ """""" Gartlan--Assembly Songs for Every Occasion, Complete" Edition Gartlan--Assembly Songs for Every " o'ccasion," "st~ude"nt"'"s" Edition Gartlan & Donnelly--High School Songs'fOVEvery'occasio'n, " Complete Edition Gartlan & Donnelly--High School Songs" for Every Occasion" Students'Edition Orchestral Parts for High School Songs "for Every'oocaslon " each High School Choruses for Special Occasions ~" Gartlan & Jean--Singing As We Go '""" Pelterson--Fifty Practical Lessons in ElementV o7 MusiVaT Notation Scott--Art Songs for Children ~I~~~~ ' lm j ' eo i '60 1 80 '96 i 08 1SQ ,, '52 2 '50 100 .42 .54 .60 .99 .81 1 .20 1 .20 .12 1 .35 .72 .81 .90 1 .14 .81 1 .50 .84 .45 .39 1 .88 .75 .75 .38 .47 .52 .86 .99 .70 1 .30 .73 HINDS, HAYNES & ELDREDGE, INC. 89 Title of Book READING Mandell & Wallach--The Children's Method Readers: First Year, First Half First Year, Second Half Second Year, First Half Second Year, Second Half Teacher's Manual Helps to be used in connection with Children's Method Readers: First Year, First Half Seat Work Cards (11) Pupil's use Phonic Cards (34) Teacher's use Sight "Words (92) Teacher's use First Year, Second Half Seat Work Cards (17) Pupil's use Phonic Cards (27) Teacher's use Sight Words (68) Teacher's use Usual List Price Lowest Lowest Whol'e Exch. Price Price ,72 54 .47 .72 54 .47 .84 63 .55 .84 63 .55 1 .00 75 .48 1 .20 3.60 .80 1 .20 2.60 .36 .90 2.70 .60 .90 1.95 SUPPLEMENTARY READING Young--Somebody's Little Girl .75 .56 Young--Two Little Southern Sisters & Their Garden Plays .80 .60 Colson & Chittenden--Children's Letters .88 .66 McCarthy & Wagner--The American Reader for New Americans 1 .12 GENERAL SCIENCE Hodgdon--Junior General Science (Grades 7-8) Hodgdon--An Elementary General Science TEACHERS' BOOKS Adams--Practical Methods of Teaching Elementary Geography Cone--A Superintendent's Suggestions to Teachers Krebs--Being A Good Teacher Savitz, Bates & Starry--Composition Standards, How to Establish Them Stitt--Memory Selections, Their Value and Importance 1.32 1.80 1 .00 .80 1 .00 2.40 1 .60 .99 1 .35 .75 .60 .75 1 .80 1 .20 .86 1 .17 SCHOOL RECORD BOOKS Quinn--Complete Class Record Book Smith--New Class Register 1.00 .75 1 .00 .75 HENRY HOLT COMPANY One Park Avenue, New York F. O. B. 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Price Price Price 1.80 1.66 .96 1.20 .90 1.17 .73 .90 .84 1.09 ,67 .84 90 HENRY HOLT COMPANY Title of Book Knickerbocker--Twelve Plays Moon--Biology for Beginners (Revised Edition) Moon--Laboratory Manual Dull--High School Chemistry Dull--Laboratory Exercises in Chemistry Dull--Essentials of Modern Physics Dull--Laboratory Exercises in Physics Smith--Commerce and Industry (New Edition) Finney and Brown--Modern Business Arithmetic: Complete Course Brief Course Fite--History of The United States (New Edition) Barnard and Roorbach--Epochs of World Progress Cerf and Giese--Beginning French (New Edition) Luria and Chankin--Lectures Elementaires De Sauze--Sept Comedies Modernes De Sauze--Verb Blanks Wilkins--New First Spanish Book Wilkins-- New Second Spanish Book Wilkins--Beginning Spanish Reader Vos--Essentials of German Diamond and Reinsch--Nachlese Bagster-Collins--German Reader Crawford--Temas Espanoles Passarelli--Simple French Lessons Ibanez--Siete Cuentos Buceta and Cornish--Tres Comedias Contemporaneas Hugo--Jean Valj ean Coindreau and Lowe--French Composition Ford--First Latin Book Ford---Second Latin Book Neuner and Bowman--Typewriting with Business Training. Leonard and Jacobs--The Nation's History (New Edition) __ Hermans--Studies in Grammar Rosenthal and Chankin--Grammaire de Lecture et de Conversation, Cours Complet Bazin--Les Oberle Bruno--Le Tour de La France Buffum--Short Stories Daudet--Neuf Contes Choisis Dumas--Les Trois Mousquetaires France--Le Livre de Mon Ami Halevy--L'Abbe Constantin Labiche et Martin--Le Voyage de M. Perrichon Loti--Fecheur D 'Islande Merrimee--Colomba Schoell--Le Paris D'Aujourhd'ui Usual List Price 1 .48 1 .72 1 .00 1 .80 1 .00 1 .72 1 .00 1 .96 1 .48 1 .SO 1.96 2.40 1 .56 .92 1 .00 .80 1 .48 1 .56 1 .36 1 .60 1 .44 1 .00 1 .00 1 .40 1 .12 1 .00 .84 1 .68 1.44 1 .68 1 .48 1 .80 1 .36 1 .60 .84 .88 1 .20 .80 .96 .96 .80 .72 .88 .80 1 .00 Lowest Whol'e Price 1 .11 1 .29 .75 1 .36 .75 1 .29 .75 1 .47 Lowest Exch. Price 1 .04 1 .20 .70 1 .26 .70 1 .20 .70 1 .37 1 .11 .90 1 .47 1 .80 1 .17 .69 .75 .60 1 .11 1 .17 1 .02 1 .20 1 .08 .75 .75 1 .05 .84 .75 .63 1 .26 1 .08 1.26 1 .11 1 .35 1 .02 1 .04 .84 1 .37 1 .68 1 .09 .64 .70 .66 1 .04 1 .09 .95 1 .12 1 .01 .70 .70 .98 .78 .70 .59 1 .18 1 .01 1 .18 1 .04 1 .26 .95 1.20 .63 .66 .90 .60 .72 .72 .60 .64 .66 .60 .75 1 .12 .69 .62 .84 .56 .67 .67 .56 .50 .62 .56 .70 HOUGHTON MIFFLIN COMPANY 2 Park Street* Boston, Massachusetts Listing expires June 4, 193S F. O. B. Boston, Massachusetts Title of Book BOYS' AND GIRLS' READERS Bolenius-- Primer First Reader Second Reader Usual List Price .60 .60 Lowest Lowest Whol'e Exch. Price Price .45 .42 .45 .42 HOUGHTON MIFFLIN COMPANY 91 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Third Reader Fourth Reader Fifth Reader Sixth Reader .78 .67 .632 .80 .80 .66 .84 .83 .688 .88 .66 .616 LITERATURE IN THE JUNIOR HIGH SCHOOL Bolenius-- Book I Book II 1 .40 1 .06 1.48 1 .11 .08 1 .036 RIVERSIDE READERS (State Edition, Gray Covers) First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader Seventh Reader .48 .36 .56 .42 .60 .46 .64 .48 .64 .48 .72 .64 .72 .64 SILENT READING Stone-- Book I .60 46 .42 Book II .72 64 .604 Book III .80 60 .56 Book IV .88 66 .616 Van Buskirk and Smith--Science of Everyday Life (Revised and Enlarged Edition) 1 .60 IROQUOIS PUBLISHING COMPANY Syracuse, New York F. O. B. Atlanta, Georgia Listing expires November 12, 1933 Title of Book ELEMENTARY BOOKS Usual Lowest Lowest List "Whol'e Exch. Price Price Price ARITHMETIC DeGroat, Firman, Smith--The Iroquois Arithmetics: Three-Book Series Book I--Grades 3 and 4, including a Review of Grades 1 and 2 .76 .67 .63 Book II--Grades 6 and 6 ,, .84 .63 .69 Book III--Grades 7 and 8 .88 .66 .62 Two-Book Series Elementary--Grades 3, 4, 5, including a Review of Grades 1 and 2 .96 .72 .67 Advanced--Grades 6, 7 and 8 1.08 .81 .76 Series by Grades A Separate Book for each Grade: Grades 3, 4, 5, 6, 7 and 8 .60ea. Alvord and Davis--Drill and Problem Book in Arithmetic-- Grades 6 to 8 .80 92 IROQUOIS PUBLISHING COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price GEOGRAPHY South-worth and Kramer--Great Cities of The United States--Grades 6 to 8 1 .08 .81 Southworth and Kramer--Iroquois Geography Note Books: Book I .40 .30 Book II .52 .39 Gertrude VanDuyn Southworth--Our South American Neighbors .96 .72 ELEMENTARY BOOKS GEOGRAPHY G. R. Bodley--Home Geography--Grade 3 G. R. Bodley--Peoples of Other Lands--Grade 4 .60 .45 .64 .48 HISTORY Southwort t and Paine--Bugle Calls of Liberty--Grades 6, 7 and 8 .68 .51 H. E. Reed--A Student's Q;ide in American History, In- cluding a Complete Story of the World 'War, by Gertrude VanDuyn Southworth--Grades 7 and 8 .48 .36 Gertrude VanDuyn Southworth and John VanDuyn South- worth--A Student's Study-Guide, The European Background of American History and Continuing through the Colonization Period--Grade 6 .48 .36 Gertrude VanDuyn Southworth--A Student's Study-Guide in United States Hi tory--The Colonization Period to the Present Day--Grade 7 .48 .36 Gertrude VanDuyn Southworth and John VanDuyn South- worth--What the Old World Gave the New .96 .72 .67 Gertrude Van Duyn Southworth and J hn VanDuyn South- worth--Old World History, Book I--Grade IV .60 .45 Gertrude VanDuyn Southworth and John VanDuyn South- worth--Old World History, Book II--Grade 5 .60 .45 POETRY Louise E. Tucker--Literature for Reading and Memorization: Book I .68 .61 Book II Book III Book IV Book V .68 .51 .68 .51 .68 .51 .68 .61 BookVI .68 .61 PHONETICS Arnold, Bonney and Southworth--The See and Say Phonetic Series: Book I Book II Book III Manuals to Accompany _, .64 .48 .64 .48 .64 .48 See and Say--Book I .9J See and Say--Book II .90 See and Say--Book III .90 SPELLING Sarah Louise Arnold--The Mastery of Words (State Edition): Book I--Grades 1 to 5, inclusive .40 .30 .28 IROQUOIS PUBLISHING COMPANY 93 Title of Book Book IX--Grades 6 to 7, inclusive Book II--Grades 6 to 8, inclusive Usual Lowest Lowest List Whol'e Exch. Price Price Price .34 .26 .24 .40 .30 .28 HIGH SCHOOL BOOKS ALGEBRA G. W. Shew--A Student's Drill and Review Book in Algebra. _ .48 BIOLOGY Arthur G. Clement--Living Things--An Elementary Biology. Arthur G. Clement--A Laboratory Guide and Note Book in Biology 1 .60 .68 CHEMISTRY Collister and Walrath--A Laboratory Guide in Chemistry .72 CIVICS Dr. John B. Howe--New Era Civics 1 .48 FRENCH G. P. Fougeray--French--Its Essentials G. P. Fougeray^Tbe Mastery of French: Book I--First Year French Book II--Second Year French G. P. Fougeray--Le Francais Par La Lecture, Premier Livre G. P. Fougeray--Le Francais Par La Lecture, Deuxieme Livre G. P. Fougeray--Le Voyage de Monsieur Perrichon G. P. Fougeray--Colomba 1 .60 1 .60 1 .76 .64 .88 .76 .88 GENERAL SCIENCE Clement, Collister and Thurston--Our Surroundings--An Elementary General Science Collister and Thurston--A Student's Laboratory Guide and Project Book in General Science 1.68 .76 GEOMETRY G. W. Show--A Student's Drill and Review Book in Plane Geometry .48 HISTORY Arthur H. Ferguson--A Student's Study-Guide in World History--Course A .56 Arthur H. Ferguson--A Student's Study-Guide in "World History--Course B .60 Arthur H. Ferguson--A Study-Guide in American History for High School Students--Course C .64 Arthur H. Ferguson--A Study-Guide in European History for High School Students, from the Earliest Times to the Present .60 Arthur H. Ferguson^A Study-Guide in American History for High School Students--Pennsylvania Edition .60 LATIN S. Dwight Arms--A Latin Dictionary Including Vocabulary Drills for Junior and Senior High Schools .60 PHYSICS Ackley and Collister--A Laboratory Guide for Physics .68 .36 1 .20 .51 .64 1.11 1 .20 1 .20 1 .32 .48 .66 .57 .66 1.26 .57 .36 .42 .45 .48 .45 .45 .45 .51 1.12 1 .04 1 .12 1 .12 1 .23 1.18 94 IROQUOIS PUBLISHING COMPANY Titlo of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price SCIENCE NOTE BOOKS Collister and Stanton--The Iroquois Science Note Book. SPELLING Sarah Louise Arnold--The Mastery of Words for High Schools --A Speller JOHNSON PUBLISHING COMPANY Richmond, Virginia Listing expires November 15, 1932 F. O. B. Atlanta, Georgia Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Cora Wilson Stewart--The Country Life Readers: First Book .40 Second Book .50 Third Book .60 Emily Meng Jones--Bible Story Reader: Cloth, illustrated in color .80 Paper, illustrated in color .60 Lucile Allard and William A. McCall--Teeny Tiny Rimes .48 M. W. Halibur ton--Playmates--A Primer (Revised) .60 Withers, Skinner and Geeks--Story and Study Readers: Primer (Playfellows) .60 First Reader (Friends to Make) .64 Second Reader (Trips to Take) .72 Third Reader (The Treasure Box) .80 Fourth Reader (Far and Near) .84 Fifth Reader (Days and Deeds) .88 Withers, Brown and Tate--Child's World Readers: Primer .60 First Reader .60 Second Reader .64 Third Reader .80 Bruce R. Payne--Common Words Commonly Misspelled 44 LANDS AND LIFE G. W. Hoke--Russia and the Old East Jay Earle Thomson--The Land of Wilhelm Tell E. C. Brooks--Stories of South America H. J. Eckenrode--Told in Story Harriet G. Brown--Roosevelt: A Knight of The Nineteenth Century M. L. Williamson--Life of Washington M. L. Williamson--Life of Lee Mi. L. Williamson--Life of Stonewall Jackson H. J. Eckenrode--Life of N. B. Forest M. L. Williamson--Life of J. E. B. Stuart A. M. Harris--Old Testament Readings for School Lide B. McMurray (Ed)--Tell Me a Story P. P. Claxton and M. W. Haliburton--Grimm's Fairy Tales-_ Caroline M. Brevard--Around The Lighted Fire 1 .00 .80 .80 .90 .80 .60 .60 .60 .60 .60 1 .00 .48 .48 .60 .30 .375 .45 .60 .375 .36 .45 .45 .48 .54 .60 .63 .66 .35 .393 .433 .48 .33 .279 .296 .365 .366 .75 .60 .60 .68 .60 .45 .45 .45 .45 .45 .75 .36 .36 .45 JOHNSON PUBLISHING COMPANY 95 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Lida B. McMurray (Ed)--Fifty Famous Fables .48 .36 P. F. Claxton--From The Land of Stories .44 .33 Elizabeth Kelly and Elizabeth C. Morriss--Writing and Composition for Adult and Beginners .30 Eader & Deffendall--The Doorway to English: Book I Book II Book III .76 .67 ,80 .60 .96 .72 Rader & Deffendall--The Doorway to English: Six-Book Series First Book Second Book Third Book Fourth Book Fifth Book Sixth Book .60 .45 .41 .60 .45 .41 .62 .47 .42 ,62 .47 .42 ,66 .50 .45 .66 .50 .45 J. C. Metcalf--English Literature 1 .40 .96 C. Alphonso Smith and Lida B. McMurray--The Smith- Mi cMurray Language Series: Book I Book II .64 .48 .68 .51 Book III ,72 .64 Teacher's Manual .75 J. H. Binford and E. "U. Graff--The Young American Citizen. _ .80 .60 John Calvin Metcalf, 1925 Edition--American Literature 1 .60 1 .20 John Calvin Metcalf--Readings in American Literature 1 .80 1 .35 John Calvin Metcalf, 1921 Edition--American Literature 1 .40 .96 Labiche and Martin, Edited by Chas. Franklyn Zeek--Le Voyage De Monsieur Perrichon 1 .08 .81 Foster and Arms--First Year Latin 1 .28 .96 "Walter Eugene Foster--Second Year Latin 1 .80 1 .35 D. Meade Bernard--Plane Geometry 1 .24 .93 W. E. Knight--Norte y Sur 1.36 1 .02 W. E. Knight--Espana y el Nuevo Mundo 1 .36 1 .02 J. H. Cornyn--Cuentos Mejicanos 1 .28 .96 E. Sombrero de Tres Picos (Qualia) 1 .32 .99 La Vida de Lazarillo de Tormes (Berkowitz & Wofsy) 1 .40 1 .05 Rose & Purin--Deutsche Kulturkunde 1 .68 1.26 LAIDLAW BROTHERS, INC. 36 West 24th Street, New York City F. O. B. New York Listing expires April 18, 1933 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Our Government by Davis rnd iMcClure The Ladilaw Readers: Pupils' 'Work Book Primer Book I Book II Book III Book IV 1.00 .75 .70 .28 .22 .20 .60 .45 .42 .60 .45 .42 .64 .48 .45 .80 .60 .56 .88 .66 .62 96 LUDLOW BROTHERS, INC. Title of Book Book V__. Book VI__ Book VII_ Usual List Price Lowest Lowest Whol'e Exch. Price Price .96 .72 .67 .96 .72 .67 1 .13 .84 .78; READING Guide Books to Literature, by Engleman and McTurnan, for Junior High Schools: Volume I Volume II Volume III_ .. Guide Book to Literature, by Engleman and McTurnan, Regular Senior High, First Year Sunny Book Readers: No. 1 by Gruelle & Hofman No. 2 by Kay-McCormack-Gordon No. 3 by Snyder-Mitchell-Rae Midway Readers, by Miller & Hughes: Book I--Grade 4 Book II--Grade 5 Book III---Grade 6 1 ,48 1 ,48 1 .72 1.72 .80 .80 .80 .80 .84 .88 1.11 1.11 1 .29 60 60 60 60 63 66 1 .04 1 .04 1 .23 .56 .59 .62 ARITHMETIC Test and Practice Sheets in Arithmetic, by N. J. Lennes: Full Year Tablets: Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Half-Year Tablets, First Half: Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Half-Year Tablets, Second Half: Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 36 .27 36 .27 36 .27 36 .27 36 .27 36 .27 36 .27 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 24 .18 SPELLING The McCall Speller, by McCall & Houser: Complete Course, Grades 1 to 8,,. Complete Course, Grades 1 to 7_. .60 .45 .43- .52 .39 .36 LAUREL BOOK COMPANY 97 LAUREL BOOK COMPANY 325 S. Market Street, Chicago Listing expires May 17, 1932 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Lincoln Primer Lincoln First Reader Lincoln Second Reader Lincoln Third Reader Lincoln Fourth Reader Lincoln Fifth Reader Lincoln Sixth Reader Lincoln Seventh Reader Lincoln Eighth Reader Reading Objectives Economy Method of Writing Books One to Eight for Grades One to Eight. Plan B, Tablets each with 35 Sheets paper, per dozen Economy Method of Writing, three book edition Primary Book for Grades 1--2 Intermediate Book for Grades 3--4--5 Advanced Book for Grades 6--7-8 Plan B, Tablets each with 25 sheets Paper, per dozen Laurel Prime Laurel First Reader Laurel Second Reader .60 .64 .68 .80 .88 .92 .92 1 .00 1.00 1 .80 3.04 3.04 .52 .56 .60 .45 .48 .61 .60 .66 .69 .69 .76 .76 1 .36 2.28 .39 .42 .46 J. B. LIPPINCOTT COMPANY 2244 Calumet Avenue, Chicago, III. F. O. B. Philadelphia, Pennsylvania Listing expires July 16, 19S2 Title of Book TJsual Lowest Lowest List Whol'e Exch. Price Price Price ELEMENTARY SCHOOLS AGRICULTURE Davis--Productive Farming Davis--Farm Projects and Problems 1.28 .96 .90 1.40 .06 .98 ARITHMETIC Lennes-Jenklns--Applied Arithmetic: Book I - .72 .64 .60 Book II .80 .60 .66 Booklll .88 .66 .62 Lennes-Jenkins--Teachers' Manuals: Book I .72 .72 Book II -80 .80 Book III -88 .88 Hillegas-Peabody-Baker--Horace-Mann Supplementary Arithmetic .60 .45 Hillegas--Horace-Mann Diagnostic Tests (25 complete tests), 2.00 2.00 Hillegas--Teaching Number Fundamentals (cloth) 1.20 .90 Hillegas--Teaching Number Fundamentals (Paper) .80 .60 98 J. B. LIPPINCOTT COMPANY Title of Book Usual Lowest Lowest List Whol'e Eich. Price Price Price PHYSIOLOGY, HEALTH A. HYGIENE Haviland--Most Wonderful House in The World Haviland--The Play House Haviland--Good Neighbors Jones--Keep Well Stories for Little Folks Broadhurst--AH Through The Day Mother Goose Way Winchell--Food Facts for Every Day .80 .60 .66 .88 .66 .62 .96 .72 .67 .68 .51 .75 .56 .86 .65 READING Lewis-Lippincott--Primer Lewis-Lippincott--First Reader Lewis-Lippincott--Second Reader Lewis-Lippincott--Third Reader Lewis-Lippincott--Fourth Reader (Complete) Lewis-Lippincott--Fourth Reader, Part I Lewis-Lippincott--Fourth Reader, Part II Lewis-Lippincott--Fifth Reader (Complete) Lewis-Lippincott--Fifth Reader (Parti) Lewis-Lippincott--Fifth Reader (Part II) .56 .64 .76 . 84 .92 .76 .76 1.00 .80 .80 43 .39 48 .45 57 .53 63 .59 69 .64 57 .53 57 .53 75 .70 60 .66 60 .56 GEOGRAPHICAL READERS Morris--Home Life in All Lands: Book I, How the World Lives 1 .00 Book II, Manners and Customs' of Uncivilized Peoples Book III, Our Animal Friends and Helpers Leffert--Our Own United States Leffert--Neighbors North and South 1.00 .75 1 .00 .76 1.20 .90 1.30 .90 HISTORICAL READERS Leffert--American Leaders, Book I Leffert--American Leaders, Book II Leffert--Our Country's Leaders ,93 .69 .92 .69 1.06 .79 MISCELLANEOUS READERS Simpson--Hidden Treasure Case--Tom of Peace Valley Case--Under The 4-H Flag Starrett--Charm of Fine Manners Starrett--The Charm of A Well Mannered Home SILENT READING Hale--Lippincott's Silent Reading - Watkins--Lippincott's Silent Reading for Beginners Watkins--Lippincott's Silent Reading for Beginners (Teach- er's Edition) Watkins--Silent Reading Tests (in Sets of 35) SCIENCE READING Lewis--Waterboys and Their Cousins 1.76 1.50 2.00 1 .00 1 .50 .68 .60 .80 3.O0 .72 1 .31 1 .13 1 .50 .75 1 .13 .51 .45 .60 2.00 SUPPLEMENTARY READING Children's Classics: Cheney--Tales of Washington Irving's Alhambra Gellibrand--J. Cole Irving--Rip Van Winkle Irving--The Legend of Sleepy Hollow Lewis--All Time Tales .60 .45 QQ .46 .60 .46 .60 .45 60 .45 J. B. LIPPINCOTT COMPANY 99 Title of Book Usual List Price Lowest Lowest Wholfe Exch. Price Price Lewis--Wonderland Stories .60 .46 MacDonald--At The Back of The North Wind .60 .46 MacDonald--Princess and Curdie .60 .46 MacDonald--Princess and Goblin ,60 .46 Mulock--Adventures of a Brownie. .60 .46 Mulock--The Little Lame Prince .60 .46 Ouida--Dog of Flanders .60 .46 Ouida--The Nurnberg Stove .60 .45 Ruskin--King of the Golden River and Dame Wiggins of Lee .60 .46 Spyri--Francesce at Hinterwald .60 .45 Spyri--Moni The Goat Boy .60 .45 Sypri--Fairy of Intra .60 .46 Spyri--Peppino .60 .45 Stevenson--Child's Garden of Verses .60 .45 Tales from Hans Anderson .60 .45 Swift--Gulliver's Travels .60 .45 HISTORY Andrew--Brief History of the United States Andrew--American History and Government 1.20 1.80 .90 1 .36 .84 1 .26 SPELLING Lippincott--Horn-Ashbaugh Spelling Book, Complete Edi- tion, Grades 1-8 ,56 Horn-Ashbaugh--Fundamentals of Spelling: Grades 1-7 .66 .42 .39 Grades 1--5 .52 .30 .36 Grades 6-7 .48 .36 .34 Lippincott--Horn-Ashbaugh Spelling Book, Two-Book Edi- tion: Part I, Grades 1-5 .52 .39 .36 Part II, Grades 6-8 .62 .39 .36 Lippincott--Horn-Ashbaugh Spelling Book, Three-Book Edition: Part I, Grades 1-4 .44 .33 .31 Part II, Grades-6-6 __ .44 .33 .31 Part II, Grades 7-9 .52 .39 .36 Lippincott--New Horn-Ashbaugh Speller, Complete Edi- tion, Grades 1--8 .60 Lippincott--New Horn-Ashbaugh Speller, Two-Book Edi- tion: Part I, Grades l-6_ .52 .39 .36 Part II, Grades 7-8 .48 .36 .34 Lippincott--New Horn-Ashbaugh Speller, Three-Book Edi- tion: Part I, Grades 1-4 .48 .36 .34 Part II, Grades 5-6 .48 .36 .34 Part III, Grades 7-8 .48 .36 .34 Ashbaugh--My Record Spelling Tablet (package of 25) 3 .00 2.25 Ford--Teacher's Record of Misspelled Words .80 .60 JUNIOR HIGH SCHOOL HOME ECONOMICS Thrilling-Williams--A Girl's Problems in Home Economics Wellman---Food Planning and Preparation SCIENCE Nichols--Science for Boys and Girls.. 1 .28 1 .40 .96 1 .05 100 J. B. LIPPINCOTT COMPANY Title of Book HIGH SCHOOLS AGRICULTURE Cook--Applied Economic Botany Davis--Horticulture Davis--Productive Plant Husbandry Davis--New Agriculture for High Schools Weir--Productive Soils (abridged) Williaman--Vocational Chemistry App--Farm Economics Coffey--Productive Sheep Husbandry. Craig--Common Disease of Farm Animals Day--Productive Swine Husbandry Gay--Productive Horse Husbandry Jesness--Co-Operative Marketing of Farm Products Lewis--Productive Poultry Husbandry Lloyd--Productive Vegetable Growing. Montgomery--Productive Farm Crops Pellett--Productive Bee Keeping Sears--Productive Orcharding Sears--Productive Small Fruit Culture Smith--Agricultural Mechanics Tomhave--Meats and Meat Products Washburn--Productive Dairying Washburn--Injurious Insects and Useful Birds Weir--Productive Soils (Complete) Woll--Productive Feeding of Farm Animals ENGLISH Miller--English Literatures ENGLISH CLASSICS (Cloth Edition) Dorey--Scott's Lady of The Lake Gastono--Shakespeare's Macbeth Miller--Burke's Speech on Conciliation with America Miller--Burns' Poems Otto--Eliot's Silas Marner Pound--Coleridge's Rime of the Ancient Mariner Spinning--Boswell's Life of Johnson Stratton--Great American Speeches Stratton--Shakespeare's A Midsummer Night's Dream Wilcox--Tennyson's Idylls of The King ENGLISH CLASSICS (Paper Edition) Dorey--Scott's Lady of The Lake Gaston--Shakespeare's Macbeth Miller--Burke's Speech on Conciliation with America Miller--Burns' Poems Otto--Eliot's Silas Marner Pound--Coleridge's Rime of the Ancient Mariner Spinning--Roswell's Life of Johnson Stratton--Great American Speeches Stratton--Shakespeare's Midsummer Night's Dream Wilcox--Tennyson's Idylls of the King GEOGRAPHY Chamberlain--Geography: Physical, Economic, Regional Usual List Price Lowest Lowest Whol'e Exch. Price Price 3.00 2 .00 2 ,00 1.80 2.00 3.00 3 .00 3.00 3.00 3.00 3 ,oo 3.00 3.00 3.00 3.00 300 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 1 .50 1 .50 1 .60 1 .35 1 .50 1 .60 3.25 2.25 2.36 2.35 3.25 2.25 2.35 3.25 3.25 2.25 2.26 3.25 2.25 2.36 3.25 2.25 2.35 3.26 1 .40 1 .40 1 .40 1 .28 1 .40 1 .40 1 go 1 .20 .60 .46 QQ .45 .60 .45 60 .45 80 .60 .60 .46 .60 .46 .60 .45 .60 .45 .60 .46 .28 .21 28 .21 .28 .31 28 .31 32 .34 .28 .21 .28 .21 28 .21 .28 .21 .2g .21 2.00 1 .50 1 .40 LIBRARY) J. B. LIPPINOOTT COMI S.NY 101 Title of Book IiulPe'st Lowest Whol'e Exch. Price Price HISTORY Morris--History of the United States Andrew--History of the United States 1.60 1.60 1 .20 1 .20 1 .12 1 .12 HOME ECONOMICS Abel--Successful Family Life on The Moderate Income Spencer--The Family and its Members Woolman--Clothing: Choice, Care, Cost Grove--Social Problems of the Family Denny--Fabrics and How to Know Them Southard--Institutional Household Administration Taber-Wardall--Economics of The Family Balderston--Housewifery Balderston--Laundering Baldt--Clothing for Women Broadhurst--Home and Community Hygiene Gray--House and Home Powell--Successful Canning and Preserving Taber--Business of The Household 2.50 2 .50 2.50 2.60 1.60 2.00 1.40 3 .00 3.0O 3 .00 3.00 3.00 3.00 3.00 .88 .88 .88 .88 .13 .50 1.05 2.25 2.25 2.25 2.25 2.25 2.25 2.26 SCIENCE Kinsey--An Introduction to Biology 1 -68 LITTLE, BROWN AND COMPANY, INC, 34 Beacon Street, Boston, Mass. Listing expires May 18, 1933 F. O. B. at Boston, Massachusetts Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price ARITHMETIC Brooks--Problem Arithmetic Brooks--First Book in Arithmetic Brooks--Junior High School Arithmetic COOKERY OR DOMESTIC SCIENCE Matthews--Elementary Home Economics Matthews--Foods and Cookery Matthews--Clothing and Textiles Matthews--The House and Its Care Wellman--Food Study for High Schools -90 .67 H -63 -70 .62 K -49 -80 .60 .56 1.40 1.10 1.10 1 -60 1.60 1.06 .82}^ .82M 1.12}^ 1.12M .98 .77 -77 1.05 1-05 ENGLISH Cross--The Little Grammar Cross--The Little Composition Deffendall--Junior English Course, Complete Deffendall--Junior English Course, Book I Deffendall--Junior English Course, Book II -80 -80 1.00 .70 -80 .60 .66 .60 .56 .76 .70 6sy2 .49 .60 .68 FRENCH Rees--The Pictorial French Course 1 -00 .76 102 LITTLE BROWN AND COMPANY, INC. Title of Book GERMAN Rees--The Pictorial German Course MATHEMATICS Wheeler--Examples in Algebra,. , Wheeler--First Course in Algebra Wheeler--Algebra for Grammar Schools PUBLIC SPEAKING Patterson--How to Speak READING Condon--The Atlantic Readers: Book I, The Understanding Prince Book II, High and Far Book III, The Wonderful Tune Book IV, The Great Conquest Book V, Outward Bound SPANISH Rees--The Pictorial Spanish Course Usual Llst Price Lowest Lowest Whol'e Exch. Price Price 100 125 150 70 93^4 .88 1.12)4 .05 .52K i QQ 35 85 ,85 BB 85 j QO .63 ?4 .60 63Ji .60 63 Yi .60 .63?, .60 .63 H .60 ELEANORE LUSTRAT Southern School Book Depository, Atlanta, Georgia Listing expires August 3, 1933 Title of Book Formation of Simple Tenses of French Verbs, Regular and Irregular, by J. Lustrat Usual Lowest Lowest List Whol'e Exch. Price Price Price j 00 7g LYONS AND CARNAHAN Chicago, Illinois Listing expires January 30, 1934 Title of Book FOR GRADE SCHOOLS Arithmetical Essentials, 3-Book Series: Book I Book II Book III Manuals for Books II and II, each Breed--French Spellers, 3-Book Series: Book I Book II Book III Usual List Price Lowest Lowest Whol'e Exch. Price Price .80 .60 .56 .88 .66 .62 .96 .72 .67 .60 .45 .48 .36 .34 .48 .36 .34 .48 .36 .34 LYONS AND CARNAHAN 103 Title of Book Breed--French Spellers, 2-Book Series: Book I Book II Breed--French Spellers: Complete Course My Spelling Test Child--Story Reader Series: Primer First Reader Second Reader Third Reader Fourth Reader . Filth Reader Sixth Reader First Grade Manual Second Reader Manual Third Reader Manual From Columbus to Lincoln Health-Happiness-Success Series, 3-Book Series: Book I Book II Happy-Hunting Grounds Indian Legends From Lincoln to Coolidge Never-Grow-Old Stories Why We Celebrate Our Holidays Practical English Series, 3-Book Series: Book I Book LT Book III Complete Manual Pribble-Brezzler Practice Cards: Unit Set I (For Grades 3-6) Set I A (For Class of 36) Set I B (For Class of 24) Unit Set II (For Grades 7-8) Set II A (For Class of 36) Set II B (For Class of 24) Red Feather Red Feather's Adventures Red Feather's Home-Coming Studies in American History, 2-Book Series: Book I Book II Belle River Series, 3-Book Series: Book I Book II Book III Stories in Trees Usual Lowest Lowest List Whol'e Eicli. Price Price Price 56 .42 .56 .42 .72 .64 .10 60 .45 64 .48 .80 .60 .88 .66 .88 .66 .88 .66 .88 .66 1 .00 .75 .80 .60 .80 .60 .88 .66 .96 .72 1 00 .75 .96 .72 .96 .72 .96 .72 .76 .67 .80 .60 .80 .84 - - .96 1.00 .80 18 .00 14.00 .80 18 .40 15 .00 .60 .76 .80 .60 .63 .72 .75 .60 13.60 10.60 .60 13.80 11.26 .45 .57 .60 .86 .72 100 .76 .60 .45 -72 .64 .80 .60 -88 .66 .39 .38 .42 .45 .66 .82 .62 .62 .62 .67 .70 -- .56 .69 .67 --- "--- FOR HIGH SCHOOLS ALGEBRA William & Taylor--First Course ARITHMETIC Birch--Rapid Calculation Smith--Arithmetic of Business Smith--Applied Arithmetic 1.24 .72 1 -48 1.28 64 .50 11 1.04 96 .90 104 LYONS AND CARNAHAN Title of Book BOOKKEEPING Modern Bookkeeping Practice Outfit One . Outfit Two _ __ . CLASSICS Idylls of the King _ Ivanhoe _ Literature of Letters _ Macbeth ___ Milton's Shorter Poems Ancient Mariner. Short Stories for High Schools Twelfth Night COMMERCIAL LAW Burgess--Commercial Law ENGLISH English Essentials, 3-Book Series: Book I--Seventh Year Book II--Eighth Year Book III--Ninth Year . _ English Essentials for High Schools Pribble-McCrory--Diagnostic Tests: Test One, Forms A-B-C (Packet of 25) Test Two, Forms A-B-C (Packet of 85) Correct English Usage High School English PHYSICS Physics in Everyday Life __ Applied Physic --A Laboratory Manual to accompany above PUBLIC SPEAKING The Art of Public Speaking, New Edition CHEMISTRY Chemistry in Everyday Life Applied Chemistry--A Laboratory Manual to accompany above- SPELLING New Business Speller _ SALESMANSHIP Read--Salesmanship. _ TYPEWRITING Dualis Method of Touch Typewriting Usual Lowest Loweit List Whol'e Exch. Price Price Price 1 .60 1 .OO 1 .40 1 .30 .75 1 .05 1 .12 .60 .45 .42 .88 .66 .62 1.20 .90 .84 .96 .72 .67 .48 .36 .34 .48 .36 .34 .48 .36 .34 .64 .48 .45 .48 .36 .34 1 .48 1 .11 1.04 .88 .96 1 .48 1 .48 1 .00 1 .80 1 .00 1.48 .66 .73 1 .11 1 .11 .75 .90 .75 1 .11 .62 .67 1 .04 1 .04 1.04 1 .60 1 .00 1 .20 .75 1.13 .70 1.40 1 .05 .98 1.76 1 .40 1 .32 1 .05 1.83 .98 .60 .45 .42 1.48 1.11 1.04 1.00 .75 .70 THE MACMILLAN COMPANY 105 THE MACMILLAN COMPANY 60 Fifth Avenue, New York, N. Y., OP Spring Street and Baltimore Place, Atlanta, Georgia Listing expires May 31, 19S3 F. O. B. Atlanta or New York Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price FOR ELEMENTARY SCHOOLS AGRICULTURE Duggar--Agriculture for Southern Schools Revised 1.30 ARITHMETIC Howard, Hawthorne, Howard--Number Friends .88 McMurry and Benson--Social Arithmetics: Book I ,80 Book II .88 Book III .96 Fowlkes and Goff--Modern Life Arithm tics: Book I .80 Book II .76 CIVICS Nida--City, State, and Nation Edmonson and Dondineau--Citizenship through Problems __ Edmonson and Dondineau--Citizenship through Problems-- Pupil's Work Book 1.00 1 .60 .88 DOMESTIC SCIENCE Cooley and Spohr--Household Arts for Home and School: Volume I Volume II- Kinne and Cooley--Homemaking Series: Food and Health Clothing and Health Home and the Family 1.33 1.32 .96 .96 .96 GEOGRAPHY McMurray and Parkins--Elementary Geography, Revised McMurray and Parkins--Advanced Geography, Revised McMurray and Parkins--Advanced Geography--with Geor- gia Supplement Tarr and McMurray--New Geography: First Book (Complete) Second Book (Complete) Enowlton--First Lessons in Geography Branon--Practice Tests in Elementary Geography 1 .20 1.60 1.73 1.20 1.60 .88 .68 GEOGRAPHY--SUPPLEMENTARY Chamberlain--Continents and Their People: Africa .96 Asia .96 Europe .96 North America . 96 Oceania .96 South America .96 .90 .60 .66 .72 .60 .57 .75 1 .20 .90 .99 .72 .72 .72 .90 1.20 .90 .20 .66 .51 .72 .' 2 .72 .72 .72 .72 .56 .616 .672 .56 .533 .70 1.12 .924 .924 .672 .672 .672 .84 1.12 .84 1.12 .61 .476 .672 .672 .672 .672 .672 .672 106 THE MACMILLAN COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Chamberlain--Home and World Series--Revised : How We Are Fed How WE Are Clotted How We Are Sheltered - _ How We Travel .88 .66 .616 .88 .66 .616 .88 .66 .616 .88 .66 .616 HISTORY Coman and Kendall--Short History of England--Revised Dickson--American History for Grammar Schools--Revised. _ Nida--Dawn of American History in Europe __ 1 .80 1 60 1 .20 1 .36 1.20 .90 1 .28 1 .12 .84 HISTORY--SUPPLEMENTARY Hart and Others--Source Readers in American History: Vol. I--Colonial Children Vol. II--Camps and Firesides of Revolution Vol. Ill--How Our Grandfathers Lived Vol. IV--Romance of the Civil War Wells--How the Present came from the Past: Book I . Book II . _ _ ___ .. .84 .63 .588 .96 .72 .672 1 .08 .81 .756 1 .12 .84 .784 .80 .60 .56 .80 .60 .56 LANGUAGE AND GRAMMAR Kinard, Brown and Rogers--Our Language: Book I __ Book II _ _ Book III Howard, Hawthorne and Howard--The Language Garden .80 .60 .56 .80 .60 .56 .72 .54 .504 .60 .45 .42 FOR ELEMENTARY SCHOOLS Emerson and Bender--Modern English: Book I _ _____ .80 Book II .96 Emerson and Bender--English Spoken and Written: Primer--Lessons in Language for Primary Grades _ .64 First Book Lessons in Language, Literature, and Composition .80 Second Book--Practical Lessons in English Gram- mar and Composition .96 MANUAL TRAINING Park--Educational Woodworking for School and Home-. _ 1 .60 PHYSIOLOGY AND HYGIENE Coleman--Handbook of the People's Health Coleman--Lessons in Hygienic Physiology O'Shea and Kellogg--Health Series of Physiology and Hy- giene--4 volumes Health Habits--Revised- Health and Cleanliness--Revised _. The Body in Health--Revised __ _ Health and Efficiency--(Revised Edition of "Mak- ing the Most of Life") __ _ 1 .00 1 .20 .80 .80 .96 .96 READING Baker and Thorndike--Everyday Classics: Primer _ .60 First Reader __ __ .64 Second Reader.. .68 Third Reader _ .72 .60 .72 .48 .60 .72 1 .20 .75 .90 .60 .60 .72 .72 .46 .48 .51 .54 .56 .672 .488 .56 .672 1 .12 .70 .84 .56 .56 .672 .672 .42 .448 .476 .504 THE MACMILLAN COMPANY 107 Title of Book TJsual List Price Lowest Lowest Whol'e Exch. Price Price Fourth Reader Fifth Reader Sixth Reader-Seventh Reader^. Eighth Reader. _ _ Blaisdell--Child Life Readers: Child Life Primer. Child Life First Reader Child Life in Tale and Fable--Second Reader _ _ Child Life in Many Lands--Third Reader Child Life in Literature--Fourth Reader Child Life--Fifth Reader .72 .64 .76 .57 .84 .63 .88 .66 .88 .66 .60 .45 .42 .64 .48 .72 .64 .604 .72 .54 .504 .80 .60 .66 .96 .72 .672 SUPPLEMENTARY READING Bemister--Indian Legends ._ Calhoun--Book of Brave Adventures Calhoun--'When Great Folks 'Were Little Folks Alshouse--Heroes of the Nation Bender--Great Opera Stories Ayer--The Easy Book LaRue--The F-U-N Book (A Primer) LaRue--Under The Story Tree (A First Reader) LaRue--In Animal Land (A Second Reader) LaRue--The Billy Bang Book Thackeray--The Rose and The Ring--Little Library DeLaRamee--Dog of Flanders--Little Library Susanna's Auction--Little Library ** Mulock--Little Lame Prince--Little Library Home--King Penguin--Little Library DeSegur--Memoirs of a Donkey--Little Library Thompson--The Golden Trumpets ' Michaud and Marinoni--France Harper and Hamilton--Pleasant Pathways Harper and Hamilton--"Winding Roads Harper and Hamilton--Far-Away Hills Holt--Story A Day Book _ McGowan--Soap Bubbles .80 .60 .80 .60 .80 .60 .80 .60 .80 .60 .28 .21 .68 .51 .76 .57 .80 .60 .84 .63 1 .00 .76 1 .00 .75 1 .00 .76 1 .00 .75 1 .00 .75 1.00 .76 .80 .60 .56 1 .20 .90 .84 .84 .63 .688 .88 .66 .616 .96 .72 .672 .80 .60 .80 .60 SPELLING > ) Chancellor--Graded City Spellers--Two-Book Edition : Book I (Second, Third and Fourth Grades) .52 .39 .364 Book Two (Fifth, Sixth, Seventh and Eighth Grades) .60 .45 .42 VanWagenen--The Modern Speller--Revised Edition : Book I Book II .44 .33 .48 .36 1 SOCIAL SCIENCE Wilson--Everyday Manners for American Boys and Girls-- School Edition .80 .60 FOR HIGH SCHOOLS AGRICULTURE Call and Schafer--Laboratory Manual of Agriculture for Secondary School 1 .20 1 3 Cunningham and Lancelot--Soils and Plant Life Duggar--Southern Field Crops--Revised 1.60 1.80 1.80 .90 1.20 1.35 1.35 .84 1 .12 1.26 1 .26 108 THE MACMILLAN COMPANY Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price Eckles and Warren--Dairy Farming '_ Harper--Animal Husbandry for Schools--Revised Harris and Stewart--The Principles of Agronomy Livingston--Field Crop Production Lyon--Soils and Fertilizers Gehrs and James--One Hundred Exercises in Agriculture Sampson--Effective Farming Stimson--Vocational Agricultural Education Warren--Elements of Agriculture---Revised 1.60 1.40 1.80 1.80 1.60 1 .SO 1.68 2.00 1 .80 1.20 1 .05 1.35 1.35 1.20 .90 1 .26 1.60 1.36 1.12 .98 1.26 1 .26 1.12 .84 1 .18 1.40 1.26 ALGEBRA Ford and Ammermrn---First Course in Algebra Second Course in Algebra Longley and Marsh--Elementary Algebra, Complete. Fowlkes and Others--Algebra Work Book 1 .20 1 .28 1 .60 .80 .90 .96 1 .20 .60 .84 .896 1 .12 .56 ARITHMETIC Thurston--Business Arithmetic for Secondary Schools Fowlkes-Goff--Practice Tests In Arithmetic McMurray and Benson--Social Arithmetic: Book I Book II Book III 1 .40 .68 .88 .96 1 .08 1.05 .51 .66 .71 .81 .98 .476 .616 .672 .766 BIOLOGY, BOTANY, AND ZOOLOGY Bailey--Botany for Secondary Schools Bailey and Coleman--First Course in Biology Hegner--Practical Zoology Hegner--Directions for Laboratory and Field Work in Zoology Peabody and Hunt--Biology and Human Welfare 1.68 1 .68 1.80 .80 1 .68 1.26 1 .26 1.35 .60 1 .26 1.18 1.18 1 .26 .66 1 .18 FOR HIGH SCHOOLS CHEMISTRY Morgan and Lyman--Chemistry--Without Manual Black and Conant--Practical Chemistry, Revised Black--Laboratory Experiments in Chemistry Kahlenberg and Hart--Chemistry and Its Relation to Daily Life Morgan and Lyman--Chemistry. An Elementary Textbook with Laboratory Manual Morgan and Lyman--A Laboratory Manual in Chemistry Holmes and Mattern--Elements of Chemistry 1 .80 1.80 .80 1.80 2 .20 .96 1.80 1 .35 1 .35 .60 1.65 .72 1 .36 1 .36 1.26 .56 1.26 1.64 .672 1 .26 CIVICS Ashley--New Civics--Revised Beard and Beard--American Citizenship Giles and Giles--Vocational Civics Revised Munro and Ozanne--Social Civics Lyon and Butler--Vocational Readings 1.60 1 .60 1 .40 1.72 1.68 1 .20 1.20 1 .05 1.29 1 .26 1.12 1.12 .98 1 .204 1.18 COMMERCIAL TESTS Bays--Business Law, Revised Bartholomew and Hurlbut--Business Man's Spoken and Written Cahill--Office Practice, Revised Herrick--History of Commerce and Industry Hoover--Science and Art of Salesmanship English-- 1.40 1.40 1.60 1.80 1.20 1.05 1.20 1.35 .90 .98 .98 1.12 1.26 .84 TH__. MAOMILLAN COMPANY 109 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Deffendall--Actual Business English Deffendall--Exercises in Actual Everyday English Deffendall--Actual Business Correspondence Deffendall--Letterheads for Correspondence Lister--Progressive Penmanship Manual Lister--Progressive Budget and Certificate Read and Harvey--Bookkeeping and Accounting Complete,. Part I Parts II and III Blanks to accompany Part I Outfit to accompany Part II Outfit to accompany Part III Goff--Self-Proving Business Arithmetic--Part I Goff--Exercise Book for Self-Proving Arithmetic _ Meyer--Vocabulary Building Speller Admire--Progressive Typewriting 1 .20 .48 1 .20 .44 .28 .23 1.48 1 .20 .80 .60 1 .88 1.60 1.20 .48 .60 1.60 .90 .36 .90 .33 .21 .166 1 .11 .90 .60 .46 1.41 1.20 .90 .36 .46 1.20 .84 .336 .84 1 .036 .84 .56 .42 1 .316 1 .12 .84 .336 .42 1.12 ECONOMICS Burch--Our American Economic Life Ely and Wicker--Elementary Principles of Economics, Re- vised __ Marshall and Lyon--Economic Organization _ ___ Fay--Elements of Economics 1 .60 1.68 1.68 1.68 1 .20 1 .26 1.26 1 .26 1 .12 1 .18 1.18 1.18 DOMESTIC SCIENCE Cooley, Winchell, Spohr and Marshall--Teaching Home Economics. Kinne and Cooley--Foods and Household Management Kinne and Cooley--Shelter and Clothing _ _ McGowan and Waite--Textiles and Clothing Sheaffer--Household Accounting and Economics _ . Willard and Gillet--Dietetics for High Schools Williams nd Fisher--Elements of the Theory and Practice of Cookery, Revised _ _______ Manning and Donaldson--Fundamentals of Dress Construc- tion __ Loewen--Millinery 1 .80 1 .40 1 .40 1.32 1 .20 1.40 1 .40 1 .20 1 .60 1 .60 1.35 1 .05 1.06 .99 .90 1.05 1.05 .90 1.20 1.20 1 .26 .98 .98 .924 .84 .98 .98 .84 1 .12 1.12 ENGLISH Canby and Opdycke--Good English: Book I Book II Crawford--Study of English Gayley--English Poetry; Its Principles and Progress Hibbard--Lyric South--School Edition Mackenzie--History of English Literature Neilson and Thorndike--A History of English Literature Smith--Oral English for Secondary Schools, Revised Rankin and Aikin--English Literature Swan--Word Study for High Schools Ward--Oral Composition 1.60 1.60 1.40 1.80 1.60 1 .80 1 .60 1 .40 1.80 .64 1.40 1.20 1.20 1.05 1 .35 1 .20 1 .35 1 .20 1 .05 1 .35 .48 1.05 1 .12 1 .12 .98 1 .26 1 .12 1 .26 1.12 .98 1.26 .448 .98 ENGLISH CLASSICS Pocket Series BIBLE Memorable Passages from the Bible .48 Old Testament Selections .48 no THE MACMILLAN COMPANY Title of Book BIOGRAPHY Addams--Twenty Years at Hull-House Boswell--Life of Johnson, Abridged Franklin--Autobiography Irving--Life of Goldsmith Lockhart--Life of Scott, Abridged Plutarch--Lives of Caesar, Brutus, and Antony Southey--Life of Nelson Trevelyan--Life and Letters of Lord Macaulay; and Macau- lay's Speeches on Copyright Usual Lowest Lowest List Whol'e Exch. Price Price Price .48 .36 .48 .36 .48 .36 .48 .36 .48 .36 .48 .36 .48 .36 CLASSICS IN TRANSLATION Homer--The Iliad (Lang, Leaf, and Myers) Homer--The Iliad (Pope) Homer--The Odyssey (Butcher and Lang) Homer--The Odyssey (Pope) Virgil--The Aeneid 48 .36 .48 .36 .48 .36 .48 .36 .48 .36 DRAMA Goldsmith--She Stoops to Conquer Shakespeare--As You Like It Shakespeare---Coriolanus Shakespeare--Hamlet Shakespeare--King Henry V Shakespeare--Julius Caesar Shakespeare--King Lear Shakespeare--Macbeth Shakespeare--The Merchant of Venice Shakespeare--A Midsummer Night's Dream Shakespeare--King Richard II Shakespeare--King Richard III Shakespeare--Romeo and Juliet Shakespeare--The Tempest Shakespeare--Twlefth Night Sheridan--The Rivals and The School for Scandal 48 .36 .48 .36 .48 .36 .48 .36 .48 .36 .48 .36 .48 .36 .48 .36 48 .36 48 .36 .48 .36 .48 .36 .48 .36 .48 .36 .48 .36 48 .36 ESSAYS AND LETTERS Addison--Sir Roger de Coverly Arnold--Address on Milton Bacon--Essays Bryce--On American Democracy Carlyle--Essay on Burns 48 .36 48 .36 .48 .36 48 .36 48 .36 Carlyle--Heroes and Hero-Worship Curtis--Prue and I Dan--Two Years before the Mast 48 .36 48 .36 48 .36 De Quincey--Confessions of an English Opium-Eater 48 .36 De Quincy--Joan of Arc and The English Mail Coach; and The Spanish Military Nun Jonathan Edwards--Sermons Emerson--Essays Emerson--Representative Mien English Essays Holmes---Autocrat of the Breakfast Table Huxley--Selected Essays and Addresses Irving--The Alhambra 48 .36 48 .36 48 .36 48 .36 48 .36 48 .36 48 .36 48 .36 Irving--Knickerbocker's History of New York Irving--Sketch Book Irving--Tales of a Traveller. Selections 48 .36 48 .36 48 .36 Thomas--A Kempis' Imitation of Christ 48 .36 THE MACMILLAN COMPANY 111 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Lamb--Essays of Elia .48 .36 Lamb--Tales from Shakespeare .48 .36 Letters from Many Pens .48 .36 Lowell--Earlier Essays .48 .36 Macau lay---Essay on Addison **. .48 .36 Macaulay--Essay on Lord Clive .48 .36 Macaulay--Essay on Milton .48 .36 Macaulay--Essay on Warren Hastings .48 .36 Macaulay--Life of Samuel Johnson .48 .36 Parkman--The Oregon Trail .48 .36 Roosevelt--Writings .48 .36 Ruskin--The Crown of Wild Olive and The Queen of the Air. _ 48 .36 Ruskin--Sesame and Lillies and The King of the Golden River " .48 .36 Selections for Oral Reading .48 .36 Stevenson--Travels with a Donkey and An Inland Voyage .48 .36 Thackeray--English Humorists .48 .36 Thoreau^Walden .48 .36 Woolman--Journal .48 .36 MYTHOLOGY Baker--Out of the Northland Church--The Story of the Iliad Church--The Story of the Odyssey Hawthorne--Tanglewood Tales Keary--The Heroes of Asgard Kangley^The Heroes or Greek Fairy Tales 48 .36 48 .36 48 .36 48 .36 48 .36 48 .36 ORATORY Burke--Speech on Conciliation with America 48 .36 Early--American Orations, 1760-1834 48 .36 .Lincoln--Addresses, Inaugurals and Letters; and Macaulay's Speeches on Copyright 48 .36 Select Orations 48 .36 Selections from Southern Orators 48 .36 Washington--Farewell Address and Webster's Bunker Hill Orations PATRIOTISM American Democracy from Washington to Wilson American Patriotism in Prose and Verse Bryce on American Democracy... Epoch-making Papers in United States History 48 .36 48 .36 48 .36 48 .36 POETRY Arnold--Sohrab and Rustum and Other Poems 48 .36 Mrs. Browning---Poems 48 .36 Browning--Shorter Poems. Selections 48 .36 Bryant--Poems. Selections 48 .36 Burns--Poems. Selections 48 .36 Byron---Childe Harold's Pilgrimage and The Prisoner of Chillon 48 .36 Byron--Shorter Poems 48 .36 Chaucer--Prologue, The Knight's Tale, and The Nun's Priest's Tale 48 .36 Chaucer--Canterbury Tales. Selections from the Modern Reader's Chaucer 48 .36 Coleridge^The Ancient Mariner and Other Poems 48 .36 Droden--Palamon and Arcite 48 .36 112- THE MACMILLAN COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Eich. Price Price Emerson--Earlier Poems .48 .36 English Narrative Poems .48 .36 Goldsmith--The Deserted Village and Other Poems .48 .36 Gray--Elegy Written in a Country Churchyard and Other Poems and Cowper's The Diverting History of John Gilpin and Other Poems .48 36 Holmes--Poems Selections .48 .36 Longfellow--The Courtship of Miles Standish .48 .36 Longfellow--The Courtship of Miles Standish and Minor Poems .48 .36 Longfellow--Evangeline .48 .36 Longfellow--Hiawatha .48 .36 Longfellow--Tales of a "Wayside Inn .48 .36 Lowell--The Vision of Sir Launfal .48 .36 Macaulay--Lays of Ancient Rome and Other Poems .48 .36 Milton--Comus, Lycidas, and Other Poems and Matthew Arnold's Address on Milton .48 .36 Milton---Paradise Lost. Books I and II .48 .36 Old English Ballads .48 .36 Palgrave--The Golden Treasury of Songs and Lyrics Poe--Poems .48 .36 .48 .36 Poems, Narrative and Lyrical .48 .36 Pope--The Iliad of Homer .48 .36 Pope--The Odyssey of Homer Pope--The Rape of the Lock .48 .36 .48 .36 Christina Rossetti--Selected Poems .48 .36 Scott--The Lady of the Lake Scott--The Lay of the Last Minstrel .48 .36 .48 .36 Scott--Marmion .48 .36 Selected Poems for Required Reading in Secondary Schools., .48 .36 Selections from American Poetry .48 .36 Selection for Oral Reading Shelly and Keats--Selected Poems Southern Poets, Selections from .48 .36 .48 .36 .48 .36 Spenser--Faerie Queene, Book I Tennyson--Idylls of the King Tennyson--In Memoriam _ .48 .36 .48 .36 .48 .36 Tennyson--The Princess Tennyson--Shorter Poems .48 .36 .48 .36 Thompson--The Hound of Heaven and Other Poems Whitman--Selections From. (Preparing) .48 .36 .48 .36 Whittier--Snow-Bound and Other Early Poems Wordsworth--Shorter Poems .48 .36 .48 .36 PROSE FICTION Austen--Pride and Prejudice .48 .36 Austen--Sense and Sensibility .48 .36 Blackmore--Lorna Doone .48 .36 Bulwer Lyton--Last Days of Pompeii .48 .36 Bunyan--Pilgrim's Progress .48 .36 Carroll--Alice in Wonderland .48 .36 Churchill--Richard Carvel .48 .36 Churchill--The Crisis .48 .36 Cooper--The Deerslayer .48 .36 Cooper--The Last of the Mohicans .48 .36 Cooper--The Spy , .48 .36 Dana--Two Years before the Mast .48 .36 Defoe---Life and Adventures of Robinson Crusoe. (Abridged) .48 .36 Dickens--A Christmas Carol and The Cricket on the Hearth. _ .48 .36 Dickens--David Copperfield .48 .38 THE MACMILLAN COMPANY 113 Title of Book Dickens--Oliver Twist Dickens--Pickwick Papers Dickens--A Tale of Two Cities Eliot--Adam Bede Eliot--The Mill on the Floss Eliot--Silas Marner Mrs. Gaskell--Cranford Goldsmith--The Vicar of Wakerield Hawthorne--The House of the Seven Gables Hawthorne--Mosses from an Old Manse Hawthorne--The Scarlet Letter Hawthorne--Twice-Told Tales Hughes--Tom Brown's School Days Hugo--Les Miserables. Abridged Kingsley--Hereward the Wake Kingsley--Westward Ho! London--The Call of the Wild Malory--Le Morte d'Arthur. Selections Melville--Moby Dick Poe--Prose Tales. Selections Poole---The Harbor Reade--The Cloister and the Hearth Scott--Guy Mannering Scott--Ivanhoe Scott--Kenilworth Scott--Queintin Durward Scott--Rob Roy Scott--The Talisman Stevenson^Kidnapped Stevenson--The Master of Ballantrae Stevenson^Treasure Island Swift--Gulliver's Travels Thackeray---Henry Esmond , Trollope--The Warden Wister--The Virginian SHORT STORIES Andersen--Fairy Tales Arabian Night's Entertainments Grimm--Fairy Tales Hale--The Mian without a Country Hawthorne--Grandfather's Chair Hawthorne--Tanglewood Tales Hawthorne--The Wonder Book Poe--Prose Tales Representative Short Stories Short Stories. A Collection Short Stories and Selections __. MODERN READERS SERIES London--Call of the Wild White---A Certain Rich Man Wilkinson--Contemporary Poetry Dickens--David Copperfield--Abridged Cervantes--Don Quixote--Abridged Barker--Forty-Minute Plays from Shakespeare--Abridged Scott--Heart of Midlothian----Abridged Thackeray--Henry Esmond Tennyson--Idylls of The King Scott--Ivanhoe--Abridged Usual Lowest Lowest List Whol'e Exch. Price Price Price .48 .48 .48 .48 .48 .48 .48 .48. .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .36 .36 .38 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .48 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .36 .80 .80 .80 .80 .80 .80 .80 .80 .80 .80 .60 .60 .60 .60 .60 .60 .60 .60 .60 .60 114 THE MACMILLAN COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Bronte--Jane Eyre .80 .60 Allen--Kentucky Cardinal and Aftermath .80 .60 Wister--Lady Baltimore .80 .60 Alcott--Little "Women .80 .60 Riis--The Making of an American .80 .60 Watts--Nathan Burke .80 .60 Cooper--The Pathfinder .80 .60 Porter--Scottish Chiefs--Abridged .80 .60 Smith--Short Plays by Representative Authors .80 .60 Garland--A Son of the Middle Border .80 .60 Neihardt--The Song of Hugh Glass, and The Song of Three Friends .80 .60 Dickens--A Tale of Two Cities .80 .60 Dumas--The Three Musketeers--Abridged .80 .60 Stowe--"Uncle Tom's Cabin .80 .60 Thackery--Vanity Fair .80 .60 Dana--Two Years Before the Mast .80 .60 FRENCH Fraezr--Scenes of Familiar Life Maloubier and Moore--First Book in French Roux--Elementary French Reader .64 .48 .448 1 .40 .06 .98 .68 .61 .476 FRENCH SERIES--MACMILLAN (THIEME) About--Le Roi Des Montagues---Wilson .80 .60 Daudet--Contes Choisis--Head .64 .48 Labiche--Poudre Aux Yeux--Lebon .60 .45 Merimee--Colomba--Francois .80 .60 Pargment--Exercises Francais Premiere Partie 1.00 .75 Pargment--Exercises Francais Deuzieme Partie 1.00 .75 Roux--A First French Course 1.32 .99 Tilly--Aid to French Pronunciation 1 .00 .75 Van Buren--Contes Du Pays De Merlin .64 .48 Wann--French Conservation and Composition 1.00 .75 Ward--Minimum French Vocabulary .60 .45 Lamb--Inductive French Grammar--Brief Edition 1.12 .84 Meras and Meras--French Verbs and Verbal Idioms in Speech ! .80 GEOMETRY AND TRIGONOMETRY Ford and Ammerman--Plane and Solid Geometrv--Revised- _ Ford and Ammerman--Plane Geometry--Revised Ford and Ammerman--Solid Geometry--2nd Revised Edi- tion Hedrick--Constructive Geometry Kenyon and Ingold--Elements of Plane Trigonometry with Brief Tables __ Kenyon and Ingold--Elements of Plane Trigonometry with Complete Logarithmic and Trigonometric Tables Smith--The Beginner's Geometry 1 .60 1.20 1.20 .72 1.20 1 .40 1 .28 GERMAN Bagster-Collins--First Book in German Biillern--Holier Als Die Kirche--Pitcher Scholz--German Science Reader Schiller--Wilhelm Tell--Carruth Schiller--Wilhelm Tell--Carruth with Vocabulary 1.40 .68 1.20 1 .00 1.25 .20 .90 .90 .54 1 .05 .96 1 .05 .51 .90 .80 1 .00 1.12 .84 .84 .5C4 .98 .896 .98 .476 .84 .70 .875 THE MACMILLAN COMPANY 115 Title of Book Usual Lowest Lowest List Wliol' e Exch. Price Price Price SPANISH Bardin--Leyendas Historicas Mexicanas (Macmillan Spanish Series) Crawford--First Book in Spanish Fuentes and Elias^Manual De Correspondencia Fuentes and Francois--Practical Spanish Grammar Hatheway and Berge Soler--Easy Spanish Reader Luquiens--Elementary Spanish-American Reader Harmol--Amalia-Corley Supple--Spanish Reader of South American History Turrell--Spanish-American Short Stories Isaacs--Maria Lauria--Lecturas Element ales .96 1 .40 1 .SO 1.40 1.12 1.20 .96 1.20 1.00 1 .20 1.20 .72 1.05 .90 1 .05 .84 .90 .72 .90 .75 .90 .90 .672 .98 .84 .98 .784 .84 .672 .84 .70 .84 .84 HISTORY Ashley--American History--Revised Ashley--Early European Civilization Ashley--Modern European Civilization Beard and Beard--History of the United States Botsford--History of the Ancient "World Elson--History of the United States--Revised Moore--Industrial History of American People Renouf--Outlines of General History Botsford--Brief History of the World--Revised 2.20 1 .96 1.96 1 .96 2.20 2 .80 2.00 2.20 2.00 1.65 1 .47 1 .47 1 .47 1 .65 2.10 1.50 1 .65 1 .50 1.54 1.37 1.37 1 .37 1.54 1 .96 1.40 1.54 1.40 LATIN AND GREEK Baker and Inglis^High School Course in Latin Composition.. _ Same: Volume I, Parts I and II Volume II, Part III Elmer--Latin Grammar Inglis and Prettyman--First Book in Latin Kirtland and Rogers--An Introduction to Latin Von Minckwitz--Cicero's Ten Orations and Letters to his "Wife B ain--Ovid--Selections Barss--Nepos--Twenty Lives Ullman and Henry--Elementary Latin UHman and Henry--Second Latin Book Ullman and Smalley--Progress Tests in Latin 1 .20 1.08 1 .00 1 .48 1.40 1.40 1.80 1 .60 1 .60 1 .40 1 .68 .84 .90 .81 .75 1 .11 1 .05 1.05 1.35 1 .30 1 .20 1 .05 1 .26 .63 .84 .756 .70 1.036 .98 .98 1 .26 1 .12 1.12 .98 1 .18 .588 ELEMENTARY LATIN CLASSICS Welch and Dufneld--Caesar's Helvetian War Welch and Dufneld--Caesar's Invasion of Britain Reed--Camilia Reed--Julia Wilkinson--Legends of Ancient Rome--From Livy Morton--Legends of Gods and Heroes Nail--Seven Kings of Rome, from Livy .48 .36 .48 .36 .48 .36 .48 .36 .60 .45 .60 .45 .60 .45 MUSIC Joannes--The Song Garland Zeiner--High School Song Book--Revised 1.60 1 .40 1.20 1.05 1 .12 .98 PHYSICS Black and Davis--New Practical Physics Black and Davis--Practical Physics--Revised Black--Laboratory Experiments in Practical Physics to Accompany Revised Edition of Black and Davis Practical Physics 1.68 1.68 1 .00 1.26 1 .26 1.18 1 .18 116 THE MACMILLAN COMPANY Title of Book Lynde--Physics of the Household Lynde--Laboratory Manual for Physics of the Household PHYSICAL GEOGRAPHY Tarr and VonEngeln--New Physical Geography Whitbeck--High School Geography PHYSIOLOGY Peabody--Studies in Physiology, Anatomy and Hygiene Williams--Healthful Living Williams--Healthful Living--Revised PSYCHOLOGY Peters--Human Conduct FOR HIGH SCHOOLS SOCIOLOGY Burch and Patterson--American Social Problems Leavitt and Brown--Elementary Social Science Towne--Social Problems--Revised Carlton--Elementary Economics Marshall--The Story of Human Progress SCIENCE Trafton--Science of Home and Community--Revised Usual Lowest Lowest List Whol'e Exch. Price Price Price 1.80 1 .00 1.36 .75 1 .86 .70 2.40 2.00 1.80 1.60 1.68 1.40 1 .60 1.40 1.80 1 .20 1.05 1.36 1 .12 .98 1.26 1.40 1.05 .98 1.68 1 .00 1.68 1.20 1.48 1.26 .76 1.26 .90 1.11 1.18 .70 1.18 .84 1.036 1.60 1.20 1.12 THE MANUAL ARTS PRESS F. O. B. Peoria, Illinois Listing expires July 15, 1930 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price MECHANICAL AND AGRICULTURAL DRAWING Berg& Elleson, Machine Drawing Problems Berg & Kronquist--Mechanical Drawing Problems Elwood--Problems in Architectual Drawing Seaman--Progressive Steps in Architectural Drawing _ 1 .60 1 .28 2.26 1 .48 .96 .77 68 J 1.36 11 .89 MECHANICAL DRWING Bailey--Mechanical Drawing for Beginners .44 .33 .27 Berg & Kronquist--Mechanical Drawing Problems--Part I__ .58 .44 .35 Berg & Kronquist--Mechanical Drawing Problems--Part II_ . .58 .44 .36 HOME ECONOMICS Allen--Lesson Sheets for Mechanical Devices in the Home .48 .36 .29 Kennedy--Food Study Manual 1 .00 .75 .60 HOME ECONOMICS Bailey--Meal Planning and Table Service Cook--Essentials of Sewing, 1 .60 1.20 .96 1 40 1 .06 .84 THE MANUAL ARTS PRESS 117 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price WOODWORKING Griffith--Woodwork for Beginners Griffith--Essentials of Woodworking Griffith--Woodwork for Secondary Schools .32 1.24 2.00 .24 .93 1 .50 .20 .75 1 .20 ELECTRICAL WORK Willoughby--Elementary Electricity Willoughby--Essentials of Electrical Work .45 .34 .27 1.60 1 .20 .96 AUTOMOBILE WORK Smith & Kern--Automotive Repair for School and Home 1 .00 SHEET METAL WORK Selvidge & Christy--Instruction Manual for Sheet Metal Workers 1.20 .90 .72 Trew & Bird--Sheet Metal Work .86 .64 .51 PRINTING Polk--The Practice of Printing 1 -80 1 .35 MENTZER, BUSH &. COMPANY Chicago, Illinois Georgia Schocl-Book Depositlory, Atlanta, Georgia Listing expires November 27, 1933 ~F. O. B. at Atlanta, Georgia Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price DRAWING Industrial and Applied Art Books: No. 1 NO. 2 No. 3 NO. 4 NO. 5 NO. 6 No. 7 No. 8 Si .18 24 .18 -S* .18 -24 .18 24 .18 24 .18 -24 .18 -24 .18 READERS Great Pictures and Their Stories: Book I Book II Book III Book IV Book V Book VI Book VII Book VIII Child Activity Readers: Up and Doing--Primer Out and Playing--First Reader -72 54 .50 -72 54 .50 -72 54 .60 80 60 .66 -80 60 .58 -80 60 .56 -80 60 .56 -80 60 .56 -64 48 .45 -64 48 .45 118 MENTZER, BUSH AND COMPANY Title of Book Nature Stories for Children: Autumn Spring Book I Book II Pioneers of the Air LANGUAGE Language Drills: Book I for Grades 3 and 4 Book II for Grade 6 Book III for Grade 6 Book IV for Grades 7 and 8 Usual Lowest Lowest List Whol'e Exch. Price Price Price 7o .64 7a .64 72 .64 '7a .54 80 .60 go .16 a0 .16 20 .15 .20 .16 CHARLES E. MERRILL COMPANY 381 Fourth Avenue, New York City Listing expires August 13, 1933 F. O. B. New York, N. Y. Title of Book Usual Llst Price Lowest Lowest Whol'e Exch. Price Price ELEMENTARY SCHOOL TEXTS CIVICS Blachly & Oatman--Everyday Citizenship -80 LANGUAGE AND GRAMMAR Hodge and Lee--Elementary English (3-Book Series): Elementary Book Intermediate Book. Advanced Book Advanced Book--New Edition Hodge and Lee--Elementary English (2-Book Series) 7fi . ~/a0 .67 .57 .53 .53 QR g6 .72 .72 .67 .67 Book I Book II Hodge and Lee--Elementary English (Graded Series): g4 63 .59 a8 7S .67 Third Year Fourth Year Fifth Year Sixth Year ~ Seventh Year Book Eighth Year Book Lee--Lessons in English (The New Reed and Kellogg) . ou . D,,O 45 .42 45 .42 , 00 45 .42 .00 45 .42 68 51 .48 68 61 .48 Book I Book II Reed--Introductory Language Work Reed & Kellogg--Graded Lessons in English Reed & Kellogg--Higher Lessons in English O'Shea-Eichmann-- Language Work for 2nd Year _ VS.V". " "" ~ ,___ 84 96 76 80 112 \52 63 .59 72 .67 57 .53 60 .56 84 .78 39 .36 PHYSIOLOGY AND HYGIENE Hallock & Winslow--The Land of Health Winslow--Healthy Living, Book I 72 '80 54 .60 60 .66 CHARLES E. MERRILL COMPANY 119 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Winslow--Healthy Living, Book II Winslow--Healthy Living, Book I (Southern Edition) Winslow--Healthy Living, Book II (Southern Edition) Winslow--Healthy Living, Book II, (State Edition) 1-00 .84 1 .04 .92 76 .70 63 .60 78 .73 68 .65 READING The Merrill Readers by Dyer and Brady: Our First Book Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader Seventh Reader Eighth Reader Fourth Reader (Five-Book Series) Fifth Reader (Five-Book Series) Judson and Bender--Graded Literature Readers: Fifth Book Walker-Parkman-Summy--The Study Readers: First Year Second Year Third Year Fourth Year Fifth Year Sixth Year -16 -60 '60 '2 -78 -84 84 -88 ee -8B -88 -98 -80 * 72 -80 '84 -88 '88 12 .11 46 .42 46 .42 64 .60 67 .63 63 .69 63 .69 66 .62 72 .67 72 .67 72 .67 72 .67 48 .46 64 .50 60 .56 63 .69 66 .62 66 .62 SPELLING The Merrill Spellers by Wilson and Winship: Book I 4*4" Book II -44 Complete -60 Elementary Speller -44 Intermediate Speller 4S Advanced Speller -44 Reed--Primary Speller Reed--"Word Lessons The Allen Spelling Tablet 10 Van Vort--Student's Spelling Aid (for Junior and Senior High Schools) '48 The New Merrill Spellers by Leonard and Winship: Book I '56 Book II -63 Elementary Book -48 Intermediate Book **" Advanced Book -2 Second Year 24 Third Year -2S Fourth Year Fifth Year 2S Sixth Year SS Seventh Year -28 Eighth Year SB HIGH SCHOOL TEXTS 33 .31 33 .31 45 .42 33 .31 36 .34 33 .31 39 .36 42 .39 08 42 .39 39 .36 36 .34 39 .36 39 .36 18 .17 21 .20 21 .20 21 .20 21 .20 21 .20 21 .20 AMERICAN LITERATURE Abernethy--American Literature 1.88 120 CHARLES E. MERRILL COMPANY Title of Book ENGLISH Brubacher & Snyder--High School EnglishBook I Book II English: Oral and Written ENGLISH CLASSICS Merrill--English Texts: Addision, Steele and Budgell--The Sir Roger de Coverley Papers American Poetry--Representative American Poetry. 11'"'" Anrold-- Sohrab and Rustum, and Byron--The Prisoner of Chillon, Combined British Poetry--Representative Browning--Selected Poems Bunyan--Pilgrim's Progress Burke--Speech on Conciliation with America """" Byron--Childe Harold, Canto IV, and "The Prisoner"^" Chillon Byron--The Prisoner of Chillon and Arnold--Sohrab and" Rustum (See Arnold) Carlyle--An Essay on Burns Coleridge--The Rime of the Ancient Mariner." and" Other Poems (Lowe) Coleridge--The Rime of the Ancient Mariner," and Lowell--~ The Vision of Sir Launfal, Combined Defoe--Robinson Crusoe Dequincey--Joan of Arc, and The English Mail Coach Dickens--A Tale of Two Cities Eliot, George--Silas Marner Eliot--Silas Marner (Shattuck Edition) __ Emerson--Essays, Selected Franklin--Autobiography Caskell--Cranford Goldsmith--The Deserted Village, and Other Poems Goldsmith--The Vicar of Wakefield Gray--An Elegy in a Country Churchyard, and Goldsmith-- " _The Deserted Village, Combined Hale--Man Without a Country, and My Double "and How" He Undid Me Hawthorne--The House of the Seven" Gables Homer--The Odyssey, Books VI to XIV, XVIII to XXIV " " Irving--The Sketch Book Lamb--Essays of Elia Lincoln--Selections Longfellow--Evangeline Longfellow--The Courtship of Miles "standish Lowell--The Vision of Sir Launfal, Longfellow, The Court-" ship of Miles Standish, and Whittier--Snow-Bound Combined Lowell--The Vision of Sir Launf al", "and "other'poems" Macaulay--Ballads ------ Macaulay--Essays on Lord Clive and"warrenHastings Macaulay--Lays of Ancient Rome, and Other Poems and" Arnold, Sohrab and Rustum, Combined._ _ Macaulay--The Life of Samuel Johnson """ Milton-Lycidas, Ocmus, L'Allegro, II Penseroso^ and" " Other Poems Palgrave--The Golden Treasury" (First "series")" Palgrave--The Golden Treasury (Book Fourth) "_"."_"_""."_ Usual List Price Lowest Lowest Whol'e Exch. Price Price 1 .20 1 eQ1 .20 leo 1.20 1.12 1.12 1.12 6Q .45 50 .38 .38 .38 .38 .66 50 .38 .38 .38 .38 75 ' .66 .64 60 'e0 .38 .68 ' 7g .66 .56 ',, .56 .56 50 '6S .56 .38 .49 S5 .38 so .60 V-S .66 .68 '9 .68 .38 5 .38 .38 m .ou .38 .38 '75 .38 .56 fio .45 s0 .38 'eo .38 .68 '.60 .46 CHARLES E. MERRILL COMPANY 121 Title of Book Parkman--The Oregon Trail Poe--Tales and Poems Scott--Ivanhoe Scott--Ivanhoe (McGraw Edition) Scott--Ivanhoe, Abridged Edition (McGraw) Scott^Marmion Scott--Quentin Durward Scott--Lady of the Lake Selected Letters Selected Short Stories Selections from American Poetry Shakespeare--Plays: A Midsummer-Night's Dream As You Like It Julius Caesar King Henry V Macbeth The Merchant of Venice Twlefth Night Hamlet The Tempest Short Plays of Various Types Short Stories of Various Types Stevenson--An Inland Voyage, and Travels with a T3onkey_. Stevenson--Treasure Island Tennyson--Idylls of the King Washington--Farewell Address, and "Webster--First and Second Bunker Hill Orations, Combined Usual List Price .90 .75 .90 .90 .80 .60 .90 .60 .75 .75 .75 .50 .50 .50 .50 .50 .50 .50 .50 .50 .75 .75 .75 .75 .60 Lowest Lowest Whol'e Exch. Price Price .68 .56 .68 .68 .60 .45 .68 .45 .56 .56 .56 .38 .38 .38 .38 .38 .38 .38 .38 .38 .56 .56 .56 .56 .45 --- ENGLISH LITERATURE Abernethy--English Literature FRENCH Greenberg--First French Book Greenberg--Second French Book Greenberg--Elements of French Elements of French--Phonetic Edition (Greenberg) Second French Book--Phonetic Edition (Greenberg) Greenberg--Complete French Course Greenberg--French Silent Reader McGiil & DeLautreppe--Pas a Pas Chancel--Le Pari d'un Lyceen Labiche and Martin--La Poudre aux Yeux Labiche and Martin--Le Voyage de Monsieur Perrichon Leeman--Toute la France Merimee--Colomba Erlande--TJn jeune Legionnaire Harvitt and Champenois--Contes et Legendes du Moyen age Francais Vast and Jallifrier--Historic de France Malot--Sans Famille Halevy--L'Abbe Constantin GERMAN 1.00 1 .so 1 .20 1 .20 1 .20 1.64 1 .40 .60 .70 .60 .60 1 .00 .75 .60 .96 .75 .70 .75 .75 .90 .90 .90 .90 1.23 1.05 .45 .53 .45 .45 .75 .66 .45 .72 .56 .53 .56 .70 .84 .84 .84 .84 1 .15 .98 Mankiewicz and Leuchs--German Review and Exercise Book.. HIGH SCHOOL BOOKKEEPING Cowles--Elements of Bookkeeping, First Unit 1 .20 i Cowles and Starkey--Elements of Bookkeeping, Second Unit 1 .60 .90 1.20 .84 1.12 122 CHARLES E. MERRILL COMPANY Title of Book Usual Lowest Lowesl List Whol'e Exch. Price Price Price HISTORY Beeby--Community Life Today and. in Colonial Times How the "World Grows Smaller (Beeby) America's Roots in the Past (Beeby) .96 .72 .67 .96 .72 .67 1 .00 .75 .70 MATHEMATICS Durell--Advanced Arithmetic Durell & Arnold--First Book in Algebra Durell & Arnold--Second Book in Algebra Durell & Arnold--Second Book in Algebra, Briefer Edition. A Course in Algebra Durell & Arnold--Plane Geometry Durell & Arnold--Solid Geometry Durell & Arnold--New Plane Geometry Durell & Arnold--New Solid Geometry Durell & Arnold--New Plane and Solid Geometry 1 .16 1.32 1.48 1 .28 1 .80 1 .40 1 .24 1 .40 1 .24 1 .80 .87 .99 1.11 .96 1 .35 1 .05 .93 1 .05 .93 1 .35 .81 .92 1 .04 .90 1 .26 .98 .87 .98 .87 1 .26 SCIENCE Pease--A First Year Course in General Science, Enlarged Edition, with Manual Pease--A First Year Course in General Science, Enlarged Edition, Without Manual Laboratory Manual, Separate 1 .88 1 .60 .60 1 .20 .45 1 .13 42 NEWSON & COMPANY 73 Fifth Avenue, New York City Listing expires July 13, 1932 Title of Book ARITHMETIC Marsh, Stevens and Van Sickle--The Pilot Arithmetics: Teacher's Manual (Grades 1-4) Book I Teachers' Manual (Grades 5-6) Book II Book III Grade Editions (each) Drill Cards--Foundation Number Work: Stevens, Per Set LANGUAGE Bryce--Language Training Spaulding and Bryce--New Aldine Language Series: First Language Book Manual for Teachers (Grades 3-4) Second Language Book Manual for Teachers (Grades 6-6) Third Language Book Third Language Book, Teachers' Edition READING Bryce & Hardy--Newson Reading Series-- Primer--Playtime Primer--Manual Usual Lowest Loweit List Whol'e Exch, Price Price Price .80 60 .80 .60 .56 .60 .45 .80 .60 .56 .88 .66 .616 .60 .45 .42 .80 .60 .80 .88 .66 .616 .72 .54 .96 .72 .672 .72 .54 1 .04 .78 .728 1 .04 .78 .68 .51 .76 .57 NEWSON AND COMPANY 123 Title of Book Book I--Good Times * Book I--Manual Book II--The Open Door Book II--Teachers' Edition Ream--Double, S8.76; Single Book III--Storyland Book III--Teachers' Edition SUPPLEMENTARY READING Dietz--Good Times on The Farm Rice--The Lost Monkey Balch--Good Times at Grandpa's Lange--Good Times in the Woods Usual Lowest Lowest List Whol'e Exch. Price Price Price .68 .51 .47 .76 .57 .76 .57 .63 .76 .57 4.60 4.50 .88 .66 .61 .88 .66 .66 .42 .56 .42 .60 .46 .68 .61 OXFORD BOOK COMPANY 111 Fifth Avenue, New York, N. Y. Listing expires December 22, 1932 Title of Book ALGEBRA Elementary Algebra Review Answers Intermediate Algebra Review Answers Drill Ex. in Elementary Algebra Drill Ex. in Intermediate Algebra BIOLOGY Biology Review Biology Notebook--Part I Part II Under One Cover--Parts I and II Biology Laboratory Report Sheets (imprinted with name of school): Per Ream--Double, $8.75; single Usual Lowest Lowest List Whol'e Exch. Price Price Price .45 .68 .36 .15 .20 .10 .45 .68 .36 .15 .20 .10 .30 .40 .20 .30 .40 .20 .45 .68 .35 .40 .54 .27 .40 .54 .27 .66 .88 .44 4 .50 CHEMISTRY Elementary Chemical Calculations .90 1.20 .60 Answers _ i .15 .20 .10 Chemistry Review Book .45 .68 .35 Applied Chemistry Review Book .45 .68 .36 General Chemistry Report Sheets .30 .40 .20 Chemistry Laboratory Notebook .40 .54 .27 Chemistry Laboratory Report Sheets (imprinted with came of School): Per Ream--Double, $8.75; Single 4.50 4.50 Chemistry Laboratory Report Sheets in Pads of 50 Sheets .25 .34 . 17 CIVICS Civics Review Book .45 ECONOMICS Economics Review ebook for Economics .45 .68 .36 .45 .60 .30 124 OXFORD BOOK COMPANY Title of Book ENGLISH Grammar Review Book (Paper Cover) (Cloth Cover) Outlines of English Literature, Three Years New-Method Spelling Blank Notebook for English Readings Notebook for English Composition Vocabulary Builder Oxford English Theme System Error-Index Theme Paper in Pads of 60 Sheets FRENCH French Verb Blanks (in Pads of 60 Sheets) (In Pads of 30 Sheets) French Vocabulary Builder GEOMETRY Plane Geometry Review Book Geometry Blanks Drill Ex. in Plane Geometry LATIN Latin Review Book Latin Verb Blanks (in Pads of 50 Sheets) (In Pads of 30 Sheets) Latin Verb Drill Sheets: (In Pads of 60 Sheets) (In Pads of 30 Sheets) Latin Vocabulary Notebook Latin Prose Translator Notebook for Latin Prose First Year Latin Notebook Pad HISTORY American History Review Notebook for American History, Part I Part II A Students Guide to American History Modern History Review Book Notebook for Modern History, Part I Part II Ancient and Medieval History Review Book PHYSICS Physics Laboratory Report Sheets (Imprinted with name of school): net Per Ream Physics Laboratory Notebook Physics Laboratory Report Sheets (in Pads of 50 Sheets) SPANISH Spanish Review Book Spanish Verb Blanks: (In Pads of 50 Sheets) (In Pads of 30 Sheets) Exercise Book in Spanish Spanish Vocabulary Builder Usual Lowest Lowest List Whol'e Exch. Price Price Price .46 .68 .35 .60 .80 .40 .45 .68 .35 .16 .18 .09 .30 .40 .20 .30 .40 .20 .30 .40 .20 .45 .60 .30 .25 .34 .17 .30 .40 .20 .18 .24 .12 .30 .40 .20 .45 .68 .35 .25 .34 .17 .30 .40 .20 .45 .68 .35 .26 .34 .17 .15 .20 .10 .25 .34 .17 .15 .20 .10 .36 .48 .24 .25 .34 .17 .40 .54 .27 .40 .54 .27 .45 .68 .36 .40 .64 .27 .40 .54 .27 .40 .54 .27 .45 .68 .35 .40 .54 .27 .40 .54 .27 .45 .68 .36 8.75 8.75 .40 .54 .27 .25 .34 .17 .45 .30 40 .20 .18 24 .12 .69 92 .46 .30 40 .20 OXFORD UNIVERSITY PRESS 125 OXFORD UNIVERSITY PRESS 35 West 32nd Street, New York City F. O. B. New York City Listing expires June 6, 1932 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price ALGEBRA Gibbs, R. W. M.--Exercises in Algebra .50 ,45 ASTRONOMY Tancock, E. O.--Elements of Descriptive Astronomy 1.20 .96 BOTANY Keeble, F.--Life of Plants Woodhead, T. W.--Junior Botany 1.75 1.20 1.40 .96 CHEMISTRY Flecker, O. J.--A School Chemistry Holmyard, E. J.--Chemistry to the Time of Dalton 1.25 1.00 1.00 .80 CLASSICS Livingstone, R. W.--Pageant of Greece, Abridged Edition Norwood, G. and Duff, J. Wight--The Writers of Greece and Rome, School Edition .86 1.50 .68 . 1.20 ENGLISH Addison and Steele--The Coverley Papers, edited by O. M. Myers Addison--Spectator Papers (Selected), edited by Thomas Arnold Aeneid--Translation by John Dryden (World's Classics No. 37) Arnold--Sohrab and Rustum, edited by W. J. C. Pike Arnold--Selected Poems, edited by PI. B. George Austen, Jane, Emma--(World's Classics No. 129) Aydelotte, F.--Materials for the Study of English Literature and Composition Blackmore, R. D.--Lorna Doone (World's Classics No. 171)__ Boswell--Life of Johnson (Selections) Select English Classics Series, cloth Bradby, G. F.--About Shakespeare and His Plays Browning, R.--Poems (1842-1864) World's Classics No. 137-_ Bunyan--The Pilgrim's Progress (World's Classics No. 12) Burns--Poems (World's Classics No. 34) Burke--Speech on Conciliation with America (World's Classics No. 191) Cairns, W. B.--History of American Literature Carlyle--Essay on Burns (Oxford Plain Text) Carroll, L.--Alice in Wonderland (Dramatized by M. I. Findlay) Chaucer, G.--Complete Works (Student Edition W. W. Skeat) Coleridge--Select Poems (Edited by S. G. Dunn) Collins, V. H.--Poems of Action, Complete Edition Cruse, A.--New Course in English Composition Defoe, D.--Robinson Crusoe (World's Classics No. 17) Dickens--David Copperfield, edited by E. Kibblewhite Dickens--Novels, World's Classic Series, each 1.00 1.70 .80 .35 .85 .80 1.50 .80 .25 1 .20 .80 .80 .80 .80 1.60 .25 .15 1.50 .70 1 .00 .50 .80 1.36 .80 .80 1.36 .64 .28 .68 .64 1.20 .64 .20 .96 .64 .64 .64 .64 .20 .12 1.20 .56 .80 .40 .64 1.08 .64 126 OXFORD UNIVERSITY PRESS Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Oliver Twist, No. 8 Barnaby Rudge, No. 386. Edwin Drood, No. 263. Hard Times, No. 264. Old Curiosity Shop, No. 270. Tale of Two Cities, No. 38. Pickwick Papers, Vol. I, No. 120. Pickwick Papers, Vol. II, No. 121. Great Expectations, No. 128. Dickens--Reader. Compiled by Mrs. J. C. Smith Eliot--Novels, World's Classics Series, each Silas Marner, No. 80. The Mill on the Floss, No. 31. Adam Bede, No. 63. Scenes of Clerical Life, No. 155. Romola, No. 178. Felix Holt, No. 179. Eliot--Reader. Compiled by E. B. Collins Emerson--Essays (World Classics No. 6) Emerson--Representative Men (World's Classics No. 30) Essays--A Book of, Selected by S. V. Makower and B. W. Blackwell (World's Classics No. 172) Essays--Selected Modern English (World Classics No. 280). Fowler, H. W. and Fowler, F. G.--Pocket Oxford Dictionary, Cloth 1 Franklin, B.--Autobiography (World's Classics No.250) Friends of All the World Series : 1. Children of Other Lands (Mary Entwistle) 2. The Way of Friendship (L. E. Cox and E. E. Whimster) 3. Heroes in Friendship (B. Mathews) Gaskell--Cranford (World's Classics No. 110) Goldsmith--The Vicar of Wakefield (World's Classics No. 4) Goldsmith--Deserted Village, edited by C. C. Whiskard Goldsmith--The Traveller, edited by G. Birkbeck Hill Goldsmith--She Stoops to Conquer, edited by G. A. F. M. Chatwin Hamilton, M. A.--Greek Legends Hammond, C. E. L.--Introduction to English Composition. Hawthorne, N--House of Seven Gables (World's Classics No. 273) Hawthorne, N.--Twice-Told Tales (Oxford Standard Authors) Headland, A. R. and Treble, H. A.--Dramatic Reader: Parts I and II, each Part III Part IV Homer--Illiad. Translated by Alexander Pope (World's Classics No. 18) Homer--Odyssey. Translated by Alexander Pope (World's Classics No. 36) Hughes--Tom Brown's School Days (Oxford Standard Authors Series) Irving, W.--Sketch-Book (World's Classics No. 173) Irwin, M. E. F.--The Happy Man Jones, E. D.--English Critical Essays, with Notes Kincaid, O. A.--The Indian Heroes Kingsley--Hereward the Wake (Oxford Standard Authors)... Kingsley--Westward Ho (Oxford Standard Authors) Lamb--Essays of Ella (World's Classics No. 2) .70 .80 .70 .80 .80 .80 .80 1.50 .80 .85 .85 .85 .80 .80 .30 .45 .85 .85 1.25 .80 1 .60 .70 .85 1 .00 .80 .80 1.50 .80 .15 1.20 .70 1.50 1.50 .80 .56 .64 .56 .64 .64 .64 .64 1 .20 .64 .68 .68 .68 .64 .64 .24 .36 .68 .68 1 .00 .64 1 .20 .56 .68 .80 .64 .64 1 .20 .64 .12 .96 .56 1.20 1.20 OXFORD UNIVERSITY PRESS 127 Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price Letters--A Collection. Arranged by M. Duckltt and H. Wagg (World's Classics No. 192) Longtellow--Tales of a Wayside Inn (World's Classics No. 174) Lovett, M.--Children of Spinalunga Macaulay--Essays (Oxford Plain Texts): Addison Clive Frederick the Great Goldsmith Hastings History of England, Chapter III Johnson Milton Macaulay--Essay on Addision with Thackeray's Essay (edited by G. E. Hadow) Macaulay--Literary Essays (Oxford Standard Authors) Macaulay--Historical Essays (Oxford Standard Authors) Macdonald, Mrs. George--Dramatic Illustrations of Bunyan's Pilgrim's Progress Malory--Selections. Edited by H. Wragg Melville, H.-- Moby Dick (World's Classics No. 225) White Jacket (World's Classics No. 253) Omoo (World's Classics No. 276) Typee (World's Classics No. 274) Milton--L'Allegro, II Penseroso, and Lycidas (edited by Oliver Elton) Milton--Comus (edited by R. C. Browne) Milton--English Poems (World's Classics No. 182) Oxford Book of American Essays (Brander Matthews) cloth Oxford--Book of English Prose (A. Quiller-Couch) cloth Oxford--Book of English Verse (A. Quiller-Couch) cloth Palgrave, F.--The Golden Treasury (World's Classics No. 133) Paths of Peace, Book I (E. Ross) Paths of Peace, Book II (Mrs. L. Binyon) Poe, Tales. Selected (World's Classics No. 21) Poetry, The Pageant of English Poetry (R. M. Leonard) (Oxford Standard Authors) Pope--Rape of the Lock (George Holden) Robeson, F. E.-- Compendium of Precise Writing Ruskin--Essays. World's Classics, each Sesame and Lilies and Ethics of the Dust, No. 145. Time and Tide and the Crown of Wild Olive, No. 146. A Joy Forever and The Two Paths, No. 147. TJnto This Last and Munera Pulveris, No. 148. .80 -80 .15 .35 -36 .30 .SO -45 .45 -25 -25 1.00 1 .50 1 .50 .70 .85 .80 .80 80 .80 -35 .35 .80 2.25 3.75 3.75 -80 .45 .60 .80 1 .50 .85 1.00 .80 Scott--Poetical Works (Oxford Standard Authors) Scott--Ivanhoe (World's Classics No. 29) Scott--Ivanhoe (Frrmatized by M. I. Findlay) Scott--Kenilworth (Dramatized by E. C. Abbott) Scott--Lady of the Lake (Oxford Plain Texts) Scott--Lord of the Isles (Oxford Plain Text) Scott--Marmion (Oxford Plain Text) Scott--Talisman (Dramatized for Schools by M. I. Findlay) __ Scott--Woodstock (Dramatized for Schools by E. C. Abbott) _ 1.50 .80 .15 .15 .35 .36 .35 .15 . 15 Selected English Short Stories: First Series (World's Classics No. 193) .80 Second Series (World's Classics No. 228) .80 .64 .12 .28 .28 .24 .16 .36 .36 .20 .20 .80 1.20 1.20 .56 .68 .64 .64 .64 .64 .28 .28 .64 1.80 3.00 3.00 .64 .36 .48 .64 1.20 .68 .80 .64 1 .20 .64 .12 .12 .28 .28 .28 .12 .12 .64 .64 128 OXFORD UNIVERSITY PRESS Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Shakespeare, Wm.--Complete Works (Oxford Standard Authors) (W. J. Craig) Shakespeare, Wm.--Plays. (Oxford Plain Text) each As You Like It. Coriolanus. Hamlet. Henry V. Julius Caesar. King John. Macbeth. Merchant of Venice. Midsummer Night's Dream. Richard II. Richard III. The Tempest. Twelfth Night. Sheridan--The Rivals (World's Classics No. 79) Smith, J, C.--Book of Verse for Boys and Girls, Complete Smith, J. C. and Soutar, G.--A Book of Ballads for Boys and Girls Smith, J. C.--A Book of Verse from Langland to Kipling Speare, M. E.--The Political Novel Spenser, E.--Fairie Queene, Book I Spenser, E.--Fairie Queene, Book II Stevenson, R. L.--Treasure Island (World's Classics No. 295) Summey, G.--Modern Punctuation Tennyson, A.--Idylls of the King, Princess, etc., (World's Classics No. 3) Tennyson, A.--Coming and Passing of Arthur (Edited by C. B. 'Wheeler with Enid Thackeray--English Humorists (Edited by C. B. -Wheeler) Thackeray--Novels, World's Classics, each Henry Esmond, No. 28. The Book of Snobs, No. 50. Thomas, E.--Norse Tales Thoreau--Walden (World's Classics No. 68) Treble, H. A. and Vallins, G. H.--Gateway to English, Part I Trollope, A.--The Warden (World's Classics No. 217) Wordsworth--Selected Poems (World's Classics No. 189 FRENCH Alexander, L. H.--Practical Introduction to French Batchelor, F. M. S.--Mon Premier Livre de Francais, Com- plete Edition Mon Second Livre de Francais Bernard T.--L'Anglais Tel Qu'on le Parle Bertaux, F. & Harvitt, H.--A Travers La France, with exercises C.A.E.--Ma Premiere Visite a Paris (E. R. Wyatt) Chateaubriand, R.--Atala and Rene Cheron, J. and Schenck, E. M.--French Correspondence Chouville, L. and Savory, D. L.--Trois Semalnes en France, with phonetic transcript Curel, F. D.--Le Repas du Lion Dondo, M. and Perley, E. M.--French Fairy Plays Dumas, A.-- (fils) Le Demi-Monde Dumas, A.-- (pere) Henri III et Sa Cour Dumas, A.-- (pere) Pages Choisies (B. L. Templeton) France, A.--Contes 3.25 .35 .80 1 .50 85 1 .20 2.25 1.0O l .00 .80 l .50 80 ,85 1 .35 .80 85 .80 70 .80 .80 1.50 1 .35 1 .20 .80 soo .70 1 .00 .85 1.20 1 QO .95 1.40 .95 1.00 35 1 .80 .28 .64 1 .20 .96 1 .80 .80 .80 .64 1 .20 .64 .68 1 .08 .64 .68 .64 .56 .64 .64 1 .08 .96 .64 1 .60 .56 .80 .68 .96 .80 .76 1 .12 .76 .80 OXFORD UNIVERSITY PRESS 129 Title of Book "Usual Lowest Lowest List Whol'e Exch. Price Price Price France, A.--Different Souvenirs de Jeunesse France, A.--La Buche (V. F. Boyson) France, A.--Riquet (V. F. Boyson) Geddes, James--French Pronotmciation Goodridge, G. W.--French Composition for Upper Forms.. Goodridge, G. W.--French Composition for Middle Forms. _ Green, F. S. & Fort, J. B.--An Up-to-date French Composi- tion Horton, C. T.--French Idioms Labiche, E. and Martin--La Poudre aux Yeux Lloyd-Williams, Grace--Trois Legendes Lot-Borodine, M. & Schoepperle, G.--Lancelot et Galaad Lucas, St. John--A Book of French Verse Moraud, Marcel--French Composition Oxford--French Plain Texts, each (except as noted) Banville, T. de. Gringoire. Daudet, A., La chevre de M. Sequin, Les Vieux, etc. Erckmann-Chatrian, Pourquoi Hunebourg ne fat pa rendu. Franc-Nohain et Delay, P.-L'Armee francaise sur le front. Franc-Nohain et Delay, P.-Paris Menace Paris sauve. Gautier, T., De Paris a Bruxelles en Diligence. Gillet, L., Le P. C. des Quatre Cheminees. Labiche, E., La Grammaire. Labiche, E., Le Voyage de M. Perrichon Merimee, P. Mateo Falcone, Le Coup de Pistolet. Merimee, Tamango. Nodier, C, Le Chien de Brisquet, etc. Raynal, Lieut. Col. Le Fort de Vaux. Topfer, R., Le Lac de Gers, Le Col. d'Anterne. Verne, J., De La Terre a la Lune. Vigny, A. de Laurette, ou le Cachet Rouge. .60 .50 .60 1 .50 1 .20 1 .00 1 .10 .35 .90 .85 1 .10 1.35 1 .00 .35 .45 .40 .40 .40 1 .20 .96 .80 .88 .28 .72 .68 .88 1 .08 .80 .28 OXFORD JUNIOR FRENCH SERIES Avdoux--Marie Claire a Villevielle Bazin--Six Contes Bazin--Recits du Temps de la Guerre Colomb--La Fille de Cariles D eroulede--Feuilles de Route Desnoyers--Le Aventures de Robert-Robert Dumas--Adventures du Capitaine Pamphile Dumas--La Chasse au Chastre Erckmann-Chatrian--Madame Therese Fautras--L'Odyssee d'un Artilleur Galland--Les Deux Freres du Barbier Hugo--Gavroche Hugo--Cosette Hutton--Poemes a lire et a dire Lichtenberger--Mon Petit Trott Maupassant---Contes de Guerre, 1870 Mery--Deux Contes Noussanne--Le Chateau des Merveilles Perrault--Quatre Contes Porchat--Le Berger et le Proscrit Segvr, de--Innocent au College Soulie--L'Enfant des Grenadiers Payen-Payne--DeV. French Idioms and Proverbs Phillippe, Charles-Louis--Enfants et Petites Gens .50 .50 .50 .45 .50 .45 .45 .45 .45 .50 .45 .45 .45 .50 .50 .50 .45 .45 .45 .45 .45 .45 1 .50 1 .10 .45 .40 .40 .36 .40 .36 .36 .36 .36 .40 .36 .36 .36 .40 .40 .40 .36 .36 .36 .36 .36 .36 1 .20 .88 130 OXFORD UNIVERSITY PRESS Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Picard, L. B.--La Petite Ville Fiction, J. E.--Premieres Notions de Vocabulaire FvUdmose-Brown, T. B.--French Short Stories Saintsbury, Geo.--Primer of French Literature Sandeau, Jules--Mile, de la Seigliere Stewart, C. M.--Rules of Order for the French Club Villesbrunne, J.--Le Francais des Francais de France Wright, O. H. C.--History of French Literature GEOGRAPHY 1 .15 .70 1.20 .85 1.00 .45 1 .00 3.50 .92 .56 .96 .68 .80 .36 .80 2.80 Bartholomew, J. G.--School Atlas: Physical and Political Bartholomew, J. G.--Oxford Economic Atlas Howarth, O. J. R.--Junior Economics Atlas Skeat, E. G.--Principles of Geography Wetherill, H. B.--The World and Its Discovery, Complete __ .70 2.00 .85 1.85 1 .20 .56 1.60 .68 1.48 .96 GERMAN Buchheim, E. S.--Elementary Prose Composition Chapman, A. E.--Kinderfreuden David, W. H.--First Steps in German Composition Hauch, E. F.--German Grammar for Beginners Hein, G.--Auswahl deutscher Prosa der Gegenwart Hoffman--Iwan der Schreckliche (Edited by C. M. Poor).. _ Oxford Junior German Series, each Dehmel--Das Grune Haus. Hauff--Kalif Storch. Klaussmann--Wolfdietrich. Liliencron--TJmzingelt, Der Richtungspunkt. Roland and Beowulf. Schiller--Der Geisterseher. Siegfried nach Schalk--Deutschen Heldengeschichten. Strom--Die Regentrude. Till--Eulenspiegel. Villinger--Leodegar der Hirtenschuler. Wildenbruch--Der Onkel aus Pommern. Savory, D. L.--Das erste Jahr des deutschen TJnterrichts Savory, D. L.--Drei Wochen in Deutschland Savory, D. L.--Deutsches Reformlesebuch Schiller--Wilhelm Tell (C. A. Buchheim) School Edition Sealsfield, Chas.--Nathan der Squatter: Regulator Wildenbruch, E.--Lachendes Land .85 .50 .85 .95 1 .20 1 .15 .70 1 .00 1.00 1.00 .86 1 .00 1.50 .68 .40 .68 .76 .96 .92 .56 .80 .80 .80 .68 .80 i .20 HISTORY Davis, M. O.--Outlines of European History Davis, M. O.--Story of England, Complete Hamilton, M. A. and Blunt, A. W. F.--Outlines of Ancient History Hoy land, J. S.--The Building of Europe Hoyland, J. S.--Brief History of Civilization, School Edition._ Morris, G. W. and Wood, L. S.--English Speaking Nations, School Edition Mowat, R. B.--New History of Great Britain, Complete Swaney, W. B.--Safeguards of Liberty Williamson, James A.--Builders of the Empire, School Edi- tion 1 .20 1.20 1.25 1 .00 1 .60 1 .50 3.50 2.25 1.50 .96 .96 1 .00 .80 1 .20 1 .20 2.80 1 .80 OXFORD UNIVERSITY PRESS 131 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price LATIN Allen, J. B.--Elementary Latin Grammar Batterbury, T. K. E.--Reddenda Minima Bryant, E. E. and Lake, E. D. C.--Elementary Latin Gram- mar Caesar--Civil 'War, Books I and II (Sloman) Caesar--Civil War, Book III (W. C. Compton) Caesar--Gallic War (Books IV and V) R. W. Livingstone and C. E. Freeman Caesar--Gallic War (Books VI and VII) It. W. Livingstone and C. E. Freeman Cicero--The Advocate (C. Cookson) Garrod, H. W.--Book of Latin Verse 1.00 .70 .70 .90 .90 .90 .90 .90 1 .50 .66 .56 .72 .72 .73 .73 .73 1 .30 LINGUA LATINA SERIES Primus Annus, Second Edition Secundus Annus Decem Fabulae Puer Romanus P. Ovid Nasonis Elegiaca Ludi Persici Noctuinius Reges Consulesque Romani Praeceptor Primus Annus Vocabula Explicata Hamilton, 1*1. A.--Ancient Rome Lowe, W. E>.--Oxford Elementary Latin Readers, each Tales of the Civil War. Caesar in Britain. Selections from Cicero. Tales of Great Generals. Scenes from the Life of Hannibal. Selections from Ovid. Anecdotes from Pliny's Letters. Fall of Troy. Rome and Her Kings. Matheson, P. E.--Growth of Rome Petrie, A.--Introduction to Roman History, Literature and Antiquities Petrie, A.--A Latin Reader with Notes and Vocabulary Pilsbury, E. H.--Latin Prose Composition Sonnenschein, E. A.--The Gateway Sonnenschein, E. A.--A New Latin Grammar , Vergil Aeneid--Books I to III (C. E. Freeman) Vergil Aeneid--Books IV to VI (C. Alington) Vergil Aeneid--Books VII to IX (R. A. Knox) 1.00 . 95 .85 .95 .85 .85 .60 .85 1 .20 .75 .85 .60 1 .00 .86 1 .70 1 .30 1 .30 1 .70 .90 .90 .90 .80 .76 .68 .76 .68 .68 .48 .68 .96 .60 .68 .48 .68 1 .36 .96 .96 1.36 .72 .73 .73 MUSIC Xitson, C. H.--Elementary Harmony, 3 parts, each Scholes, P. A.--Appreciation of Music Beginner's Guide to Harmony, cloth Book of Great Musicians, School Edition Second Book of Great Musicians, School Edition Third Book of Great Musicians, School Edition The Complete Book of Great Musicians Listener's Guide to Music, cloth Musical Appreciation in Schools Listener's History of Music, Vol. I 1 .35 1.75 .85 1 .25 1.25 1 .35 3.60 1.25 .60 2 .00 1 00 1 40 68 1 .00 1 00 1 .00 3 .80 1 .00 .40 1 .60 132 OXFORD UNIVERSITY PRESS Title of Book NATURE STUDY Cooke, A. O.--Country Life Readers, each The Farmer's Fields. An English Forest. An English Park. Beside the Brook. Woodland Voices. Flowers of the Farm. Duncan, F. Martin--Wonders of Insect Life, each Butterflies and Moths. Bees, Wasps and Ants. Beetles and Flies. In Pond and Stream. Curious Insects. Spiders and Scorpions. Duncan, F. Martin--Wonders of the Sea, each Wonders of the Shore. The Lobster and His Relations. The Star-Fish and His Relations. Dwellers in the Rock-Pools. Life in the Deep Sea. The Sea Birds. Duncan, F. Martin--Wonders of Plant Life, each The Story of the Plants. Plants and Their Children. Land and Water Plants. Plant Traps, and Decoys. Some Curious Plants. Plant Friends and Foes. Duncan, F. Martin and L. T.--Wonders of Animal Life, each Bird Land. Animal Friends. Animal Life in Africa. Animal Life in the East. Animal Life in the New 'World. Animal Life in the British Isles. SCIENCE Hart, Ivor B.--Makers of Science Hart, Ivor B.--Introduction to Physical Science. Hart, Ivor B.--Introduction to Physical Science, Parts I to IV McKay, H.--Easy Experiments in Elementary Science SPANISH Cano, B. S.--Spanish Reader Cano, B. S.--Elementary Spanish Grammar Key to Above Elder, J. R.--Spanish Composition Key to Above Fltzmaurice, Kelley J.--Primer of Spanish Literature TRIGONOMETRY Pigrome, E. R.--Exercises in Trigonometry Usual Lowest Lowest List Whol'e Exch. Price Price Price .35 .35 .38 .35 .35 3B 2.00 1.50 .85 .50 1 .60 1 .20 .68 .40 1 30 1 .70 1.70 1.S0 1.70 1 .30 1 .36 1 .70 .96 1 .70 .96 ,50 .40 THE A. N. PALMER COMPANY 133 THE A. N. PALMER COMPANY 55 Fifth Avenue, New York City Listing expires May 23, 1932 F. O. B. Atlanta, Georgia Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price Writing Lessons for Primary Grades Teachers' Guide to Writing Lessons for Primary Grades Palmer Method Handwriting for Grades 3 and 4 The Palmer Method of Business Writing, for Grades 6 to 8, inclusive The Commercial Edition of the Palmer Method -15 Free .16 -20 .25 10 Free .10 -16 . 18 % PRACTICAL DRAWING COMPANY Dallas, Texas Listing expires May 1, 1932 F. O. B. Atlanta, Georgia Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price PRACTICAL DRAWING--MODERN ARTS COURSE Books I to IV, inclusive, each Books I to IV, inclusive, with Practice Paper, each Books V to VIII, inclusive, each Books V to VIII, inclusive, with Practice Paper, each 1" .11% .20 .15 s0 .15 .25 .18% PRACTICAL DRAWING--ART EDUCATION EDITION Books I and II, each Books I and II, with Practice Paper, each Books III to VIII, inclusive, each Books III to VIII, inclusive, with Practice Peaper, each CORRELATED ART FOR ADVANCED SCHOOLS Books I to III, inclusive, each -20 -25 ss .30 -e0 .15 .18% .18% .22H PRACTICAL WRITING COURSE Boooks I to VII, each Books I to VII, with Practice Paper, each 10 .075 .16 .11% 134 RAND McNALLY COMPANY BAND McNALLY & COMPANY 536 S. Clark Street, Chicago, Illinois Listing expires May 18, 1933 F. O. B. at Atlanta, Georgia Title of Book AGRICULTURE Welton--Better Farming Usual Ljst Price j 3K ARITHMETICS Burk--Pupils Self-Instruction Arithmetics: Addition Part I 40 Test Book 2o Addition Part II 40 Test Book So Subtraction ^g Test Book 20 Multiplication =0 Test Book 20 Division Part I--Short Division. .45 Test Book go Division Part II--Long Division .45 Test Book 20 Thiele-Sauble Oglesby--My First Number Book ,75 Thorndike--Arithmetics: Book I 75 Book II "llllllllllllll" ^80 Book III 90 Thorndike--Arithmetics by Grades: Book I--Part I Book I--Part II __ 50 50 Book II--Part I 66 Book II--Part II '65 Boook III--Part I 60 Book III--Part II. 60 Ward--Pupils' Self-Instruction Arithmetic, Formal and Problem Percentage g0 Ward--Pupils' Self-Instruction Arithmetic, Applications of Percentage _ 85 Ward--Mensuration (Book III) o6 Lowest Lowest Whol'e Exch. Price Price 1 .01 K 30 .28 15 30 .28 15 33% .32 15 37 K .35 15 33 % .32 15 33 U .32 15 56 Yi .53 56 .53 60 .56 67 .63 37 .35 37 .35 41 .39 41 .39 45 .42 45 .42 .63 .71 ART Carpenter--Stories. Book I Book II Book III Book IV Book V Book VI Book VII Book VIII Pictures Tell: ^ .5,,5 6Q 6g '-'.III.'.'."" 70 "" .'_to-. 80 . 8,,5,, go ATLASES Atlas of Reconstruction for Schools Goode--School Atlas (Abridged Edition) Qoode--School Atlas Cloud--Atlas _ 125 "" "" s 00 """"",4 1'.0600,, .41 .46 .48 .52 .56 .60 .63 .67 .93 1 .50 3.O0 1.12 RAND, McNALLY & COMPANY 135 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price BUSINESS METHODS Borden-Hooper--Banking and Business Ethics Teller-Brown--A First Book in Business Methods 1 .35 1.60 1.01 1 .12 CIVICS Phillips Newlon--New Social Civics Evans-Patterson-Simmons--American Citizenship 1-50 1.26 1.12 .93 1 .06 .88 DOMESTIC SCIENCE Murphy--Three Meals a Day Series: Corn Meal Legumes: Beans, Peas and Lentils Peanuts Potatoes Rice Salads GARDENING Ivins--Qarden Crops -30 .22 -30 .22 30 .22 -30 .22 -30 .22 30 .22 1 -50 GEOGRAPHIES Shepherd--Qeography for Beginners Shepherd--Qeography for Beginners Book II Dodge-Lackey--Elementary Qeography Dodge--Elementary Geography Dodge--Advanced Geography Dodge--Home Qeography--Book I Dodge--Elements of Continental Geography--Book II Dodge--Principles of Geography and North America--Book III Dodge--Comparative Geography of the Continents--Book IV Dodge-Lackey--Geographies: Elementary Parti Part II Part III Advanced -9 1 -20 1.75 1 -20 1 a0 75 1 .00 135 !-36 1.76 -80 120 1 -20 1-95 .67 .63 .90 .84 .31 1.23 90 .84 35 1 .26 .56 .63 .75 .70 l.SIJi .60 .90 .90 1 ,46Ji 1 .23 .56 .84 .84 1.37 HISTORIES Mace-Petrie: Elementary History American School History Mace--Primary History Mace--School History of the United States Mace--History Reader--Book I Mace--History Reader--Book II Mace--History Reader--Book III Mace--Beginner's History Mace--Beginner's History (Revised) Mace--Beginner's History (Enlarged) Mace-Tanner--Story of Old Europe and Young America Mace-Tanner--Story of Old Europe and Young America (Enlarged) Mace-Bogardus--History of the United States (1921 copy- right) Mace-Bogardus--History of the United States (1028 copy- right) Chapman--Story of Colorado 1 so 1 -60 x1 s"o" 1-60 -65 -66 -65 1 -20 1.25 1 -35 1.25 76K 1.12M .90 1 .20 .48 .48 .48 .90 .93 1 .01 .765 .71 1.05 .84 1 .12 .84 .88 .96 .639 1 36 1 .01 .95 i'60 17S 1 -75 1.20 1 .31 1.31 1.12 1 .23 136 BAND, McNALLY & COMPANY Title of Book Mace--American High School History (Abridged Edition).. Perkins History of European Peoples--Part I Perkins--History of European Peoples--Part nZZZZZ LANGUAGE AND GRAMMAR Usual List Price Lowest Lowest Whol'e Exch. Price Price 2.SO 1.50 1 .50 1 .65 1.54 l.UK 1 .05 i.UM 1.05 Oonen--The Gateway to English (Pupils) Cohen--The Gateway to English (Teacher).. "" ~~ Hosic-Hooper--An Elementary Composition Series:"" 1.00 .75 .70 1 .35 1.01 .95 Child's Composition Book Composition--Grammar Composition--Grammar (Enlarged Edition).. """" Leonard-Cox--General Language Leonard-Cox--Answer Book to General Language"."." McFadden--Language Series: .85 .90 1 .00 1.35 .50 .63 .67 .75 .93 .37 .60 .63 .70 Language and Composition--Book I Language and Composition--Book II Language and Composition--Minimum Course.I~Z Grammar and Composition Grammar and Composition (Extended) .75 .80 .85 .90 1 .00 .56 .60 .63 .67 .75 .63 .56 .60 .63 .70 LITERATURE Payne--Selections from American Literature--Part II Later Writers Payne--Selections from American Literature--Complete with" Later Writers McFadden--English Series: Book I Bookll '_'_'_ --- BookHI ZZZZZZ McFadden--English Series by Grades: Book I--Parti Book I--Part II Book II--Part I Book II--Part II Book III--Part I Book III--Part II ~ ~~ ~ ~ ~ ~Z ZZ ZZZ Perdue-Griswold--Language Through Nature^ Literature and" " Art Weed--Bird Calendar (Paper) -- -- Weed--Trees and Shrub Calendar (Paper) Weed--Wild Flower Calendar (Paper) ZZZ 2 "in -80 ,'i 75 .TM '0= 35 1.12)4 1.87H 60 67 .82 .41 .41 .45 .45 .56 .66 .67 .19 .19 .19 PHYSIOLOGY AND HYGIENE Wiley--Health Reader--One-Book Course: Wiley--Health Series--Three-Book Course: Book I Bookll Z Book III. PLAYS 1 40 '8 .60 -80 .60 .80 .60 Garnett--The Courtship Goodlander--Fairy Plays for Children."."."."^ '-,, Rogers--Pylgrym Chronycles.. _ _ en Wilson--Waste " Buchanan-Wilson--Who DefeatedDooganZZZZZZZZZ .50 PRINTING Stilwell--School Printshop. _ . ,_ .45 .60 .45 .19 .37 1.01 1.05 1.75 .56 .63 .77 .39 .39 .43 .42 .53 .53 .63 .56 .56 .56 RAND, McNALLY & COMPANY 137 Title of Book Usual Lowest Lowest List Whore Exch. Price Price Price READERS Primers: Dopp, Bobby and Betty at Home Dopp, Bobby and Betty in the Country Grover, Outdoor Grover, Sunbonnet Babies Holton Sawyer, Little Kingdom Holton-Curry Sprague Lights to Literature Readers: .75 56 .95 71 .50 37 .70 62 QO 45 .42 ,60 45 .42 65 48 .46 55 41 .39 Book I _ Book II Book III Book IV Book V Book VI Book VII Book VIII Holton-Curry--Readers: First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader Seventh Reader Eighth Reader Krapp--American Life Series: Kipwillie Fanton Farm Sixty Years Ago Tongo, A Tale of the Great Plains Inland Oceans Ben Bidwell, A Tale of the Old Frontier Winnetka--Individual Reading Material: For Each Child: QO 45 .42 65 48 .46 75 56 .53 75 56 .53 75 56 .53 80 60 .56 ,85 63 .60 85 63 .60 ,70 .52 .49 ,75 .56 .53 .80 .60 .66 _85 .63 .60 .90 .67 .63 ,95 .71 .67 1 ,00 .75 .70 1 ,00 .75 .70 .85 .63 .85 .63 ,90 .67 .90 .67 .90 .67 1.0O .75 Sets of 35 Small Picture Cards and 7 Large Study Cards ,50 Sets of 7 Large Perforated Cards and 4 Sheets of Labels .20 .15 Sets of 46 Individual Phonics Drill Cards .25 .19 My Reading Book .85 .63 My Sound Book .90 .67 For the Teacher: Sets of 35 Large Picture Cards and 12 Sight Word Cards ' 2.25 L .68 My Reading Book (Teacher's Manual) 1.25 .93 My Sound Book (Teacher's Manual) 1 .25 .93 Evuber-Bruner-Curry--The Poetry Book: Book I Book II Book III Book IV Book V B ook VI Book VII Book VIII Book IX 80 .60 80 .60 80 .60 ,90 .67 gO .67 ,90 .67 XOO .76 1 ,00 .75 1.00 .75 138 RAND, McNALLY & COMPANY Title of Book Usual Lowest Lowest List Whol e Exch. Price Price Price SUPPLEMENTARY READERS Canterbury Classics Series (Edited under the general super- vision of Katherine Lee Bates): Adventures of a Brownie by Craik .60 .45 Alice's Adventures in Wonderland by Lewis Carroll .60 .45 Autobiography of Benjamin Franklin .80 .60 Black Beauty by Sewell .76 .66 The Canterbury Pilgrims .76 .56 Christmas Carol by Dickens . 60 .45 Cricket on the Hearth by Dickens .60 .45 Dog of Flanders by De la Ramee .60 .37 Gold Bug, by Poe .60 .37 Heart of a Boy, by De Amicis .80 .60 King of the Golden River by Ruskin .60 .37 Lady of the Lake by Scott .80 .60 Rab and His Friends and Other Dog Stories by Brown .60 .45 Story of a Short Life by Ewing .60 .45 Through the Looking Glass by Carroll .60 .46 Treasure Island by Stevenson . 76 .56 Water-Babies by Kingsley .75 .66 Dramatic Readers: Goodlander--Fairy Plays for Children .80 Hogate and Grover--Sunbonnets and Overalls: An Operetta .70 Dramatic Reader Series: Storyland in Play--Book I (Skinner) .80 .60 Stories to Act--Book II (Wickes) .80 .60 Story-Hour Plays--Book III (Mintz) .80 .60 Industrial and Social History Series: Dopp--Tree-Dwellers .90 .67 Dopp--Early Cave-Mien .90 .67 Dopp--Later Cave-Men .90 .67 Dopp--Early Sea-People 1.00 .75 Dopp--Early Herdsmen 1 .00 .75 Little Lives of Great Men: Cromwell--England's Uncrowned King .65 .48 Frederick the Great .66 .48 George Washington--A Virginia Cavalier . 65 .48 Lincoln--The Man of the People .65 .48 Napoleon--The Little Corsican! .66 .48 Supplementary Readers by Grades: Grade 1: Our Playhouse (Dobbs) .76 .66 A Riddle Book (Dootson) .80 .60 Dandie--The Tale of a Yellow Cat (Hungerford) .75 .56 Little Kingdom First Reader (Sawyer) .70 .52 Grades 1 and 2: Stories of Mother Goose Village (Bigham) .76 .56 More Mother Goose Village Stories (Bigham) .85 .63 A Little Book of Well-Known Toys, (Braden) .76 .66 A Happy School Year, (Dalgliesh) .80 .60 Bobby and Betty with the Workers (Dopp) .90 .67 Overall Boys (Grover) .75 .66 Andersen--Best Fairy Tales (Henderson) .76 .66 ' Grades 2 and 3: Little Bear Stories (Fox) .80 .60 Circus Animals (Gales) .85 .63 Sunbonnet Babies in Holland (Grover) .80 .30 In Kimona Land (Yule) .90 .87 RAND, McNALLY & COMPANY 139 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Weavers and Other Workers (Hall) .70 .62 Child Life in Many Lands (Perdue) .50 .37 Little Rhymes for Little Readers (Seegmiller) .75 .56 Four Wonders (Shillig) .90 .67 Eskimo Stories (Smith) .75 .66 Holland Stories (Smith) .80 .60 Child's Garden of Verses (Stevenson) ,'_ .76 .56 A New Garden of Verses for Children (Seegmiller) .95 .71 Chats in the Zoo (Weimer and Jones) .66 .48 Peter Patter (Jackson) 1.26 .93 Grades 3 and 4: Overall Boys in Switzerland (Grover) Sunbonnet Babies in Italy (Grover) West India Play Days (Dalgliesh) How Other Children Live (Perdue) Viking Tales (Hall) Nature's Wonder Lore (Hardy) Classic Myths (Judd) Child Stories from the Masters (Menefee) Child Life in Other Lands (Perdue) Hiawatha Industrial Reader (Proudfoot) Pilgrim Stories (Pumphrey) Egyptian Photoplays (Seachrest) Greek Photoplays (Seachrest) Early Candlelight Stories (Shetter) Little Pioneers (Warren) Old Fashioned Fairy Tales (Washburne) Janey (Fox) Johnny Goes A-Hunting (Hooper) Mother Goose Plays, Three (Cuddy-McCauleyBeatty) .85 .63 .86 .63 .80 .60 .90 .67 .65 .48 .85 .63 .60 .45 .60 .46 .85 .63 .85 .63 .75 .66 .90 .67 .90 .67 .80 .60 .75 .56 .86 .63 .80 .60 .95 .71 - .76 Grades 4 and 5: Heidi (Allen) l.OO .75 Yesterdays Children (Tanner) .90 .67 How Other People Travel (Headley) .95 .71 Folk Tales from the Russian (Blumenthal) .75 .66 Autobiography of a Butterfly (Daulton) .75 .56 Wings and Stings (Daulton) .75 .66 Four Old Greeks (Hall) .65 .48 Story of Chicago (Hall) .90 .67 Norse Stories (Mabie) .80 .60 Panama and Its "Bridge of Water" (Nida) .90 .67 Nanabozho (Warren) .85 .63 Indian Legends (Washburne) .85 .63 Hindu Tales (Williston) .90 .67 Japanese Fairy Tales--(First Series) (Williston) .90 .67 Japanese Fairy Tales--(Second Series) (Williston)-- .90 .67 Grades 4 and 6: The Shepherdess and Chimney Sweep (Cuddy-Mc- Cauley-Beatty) .76 Grades 5 and 6: Lucita--Child's Story of Old Mexico (Canies) .80 .60 Achilles and Hector (Gale) .75 .66 King Arthur and His Knights (Warren) .75 .66 Robin Hood and His Merry Mien (Warren) .75 .66 Happy Holidays (Wickes) .90 .67 Christmas Stories and Plays (Skinner) 1 .00 .76 Jungle Island (Allee) 1 .00 .76 Thanksgiving in Plymouth (Cuddy McCauley- Beatty) .76 140 RAND, McNALLY & COMPANY Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Grades 6 and 7: South America: A Geography Reader (Bowman) Camp Fire and Trail (Ford) Asia: A Geography Reader (Huntington) True Bear Stories (Miller) Vocational Reader (Pressey) Bird Life Stories--Book I (Weed) Bird Life Stories--Book II (Weed) Grades 7 and 8: Historical Readings (Bennett-Hanipy) Story of Corn (Brooks) Story of Cotton (Brooks) Story of Food (Crissey) Literary Readings (Curray) Southern Literary Readings (Payne) Spirit of Democracy (Powell) Best Dog Stories (Watkins-Raymond) Grades 3 and 4: LeCount & Kyle--Cubby Bears in California Curtis--Boats Lide--Inemak The Little Greenlander Barton--Story Riddles in Rime and Prose Grades 4 and 6: LeMere & Shinn--Winnebago Stories Connelly--Indian Myths DeHuff--Swift Eagle Grades 6 and 7: Gregory--Africa A Geography Reader Eifrig--Mammals Coleman--Bells ', Wilson--Hill Billy Kid SINGING Patriotic and Folk Lore Songs (Edited Pease) 1 .85 1 .25 1 .85 1.00 .90 l.OO 1.00 1.50 1 .00 l.OO 1.60 1.25 1.25 1.25 1.00 1 .25 .80 .85 .95 .90 .95 .95 1.60 1.85 3 .00 1 .00 .93 .93 .93 .75 .67 .75 .75 1.12 .75 .75 1.20 .93 .93 .93 .75 .93 M .60 .63 % .71M -87 yz .56 .59 34 .66 K .67'^ .71K .71 K .63 .66}^ -66K 1.18 .93 1 .50 .75 1.05 87K 1 .40 .70 .25 SPELLERS Automatic Speller--Part I (Funk) .40 Automatic Speller--Part II (Funk) .45 Automatic Speller--Complete (Funk) .65 Brown-Burdick-Jeffers Composition Speller Eight Year Book. .80 Century Spelling Book--Parti (Ash-well) .40 Century Spelling Book--Part II (Cook) .40 Century Spelling Book--Complete (Gilbreath) .60 Speller and Word Study Book (Hewett) .50 Phonic Drills (Michaux-Graham-Matheson) .40 Ear and Eye Spelling Book (Sabin) .60 30 .88 33 .38 48 .46 60 .56 30 .88 30 .28 45 .42 37 .35 30 45 .48 LANGUAGE JUNIOR HIGH SCHOOL BOOKS Leonard McFadden--Juniors Own Composition Book 1.25 PARLIAMENTARY PROCEDURE Stern--Clubs: Making and Management SPELLING 1.50 Brown-Burdick-Jeffers--The Composition Speller Junior High .65 .93 yx .87 H 1.12>^ 1.05 .48 % .46 RAND, McNALLY & COMPANY 141 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price HIGH SCHOOL BOOKS AGRICULTURE Lloyd--Studies in Horticulture Mosier--Soils and Crops Stewart--Engineering on the Farm 2 .23 1 .75 2.25 BUSINESS Filing and Indexing with Business Procedure (Warren, Lyons, and McClelland) 2 .00 COMPOSITION AND RHETORIC Composition and Rhetoric (Kavana and Beatty) Teacher's Manual 1.60 .50 DOMESTIC SCIENCE Stewart--Lessons in Cookery: Food Economy--Book I Diet for Adults--Book II Diet for Children--Book III Diet for Invalids--Book IV 1.25 1.25 1 .25 1.25 GEOGRAPHY Robinson--Commercial Geography Exercises and References 2 .00 .35 LITERATURE Payne--American Literary Readings Payne--American Literary Readings with Introductory His- tory of American Literature Payne--History of American Literature Payne--Selections from American Literature Payne-Hill--Selections from English Literature 1.75 2.50 1.60 1.60 3.00 MATHEMATICS The Thorndike Junior High School Mathematics: Book I Boook II Book III The Thorndike Algebra Sykes-Comstock--Beginner's Algebra Sykes-Comstock--Beginner's Algebra with Answers Sykes-Comstock--A Second Course in Algebra Sykes-Comstock--Plane Geometry Sykes-Comstock--Solid Geometry Sykes-Comstock--Plane & Solid Geometry Teaching Pupils to do Algebra Teaching Pupils to do Geometry Beginner's Algebra Answer Book (Sykes-Comstock) .80 .80 1.20 1.30 1 .25 1.50 1.50 1 .25 1.20 1.80 .25 .25 .50 HISTORY A History of European Peoples (Perkins) Mace--American High School History 2 .60 2.40 1 .68 1 .31 1.68 1.50 1.13 .37 .93 .93 .93 .93 1.50 .26 1 .87 1 .12 1.20 2.25 .60 .60 .90 .97 .93 .12 .12 .93 .90 .36 .19 .19 .37 1.95 1 .80 1 .58 1 .23 1 .58 1.40 .88 .88 .88 .88 1 .40 1.75 1.05 1.12 2.10 .56 .56 .84 .91 .88 1.06 1.06 .88 .84 1 .26 1.82 1.68 142 RAND, McNALLY & COMPANY Title of Book MUSIC Pease & Lawrence--Choral Instruction Course Pease & Lawrence--Choral Song Book Usual Lowest Lowest List Whol'e Exch. Price Price Price 1.25 .93 __ 1.35 .93 PATRIOTISM Patriotism Through Literature Series: Powell-Hodgins, America and the League of Nations Powell-Curray, World and Democracy 1.25 1.60 .93 1.12 RECORD BOOKS Craig--Lessons Assignments .25 19 SPELLERS Hewett--Speller and Word-Book for High Schools Payne--Learn to Spell .50 .37 .35 75 #56 53 ROW, PETERSON AND COMPANY Evanston, Illinois Listing expires May 17, 1932 Title of Book ELEMENTARY BOOKS AGRICULTURE Nolan--One Hundred Lessons in Agriculture ENGLISH Robbins & Row--Studies in English: Work & Play with Language Book I--Language Book II--Grammar & Composition Exercises in English Form & Diction MATHEMATICS Brown-Eldredge--Arithmetics (With or Without Answers): Book I Book II Book III (Grade Edition) Grades 3-3 Grade 4 Grade 6 Grade 6 Grade 7 Grade 8 . READING Free & Treadwell--Reading Literature Readers: The Primer First Reader Second Reader Third Reader Usual Lowest Lowest List 'Whore Exch. Price Price Price .80 62 .39 .36 72 .64 .60 90 .67 .63 64 .48 .45 76 .67 .53 80 .60 .66 88 .66 .62 56 .42 .39 56 .42 .39 56 .42 .39 56 .42 .39 56 .42 .39 66 .42 .39 60 .45 .42 60 .45 .42 68 .51 .48 76 .57 .63 ROW, PETERSON AND COMPANY 143 Title of Book Fourth Reader Fifth Reader Sixth Reader Seventh Reader--Briggs Eighth Reader--Shryock Terry--History Stories of Other Lands: Book I--Tales from Far and Near Book II--Tales of Long Ago Book III--The Beginnings Book IV--Lord and Vassal Book V--The New LibertyBook VI--The Modern "World History in Grades: Long--Early Settlements Barker, Dodd & Webb--The Growth of a Nation SPELLING Ramsey and Row--The National Spellers: Primary Book with blank pages. Grades 2-6 Advanced Book with blank pages, Grades 7-8 Complete Book with blank pages. Grades 2-8 Book I, Grades 2-4 Book II, Grades 5-6 Book III, Grades 7-8 Trabue-Stevens--Speller: Primary Book (Grades 2-3-4) Advanced Book (Grades 5-6-7) Complete Book SCIENCE Patterson--Studies in Science Usual Lowest Lowest List Whol'e Exch. Price Price Price .80 .60 .56 .80 .60 .56 .92 .69 .64 .92 .69 .64 .92 .69 .64 .76 .67 .76 .67 .88 .66 .88 .66 .96 .72 .96 .72 11..0000 11..8800 .76 1.36 .70 1 .26 .53 39 .36 .44 33 .31 .64 48 .45 .48 36 .34 -44 33 .31 .44 33 .31 .48 36 .34 .44 32 .30 *56 42 .30 1 -so HIGH SCHOOL BOOKS ENGLISH Laird, Walker, Locke--Everyday English Shurter--Oral English & Public Speaking Baker--In the Light of Myth Clark--Interpretation of the Printed Page MATHEMATICS Newell & Harper--A Year in Algebra Newell & Harper--Second Course in Algebra Newell & Haiper--Combined Course in Algebra Newell & Harper--Plane Geometry Newell & Harper--Solid Geometry Newell & Harper--Plane & Solid Geometry SOCIAL SCIENCE Lutz & Stanton--An Introduction to Economics Joseph I. Arnold--Problems in American Life SCIENCE Forster & Weigley--Foods & Sanitation Osborne--Food & Clothing Nolan--A Year in Agriculture Hatch & Benkendorf--Profitable Dairying Weckel & Thalman--A Year in Science 1.40 1 -20 ! -20 1.50 1 .06 .90 .90 1.13 .96 .72 .72 1.05 1.20 .90 .72 1.00 .75 .60 1 -40 1 .05 .84 1.20 .90 .72 1.00 .76 .60 1-40 1.05 .84 1.60 1.80 1 .80 1.35 .96 1.26 1.40 1 .05 .84 l -00 .75 .70 1.40 1 .06 .84 1-00 .75 .70 1-40 1.05 .84 144 ROW, PETERSON AND COMPANY Title of Book CHEMISTRY Irwin, Tatlock and Rivett--Beginning Chemistry and Its ITrwi.n, ,,,UfeS Tatlock & Rivett--Manual for Beginning Chemistry and Its Uses--(Loose Leaf) ENGLISH Shurter and Tower--Oral English and Public Speaking Usual Llst Price Lowest Lowest whore Exch. Price Price 1.60 1.30 .96 80 60 1.20 .90 .72 THE H. M. ROWE COMPANY Harlem Square, Baltimore, Maryland Listing expires April 27, 1932 F. O. B. Baltimore, Maryland Title of Book ARITHMETIC New Essentials of Business Arithmetic, No. 85 BOOKKEEPING Rowe--Bookkeeping and Accountancy (Rowe): Complete Text, No. 120 Abridged Text, No. 120a- Advanced Text, No. 120b Elementary Set, Consisting of: Budget, No. 121 Blank Books, No. 122 Outgoing Papers, No. 123 Filing Envelopes, No. 124 Wholesale Set, Consisting of: Budget, No. 125 Blank Books, No. 126 _ Outgoing Papers, No. 127 Merchants Corporation Set Consisting of: Budget, No. 131 Blank Books, No. 132 Cost Accountancy for Manufacturing Set Consisting "of":" " Budget, No. 128 Blank Books, No. 129 ~~~ Outgoing Papers, No. 130 Logging and Lumber Manufacturing Set, Consisting"" of" Text (Pamphlets) No. 161 Blank Books, No. 162 American National Banking Set Consisting of: Reference Book (Pamphlet) No. 56 Budget C, No. 57 Outgoing Papers, Budget C, No. 58 Blank Books, Budget C, No. 59__ _ Accountancy and Business Management (Ro"we) Oo'ndstlnVof"Part I, No. 1 P_,arts ,I and II, No. 2_ _ Complete Text, No. 12_ Usual List Price 1 .30 j , ',-,, go '__ ,,. , '__ ,',,Q ',,,, 40 1 'no 33 " 36 1 80 1 .50 , 1. D,, O= Lowest Lowest Whol'e Exch. Price Price .97J4 84^ 1 .23% I.ISH 67 14 .48 .54 .18 03 % 1.07}* 58 y2 .66 1 .12 ' j .45 .41 Ji .90 .81 .90 .45 .30 .75 .15 .90 .27 1.35 81 .70 1.12} 1.00 1.24 1.07 THE H. M. ROWE COMPANY 145 Title ol Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Laboratory Unit One Consisting of: Budget of Transactions, No. 5 Blank Books, No. 6 Outgoing Papers, No. 7 Filing Envelopes, No. 8 Laboratory Unit Two Consisting of: Budget of Transactions, No. 9 Blank Books, No. 10,Outgoing Papers, No. 11 ARITHMETIC-BOOKKEEPING Junior Arithmetic Bookkeeping (Rowe): Part I, Text No. 67 Part II, Text No. 68 Blank Books for Part II, No. 69 HOUSEHOLD BOOKKEEPING Home Bookkeeping for the Thifty, Consisting of: Text, No. 83 Blank Books, No. 84 -40 .30 -50 .37 H -24 .18 -06 .04M -36 .27 -88 .66 -24 .18 1 10 -90 .40 .82J .71 M .67 J .68 M .30 -60 .45 .39 -40 .30 COMMERCIAL LAW Richardson--Commercial Law, No. 90 Rowe--Commercial Law, No. 95 A Selection of Cases on Commercial Law, No. 49 1 .20 1 -o0 3.50 .90 1.12H 3.50 .78 -97 y2 ENGLISH Lessons and Exercises in English (Dengler) No. 60 Applied English Essentials 1 .10 -80 .82H .71M .60 SHORTHAND Rowe--Shorthand--New and Revised Edition, No. 54 Graded Exercises in Rowe Shorthand, No. 55 Drills and Reviews in Rowe Shorthand, No. 53 The One Thousand Commonest "Words, No. 61 1.60 .60 .56 .25 SHORTHAND DICTATION Dictation Course in Business Literature (Reigner): Rowe--Outlines, No. 170 Gregg--Outlines, No. 171 Isaac Pitman--Outlines, No. 172 Graham--Outlines No. 173 Benn Pitman--Outlines, No. 174 No Outlines, No. 176 Graded Dictation Tests (Reigner) No. 72 Classified Dictation Drills (Reigner) No. 73 1-40 1.40 1.40 1-40 1.40 1-40 1.10 1.80 OFFICE TRAINING AND SECRETARIAL PRACTICE Secretarial Training (Reigner): Rowe--Outlines, No. 180 Gregg--Outlines, No. 181 Isaac Pitman--Outlines, No. 182 Graham--Outlines, No. 183 : Benn Pitman--Outlines, No. 186 No Outlines, No. 185 Budget of Forms for use with Secretarial Training. _ 1 -60 1 -60 1-60 1-60 1.60 1 -60 .80 1.20 .45 .42 .18M 1.04 1.06 1 .05 1 .05 1.05 1 .05 1 .05 .82 y2 .90 .91 .91 .91 .91 .91 .91 .71X .78 1.20 1.20 1.20 1.20 1 .20 1 .20 .60 1.04 1 .04 1.04 1.04 1.04 1.04 SPELLING One Hundred Lessons in Spelling (Walters) No. 64 Spelling Studies, No. 70 .40 .30 .23 -60 .45 .39 146 THE H. M. ROWE COMPANY Title of Book Usual List Price TYPEWRITING Essentials of Typing (Ross), No. 63 New Intensive Typing "" Intensive Touch Typewriting (Ross) No. 66 Wiese-Coover--Kinesthetic Typing, No. 15 Packet of Separate Parts No. 15a to accompany Kinesthetic Typing _ Applied Typing, No. 17 '.'."'." -88 1^36 1 .50 1.36 30 K40 Lowest Lowest whol'e Exch. Price Price 66 1 !o2 1.1SH 1.02 * 5,, 88 97J4 88 22 K MB ' ~~.gl ENGLISH Applied Punctuation 44 ,,,, BENJ. H. SANBORN 4. COMPANY 131 Clarendon Street, Boston, Massachusetts Listing expires May 23, 1932 F. O. B. Boston, Massachusetts Title of Book Usual List Price ENGLISH The Scott-Southworth Lessons in English, Revised: Book I ' Book II """"""" Sheridan-Klelser-Matthews--Speaking and Writing English Series: Book I Bookll Book in "v.~.~.~".~." Book IV Sheridan--Speaking and Writing English """[ g0 lioo 68 7a :80 88 1.20 MATHEMATICS FOR GRADES Stone--Child's Book of Number The Stone Arithmetic: Primary Intermediate Advanced Manual to the Stone Arithmetic How We Subtract Stone-Millis--New Arithmetic: Primary Intermediate Advanced The Southworth-Stone Arithmetic: Book I ' Book II Book III Stone-Hopkins-Brownrield--Objective Drills in Arithmetic: " " Second Year, First Semester Second Year--Second Semester Third Year, First Semester Third Year, Second Semester Fourth Year, First Semester 64 72 7fi '80 1 00 40 64 68 7,, a4 68 7a 33 32 32 32 32 Lowest Lowest Whol'e Exch. Price Price .80 .56 .75 .70 .61 .476 .54 .504 .60 .66 .66 .616 .90 .64 .504 .67 .532 .60 .56 .75 .30 .48 .448 .61 .476 .57 .63S .48 .448 .51 .476 .57 .533 24 24 24 24 24 BENJ. H. SANBORN & COMPANY 147 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Fourth Year, Second. SemesterFifth Year, First Semester Fifth Year, Second Semester Sixth Year, First Semester Sixth Year, Second Semester 32 .24 32 .21 32 .24 32 .24 32 .24 HISTORY FOR GRADES Evans--First Lessons in American History, Revised Edition __ Evans--Essential Facts of American History, Revised Edi- tion Evans--Our Old "World Beginnings .75 1 .62 1.12 1.14 .84 1.064 .784 READING FOR GRADES The Edson-Laing Readers: Work and Play Busy Folks Lend A Hand Neighbors Working Together Opportunity Manual for Edson-Laing and Play Hubbard--Little American History Plays Hubbard--Citizenship Plays Sheridan--Liberty Reader Jones--Circus Reader Finley--Little Home Workers Seymour--The Indians Today Chalmers--Talk About Our Country Hall--Children's Own Book Spyri--Jorli (Clayton-Wunderli) Blaisdell--Pine Tree Playmates .72 84 .604 .72 54 .604 .76 67 .532 . 80 60 .56 . .84 63 .588 .88 66 .616 .60 45 .84 63 1 .00 75 1.00 75 .72 54 .64 48 .84 63 .72 54 .76 57 .62 39 .72 54 BOOKS FOR JUNIOR HIGH SCHOOL ARITHMETIC Stone--The New Mathematics: Book I Book II - Hessler--Junior Science: Book I Book II Complete Manual .96 l.OO 1.08 1.12 1.60 .60 SPELLER Stauffer--Junior High School Speller .60 SPANISH FOR HIGH SCHOOL Berge-Soler & Hatheway--Elementary Spanish-American Reader Breton de los Herreros--Marcela (Hendrix) Burnet--El Capitan Veneno Bushee--Fundamentals of Spanish Grammar Carrion and Asa--Zaragueta (Todd) Espinosa--Advanced Composition and Conversation Espinosa--Elementary Spanish Reader Espinosa--First Spanish Reader Espinosa & Navarro Tomas--Primer of Spanish Pronuncla- - tion 1.28 1.12 1 .12 1.12 1.12 1.40 1.12 1.12 1.12 .72 .75 .81 .84 .20 .45 .98 .84 .84 .84 .84 1.05 .84 .84 .672 .70 .756 .784 1.12 .42 148 BENJ. J. SANBORN & COMPANY Title of Book Laguardia & Laguardia--Argentina: Legend and History Martinez de la Rosa--La Conjuracion de Venecia Martinez Sierra--El Ama de la Casa (Owen) Moreno-LaCalle--Elmentos de Espanol Pittaro--Spanish Sight Translations Tamayo y Baus--Un Drama Neuvo Trueba--Short Stories " Wilkins--Elementary Spanish Prose Book Wilkins--Spanish in the High Schools Wilkins--Unit Passages for Translations Usual Ust Price 1.28 1.12 i.12 1^43 23 1 12 j ' lg 1.40 1 76 .23 Lowest whore Price .93 .84 84 1]11 21 '84 ' 1 05 1 32 21 Lowest Exch. Price 1 038 LATIN FOR HIGH SCHOOL Perkins--Beginning Latin Book Jenner-Grant--A First Year of Latin: Part I Part II Compiete Darnell-Brown--New Latin Composition: Parts 1, 11. II! Johnston-Sanford--Caesar D'Ooge--Select Orations, Cicero, with Letters. __ Fairclough-Brown-Virgil ! 2i 93 ,' , 1_.12 .84 112 136 1Q2 ,, .784 g&s ___ "[ 1 80 19s sm g9 j 35 1 '47 1 '5Q 1372 140 SCIENCE FOR HIGH SCHOOL Hessler--First Year of Science, Revised Edition: Complete Manual Hopkins--Elements of Physical Geography, New Edition without Manual __ Merrill--Physical Geography Notebook _ Hessler-Smith--Essentials of Chemistry, Revised EditionWithManual Without Manual 180 _60 18Q 88 196 168 1^ ^ 135 66 14? lafJ ,,,, 11?g ECONOMICS FOR HIGH SCHOOL Thompson--Elementary Economics, Revised Edition HISTORY FOR HIGH SCHOOL Thompson--History of the United States, Political-Indus- trial-Social MATHEMATICS FOR HIGH SCHOOL Stone-Millis--Higher Arithmetic Stone-Millis--Geometries: Plane Solid., Plane and sVlidV;:; Stone-Hart-Algebras: Elementary _" Second Course ENGLISH FOR HIGH SCHOOL Stebbins--Progressive Course in English: Two-Book Course: Book I, First and Second Years Book II, Third and Fourth Years Three-Book Course: Book I, First Year Book II, Second Year Book III, Third and Fourth Years 1. 7a 1.32 1 232 -, ,,1.08 1.47 1.372 123 , ,,,, f ^ 1<54 ,1.2033 9Q " ,TM ' S3 .' 98 -896 , f8 l "148 B .898 144 1 '44 124 12* 1.44 108 , 'OB TM l'oa 1Q , 'na 8 ** 1Q03 BENJ. H. SANBORN & COMPANY 149 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Stebbins--Sentence Improvement Painter--Introduction to American Literature. Painter--Introduction to English Literature Shackford-Judson--composition-Rhetoric-Literature, Edition: Book I Book II Complete New * 00 1-80 1-80 1-28 13S -1-88 .75 1.35 1.35 .96 .96 1.41 STUDENTS' SERIES OF ENGLISH CLASSIC--HAN DY EDITION Addison and Steele--Sir Roger de Coverly Papers - - .60 Burke--Speech on Conciliation with America, Webster's First Bunker Hill Oration, Washington's Farewell Address .46 Eliot--Silas Marner .45 Coleridge--The Ancient Mariner, Lowell's The Vision of Sir Launfal, Burns' The Cotter's Saturday Night .60 .45 Milton--Minor Poems, Arnold's Sohrab and Rustum Scott--Lady ol the Lake Shakespeare--Merchant of Venice .60 .45 -60 .45 -60 .45 .70 1.26 1.28 .896 .896 1.316 FRENCH FOR HIGH SCHOOL Colin & Serafon--Practical Lessons in French Grammar De Segur--Les Malheurs de Sophie (Bement) Fabre--Les Ravageurs (Manley) Kuhne-Hooke--Contes du Petit Parisien Micoleau-McLellan--First Two Years of French Nicola--Carnet de Campagne d'un Offlcier Francais Patterson--Intermediate French Composition Racine--Mithridate (Lewis) Talbot--French Composition Talbot--Le Francais et sa Patrie Talbot--La France Nouvelle Young--Anthology of French Lyric Poetry 1.60 .60 J 00 -92 1 -76 1 .00 1-12 1- 1-3 *1 "2TM4 L12 1 .20 .45 .75 .69 1.32 .75 .84 .76 .75 .93 .93 .84 1 .12 1.232 .784 -- - - SCOTT, FORESMAN AND COMPANY 63 North Pryor Street, Atlanta, Georgia Listing expires September 16, 1932 F. O. B. at Atlanta, Georgia Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price ENGLISH Bowlin-Marsh--Vocational English Elson-Keck--Junior High School Literatures: Book I Book II Book III Herrick and Damon--Composition & Rhetoric Greenlaw-Elson-Keck--Literature and Life: Book'l fBook'H * -40 1M 148 1'80 !.60 18 192 1.05 1.05 1.11 1.35 1.23 1.35 1.44 150 SCOTT, FORESMAN AND COMPANY Title of Book Book III BookTV... _ Newcomer-Andrews-Tweive" CenturieVof English PoeVry" * " Prose J Newcomer-Andrews-Hall^Three" "centuries" "of" " American " Poetry & Prose. _ Ward--Sentence and Theme, Revised Ward--Theme Building, Revised " Ward--Junior Highway to English -.-.--111 Usual List Price S0 *' ^ ^^ ?'t .S J'^ Lowest Lowest 'Whot'e Exch. Price Price 1-60 * B '^ ' B " 1-U .93 1.04 .70 LAKE ENGLISH CLASSICS Addison and Steele-Sir Roger de Coverley Papers, _ _ _ Add1Son and Steele-Selections from the Tatler and The" Spectator Aeneid of Vergil--Allinson ~~" Austen--Pride and Prejudice """ American Short Stories Browning--Selected Poems Greenlaw--Builders of Democracy """ Bunyan--The Pilgrim's Progress. Burke-Speech on Conciliation with America" Burns-Selected Poems and Carlyle's Essay Chaucer--Selections 53 '60 '72 '64 -72 -64 ,7S TM " -80 Coleridge-Ancient MarineVand Lowell^ision" orir Laun^ ^ fal--1 Volume Cooper--The Last of the Mohicans""" ^ Cooper--The Spy 64 Dana--Two Years Before the Mast ^ Defoe--Robinson Crusoe " Gauss--Democracy Today..."__J" 64 Ds Quincy--Flight of a Tartar Tribe" " ' 6 De Quincy--Joan of Arc and Selections Dickens--A Christmas Carol._ _ Dickens--A Tale of Two Cities.. "I""" Dickens--David Copperfleld. __"__' Dryden--Palamon and Arcite"" Emerson--Essays and Addresses 1" Scudder--English Poems Alden--Essays English and American Hart--English Popular Ballads.__ _ Greenlaw-Familiar Letters, English"^American".." Frankhn--Autobiography Schweikert--French Short Stories.""_" Gaskell--(Mrs.) Cranford "' George Eliot--Silas Marner.. """ George Eliot--The Mill on the Floss Goldsmith--The Vicar of Wakefield _ _ Hawthorne-The House of the Seven Gable's Hawthorne--Twice Told Tales. _ Hughes--Tom Brown's School Days Irving--Life of Goldsmith. _ Irving--The Sketch Book. __."_ Irving--Tales of a Traveller.__~~ Lamb--Essays of Elia " Longfellow--Narrative Poems Macaulay-Essays on Addison"an"d "johnson Macaulay--Essays on Olive and Hastings 'tt ,44 6 '72 -88 ' ** 52 '* -- 'j '62 <38 '68 '66 f! '?2 68 64 64 '68 60 1 ',, Macaulay-Essays on Goldsmith, Frederic""t"he" Grea^"and' Madame D Arblay Macaulay--Essays on Milton and "Addison .~ 56 -46 '54 -4S -54 -48 -54 ^ -45 -45 ^ 33 -48 48 54 -4S 45 '33 -33 '46 -54 66 '33 39 -60 -54 "~ 45 '39 51 4S -4S 54 ,39 -45 '64 -61 *& -48 -61 45 '48 -4S 42 .42 SCOTT, FORESMAN AND COMPANY 151 Title oJ Book Milton--Minor Poems Milton--Paradise Lost, Books I and II Coffman--Modern Plays Rhodes--Old Testament Narratives Teter--One Hundred Narrative Poems Palgreve--The Golden Treasury Parkman--The Oregon Trail poe--Poems and Tales Pope--Homer's Iliad Reade--The Cloister and the Hearth Ruskin--Sesame and Lilies Schweikert--Russian Short Stories Scott--The Lady of the Lake Scott--The Lay of the Last Minstrel Scott--Marmion Scott--Ivanhoe Scott--Quentin Durward Hamilton--Selections from the Writings of Abraham Lincoln. _ Shakespeare--As You Like It Shakespeare--Hamlet Shakespeare--Henry the Fifth Shakespeare--Julius Caesar Shakespeare--Macbeth Shakespeare--A Midsummer Night's Dream Shakespeare--Romeo and Juliet Shakespeare--The Tempest Shakespeare--Twelfth Night Shakespeare--The Merchant of Venice Southey--Life of Nelson Stevenson--An Inland Voyage Stevenson--Kidnapped Stevenson--Treasure Island Tennyson--Selected Poems Tennyson--The Princess ' Thackeray--English Humorists Thackeray--Henry Esmond Thoreau--Walden Greever--Three American Poems Heydrick--Types of the Short Story Washington, Webster, and Lincoln Eenney "Usual List Price Lowest Wh.ol'e Price -52 64 -68 -68 -68 -88 "z -68 -62 72 .68 -52 -62 -52 -5Z 64 " -e0 -52 .39 .39 .72 .48 .51 .61 .51 .42 .33 .66 .36 .54 .42 .39 .42 .54 .54 .51 .39 .39 .39 .39 .39 .39 .39 .39 .39 .39 .48 .45 .45 .45 .48 .33 .42 .60 .48 .33 .46 .39 Lowest Exch. Price FRENCH Moore-Allin--Elements of French 1.48 HISTORY Cloud--Our Constitution Harding--Old World Background to American History 80 .60 .96 72 LANGUAGE AND GRAMMAR Elson--Good English, Book I Elson--Good English, Book II Elson--Good English, Book III Special Edition: Elson--Good English, Book I Elson--Good English, Book II Elson--Good English, Book III .67 .60 -92 .69 .48 .60 .69 LATIN Beeson & Scott--New Second Latin Book, Paper Text Free . Walker--Caesar, Revised, with separate text, Four-Book .E,,d,,i.t.ion 1.60 1 .60 .66 .54 .56 .65 .46 .66 .65 1.12 152 SCOTT, FORESMAN AND COMPANY Title of Book Usual List Price Seven-Book Edition T ,, . Four-Bk Edition with~Pro7e Composition i Jo EdiUon^r010"0' "^ PEPer TEXt' s"oVaon' Ten Oration Edition Scott--First Latin Lessons Sanford-Scott--Junior Latin Reader ~~ "_" Sanford-Scott-Beeson--Third Latin Book_l~_7.__~_~_~ Scott--Elementary Latin. Scott--Second Year Latin Composition Scott--Third Year Latin Composition Knapp--Vergil's Aeneid, with Paper Text: Six-Book Edition Ten-Book Edition Nutting--Ad Alpes '."11"" ~~ * j g" 1 40 """ 160 80 '80 ,' 1.20 MATHEMATICS Lowest Lowest Whol'e Exch. Price Price 1 .29 20 1.20 13 1.05 1 .20 .90 1.05 1.20 .99 .60 .60 .98 1.12 .84 .98 1.12 .93 1 .20 1.35 .90 1.12 1.26 .84 Arithmetic Work Books, Third Grade Volume... __ Arithmetic Work Books, Fourth Grade Volume ___ Arithmetic Work Books, Fifth Grade Volume... "" Arithmetic Work Books, Sixth Grade Volume. " Arithmetic Work Books, Seventh Grade Volume. _ Arithmetic Work Books, Eighth Grade Volume. Hamilton-Buchanan--Elements of High School Mathematics" Harris-Waldo--First Journeys in Numberland. _ Myers and Atwood--Elementary Algebra Palmer & Taylor--Plane Geometry, Revised Palmer & Taylor--Solid Geometry, Revised " Palmer & Taylor--Plane & Solid Geometry, Revised Austin--A Laboratory Plane Geometry MECHANICAL DRAWING Crawshaw-Phillips--Mechanical Drawing for Secondary Schools 36 '36 30 '36 '36 '36 1 20 5S j'20 j ' 20 ls0 i 80 1 40 .27 .27 .27 .27 .27 .27 .90 .39 .90 .90 .90 1 .35 1.05 1.60 .84 .84 .84 1.1 READING--THE NEW ELSON READERS Elson Readers--Primer Elson Readers--Book I Elson Readers--Book II Elson Readers--Book III Elson Readers--Book IV Elson Readers--Book V Elson Readers--Book VI Elson Readers--Book VII Elson Readers--Book VIII THE CHILD LIBRARY EXTENSION READERS Child Library Readers--Primer Child Library Readers--Book I Child Library Readers--Book II Child Library Readers--Book III Child Library Readers--Book IV Child Library Readers--Book V Child Library Readers--Book VI Child Library Readers--Book VII Child Library Readers--Book VIII. _ SCIENCE Mann and Twiss--Physics Everyday Problems in Science _ .42 .40 .45 .42 .61 .48 .57 .64 .60 .56 .63 .59 .63 .59 .72 .68 .72 .68 .42 .40 .45 .42 .51 .48 .57 .54 .60 .66 .63 .59 .63 .59 .72 .68 .72 .68 1,'.60 1.20 1 .20 1.12 1.12 SCOTT, FORESMAN AND COMPANY 153 Title of Book DOMESTIC SCIENCE Pirie --Science of Home Making SPANISH Warshaw and Bonilla--Elements of Spanish House and Castillo--Compendio de Historia Hispanoameri- cana Manchester and Roehm--Laboratory Exercises for Elements of Spanish Usual Ust Price Lowest Lowegt Whore Exch. 140 1.60 1 .20 1 6Q1 .20 60 .45 1 .12 1.13 CHARLES SCRIBNER'S SONS 274 Spring Street, N. W., Atlanta, Georgia Listing expires June 9, 1932 F. O. B. at Atlanta, Georgia Title of Book AGRICULTURE Kyle & Ellis--Fundamentals of Farming and Farm Life ARITHMETIC Morey--Elementary Arithmetic, Part II Morey--Advanced Arithmetic, Part I Morey--Elementary Arithmetic, Part HI Morey--Little Folks' Number Book CIVICS Doughton--Preparing for the World's Work Parsons--Land of Fair Play Long--Government and the People Morgan--Living and 'Working Together COMPOSITION AND RHETORIC Frost & Secor--Correct English Through Practice Hoyt--Grammar by Practice Meek & Wilson--English Today, Book I Meek & 'Wilson--English Today, Book II Meek & Wilson--English Today, Book III Moffatt & Barroll--Handbook of English Denney & Skinner--Our English, Book I Denney & Skinner--Our English, Book II Denney & Skinner--Our English, Book III Denney & Skinner--Our English (Six Book Series) Third Year Fourth Year Fifth Year Sixth Year Seventh Year Eighth Year Eenney & Skinner--Our English (Junior High School Series): Seventh Year Eighth Year Ninth Year Usual Lowest Lowest List Whore Exch. Price Price Price 1 .60 .56 .42 .39 .56 .42 .39 .56 .42 .39 .60 .36 .34 1.00 1 12 1.60 1.00 .75 .84 1.20 .75 .70 .78 1.12 .70 .72 .54 .50 l.OO .75 .70 .68 .51 .48 .76 .57 .63 .88 .66 .62 ,60 .45 .42 .76 .57 .53 .80 .60 .56 .96 .72 .67 40 .30 .28 .60 .45 .42 .64 .48 .45 .64 .48 .45 .72 .54 .50 .72 .54 .50 1 00 .75 .70 1.12 .84 .78 1.20 .90 .84 154 CHARLES SCRIBNER'S SONS Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price FORESTRY Hawksworth--A Year in the Wonderland of Trees Maddox & Parkins--Our Trees and How They Serve Us ECONOMICS Fradenburgh--Elements of Economics Law--English for Immediate Use with Drill in Essentials Opdycke--The English of Commerce ETHICS Wilson--Talks to Young People on Ethics 1.00 .75 .84 .63 1.40 1 .44 2 .00 1 .05 1.08 1 .50 .98 1 .01 1.40 .80 .60 HISTORY Brooks--History of Georgia Gordy--Leaders in Making America Gordy--History of the United States Gordy--American Beginnings in Europe Gordy--Elementary History of the United States Gordy--American Leaders and Heroes Gordy--Stories of American Explorers James and Sanford--American History McNeal--Modern Europe and Its Beginnings Coulomb--What Europe Gave to America LATIN Roberts & Rolfe--Caesar's Gallic War Roberts & Rolfe--Cicero's Selected Orations and Letters Roberts & Wolfe--Vergil's Aeneid Roberts & Rolfe--Ovid's Metamorphoses Penick and Procter--First Year Latin Penick and Procter--Second Year Latin LITERATURE Lyman & Hill--Literature and Living, Book I Lyman & Hill--Literature and Living, Book II Lyman & Hill--Literature and Living, Book III Haney--The Story of Our Literature Mikels--Short Stories for English Courses Mims & Payne--Southern Prose and Poetry Moody & Lovett--A First View of English Literature Moody, Lovett & Boynton--First View of English and Ameri- can Literature Simons--American Literature Through Illustrative Readings Lanier--Selections from Sidney Lanier .25 1.20 1.60 1.12 1.12 1.00 .80 1 .80 S .00 1.20 1.60 1 .72 1 .80 .80 1.32 1 .60 1 .48 1.56 1.56 1 .50 1.00 1 .00 1.60 1.60 1 .52 .64 .19 .90 1 .SO .84 .84 .75 .60 1 .35 1 .50 .90 1 .SO 1 .39 1 .35 .60 .99 1 .20 1.11 1 .17 1 .17 1.13 .75 .75 1 .SO 1 .35 1 .14 .48 .84 1 .12 .78 .78 .70 1 .26 1 .40 .84 1 .13 1 .20 1 ,S6 .56 .93 1 .13 1 .04 1 .09 1 .09 1 .05 1 .12 1 .33 1 .06 MODERN LANGUAGES Ballard--Beginners' French Ballard--A French Reader Barker--Effective French for Beginners Cardon--Premiere Annee Moderne Hanssler & Farmenter^Beginner's Spanish Hanssler & Parmenter--Spanish Reader Ballard-Stewart--Short Stories for Oral Spanish Manfred--Practical Spanish Grammar for Beginners Laguardia-- Cuentos Hispanoamericanos Valera--El Pajaro Verde Cardon--Seconde Annee Moderne Ballard--Short Stories for Oral French B allard-Tilly--Phonetic French Reader 1.60 1.12 1.56 1.40 1.60 1.40 .88 1 .48 1.00 .64 1.40 .88 .64 1 SO .84 1 .17 1 .05 1 .20 1 .05 .66 1.11 .75 .48 1 .05 .06 .48 1.12 .78 1 .09 .98 1.12 .98 1 .04 .98 .01 .45 CHARLES SCRIBNER'S SONS 155 Title of Book READERS Natural Method Primer Natural Method First Reader Natural Method Second Reader Natural Method Third Reader Natural Method Fourth Reader Natural Method Fifth Reader Natural Method Sixth Reader Heart of America Third Reader Heart of America Fourth Reader Heart of America Fifth Reader American Ideals Reader, Book V American Ideals Reader, Book VI Hill & Lyrnan--Reading and Living, Book I (Seventh Grade Hill & Layman--Reading and Living, Book II (Eighth Grade) Manly--Good Reading Primer, Revised Edition First Reader, Revised Edition Manly--Good Reading Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader SUPPLEMENTARY READING Batchelder--Peggy Stories J Bryce--Child Lore Dramatic Reader Bryce--Story Land Dramatic Reader B<3)i:--A Dutch Boy Fifty Years After Skinner--Nursery Tales from Many Lands Yard--Top of the Continent Hawksworth--Strange Adventures of a Pebble Hawksworth--Adventures of a Grain of Dust Eugene--Field Book Page--Story Book Pyle--Some Merry Adventures of Robin Hood Waldo--Safety First for Little Folks Barrie--Peter Pan & "Wendy Batchelder--Topsy Turvy Tales Bok--The Americanization of Edward Bok Bok--The Boy Who Followed Ben Franklin Faulkner--Tales of Many Folks Hawksworth--A Year in the Wonderland of Birds Barrie--Peter Pan and Wendy (School Edition) Field--Eugene Field Reader Williams--National Traits and Fairy Lore Usual List Price 60 64 .72 ,76 ,80 84 ,84 ,76 ,80 84 ,92 ,92 g .96 .56 .60 .68 68 76 80 ,88 ,96 ,96 ,60 .60 .64 .80 .72 1 oo 1.20 1 .20 73 72 .76 .64 ,88 .60 1.0O .80 .80 l.OO .88 .64 .80 Lowest Lowest Whol'e Exch. Price Price .45 .42 .48 .45 .54 .50 .67 .53 .60 .56 .63 .59 .63 .59 .57 .53 .60 .56 .63 .59 .69 .64 .69 .64 .72 .67 .72 .67 .42 .39 .45 .42 .51 .48 .51 .48 .57 .53 .60 .56 .66 .62 .72 .67 .72 .67 .45 .45 .48 .60 .54 .75 .90 .90 .54 .54 .57 .48 .45 .66 .45 .75 .60 .60 .75 .66 .63 .48 .47 .60 .56 SCIENCE McFarland--Practical Elementary Chemistry Redway--Geography, Commercial and Industrial Howe & Turner--Chemistry and the Home 1.60 1.78 1.50 1 .23 1 .29 1.13 1 .12 1.20 1 .05 SPELLING Gilmartin--Vocabulary Speller, Book I Gilmartin--Vocabulary Speller, Book II .60 .45 .42 .60 .45 .42 156 CHARLES SCRIBNER'S SONS Title of Book WRITING Stone & Smalley- -Manuscript "Writing Lessons, Book I__ Stone & Smalley- -Manuscript Writing Lessons, Book II Usual List Price Lowest Lowest Whol'e Exch. Price Price .16 .12 .11 .16 .12 .11 SILVER, BURDETTE &. CO. 39 Division Street, Newark, New Jersey Listing expires July 9, 1933 F. O. B. Newark, New Jersey Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price DICTIONARY Harry Morgan Ayres--A School Dictionary of the English Language 1 .08 ENGLISH Cowan, Betz and Charters--Essential Language Habits: Book I .76 57 .53 Book n .80 60 .56 Book III .96 72 .67 Cowan, Betz and Charters--Essential Language Habits: Book II, Grammar Edition 1 .84 63 .59 Teacher's Manual 1 .08 81 Thinking, Speaking, and Writing, Books I and II. (See Junior High School Texts.) GEOGRAPHY Vinnie B. Clark--Europe Barrows and Parker: Journeys in Distant Lands United States and Canada Europe and Asia William C. Redfield--We and the World 1 .28 1 .08 1.48 1 .48 .84 .81 1 .11 1 .11 .63 .76 1 .04 1 .04 .59 MATHEMATICS--ARITHMETIC Frank Leslie Clapp--Clapp Drill Books in Arithmetic, Teacher's Manual .40 Robert F. Anderson--The Anderson Arithmetic: Book I .72 Book II .76 Book III .80 Frank Leslie Clapp--Clapp Drill Books in Arithmetic: Fourth Year .44 Fifth Year .44 Sixth Year .48 Seventh Year .48 Eighth Year .48 64 .50 57 .53 60 .56 33 33 36 36 36 READING Coleman, Uhl and Hosic--The Pathway to Reading: My First Book (Coleman) .24 .18 Primer .68 .51 .48 First Reader .68 .51 .48 SILVER, BURDETTE AND COMPANY 157 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Second. Reader .76 .57 .53 Third Reader .84 .63 .59 Fourth Reader .88 .66 .62 Fifth Reader .92 .69 .64 Sixth Reader .96 .72 .67 Teachers' Manual to Accompany: Primer .48 .36 First Reader .48 .36 Second and Third Readers .56 .42 Blue Bird for Children, The, Maeterlinck, Edited by Perkins .92 .69 Peter Pan, Barrie, Edited by Perkins .92 .69 Emma Serl--Everyday Doings at Home .68 .61 In Fableland .72 .54 Work-a-Day Doings on the Farm .68 .51 Serl and Evans--"Work-a-Day Doings .68 .51 Anna Eliza Sample--My Cut a-Picture Book .76 .57 Floyd L. Darrow--Thinkers and Doers 1.16 .87 Coleman, XJhl and Hosic--The Pathway to Reading: Seventh Reader 1.08 .81 .76 Eighth Reader 1 .08 .81 .76 To accompany Fourth, Fifth, and Sixth Readers: Teacher's Manual .68 .51 William C. Redrield--We and the World .84 .63 .69 PHYSIOLOGY AND HYGIENE Bigelow and Broadhurst--Health for Every Day Health in Home and Neighborhood SPELLING Starch and Mirick--The Test and Study Speller First Book _. _ - Second Book ___ Third Book ... .72 .54 .50 .84 .63 .59 .49 .33 .34 .43 .33 .34 .49 .38 .34 MUSIC :- t Parker, McConathy, Birge and Miessner--Progressive Music Series: Book I ... .68 Book II. _ . .72 Book III . __j .76 Book IV One Book Course 1 .08 .76 Teacher's Manual, Volume I 1.60 -' Teacher's Manual, Volume II Teacher's Manual, Volume III 1.60 1.60 Teacher's Manual for One-Book Course .60 Glenn, Lowry and DeForest--Music Appreciation for Every Child: Primary Grades: Teacher's Manual 1 .00 Intermediate Grades: Teacher's Manual to Accompany Music Notes: .60 .24 .24 Music Notes, Book III .28 Teaching Directions for Music Notes, Book III.. .40 McConathy, Miessner, Birge and Bray--The Music Hour: First Book _ .68 Second Book. . __ .76 .51 .64 .67 .81 .57 1.20 1.20 1 .20 .45 .76 .46 .18 .18 .21 .30 .51 .67 .... .48 158 SILVER, BURDETTE AND COMPANY Title of Book Usual List Price Lowest Lowest Whore Exch. Price Price Glenn, Lowry and DeForest--Music Appreciation for Everv Child. Intermediate Grades: Teacher's Manual, Revised (to ac- company Music Notes, Books I, II and III) .84 SCIENCE--PHYSIOLOGY AND HYGIENE Blgelow and Broadhurst--To Accompany Health for Every Day and Health in Home and Neighborhood: Teacher's Manual .32 .24 SPELLING Starch and Mirick--The Test and Study Speller: Grammar Grades Book, . .39 TEXTBOOKS FOR JUNIOR HIGH SCHOOLS ENGLISH Thinking, Speaking and Writing: Holman, Clark and Veit--Book I Jameson, Clark and Veit--Book II Knickerbocker, Clark and Veit--Book III MUSIC 1.04, .78 .73 i ig .87 .81 1.36 1 .02 .95 Glenn, Lowry and DeForest--Music Appreciation for Every Child: Junior High School: Teacher's Manual Music Notes, Book IV ^g .36 32 .24 LANGUAGES See High School Texts. SCIENCE See High School Texts. MATHEMATICS See High School Texts. ENGLISH See Essential Language Habits, Elementary Texts; and Written and Spoken English, High School Texts. Erie E. Clippinger--Written and Spoken English: Book I ! 08 .81 .76 BOOk II . J QQ .81 .76 Thinking, Speaking and Writing, Book III. See Junior High School Texts. LANGUAGES LATIN Magoffln and Henry--Latin--First Year--Climax Series,. SPANISH Imbert and Pinol--Fundamentals of Spanish 1.48 1.44 MATHEMATICS Werremeyer and Lake--Minimum Essentials of Mathematics. 1.16 1.11 1 08 .87 1.04 1 01 .81 SILVER, BUEDETTE AND COMPANY 159 Title of Book MUSIC See Junior High School Texts. Usual Lowest Lowest List Whol'e Exch. Price Price Price SCIENCE--PHYSIOLOGY Robert A. Budington--Physiology and Human Life (Edited by Stackpole) 1.56 ENGLISH See Listing above; and -Clark and Hoover--Sentence Building 1.34 HIGH SCHOOL TEXTS ENGLISH Erie E. Clippinger--Composition and Rhetoric, Written and Spoken English, Complete Book 1.52 ENGLISH Literature, Classical Myths that Live Today 1.92 LATI N Lipsky and Wedeck--Narrationes Biblicae Gunnison and Harley--Caesar's Gallic War Gunnison and Harley--Cicero's Orations (with the Impeach- ment of Verres) ,_ .68 1.84 1.96 FRENCH Theophile Gautier--Menagerie Intime Louis J. A. Mercier--Junior French .84 1.68 ECONOMICS Charles Jesse Bullock--Elements of Economics, The 1.60 SPELLING Ward G. Reeder--Two Thousand Spelling Demons .72 MUSIC Gertrude B. Parsons--High School Song Book 1.32 EDUCATIONAL BOOKS James R. Grant--Acquiring Skill in Teaching Frank L. Clapp and Risk--Better Teaching Willis L. Uhl--Materials of Reading Wilson, Kyte and Lull--Modern Methods in Teaching Willis L. TJhl--Principles of Secondary Education Burdette, Ross Buckingham--Research for Teachers :Sarah A. Dynes--Socializing the Child Fries, Hanford and Steeves--Teaching of Literature Robert Lee Morton--Teaching Arithmetic in the Primary Grades Robert Lee Morton--Teaching Arithmetic in the Inter- mediate Grades Agnes Moore Fryberger--Listening Lessons in Music 1 .60 .68 1.80 1 .64 3.00 2.20 1 .68 1 .60 1.80 2.16 1.60 .51 1.38 .63 1.26 1.20 .51 1.35 1.23 2.25 1.65 1.26 1.20 1.35 1 .62 1 .20 1 .06 .48 1.29 1 .37 .69 1 .18 160 THE L. W. SINGER COMPANY, PUBLISHERS THE L. W. SINGER COMPANY, PUBLISHERS Kingsport, Tennessee Listing expires March 6, 1933 I". O. B. Kingsport, Tennessee or Depository at Atlanta, Georgia Title of Book Prose and Poetry--10th Year. Prose and Poetry--9th Year__ Prose and Poetry--8th Year. _ Prose and Poetry--7th Year__ Prose and Poetry--6th Year. . Usual List Price Lowest Lowest Whol'e Exch. Price Price 1 .70 1 .70 1 .30 1 .30 1.10 1 .36 1 .36 1 .04 .96 .88 1 .292 1 .292 .988 .912 .836 SMITH, HAMMOND AND COMPANY 62 Baltimore Place, Atlanta, Georgia Listing expires November 15, 1931 F. O. B. at Altanta, Georgia Title of Book AGRICULTURE Pleasant and Profitable Farming by Paul W. Chapman and L. M. Sheffer Elementary Agriculture for Southern Schools by Robbins and Ireland Agriculture for High Schools by Robbins and Ireland . ~ ~ Farm Crops by Paul W. Chapman and Others _ Live Stock and Poultry by Sheffer, Fitch, Kaupp and Others Horticulture by H. P. Stuckey and C. D. Matthews Methods in Farmer-Training by John T. Wheeler ~ ARITHMETIC Usual List Price Lowest Whol'e Price . ,,1..04 g0 l 60 i 80 x g0 2 40 s ,50 68 1.20 1 .44 1 .44 1 .92 2.00 Lowest Exch. Price .60 1.06 Cotton Mill Mathematics by Thos. H. Quigley and W S smith ;_ 15& 1 .25 Arithmetic Drill Book by Bennett and Conger 75 Arithmetic Drill Book Manual by Bennett and Conger. '."'.'. 1 .25 .60 1 .00 .56 .86 HOME ECONOMICS First Course in Home Making by Maude Richman Calvert. . Handbook for Menu Planning by Gatchell and Helbing PHYSIOLOGY AND HYGIENE 1 20 l .60 .88 1.23 Every Day Living for Boys and Girls by Maude Richman Calvert. Foreword by P. P. Claxton Just Ten Minutes by Eleanor Glendower Griffith 70 64 .52 .48 .48 .45. SMITH, HAMMOND AND COMPANY 161 Title of Book LANGUAGE Allen-Murphy--Language Tests and Drill Exercises: Fourth Grade Fifth Grade Sixth Grade Seventh Grade Usual Lowest Lowest List Whol'e Exch. Price Price Price .15 .15 .15 . -15 .12 .12 .12 .12 MUSIC Two Hundred Songs for Junior and Senior High School (Pupils'Edition) by Jacob Kwalwasser 1.52 1.14 1.05 SPELLING Students' Spelling Manual and Term Record by Algar Woolf oik .15 .12 Standard High School Spelling Scale (Sixty-four Lessons in Spelling) by Simmons and Bixler .40 .30 THE SOUTHERN PUBLISHI NG COM PANY 1033 Young Street, Sante Fe Building, Dallas, Texas Listing expires August 6, 1931 Title of Book AGRICULTURE Field Lore for Young Farmers by Katharine A. Grimes Usual Lowest Lowest List Whol'e Exch. Price Price Price .80 .60 CIVICS Civil Government of the United States by D. D. Wallace .75 .56 Background of American Government by Clarence Ousley 1 .00 .75 Victory Civics Notebook by W. P. Matheney .48 .36 ENGLISH First Book in English by Kern and Noble The Tragedy of Macbeth Edited by A. A. Kern High School English by Kern and Noble Advanced English Grammar by Annie Webb Blanton A Laboratory Manual in Spelling by L. E. Dudley: Part I Part II Part III Part IV 1.20 .90 .81 .60 .45 1.40 1.05 .95 1 .20 .90 -28 .21 -28 .21 .28 .21 .28 .21 GEOGRAPHY Projects and Fr'oblems in Geography by Thompson and Smith: Primary Book .40 .30 Projects and Problems in Geography by Peeler and Newton Elementary Book .40 .30 Western Hemisphere by Peeler and Newton .40 .30 Eastern Hemisphere by Peeler and Newton .40 .30 HISTORY The Beginner's History of Our Country by Harry F. Estill A History of the United States by Hall, Smither and Ousley Getting Acquainted with Georgia by Jennie Akers Blood- worth .80 1 .40 .80 .60 1 .05 .54 .54 1 .02 162 THE SOUTHERN PUBLISHING COMPANY Title of Book Usual Lowest Loweit List Whol'e Exch. Price Price Price Victory Historical Map and Outline Books by Newton and Irving: Early European History .48 .36 Modern European History .48 .36 American History .48 .36 World History ,48 .36 English History .48 .36 United States History .40 .30 Horton--History of the War of 1861, Revised by Mary D. Carter and Lloyd T. Everett 1.40 _ SCIENCE High School Chemistry by Masters and Floyd High School Chemistry Manual by Masters and Willard High School Chemistry Notebook by Masters and Willard: Bound Form Loose-leaf Form Qualitative Analysis of the Common Metals by W. N. Masters MANUAL TRAINING Problems in Elementary Woodworking by Hugo J. P. Vitz 1.60 .80 .56 .56 X .40 1.20 1 .20 .60 .42 .42 1.05 MATHEMATICS Elements of Plane Geometry by W. H. Bruce Elements of Solid Geometry by W. H. Bruce 1.20 .90 .81 .80 .60 .54 PHYSICAL TRAINING Physical Training--A Guide for Teachers by F. R. Sowers 1 .00 READING The Pleasant Land of Play by Maude M. Grant Windmills and Wooden Shoes by Maude M. Grant Pastime Stories for Boys and Girls by Maude M. Grant Uncle Jim the Fire Chief by Angie Ousley Rosser Favorite Stories, by Mabel Lee Cooper: Book IV Book V Book VI Library Edition Little Journeys in America TEACHER'S BOOKS The Observation of Teaching by J. G. Flowers .60 .72 .72 .60 .72 .72 .72 2.00 .72 .45 .54 .54 .45 .64 .54 .54 1.50 .54 .92 SOUTH-WESTERN PUBLISHING CO, Cincinnati, Ohio Listing expires May 19, 1932 Title of Book 20th Century Bookkeeping and Accounting by J. W. Baker: Texts: Complete Text, Parts I, II and III First Year Text, Part I '__ Second Year Texts, Parts II and III Usual List Price 1.48 1.20 1.32 Lowest Lowest Whol'e Exch. Price Price 1 .11 .74 .90 .60 .99 .66 SOUTH-WESTERN PUBLISHING COMPANY 163 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Practice Sets: Introductory Set, Part I with Vouchers 1.23 .96 Introductory Set, Part I without Vouchers .64 .48 Partnership Set, Part II with Vouchers 1.72 1.29 Partnership Set, Part II without Vouchers 1 .00 .76 Corporation Set, Part III with Vouchers 2.00 1.50 Corporation Set, Part III without Vouchers 1 .40 1 .05 2Cth Century Banking Text .60 .45 .30 20th Century Banking Set 2.00 1.50 Cost Accounting Text .40 .30 .20 Cost Acccunting Set 1 .80 1.35 Supplementary Sets: Racio Set without Vouchers .48 .36 Ccremission Set without Vouchers .60 .45 Gaiage Set without Vouchers .80 .60 Bookkeeping and Accounting by J. O. JMcKinsey: Volume I--Series B___ 1.60 1 .20 .80 Volume II--Series B 1.60 1 .20 .80 Blanks for Exercises in Volume I .60 .45 Blanks for Practice Sets I and II .60 .45 Vouchers for Practice Set II .80 .60 Blanks for .V.-ieicises in Volume II .60 .45 Blanks for Px actice Set III .80 .60 Vouchers for Practice Set III 1 .00 .76 Blanks for Practice Set IV .80 .60 Other Commercial Texts: Lessenberry--20th Century Touch Typewriting 1.20 Curry-Rubert---Business Arithmetic, Complete, Revised Edi- tion. 1 .40 Curry-Rubert--Business Arithmetic, Abridged, Revised Edi- tion 1.00 .75 .50 Ross--Business English 1 .00 .75 .50 Ross--100 Lessons in English .60 .45 .30 Peters--Commercial Law 1 .00 .75 .50 Peters--Business Speller .36 .27 .18 Smith--Rapid Calculation .60 .45 .30 IMcKinsey--Business A dministration 1.40 1.05 .70 Rowse-Fish--Fundamentals of Advertising 1 .32 .99 .66 Zu Tavern--Introduction to Business 1 .20 .90 .60 Junior Business Practice Set 1 .20 .90 CHARLIE TILLMAN SONG BOOK COMPANY Listing expires January 2, 1934 F. O. B. Atlanta, Georgia Southern School Book Depository, Inc. Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price The Day School Singer by Charlie D. Tillman: Manilla Binding Cloth Binding Printed in both round and shaped notes. .25 .22 .55 .48 164 THE UNIVERSITY PUBLISHING COMPANY THE UNIVERSITY PUBLISHING COMPANY Lincoln--Chicago--Dallas--New York Listing expires November 14, 1932 F. O. B. at New York City or Chicago, Illinois Title of Book AGRICULTURE Pearson and Watson--Agricultural Projects Record Book.. Quear--School and Home Gardens CIVICS Harman, Tucker and Wrench--American Citizenship Prac- tice Harman, Tucker and Wrench--Shorter Course American Citizenship Practice CLASSICS University Classics Series: The Idylls of the King The Tragedy of Macbeth The Lady of the Lake The Merchant of Venice Wordsworth--Selected Poems Poe--Poems and Tales * Julius Caesar Silas Marner Browning--Selected Poems Hamlet Midsummer Night's Dream Tales of Two Cities Ivanhoe Treasure Island As You Like It Milton--Minor Poems HISTORY Hague and Chalmers--Dramatic Moments in American History Usual List Price Lowest Lowest Whol'e Exch. Price Price .25 .80 .60 .56 1.75 i 20 1 .31 .90 1.23 .84 56 .42 .40 56 .42 .40 56 .42 .40 5Q .42 .40 gg .42 .40 68 .42 .40 6 .42 .40 =g .42 .40 gg .42 .40 =Q .48 .40 56 .42 .40 56 .42 .40 K .42 .40 66 .42 .40 50 .42 .40 QQ .42 .40 j 16 LANGUAGE AND GRAMMAR Howard R. Driggs--Living English: Third Book (Seventh and Eighth Orades) Junior High School, Book I Junior High School, Book II Howard R. Driggs--Live Language Lessons: j 20 .90 .84 100 .75 .70 108 .81 .76 First Book Second B ook Third Book Teacher's Manual 72 7o .54 .54 .50 .50 g6 .72 .67 1O0 .75 METHODS OF TEACHING Howard R. Driggs--Our Living Language Hahn--Projects in Observation and Practice Teaching Nohavec--Normal Music Methods Sherman and Reed--Essentials of Teaching Reading 1.60 1 .20 .80 .60 1 20 .90 .84 1.60 1 .20 PARLIAMENTARY LAW Slaker--The Main Motion 1 00 THE UNIVERSITY PUBLISHING COMPANY 165 Title of Book PLAN BOOKS Teachers' Daily Plan Book, Grade Form Teachers' Daily Plan Book, High School Form Teachers' Rural Plan Book Teachers' Organization Book, for Elementary Schools For Junior and Senior High Schools Usual Lowest Lowest List Whol*e Exch. Price Price Price .50 .50 .50 .60 . .60 READING Prout, Baumeister, Mischler and Renner--Thought Test Readers: Primer .60 .45 .42 First Grade Reader .60 .45 .42 Second Grade Reader .68 .51 .48 Testing Sheets for Second Grade, Complete set of 44 _ .20 .15 Third Grade Reader .76 .57 .53 Testing Sheets for Third Grade, Complete set of 66 .28 .21 Kinscella--Music Appreciation Readers: Book I .60 .45 .42 Book II .72 .54 .50 Book III .80 .60 .56 Book IV .88 .66 .62 Searson, Martin and Tinley--Studies in Reading: Primer -60 .45 .42 Additional Primer -60 .45 .43 First Grade Reader .64 .48 .45 Second Grade Reader . 72 .54 .50 Third Grade Reader .76 .57 .53 Fourth Grade Reader .80 .60 .56 Fifth Grade Reader .84 .63 .59 Sixth Grade Reader .84 .63 .59 Seventh Grade Reader .88 .66 .62 Eighth Grade Reader .96 .72 .67 Teachers' Manual 1 .00 .75 Searson, Martin and Tinley--Card Helps: Phonetic Cards, per set Word Drill Cards, per set Perception Cards, per set Phrase Cards, per set 1.75 2.25 1 .75 2.00 1 .31 1 .69 1.31 1.50 Seat Work Cards, per set .30 .23 Primer Pages, per set Chart Strips, per set .40 3.00 .30 2.25 Driggs--Jacko and the Dingo Boy -64 .48 RECORD BOOKS Caviness--Attendance and Book Register: Six-week Form JsTe-ss-ho--Assignment Class Records: Four-week Form .35 Five-week Form .35 Six-week Form .35 Hayes--Leisure Reading Reports (For Pupils Reporting on Outside Reading) -28 TESTS Wilson--General Survey Tests, Arithmetic: Form One, per set of 25 Form Two, per set of 25 .30 -*. _ .30 Wilson--Inventory and Diagnostic Tests, Arithmetic Addi- tion: Test 3A, per set of 25 .30 Test 3B, per set of 25 .30 166 THE UNIVERSITY PUBLISHING COMPANY Title of Book Test 3C, per set of 25 Test 3D, per set of 25 Subtraction: Test 4A, per set of 25 Test 4B, per set of 25 Test 4C, per set of 25 , Multiplication: Test 5A, per set of 25 Division: Test 6A, per set of 25 Test 6B--Part I, per set of 25 Test 6B--Part II, per set of 25 Progress Language--Form Tests: Form A, per set of 25 Form B, per set of 25 Driggs-Mayhew--National Scales for Measuring Compositions Hague, Chalmer and Kelly--Studies in Conduct: Book II, Fifth and Sixth Grades Wilson--Process Inventory and Diagnostic Tests in Arithmetic, 5 sets, each Driggs-Mayhew--National Scales for Testing Compositions in Elementary Grades Wilson--100% Accuracy in Arithmetic Usual List Price Lowest Lowest Whol'e Exch. Price Price 30 30 30 30 30 30 30 30 30 30 30 25 92 6g Q= 30 05 40 D. VAN NOSTRAND COMPANY, INC. 8 Warren Street, New York City Listing expires March 17, 1931 Title of Book AUTOMOTIVE Fraser & Jones--Motor Vehicles (Revised 3rd Edition) Stone--Electricity and Automotive Vehicles Automobile Shop Mathematics, by Herber Drury Harper TJaual Lowest Lowest List Whol'e Exch. Price Price Price 2.60 4.00 1.50 1.87 3 00 163 2 62 1.18K CHEMISTRY Foster, Elements of Chemistry Foster & Heath--Laboratory Exercises in General Chem- istry 2 00 1.25 1 50 ,94 1 30 88 DRAWING Brahdy--Blue Print Reading Brahdy & Landsman--Construction Drawing Svensen--Art of Lettering Svensen--Essentials of Drafting Svensen--Machine Drawing Zipprich--Freehand Drafting __ _ _ "_""_"" 2.50 2 50 3'60 1 75 2 35 160 1.87 1 87 2.62 1 31 1 69 12o 1.63 1 63 229 1 15 1 48 1 05 ELECTRICAL Johnson & Earle--Practical Test for Electrical Laboratory. __ 2.50 Swoope--Practical Electricity s a0 187 x 87 163 j gg D. VAN NOSTRAND COMPANY, INC. 167 Title of Book MATHEMATICAL Farnsworth--Industrial Mathematics Rider & Davis--Plane Trigonometry Sampson--Practical Mathematics Pad MECHANICAL Berard & Waters--Elements of Machine Design Pratt--Elementary Machine Shop Practice RADIO Stone--Elements of Radio Communication Usual Lowest Lowest List Whol'e Exch. Price Price Price _ 2.50 1 .87 1.63 1 .90 1.42 1.24 1 .25 .94 .82 2.50 2.50 1 .87 1.87 1 .63 1.63 2.50 THE WEBB BOOK PUBLISHING COMPANY St. Paul, Minnesota Listing expires May 28, 1932 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price AGRICULTURE FOR GRADES "Wilson & Wilson--Elements of Farm Practice Conway, Kaufman & Lancelot--Nature in Agriculture 1.20 .90 .84 1.20 .90 .84 AGRICULTURE FOR HIGH SCHOOLS Shutts & Weir--Agricultural Arithmetic J. B. Davidson--Agricultural Engineering C. S. Plumb--Beginnings in Animal Hudbandry Tottingham & Ince--Chemistry of the Farm and Home- _ G. L. Martin--Dairy Laboratory Guide Wilson & Warburton--Field Crops E. C. Parker--Field Management and Crop Rotation S. B. Green--Popular Fruit Growing Lamon & Kinghorne--Practical Poultry Production Whitson & Walster--Soils and Soil Fertility C. S. Plumb--Study of Farm Animals S. B. Green--Vegetable Gardening 1 .00 1 .80 1 .60 1.80 .72 1.80 2.00 1 .50 2.00 1 .60 2.00 1 .50 .75 1.36 1.20 1 .35 .54 1.36 1 .50 1 .12 1 .50 1 .20 1 .60 1 .12 .70 1 .26 1 .12 1.28 .60 1.26 1.40 1.06 1 .40 1.12 1.40 1 .06 HOME ECONOMICS Pearl L. Bailey--Domestic Science: Principles and Application Pearl L. Bailey--Foods: Preparation and Serving !-36 1.02 1.50 1.12 .96 1.06 MANUAL ARTS HIGH SCHOOLS Windoes & Campbell--Architectural Drawing White and Colgrove--Industrial Arithmetic L. M. Roehl--Problems in Carpentry 2.O0 1.00 1 .80 1.60 .75 1.36 1.40 .70 1.26 MANUAL ARTS--RURAL SCHOOLS A. E. Pickard--Industrial Booklets -60 .45 .42 A. E. Pickard--Industrial Work for Boys .60 .45 .42 A. E. Pickard & Marie PTennegren--Industrial Work for Girls. .60 .45 .42 G.L.Wilson--Waheenee: An Indian Girl's Story 1.00 .75 .70 168 WHEELER PUBLISHING COMPANY WHEELER PUBLISHING COMPANY Chicago, Illinois Listing expires November 7, 1933 F. O. B. Chicago, Illinois Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price ARITHMETIC Teaching and Practice Exercises in Arithmetic by Buswell and John: Third Grade Fourth Grade Fifth Grade .36 .27 ,36 .37 ,36 .27 Sixth Grade ,36 .27 LANGUAGE AND GRAMMAR Better English Habits by Blount & Northup: Three-Book Series: Book I--Grades 3 and 4 Book II--Grades 5 and 6 Book III--Grades 7, 8 and 9 Teachers' Manual for Book I Teachers' Manual for Book II Teachers' Manual for Book III Six-Book Series: Third Year Fourth Year Fifth Year Sixth Year , Seventh Year Eighth Year .84 63 .60 .88 66 .63 .96 73 .69 ,48 36 .48 36 .48 36 .64 48 .45 . 64 48 .45 .64 48 .45 ,64 48 .45 ,64 48 .45 .84 63 .60 READING The'silent Reading Hour by Buswell & Wheeler: Primary Book .12 First Reader, Pupils' Edition .66 Second Reader, Pupils' Edition .72 Third Reader, Pupils' Edition .78 First Reader, Teachers' Edition with Manual, Intro- 09 50 .45 54 .49 59 .54 ductory Lessons and Lesson Outlines .78 Second Reader, Teachers* Edition with Manual and Lesson Outlines .84 63 Third Reader, Teachers' Edition with Manual and Lesson Outlines The Child's Own "Way Series by Marjorie Hardy: .90* 68 The Little Book--Preprimer Sally and Billy--Preprimer Wag and Puff--Primer Surprise Stories--First Reader 3STew Stories--Second Reader Best Stories--Third Reader First Grade M anual Second and Third Grade Manual Accessory Material: .24 .24 .60 .60 .76 .84 Postpaid Postpaid 18 18 45 .42 45 .43 57 .54 63 .60 80 80 Hardy--Chart Card Holder Postpaid 2.60 Word and Phrase Card Inserts: Primer Set Postpaid 2 .00 First Reader Set Postpaid 1.00 Short Exposure Phrase Cards--First Grade, Complete Set of 123 Cards Postpaid 3 .00 WHEELER PUBLISHING COMPANY 169 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Practice Exercises in Careful Silent Reading: Set One--First Grade .. .25 .20 Set Two--Second Grade .25 .20 Third Grade Silent Reading Cards Postpaid 1 .70 {650 Cards for Seat Work) Rapid "Word Changer--Second Grade Postpaid 1.00 Wheeler--Literary Readers, with Interpretations by Crane and Wheeler: A Fourth Reader .84 63 .68 A Fifth Reader .84 63 .58 A Sixth Reader .96 73 .67 A Seventh Reader .96 73 .67 A Eighth Reader .96 73 .67 Burton Holmes--Travel Stories, Edited by Holmes and Wheeler: Eunice Tietjens--Japan, Korea and Formosa 1.28 96 .91 Susan Wilbur--Egypt, and the Suez Canal 1.28 96 .91 Charts: Charts for Civics, Geography, Arithmetic and General Science, by Fay Campbell .60 THE JOHN C. WINSTON CO. Philadelphia, Pennsylvania Listing effective August 11, 1929; expires August 11, 1934 F. O. B. Philadelphia, or Atlanta, Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price READING Firman and Gehres--The New Winston Readers: New Prim r New First Reader New Second Reader New Primer Manual (Interleaved) New First Reader Manual (Interleaved) New Winston Primer Accessory Material: New Winston Primer Chart Phrase Cards Word Cards Action-Sentence Cards Phonetic Cards Winston Card Holder New Winston First Reader Accessory Material: Phrase Cards Word Cards Action--Sentence Cards Phonetic Cards Firman and Gehres--The Winston Readers: Pre-Primer--Work and Play Pre-Primer^My Book Primer First Reader Second Reader Third Reader .60 .45 .42 .60 .45 .43 .68 .51 .48 .96 .73 .96 .73 5.00 3 00 2 80 230 53 400 3.75 3.35 3.10 1.65 .39 3.00 2 80 2 80 2 30 63 3.10 3.10 1.66 .39 13 .09 13 .09 56 .43 .40 56 .43 .40 63 .47 .44 66 .50 .47 170 THE JOHN C. WINSTON COMPANY Title of Book Usual Lowest Lowest List Whol'e Kxch. Price Price Price Fourth Reader Fifth Reader Primer Manual (Interleaved) First Reader Manual (Interleaved) Second Reader Manual Third Reader Manual Winston Primer Accessory Material: "Word Cards Word Group Cards Phonogram Cards Review and Drill Chart Seat Work, 12 env., each Outline Pictures--Little Red Plen Outline Pictures--Boy and Goat Colored Pictures (IS in package) Winston First Reader Accessory Material: Word Cards Word Group Cards Phonogram Cards _. Review and Drill Chart Seat Work (13 packages) each Winston Second Reader Accessory Material: Phonogram Cards.. Winston Third Reader Accessory Material: Phonogram Cards Test and Practice Material: Primer Unit I Primer Unit II .. First Reader Unit I First Reader Unit II mm Manual for Test and Practice Material Firman and Genres--The Winston Companion Readers: Companion Primer Companion First Reader Companion Second Reader Companion Third Reader Lewis and Rowland--The Silent Readers: First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader Seventh Reader Eighth Reader First Reader Manual (Interleaved) Second Reader Manual (Interleaved) Third Reader Manual Manual, Grades 4, 5 and 6 Manual, Grades 7 and 8 Silent First Reader Accessory Material: Individual Practice Material Individual Practice Material Manual Flash Cards: Word Cards Phrase Cards Sentence Cards: Action Sentences Right or Wrong Statements and Yes or No Questions Factual Questions and Completion Sentences .74 .80 .98 .96 .32 .32 2.20 .80 .80 3.00 .04 .16 .16 1 .60 .84 .44 .44 2.40 .04 .44 .44 .16 .16 .20 .20 .20 .56 .56 .62 .66 .60 .62 .72 .78 .82 .84 .86 .88 .84 .84 .32 .32 .32 .36 .10 .96 .96 .80 .80 .80 .56 .60 .72 .72 .24 .24 1.65 .60 .60 2.25 .03 .12 .12 1 .20 .63 .33 .33 1 .80 .03 .33 .12 .12 .15 .15 .15 .42 .42 .47 .50 .45 .47 .54 .59 .62 .63 .65 .66 .63 .63 .24 .24 .24 .27 .08 .72 .72 .60 .GO .GO .52 .56 -- --.-- THE JOHN 0. WINSTON COMPANY 171 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price Silent Second Reader Accessory Material: Individual Practice Material Individual Practice Material Manual Flash Cards: Word Cards __ Phrase Cards Sentence Cards: Right or Wrong Statements and Yes or No Questions Factual Questions and Completion Sentences J. E. Fryer--The Young American Readers: Our Home and Personal Duty Our Town and Civic Duty Community Interest and Public Spirit The Winston Clear-Type Popular Classics: Mother Goose Rhymes Pinocchio :_ Folk Tales from the Far East Alice's Adventures in Wonderland Grimm--Fairy Tales Andersen---Fairy Tales Heidi Robinson Crusoe Black Beauty King Arthur and His Knights Bible Stories Robin Hood Hans Brinker Little Men Old-Fashioned Girl The Arabian Nights The Man Without a Country Treasure Island The Story of a Bad Boy Little Women Kidnapped Tales from Shakespeare Myths and Legends of Greece and Rome The Child's Garden of Charming Books: Aesop's Fables Cinderella, Little Red Riding Hood, and Jack the Giant Killer A Child's Garden of Verses Little Lame Prince Dog of Flanders Jackanapes Rip Van Winkle and The Legend of Sleepy Hollow. _ Romance of Science Series: Our Insect Friends and Foes Our Bird Friends and Foes Our Animal Friends and Foes Pupil's Permanent Reading Record: Chamberlayne and Ahles .36 .10 .72 1 .40 .80 .80 .66 .74 .80 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 .88 62 62 62 52 52 52 80 80 80 .27 .08 .54 1.05 .60 .60 .50 .56 .60 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .66 .39 .39 .39 .39 .39 .39 .60 .60 .60 ---- ARITHMETIC Brueckner, Anderson, Banting and Merton--The Triangle Arithmetic: Book I--Grades 3 and 4 .80 .60 .66 B ook II--Grades 5 and 6 .80 .60 .56 Book III--Grades 7 and 8 .96 .72 .68 172 THE JOHN C. WINSTON COMPANY Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price The Triangle Arithmetics--Without Color--State Adopted Books: Book I--Grades 3 and 4 Book II--Grades 5 and 6 Book III--Grade 7 .53 .53 .64 .50 .60 .60 CIVICS Ziegler and Jaquette--Our Community John P. Smith--Our Neighborhood King and Barnard--Our Community Lite Hagedorn--The Ten Dreams of Zach Peters .90 .90 1.48 .88 .68 .68 1.11 .66 .63 .63 1.04 VOCATIONAL CIVICS Ziegler and Jaquette--Choosing an Occupation 1.20 .90 .84 Ziegler and Jaquette--Our Community and Its Occupations .88 .66 .62 GEOGRAPHY J. Russell Smith--Home Folks J. Russell Smith--Human Geography: Book I--Peoples and Countries Book I--Parti Book I--Part II Book I--Teacher's Manual Book II--Regions and Trade Book II--Parti Book II--Part II Book II--Teacher's Manual Reference Books and Supplementary Readings HISTORY Burnham--Hero Tales from History Burnham--Our Beginnings in Europe and America Burnham and Boyd--History of The United States for Schools 1.16 1.36 92 g2 .40 1.72 1.04 1.04 .40 .60 .90 .96 j 68 .87 1.02 69 .69 .30 1.29 .78 .78 .30 .45 .68 .72 j 2S .82 .96 65 .65 1.21 .73 .73 .63 .68 ! 18 SPELLING Suhrie and Koehler--The Spell-To-Write Spelling Books: Four-Book Edition--Book I Four-Book Edition--Book II Four-Book Edition--Book III Four-Book Edition--Book IV Two-Book Edition--Books I-II Two-Book Edition--Books III-IV Teacher's Manual .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 28 .60 .45 .42 .60 .45 .42 1.00 .75 DICTIONARIES The 'Winston Simplified Dictionaries: Primary Edition Intermediate Edition--Special Advanced Edition Advanced Edition, Indexed The Winston Simplified Dictionaries: Intermediate Edition--Regular .80 2.64 2.88 1.20 .60 .89 1.98 2.16 .90 .55 84 1 93 2.10 ENGLISH LANGUAGE AND GRAMMAR Beveridge, Ryan, and Lewis--English for Use: Book I--Grades 3 and 4 Book II--Grades 5 and 6 Book III--Grades 7 and 8 .76 .57 .54 .80 .60 .56 .88 .66 .62 THE JOHN C. WINSTON COMPANY 173 Title of Book Usual Lowest Lowest List Wliol'e Exch. Price Price Price Simons, Orr, and Given--Better English for Speaking and Writing: Book I .76 .57 .54 Book II .80 .60 .56 Book III .88 .66 .62 HIGH SCHOOL ENGLISH Allen and Harvey--The Mastery of English: Book I Book II Teacher's Manual for Book I Lewis and Lynch--Grammar to Use The "Winston Companion Classics: Silas Marner Treasure Island Julius Caesar The Tempest ' Twelfth Night Macbeth Midsummer Night's Dream The Merchant of Venice The Last of the Mohicans The Odyssey Idylls of the King Readings from the Old Testament Shakespeare--Complete Works---Edited by Frederick D. Losey 1.48 1.48 .20 . 72 .56 .56 .56 .56 .56 .56 .56 .56 .72 .72 .56 .56 2.40 1.11 1.11 .15 .54 .42 .42 .42 .42 .4 .42 .42 .42 .54 .54 .42 .42 1.04 1 .04 MATHEMATICS Engelhardt and Haertter--First Course in Algebra Strader and Rhoads--Plane Geometry 1 .36 1 .40 1 .02 1 .05 COMMERCIAL SUBJECTS Kirk and Waesche--Junior Training for Modern Business: Text, Complete Text, Part I Text, Part II Business Forms, Part I, Informational Business Forms, Part II, Vocational Arithmetic Supplement Teacher's Manual Kirk and Street--Bookkeeping for Modern Business: Elementary Course--Text Business Papers--Incoming Vouchers -__ Incoming Vouchers--October Incoming Vouchers--November-December Business Forms Business Forms--October Business Forms--November-December Blank Books I-II Blank Books III-IV Teacher's Reference Book, Key Advanced Course--Text -_ Wholesale Furniture Outfit Commission Business Outfit Teacher's Reference Book, Key L. H. Cadwallader^Business Forms and Customs for Every- day Use -_- Budget of Exercises and Review Questions L. H. Cadwallader--Practical Exercises in Filing 1.40 1.00 1 .00 .60 .68 . 28 1.00 1 .40 .60 .14 .46 .80 .21 .59 .46 .46 .80 1.12 1.32 1 .40 .80 1.20 .40 1.68 1 .05 .75 .75 .45 .51 .21 .75 1 .05 .45 .11 .35 .60 .16 .45 .35 .35 .60 .84 .99 1 .05 .60 .90 .30 .98 .70 .70 "--- .98 .79 ---- .84 174 THE JOHN C. WINSTON COMPANY Title of Book Kirk and. Mumford--Dictation for Modern Business: Benn Pitman Edition Isaac Pitman Edition Gregg Edition Teacher's Edition Usual Lowest Lowest List Whol'e Exch. Price Price Price 1 .40 1 .05 .98 1.40 1.05 .98 1.40 1.06 .98 .40 .30 LATIN L. D. Whittemore--Elementa Prima (Revised Edition). Teacher's Manual 1 .62 .32 1 .14 .24 1.07 MODERN LANGUAGES deSauze--Cours Pratique de Francais Pour Commencants Cours Pratique de Francais Pour Commencants Avec Trans. Phon Cleveland Plan (Manual) Verbes Irreguliers__; deSauze & True--Grammaire Francaise E. B. deSauze--Contes Gais Foure--Le Voyage de M. Perrichon Lory--Hector Malot's Romain Kalbris G. Cherubini--Curso Practico de Espanol Para Principiantes _ G. Terzano--Espana Y La America Espanola F. Caballero--TJn Servilon TJ TJn Liberalito Cuentos Alegres--IN". L. Wesinger, Ed La M orisca--Ruth Lansing, Ed 1 .60 1 ,60 .40 ,60 1 .50 .88 .76 .90 1.60 1.40 1 .00 .88 . 60 1 .20 1.20 .30 .45 1 .13 .66 .57 .68 1 .20 1.05 .75 .66 .45 MUSIC The David Bispham Song Book Downes and Marshall--Community Chorus Book Swinford and Stratton--Music in the Air 1.00 .75 .16 .12 .20 .15 MISCELLANEOUS U. L. Light--Class Record Book Forbush and Allen--The Book of Games .80 2.00 .60 1.60 WORLD BOOK COMPANY 424 W. Peachtree Street, N. W., Atlanta, Georgia Listing effective June 16, 1G29; expires June 16, 1934 Title of Book CIVICS Foote--Directed Civics Study Usual Lowest Lowest List Whol'e Exch. Price .76 ENGLISH Haggerty--Reading and Literature: Book I Book II Book III Riddlesbarger-Cotner--Easy English Exercises Wohlfarth-Mahoney--Self-Help English Lessons: First Book Second Book Third Book--with Grammar Summary 1.36 1 .36 1 44 .96 ,76 .88 1.00 1.02 1 .02 1 .08 .72 .57 .66 .75 .952 .952 1 .008 .673 .532 .616 .70 WORLD BOOK COMPANY 175 Title of Book Usual Lowest Lowest List Whol'e Exch. Price. Price Price GEOGRAPHY Huntington-Cushing--Modern Business Geography 1.96 1 .47 1.373 HISTORY E-obbins--School History of the American People Scheck & Orton---Directed History Study: Book I Book II Book III 1.73 .53 .56 .56 1 .39 .39 .43 .43 1.204 MATHEMATICS Clark-Otis^Modern School Arithmetics: Book I Book II Schorling-Clark--Modern Mathematics: Seventh School Year Eighth School Year Modern Algebra--Ninth School Year _ Modern Algebra--First Course Clark-Otis--Modern Plane Geometry Modern Solid Geometry i Modern Plane and Solid Geometry .80 .88 .88 .88 1.36 1.36 1.36 1 .30 1.60 .60 .66 .66 .66 1 .02 1.02 1 .02 .90 1 .20 .56 .616 .616 .616 .952 .952 .952 .84 1 .12 PHYSIOLOGY Lippitt--Personal Hygiene and Home Nursing Lummis-Schawe--Health Readers--"With Colored Illustra- tions : The Safety Hill of Health Building My House of Health The Road of Health to Grown-TJp Town Lummis-Schawe--Health Readers--"With Black and White Illustrations: The Safety Hill of Health Building My House of Health The Road of Health to Grown-Up Town Ritchie--Primer of Hygiene--Third Revision Primer of Sanitation--Third Revision Primer of Physiology--Third Revision Primer of Hygiene and Sanitation^Third Revision Human Physiology 1 .40 .68 .72 .76 .54 .59 .64 .80 .84 .88 .88 1 .40 .51 .64 .57 .405 .441 .477 .60 .63 .66 .75 .05 .56 .688 .616 .98 READERS Suhrie-Gee--Story "World Readers: Story-Folk Story-Fun Story-Friends Story-Adventures Tippett--The Singing Farmer .68 .61 .73 .64 .76 .57 .84 .63 .68 .61 SCIENCE Blaisdell--Exercise and Review Book in Biology Bruce--High School Chemistry Laboratory Manual of High School Chemistry Gordon--Introductory Chemistry Washburne--Common Science 1.30 1 -68 .76 2.30 1 .56 .90 1.26 .57 1.65 1 .17 1.54 1 .092 SOCIOLOGY Hart--Social Life and Institutions Ross--Civic Sociology 1.80 1 -80 1 .35 1.35 1 .26 1 .26 176 WORLD BOOK COMPANY Title of Book SPELLER Thorndike-Wohlfarth--Growth in Spelling: Book I Book II Wohlfarth-Rogers--New-World Speller, Revised Edition: First Book Second Book Third Book "Usual List Price Lowest Lowest Whore Exch. Price Price 48 .36 .336 S3 .39 .364 52 .39 .364 52 .39 .864 52 .39 .364 ZANER-BLOSER COMPANY Columbus, Ohio Listing expires June 3, 1932 Title of Book Usual Lowest Lowest List Whol'e Exch. Price Price Price CORRELATED HANDWRITING BOOKS Freeman--Correlated Compendiums 1 to6 Freeman--Correlated Practice Books 1 to 6 Freeman--Correlated Junior High School Manual Freeman--Correlated Teachers' Manuals lto6 Per Doz. Per Doz. 1.60 1.20 1.92 1 .44 2 .40 1 .80 1 .80 1 .35 ZANER-BLOSER METHOD WRITING BOOKS Zaner--Method Compendiums 1 to 8 Zaner--Method Practice Books lto8 Zaner--Method Teachers' Manuals lto8 Zaner & Bloser--Manual 96 Zaner--Method Manual 144 Plain Useful Lettering Primary Rural Teachers' Manual Handwriting Scales and Standards, Nos. 1, 3 and 5 Penmanship Records, per set Hand Position Chart Funny Fable Folk Perception Strips Perception Letters 1.12 1.60 1.60 2 .40 2 .40 2.40 2 .40 1.76 13.35 2.88 6.00 10 .88 16 .00 .84 1.20 1.20 1 .80 1 .80 1.80 1 .80 1.32 10.OO 2.16 4.50 8 .17 12 .00 INDEX Allyn and Bacon Ambrose and Company, F. M American Book Company American Viewpoint Society, Inc Appleton and Company, D Benson and Company, W. S Birchard and Company, C. C Bobbs-Merrill Company Century Company, The Clanton & Webb Company Doubleday, Doran and Company, Inc Farquahr & Albright Company Funk and Wagnalls Company Ginn and Company Globe Book Company Gregg Publishing Company, The Hall and McCreary Company Harcourt, Brace and Company, Inc Heath and Company, D. C Hinds, Hayden and Eldredge, Inc Henry Holt and Company Houghton Mifflin Company Iroquois Publishing Company, Inc Johnson Publishing Company Laidlaw Brothers, Inc Laurel Book Company Lippincott Company, J. B Little, Brown & Company, Inc Lustrat, Eleanore Lyons and Carnahan Macmillan Company, The Manual Arts Press, The Mentzer Bush and Company Merrill Company, Charles E Newson and Company Oxford Book Company Oxford University Press Palmer Company, The A. N Practical Drawing Company Rand, McNally and Company Row, Peterson and Company Rowe Company, H. M Sanborn and Company, Benj. H Scott Foresman and Company Scribner's Sons, Charles Silver, Burdett and Company Singer Company, The L. W Smith, Hammond and Company Southern Publishing Company Southwestern Publishing Company Tillman Song Book Company, Charlie University Publishing Company Van Nostrand Company, D Webb Publishing Company Wheeler Publishing Company Winston Company, John C World Book Company Zaner-Bloser Company Number 3_8 ZZ~ 8-9 " 9-36 36-37 37-40 40-41 ~~ 41 " 42-43 ~ 43-45 ZZ~ 45 . 45-46 46-48 ~ 49 ~ 49-62 """" 62-63 ZZZZZZZ 63-68 68 Z 69 ZZ" 69-87 "" 87-89 89-90 ZZ~ 90-91 Z Z 91-94 ~ 94-95 ZZ 95-96 " 97 ZZ 97-101 Z 101-102 ZZI 102 Z 102-104 Z_ 105-116 Z_ 116-117 117-118 ZZ 118-122 " 122-123 123-124 ~ 125-132 ZZ" 133 Z 133 134-142 Z" 142-144 "_" 144-146 Z 146-149 '__'_ 149-153 " 153-156 156-159 "_'_'_ 160 160-161 161-162 162-163 Z 163 164-166 166-167 167 168-169 169-174 174-176 176 GEORGIA State School Items Published by the State Department of Education VOL. VI. MARCH, 1929 No. 3 THE FINANCIAL SITUATION OF GEORGIA PUBLIC SCHOOL SYSTEM M. L. DUGGAN 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. ADDRESS DELIVERED BY M. L. DUGGAN, STATE SUPERINTENDENT OF SCHOOLS, AT THIRTYFIFTH ANNUAL SESSION OF SUPERINTENDENTS AND COUNTY SCHOOL OFFICIALS CONVENTION AT SAVANNAH, GEORGIA, EVENING OF APRIL 17, 1929 As a result of an address delivered by Hon. Martin V. Calvin for the Georgia Teachers' Association in Atlanta, August, 1869, a committee composed of Dr. Gustavus J. Orr, Superintendent Bernard Mallon, John N. Bonnell, Martin V. Calvin and D. W. Lewis were appointed to "outline a plan for the establishment of a public school system for Georgia." A special meeting of the Executive Committee of the Association was held in Macon in November of the same year to which this report was made and by which it was unanimously approved. The report thus approved by the Executive Committee was made to the Georgia Teachers' Association in session in Savannah on May 3, 1870. Much time was given to its discussion and, after being amended in minor particulars, the Association instructed a committee consisting of Dr. Gustavus J. Orr, Bernard Mallon, W. D. Williams, Shelton P. Sanford, J. M. Bonnell, J. 0. A. Clarke and John B. Gordon to draw up a memorial to the Senate and House of Representatives of the State of Georgia embodying the recommendations of the report as adopted. Among other important recommendations embodied 'in this memorial is was strongly urged "THAT NO SCHOOLS BE INAUGURATED UNTIL FUNDS NECESSARY TO SUSTAIN THEM FOR AT LEAST SIX MONTHS IN THE YEAR ARE RAISED." It was added that "your memorialists are confident that you will agree with them that the establishment of schools only after provision has been made for their continuance for at least six months is not one of the least advantages of the system now under consideration." The reults of this memorial and other activities was the enactment of the first code of school laws providing for our present public school system which was approved by the Governor on October 13, 1870, to go into effect with the beginning of the calendar year 1871. Ignoring the very important business-like recommendation of the Committee, the General Assembly in this Act provided that an uncertain amount be allocated from certain sources expected to be collected around the end of the year should comprise the public school fund with which to pay the common school teachers and officers for the services rendered during the year. In February, 1872, Dr. Orr, Georgia's State School Commissioner, issued an official circular letter to the county school commissioners beginning as follows: "I propose to give certain information to those interested in public schools to be inaugurated for the year 1872 and to those who have rendered services in the schools for the past year and are still unpaid." In this official letter, and in several others like it, he named the certain sources from which the public school fund under the law had been allocated in uncertain amounts and called attention to the various actions by the heads of several Departments in misinterpreting these allocations and resultant delays and uncertainties in securing the funds therefrom for the purpose of paying public school teachers who had already rendered services. Quoting further from the same official letter, Dr. Orr states, "It is impossible for me to tell when this money will be ready for distribution because of the great uncertainty as to what is due the school fund and the impossibility of ascertaining what portion of this is now in the State Treasury." Again Dr. Orr addressed an official bulletin to "School Officers, Teachers and the Public" in which he deplores the fact that Georgia's public schools were required to operate on a credit system and says, "It gives me no pleasure to speak of the blunders, to use no harsher term, in the management of this great interest, but justice to the taxpayers, the suffering teachers, and to the children now growing up, demands the utmost plainness of speech." At the beginning of October, 1872, he addressed another official communication to the school officers and teachers, in which he said, "on account of the unsatisfactory conditions of the State school finances I have continued to discourage the opening of the schools. My advice to you still is to attempt nothing in the way of actual school work for the remainder of the year," and he calls attention to "an Act to provide for the payment of the debt due to teachers and school officials who did services under the school law in the year 1871." He urges the passage of this Act upon the grounds that the whole amount of allocated school funds "had been diverted to other uses", and says, "to replace this by taxation it would be necessary to nearly double the state tax rate." Our public school system was imported into the State from New England during the Reconstruction period which immediately followed the Civil War. Under the circumstances of that period nothing coming from New England could have been popular, however worthy. The present generation can hardly realize and understand the problems of that period. The public school system was an adopted infant and was badly treated. It was unimportant on account of its meager and insufficient support and under existing circumstances few citizens cared much about it. Only a handful of educational statesmen with Dr. Gustavus J. Orr as their leader saw in it the beginning of a system of public schools that would eventually supply the only means of education to all of the children of the State, and therefore its importance as the foundation for such a system. Our public school system has grown in importance as it has in- creased in legislative appropriations for its support. In its beginning its means of public support amounted to around one-fourth million dollars; today there is apportioned to it from state support alone approximately six and one-half million dollars, or about twenty-six times as much. It has long since become practically the only means for the education of all the children of all the people, for rich and poor alike are dependent upon educational facilities offered to them through our public schools. Difficulties and embarrassments incident to delayed payments were comparatively slight and unimportant when the amounts promised were so small and insignificant. The difficulties and embarassments incident to delayed payments now are greater in proportion to the increased amounts for which the public schools have to wait and the increased dependence of the public upon these schools for the education of their children. Having started our public school system on a credit system against the earnest protests of the educational leaders of more than half a century ago, there has been no improvement in the manner or methods of paying legislative appropriations, except in a recent Constitutional amendment which authorizes the Governor at his discretion to borrow a limited amount against the general appropriation for the schools for the more prompt payment of teachers and the specific allocation monthly as collected of the part of the tax on sale of gasoline for payment on the equalization fund. With these two very recent exceptions our public school system is still undertaking to do business on a credit system as at the beginning, in so far as state appropriations are concerned. Furthermore, it appears from investigation that it has been the Common practice for all of these years and still persisting up to the current year to discriminate against the public school system in paying legislative appropriations when the funds in the Treasury were insufficient to pay all in full. Always other legislative appropriations have been given precedence in discharging the State's obligations and the public school system has had to wait until all others were paid in full. I have been unable to find a law anywhere to justify this unfair practice. It had been a custom until it had grown into such a firmly fixed habit that it can be changed only over violent protests. I have found nobody who defends such practices or offers any reason whatever for it other than that it has always been the custom. I do not understand why friends of the public schools have so long submitted to such unfair treatment. The funds now provided by the State for annual public school support consist of a legislative appropriation to the general fund of $5,003,200.00, and the tax of one cent per gallon on sales of kerosene and one-half cent on gasoline which is specifically allocated to payment of the equalization fund and which amounts to approximately $1,250,000.00. Besides this Legislative allocation, whatever 5 money is borrowed by the Governor undei constitutional authority for the prompt payment of teachers becomes by the terms of its loan an allocation to the general school fund. (See Georgia Code, section 6559.) These two allocated funds when covered into the Treasury cannot properly and legally be paid out for any other purpose than that to which they are allocated. The Georgia Civil Code of 1911 in defiining the duties of the State Treasurer in section 8, paragraph 8, says, "He shall pay all funds pledged to the payment of the public debt, or interest thereon, or to any object of education, to these objects only, and in no wise to any other purpose." I have repeatedly filed protests against the illegal diversion of any allocated school funds and called attention to the above-quoted section of the Civil Code of Georgia. Is not all poll tax also a fund allocated by the Constitution to support of the common schools? The State Constitution, Art. VIII; Section III, Paragraph I, distinctly says: "The poll tax, any educational fund now belonging to the State (except the endowment of, and debt due to, the University of Georgia), a special tax on shows and exhibitions and on the sale of spirituous and malt liquors, which the General Assembly is hereby authorized to assess, and the proceeds of any commutation tax for military service, and all taxes that may be assessed on such domestic animals as from their nature and habits, are destructive to other property are hereby set apart and devoted for the support of common schools." When were these Constitutional allocations to the common school support repealed? Why are we not still entitled to the $400,000.00 poll tax annually paid to the State Treasury? Georgia Code, section 6555 says, "No poll tax shall be levied except for educational purposes." To give a concrete example of the conditions under which our public school system has been struggling for so long we may cite the present situation with reference to the calendar year 1928, although this may be an extreme example. The legislative general appropriation for the support of the common schools for 1928 was $5,003,200.00. The total amounts paid against the requisitions for this fund to date aggregate only $3,453,315.15. This amount paid to date was derived solely from the $3,708,000.00 borrowed from the banks in March, 1928, under the Governor's borrowing power. Not one cent other than the above has yet been paid upon the appropriation of the $5,003,200.00, and there is still a balance due upon that appropriation of $1,549,884.85, as shown by the State Treasurer's books. This balance is a sacred obligation of the State, provision for the payment of which will undoubtedly be made at some uncertain future date. Meantime much demoralization and closing of schools have resulted. But for the full payments made upon the equalization distribution from the allocated 0 fuel oil taxes the situation would have been even worse than it is. None of the Barrett-Rogers State aided schools have yet been paid their extra aid for 1928. This alone amounts to about four hundred thousand dollars, in addition to the unpaid 25 per cent of the entire appropriations for 1928. As to the allocated equalization fund there has been paid into the Treasury during the months since September 1, 1927, an aggregate of $1,859,742.25, of which $1,828,610.46 has been distributed and a balance of $31,131.79 still remains in the Treasury at this date. About the first of February last I was informed that the Governor had ordered the allocated gas tax "set aside" and held in the Treasury for the payment of the equalization fund, and on March 27th announcement was made that thereafter payments on legislative appropriations (except allocated funds and certain preferred claims) would be pro-rated on equal and common basis of 70 per cent untH funds were available for full payments. These administrative policies in so far as they go should be satisfactory, but legislative provision for full and prompt payments of all common school funds is still needed. One-half century of trying to run our public schools on a credit basis is long enough. THE GREATEST NEED OF OUR PUBLIC SCHOOL SYSTEM IN GEORGIA IS OPERATING CAPITAL TO ENABLE US TO DO BUSINESS ON A CASH BASIS. Small salaries are unsatisfactory; delayed payments of small salaries are discouraging; but uncertainty as to when payment on such salaries can be expected is demoralizing to the entire public school system. If every teacher to the remotest little rural school could go to their work with full assurance and confidence that their salaries would be paid by the State promptly at the end of each month they would be inspired to such courage that the efficiency of their work would be greatly incrased. Discouraging situations never make for increased efficiency. I repeat it--The greatest need of our public school system is operating capital. In the absence of other means of providing the needed operating capital I would suggest a State bond issue for the purpose to be used solely as permanent revolving fund to enable prompt payments. Given the opportunity of voting upon a small bond issue for this purpose apart from any other bond issue the friends of the common schools will ratify it by an overwhelming majority. If it can be provided by other certain means I shall be satisfied. A little investigation will show that interest on the State bonds will amount to much less annually than that exacted upon funds borrowed under the Governor's borrowing power for teachers. THE EQUALIZATION FUND The outstanding achievement for our public school system during the past few years was the securing and distributing to the counties of the Equalization Fund. The great need of special fund for equalizing educational opportunities of the State's children had long been recognized and sought by the State Department of Education and by the Georgia Education Association. Nearly all states had provided such funds, and no one administration in Georgia can claim the credit for it. During the administration of my immediate predecessor the General Assembly in 1926 passed an Act calling for the appropriation by future Legislatures, and giving directions for its equitable distribution for "more nearly equalizing educational opportunities as between the counties." It was well that the Act used the terms "more nearly" for the limited amount of the funds provided could not be expected to completely equalize. It will be notd that the Act indicated that the distribution be made to counties and independent systems, and not to individual schools. Under present laws the problem of distribution to the schools is a function of local county boards of education. The equalization fund has been distributed according to directions of the law to 148 counties and several independent systems in amounts ranging from $1,000.00 to $10,000.00, and has served to help these counties in time of need. The plan upon which this distribution was made, besides follow- ing the directions of the Equalization Act, is based upon the experiences of other Southern States and constructive suggestions from many friends of the public schools within our own State. Basing the "Education needs" upon average daily attendance has already increased the attendance by about 25,000 for every day the schools were in session. The distribution under the plan adopted was made by State School Auditor, Tom Wisdom, who also had much to do with perfecting a plan, and has met with general approval throughout the State. But it is the source of this fund that I want to speak of briefly. The Wilhoit Gas Bill definitely allocated "for the payment of the educational equalization fund" one cent a gallon tax on the sales of kerosene, which was a newly imposed tax for this purpose, and half a cent of the tax on sales of gasoline. This latter had formerly gone to the payment of salaries of the many oil inspectors with the balance, if any, to the general treasury. None of it had ever gone to the highways. This fund was approximated one and a quarter million dollars per annum, and has served the rural schools of Georgia in their day of greatest need. It has been the salvation of many of them. There are some who insist that this fund should be taken away from the schools and given to the roads. Their sole argument is that the tax on gas used for transportation over the public highways should be used to build and improve the highways. If the argument is a good one it is limited to the proportion so used. S Seven-eights of the tax on gas now goes to the highways and one-eighth to the Equalization Fund. It is conservatively estimated that much less than seven-eights of the gas sold is used on the highways. The results of official investigations made in some of the States indicated that about three-fourths of the total amount is used on public roads, and it would not be unreasonable to ask for an allocation of one-fourth of tax on gas sales for the educational equalization fund. Public schools are as important as public roads. The Georgia General Assembly will never abolish the effort to equalize educational opportunity nor lessen its support. The fund for this purpose deserves to be greatly increased. North Carolina Legislature last month increased that State's equalization fund from $3 000 000.00 to $6,500,000.00. Georgia has 867,995 children to educate against North Carolina's 817,921. ABOLISH SCHOOL DISTRICTS Next to finances the most serious problem in our public school administration is the local school district. Legal and administrative difficulties arising from the division of the county into small school district taxing units, the election and qualifications of local trustees, consolidations, district taxation, district bond issues for building school houses, the addition of territory to local school districts etc., greatly retard rural educational progress and supply the courts more litigation than any other phase of our public school system. Besides, there are great inqualities in ability of small taxing units for school support. This is particularly apparent where large corporate properties are located in some school districts while absent from others- Besides simplifying and improving the school organization the abolishment of the five mills taxing power of local school districts and the increasing by the same amount the maximum taxing powers for school support of the counties would greatly facilitate the equalization of educational opportunities within the counties. The State equalization fund is expressly for the purpose of "more nearly equalizing educational opportunities as between counties." Abolishment of the local district taxing powers and proportionately increasing the counties' taxing powers for school support would "more nearly" equalize education opportunities as between the schools within the county. No Governor or other State administrative official has seemed to clearly understand or has ever attempted to carry out the Act of 1921, providing that 50 per cent of all resources received by the State from all sources of income or taxation shall be used and ex- pended for the support and maintenance of the common schools of Georgia for the year in which said income or taxes are due and pav- able." * I would urge further legislation plainly interpreting said Act or its repeal. The Barrett-Rogers fund for giving extra State Aid to county high schools and consolidated elementary schools has accomplished even more than its promoters expected in stimulating consolidations and improvements. The demand has caused increased appropriations to this fund each Biennium, but, contrary to general public understanding, it has always been taken out of the general appropriation for common school support. This fund now amounts to $400,000.00 annually, and therefore reduces the common school support by that amount. The increasing number of rural schools qualifying for this aid will demand |500,000.00 for next year. To thus reduce the general school appropriation by half a million dollars would seriously retard general educational progress. It is therefore advisable that any appropriation for this extra State Aid be made separate from rather than taken out of the general appropriation for common school support. SUMMER SCHOOLS With the increased number of trained teachers and the constantly increasing opportunities for teacher-training through college extension class and otherwise there is decreasing need for the continuation of the summer schools operated by the State Department of Education. The demand is, however, greater and will continue longer in some sections of the State than in others. I would recommend that the allotment from the school fund be continued as heretofore, but that the State Board of Education be authorized to use it either in teacher-training in summer schools or extension work as they deem for the best interests of the cause. According to reports of State Auditor Slate it will be seen that the administrative expense of the State Department of. Education has run very low, to wit: in 1924, 1.04%; in 1926, 1.07%; in 1927, 1.29% ; in 1928, 1.18%. And this notwithstanding the steady expansion and constantly increasing help needed. The State School Code distinctly sets out that the State Superintendent of Schools shall have such aides and assistants as may be necessary in the judgment of the State Board of Education, to aid him in his official duties. While there has never been any suspicion of extravagance against the Georgia State Department of Education, as a reasonable and business-like precaution, I would suggest that the law be amended so as to fix a reasonable flat or percentage maximum available to the State Department of Education for adminiatrative, supervisory, clerical, and all other expenses of the Department to be determined by the State Board of Education. The maximum should be liberal enough to allow for reasonable growth and expansion, but not large enough to encourage extravagance. 10 IMPORTANT The State is still due to the county and city public school systems a very large sum of unpaid 1928 appropriations, much of which was allocated by legislative action to the common schools. As a result of these unpaid appropriations hundreds of rural schools have been prematurely closed and local banks have refused to make further loans to trustees. The unpaid balance on 1928 appropriation represents a sacred debt of the State to its common schools, and the General Assembly should consider it a prior obligation and provide for its early payment. May 1, 1929. M. L. DUGGAN, State Superintendent of Schools. GEORGIA State School Items Published by the State Department of Education VOL. VI. APRIL, 1929 No. 4 IS GEORGIA TOO POOR TO EDUCATE HER CHILDREN? M. L. DUGGAN 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. IMPORTANT SCHOOL LEGISLATION We briefly outline some of the most important leg'slation imperatively and immediately needed for Georgia's public school system. The situation is so critical that the General Assembly will doubtless give it immediate attention this summer. The interests of our public schools demand it. 1 PROVISION FOR THE UNPAID BALANCE OF $1,549,884.85 LONG PAST DUE TO PUBLIC SCHOOL TEACHERS ON 1928. Some of the teachers have already been paid from temporary loans by local banks to whom the local school officials are still indebted. Very few of the banks will advance further loans, and hundreds of our rural schools have been forced to close prematurely. All are at a loss to know how to make future budgets or contracts. 2 PROVISION FOR CERTAIN AND PROMPT PAYMENTS OF THE STATE'S APPORTIONMENTS IN THE FUTURE. The general uncertainty and impaired confidence in the State's payments of its obligations to the public schools (even in cases of specific allocations) is having a most discouraging and demoralizing influence. Such situations do not make for efficiency in the work. 3. A SEPARATE APPROPRIATION FOR PAYMENT OF THE BARRETT-ROGERS STATE AIDED SCHOOLS. Heretofore it has been appropriated out of the general school fund, thus reducing the general fund by $400,000.00. 4. AN INCREASE IN THE EQUALIZATION APPROPRIATION. This specially allocated fund has not only "more nearly equalized educational opportunities as between the counties", as contemplated in the Act, but has been the salvation of the schools in many counties in this year of their greatest need. SCHOOL COSTS AND INCOME IN GEORGIA The great mass of Georgia's citizens want good schools. They want every child in the State to have an equal chance with the other children of the Nation. Good schools and a fair chance for every child are inseparable. But some say we cannot afford good schools. Is this true? Consider the situation of a man, the head of a family, whom we have in mind. He owns real estate and other property valued at $46,000. Through investments of various kinds he is steadily increasing his capital. Besides investments he keeps $1400 on deposit in his savings account. He has a comfortable yearly income of $12,900. Now, how much can a man in this situation afford for the education of his children? Would $210 a year or about one and one-half percent of his income be within his ability to pay? Answer these questions as you will. The fact is that the man described above is really the State of Georgia. The figures given will become approximately those for Georgia if you will add five zeros to each of them. The people of Georgia own property valued at about $4,600,000,000. They have over $140,000,000 deposited in saving accounts and an annual total income of about $1,290,000,000. And they spend $21,000,000 a year for public schools of all types. Of course, all heads of families in Georgia do not own $46,000 worth of property or enjoy an annual income of $12,900. But, then, neither do most heads of families pay $210 a year for schools. A man not so well off as the one described above pays proportionately less for schools. Assume any kind of man you wish--rich, poor, or average. Study the State estimates given above and draw your own conclusions. Then answer the question raised in the first paragraph. Can Georgia afford good schools for Georgia's children? ANOTHER ANGLE ON GEORGIA SCHOOL COSTS We are told by some that the people of Georgia are spending too much for their schools. Is this true? We have in mind a man, the head of a family. This man had rendered to him a number of annual bills. One bill was for the family automobile. Its cost, including all items--depreciation, operation and repairs--was $1700 for the year. Another sizeable bill came in for luxuries which he and the members of the family had consumed. The principal items covered were candy, ice cream and similar confections, theaters, and tobacco. The bill for these luxuries came to $730. This man, we will agree, was pretty well off. He was able to purchase $1700 worth of automobile transportation. He and his wife and children were able to enjoy the luxuries of life to the tune of $730 a year. How much should such a citizen be willing to pay for the schooling of his children? If he expended $210 a year for this purpose would he be giving education too high a place in his scale of values? Answer this question as you will. The man described above is really the State of Georgia. If you will take the preceding figures and add five zeros to them you will have what Georgia pays for three items of expenditure: Passenger automobiles Certain luxuries .... Public education $170,000,000 73,000,000 21,000,000 It is true that most families are not as well off as the one described above. Not all families are able to spend $1700 for automobiles, or $730 for luxuries. But neither do most families pay nearly as much as $210 a year for the schooling of their children. Speaking in averages, if a family spends less for the first two items, it spends proportionately less for education. It is the proportion which counts, not the actual amounts spent. Assume any kind of a family you wish. Take the figures given above and make your own divisions. You will find that, on the average, every time Georgia spends a dollar for schools the people of the State spend $8.10 for passenger automobiles, and $3.48 for a few of our luxuries. What do you think about it? Does the cost of schools indicate that Georgia places education too high in the scale of values? EFFICIENCY COUNTS We need not delude ourselves into thinking that the nation can afford to do less than its best by all its youth. People move about easily and depend much upon each other. We are one in the end and our children will be more intimately dependent upon the intelligence and good spirit of their fellows than we are today. The slow and sure process of education is the only way out. Our people have started upon that way and they dare not turn back, for it is the way of freedom and achievement. All that we put into the schools comes back manyfold. We put a dollar into education and gather two from our commerce; we build technical schools and found new industries; we draw four million of our young people into high schools and lay the foundation for a new civilization. We cannot afford to starve education--fundamental alike to individual success and national security. Let us rather insist that money wisely spent for good schools is an intelligent investment which every community should make according to its resources, its needs, and its ambitions for its children. 5 SOME PRACTICAL AIDS TO HEALTH By J. O. MARTIN, State Supervisor of Schools and LURLINE PARKER, Member of Extension Division, G. S. C. W., for North Georgia In order to help the classroom teachers the following suggestions are given with the hope that their application may prove beneficial to child life in Georgia: POSTURE: The basis for seating should be considered with regard to the sizes of the children. Single, patent desks should be used and placed so that all the desks in a row will be the same size. The desks should overlap the seats at least two inches. The proper selection and placement of desks permit normal growth and development and will prevent postural defects. A desk which is too low for a child may cause kyphosis; one too high may cause scoliosis. Circulation is impeded by seats that are either too high or too low. A child's feet should rest on the floor, and the body should be kept erect. VISION: In classrooms where there are two or more grades, the grade of the youngest children should be seated nearest the windows. The aisles should not be more than nineteen inches wide. The front seats should not be farther than six feet from the front blackboard. The children who sit in the rear seats should not sit in a line beyond the range of the rear window. The classroom windows should be placed on the east or west side of the classroom. Windows should be placed approximately four feet above the floor, one-half foot from the ceiling, five feet from the front blackboard, one and one-half feet from the rear wall, with mullion width of one foot each. The children who sit in rooms lighted from the east should face the south; those in rooms lighted from the west should face the north. This condition should be considered before the windows are placed. The heater should be placed in the rear of the room, preferably in the corner farthest from the windows. Window shades should be used in those classrooms in which the rays of the sun fall across the desks. Double or adjustable shades of a tan color are the most satisfactory. The shades should be drawn from the bottom or lowered from the top as the occasion demands. On dark days, and at other time when the rays of the sun do not enter the room, the shades should not cover the upper sash of the windows. It should be remembered that the inner half of the classroom is lighted from the upper half of the windows God id ''LeTthere flight and there was Ught_-unt^ -hoolhouses were built and window shades were made to shut it out. Children who siUn the direct rays of the sun or in dark rooms suffer from eye Sain Children who are nearsighted or who have astigmatism should be placed near the front blackboard. The ceiling, walls and window frames should be painted New Ivory The celing and walls of corridors and cloakrooms should be painted white. All wainscoting should be light Walnut or Flemish Oak stain. These colors give the best reflection for the eyes. NOSEChtdlTwhRo0bAJathe through their mouths should be examined for adenoids or other naso-pharyngeal obstructions, ^ffi for adenoids is minor and should not be delayed " de ^ ex. effects may be noted in the mal-occlusion of the teeth, listless ex pression defective articulation and impaired hearing Upon examination many under-weight children and children with defectiveRearing are found to have diseased tonsils. Timely correction of this defect will, in many cases, prevent organic trouble. Children with adenoids and diseased tonsils may be grouped in community dimes or taken to convenient hospitals where operations may be performed at a minimum cost. This is made possible through the cooperation of the STM Board of Health, Ellis Health Officers and local physicians. TEETMe teeth of the children should be e-mi-VrThMren teachers, parents, and at least twice a year by dentists Children hould be taught to eat a sufficient amount of teeth buildmg foodsuch as leafy vegetables, fruits and milk. The temporary teeth should have proper care until they are displaced by the eruption of he Permanent teeth. Special attention should be given the care of the sixth-year molars. Many parents and children do not seem to realize that these are permanent teeth. Through neglect they are often lost. Children should be taught to brush their teeth at least See a day-brushing the lower teeth upward and the upper teeth downward. .. To prevent the spread of pyorrhea and other oral infections every child should be taught to drink from a sanitary fount or indi- vidual cup. NUTRITION: If children are found to be abnormal in weight they shouldJ,e examined by a physician, and special emphas.s should be placed upon the correction of the contributing cause or causes. In the Georgia Teachers Manual there are charts showing the normal weight of children according to age and height. CONTAGIOUS DISEASES: Certain skin affections--as scabies, ringworm and impetigo-- are highly contagious. The spread of such infections should be safeguarded by early diagnosis, isolation, and avoidance of games which bring the hands of the children in contact. Many contagious diseases, notably diphtheria, smallpox and typhoid are preventable by immunization. Children of pre-school age should be given toxin-antitoxin. It is no longer thought necessary for young persons to have the so-called children's diseases. The tender tissues of the young child's body may show their ill effects throughout life. Sanitary toilets prevent the spread of such diseases as hookworm and typhoid fever. Wells and springs should be protected from surface drainage, thereby lessening the spread of disease through contamination of water. EXERCISE: Wholesome outdoor play is necessary for normal growth and development. Through proper groupings, organization and supervision, the entire student body of any school may be engaged in active games simultaneously. Short and frequent relief exercises within classrooms prove beneficial. MENTAL HEALTH: The mind has constant influence on the body. The proper direc- tion of thought and the protection of the psychic life of the child are important phases of child health. A healthy mind demands: 1. Clean mental food. 2. Exercise--perception through the senses, memory, reason, challenge with difficulties. 3. Orderliness in systematic study and application. 4. Variety of work. 5. Expression. 6. Pleasing environment. The application of psychological principles, the proper care and training in the formation of physical and mental habits will not only aid in overcoming certain elements of an unstable heredity or unsuitable training, but will give to the child such habits and attitudes as are indispensable in the normal person. A BILL (H. R. 2570) Introduced in the House of Representatives by HON. CHAS. BRAND, of Ohio To aid in the reduction of taxes on farm lands and to promote elementary education in rural areas of the United States, and to cooperate with the States in the promotion of these objectives. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That there is hereby annually appropriated for a period of two years, out of any money in the Treasury not otherwise appropriated, the sum of $100,000,000, to be paid to the States for the purpose of cooperating with the States in paying the salaries of teachers, supervisors, and principals, and other current expenses of elementary schools in rural areas, as hereinafter denned. Sec. 2. That in order to secure the benefits provided for in this Act any State shall, through the legislative authority thereof, accept the provisions of this Act and designate the State director of education or State superintendent of public instruction, or the person in a capacity corresponding to this position, as the State instrumentality to cooperate in the execution of the provisions of this Act. In any State in which the legislature does not meet in the year 1930 the governor of that State, so far as authorized to do so, shall accept the provisions of this Act and designate the State director of education or State superintendent of public instruction, or the person in a capacity corresponding to this position, to act in cooperation with the Department of the Interior, and the Department of the Interior shall recognize such local authority for the purpose of carrying out the provisions of this Act. Sec. 3. That the said appropriation shall be allotted to each State in the proportion which the rural-school population of that State bears to the total rural-school population of the United States, not including outlying-possessions, according to the census of 1930 or to figures provided by the United States Census Bureau for the current year. The Department of the Interior is directed to prepare and establish a basis of distribution according to this principle. Sec. 4. That for the purposes of this Act "elementary education" is defined as consisting of grades 1, 2, 3, 4, 5, 6, 7, 8, and 9, however organized; and "rural" is defined on the basis of the United States census definition of "rural," as used in the census of 1930; 9 and "rural-school pupils" shall be denned as including all children between the ages of seven and fourteen, inclusive, as shown by the United States census of 1930, for the rural area as defined by this census. Sec. 5. That the State plan of administration of such Federal aid shall be subject to the approval of the Department of the Interior of the United States. Any appropriation of such Federal aid to the State shall be contingent upon the State providing an equal sum out of the State treasury for the purpose of this Act. Sec. 6. This Act is to be administered by the United States Department of the Interior. NOTE:--In the Yeoman's Text-Book List published February, 1929, there is an error in printing the list of C. C. Birchard and Company, Boston, Mass. The prices printed in the columns lowest wholesale price and lowest exchange price should be reversed. According to official reports insurance companies of all kinds received as premiums from Georgians during the past year the amount of $60,164,252.00 and paid back in losses in Georgia during the year $27,985,768.00. This shows that Georgia insurers paid out during the year $32,178,484.00 more than they received back in premiums during the year. The State of Georgia, however, collected from these companies $1,007,981.99 as a tax. Could the insurance companies afford to pay more than this out of their profits for the support of Georgia Institutions? 10 THE NATIONAL EDUCATION ASSOCIATION meets in Atlanta June 28 to July 4, inclusive, in its annual session. The N. E. A. is the largest and most influential educational organization in the world, with a paid membership of about 200,000 active teachers. More than sixty other organizations are affiliated with the N. E. A., all cooperating in the interest of education. Delegates! from every State and the Island possessions and from more than forty foreign nations will be in attendance, numbering 15,000 to 20,000. Manufacturers of modern school appliances, furniture, textbooks, etc., will maintain an exhibit covering 70,000 square feet of space adjacent to the auditorium and a careful inspection of these exhibits will well repay any ambitious teacher. We know of nothing (unless it be more prompt payment of teachers) that will stimulate public school education in Georgia more than the attendance of teachers and public school officials upon this great convention which meets in Georgia for the 6rst time in twentyeight years. Let no ambitious teacher fail to take advantage of this opportunity. Don't forget the date! ATLANTA, GEORGIA, JUNE 28--JULY 4, 1929. GEORGIA State School Items Published by the State Department of Education VOL. VI. MAY, 1929 No. 5 ALL GEORGIA WILL WELCOME NATIONAL EDUCATION ASSOCIATION ATLANTA, JUNE 28 - JULY 4, 1929 M. L. DUGGAN 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. State Department of Education, Atlanta, Georgia. June 20, 1929. TO ALL GEORGIA TEACHERS, BOARDS OF EDUCATION AND SUPERINTENDENTS: Next week there will begin in Atlanta the greatest educational convention ever assembled in any Southern State. The sessions of the National Education Association will begin on Friday, June 28, and will close with a great celebration on Tuesday, July 4th. The N. E. A. is the largest and most influential educational organization in the world with an active membership of about 200,000 leading educators. Fifteen thousand delegates from every State in the Union and the island possessions and from more than forty foreign countries will be in attendance. More than sixty affiliated organizations interested in education will hold their sessions in connection with this great Convention. Manufacturers and dealers of most modern teachers' helps and school appliances will occupy 60,000 square feet of space adjacent to the auditorium with their exhibits. Leaders of educational progress of the world will address the meetings. We can think of nothing (unless it be provision for prompt payment of teachers' salaries) that will inspire and encourage proper progress in education so much as this great Convention meeting for a week in Georgia. Our teachers and our schools will reap rich and permanent results in proportion as Georgia teachers and school officials and patrons attend. To personally meet and associate with progressive teachers of the Nation, hear some of the discussions of vital educational problems, and particularly inspect and examine the extensive exhibits will give inspiration and information and power to our teachers which will carry into their schools and communities for a generation. For this reason it is earnestly desired that all public school teachers, superintendents, boards of education, and school trustees will take advantage of this exceptional opportunity. No other one like it or equal to it will come to us again soon. You cannot serve the cause you represent better than to catch the inspiration of this great Convention and take it back to the community you serve. You and your community will sustain a serious loss if you fail to attend. We can hardly exaggerate the potential benefits of this great Convention to education in Georgia and we should not fail to take full advantage of it. Very cordially yours, M. L. DUGGAN, State Superintendent of Schools. June 20, 1929. TO THE SUPERINTENDENTS, PRINCIPALS, TEACHERS AND SCHOOL OFFICIALS OF GEORGIA: For the first time in more than a quarter of a century, the National Education Association is meeting within your gates. The teachers and school officials of Atlanta, Fulton County, Decatur and the immeHiate section wish to extend to the superintendents, principals, teachers and school officials of Georgia an urgent invitation to attend the National Education Association and to be present at every meeting from the opening day Friday night, June 28th through the closing exercises in a great patriotic demonstration on Thursday morning, July 4th. There are many reasons why the school people of Georgia should attend this meeting. In the first place, the invitation was extended not only by Atlanta but by Georgia and the entire Southeast. The thousands of educators of the nation are as much your guests as they are the guests of the people of Atlanta. We wish to urge every superintendent, teacher and school official in Georgia to select some particular teacher, or group of teachers from other states and make them the special object of your attention and hospitality. By whatever authority I have vested in me as chairman of the General Committee, I hereby appoint every school man and school woman in Georgia as a committee to entertain our distinguished guests from other sections. You must be on hand to help us carry out this feature of our entertainment. Second, the reputation of the Southeast is at stake. Superintendent Duggan and those of us who assisted him at Minneapolis, pledged the officials of the National Education Asso;iation and the directors from each individual state that if this convention would come into the Southeast, the teachers of the Southeast, and especially of Georgia, would enroll in its membership and support the great National Education Association. Every teacher in Georgia, every principal, every superintendent and every school official is under a real obligation to join the National Education Association and to attend its sessions. It will be a real tragedy if the opportunities that this convention afford should be missed by any school official in the state. Members of boards of education, trustees of individual school districts and county board members should by all means attend this convention. Third, Georgia is facing an educational crisis. We who feel deeply the responsibility for educational affairs in Georgia are trying to make this convention the means of creating an educational revival in our state. With our state school fund a million and a half dollars in arrears and with the prospect of this year's expenditure increasing that deficit, there is really need that we should seize every opportunity and utilize it to formulate public opinion in favor of education in Georgia. To this end we have tried to provide educational speakers all over the state. Every city and county has been given an opportunity to have one of these speakers, and some sixty communities have availed themselves of this opportunity. Will you not, as one interested in education, attend this great convention yourself and see that those with whom you come in contact have the opportunity to attend. It appears to me that the president of every board of education and our school trustees should attend themselves and urge upon the teachers the necessity of assembling with the great educators of the nation, and receiving such inspiration as they have to offer. Again the members of the General Committee, including the State Superintendent, the Superintendent of Schools of Fulton County and hundreds of others urge every teacher, every principal, every school official and every Parent-Teacher Association worker to attend this meeting. A more cordial welcome awaits our own people from Georgia than any section of the nation. We invite you. We will welcome you. We urge you to attend. We insist that you help us in entertaining our national and international guests. Cordially yours, WILLIS A. SUTTON, Chairman General Committee. FOR ROOM RESERVATIONS WRITE Mrs. H. G. Parks, c/o Convention Bureau, Atlanta, or Mr. T. L. Clift, Opportunity School, Atlanta. GEORGIA State School Items Published by the State Department of Education VOL. VI. JUNE, 1929 No. 6 Lisi of Siaie Adopted Books For Five Years January 1, 1929 to January 1, 1934 M. L. DUGGAN 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. HHHH BOOKS ADOPTED FOR THE PRIMARY AND GRAMMAR GRADES GEORGIA SCHOOLS, 1929-1934. READERS: Primary Basal Child's World Primer, Johnson Publishing Co. .. Child's World First Reader Child's World Second Reader Child's World Third Reader Kendall Fourth Reader, D. C. Heath and Co. Kendall Fifth Reader _ ... .._ Elson Sixth Reader, Scott, Foresman and Co. Elson Seventh Reader Supplementary Readers: The Moore-Wilson Readers, D. C. Heath and Co. Grade One, Book One, Primer Grade One, Book Two, First Reader Grade Two, Second Reader Grade Three, Third Reader Fourth Reader Fifth Reader Sixth Reader Getting Acquainted with Georgia, Seventh Grade, Southern Publishing Co. -- Retail Whol'e Retail Exch. Whol'e Exch. Price Price Price Price 40 $ .32 $ .35 $ .279 .45 .34 .393 .296 .50 .42 .433 .365 .55 .42 .48 .365 .75 .68 .66 .62 .75 .68 .66 .62 .72 .63 .83 .72 51 .48 .45 .42 55 .52 .48 .45 .62 .59 .54 .51 69 .65 .60 .56 .72 .68 .63 .59 .75 .71 .66 .62 75 .71 .66 .62 .60 .54 Manly: Good Reading, Chas. Scribner's Sons: Primer (1928 Edition) First Reader (1928 Edition) Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader 48 .45 .42 .39 52 .48 .45 .42 59 .56 .51 .48 66 .62 .57 .54 72 .68 .63 .60 .76 .71 .66 .62 .76 .71 .66 .62 Hill and Lyman: Reading and Living Seventh Reader, Chas. Scribner's Sons .83 .77 .72 .67 Great Pictures and Their Stories, Mentzer Bush & Co. Book One '. .62 .58 .54 .50 Book Two .62 .58 .54 .50 Book Three .62 .58 .54 .50 Book Four .69 .64 .60 .56 Book Five .69 .64 .60 .56 Book Six .69 .64 .60 .56 Book Seven .69 .64 .60 .56 Elson Readers: Scott Foresman & Company Retail Whol'e Retail Exch. Whol'e Exch. Price Price Price Price Elson Primer Elson Book One Elson Book Two Elson Book Three Elson Book Pour Elson Book Five Child Library Primer, Scott, Foresman & Co. Child Library Book One Child Library Book Two Child Library Book Three Child Library Book Four Child Library Book Five Child Library Book Six Child Library Book Seven .48 .46 .42 .40 .52 .49 .45 .42 .59 .56 .51 .48 .66 .63 .57 .54 .69 .65 .60 .56 .72 .68 .63 .59 .48 .46 .42 .40 .52 .49 .45 .42 .59 .56 .51 .48 .66 .63 .57 .54 .69 .65 .60 .56 .72 .68 .63 .59 .72 .68 .63 .59 .83 .79 .72 Carpenter's Around the World with the Children, American Book Company .63 .54 Smith and Sutton's Open Road to Reading, Ginn and Co. Primer First Reader Second Reader Third Reader Fourth Reader Fifth Reader Sixth Reader .3g .36 .33 .31 .45 .42 .39 .36 .49 .45 .42 .39 .52 .49 .45 .42 .56 .52 .48 .45 .59 .56 .51 .48 .66 .61 .57 .53 ARITHMETIC: Morey's Little Folks Number Book, Chas. Scribner's Sons Triangle Arithmetics, Without Color, With Answers in Book, John C. Winston Co. . Book One, Grades Three and Four Book Two, Grades Five and Six Book Three, Grade Seven .42 .39 .36 .34 60 .57 .53 .50 60 .57 .53 .50 74 .70 .64 .60 GRAMMAR: Howard-Hawthorne-Howard: The Language Garden (Second Grade) The MacMillan Company Denny and Skinner: 51 .48 .45 .42 Our English (Third Grade) Chas. Scribner's Sons. 35 .32 .30 .28 Modern Course in English, D. C. Heath & Co. Book One 49 .46 .43 .41 Book Two .60 .55 .52 .50 4 1 GEOGRAPHY:: Knowlton, First Lessons in Geography, The MacMillan Company Brigham and McFarlane's Essentials of Geography, American Book Company First Book Second Book (With Georgia Supplement) Retail Whol'e Retail Exch. Whol'e Exch. Price Price Price Price .75 .70 .66 .61 1.21 1.05 1.70 1.47 [HISTORY: Evan's First Lessons in American History, Revised, Benj. H Sanborn and Co Evan's First Lessons in Georgia History, American Book Co. Mace-Tanner Old Europe and Young America, Rand McNally and Co. Thompson's History of the People of the United States, D. C. Heath and Co | AGRICULTURE: Pleasant and Profitable Farming, Chapman and Sheffer, Smith, Hammond & Co.-- .75 .... .675 .73 .... .63 .85- .71 .74 .639 1.05 1.00 .91 .86 .90 .80 .78 .70 I CIVICS: Hughes' Elementary Community Civics with Georgia State Supplement, Allyn & Bacon Co. 1.03 .96 .90 .84 PHYSIOLOGY: Lummis & Schawe, The Safety Hill of Health, First Grade, World Book Company Lummis & Schawe, Building My House of Health, Second Grade, World Book Company Lummis & Schawe, The Road of Health to Grown-Up Town, Third Grade, World Book Company Griffith: Just Ten Minutes, Fourth Grade, Smith Hammond & Co. .45 .405 .49 .441 .53 .477 .55 .52 .48 .45 Calvert: Every Day Living, Fifth Grade, Smith Hammond & Co. Ritchie-Caldwell: Primer of Hygiene and Sanitation, Third Revision, Sixth Grade, World Book Co. Winslow's Health Living, Book Two, Georgia Edition, Seventh Grade, Chas. E. Merrill Co- Retail Whol'e Retail Exch. Whol'e Exch. Price Price Price Price .60 .55 .52 .48 .75 _ .675 .78 .72 .68 .65 SPELLING: Trabue-Stevens Speller, Row, Peterson & Co. Primary Grades 2-4 Advanced Grades 5-7 .40 .38 .36 .35 .33 .32 WRITING: Graves Muscular Writing, Progressive Course, Standard Edition, W. S. Benson & Co. Regular Series, Books 1-7 Record Edition, Books 1-7 .09 .075 .12 .10 RECOMMENDED: The Winston's Simplified Dictionaries: The John C. Winston Co. Primary Edition .69 .64 Intermediate Edition, Special Advanced Edition 1.02 .97 2.28 2.20 Advanced Edition, Indexed 22..4488 2.40 Industrial and Applied Art Book Series, Mentzer Bush & Co., Books 1-7 .21 Ruch-Knight-Studebaker Work Book in Arithmetic, Pupil's Edition Grades 3-7, Scott, Foresman & Co. 31 Geography Note Books, Iroquois Publishing Co., Inc. Iroquois Geography Note Books, Book I .35 Iroquois Geography Note Books, Book II .45 -- Progressive Music Series, Silver, Burdett & Co. Book I, Grades 2-3 .59 .55 Book II, Grades 4-5 Book III, Grades 6-7 Manual I Manual II Manual III One Book Course One Book Course Manual .62 .58 .66 .61 1.38 1.38 ____ 1.38 .... .66 .61 .52 .60 .89 1.98 2.16 .18 .27 .30 .39 .51 .54 .57 1.20 1.20 1.20 .57 .45 .55 .84 1.93 2.10 .... .48 .50 .53 .... .53 Victor Rural Unit Course No. 1 with the twenty lesson plans accompanying the course, Victor Talking Machine Company, Camden, N. J. Records, $10.00; Case, S1.50. 6 LANGUAGE TESTS AND DRILL EXERCISES: By Allen and Murphy. Fourth Grade Fifth Grade Sixth Grade Seventh Grade Smith, Hammond & Co., Pub. Student's Spelling Manual and Term Record: By Algar Woolfolk. Smith, Hammond & Company, Publishers Retail Whol'e Retail Exch. Whol'e Exch. Price Price Price Price .15 .12 .15 .12 .15 .12 -15 .12 -15 .12 The new Course of Study will be ready for distribution about October 1, 1929. ^^H GEORGIA State School Items Published by the State Department of Education VOL. VI. JULY-AUGUST, 1929. No. 7 Accredited Elemeniar H Schools M. L. DUGGAN 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 MINIMUM STANDARDS FOR ACCREDITING ELEMENTARY SCHOOLS Applications will be received by the State Department of Educa- scchhnoo0oflsr. mAA s emarTlytaarsy-iSs Cphra0clSticarbleeleamfteenrtasruychdaeppparlitcmaetinotnss oafrehirgehtthheTlilsttSooCff accretd!itebd/ erlemPeeCnttaedry' asncdho' ollfs.a^--d will be placed on 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 *' ^U,CnSSeS f accredited elementary schools, (A, B, C ) must meet the following conditions: ' '' THE TEACHER 1. Good teaching. 2. Good order and man- agement. As a minimum first grade certificate. First grade teachers must have at least Prof. Normal or Jr. College Certificate. Full, neat and accurate school register. 6. Daily program posted in room. Teacher's Manual m use by teachers. Not fewer than four teachers. 9. Play supervised by teachers. 10. Strict compliance with Physical Education Law. II GROUNDS 1. Constantly kept in good condition. 2. School grounds should be at least four acres, except in cities. 3. Play grounds provided 4. Adequate sanitary closets. Ill BUILDING 1. Painted outside and in- side (or plastered). 2. No leaks in roof. 3. Windows without brok- en panes. 4. Unilateral lighting. 5. Bilateral ventilation. 6. Cloak rooms or lockers. Good doors with locks and keys, locked at night and during vacation. Clean and well-kept. Floors oiled. 9. School must not show deterioration. IV EQUIPMENT Approved desks with each child seated comfortably. 2. At least 20 lineal feet of blackboard per room. 3. Building ventilated and heated. Stove as minimum. 4. Framed, standard pictures on the wall. Dictionary, maps and adequate workable library. Georgia map, United States map, Western Hemisphere map and world map for each teacher above primary grade. Sanitary water supply for drinking and bathing. 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 Enrolment.) 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 or junior college 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. 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. LIST OF ACCREDITED ELEMENTARY SCHOOLS AS APPROVED TO JULY 1, 1929 (Later Lists Will Be Published from Time to Time) The State Department of Education accredits elementary schools meeting minimum standards. Applications or information should be requested of the State Department of Education, Atlanta, Ga. High schools are accredited only by the Association of Colleges and High Schools through their Accrediting Commission, Dr. J. S. Stewart, Chairman, Athens, Ga., to whom requests for information should be addressed. NAME OF COUNTY NAME OF SCHOOL Atkinson Willacoochee Atkinson Camden Camden Charlton Columbia....;. Glascock Jefferson Jefferson Jefferson Jefferson Jefferson Johnson Johnson Lanier Pearson Woodbine Kingsland __ Polkston Harlem Gibson Wadley Bartow Louisville... Stapleton Wrens Wrightsville... Kite Oaklawn Laurens Mclntosh Screven Tattnall Tift Dublin Darien Rocky Ford... Hillview Tifton... Turner ........ Ashburn SUPERVISOR Mr. Smith DATE INSPECTED 12-11-28 12-11-28 1-10-29 1-10-29 1- 9-29 12- 5-28 12- 3-28 10-26-28 10-26-28 10-26-28 10-25-28 10-25-28 Not dated 9-27-28 11- 5-28 2- 7-29 1- 7-29 11-22-28 11-26-28 5-15-29 5-15-29 CLASS "C" "C" "C" "C" "A" "B" "C" "A" "A" "A" "A" "A" "A" "B" "A" "A" "C" "B" "C" "A" "A" NAME OF r COUNTY Washington Wilcox Wilcox Butts Calhoun Calhoun Calhoun Colquitt Decatur Dooly Dooly Dooly Payette Grady Henry Henry Henry Henry Houston Jasper Lee Lee Macon Macon Macon Macon Marion Meriwether Meriwether Meriwether Meriwether Miller Mitchell Monroe Muscogee Peach Quitman Schley Seminole Sumter Sumter Talbot Talbot.__ Taylor Taylor Terrell Terrell NAME OF SCHOOL SUPERVISOR Sandersville. Rochelle Pineview Jackson M r. Ellison Edison Morgan , Arlington Moultrie Attapulgus Byromville Pinehurst Unadilla Fayetteville Cairo Stockbridge Hampton Locust Grove McDonough Perry Monticello Leesburg Smithville Marshallville Ideal Montezuma Oglethorpe Buena Vista. _ Manchester Greenville Woodbury Gay Colquitt Camilla Forsyth Bibb, City (Col.) Ft. Valley Georgetown Ellaville Donalsonville Union at Leslie _. Plains Junction City Talbotton ._.. Reynolds Butler Parrott Sasser DATE INSPECTED 5-13-29 1-15-29 1-15-23 12-3-28 11-19-28 11-19-28 11-19-28 Not dated 11-15-28 Not dated 1-21-29 1-21-29 9-26-28 11-12-28 11- 28 11- 28 11- 28 11- 28 10- 28 Not dated 10- 4-28 10- 4-28 10- 8-28 10- 9-28 10- 8-28 10- 8-28 2- 11-29 10-20-28 10-11-28 10-11-28 10-11-28 10- 28 10- 5-28 11-27-28 2- 7-29 Not dated 10-31-28 10- 3-28 10- 28 10- 28 1- 29 Not dated 10-10-28 2-18-29 10- 5-28 10-28-28 10-28-28 CLASS "A" "B" ,,B,, "A" "A" "B" "C" "A" "B" "C" "C" "A" "A" "A" "C" "A" "B" "A" "A" "A" "B" "B" "C" "C" "A" "B" "C" "A" "B" "A" "C" "B" "A" "A" "A" "A" "C" "B" "A" "A" "C" "C" "A" "A" "A" "B" "C" NAME OF COUNTY Terrell Terrell Thomas Thomas Thomas Thomas Thomas Webster... Worth NAME OF SCHOOL Graves Bronwood... Meigs Ochlochnee. Boston Coolidge Pavo... Preston Warwick .... SUPERVISOR DATE INSPECTED 10-29-28 10-28-28 11-28-28 11-28-28 1- 29 11-28-28 12- 28 Not dated 10-22-28 CLASS "B" "B" "B" "B" "B" "A" "A" "C" "B" The following schools inspected by Supervisor J. O. Martin have not as yet been classified: NAME OF COUNTY NAME OF SCHOOL Cobb Coweta Coweta DeKalb DeKalb DeKalb DeKalb DeKalb Elbert *loyd~ Fulton Fulton Gordon Hall Hall Hall Hart Jackson Lincoln Pickens Pickens Pike. Walton White Whitfield Wilkes _ Smyrna Senoia ,. Grantville... Scottdale.... Avondale.... Clarkston.... Stone Mountain Brookhaven Elberton --Cave Spring R. L. Hope Center Hill Calhoun Airline Tadmore Flowery Branch Hartwell .Commerce. Lincolnton Nelson . Tate Zebulon.... Johnston Inst, Monroe Helen Cohutta Washington .___._ SUPERVISOR Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin Mr. Martin -.-Mr. Martin Mr. Martin ....Mr. Martin Mr. Martin Mr. Martin Mr. Martin LIST OF ACCREDITED HIGH SCHOOLS FOR 1929 (Published as Information) NOTE:--An * before the name of the school indicates that it has won a place on the Southern List of Accredited Schools as well as in Group I of the Georgia list. An + before the name of a school indicates that it was placed on the list for the first time this year. Group I represents the best schools in teaching staff equipment of laboratory, library and building, and those that have three-fourths of the academic teachers holding degrees. Group II represents those schools that have less equipment in laboratory, library, or that do not have three-fourths of the teachers college graduates, but offer 16 units. Only four-year schools are accredited. AAcbwbeovritlhle High High School, School, I. I, -j-Buckhead High School, II. Buford High School, I. Adairsville High School, II. Buena Vista High School, I. Adel: Sparks-Adel High School, I. Butler High School, I. Adrian High School, I. Byromville High School, II. Alamo: Wheeler Co. High School, I. AAllbpahnayreHttaig: hMSiclthoonolC, oI.. High School, II. AAmlmearicHuisghHiSgchhoSoclh, oIoIl., I. CBayirroon High School, High School, I. II. CalHhoiugnh: School, I. Sonoraville High School, II. J*Americus Normal College Acad., I. f Appling: Leah High School, II. CCaanmtiollna High High School, School, I. I. AAsrhlibnugrtonn High High School, I. School, I. CarHroilglthonS: chool, I. Athens: LHuigchy School, I. Cobb Academy, (Priv.), I. Cart4etrhsvDilliestrHicitghA.Sc&hoMol.,, I. I. Carnesville: Ga. S. T. College Academy, I. AtlNBM aCFGnuoooiatrlmyrarlttsso:ihms''nteHHArHHcviiggiieiaghhg.lhhPSSHSrcSceichhcgshoohhbooooyollo.,,lSl,,cAIIh..(IcoP.aordli,.v.I().P, rIi.v.), I. Franklin County High School, I. CCeadvaertoSwprningHiHghighSchSocohlo,olI,. I. Chamblee High School, I. Chatsworth High School, II. Chauncey High School, II. Chickamauga High School, I. Chipley High School, I. Peacock School, (Priv.), I. Clarkesville: UW TSeanaccisvrhheedirHnsgiiHgttyohenaSrStcS,chheomo(oPolilrn,ifavoIr..yr),,B(Io.Pyrsi,v.()P, rIi.v.), I. 9th District A. & M. School, I. CCllaaxrtkosntonHiHghighScShcohoolo, l,I.II. Clayton: Woodberry Hall, (Priv.), I. Rabun County High School, II. Attapulgus Cons. High School, II. Clermont: Augusta: Chattahoochee High School, (Priv.), II. RCiacthhmoloicndHfCgoh. School, (Priv.), Academy, I. I. Cleveland High School, II. Climax High School, II. TMuobumnat nStH. igJhoseSpchh,ool(,PIr.iv.), II. Coehran: High School, I. Austell High School, II. Middle Ga. A. & M. Junior College, I. Avondale Estates High School, I. -j-Cohutta High School, II. BaiHnbigrihdgSec:hool, I. Pine Hill Cons. High School, II. Colbert High School, II. ColGlega.e Park: Mil. Acad., (Priv.), I. Baldwin High Sehool, I. Collins High School, II. BarGneosrvdiolnle:Institute, I. 6th District A. & M. School, I. Colquitt High School, I. ColHumigbhusS: chool, I. Bartow High School, I. Industrial High School, I. Barwick High School, II. BBlaaxclkeyshHeaigr hHSigchhooSlc, hIo.ol, I. Blairsville Institute, (Priv.), II. CCoommmererHceighHiSgchhoSocl,hoIoIl., I. CCoonnycoerrds High High School, I. School, I. BBllyaktheely High High School, School, I. I. +CCoorodleidlege High High School, School, II. I. Bonaire High School, II. Blue Ridge: CCoovrnineglitaonHiHghighScShcohool,ol,I. I. Mary P. Willingham Ind. School., Crawford High School, II. (Priv.), I. Crawfordville: Boston High School, I. Alexander Stephens Institute, I. Bowdon High School, I. Bowman High School, II. JC-Cuuthmbmeirntg High High School, School, II. I. Braselton High School, I. Dahlonega High School, II. Bremen High School, II. Brinson High School, II. DDaalltlaosn High High School, School, I. I. fBronwood High School, II. Danielsville: Brooklet High School, II. Madison County High School, I. BruGnslywninck:Co. Academy, I. Buckhanan High School, II. Darien High School, II. DDaawvissobnoroHiHghighScShochool,olI,. IL Dawsonville High School, II. DecHaitguhr: School, I. {Southwest DeKalb High School, II. Demorest High School, I. fDiffee: West Bainbridge High School, II. Doerun High School, II. Donalsonville High School, I. Douglas: High School, I. So.Ga. Junior S. Col. Academy, I. DDuobulginlasHviilgleh High School, School, I. I. Duluth High School, II. EasWt mPo. inAt.: Russell High School, I. Eastman High School, I. Eastanollee: EatoSntetopnhenHsigChouSncthyooHl,ighI. School, I. Edison High School, I. Elberton: *Elberton High School, I. Centerville High School, II. Nancy Hart M'emorial, II. Ellaville High School, I. Ellijay: Gilmer County High School, I. Emory University: Druid Hills High School, I. Epworth Seminary, (Priv.), I. f Eton High School, II. Evans High School, II. Faceville High School, II. Fairburn High School, II. Fairmount High School, II. Fayetteville: FitzFgaeyraeltdte County High High School, School, I. I. fFlowery Branch High School* II. Folkston: Charlton County High School, I. Forsyth High School, I. Ft. Gaines High School, II. *Ft. Valley High School, I. Franklin: Heard County High School, II. Gainesville: *RHiivgehrsiSdcehoAolc, adI.emy, (Priv.), I. Gay: Gay-Oakland High School, II. Gibson High School, II. Girard High School, II. Glennville High School, I. Gordon High School, I. Gore High School, II. Granite Hill: 10th District A. & M., I. Grayson: Consolidated High School, II. Snellville Consolidated High School, II. Grantville High School, II. -{-Graves High School, II. GGrreaeynsHbiogrho School, I. High School, I. GGrrieffeinnvilHleighHigShchoSoclh,ooIl., I. Guyton High School, II. Hahira High School, I. Hamilton High School, II. Hampton High School, I. HHHaaawrrtlwekmienlslvHiHlilgieghhHSiScgchhhoooSol,lc,hIoIIo.. l, I. HHeapzhezlhibuarhst High High School, School, I. I. Hiawassee High School, (Priv.), I. Hinesville: Bradwell Institute, II. Hiram Consolidated High School, II. Hogansville High School, I. Ho{mBearn: ks County High School, II. Homerville High School, II. Ha High School, I. Irwinton: JackWsoilnkeHs igChouSnctyhooHl,igIh. School, II. Jasper: Pickens Co. High School, I. Jefferson: Martin Institute, I. Jeffersonville: Twiggs County High School, I. Jesup: Wayne County High School, I. Jonesboro High School, I. Kingsland High School, II. Kite High School, II. LLaaGFraaynegttee High High School, School, I. I. Lakeland: LavLonainaierHiCghounStcyhoHoli,ghI. School, I. Lawrenceville High School, I. Leesburg High School, I. Leslie: Union High School,, I. Lexington : Meson Academy, II. Lincolnton High School, I. LLoitchuosntiaGrHoivgeh School, I. High School, (Priv.), I. LLoougiasnvvilillele High High School, School, II. I. Ludowici High School, I. fLula High School, II. Lumpkin: Stewart County High School, I. Lyons High School, I. MaLcoann:ier High School for Girls, I. fLanier High School for Boys, I. Mt. de Sales Acad., (Priv.), II. MaHdiisgohn: School, I. Man8cthhesDteirstrHicitghA.Sc&hooMl,., I. I. MMaanrisefitetald High High School, School, II. I. f Marshallville High School, II. Maysville High School, II. M'cDonough High School, I. McRae: McRae-Helena High School, (Priv.), I. Meigs High School, II. MMeetntleor High High School, School, II. I. Midville High School, I. MilGPleeedaogbregovidiaylleM:Hiilgihtaroyf College, G. S. C. I. W., I. Millen High School, I. MMMooonnlertnoeazeumHHiaigghhHiSSgcchhhoooSollc,,hoIIIo..l, I. M'onticello High School, I. Moreland: fSt. Charles High, II. Morgan High School, II. Morganton: Fannin County High School, I. MMoourvlternie High High School, School, II. I. Mt.ThBeerBrye:rry Schools, (Priv.), I. Mt. Vernon: Brewton-Parker Institute, (Priv.), I. Mt. Zion Seminary, (Priv.), I. iNahunta High School, II. Nashville High School, I. Nelson High School, I. 8 *Newnan High School, I. Nicholls High School, II. . NNoorrmcraonss High School, Park Institute, I. (Priv.), I. fOak Park High School, II. Oakwood High School, II. Ochlochnee High School, I. Ocilla High School, I. Oglethorpe High School, I. OxfEomrdo: ry University Acad., (Priv.), I. Palmetto High School, II. Parrott High School, II. Pavo High School, I. Pearson High School, II. Pelham High School, I. PPeermBrybrryoaHknieg:hCoSucnhtoyol,HiIg. h School, I. JP-Pinineehvuierwst High High School, School, II. II. Plains High School, I. Portal High School, II. Preston High School, II. Powder Springs: Quit7mthanDHisitgrihct A. & School, M., I. I. Rabun Gap: Rabun Gap-Nacoochee, (Priv.), I. Register High School, IT. Reidsville High School, I. RRiecyhnloanldds High High School, I. School, I. Ringgold High School, II. Roberta High School, I. Rochelle High School, I. Rockmart High School, I. Rocky Ford High School, II. RomDHeai:grlhingStcohnoolA, caI.demy, (Priv.), I. Model High School, II. Rossville High School, II. Roswell High School, II. Royston High School, I. St. Marys High School, II. Sale City High School, II. Sandersville High School, I. Sardis High School, II. -}-Sasser High School, II. SavBPHaaneipgnneheadhiS:Scctchihnooeoo,ll,, I. (Priv.), (Priv.), I. I. St. Vincent's Academy, (Priv.), I. -J-Screven High School, II. Senoia High School, I. Shellman High School, I. Smithville High School, I. -{Smyrna High School, II. Social Circle High School, II. Soperton High School, II. Sparta High School, I. Springfield: Effingham Academy, I. Spring Place: Lucy Hill High School, II. Stapleton High School, I. Statesboro High School, I. Statham High School, I. Stillmore High School, I. Stilson High School, II. Stone Mountain High School, Summerville High School, I. I. Summit: SwaEinmsbanouroel County Institute, High School, I. I. Sycamore High School, II. Sylvania High School, II. Sylvester High School, I. TTaalllbaoptotoonsa High High School, School, II. I. Tallulah Falls High School, (Priv.), I. Tate High School, I. Tennille High School, I. ThoHmigashvilSlceh: ool, I. The Plunkett School for Boys, (Priv.), I. Thomson High School, I. Thomaston: Tif*tRon. E. Lee Institute, High School, I. I. TToigcncoalal High High School, School, I. I. f Toccoa Falls High School, II. Toomsboro High School, II. Trenton: Dade County High School, II. Trion High School, II. fTucker High School, II. Turin: Starr High School, II. Unadilla High School, II. fUVanlidoonstPaoiHntigHh igShchSocohlo, olI,. II. Vidalia High School, I. Vidette High School, I. Vienna High School, I. Villa Rica High School, I. Wadley High School, I. Waleska: Reinhardt College Acad., (Priv.), I. WWaa5rlrktehenrtDoPniasrtHrki:cigthAS. c&hooMl,\, I. I. WWaasrhwiincgktoHnigHh igShchoSoclh,ooIIl,. I. Watkinsville: Oconee County High School, II. Waverly Hall High School, II. WaHycirgohssS: chool, I. Wacona Waynesboro High High School, R.F.D., School, I. I. WWeessttonPoHinitghHiSgchhooSlc,hoIoI.l, I. Whigham High School, II. -JW-WinildlaecrooHchigeeh High School, School, I. II. Winterville High School, I. fWoodbine High School, II. WoModebruiwrye:ther County High School, I. Woodland High School, II. Wrens High School, I. YWoruingghtsHvailrlreis High School, I. College Acad., (Priv.), I. Zebulon High School, I. NEGRO SCHOOLS Albany: Georgia Normal & Ag., I. f Americus Institute, II. Athens: High & Industrial School, I. Union Baptist Institute, (Priv.), I. Atlanta: Knowles High School, (Priv.), I. Booker T. Washington High School, I. Morehouse College H. S. (Priv.), I. Clarke University H. S., (Priv.), I. Morris Brown University, (Priv.), I. Spelman College H. S-, (Priv.), I. Augusta: Haines Normal Ind. Inst., (Priv.), I. Paine College H. S., (Priv.), I. J-Walker Baptist Institute, II. Bainbridge: fHutto High School, I. Brunswick: Selden Institute, (Priv.), I. Cordele: J-Gillespie Normal, II. J-Cuthbert High School, II. 9 Forsyth: Ma Ea8t DePot st. ,,iKh School> tt tSanrs^Ue^S^'fntkcioo, ,, s ^JirviKi'i S- ii: +"''Clt, Hfch School. II. 10 ^ VX,N-8 COURSE OF STUDY FOR ELEMENTARY SCHOOLS FOREWORD TO GEORGIA TEACHERS:-- There has been much demand and a real need for a carefully worked out course of study for Georgia's public schools--especially for the elementary grades. A course of study division should be established in the State Department of Education constantly working in close co-operation with our teachertraining institutions and supervisors upon a course of study for both elementary and high schools and keeping abreast with progress in the profession of education. In the absence of such agency, and with the lack of time and opportunity on the part of the supervisors, the publishers and authors of all of the state adopted textbooks were invited to submit brief courses of study . upon the several elementary texts, and we acknowledge our obligations with thanks to those of them who have so heartily responded. With the materials thus obtained and carefully edited we are enabled to offer to the elementary schools a course of study which will prove helpful to them. The laborious task of organizing and editing the mass of materials collected was assigned to Mr. J. C. Dixon, Supervisor of School Administration, who has condensed much of it and added many suggestions of his own and added much original matter. All of the Supervisors have co-operated with Mr. Dixon in offering criticisms and suggestions and have given their indorsement. The State Department of Education invites and will appreciate constructive criticisms from any other sources, and particularly from teachers after school experience with this course of study. The elementary course of study is offered to Georgia Teachers with the earnest hope that it may assist them in securing a greater accuracy and thoroughness in the fundamental branches. Only fundamental subjects have been treated and others of less importance should not in any degree displace them. Atlanta, Ga., October 1, 1929. M. L. DUGGAN, State School Superintendent. Note:--As the edition of this Course of Study is limited this Copy should be carefully preserved. ACKNOWLEDGEMENTS The following publishers and authors have furnished all or part of the material for the grade subject or text-book mentioned opposite their names: W. S. Benson & Company, and Miss Nabors Writing--Grades 1-7. Charles Scribner's Sons Second Grade Arithmetic. Grammar--Introduction. Grammar--First Grade. Grammar--Third Grade. Reading. John C. Winston Company.Arithmetic--Grades 3-7. Dictionaries--Grades 4--H. S. The Macmillan Company..Grammar--Second Grade. D. C. Heath & Company and Messrs. Sanford & Brown Language and Grammar--Grades 4-7. D. C. Heath & Company.. .History--Seventh Grade. Benjamin H. Sanborn & Co. and Mr. Lawton B. Evans History--American. American Book Company and Mr. Lawton B. Evans History--Georgia. Row, Peterson & Company and Mr. M. R. Trabue.Spelling--All Grades. World Book Company Health--Grades 1-3. Health--Sixth Grade. Smith Hammond & Com- pany Health--Fourth Grade. Health--Fifth Grade. Spelling--Manual Directions. Smith Hammond & Com- pany and Messrs. Chap- man & Sheffer Agriculture. Mentzer, Bush&Company.Industrial and Applied Arts, Grades 1-7. Scott, Foresman & Com- pany R-N-S Arithmetic Work Books--Material. Scott, Foresman & Company..Reading. Charles E. Merrill Company . . Reading. 2 Further acknowledgment for many suggestions and ideas, and for some of the actual material is hereby made to the following individuals, publishers, and publications: California "Manual of Physical Education Activities,"--Neilson and Van Hogen. A Guide to the Use of the Adopted Texts for the Elementary Schools of Alabama, 1929-1930." "State of Missouri, Department of Education, Courses of Study for Elementary Schools, 1929." "Arithmetic Course of Study for Grades Four, Five and Six, City of Baltimore, Department of Education, 1924." "Elementary School Supervision"--Gist. "The Elementary School Curriculum"--Bonser. "The Junior High School"--Briggs. TABLE OF CONTENTS Reading Writing Arithmetic Language and Grammar Social Sciences: History. Civics Geography Spelling HealthPhysical Education Agriculture Dictionaries Industrial and Applied Arts Legislation (1929) affecting the curriculum Teacher's Reading Course Course of Study for the Elementary Grades-- Georgia Schools 1929-1934 Books Adopted for the Elementary Grades, Georgia Schools 1929-1934 Page 8 96 104 132 172 210 216 266 278 316 322 __ 328 337 349 350 351 352 INTRODUCTION PURPOSE OF THIS BULLETIN This bulletin is not a detailed course of study for the elementary grades but is rather an introduction to some of the new text-books and materials and a suggested outline. It gives the plan of some of the new adopted texts, offers brief suggestions for their use, and attempts to help the teacher in adjusting the State Course of Study to the newly adopted texts. GENERAL STATEMENTS ADAPTING THE COURSE OF STUDY TO THE LENGTH OF TERM: (1) Nine months'term: This length of term provides ample time for enriching the courses of all the grades. Each division, or unit, of the work may be studied more intensively and thoroughly through the use of supplementary material and related activities. Particularly should the superior pupils do additional projects. Suggestions of the texts and manuals relative to extra work should be considered. Children should read the supplementary readers and other adjusted material in each grade. (2) Eight months' term. Even with this short term the majority of the pupils should complete the work requirements of the grade. Special effort should be made to see that the achievement requirements of each subject in each grade are sufficient for promotion. Some enrichment of the work with extra materials and related activities should be accomplished. The superior children, particularly, should do much of this. The slow readers should complete, for example, the basal adopted text and probably two or more of the supplementary readers; the average pupils should complete the basal texts and probably three or more of the supplementary texts; the superior pupils should read the basal and probably all of the supplementary texts. CLASSROOM ORGANIZATION AND MANAGEMENT: (1) Promotion and classification. Promotion and classification should be based on two factors--ability and achievement. (For a thorough discussion of this the teacher is referred to "The Principal and his School," Cubberley, and "The Practice of Teaching in the Secondary School," Morrison and others. (Available from Georgia Library Commission, State Capitol, Atlanta, Ga.) (2) Entrance of Beginners: Superintendents are urged to have their school boards pass a regulation to the effect that beginners will not be admitted to the schools later than two weeks after the opening of the school to be attended, except in schools having semi-annual promotions. Beginners may be admitted also at the middle of the year (children who are not six years old should not be allowed to enter unless mental tests show them six or more years old mentally and unless they are as mature socially and otherwise as six-year-olds). (3) Daily schedule. This should be formulated to provide for study periods under the super- vision of the teacher. This will be observed closely by school officials and supervisors. SUPPLEMENTARY MATERIALS AND LIBRARY AID: (1) Use of adopted supplementary books. The supplementary text-books which are to be used following the adopted texts can be secured in sets and, unless the children secure them, should be made available through the library. These can be kept in the school and this furnishes an excellent plan for a continuing increase in the amount of reading material at the disposal of pupils. IMPORTANCE OF STUDYING NEW TEXTS: Every teacher should have copies of these and should study each carefully before attempting to use them. Note carefully the following: (1) The foreword or introduction to determine the author's claims, purpose of the book, and explanations. (2) The organization of the book. (3) How and wherein it helps to attain the objectives set up in the course of study. A MOST URGENT NEED IN ALL TEACHING: (1) Thoroughness. While it is desirable to cover the requisite, subject matter this should not be done at the expense of thoroughness and even mastery. The mechanics of reading, reading ability, the ability to use good English, the mastery of the principles of elementary mathematics--these are the things to be achieved. The amount of subject matter covered is important but not more so than the principles conveyed in the subject matter. READING GENERAL STATEMENTS* "All reading activities may be classified under two types--work reading and recreational reading. Work reading may be considered as synonymous with study reading. Recreational reading is motivated by a desire for entertainment, enjoyment, and vicarious experience, and is associated with the use of leisure time. Thus an individual's purpose for engaging in reading determines whether the reading is of the recreational or of the work type."--Course of Study, Minneapolis Public Schools. To carry out a program in reading, the state has adopted readers, which contain material for oral and silent reading, both of which should be used in making a balanced program. From the use of the work type reader the child should master the techniques of reading that have to do with recognition and pronunciation of words and phrases, and of thought-getting and thought-giving. From its use he should develop definite habits and skills in finding answers to thought questions, finding an important idea in a paragraph or selection, finding important points and supporting details, or making a summary in outline. A classroom or grade library should be maintained in each room. Many teachers find it advisable to have one set of supplementary readers and single copies of many other books. Each teacher is urged to secure materials for wide reading on the part of the pupils. The readers that were on the adopted list last year (if not readopted) should be collected from the community and placed in the school library. A set of supplementary readers for each grade may be secured in this way. In the new supplementary lists for the different subjects are many attractive books that can be used as supplementary readers. Early in the year, time may very profitably be spent in testing children in reading and grouping them into two or three groups, according to their abilities or needs. If a teacher has more than one grade it is sometimes practicable to regroup, for the reading period, children of different grades for special work. Diagnosis of a situation may be made through observation of the oral and silent reading of children and through the use of standardized and informal testing. For suggestions for classifying children, see Supervision and Teaching of Reading, by Harris, Donovan & Alexanderf, Ch. 4. General Objectives: To secure a rich and varied experience through reading. To develop strong motives for desirable attitudes toward, and a permanent interest in, reading. To secure economical and effective habits and skills in reading. To stimulate appreciation of, and an abiding interest in, good literature. * "A Guide to the use of The Adopted Texts for the Elementary Schools of Alabama, 1929-30." t Can be secured from Johnson Publishing Company. 8 Certain general objectives in reading should be kept in mind by all teachers. In addition, each grade should set up definite appreciations, habits and skills to be attained. References for the Teacher: 1. Pennell & Cusack--"How to Teach Reading" (Houghton-Mifflin Co.) 2. Twenty-Fourth Yearbook, Part I--Public School Publishing Co., Bloomington, 111. 3. Reading Objectives--Anderson & Davison (Laurel Book Co.) 4. The Supervision and Teaching of Reading--Harris, Donovan & Alex- ander. What to Read: "Literature of Knowledge" and "Literature of Power." What is it that we mean by literature?* The most thoughtless person is easily made aware that in the idea of literature one essential element is, some relation to a general and common interest of man, so that what applies only to a local, or professional, or merely personal interest, even though presenting itself in the shape of a book, will not belong to literature. In that great social organ which collectively we call literature, there may be distinguished two separate offices that may blend and often do so. There is first the literature of knowledge, and second, the literature of power. The function of the first is to teach; the function of the second is to move. The first is a rudder, the second an oar or a sail. (We might add an engine or a dynamo.) The second always speaks through affections of pleasure and sympathy. What do you learn from Paradise Lost? Nothing at all. What do you learn from a cookery book? Something new in every paragraph. What you owe to Milton is not any knowledge; what you owe is power, that is exercise and expansion to your own latent capacity of sympathy with the infinite. All the steps of knowledge carry you further on the same plane, whereas the very first step in power is a flight. If then we ask, "What should children read?" the answer would be "literature of knowledge" certainly, science, history, geography, books that "teach," but they should also come to know the satisfactions of contact with the literature that "moves" in its varied forms of poetry and prose, and progressively as their experience becomes enriched and their personality matures and ripens. HOW TO READ "LITERATURE OF POWER" Learning to Read and Reading are Parts of One Process. A two-fold harm has come in the primary grades from separating rather than coordinating the methods that belong to the two phases of reading. (1) Content of reading matter has been relatively neglected. (2) Oral reading habits have become established to the exclusion of efficient silent reading habits. Perhaps the educational loss and injury to pupils has been greater in the third than in the earlier grades, but the false notion referred to has been responsible very largely for the comparatively slight development of reading power in the middle and upper grades. "The Kendall Teacher's Manual," D. C. Heath & Co. 0 Reading Purposes: 1. We want to find facts. 2. We want to understand. 3. We want to give ourselves pleasure, or to be inspired or cheered. 4. To cultivate appreciation and liking for the following different types of literature: Stories. Dramatizations. Descriptions. Humorous literature. Poetry (both lyric and narrative). Nature literature. (Literature should be read primarily for enjoyment and appreciation, and it should never be used for any other purpose to a degree that will in any way diminish its enjoyment.--Bonser.) 5. To give pupils mastery over reading as a tool (the mechanics of reading)- 6. To provide a fund of material suitable for dramatizations and programs for special days. 7. To furnish a starting point for new interests and activities. 8. To supply literature which will reinforce other school subjects. 9. To store the minds of pupils with bits of choice literature. 10. To develop methods of study suited to the different kinds of reading a. Intensive or study reading for a definite purpose, as: To answer a question To solve a problem To follow directions To form a judgment b. Reading for information. c. Use of reference books. d. Cursory reading. e. Reading for inspiration and appreciation. f. Reading for enjoyment and recreation. g. Oral reading: To give pleasure to others To give information to others 11. To develop in children the habit of reading and a desire to read. Mental Preparation for Reading: 1. The teacher may give a part of the story to the class, leaving the climax to be discovered in the reading. 2. The teacher may tell a similar story or describe a similar situation or experience, or may ask the pupils to do this after the reading. 3. If the story is located in a foreign land, the peculiar features of the country and of the life there may be recalled. 4. If the story is historic, something of the historic setting may be given. 10 5. Questions like these will predispose the mind of a reader. "What is a good name or title for this story?" "What passages are best for oral reading?" "Can it be dramatized? What are the characters, scenes, and so on?" "What illustrations might be made for the story?" There should be large lesson or story aims and small paragraph or special thought aims. The Place of Oral and Silent Reading. The foregoing illustrations of mental preparation for a reading selection on the part of the teacher and, with the teacher's help, by the children are typical of the desirable process for all reading. Silent reading should be given more and more emphasis in the primary grades until in the Fourth Grade the time is about equally divided between it and oral reading. In the Fifth Grade there should be more silent than oral and in the Sixth perhaps the oral should be to silent in the proportion of one to three. There appear to be but two reasons for oral reading. 1. One may read to others to convey the thought of an author. In this case the words must be familiar and the ideas must have been assimilated, at least in part. 2. One may read to a teacher as an exercise in learning how to read better. This exercise discloses words and passages that are not understood and faults in expression. In this case an audience, other than the teacher, is likely to hinder the learner, and the audience is pretty sure to be uninterested, if not bored. Even in this case more rapid progress will often be made if the pupil is allowed to read the passage to himself before he reads it aloud. In short, if there is no specific reason for reading a selection aloud, it should not be so read. If the meaning or the beauty of the selection is best revealed by an oral rendering, an interpretative reading should be given. There will be enough opportunities for purposeful oral reading to give all desirable training in it,--reading of a section now and then to support a judgment made in discussion, reading to call attention to a passage, reading by request of pupils, and so on. Factors causing Reading Difficulties: 1. Differences in natural reading aptitudes. 2. Differences in the structure of the seeing organs and of the brain areas that receive the seeing impressions. 3. Bad reading habits that have been acquired early which pupils carry along uncorrected from year to year. 4. Narrowness of one's general and particular life experiences. Ways to Stimulate Silent Reading and to Develop Effective Reading Habits: 1. Plan special day program. 2. Dramatize selections. 3. Memorize purposefully. 4. Compare selections. 11 5. State reasons for choice of selections. 6. Choose favorite stanzas or paragraphs. 7. Choose a new title for a selection. 8. Reproduce orally or in writing. 9. Find specified paragraphs or stanzas. 10. Follow printed directions. 11. Find answers to thought provoking questions. Ways to Stimulate Oral Reading: 1. See that there is a real motive. 2. Interpret the selection. 3. Compete for a part in dramatization. 4. Entertain class or others. 5. Give information to others. 6. Prove a point or answer a question. 7. Motivate listening by: looking for pictures getting desired information finding answers to questions comparing interpretations striving to enjoy Reading Skills and Abilities. If we analyze our own reading we shall find that our general reading ability is dependent (a) on our mastery of words, and (b) on our understanding, or what may be called our intelligence reaction. Our mastery of words is dependent on: 1. Ability to recognize and pronounce words readily and accurately. 2. Ability to recall known meanings and to select the appropriate one. 3. Ability to enlarge and to enrich the content meaning of our vocabulary. Our understanding in reading is dependent on: 1. Ability to sense the large meaning, the main point or purpose of the writer, in a given whole by a hasty first reading. 2. Ability, by a second reading to note large divisions, characters, situations, steps in the progress of the story, poem, or argument. 3. Ability to judge the relative importance of parts or points. 4. Ability to compare what is read with one's own experience and with similar or contrasting ideas met with in other readings. 5. Ability to keep distinct what the author is saying and what the reader may think on the same subject. 6. Ability to note a pleasing and effective use of words. 7. Ability to note pleasing ways of expression, effective phrases, and sentences, and paragraphs--style. 8. Ability to note words and expressions or allusions whose meaning or special significance is not known--points at which the dictionary, or encyclopedia, or other reference book should be consulted. 12 9. Ability to read different kinds of writing--newspaper, magazine, poetry, fiction, science, history, biography, travel--together with the development of selective reading interests. 10. Ability to read to others, in a way to hold their attention, selections that are easy reading for the reader. Growth in skill in these various lines does not result from just "reading." It comes only by way of specific training for specific selected ends. NO ONE SELECTION IS ADAPTED TO TRAINING IN ALL THESE PARTICULARS AND NO ONE LESSON CAN EMPHASIZE THEM ALL. IT IS THE TEACHER'S TASK TO DETERMINE FOR EACH SELECTION ITS FITNESS FOR TRAINING IN THIS OR THAT ABILITY, AND THUS TO DETERMINE THE EMPHASIS AND TO DEVISE THE METHODS OF STUDY FOR EACH LESSON. TESTS AND MEASUREMENTS See manuals for adopted and supplementary readers. CORRECTING DEFECTS IN READING Purpose of Tests: 1. To find out where the class as a whole stands, in comparison with other classes of the same grade. 2. To find out the weakness of individuals. Ways to Diagnose the Cause of Poor Reading: 1. Tabulate errors of the poorer readers. Isolate their faults. 2. Detect differences between good and poor readers. 3. Work with one child at a time. 4. Instruct the pupil how and get him to follow through his reading process. 5. Take one difficulty at a time, as: Failure to observe punctuation. Lack of phonetics knowledge. Omission of title words. Mispronunciation. Apparent lack of knowledge of word meanings. Lip reading. "Word calling" rather than reading for meaning in content. 6. Study, criticise, and modify your own methods. Ways to Improve Comprehension: A. Causes of Deficiency: 1. Lack in practice in silent reading. 2. Lack of a good method of reading silently (as, movement of lips, finger pointing, short eye sweeps). 3. Reading too difficult. 4. Lack of acquaintance with the vocabulary. 5. Failure to heed punctuation marks. 6. Lack of interest. 13 B. How to Correct Such Defects: 1. More opportunity for practice in silent reading. 2. More rereading and more easy reading. 3. More interesting reading. Give a pupil reading which is interesting to him. Exercises requiring careful reading. Many such suggestions are given throughout the Study Helps and Manual notes. Specific training in eye movement (discussed elsewhere). Specific training in word study. Frequent testing for comprehension. Rouse pupil's ambition (as, by recording his scores, by pointing out improvements which he himself can appreciate). Note.--There is a high degree of correlation between intelligence and comprehension of reading. Know the ability of each individual pupil. Ways to Increase Rate of Silent Reading: Causes of low reading rate: 1. The failure of the teacher to realize that the rate is important, and the common belief that, in order to read well, one must read slowly. In fact pupils are often directed to "read slowly and carefully." 2. Overemphasis on oral reading slows up the rate of silent reading, especially from Fourth Grade onward, at which time the average child reaches his maximum rate of oral reading for easy material. (Oral reading ability however improves steadily during intermediate and grammar grades). 3. Lack of comprehension. How to Improve: 1. More opportunity for silent reading. 2. Less emphasis on oral reading. 3. Much reading of simple interesting material. 4. Greater emphasis by the teacher on rate of silent reading. 5. A motive for increased rate on the part of the pupil (as, to increase his score). Ways to Correct Bad Oral Reading Habits: 1. Articulation exercises for mumblers or those with bad speech habits. 2. Breathing exercises for those who read jerkily, giving training in breathing rhythmically at ends of phrases or clauses. 3. Increased vocabulary for those who are weak (as shown through tests or teacher's observation) by-- (a) Word study with difficult words for ready recognition pronunciation comprehension (b) Listing and analyzing words mispronounced. (c) Examining long words to see if any part is familiar. 14 (d) Looking through a sentence or paragraph and telling what words are not known. (e) Building up lists of words having a common root or a common meaning. 4. Using simpler reading material from a lower grade. 5. Flash reading of phrases and directions. 6. Reading a page orally and counting errors. 7. Reading until there is an error, and counting number of lines read perfectly. Eye Movements in Reading: 1. Adults and children differ in the number of eye movements they make in reading. 2. Good readers make fewer eye-movements than poor readers do, (that is, their eye-sweeps are longer). 3. The eye movements of good readers are more rythmic than those of poor readers. 4. The number of eye movements is greater in oral than in silent reading. 5. It is possible to train the eyes in reading to make fewer movements, thus increasing comprehension and speed, and reducing fatigue. 6. The eyes see at the pauses between movements, not while they are in motion. 7. Pupils may be trained from the beginning to take in a group of words at a glance. Flash cards, etc. 8. Eye movement and span not controlled by the will. Practice remedies. 9. Clear vision is absolutely necessary. Eliminate bad light and eye strain, and correct defective vision. 10. Retrogressive movements retard rate. Speech Drills: 1. Follow phonetics with brief, systematic, interesting drill in enunciation, pronunciation and voice placement. 2. Correct nasality and harshness by frequent class or individual drills. 3. Call attention to errors as they occur. 4. Formulate class and individual drills to correct the most typical speech errors. 5. Develop difficult oral drills to secure flexibility of speech. AIDS TO READING The Reading Table: 1. Good Light. 2. Comfortable chairs. 3. Change contents frequently. 15 Pictures and Illustrative Material: 1. Picture collections. 2. Reflectoscope or similar instrument. 3. Collections and models. Individual Word Books: 1. Each pupil should have one. 2. Should be alphabetized. 3. Teacher should examine books and often use for group study. 4. Making the book may be an Industrial Arts Project. Typewriters, moving pictures, and all other such aids should be utilized. WAYS TO MOTIVATE READING Correlation With Other Subjects. Dramatization: 1. Choose children who seem to fit the parts. 2. Demand clear enunciation, correct diction and good speaking voices. 3. Make corrections and suggestions impersonal. 4. Strike a balance between too little rehearsing and too much. 5. Always rehearse with space relations, exits, entrances, and so on, as they will be when the play is given. 6. Let the children make or help in making the scenery. 7. Use simple and inexpensive costumes. 8. Use troublesome or unusual properties for several rehearsals. Memorizing: (Refer to your manuals for proper use and application.) The Teacher's Reading: (Pupils imitate) The teacher should participate judiciously by setting an example. Teaching the Use of Books: Pupils should know the uses and location of the parts of a book--cover, title, page, preface, table of contents, and the body of the book. Actually instruct children how to use a book intelligently. Teach care in the use of books. SUPPLEMENTARY READING School Libraries. The teaching of how to read that is not followed by the teaching of what to read and the creating of the reading habit lacks in effectiveness in the same way that the teaching of the theories of chemistry that is not followed by laboratory practice lacks effectiveness. Teaching reading with the aid of a library might be called the laboratory method, and its results are good or bad in proportion as the library, whether school, home or public, is well selected for school use, well administered, and properly used. 16 Every grade should have a classroom library consisting of from at least twenty-five to fifty books selected with reference to the subjects under discussion in the classroom, and to the reading ability of the pupils. These may be supplemented by books which pupils lend or donate, and by exchanges with other classes of the same or a lower grade. A classroom library gives point and objective to reading lessons, and by providing positive good docs much to exclude from the life of the child unwholesome reading which is only too easily obtained outside the schoolroom. It has been said that young people of the present day are lacking in the refinement and richness of vocabulary which comes from the reading of good books; that they lack purpose in selecting books to read; that that love of books which leads to the ownership of those which bear rereading has not been cultivated; that the desire to read only the best and the most authoritative is not evident; that their reading is superficial and lacks independence; that their sense of humor is coarsened by too close an application to the "funny page" of newspapers and periodicals; that their thought power is undeveloped and their sense of values untrained. A wise and sympathetic teacher with the aid of a school library can do much to silence this criticism and to give to her pupils the love and the art of reading which will be invaluable to them in after life. Ways to Stimulate Supplementary Reading: 1. Provide as large a lending library of suitable books as possible. 2. Provide current children's magazines. 3. Encourage drawing books from the Public Library. 4. Post a monthly list of worthwhile books. 5. Have a library day once a month, when favorite books are discussed, and teacher makes new suggestions. 6. Post individual reading records, showing title and author of all books read by each child in the class. In Grades V and VI, the pupil may pass in a card for each book read, giving title, author, what the book is about, his opinion, and remarks, with his signature at the bottom; cards for each book, or each child, to be filed separately. 7. Encourage children to form reading clubs, congenial reading groups which have club names and report good books to each other, as well as to the class. READING, PRIMARY GRADES The work in all other school subjects is dependent on Reading. Reading, therefore, may be adjudged the most important of all the elementary school activities; it is the medium of entry to the field of knowledge comprising the remaining elementary school subjects, and generally speaking, advancement in any other field of knowledge is impossible without it. Probably one of the most important factors involved in reading is the matter of creating a discriminating consideration of the material of reading. Reading habits are fixed early. Children in the early grades should therefore come to know good' literature and be made capable of choosing good literature by having it provided for them in these grades. Repetition of content material-- the telling of stories in one grade and the reading of them in the next--is a vital 17 teaching factor at this age. The imagination of the child at this most impressionable age is easily stimulated and repetition of story material--material which meets the needs of childhood fancy and imagination--helps to fix and make permanent those desirable reading habits which are the ultimate aim of all teaching of reading. The child in the primary grades of our school system cannot and will not assimilate material hurled at him in uninteresting masses. Eliminating at the present any consideration of the philosophy of mental discipline, we may truthfully assert that subject matter--either or both in content and method of presentation--should be interesting. The young child's interest is aroused most easily through his imagination and his imitation. Profitable reading is usually pleasant. The joy and pleasure in reading should always be paramount to the technique of reading. Usually, where the former are present, the latter will follow. The joy and pleasure in reading may be achieved by the teacher in her selection of material to read to the children. Fom this the child will unconsciously formulate ideas and ideals of good reading. The style or manner of reading should be simple, clear and dramatic, yet unaffected. Children should read for the same reason that adults read. To assure that this will be done, proper motives and procedures--those that will create a natural wholesome atmosphere--should be established and maintained. Reading has for its purpose the interpretation of the printed page, and facility in reading is involved in accuracy and rate. In order that a child may read accurately and reasonably rapidly he must be able: (1) to control the mechanics of reading; (2) to secure the thought from the content of what he is reading; and (3) to transpose from the printed page to vocal utterance. GENERAL OBJECTIVES The three broad general objectives in teaching reading are: I. Rich and varied experience through reading. II. Strong motives for, desirable attitudes toward, and permanent interest in reading. III. Economical and effective habits and skills. The attainment of these general objectives may best be accomplished by subdividing them into a number of specific objectives. The attainment and consolidation of these specific objectives will, in the end, bring about the achievement of the general purposes for which reading instruction is carried on. SPECIFIC OBJECTIVES CLASSIFICATION I. Experience through reading: a. Contributing useful knowledge. b. Providing pleasure and inspiration. 18 II. Motives, attitudes and interests: a. Realization that books are interesting. b. Realization that books are valuable for carrying on many kinds of activities. c. Desire to read books. d. Desire to own books. III. Habits and skills: a. Thought-getting. 1. Ability to comprehend meaning of word, phrase, sentence, paragraph, and longer units with accuracy and reasonable speed. 2. Ability to grasp organization of a selection. 3. Ability to outline a selection, placing major and minor ideas in order of importance. 4. Ability to understand and to use an adequate and growing vocabulary. 5. Ability to outline a selection in order of chronological sequence. 6. Ability to solve a problem, using reading material as a basis for reasoning. 7. Ability to evaluate the worth of ideas presented. 8. Ability to scan material rapidly to determine its general nature. 9. Ability to find specific information. 10. Ability to follow directions. 11. Ability to retain important ideas. 12. Ability to study with reasonable speed. 13. Knowledge of sources for various types of reading materials. b. Mechanics of reading. 1. Recognition of units larger than a word at each eye-fixation. 2. Avoidance of finger-pointing, head-movement, lip-movement. 3. "Use of clear enunciation and correct pronunciation, proper phrasing, well-modulated and expressive voice in oral reading. 4. Correct posture and appreciation of proper light. c. Handling of books. 1. Proper care of books. 2. Proper use of table contents, glossaries, indexes, cross-references, etc. 3. Appreciation of aesthetic value of books. d. Ability to use facilities of school and public libraries. Reading instruction is supposed to be developed physchologically. Naturally, then, much of the time devoted to reading in the early elementary grades should deal with the mechanics. This does not mean that expression of thought is eliminated (it should always be considered) but word study, so called, does and should receive much attention. In all instances, where possible, word mastery and thought getting should precede oral reading. Reading should always be considered as synonomous with a search for ideas and their ultimate interpretation. This does not mean that in Primary Reading we should stress interpretation to the exclusion of the mechanics of reading. Phonetics, word drills, 19 phrase drills, pronunciation, enunciation, articulation, exercises to secure speed and comprehension, though essential, should be subservient to interpretation. Particular care should be exercised in selecting the supplementary, voluntary, or recreational reading material. It should be provided only from the best sources. Only through the medium of this type of material will the child be induced to read and only through reading will he learn to read. TYPES OF READING Silent Reading: In the final analysis most of the reading done by adults is silent reading. Other than in rare instances oral reading is seldom used by adults. Even at the beginning of a child's reading experiences silent reading has its place. The child should early become imbued with the idea of getting meaning from the printed page and in reproducing it orally. This can best be done by means of silent reading. Then, too, it assists materially in clearing up word difficulties. The child experiences his first training in how to study in his first contact with silent reading. This type of reading should be definite, purposeful, and the objectives should be recognizable. Silent reading usually permits of and assures more thorough mastery of subject matter than does oral reading; it furnishes the child with an indispensable tool which remains such throughout his life; it makes possible broader, wider reading and stimulates, through the medium "of interest, unconscious attempts to increase rate; it establishes and fixes adult reading habits; and it is the surest medium through which home reading may be encouraged. Oral Reading: Oral reading should have a place in the well balanced program for its socializing value, and because there are some life situations where good oral reading is desirable. Good oral reading may be stimulated and developed in the following ways: 1. Provide audience situations, where fresh interesting material is read to a class or smaller group; when either one child may read a selection, or several may read parts of a selection. Reading clubs, assemblies, or entertainments furnish such situations. 2. Use proper material, such as narrative, poetic, and dramatic material, anecdote, humor and interesting information. 3. Discuss with children characteristics of material suitable for audience reading, and allow frequent choice of material by children. Pupils should be made conscious of the characteristics of good oral reading, and should be required to make careful preparation and to judge oral reading performance. Such characteristics include: (a) appropriate selection, (b) effort to interest audience, (c) understanding of material, (d) natural expression, (e) good posture, well-modulated voice, (g) clear enunciation,, (h) correct pronunciation. Frequent oral reading by teacher presents pattern of good reading to class. 20 6. Provide sufficient practice in oral reading. One method of giving pupils a large amount of practice is to divide class into a number of groups with six or more in a group. 7. Give practice in correct pronunciation and enunciation outside of the oral reading time. Listing the errors in notebooks is valuable. References on audience reading: Gist and King "The teaching and Supervision of Beading," Chapter III, pp. 48-70. Young children play and dramatize instinctively, and oral reading in the primary grades is necessary to meet the demands of this instinct. Words are made more than just words--they are vitalized and made real for the child through dramatization and oral presentation. Action, correlating with the thought of the printed page, creates a point of contact which the child could not otherwise achieve. The child becomes and is his interpretation of the thing he reads. Except for the effect of his character, his thoughts, and his past experiences on the thing he is doing, he loses himself in his interpretation and becomes self-forgetful. Oral reading is the most facile means of securing an alert attitude and proper poise and position of the body, and through it happy social relations are easily developed. There is, or should be, a definite purpose in all reading and no exigencies of teaching or of classroom should ever be allowed to eliminate the purpose from the procedure. Correction and criticism of reading should, and must be made, of course, both by the pupil and the teacher, but it should always be directed so as to avoid putting stress on non-essentials or aimless faultfinding. Criticism, unless it be constructive, is hard to defend. Commendation on the part of the teacher is just as vital and necessary as condemnation. Comments on the effort should be definite, pointed, and detailed and supported by reasonable experience or authority. Criticism should be properly timed. Teachers of reading should be familiar with the standards which have been established in the subject. Individual differences should be taken into consideration, but maximum achievement should be secured in every possible instance. Vocabulary, speed, and retention tests have been published, and one may be selected which will meet the demands of the peculiar local situation. Individual instruction is always most important, of course, but the need for group work should not be overlooked. It is invaluable in meeting the variation in reading ability found in a group of children. This group work often may take the forms of drills designed to correct known deficiencies, and it should be used only after these deficiencies are isolated and identified. Much of the process of teaching the child how to'read may^be administered through means of seat work. By means of it he should be trained how to study reading. It should emphasize both form and thought content. BUILDING PROPER ATTITUDES Whether a child will realize the value of books as contributing to his pleasure and needs, and whether he will be actively interested in reading to the extent of reading widely and buying books, depends as much upon the kind of books 21 with which he comes into contact as upon the actual inspiration and guidance which he receives from the teacher. If children have access to material tnat is closely related to their pleasure-interests, they will begin to sense the recreational value of reading. If, also, they have been stimulated to go to books for the solution of actual life problems of many kinds, they will become conscious of the utility value of reading. Only as books meet an interest--or utility need--will they become vital to children. Materials suited to the various grades will be discussed under the outline for each grade. USE OF THE LAWS OF LEARNING Attitude building goes beyond the mere exposing of children to vital material. Application of the psychology of learning has a share in building appreciation. In order that effective reading of any type, with its accompanying attitudes, skills, and knowledge, may be taught economically, the "laws of learning" must be utilized. These laws, and their operation in reading situations, are as follows: 1. Readiness: The child must be in a state of "wanting to read" the particular material. Such a condition exists when the teacher has: a. Chosen appropriate material. b. Assembled the child's ideas in the field. c. Related the new experience to the old. d. Brought clearly before the child's mind the purpose of reading the selection. The child is then ready to read with enjoyment and also ready to tnink, for the assembling of ideas and statement of the purpose set up a readiness for thinking. 2. Exercise and effect: These laws require that there shall be practice with satisfaction if learning is to take place successfully. Opportunity should be given for pleasure-attended use of all the skills and habits to be developed. The pleasure in reading situations may come from intrinsic interest in the material, or from the satisfaction that comes from accomplishing what one sets out to do,--namely, solving a problem, answering a question, finding desired information, etc. Additional satisfaction may come from measuring up to a class standard, or bettering one's own record in doing effective study. INDIVIDUAL DIFFERENCES Children within any given grade differ greatly in tastes. They are also likely to differ greatly in abilities, unless particular attention has been given to careful grading. Differences in tastes are provided for by giving opportunity for extensive individual reading, by giving access to a wide variety of materials, and by allowing individual choice. It is more difficult to deal with differences in fundamental reading abilities. Some children, for instance, may be able to comprehend facts, yet may lack organizing ability; others may be able to organize facts, yet may be poor in 22 retention; others may be able to organize a sequence of facts chronologically as in telling a story, but may be unable to arrange facts in the order of their importance. These differences in ability may be provided for by grouping within the grade, by giving special assignments to the accelerated group, and by segregating remedial cases. The first step in providing for individual differences is to make approximately homogeneous grouping on the basis of abilities. Both formal and informal tests are valuable in this connection. The formal tests reveal the general ability of the child. Informal tests are tests based on, and used in connection with daily lessons, and are designed to test specific abilities such as, ability to follow directions, ability to outline, ability to reason from given data, etc. These tests reveal more definitely the child's strength or weakness or particular study abilities. The informal tests serve not only as checks but also as practice exercises, and should be varied, purposeful, and pleasurable. They should be of such form that they can be given quickly without the use of burdensome paraphernalia. Readers which utilize informal tests in close connection with the lessons are desirable. Five valuable types of tests which may be arranged to check any of the study abilities are: 1. True-false 2. Completion 3. Multiple-choice 4. Matching sentences 5. Classification These types of tests are discussed in detail in the Denver Monograph "Five Types of Tests," published by the Board of Educaton, Denver, Colo., and will receive fuller treatment in the work outlined for each grade in this Course. The second step in treating individual differences is to select materials which are organized in such a way as to give systematic training in the fundamental habits and skills. Questions the teacher should ask herself concerning material are as follows: 1. Is the material organized into sections or units in each of which is a series of lessons that concentrate on the development of particular skill, such as selecting the main idea? 2. Do the lessons within these sections or units gradually increase in difficulty, thus promoting a growth in ability? 3. Does the material itself indicate to the child the necessity and means of acquiring the study technique in question? Reading material which answers in the affirmative the questions indicated above, is most effective because the teacher, having discovered the individual or group deficiency, can immediately turn to the section of the Reader which furnishes practice in the particular skill needed by the pupil. Tests reveal occasional cases of extreme disability, which require special treatment. The exceptional child or the above-average group, on account of the ability to cover a larger amount of material than the average slow child or group, also makes a problem. Suggested ways of providing special work for exceptional individuals or groups are as follows: 23 1. Assign independent reading for reviews, reports, dramatization, etc. 2. Using same material as for slower group, give problems which are more inclusive and more difficult of solution. 3. Allow better group to make tests for other groups. 4. Give wider reading references in the same field--poems, stories, ad- ditional interesting information, etc. DEFICIENCIES AND REMEDIAL WORK* Deficiencies in reading may be classified as of two types: (1) deficiency in accuracy and fullness of comprehension; (2) deficiency in rate of comprehension. Certain causes tend to produce both kinds of deficiency, while other causes are only likely to produce one of the two kinds. One group of causes might be termed ''active disabilities," another group "wrong of inefficient teaching practices." Below are listed the causes which tend to produce either or both lands of deficiency. I. Causes of both slow and inaccurate reading: A. Native disabilities. 1. Low intelligence. 2. Lack of life-experience for interpreting material. 3. Lack of a speaking vocabulary. B. Wrong or inefficient teaching practices. 1. Unsuitable material (uninteresting, too easy or too difficult, not sufficiently varied), resulting in lack of interest and effort. 2. Failure to have children read with a purpose, failure to take fatigue factor into account, failure to encourage child, failure to interest child in improvement. 3. Neglecting to give balanced emphasis to development of reading skills and habits: a. Placing over-emphasis on oral reading. b. Over-emphasis on study of isolated works, (too much word drill). c. Over-emphasis on analytic method of attacking words (phonics). d. Failure to develop an adequate sight vocabulary or method of attack on words. e. Over-emphasis on speed. f. Failure to make children conscious of proper study habits and skills. g. Failure to give sufficient or properly distributed practice in study habits. h. Failure to check progress. II. Specific Disabilities and Remedies: Disabilities affecting accuracy and amount of comprehension are treated in sub-topics A and B below; those affecting rate are treated in sub-topic C. Courtesy of Charles E. Merrill Company. 24 A. Disabilities affecting acuracy of comprehension of phrase and sentence. 1. Tendency to read without a purpose. Remedy: Be sure child reads with the idea of "finding out" something definite. 2. Lack of concentration on meanings. Remedy: Give exercise, and checks on the comprehension of words, phrases, and sentences, read. Use riddles, picture-pointing, completion exercises multiple-choice tests, matching sentences, following directions, etc. 3. Tendency to read fast without attention to meaning. Remedy: Throw emphasis on checking for comprehension. 4. Fixation on words instead of on longer thought units (phrases). See recommendations under C-2 below. 5. Vocabulary difficulties, such as a small stock of sight words, inability to recognize new words, inability to perceive familiar words, have a pronounced effect on accuracy of comprehension, and are fully treated under C-3, 4, 5, and 6 below. 6. Too great dependence on contextual clues results in inaccuracy in thought-getting. See suggestions under C-3, 4 and 6 below. B. Deficiency in paragraph comprehension. The above mentioned causes of poor phrase and sentence comprehension also operate to produce defective paragraph comprehension. There are, however, additional deficiencies which particularly influence paragraph understanding. 1. Deficiency in the interpretation of whole paragraphs (the general idea). Remedy: Provide a variety of interesting material of increasing complexity, constantly checking comprehension; enlist pupil's co-operation and permit self-checking when possible. Select fresh material, using paragraphs that are well organized thought units. In checking, give questions that cannot be solved except by an understanding of the whole unit. Valuable exercises and checks on comprehending the whole unit include: a. Riddles. b. Illustrating or picture marking. c. Problem-solving. d. Multiple choice, selecting the right topic sentence from a group. e. Completion sentences. f. Giving a title to a paragraph. g. Giving a title to an illustration accompanying a paragraph, h. Making or selecting the topic sentence. i. Giving directions which necessitate grasp of whole paragraph in order to be followed, j. True-false statements involving the main idea. 2. Inability to reason beyond the ideas of a paragraph. Remedy: Give questions that require thinking beyond the mere 25 grasp of the ideas in a paragraph, i. e., reasoning to find an answer that is implied but not stated, such as: a. Reasons why the action occurred. b. Whether an action was wise or unwise. c. What may have happened before. d. What will be likely to happen next. e. What was the funniest thing that happened. (Multiple choice and true-false sentences, etc., may be adapted to check ideas implied in a unit.) 3. Inability to understand precise directions. Remedy: Give exercises in following directions which require pupils to select and retain every significant item and discard other items:--such as dramatizations, playing games, handwork, drawing pictures, following recipes, etc. 4. Inability to note details. Remedy: Give exercises requiring search for and recall of significant details and exercises requiring the use of the details to prove some point, and require children to outline, using sub-topics. Deficiencies resulting in retardation of rate of comprehension. 1. Excessive vocalization (lip movement, whispering). Remedy: Reduce the amount of oral reading; have pupil make conscious attempt to improve; have pupil place fingers on lips; give training in silent reading where response is in terms of meaning; give training in reading for comprehension with a time-limit. 2. Short span of recognition, too many eye fixations to a line. Remedy: Increase sight vocabulary; encourage use of context clues; have child, using known vocabulary, pick out or underline thought units (phrases); use the same phrase-groups, repeating in various contests, as: Jack lost his hat. He looked for it. He looked in the bedroom. He looked in the kitchen. He looked in the yard. He found it on a post. Read to the child, indicating phrasing; use flash cards (limited use) or other material which utilizes action exercises, picturepointing from phrases, questions, multiple-choice exercises, completion exercises requiring the placing of a missing phrase, riddles, and exercises in matching parts of sentences. In case of too great attention to sounding of words, curtail work in phonics. 3. Possession of a small stock of sight words. Remedy: First presentation of words should be effective; emphasis should be on meaning. Introduce new words by means of pictures, and in context; review words in a number of contexts; let child keep individual lists in single word and in context form; 26 have child make a "dictionary" of illustrated words and phrases; play games which emphasize the meanings of words, such as picture-pointing, matching words or phrases with a picture, drawing word-meanings, or acting word-meanings. 4. Inability to recognize new words or inability to perceive familiar words. Remedy: Encourage getting words from context; use material that facilitates use of contextual clues. Teach various methods of word analysis, not relying on any one method exclusively: i.e., a. Compare a word form with other words having similar form, and keep charts of words that look alike. b. Use exercises which call for attention to details of words,-- multiple-choice, true-false, completion, etc., may be used, e.g. rat The cat ate the mouse bat Note: These exercises should be in thought-unit form whenever possible. c. Give a limited amount of phonetic work. d. Utilizes syllabification 5. Slow grasp of ideas. Remedy: Give exercises in which pupil reads rapidly to get the general idea; give various types of comprehension exercises with a time-limit, checking the number and quality of ideas gained. See A, 2. Teachers feeling the need for further guidance in remedial work will find aid by consulting the following: Gates. "The Improvement of Reading." (Macmillan). Gray and Zirbes. "Primary Reading," from the Classroom Teacher, Volume II. The Classroom Teacher, Inc., Chicago. The Twenty-fourth Yearbook, Chapter X of Part One. Gray. "Remedial Cases in Reading: Their Diagnosis and Treatment," in Supplementary Educational Monographs, No. 22, June 1922, University of Chicago Press. Beeby. Chicago Schools Journal, February 1926. USE OF TESTS* The formal or standard tests, given about twice a year, reveal the ability of a class in comparison with the achievement norms of thousands of children. They also indicate comparative ratings of general ability within a grade. The information test, based on materials used in the particular grade, does not show the ratings of the class in comparison with other classes, but is most Courtesy of Charles E. Merrill Company. 27 useful in indicating specific abilities and disabilities. Following is a suggested list of tests for Grades I-VI: Tests for Grades I-III Haggerty's Achievement Examination in Reading, Sigma I (I, II, III)-- World Book Co., Yonkers, N. Y. Gray's Silent Reading Tests (II and III) (Individual)--W. S. Gray, University of Illinois. Gates' Primary Reading Tests (3 types)--Bureau of Publications, Teachers' College, Columbia University. Tests for Grades, IV, V, VI. Burgess' Measurement of Silent Reading--Russell Sage Foundation, N. Y. Gray's Silent Reading Test--W. S. Gray, University of Chicago. Haggerty Reading Examination, Sigma III--World Book Co., Yonkers, N. Y. Monroe Silent Reading 1, 2, Revised--Public School Publishing Co., Bloom- ington, 111. Thorndyke-McCall Reading Scale for the Comprehension of Sentences-- Teachers' College, Columbia University. Stanford Achievement Test, Reading Examination--World Book Co., Yonkers, N. Y. Starch Reading Test--D. Starch, University of Wisconsin. Sangren-Woody Reading Tests--World Book Co. TEACHING OF POETRY* Poetry should be taught with the ultimate end in view of arousing an active interest in an appreciation of good poetry. The following suggestions have proved of value in promoting the growth of appreciations: 1. The teacher must love, and be able to evaluate, poetry, as her attitude and choicet ndirectly affect the child's tastes. 2. The choice of material should include only excellent poetry related to child interests, and within the range of child experience. Various studies have been made to determine what poetry is suitable for children at the respective grade levels. A study by L. V. Cavins indicates the degrees of difficulty of many widely studied poems. This authority is of the opinion that unless 60 per cent of the pupils of a grade are able to find the central thought of a poem without aid, and unless 40 per cent are able to answer simple questions on the thought, the poem is not suited to that grade. 3. The teacher should read poetry well to the children, as much of the appeal of poetry is through the ear. 4. A large amount of poetry should be read to children. *. Courtesy of Charles E. Merrill Company. 28 The kinds of poetry chosen should have varied appeals, and overemphasis on any one poem or type of poem should be avoided. Audience reading of poetry by members of the class, allowing children to make their own choice in many cases, is effective in building interest. Children should be allowed to choose the poems which appeal to them individually, for memorization. Making anthologies of favorable poems is a valuable way of stimulating interest. Children should be instructed in the qualities of good poetry, and be encouraged to write original verse. 10. Poetry should be read in connection with content material of the curriculum for its value in building a wealth of vivid, colorful associations, and its influence in extending human sympathies. 11. The ultimate measure of a teacher's ability to teach poetry is the increased amount of voluntary reading, memorization, and creating of original verse in which pupils engage. BIBLIOGRAPHY Anderson and Davidson--"Reading Objectives," Laurel Book Co. Brooks--"The Applied Psychology of Reading," D. Appleton & Co. Gates--"The Improvement of Reading," Macmillan. Gist and King--"The Teaching and Supervision of Reading," Scribners. Gray--"Summary of Investigations Relating to Reading," University of Chicago Press. Klapper--"Teaching Children to Read," D. Appleton & Co. National Committee on Reading--The Twenty-fourth Yearbook of the National Society for the Study of Education, Part One, Public School Publishing Co., Bloomington, 111. Pennell and Cusack-- "How to Teach Reading." Houghton-Mifflin Co. Sloman--"Some Primary Methods," Macmillan. Terman and Lima--"Children's Reading," D. Appleton. Thomas--"Training for Effective Study," Houghton-Mifflin Co. Uhl--"Materials for Reading--Their Selection and Organization," Silver, Burdett & Company. Washburne-Vogel--"The Winnetka Grade Book List," American Library Association, Chicago. Yoakam--"Reading and Study," Macmillan. Reference Books Briggs and Coffman, "How to Teach Reading," Row, Peterson & Co. Huey, "Psychology and Pedagogy of Reading;" D. Appleton & Co. Klapper, "Teaching Children to Read," D. Appleton & Co. Chubb, "The Teaching of English," Macmillan Company. Sawyer, "Five Messages to Teachers of Primary Reading," Rand, McNally Co. Jenkins, "Reading in the Primary Grades," Houghton, Mifflin & Co. Manual for Georgia Teachers. 29 READING, FIRST GRADE Basal Text: "The Child's World-Primer," published by Johnson Publishing Company. "The Child's World-First Reader," published by Johnson Publishing Company. Supplementary Texts: Moore-Wilson Readers, Book I, Grade I, "The Rainbow Fairies," published by D. C. Heath & Company. Moore-Wilson Readers, Book II, Grade I, "Fairy Helpers," published ' by D. C. Heath & Company. "Good Reading--Primer," published by Charles Scribner's Sons. "Good Reading--First Reader," published by Charles Scribner's Sons. "Great Pictures and Their Stories--Book I", Lester, published by Mentzer Bush & Company. "The Elson Readers--Primer," published by Scott, Foresman & Com- pany. "The Elson Readers--Book I" published by Scott, Foresman & Company. "Child-Library Readers--Primer," published by Scott, Foresman & Company. "Child-Library Readers--Book I," published by Scott, Foresman & Company. "The Open Road to Reading--Primer," published by Ginn & Company. "The Open Road to Reading--First Reader," published by Ginn & Company. Recommended in Addition to Above: None. Amount of Text (or texts) to be Covered: The basal Primer and First Reader and as many of the supplementary Primers and First Readers as the ability of the individual pupil will warrant using should be read. (The Basal text should be mastered). Manuals: Basal Text: "Teacher's Manual to accompany the Child's World Primer and the First, Second, and Third Readers," published by Johnson Publishing Company. Supplementary Texts: "Manual for the Elson-Runkle Primer (Revised Edition)" and "Manual for the Elson Readers, Book I (Revised Edition)," published by Scott, Foresman and Company. "Teacher's Manual for Grade I to accompany The Open Road to Reading," published by Ginn and Company. 30 FIRST GRADE READING Interesting material is probably the first requisite to good reading. The process, the mechanics of reading should be submerged in the material so that it is subservient to the things being read. As stated previously, conversation, dramatization, memorizing, and story-telling furnish an easy and adapted basis for first grade reading.- In this connection reading then is simply another means of expression for the child. The teacher may, and should prepare and present all of her preliminary material--dramatization, story-telling, etc.-- with the definite idea of laying a foundation for the use of the text which is to be given the child later. At the very beginning of the work in reading the teacher should stress one thing--reading for the thought, thought getting. In the instruction of the grade both oral and silent reading should be taught with the idea in mind that they depend upon getting the thought. Fluency in reading is tied up rather definitely to eye-span, which is discussed elsewhere under "Reading," Train the child from the very earliest possible moment to see more than one word at a glance. Children vary widely in the degrees to which they may be appealed to through each of their senses. The same is true in the size of units to be presented and in the type of presentation. It seems, then, that in order to follow a rational development, a combination of sentence, word, and phonetic methods might be used. The sentence, of course, does the basal thing--present the thought. It also contains the phrase; the phrase contains the word; and the word contains the sound. This last should by no means be overlooked. Reading should always be tied up to the other subjects. In the early years of a child's school life there should be as much reading as possible--certainly two reading lessons, one word drill or phonetic lesson daily. The general and specific objectives stated previously apply to the entire period of instruction in reading. Achievement of them should be the outcome of a well-planned and well carried out program of instruction. Of course, it is necessary, however, to interpret these objectives at each grade-level. Differentiation from grade to grade is bound to be gradual and, with reference to some points, almost imperceptible; yet differentiation must be made in the teacher's practice from grade to grade and in emphasis placed upon the degree of maturity in certain skills and the degree of elimination of certain bad habits. OBJECTD7ES* (FIRST GRADE) Attitudes: 1. Realization that books are interesting. 2. Realization that books are valuable in carrying out many kinds of activity. 3. Desire to read books. 4. Desire to own books. * Courtesy of Charles E. Merrill Company. 31 B. Skills, habits, knowledge: 1. Thought-getting. a. Ability to comprehend meaning of a word, phrase, sentence. b. Ability to select and classify ideas. c. Ability to use facts as basis of reasoning. d. Ability to follow directions. e. Ability to illustrate or dramatize a short selection. f. Ability to connect content of picture with printed matter. g. Habit of reading for meanings. h. Habit of looking for meanings in all reading in environment. 2. Vocabulary. a. Ability to recognize a sight vocabulary of recurring words and phrases. b. Ability to recognize words from either context clues, or through form-clues. C. Mechanics of Reading: . Recognition of units larger than a word at each eye-fixation. 2. Avoidance of finger-pointing or head-movement. 3. Decrease of lip-movement. Clear enunciation, correct pronunciation, proper phrasing, well modulated and expressive voice in oral reading. u. Regard for correct posture and proper light. D. Handling of Books: Proper use and care of book in opening, turning pages, etc. Proper use of table of contents, finding stories by page-numbers, cross referencing. E. Library: 1. Use of school and public library. AMOUNT OF MATERIAL TO BE COVERED A basal Primer and three or more supplementary Primers, a basal First Reader and three or more supplementary First Readers, should comprise a minimum quantity of book work for the first year. ATTAINMENTS FOR PROMOTION Since the statement of objectives for each grade is very specific, these objectives should indicate desirable levels of attainment. Ideally, the attainments for promotion should coincide with the objectives, but with the group promotion system, it is often necessary to promote pupils on the basis of the more easily measurable attainments. The following chart indicates attainments on the Pre-Primer, Primer, and the First Reader levels: 32 A. Attitudes: Pre-Primer Interest in all reading in environment. Primer First Reader Interest in all reading in Interest in all reading in environment. environment. Particular interest in Particular interest in books. books. Voluntary interest in in- Voluntary interest in in- dependent reading of dependent reading of very simple selections, Primers and First Read- charts, bulletins, etc. ers. Interest in owning, bor- rowing, and bringing books to school. Interest in public library. B. Habits, Skills and Knowledge: Background of experi- Ability to comprehend ence. words, phrases, sen- Enlarged speaking vo- tences. cabulary. Ability to answer fact Ability to use simple questions on material. sentences. Ability to make multiple Ability to use ideas in choice from 3 possibili- conversation, drawing, ties. constructing, etc. Ability to guess a short Ability to read or re- riddle. spond to simple chart Ability to illustrate or material of 4 or 5 lines. dramatize a selection. (15-20 charts). Ability to follow 3 or 4 simple directions. Ability to read any of the easier selections from any Primer. Ability to comprehend words, phrases, sentences. Ability to answer fact questions on material. Ability to make multiple choice from 3 possibilities. Ability to guess a riddle. Ability to illustrate or dramatize a selection. Ability to follow 3 or 4 simple directions. Ability to read fluently at sight any of the easier selections from any First Reader. C. Vocabulary: Vocabulary of 50 words from a standard list. (Gates or MerrillKircher) Vocabulary of 200-250 sight words from a standard list. Ability to use contextclues. Ability to read without finger pointing, lipmovement, or headmovement. Vocabulary of 900-1000 sight words from a standard list. Ability to use contextclues. Ability to recognize words through similarity to other words, and by use of phonics. TYPES OF READING FOR A WELL-BALANCED PROGRAM The three essential objectives discussed previously call for a well-balanced and an integrated program of reading lessons of varied character throughout the first year. The following types of reading lessons are listed in the Twenty- fourth Yearbook (pages 39-40, Part I), as suggestive of tbe varieties of procedure to be included: a. "Silent-reading and oral-reading lessons based on interesting experi- ences and activities of the pupils and on stories and informational selections in Readers and other books, to insure rapid growth in habits of intelligent interpretation. b. "Directed silent reading for information or pleasure, to establish habits of continuous, intelligent reading and study. "Directed oral reading following silent preparation, to develop ability, to recognize increasingly large units of thought at each fixation and to read effectively to others. "Dramatization exercises, to aid in mastering the thought of a selec- tion, as a means of realizing experiences more fully, and as an opportunity of giving to others one's interpretation of the meaning of a selection. "Drill and exercises, to establish habits of accuracy and independence in word recognition, and a wide span of recognition. f. "Supervised seat activities, to train pupils in habits of independent study and in the thoughtful interpretation of what they read. g- "Self-directed seat activities, with appropriate check tests, to provide opportunity for pupils to read independently and to secure training in careful, thorough work. h. "Frequent tests of the progress of pupils and diagnostic and remedial steps " CHOICE OF BOOKS In chosing basal Primers and First Readers, we must scrutinize carefully the content, method, and vocabulary used. These first books should contain a combination of factual and narrative material, but should provide for a gradual, systematic development of study habits and skills. The content should be varied and related to and should expand the natural and wholesome interests of six-year-old children. Home experiences, school or community life, farm life, pleasure experiences, and so forth, provide desirable content. Provision should be made for building indirectly desirable attitudes toward home and community, such as pleasant home relationships, courtesy and co-operation in the schoolroom, and so forth. Continuity, gained by using the same characters throughout a book, is a desirable feature! The content should be such that it can be easily used to develop systematically, without over-emphasis on any one, effective study habits and skills. Practice in answering questions, guessing riddles, following directions, drawing, etc., and informal checks should be included. Definite provision should be made for the use of a standard vocabulary based on the normal child's speaking vocabulary, and for the systematic in- 34 crease of this vocabulary. There should be enough repetition of vocabulary to fix the associations between word forms and their meaning. There should be arrangements of vocabulary (in meaningful exercises) that show the similarities and differences in word forms. Especially should the child's basal book for intensive reading have these characteristics. Books containing only fanciful tales, folk tales, poetry, and other predominantly narrative material, should be used as supplementary books for extensive individual reading or for group audience reading. Such material is not suited to the development of study habits and skills. CLASSIFICATION OF PUPILS Children who enter the first grade differ widely in training, experience, and ability. Some children, through experiences and training at home or in the kindergarten, are fully prepared and eager for instruction in reading. Others, owing to the limited experience, natural timidity, inability to speak or understand English, or low mental age, are far from being ready. It is a mistake to try to force these children to read. The mere fact that a child has reached the age of five-and-a-half or six years is no indication that he is ready to read. The Twenty-fourth Yearbook gives six prerequisites to reading:-- a. Reasonable facility in the use of ideas. b. Ability to speak with ease and fluency. c. Wide experience. d. A relatively wide speaking vocabulary. e. Clear enunciation and correct pronunciation. f. A genuine desire to read. The class should be divided into about three groups or approximately the same readiness for reading and the same learning capacity. The use of standardized mental tests, plus rating given by the kindergarten teacher, should be helpful in determining proper grouping. Following is a list of mental tests, any one of which may be given: Stanford Revision of the Brnet-Simon Intelligence Tests--Houghton, Mifflin. Pressey's Primary Classification Test--Public School Publishing Company, Bloomington, 111. Dearborn's Group Test of Intelligence, Series I--Lippincott. Haggerty's Intelligence Examination, Delta I--World Book Company. Otis' Group Intelligence Scale, Primary Examination--World Book Com- pany. Cole and Vincent's Group Intelligence Test for School Entrance--Kansas State Teachers College, Emporia, Kan. Detroit First Grade Intelligence Tests--World Book Co. Pintner-Cunningham's Primary Mental Test--World Book Company. GENERAL PREPARATION FOR READING In the Pre-Primer period (kindergarten and first four to six weeks of first grade) it is very necessary to build up a general readiness for reading,--that is, to have children sense that reading is necessary and interesting part of their 35 activities. Attitude, not number of words recognized, is the main goal of this period. The skilled teacher will seize every opportunity for reading in connection with all kinds of classroom activities. Some of the situations arising in the classroom which involve need of, and stimulate interest in reading are suggested below:-- 1. In playing store, circus, train, etc., children need to make and read lables, tickets, price marks, signs, such as "ticket office," "This way to the tigers," etc. 2. When children have been on a trip to the florist's, the market, the engine-house, the bakery, etc., they will want to record their experiences on a chart (as a report, newspaper, or diary) to read to other classes or to visitors. These records should be short, 4-6 lines. (Manv classes "Publish" a daily newspaper.) 3. Children like to make records about their pets, toys, games, and their schoolroom experiences. When children find attractive books and illustrated rhyme cards, etc., on the library table, they will wish to find out what is in the books, especially if the teacher frequently reads all or parts of stories from these books. When other children bring books to school the children will wish to hear what is in the books. 6. If children from other classes are occasionally allowed to read in the first grade, interest is stimulated. 7. Sometimes children ask questions calling for additional information on some topic. The teacher should show children that this information may be found in books, and read it to them. Such information would be that concerning pets, community life, games, what to do for a party or entertainment, etc. 8. Children will find it necessary to read the bulletin board, especially if it contains notices of this type,--"Richard may water the plants today." Charts composed by the children may suggest the next day's activities and be read on that day. Interesting pictures stimulate interest. 9. Children will be interested in reading booklets of very short stories composed by members of the class. The teacher should also in this Pre-Primer period be widening children's experiences by excursions, conversation, pictures; by classroom free activities, such as playing postman, store, milkman; and by constructive group activities, such as building a doll's house and dressing dolls, and so forth. She should be developing their vocabulary and ability to think by allowing much natural conversation, by cooperative planning of work, and by discussions after activities. Opportunities for extending and enriching the experience of children are fully described in the following:-- A Conduct Curriculum for Kindergarten and First Grade (Compiled by Teachers of the Horace Mann School)--Scribner's "Unified Kindergarten and First Grade Teaching." Elementary School Journal (September, 1923 through March, 1924) pp. 13 93, 173, 253, 333, 413, 493, etc. Types of Elementary Teaching and Learning, Parker, pp. 73-92--Ginn and Company. PREPARATION FOR READING THE PRIMER In addition to other activities designed to build up a general readiness for reading, there must be lessons during the first four to six weeks which definitely prepare children to read the Primer. These build up a vocabulary of words and phrases which will be used during the early Primer reading. Some of the lessons should be based on children's experiences and composed by the class under the teacher's guidance, others may be stories written by the teacher. One teacher used successfully the care of the class dolls as the basis for a number of lessons. The care of a schoolroom pet, such as a rabbit or canary, furnishes ample material. The activities of two imaginary children make an interesting group of lessons. Materials: Charts about 18x24 inches, made by the teacher and containing illustrated experience or story units of four to six sentences; sentence cards; word and phrase cards illustrated; word and phrase cards not illustrated. Method: Different teachers are successful with different methods of beginning reading. A method is suggested below which many teachers have found satisfactory. It is based on work composed by the children themselves and combines memory reading with independent reading, allowing children to read from memory until a vocabulary of a few words and phrases has been learned. Steps: a. Children and teacher compose the story line by line, which teacher prints on blackboard. b. Teacher asks child to read whole chart, using a line-marker, and moving eyes from left to right. c. Teacher asks children to find different sentences. Helping Children with Independent Word-Recognition. If in reading a chart, children come upon the section "One day Peter ran away," and know the words "Peter" and "Ran", the teacher may say, "Whom is the sentence about?" "Peter." "Do you see something that tells what he did?" "Ran." "Well, the sentence tells that one day Peter did something. It begins "one day." Study by yourself and see if you can find out what he did. Guess the last word." SEAT ACTIVITIES Seat activities have a definite function in the well-balanced reading program. They should be planned to give practice in the fundamental habits and skills, repetition for fixing vocabulary, and opportunities for the learning of new words through the use of context and pictures. The work should be built for the most part upon a known vocabulary, yet shoulfl provide new content. It should be varied, interesting, and pleasurable. Many teachers mimeograph seat-work material. Others find that supplying the child with a work-book at small expense, saves them a good deal of labor. The work-books should contain a great variety of exercises, with numerous interesting illustrations, and should be carefully planned to give distributed practice in comprehension, in following directions, in guessing 37 riddles, and so forth. They are also of service in indicating the individual strength and weakness of the pupils, and may be used by the pupil to check his own progress. The following types of seat-activity are valuable: Pre-Primer (In the Pre-Primer stage, the seat-work is necessarily very simple on account of the lack of vocabulary and reading techniques.) 1. Matching pictures and phrases: animals, people, things in a house, things to eat, colors. 2. Drawing on paper or blackboard. 3. Making in clay characters from a story. 4. Making and labelling book of cut-out pictures, free-hand cutting, or cutting pictures from magazines. Primer and First Reader Free illustration of thought-units of story length, by drawing, paper cutting, clay or in sand table. 2. Directed illustration of short units; e. g. Draw three rabbits. Color one rabbit white. Color one rabbit black. Color one rabbit brown Draw carrots for the rabbits to eat. Draw the bears' bedroom. Draw three blue beds. Draw a little table. Draw a big chair. Draw a Baby Bear in bed. 3. Riddles to be completed by: (a) placing with correct picture, (b) placing with correct phrase, (c) drawing, cutting; e. g., I am black and white. I like milk. I say "Meow, Meow." * Draw me. (A number of these units should be assigned for one work-period.) 4. Rhymes or short stories to be placed with appropriate illustrations and titles. 5. Units accompanied by true-false, completion, multiple-choice or sentence-matching checks, e. g.: Yip was a little dog. He was black and white. He liked to eat puppy cakes. He liked to drink milk. He liked to play ball. Checks on the above selections might take the following form: (True-false) Yip was a cat. He was black and white. (Completion) Yip was He was black and.V 38 He liked to eat bread. He liked to eat He liked to drink milk. He liked to drink ,. He liked to play hide and seek. He liked to play (Multiple-choice) Yip was a cat--rat--dog. He was black--brown--black and white. He liked to drink tea--water--milk. He liked to play games--ball--hide and seek. Note: For one work period, the child should either be given a number of short units with the same kind of checks, or a long unit with one check, plus the suggestion that he illustrate the story. 6. Making a story book, finding or drawing illustrations, and printing accompanying sentences; e. g., "The family," "This is Mother," "This is Baby," etc. Making only a few copies of each kind of work, and arranging some scheme of rotation is convenient, the following references will provide helpful suggestions: School Magazine May 1924. "Occupation Work in the First Grade," Sara M. Coonly. Reading in the St. Cloud Public Schools, Ruth Hilpert. Purposeful Handwork, McKee. Primary Handwork, Dobbs. Journal of Educational Method, May, 1924. "How to Teach Reading," pp. 117-120--Pennell and Cusack. Course of Study in Reading, Buffalo, N. Y. 1926--Grade I, pp. 37-59. USE OF SUPPLEMENTARY PRACTICE MATERIALS The use of chart materials and in the Primer stage book materials, which are properly organized to provide distributed repetition of vocabulary, should take care of fixing the vocabulary. However, supplementary material, though not essential to the effective use of well-planned books will enlarge and enrich children's experiences by helping to establish a friendly attitude toward reading, as well as by furnishing additional means for thoughtful repetitions. Supplementary materials include:-- 1. Reading Cards: The content, vocabulary, and method of these cards should be adapted to the experiences and interests of the first-grade child, and should, without repeating, be related to the book materials. They should provide definitely for practice in such skills as understanding of sentences and vocabulary development, using the following responses--action, verbal, yes-no statements, matching words, matching with pictures, completion of sentences. They are effective when used for repetition with specific sections of the books or charts being read. All the sentence cards in a group should be related to one central idea. Suitable units might be grouped around animals, toys, a breakfast experience, things in the home, etc. Following is an example of a flash-card exercise to be used after children have read about breakfast activities. 39 Get ready for breakfast. Sit down at the table. Play you are eating breakfast. Play you are drinking milk. Play you are helping the baby. Play you are feeding a puppy. Play you are helping mother. 2. Illustrated charts build upon the same general principles as the Reading Cards. READING AS CONNECTED WITH CLASS ACTIVITIES IN THE PRIMER AND FOIST READER PERIOD The use of reading in connection with classroom activities should continue in the period following the Pre-Primer stage. Situations similar to those previously mentioned, (see General Preparation for Reading in the Pre-Primer Period) should afford opportunity for reading. Other situations which may be utilized in this period are described below: 1. In constructing objects or in playing games simple printed directions may De used. 2. When children desire further information on any topic, such as stories of pets, etc., they will wish to consult books. 3. Children may wish to give an entertainment, play, reading, etc. Books should furnish some of the material for dramatizations, puppet shows, pantomine, tableaux, narrative readings, etc. 4. If children see posters containing descriptive remarks and an interesting picture, they will become interested in the book described. 5. Interest in children's magazines may be stimulated by placing attractive magazines on the library table, asking children to bring clippings from their magazines or the children's pages from an adult's magazine, or having children make a little magazine of their own. 6. At this stage more difficult material posted on the bulletin board will attract attention, e. g., illustrated magazine clippings, notices of coming events such as a party, etc. 7. Opportunity for children to report or dramatize or illustrate stories read independently, and opportunity for keeping a record of books read or owned will tend to stimulate wide reading. Moreover, reading in addition to growing out of other activities should furnish leads and cues for additional desirable classroom experiences. Well chosen reading will lead out to activity in the following fields: (1) constructive activity, (2) art work, (3) poetry, (4) music, (5) reading of additional references, (6) dramatization, (7) original writing, (8) excursions. GENERAL PRIMER OR FHiST-READER LESSON PROCEDURE 1. Introduction: Connect the book material with children's experience in a short introduction, using conversation, pictures or objects. 40 2. Purpose: Be sure children know just what they are to find out when they read. The more mature the children the longer the section they are able to read, to find the answer to a question. At first only a sentence should be read, then two or three sentences, and by the end of first grade a page or even a complete, though very short, story. 3. Vocabulary Development: Introduce on blackboard or by cards (in context) the new words and phrases. Be careful not to "give away" the book content, or the purpose for reading will not be strong. 4. Remind the children of what they are to look for. 5. Allow children to read silently (using markets in primer stage), giving them help with words they do not know. 6. Call for answers to questions. 7. Proceed with other sections of story, using steps 4-6. 8. Provide additional check-up means of questions, or one of several types of informal tests. 9. ' Review vocabulary, asking children to "find the sentence that tells what Tom drank for breakfast," etc. 10. Connect with further activity by discussing other work on the same topic. This might be in the form of poems, by constructive activity, or by mentioning other related interesting material in this book or other books. DEVELOPING STUDY ABILITIES IN THE PRIMER AND FIRST READER STAGES Although first-grade children are too immature to be conscious of the formation of study habits, abilities in work-type reading will be needed during this initial Primer and First Reader period of reading experience. The alert teacher will recognize this fact and will plan for the introduction of actual study initiated and guided by children's purposes, without making the learning tedious or irksome. The success in launching a program of work-type or study reading during this initial stage of reading experience will depend upon a knowledge of aims and objectives, upon the choice of effective material of a factual nature, upon the conscious use of especially adapted techniques and procedures, and upon a definite standard of expected achievements. No rigid or dogmatic procedure should be defined for the use of work-type reading since it should be adapted to the needs and capacities of the children. The following are a few suggestions for the development of the study abilities listed under B-l and B-2, First Grade Objectives. Skill 1-a. Ability to comprehend meaning of a word, phrase or sentence, or short unit of three or four sentences How Developed 1. Give child a definite purpose or question that will compel him to concentrate on meaning. 2. Exercises which entail search for meanings. Any of the checks mentioned below are also practice exercises. 3. Constantly checking on comprehension by means of informal tests,-- 41 yes-no exercises, matching, multiple choice, riddles, completion, picture pointing, drawing. 4. Encourage child to get meaning of new words through context. Skill 1-b. Ability to select and classify ideas. How Developed 1. Ask questions or give directions which oblige child to organize, select, and classify ideas: e. g. "Tell three things Bunny had for Breakfast." "Which of these three things did Bunny have for breakfast--tea, milk, cake?" "Draw what Bunny rabbit ate." 2. The types of tests mentioned above may be used to test and practice ability to select and classify ideas. Skill 1-c. Ability to use facts presented, to reason, and to answer a question whose answer is implied but not stated in the material read. "What was the most healthful food that Peter Rabbit had for lunch?" or "Read about Sally and tell us if you think she was a wise little girl," or "What should she have done?" How Developed Give practice exercises which require such types of thinking--ask the kind of questions mentioned above. Tests mentioned previously may be constructed for this purpose. Skill 1-d. Ability to follow directions. How Developed Give children written directions for drawing, playing a game, performing classroom duties, or making very simple objects. Skill 1-e. Ability to illustrate or dramatize a selection, with little direction from the teacher. Give opportunities for such interpretations. Skill 1-f. Ability to connect content of story with pictures. How Developed Discuss pictures with children, allowing them to guess probabilities from the pictures and check themselves by referring to the text. Habits 1-g and 1-h--habits of looking for meaning in all reading in environment will develop as a result of attention to the several skills noted above. Abilities 2-a and 2-b. Vocabulary. The larger the sight vocabulary that a child has, the more easily is he able to interpret the printed page. Again, the number of ideas he is able to acquire from a selection is affected by his ability to understand new words from the context or to recognize words because of similarities to other words. In the early grades we develop a sight vocabulary of words whose meanings are already known to the child, and which are in the child's speaking vocabulary. It is necessary both to build a sight vocabulary and to give the child some means of recognizing unfamiliar words independently. Three important phases of vocabulary development are: 42 1. Initial Presentation of New Sight Words. a. A good way of introducing words early in the first grade is to use pictures, in order to make a vivid connection between a word-symbol and its meaning: e. g., a picture of a boy with the words printed under it. Other words may be, and in fact nearly all words should be, introduced in context. Jn teaching "a good place," the teacher might say, "Who knows a good place to play?" and put on the board the children's response--"My yard is a good place to play." A child may then be asked to "frame" or underline the part that says "a good place." b. Attention to the form of a word in addition to its meaning helps to fix the form: e. g., in teaching "a mouse" we might write on the board "A cat caught " and ask children to supply the right word. Then the teacher might ask, "Does 'mouse' look like any word we have had before?" When "house" is suggested, the teacher should list the words together and have children point out their similarity and differ- ence. c. Care should be taken not to teach more than three or four new sight words in a lesson. Again, not all the new words in a lesson need to be taught. For the choice of words in a lesson which should become the basic vocabulary, reference should be made to such a list as Gates'. (See Gates' Reading Vocabulary for the Primary Grades, Bureau of Publications, Teachers' College, Columbia University.) 2. Retention of Vocabulary Learned. ^ Well-organized beginning reading materials should plan for enough properly distributed repetitions of vocabulary to fix the connections between wordsymbol and meaning. In case the materials are not so organized, or in case certain children need more repetition for fixing the learning, teachers may use supplementary materials in the form of charts, mimeographed material, short exposure (flash) cards, and seat-work reading games. (See seat-work activities.) The reading material itself may be used for word-finding and phrasefinding games. Whenever possible, supplementary exercises in vocabulary should be in context form: e. g. Billy went to the farm. He saw the cows. He saw the horses. He saw the pigs. He liked the farm. We may ask the child to find the phrase that tells where Billy went, to find the kind of animals that say "moo," to find the kind that children like to ride, and so forth. Word-games with emphasis on meaning may be used with discretion. Such games are: picture-pointing, matching words to pictures, drawing or acting word-meanings. 43 3. Recognition of New Sight-Words. There are three methods a child may use to work out words independently. He should be taught all three: a. The first way is to use the context as a clue to new words. If a sentence reads "Baby was asleep in bed," the word "bed" being a new sightword, children should be encouraged to guess the word "bed." Use of contextual clues requires thinking and concentration on meaning, but care should be taken to avoid over-dependence on this type of wordrecognition, resulting in hasty and inaccurate reading. b. The second way is to inspect words for their similarities to other words. If a child sees the word "ball" in the sentence "Billy plays with a ball," he should guess from the context that some sort of a toy is meant, and he should notice that the word looks like "fall," which he already knows. By putting two and two together he gets the word "ball." c. A third way is to "sound" words. Authorities are disagreed on the value of phonetic work. Gates, for example, on the basis of experimental evidence, would discard phonics entirely. Until there is a larger body of scientific evidence, however, to determine exactly the value of phonics, it is safe to say that a limited amount of phonic work is helpful. Recognizing words phonetically should never be emphasized in a lesson in such a way that acquiring the meaning of the reading material is hampered. It is far better to tell the child those words that he fails to recognize during a thought-getting period, than to delay progress and dull interest by insistence on the use of phonetic know- ledge. PHONICS I. When to Begin Phonics: As phonics deals with the classification of words into groups, its teaching should not begin until the child has some familiar words to classify. His ear may be trained from the beginning to listen for sounds in rhymes, but the classifying of words comes only when he knows so many that they tend to become confusing. If a child says, "That word (hill) ends just the way Jill does," he feels a need for classifying sounds. The teacher seizes this lead as a starting point for the adventures with phonics. At some other time a child may say, "These words sound the same," referring to "tall" and "wall." The teacher may use these to start a list like the following: wall tall call stall fall ball hall all Attention may be called to their common element, "all," and to their differing elements, the initial sounds. Thus, from two words, six more may be learned very easily; and in addition, an attitude may be established of being on the lookout for other words in the same classification. The time to start, then, is after a need arises. Some investigators believe this time to be after a sight vocabulary of fifty words has been acquired; some, 44 after a sight vocabulary of a hundred words; and still others, after a sight vocabulary of two hundred words. The early ear-training of the group and its keenness to recognize and to be interested in sound classifications will determine the exact time in a given situation. II. When to Teach Phonics: It is to be kept in mind that thought getting is the fundamental aim of the reading period, and that phonics is but a tool to this larger aim. As a tool, it should receive special attention in a separate period. During the latter period, every effort must be to link the knowledge and skills practiced to the real reading period which has preceded it or which is to follow it. m. What to Teach in Phonics: The most essential facts of phonics for first-grade children are: 1. Consonants: Most of the initial consonants, some final consonants, and a few import blends of consonants. 2. Vowels: short vowels and long vowels. (When there are two vowels in a syllable, the first is long and the second silent.) 3. Phonograms or "families;" rime words. In considering what to teach in phonics, the safest guide according to W. J. Osburn in his study, "The Relative Value of Letter Sounds and Consonants," is "to teach first that which is most important." In the list which follows are given essential facts to teach, listed in order of importance: 1. Consonants--The list which follows contains those consonants and blends which, according to the Osburn study, are most frequently used. This list is only suggestive: a. Initial Consonants,--s, t, c, p, d, f, b, r, m, 1, w, g, n, h, th, st, pr, ch. b. Final Consonants,--r, n, 1, s, t, d, m, p. c. Consonant Blends (final),--nt, re, ce, se, th, nd, st, ve, ng, te, ck. 2. Vowels. a. Short Vowels. Since short vowels occur more frequently than long ones, they are needed first. In a study called "An Analysis and Classification of the Sounds of English Words in a Primary Reading Vocabulary," by Anna D. Cordts, the following short vowels are listed in the order of their importance: a, i, e, o, u. Certain words may be used as keys for short vowels: can, sit, help, fun, hop. b. Long Vowels. Words which may be used as keys for "long vowels" are: a--ate, cake, name, gave, game, take, page, place, came, late, rain, tail, wait. e--eat, each, teacher, meat, read, cream, clean, leave, beat. i--ride, five, hide, like, time, write, o--home, hole, nose, boat, coat, loaf, road, u--use, blue. c. When using words with double vowels, the teacher should be careful to indicate the effect of the second vowel upon the first, as in ai, ea, oa, ue. 45 3. Phonograms or "families:" Rime Words. Ten important phonograms, or "groups of letters of one or more vowels followed by one or more consonants," are listed below with examples of words. In situations in which a teacher finds it desirable to do so, more phonograms may be added to the list here given. ee see seeds sleep peep sweet need seed ing playing eating drinking taking doing reading going all ball fall small ay play say day gray may en then hen when pen et ight ick est un pet night trick rest run set right best sun met nest fun IV. How Phonics May Be Taught: There are two phases of the problem of teaching phonics, ear training and ear-and-eye training. A. Ear Training. Since the recognition of similarities and differences in sounds is the basis for independent word recognition, ear training is essential from the beginning of the first grade. All sounds make a strong appeal to children. Throughout the early weeks of the first grade, the children can be led to listen for sounds and to imitate them. 1. Sound Reproduction. The sounds made by animals and by the toys with which the children play, and the common street sounds afford opportunities for ear training and for sound repetition. Poems reproducing the sounds of water, of wind, of rain, and of animals should be read to the group. 2. Riming Words. All children have a strong feeling for rhythm and rime. The recognition of riming words furnishes another sound basis for phonics. Some suggestions for developing the riming sense follow: a. The teacher reads couplets exaggerating the rimes; the child listens, and reproduces the riming words. b. The teacher gives a couplet,--all but the riming words; the child supplies the riming word. Mother Goose rimes like the following may be used: Jack and Jill Went up the c. The child or teacher makes up rimes: "Look, look- I see the " d. The child gives two riming words from a familiar jingle. 46 e. The child says a word and another child gives a riming word, such as: toy, boy; girl, curl; house, mouse. 3. Initial Sound in Names of Children. The teacher may say:--"There are two children here whose names begin with the same sound. Will they tell us their names?" The children think of other names that begin with the same letter, such as: Jill, Jo, Jenny, Jessie, Jeff. 4. Initial Sounds in names of Things in the Room. After a page has been read, the teacher may say, "There is something in this room that begins as Tom's name does." The teacher makes the sound of "t" several times clearly. The children touch something that begins as Tom's name does, such as: table, tool, teacher, top, toy, telephone. B. Ear-and-Eye Training. After the child has had some experience in ear training and feels the need of classifying the words which he recognizes at sight, he is ready to associate sounds with symbols. 1. Initial Consonant Recognition. The teacher says, "When May was reading page 29 in her Reader today, she told me that many of the words began with the same sound. Look at the first word in line 6 on page 29. Sound the word. What is the first sound?" The teacher writes the word "some" on the blackboard, sounding the initial letter clearly as she does so. She then asks the children to tell her other words beginning with the same sound. These need not be the words on the page of the text, since the first list comprises words selected by the sound of "s", not by the sight of the written "s". The teacher should list on the blackboard any words the children give, pronouncing each carefully. Common words the children may give are see, sing, song, six, seven, etc. If none of the children seems to notice the fact that all the words begin with "a", the teacher may call attention to the fact and emphasize two things: The appearance of the letter, and the sound it makes. When the sound has been identified with the letter, the teacher may refer again to the text and call on the children to find other words beginning with "s". Further drill on the "s" sound may be made through various ways: a. The teacher may take a number of word-cards and flash them before the children. When the word begins with "s", the children should say, "Yes." When it does not begin with "s", they should say, "No." b. The children may direct the teacher in making a list of things in the schoolroom that begin with "s". During a seat-work study period the children may draw objects, the names of which begin with "s"; or they may make charts with pictures they have cut out from magazines to show words beginning with "s". 2. Final Consonant Recognition. The teacher may call attention to what the baby is doing in a picture of a baby drinking. Then she may say: sup, sup, sup, From a cup. 47 "What do you hear at the ends of the words 'sup' and 'cup'? Are the sounds the same? Here are some more." Then the teacher may say, accenting"the final consonant for the child to repeat: stop hop top jump The teacher may then put the words on the blackboard, asking the child to pronounce the parts of the words which look the same. The name and the sound of the letter may be given. Procedures suggested for seat-work or study time with initial consonants may be used with the final consonants. Some teachers prefer the final consonant method, others the initial consonant. Either method may be used. 3. Short Vowel Recognition. The teacher may put on the board several words with short vowels. These should be words which the children know by sight, such as: can Sallie ran black glad had flag cat apple The teacher may pronounce the words, asking the children to listen. She may ask, "Can you hear the same sound in all the words? What letter is in every word? What letter must have made the sound?" The teacher may show the symbol "a", asking for its sound. After a strong association has been made between sound and symbol, she may ask for other words that have the same sound. The following words may be put on the board so that the child will see that, in these words, the sound of "a" is "a" fat Sam hat mat man can Further drill may be had by using flash cards, the text, charts, and booklets, as suggested for consonants. 4. Long Vowel Recognition. The teacher may say, as she puts the word "can" on the board, "Here is a word with 'a' in it. What does the 'a' say? Here are some more. What does the 'a' say?" The teacher may then continue,' 'There is a letter which will change these words. Watch the words change." She puts "e" on the end of each word, pronouncing the long vowel slowly: fate same hate mate mane cane The child sees that the word is changed in sound and in meaning. It is shown that the "e" makes the "a" long and that the "e" is silent, or does not sound. In a short while the child should be able to change from "a" to long "a" when he sees the "e" on the end of a syllable or a word. The teacher may proceed with the same type of practice suggested for consonants. The same procedures are used for the other vowels in developing the long sounds of e, i, o, u. When words like eat, coat, rain, clean, and leave, are used, the teacher may show that the second vowel, like the "e" at the end, keeps silent but makes the first vowel long. 5. Recognition of Phonograms, or "families;" Rime Words. The teacher may say, "I am going to say several words. Are there any parts that sound the same?" She then pronounces such words as: playing drinking reading eating taking 48 The children will discover the "ing" when the teacher writes the words on the blackboard. The children may say the words and may put a box around the family name; that is, around each "ing." Cards may be made with words familiar to the child. An "ing" card may be placed on those words which will take the "ing." As the child adds the "ing", he is to pronounce the word he has made. For seat-work, the child may write all the words he knows in the family. If he cannot write, he may cut from magazines words in which "ing" occurs. Other phonograms may be taught in this way. STANDARD TESTS Testing is not teaching, but testing is necessary in the efficient administration of a reading program. Both kinds of tests, informal and formal, are necessary. Formal tests tell the teacher where her group stands in relation to other groups in other places. They serve as standards to show what children are doing, but they are not to be used as goals. Standardized tests are not made for the Pre-Primer stage but may be effectively used in the latter part of the first year. The following standardized tests are available: Silent Reading. Detroit Word Recognition Tests, by Eliza F. Oglesby. Haggerty Reading Examination, Sigma I, by M. E. Haggerty and Margaret E. Noonan, World Book Company. Gates' Primary Reading Tests-- Type 1. Word recognition. Type 2. Phrase and sentence reading. Type 3. Paragraph comprehension; ReadiDg of paragraphs of directions. Bureau of Publications, Teachers' College, Columbia University. Oral Reading. Gray, Standardized Reading Paragraphs and Oral Reading. Check Test, Set 1. Public School Publishing Company. REMEDIAL MEASURES IN FIRST GRADE The work in first grade should be more in the nature of prevention than of curing deficiencies, for the foundation of right or wrong habits is laid in this grade. The first grade teacher should know the general causes of deficiencies and particular disabilities that are likely to appear in her grade. See "Deficiencies and Remedial Work," particularly:-- Causes of both slow and inaccurate reading, page 9. Disabilities affecting accuracy and amount of comprehension, especially 2 and 4, page 9. Deficiencies resulting in retardation of rate of comprehension, 1, 2, 3, 4, pages 11-12. At the end of this grade the child should have developed certain attitudes, habits, skills, and knowledge, and a vocabulary of certain words. Refer to "Attainments for Promotion." Basal Text: SECOND GRADE READING 'The Child's World--Second Reader", published by Johnson Publishing Company. Supplementary Texts: "Moore-Wilson Readers, Second Reader," From Fairyland, published by D. C. Heath & Company. "Good Reading--Second Reader," published by Charles Scribner's Sons. "Great Pictures and Their Stories--Book II," Lester, published by Mentzer, Bush & Company. "The Elson Readers--Book II," published by Scott, Foresman & Company. "Child-Library Readers-Book II," published by Scott, Foresman & Company. "The Open Road to Reading--Second Reader," published by Ginn & Company. Recommended in Addition to Above: None. Amount of Text (or Texts) to be Covered: The Basal and as many of the Supplementary Readers as the individual pupil's ability warrants. Manuals: Basal Text: "Teacher's Manual to accompany the Child's World Primer and the First, Second and Third Readers," published by Johnson Publishing Company. Supplementary Texts: "Manual for the Elson Readers, Book II, (Revised Edition," published by Scott, Foresman & Company. "Teacher's Manual for Grades Two and Three to accompany The Open Road to Reading," published by Ginn & Company. SECOND GRADE READING Children's reading should be pleasant and volitional, not forced They should read because they are interested and want to read, not because they are forced to do so. If they have mastered the first grade mechanics of readmg and if interesting books are furnished them, children will read volitionally, Worth ess, poorly adapted, uninteresting reading matter should never be presented to a child. It destroys the motive and kills the joy of reading, and therefore, precludes to a large extent the chance he may have to learn to read. 1 resuming that a foundation for word mastery and for good reading has been 60 laid in the first grade it should be continued in the second grade, even though here more emphasis should be put on the mechanics of reading. Where heretofore he has, to some extent, done so unconsciously, under the guidance of the teacher, the child should now begin consciously to look for thought, for meaning. In this grade he should utilize the abilities, the knowledge, and the power he has previously developed. Let him locate sentences conveying a certain thought or meaning. The teacher now should, by all means, begin to relate reading to the other elementary subjects. Teach reading--no matter whether the subject be reading, or history, or nature study. Silent and oral reading may easily be taught in the same recitation and on the same selection (at times). Begin to pay attention to reading rate but do not overlook comprehension and retention. Give the child every possible opportunity to read good material and to hear good oral reading. OBJECTIVES I. Attitudes: 1. Greater interest in books and desire to read, as shown by voluntary library reading, bringing books to school, taking books home. 2. Realization that books are useful, as shown by habit of looking for information in them. 3. Increased desire to own books. II. Skills, habits, knowledge: A. Thought-getting. 1. Greater ability to comprehend word, phrase, sentence. 2. Ability to select and group ideas. 3. Ability to select main ideas (a beginning in evaluating ideas and in outlining). 4. Ability to use facts to solve a simple problem. 5. Ability to follow directions as in drawing and making objects, playing games, carrying out brief assignments, etc. 6. Ability to organize a sequence of events, as in dramatizing a story. B. Vocabulary. 1. Increased stock of sight-words. 2. Ability to recognize a vocabulary of recurring words and phrases through both context and formclues. 3. Ability to recognize meanings of new words through context clues. in. Mechanics of reading: 1. Increasing span of recognition, as distinguished from span of perception. 2. Elimination of finger-pointing, and head or lip-movement. 3. Improvement in enunciation, correct pronunciation, proper phrasing, well-modulated and expressive voice in oral reading. 4. Habitually correct posture and consistent use of proper light. 51 IV. Handling of Books: 1. Appreciation of necessity for the care of books in opening, turning pages, etc. 2. Greater skill in use of table of contents, finding stories by page numbers; cross referencing. V. Library: Beginning of the ability to locate books and, without guidance, to be- come familiar with contents. MATERIALS TO BE COVERED The materials to be covered in the second grade should include the basal reader, the six supplementary readers, and four to ten other readers. Those pupils who have not the normal reading ability of the grade should review some first grade readers and read others they did not have in the first grade. A class Library should be developed and made always accessible to the child. In the event this cannot be done for each school, the same ends may be achieved through means of a circulating library. ATTAINMENTS FOR PROMOTION Promotion should depend upon the attainment of a relatively high proficiency in the habits and skills listed as objectives. At the end of this grade children should read with ease from any of the basal and supplementary books, show reasonable thought comprehension, use phonetics skillfully m discovering new words. Standard tests, the teacher's judgment, and whatever local practice obtains should be the guides in determining promotion. THE READING PROGRAM The type of lessons In the second grade should include: 1. Group lessons in silent reading for the purpose of developing fundamental habits and skills. 2. Independent silent reading, carefully checked. 3. Audience reading of prepared recreatory or informational material. 4. Independent reading of recreatory material, checked through brief reports, etc. 5. An appropriate amount of drill and exercises to establish habits of accuracy and independence in word-recognition, and a wide span of recognition. 6. Frequent tests of progress, and diagnostic and remedial measures. 7. Reading in connection with class activities. CHOICE OF BOOKS For choice of recreatory material see the discussion of Recreatory reading. Tests containing information about children of other lands, primitive life, 52 animals, pets, and community interests such as markets, fruit store, and so forth, are particularly valuable for expanding child interests in these grades. Relatively simple material is best for developing study abilities. CLASSIFICATION The class should be divided into at least three groups on the basis of needs. Three types of tests are recommended for this purpose. 1. Tests of ability to comprehend or interpret what is read (see Stanford Achievement Tests in Reading, and Haggerty Tests). 2. Measures of rate of silent reading (Courtis, Starch). 3. Tests of rate and accuracy in oral reading (Gray). Some schools have found it practicable to re-group (for the reading period) all the children of their second and third grades, according to special needs. READING IN CONNECTION WITH OTHER CLASSROOM ACTIVITIES Reading should have a prominent part in carrying on classroom activities, and in supplementing the content matter of the curriculum. Library shelves should contain books which will enrich certain phases of history, geography, community life, etc. Reading lists on such topics may be made by children or by teacher and posted. Reading should supplement the experience gained on excursions to the farm, the dairy, the bakery, etc. Reading material should be utilized in preparing entertainments, assembly programs, parties and dramatizations. Printed board directions are useful in connection with care of materials, constructive work, free-period activities, games, study assignments in number work, etc. Book directions may be given for constructive work or games. Bulletin boards should regularly show letters from other groups, suggestions for before school work, lists of committees of coming class events, and so forth. Reading should not only grow out of such situations but should be used to furnish points of departure for further reading, excursions, constructive work, and so forth. STUDY IN SECOND GRADE 1. Ability to Comprehend. In this grade, it is still necessary to give attention to the comprehension of words, phrases, and sentences. Comprehension is developed by: a. Giving the child a definite purpose which compels concentration on meaning. b. Questions and exercises which entail search for meaning. (Any of the checks mentioned below are also practice exercises.) o. Constantly checking on comprehension by means of informal tests of the following types: yes-no, multiple choice, matching sentences, completion, riddles, drawing, picture pointing, following directions. d. Encouraging child to get meanings of new words through context. 53 2. Ability to Select and Classify Ideas. a. Ask questions or give directions which oblige child to organize, select and classify ideas; e. g., "Find three sentences that tell you the cave- boys had a good time." "What kinds of food did Surefoot like to eat?" What two important things did Surefoot have to think of when he chose his home?" b. Require children to report very briefly on topics; e. g., "Tell us about Surefoot's home." "Tell one way the cave men built a fire." e. Ask children to illustrate the part of the story which shows . 3. Ability to Select Main Ideas. a. Ask for title for a paragraph or story. b. Ask children to find the "key" word. c. Ask class to divide the selection into parts for reporting to class. d. Ask children to make a series of illustrations bringing out the most important ideas. 4. Ability to Arrange Ideas. a. Ask children to find all the statements that prove ... b. Ask children to report the details on a certain topic c. Ask child to illustrate a selection, centering attention on the main idea, but including all details. 5. Ability to Use Ideas in Solving a Simple Problem, as "In what ways were the cave-dwellers different from the tree-dwellers?" or "Why does a dog need a collar?" 6. Ability to Use Facts Presented as a Basis for Reasoning or for Making Inferences,--i. e., ability to answer a question whose answer is implied but not stated in the material read: "What was the safest way Surefoot played?" "What was the most dangerous way he played?" a. Such questions as the above should be frequently asked in connection with the reading lesson. b. Informal tests of the types mentioned above may be adapted for testing this ability. 7. Ability to Follow Directions--Give directions for games, plays, dramatizations, pantomime, drawing, etc. 8. Ability to Organize a Sequence of Events--(a) Give practice in dramatizing, (b) Reproduction. VOCABULARY BUILDING In the second grade, the following means of building vocabulary must still be employed: 1. Careful presentation of difficult new sight words. 2. Repetition of vocabulary for retention. 3.. Giving the child the means for working out words independently. 54 1. Initial Presentation of New Sight Words: All words should be introduced in context. In teaching "the rudder" the teacher might say, "Who knows something that helps steer the plane?" and put on the board the children's response,--"The rudder helps steer the plane." A child may then be asked to "frame" or underline the part that says "the rudder." Attention to the form of a word in addition to its meaning helps to fix the form; e. g., in teaching "worn" we might write on the board "Rub- bers are on rainy days," and ask children to supply the right word. The teacher might ask, "Does 'worn' look like any word we have had before?" When "torn" is suggested, the teacher should list the words to- gether and have children point out their similarity and difference. 2. Retention of Vocabulary Learned: Well-organized reading materials should provide for enough properly distributed repetitions of vocabulary to fix the connections between word-symbol and meaning. In case the materials are not so organized, or in case certain children need more repetition for fixing the learning, teachers may use sup- plementary materials in the form of charts, mimeographed material, shortexposure (flash) cards, and seat-work reading games. The reading material itself may be used for word-finding and phrase-finding games. Whenever possible, supplementary exercises in vocabulary should be in context forme.g., A dog should have a--strong leather collar. He should have a--muzzle. If your dog is lost, go to the pound to see--whether--he is there. We may ask the child to find the phrase that tells what a dog should wear around his neck, what he should wear on his jaws in hot weather, and so forth. Word-games with emphasis on meaning may be used with discretion.- Ask- ing children to give synonyms or antonyms, or the use of words in sentences, helps to fix their meaning. (See synonyms" and "antonyms" below.) The types of tests discussed above (true-false, completion, etc.) may be used to test understanding of vocabulary; e. g., "The helps to steer an aeroplane." "The were so heavy that Linbergh could hardly see." 3. Recognition of New Sight-Words: There are three methods a child may use to work out words independently. He should be taught all three, as indicated in the outline for Grade I. WORD STUDY In the first grade the child repeated sight words selected from the lesson and used phrase and sentence work to increase reading pace by training the eye. Phonetics, drills for speech control, and spelling were utilized in this procedure. _ In the second grade the type of work done in the first grade should be continued. Perception cards, blackboard lists, phrase, and sentence slips, phonetics and spelling, and exercises to gain speech control (involving pronunciation and enunciation) should be used abundantly. 55 GENERAL LESSON PROCEDURE I. Introduction: .a. Connect story with child experience by picture, object, anecdote, or conversation. b. Get children to assemble some of their ideas on the topic by questions and discussion. c. Give children a main purpose for reading the material. II. Vocabulary: Develop in context a few words and phrases that are likely to be difficult and present them on blackboard. Take care not to "give away" content or plot of story. III. Silent and possibly a little oral reading by class, directed by questions: a. Procedure--Ask a question which requires children to read a sentence, paragraph, or longer unit. b. Types of questions to ask. 1. Questions which call for the finding of one, two, or three facts that are stated in the text. 2. Questions which call for using the facts to infer something which is not stated in the text, as: "Which was the 'safest' way the children played?" (The book does not tell what was the safest way; the children have to read the facts and judge in the light of experience which was the safest way.) 3. Questions which call for comparison: "In what way was the barn-swallow's home safer than the meadow-lark's?" 4. Questions which call for selecting the main idea: "What would be a good title for this paragraph?" 5. Oral reading, if necessary; e. g., "Read the part that proves IV. Additional check-up on the material for several particular kinds of comprehension, such as (a) ability to follow directions, (b) ability to get meaning from simple facts, (c) ability to make inferences, (d) ability to select main idea, (e) ability to select from a number of facts those pertinent to a question or statement. Any one of the five types of tests, or drawing, may be used. V. Review and vocabulary--for fixing word forms and meaning in context: VI. Leads to further activity: a. To further reading of stories, information, poems, etc., in same field or related fields. b. To excursions, etc. c. To home and classroom constructive activities. POINTS TO EMPHASIZE IN A LESSON Introduction--Connects with child's previous experience. Purpose--In dealing with each unit we give the child something definite to look for in order to concentrate interest and attention and to have him approach the material with a thoughtful attitude. 56 Thinking: 1. First we ask the children only to select simple facts. 2. Next, we ask the children to illustrate a section, getting them to attend to, select, and remember all the significant details. 3. In the next section, we ask the children to select and organize the ideas, and to think beyond the facts, connecting them with their own experience. (We might use a multiple-choice test here.) 4. In the next section we ask children to remember a chronological sequence of significant details. 5. In the last section we ask them to use their judgment. Vocabulary development--By explanation, in place of formal definition. Leads to other activities: 1. We interest the children in constructive activity. 2. We interest them in the further study of primitive life. SEAT ACTIVITIES Seat activities in these grades will largely be in the form of: (1) closely checked, independent reading activities for developing study abilities; (2) checked recreatory reading. Following are suggestions for independent work: 1. Provide children with cards containing story-length units and with a check in one of the following forms,--yes-no, completion, multiplechoice, matching sentences, making an illustration, etc. A unit should be used to practice and check some of the abilities,--ability to select ideas, to make inferences, or to comprehend facts. 2. Cards which contain references to informational articles in books, and on which checks are valuable, e. g. "In the Reader is an article about a queer fish called the 'The Sea Horse.' Read it. Then copy the number of these sentences on your paper, and put an X be- side the wrong ones. a. The sea horse is a big fish. b. The sea horse swims upon his tail. c. etc., etc." 3. Recreatory reading for reports, dramatization, etc.: "Read two dog stories, and choose one which you will prepare to tell to the class." "Read the story of The Tailor and the Elves, and plan how you would dramatize it. Make a list of the characters and what they would wear. How would you begin the play? How would the stage look?" USE OF SUPPLEMENTARY PRACTICE MATERIAL. It is sometimes necessary, with certain groups of children in the second grade to use supplementary material in the form of flash cards. In this grade the chief value of flash cards is to increase the span of recognition. Phrase and sentence cards (When the response is in terms of meaning) may be used. All the cards in the group should relate to some central idea. Blackboard exercises or mimeographed sheets may be used for special supplementary work. 57 TESTING See "Use of Tests" in preliminary material. REMEDIAL MEASURES In the second grade, deficiencies begin to show up clearly. They should be given special attention before they become habits. As the teacher conducts the reading lessons, especially the silent reading lessons, she should be watching for deficiencies such as lip and head movement, vocabulary deficiency, inability to comprehend, slow rate, and so forth. She should know the general causes of deficiencies, and particular disabilities likely to appear in the grade. See "Deficiencies and Remedial Work": Causes of both slow and inaccurate reading. Disabilities affecting accuracy and amount of comprehension. Deficiencies resulting in retardation of rate of comprehension. THIRD GRADE READING Basal Text: "The Child's World--Third Reader," published by Johnson Publishing Company. Supplementary Texts: Moore-Wilson Readers, Third Reader, "Across the Rainbow Bridge," published by D. C. Heath & Company. "Good Reading--Second Reader," published by Charles Scribner's Sons. "Great Pictures and Their Stories--Book III," Lester, published by Mentzer Bush & Company. "The Elson Readers--Book III," published by Scott, Foresman & Company. "Child-Library Readers--Book III," published by Scott, Foresman & Company. "The Open Road to Reading--Third Reader," published by Ginn & Company. "Around the World with the Children," Carpenter, American Book Company. Recommended in Addition to the Above: None. Amount of Text (or texts) to be Covered: The Basal and as many of the Supplementary Readers as the individual pupil's ability warrants. Manuals: Basal Text: "Teacher's Manual to accompany the Child's World Primer and the First, Second and Third Readers," Johnson Publishing Company. 58 Supplementary Texts: "Manual for the Elson Readers--Book III, (Revised Edition)," published by Seott, Foresman & Company. "The Kendall Teacher's Manual--Third Reader to Sixth Reader," published by D. C. Heath & Company. "Teachers' Manual for Grades Two and Three to accompany The Open Road to Reading," published by Ginn & Company. THIRD GRADE READING Reading should by now be a pleasure rather than a task for the child and every opportunity should be. given him for this pleasurable activity. He should now be practically independent in his reading. The process of learning should be mastered by the close of this year. The child should be provided with many different books in order that he may get experience in getting the thought of the printed page. He should further be trained in expressing or conveying the thought to others through conversation and writing. Sight reading, which now will be stressed more than formerly, should be done with easy material. If too difficult it should have the same careful preparatory attention as any reading lesson. Less distinction should now be made between basal and supplementary reading. In both silent and oral reading the teacher should strive to secure fluency. Children should now be fairly adept in recognizing and selecting words in phrases and sentences, in reading groups of words at a glance and, towards the end of the year, in grasping paragraphs through means of topic sentences. ^ Dramatic or dialogue reading should now always be in an audience situation. The teacher here has the problem of considering both the reader and the audience. Oral reading during this period is still vitally important, even though more time is being devoted to silent reading, and it should indicate the power and will of the reader to give to his audience what the reader has gleaned from the text. Definite and careful attention should now be given to grouping children according to their reading abilities and disabilities. Variations in pupils' abilities will now become more apparent. Even after the ability grouping has been done the teacher should not lose sight of those children who need special help and particular attention should be centered on them during some special reading period. It will be necessary to do this if the desired uniformity of result is achieved. It may be desirable to use some second grade material with some of these pupils. OBJECTIVES Attitudes: 1. Greater interest in books and desire to read, as shown by voluntary library reading, bringing books to school, taking books home. 2. Realization that books are useful, as shown by habit of looking for information in them. 3. Increased desire to own books. 59 II. Skills, habits, knowledge: A. Thought-getting. 1. Greater ability to comprehend word, phrase, sentence. 2. Ability to select and group ideas. 3. Ability to select main ideas (a beginning in evaluating ideas and in outlining). 4. Ability to use facts to solve a simple problem. 5. Ability to follow directions as in drawing and making objects, playing games, carrying out brief assignments, etc. 6. Ability to organize a sequence of events, as in dramatizing a story. B. Vocabulary. 1. Increased stock of sight-words. 2. Ability to recognbe a vocabulary of recurring words and phrases through both context and form clues. 3. Ability to recognize meanings of new words through context clues. HI. Mechanics of reading: 1. Increasing span of recognition, as distinguished from span of perception. 2. Elimination of finger-pointing, and head or lip-movement. 3. Improvement in enunciation, correct pronunciation, proper phrasing, well-modulated and expressive voice in oral reading. 4. Habitually correct posture and consistent use of proper light. IV. Handling of Books: 1. Appreciation of necessity for the care of books in opening, turning pages, etc. 2. Greater skill in use of table of contents, finding stories by page numbers; cross referencing. V. Library: Beginning of the ability to locate books and, without guidance, to become familiar with contents. MATERIALS TO BE COVERED The basal, the seven supplementary, and other readers should be included in the material for this grade. The needs of the class for simple material which correlates with history, literature, geography, and nature study should be met by selecting it from second readers. A class library of supplementary material should be organized and made to function. ATTAINMENTS FOR PROMOTION Promotion should depend upon the attainment of a relatively high proficiency in the habits and skills listed as objectives. Standard tests, the teacher's judgment, and whatever local practice obtains should be the guides in determining promotion. 60 THE READING PROGRAM The type of lessons in the third grade should include: 1. Group lessons in silent reading for the purpose of developing fundamental habits and skills. 2. Independent silent reading, carefully checked. 3. Audience reading of prepared recreatory or informational material. 4. Independent reading of recreatory material, checked through brief reports, etc. An appropriate amount of drill and exercises to establish habits of accuracy and independence in word-recognition, and a wide span of recognition. Frequent tests of progress, and diagnostic and remedial measures. Reading in connection with class activities. CHOICE OF BOOKS For choice of recreatory material see the discussion of Recreatory Reading. Texts containing information about children of other lands, primitive life, animals, pets, and community interests such as markets, fruit store, and so forth, are particularly valuable for expanding child interest in these grades. Relatively simple material is best for developing study abilities. CLASSIFICATION The class should be divided into at least three groups on the basis of needs. Three types of tests are recommended for this purpose. 1. Tests of ability to comprehend or interpret what is read (See Stanford Achievement Test in Reading, and Haggerty Test.) 2. Measures of rate of silent reading(Courtis, Starch). 3. Tests of rate and accuracy in oral reading (Gray). Some schools have found it practicable to re-group (for the reading period) all the children of their grades, according to special needs. READING IN CONNECTION WITH OTHER CLASSROOM ACTD/ITIES Reading should have a prominent part in carrying on classroom activities, and in supplementing the content matter of the curriculum. Library shelves should contain books which will enrich certain phases of history, geography, community life, etc. Reading lists on such topics may be made by children or by teacher and posted. Reading should supplement the experience gained on excursions to the farm, the dairy, the bakery, etc. Reading material should be utilized in preparing entertainments, assembly programs, parties, and dramatizations. Printed board directions are useful in connection with care of materials, constructive work, free-period activities, games, study assignments in number work, etc. Book directions may be given for constructive work or games. Bulletin boards should regularly show letters from other groups, suggestions for before-school work, lists of committees of coming class events, and so forth. 61 Reading should not only grow out of such situations but should be used to furnish points of departure for further reading, excursions, constructive work, and so forth. STUDY IN THIRD GRADE 1. Ability to Comprehend. In this grade, it is still necessary to give attention to the comprehension of words, phrases, and sentences. Comprehension is developed by: a. Giving the child a definite purpose which compels concentration on meaning. b. Questions and exercises which entail search for meaning. (Any of the checks mentioned below are also practice exercises.) c. Constantly checking on comprehension by means of informal tests of the following types: yes-no, multiple choice, matching sentences, completion, riddles, drawing, picture pointing, following directions. d. Encouraging child to get meanings of new words through context. 2. Ability to Select and Classify Ideas: a. Ask questions or give directions which oblige child to organize, select and classify ideas; e. g., "Find three sentences that tell you the caveboys had a good time." "What kinds of food did Surefoot like to eat?" "What two important things did Surefoot have to think of when he chose his home?" b. Require children to report very briefly on topics; e. g., "Tell us about Surefoot's borne." "Tell one way the cave men built a fire." c. Ask children to illustrate the part of the story which shows 3. Ability to Select Main Ideas: a. Ask for title for a paragraph or story. b. Ask children to find the "key" word. c. Ask class to divide the selection into parts for reporting to class. d. Ask children to make a series of illustrations bringing out the most important ideas. 4. Ability to Arrange Ideas: a. Ask children to find all the statements that prove b. Ask children to report the details on a certain topic. c. Ask child to illustrate a selection, centering attention on the main idea but including all details. 5. Ability to Use Ideas in Solving a Simple Problem, as "In what ways were the cave-dwellers different from the tree-dwellers?" or "Why does a dog need a collar?" 6. Ability to Use Facts Presented as a Basis for Reasoning or for Making Inferences,--i. e., ability to answer a question whose answer is implied but not stated in the material read: "What was the safest way Surefoot played?" "What was the most dangerous way he played?" a. Such questions as the above should be frequently asked in connection with the reading lesson. 62 b. Informal tests of the types mentioned above fmay be adapted for testing this ability. 7. Ability to Follow Directions--Give directions for games, plays, dramatizations, pantomime, drawing, etc. 8. Ability to Organize a Sequence of Events--(1) Give practice in dramatizing, (2) Reproduction. VOCABULARY Beyond the first and second grades, vocabulary building is chiefly a matter of teaching new terms,--that is, new names for old objects and ideas,--as well as names for new ideas. For example, the child learns that "honest" may be expressed by "honorable," "upright," or "trustworthy." We may learn a name for a new object,--the "propeller" of an aeroplane. Ways of presenting and fixiDg these words include the following: a. Having the child try to understand meaning through context. b. Explanation in place of formal definition. c. Classification. d. The use of synonyms. e. The use of antonyms. f. Having child use words in a sentence. Perhaps the less familiar methods need explanation. Classification of words focuses attention upon, and fixes memory of, their meaning. Example 1. We might take a number of new words from a lesson on Lindbergh's flight, and ask the children to place in one column all of the words that have anything to do with an aeroplane, such as rudder, propeller, plane, etc.; in another column all those words relating to weather conditions, such as mist, fog, clouds, etc. Example 2. In a lesson on various kinds of bread eaten in different countries we may ask the child to "write under these headings, the kind of bread you would expect to find in each of the countries: Sweden, Norway, Scotland." Use of synonyms: We may give a child a word and ask him for another word which has the same meaning. We may place on the board a list of four or five words with their synonyms not in order, and ask the child to pick out and place together the words which mean the same, e. g. finally declared grumbled difficult resented was angry at hard at last complained said antonyms: Asking children to give the opposites of words helps to fix their meaning; e.g. arrive small mistrust believe in honorable depart spacious deceitful 63 Use of words in sentences: An interesting exercise is to require children to show their understanding of word meanings by answering questions on the content of a story read; that is, after reading a story about the value of safety matches the following questions may be asked: "How are matches lighted accidentally?" "What is a fire extinguisher?" "How could matches cause a --disaster?" GENERAL LESSON PROCEDURE I. Introduction: a. Connect story with child experience by picture, object, anecdote, or conversation. b. Get children to assemble some of their ideas on the topic by questions and discussion. c. Give children a main purpose for reading the material. II. Vocabulary: Develop in context a few words and phrases that are likely to be difficult and present them on blackboard. Take care not to "give away" content or plot of story. III. Silent and possibly a little oral reading by class, directed by questions: t. Procedure--Ask a question which requires children to read a sentence, paragraph, or longer unit. ). Types of questions to ask: 1. Questions which call for the finding of one, two, or three facts that are stated in the text. 2. Questions which call for using the facts to infer something which is not stated in the text, as: "Which was the 'safest' way the children played?" (The book does not tell what was the safest way; the children have to read the facts and judge in the light of experience which was the safest way.) Questions which call for comparison: "In what way was the barnswallow's home safer than the meadow-lark's?" 4. Questions which call for selecting the main idea: "What would be a good title for this paragraph?" 5. Oral reading, if necessary; e. g., "Read the part that proves IV. Additional check-up on the material for several particular kinds of comprehension, such as (a) ability to follow directions, (b) ability to get meaning from simple facts, (c) ability to make inferences, (d) ability to select main idea, (e) ability to select from a number of facts those pertinent to a question or statement. Any one of the five types of tests, or drawing, may be used. V. Review of vocabulary--for fixing word forms and meaning in context. 64 VI. Leads to further activity. a. To further reading of stories, information, poems, etc., in same field or related fields. b. To excursions, etc. c. To home and classroom constructive activities. POINTS TO EMPHASIZE IN A LESSON Introduction--Connects with child's previous experience. Purpose--In dealing with each unit we give the child something definite to look for in order to concentrate interest and attention and to have him approach the material with a thoughtful attitude. Thinking: 1. First we ask the children only to select simple facts. 2. Next, we ask the children to illustrate a section, getting them to attend to, select, and remember all the significant details. 3. In the next section, we ask the children to select and organize the ideas, and to think beyond the facts, connecting them with their own experience. (We might use a multiple-choice test here.) 4. In the next section we ask children to remember a chronological sequence of significant details. 5. In the last section we ask them to use their judgment. Vocabulary Development--By explanation, in place of formal definition. Leads to other Activities: 1. We interest the children in constructive activity. 2. We interest them in the further study of primitive life. SEAT ACTIVITIES Seat activities in this grade will largely be in the form of: (1) closely checked, independent reading activities for developing study abilities; (2) checked recreatory reading. Following are suggestions for independent work: 1. Provide children with cards containing story-length units and with a check in one of the following forms,--yes-no, completion, multiple- choice, matching sentences, making an illustration, etc. A unit should be used to practice and check some of the abilities,--ability to select ideas, to make inferences, or to comprehend facts. 2. Cards which contain references to informational articles in books, and on which checks are valuable, e. g. "In the Reader is an article about a queer fish called 'The Sea Horse.' Read it. Then copy the numbers of these sentences on your paper, and put an X beside the wrong ones. a. The sea horse is a big fish. b. The sea horse swims upon his tail. c. Etc., etc." 65 3. Recreatory reading for reports, dramatization, etc.: "Read two dog stories, and cboose one which you will prepare to tell to the class." "Read the story of The Tailor and the Elves, and plan how you would dramatize it. Make a list of the characters and what they would wear. How would you begin the play? How would the stage look?" USE OF SUPPLEMENTARY PRACTICE MATERIAL The use of flash cards should not be necessary except with occasional cases of special deficiency. TESTING See "Use of Tests" in preliminary material. REMEDIAL MEASURES In the third grade, deficiencies begin to show up clearly. They should be given special attention before they become habits. As the teacher conducts the reading lessons, especially the silent reading lessons, she should be watching for deficiencies such as lip and head movement, vocabulary deficiency, inability to comprehend, slow rate, and so forth. She should know the general causes of deficiencies, and particular disabilities likely to appear in the grade. See "Deficiencies and Remedial Work." Causes of both slow and inaccurate reading. Disabilities affecting accuracy and amount of comprehension. Deficiencies resulting in retardation of rate of comprehension. FOURTH GRADE READING Basal Text: "The Kendall Fourth Reader," published by D. C. Heath & Company. Supplementary Texts: Moore-Wilson Readers, Fourth Reader, "Father Time's Gifts," published by D. C. Heath & Company. "Good Reading--Fourth Reader," published by Charles Scribner's Sons. "Great Pictures and Their Stories, Book IV," Lester, published by Mentzer Bush & Company. "The Elson Readers--Book IV," published by Scott, Foresman & Company. "Child-Library Readers--Book IV," published by Scott, Foresman & Company. "The Open Road to Reading--Fourth Reader," published by Ginn & Company. Recommended in Addition to Above: None. 66 Amount of Text (or Texts) to be Covered: The average fourth grade child should read all of the Basal and Supplementary materials. Manuals: Basal Text: "The Kendall Teacher's Manual--Third Reader to Sixth Reader,': published by D. C. Heath & Company. Supplementary Texts: "Manual for the Elson Readers--Book TV, (Revised Edition)' lished by Scott, Foresman & Company. pub- FOURTH GRADE READING Much of the mechanics of reading is presumably mastered by the end of the third grade, but this does not mean that reading should not still be carefully taught. Unless the same careful teaching which has been done in the first, second and third grades is continued in the remaining grades of the elementary school the child will begin to slip or plod through sentences, paragraphs, and lessons unguided and will lose that degree of mastery he already has. Deterioration in reading ability will set in. The teacher of this grade should make a particular effort to assure delight in reading through material and motive. If the selection is happily made the reading will most likely be mechanically correct and intellectually profitable. Interpretation should be stressed more than formerly. The progress of the reading lesson should be considered as an effort to conduct, control, and shape a process of thinking in the mind of each individual in the class. The teacher should help to forward this process. Both oral and silent reading is continued in this grade but, as suggested earlier, the time in this grade should be about equally divided between the two. The child should now begin to work independently so that the recitation period may be devoted to testing the degree to which the thought is mastered and retained. Rate of reading should be observed and checked closely. Try to diagnose and eliminate the difficulties of the slow reader. Train pupils to listen as well as to read. More voluntary reading will be done in this grade than has been done formerly. The child should be encouraged to read good books out of school and to discuss them. What he learns to read and what he chooses to read are highly important and to some extent reflect his former training and experience. Group reading work should be specially emphasized in this grade. This is an excellent reading device but must be handled carefully and checked closely. The procedure should raise the standard of the class. Otherwise it is indefensible. Pleasure in reading and knowledge of how to read or study a book so as to grasp its essential meaning--these are the two paramount objectives of the grade. 67 At the end of this grade the child should have attained an abstract standard in reading which is measurable in such objective, concrete units as rate of reading, thought retention, voice control, quality and poise. His promotion should be based on definite units of these. OBJECTIVES 1. Attitudes: Increased interest in and desire to read books, as evidenced by regular borrowing of books from public library. Realization that books are useful; frequent reference to books to answer questions or to carry on activities. 3. Willingness to spend a part of savings on books. II. Skills, habits, knowledge: A. Thought getting. 1. Ability to follow, without hesitation, continuity of thought in successive sentences. 2. Ability to outline (evaluate and arrange thoughts according to sequence and importance). 3. ADility to follow directions (interpret and execute according to written directions). 4. Ability to use ideas in solving problems; e. g., in making comparison, reasoning from cause to effect, etc. B. Vocabulary. 1. Ability to recognize meaning of words through context. 2. Increase of meaning vocabulary. C. Mechanics of reading: 1. Increase of recognition-span. 2. Elimination of any "hang-over" in mechanical deficiencies, lipreading, head-movement, or finger-pointing. 3. Clear enunciation, correct pronunciation, proper phrasing, well modulated and expressive voice in oral reading. 4. Consciousness of the hygiene of reading. D. Handling of books: 1. Proper use and care of books. 2. Use of table of contents, cross-referencing, glossary, etc. 3. Ability in the use of reference books. E. Library: 1. Control of the technique of locating and borrowing books. F. Transfer of study to content subjects. ATTAINMENTS Skills, Habits, Knowledge: Ability to meet or excel grade standards for above.objectives. THE READING PROGRAM (At least half the reading should be silent reading) Types of lessons in this grade should include: 1. Group lessons in work-type silent reading, for the purpose of developing fundamental habits and skills (See discussion and procedure following) . 2. Independent silent reading, carefully checked (See discussion and procedures following). 3. Audience reading of prepared recreatory or informational material (See Oral Reading). 4. Independent reading of recreatory mateiial, checked through brief reports, etc. (See Recreatory Reading). 5. An appropriate amount of drill and exercises, to establish habits of accuracy and independence in word-recognition and wide span of recognition. 6. Testing twice a year with standard tests (See use of tests). 7. Remedial Work. CHOICE OF MATERIAL For choice of recreatory material, see discussion on recreatory reading in the introduction. Texts which contain the following types of information are useful in this grade; plant and insect life, animals, homes in other lands, the history of homes, history and manufacture of foodstuffs, historical tales, and so forth. These furnish interesting and usable information and expand children's experience. Magazines and newspapers, encyclopedias and other reference books may be used for individual work-type assignments. CLASSIFICATION The class should be divided into several groups on the basis of needs. Three types of tests are usable for this purpose: 1. Tests of ability to comprehend and interpret what is read (Stanford Achievement Test in Reading, and Haggerty Test) List of tests. 2. Measures of rate of silent reading (Courtis, Starch). 3. Tests of rate and accuracy of oral reading (Gray). READING IN CONNECTION WITH OTHER CLASSROOM ACTIVITIES 1. The variety of content matter in the curriculum for the intermediate grades leads into a wide field of supplementary informational reading. Advantage should be taken of these leads. Suggestive lists should be posted and well written, attractive supplementary books, letters, magazines, magazine articles, scrapbooks, pictures, and exhibits related to the topic under discussion, should be provided. Many libraries co-operate with schools in lending chosen groups of books, bibliographies, and other material related to a certain field of content. Reading should supplement experience gained from excursions, investigations with nature materials, etc. Reading material should be used in preparing reports or illustrated talks, for assemblies, etc. Reading may be used in preparing material for health, safety and other campaigns. 5. Printed directions should be used in connection with constructive work, games, and study assignments in all work of the curriculum. 6. The publication of bulletin board notices and a school paper or magazine necessitates reading in preparing the articles. 7. Reading should not only grow out of such situations, but should lead into further reading, excursions, constructive work, campaigns of various sorts, and so forth. STUDY METHODS I. Ability to comprehend phrase, sentence: How developed: 1. By seeing that the child knows definitely what he is to find out in the reading. 2. By asking questions which compel concentration on meaning of various words, phrases, and sentences. 3. By constantly checking on comprehension through informal tests of the following types: yes-no, multiple-choice, matching sentences, completion, riddles, drawing, following directions. II. Ability to outline (to evaluate and arrange thoughts according to sequence and importance). Main Idea and Evaluating: 1. Ask questions which necessitate finding the main idea. 2. In checking give questions that cannot be answered except by an understanding of the whole unit. Give true-false tests that involve the main idea, multiple-choice tests involving the selection of the correct topic sentence from a group of possibilities; completion tests; riddles, directions, etc. 3. Have children make or select topic sentence. 4. Have children give title to a paragraph or to any illustration accompanying the paragraph. 5. Have children give reasons for choice of important ideas. Noting details: 1. Give questions which call for a group of significant details. 2. Give exercises requiring the use of details to prove a point or to solve a problem. 3. Have children talk from an outline or a topic. Arranging Ideas: 1. Have children make an outline, showing arrangement of main ideas and supporting sub-topics. 2. Have children give reasons for evaluation of important sub-topics. 70 III. Ability to follow directions (a) Where all details are to be used; (b) Where significant items are to be retained and other items discarded. Give children exercises which require both types of ability. Dramatizations, playing games, handwork, etc., furnish both practice exercises and checking. IV. Ability to study with an efficient rate. Rate is important in reading, since it determines the amount of reading an individual can do in any given time. It is necessary to think of rate as meaning "comprehension with a time limit," and not the number of words a child can read in a given time; otherwise there is danger of over-emphasizing rapidity of reading at the expense of comprehension. The rate varies with the purpose of reading, and the difficulty of the material. There are several rates: 1. The rapid rate, used in reading narrative for pleasure and in reading newspaper articles, or factual material that is not technical, with no need for reorganizing, summarizing, or evaluating with reference to some special question or problem. 2. The very rapid rate, used in looking over material for some specific fact, or scanning it to get the general trend. This might be called the skimming rate. 3. The careful rate used in reading to obtain details to support a statement, in weighing the significance of f icts to solve a problem, in carefully noting complicated directions for the carrying out of some project. Such reading is reflective or analytical, and is relatively slow. It is possible to train readers so that even the rate of careful analytical reading far exceeds that formerly used. O'Brien in his experiments, improved the rate 31 per cent in a two-months period, at the same time greatly increasing the quality and amount of comprehension. The following methods may be used to increase rate: 1. Reading connected material for comprehension under a time limit. The check used should test both the number and quality of the ideas. Any of the five types of tests may be used in this connection. 2. Although there is some doubt about the value of short exposure exercises (flash-card drills), they may be used at the teacher's discretion. 3. Results should be charted, or improvement made evident to the pupil in such a way that his interest is enlisted in meeting a grade standard or in bettering his own record. V. Knowledge of necessity for efficient study and of how to improve study techniques. How Developed: By using a text-book which states directly the value of study habits and provides the means for acquiring them. VI. Vocabulary--In the intermediate grades vocabulary building is a matter of teaching new terms--that is, new names for old objects and ideas, as well as names for new ideas; e. g., the child learns that "honest" may 71 be expressed by "honorable," "upright," "trustworthy," etc., or, he may learn a name for a new object, e. g., the propeller of an aeroplane. Methods of presenting and fixing these words include: Having child try to understand the meaning through context. Explanation in place of formal definition. Classification. The use of synonyms. The use of antonyms. Having child use words in a sentence. Fixing vocabulary through repetition. GENERAL LESSON PROCEDURE I. Introduction: 1. Connect with child experience by picture, object, anecdote, or conversation. 2. Lead children to assemble some of their ideas on the topic by questions and discussion. 3. Give children a main purpose for reading the material. II. Vocabulary--Develop by explanation and questions a few words and phrases that are likely to be difficult, and present them on the blackboard. III. Silent reading by class, directed by questions. Ask a question which covers the main thought of a paragraph or longer unit; other questions may be asked after the reading. Types of questions to ask: 1 Directions which call for selecting a number of details to prove some point, as "Find statements in your book to prove that the dragon-fly is helpful;" or, "Be ready to tell what a cyclops looks like." Questions which call for using the facts to infer something not stated in the text, as "Do you think these insects are helpful or harmful and why?" The book does not tell directly whether the insects are helpful or harmful; the children have to read the facts and judge them in the light of past information and experience. 3. Questions which call for comparisons, as "Tell three ways in which the water-tiger is different from the dragon-fly." 4. Questions which call for selecting the main idea: "What would be a good title for this paragraph?" IV. Additional check-up on the material--For one or two particular kinds of comprehension,--(a) ability to follow directions, (b) ability to get meaning of simple facts, (c) ability to make inferences, (d) ability to select main ideas, (e) ability to select from a number of facts those pertinent to a question or statement, etc.--any one of several types of tests may be used. Review of vocabulary for fixing meanings--Use classification, synonyms, antonyms, and have children use words in sentences. 72 VI. Leads to further activity: 1. To further reading of stories, information, poems, etc., in the same field or related fields. 2. To excursions, etc. 3. To home and classroom constructive activities. TESTING See "Use of Tests" in preliminary material. REMEDIAL MEASURES Deficiencies in the fourth grade are chiefly deficiencies in paragraph comprehension. See "Deficiencies and Remedial Work." GROUPING Differences in reading ability should be sought and found and specific remedial work applied. Klapper suggests the following groups: I, Children who lack the power to recognize words. II. Children who lack the power of comprehension. III. Children who lack in expressive and convincing oral rendition. IV. Children who lack in clearness of speech, in articulation, and in enun- ciation. Remedial work should be developed by the teacher for each group. FIFTH GRADE READING Basal Text: "The Kendall Fifth Reader," published by D. C. Heath & Company. Supplementary Texts: Moore-Wilson Readers, Fourth Reader, D. C. Heath & Company. "Good Reading--Fifth Reader," published by Charles Scribner's Sons. "Great Pictures and Their Stories, Book V," Lester, published by Mentzer Bush & Company. "The Elson Readers--Book Five," published by Scott, Foresman & Company. "Child-Library Readers, Book V," published by Scott, Foresman & Company. "The Open Road to Reading--Fifth Reader," published by Gum & Company. "Getting Acquainted with Georgia," Bloodworth, published by The Southern Publishing Company. Recommended in Addition to Above: None. 73 Amount of Text (or texts) to be Covered: The average fifth grade child should read all of the Basal and Supplementary materials. Manuals: Basal Text: "The Kendall Teacher's Manual--Third Reader to Sixth Reader," published by D. C. Heath & Company. Supplementary Texts: "Manual for the Elson Readers, Book V (Revised Edition)," published by Scott, Foresman and Company. FIFTH GRADE READING This is the beginning of that period of a child's life when his development is not so rapid as it has been previously. His attention should now be more definite, active, and voluntary. Guidance is, of course, still necessary. Certain habits of reading and study and certain habits forming or indicating character receive, now or slightly later, those impulses or trends which likely lead to their fixation. One writer refers to this period as "the golden hour of external and mechanical training, of reading, writing, drawing, number manipulations and geometric elements." If the teacher of the child of this period fails to take advantage of this golden hour, lets it pass unimproved, the assets and abilities mentioned above cannot be acquired later without a heavy handicap of disadvantage and loss. The method should be "mechanical, repetitive, authoritative, dogmatic" and the automatic powers should be pushed to the utmost. Interest in this period has a different value and import from that which it has had in the preceding grades. The material, by all means, should not be uninteresting but if the child, perchance, should find it so he should be required to master enough of the rudiments of the subject to furnish a basis for interest. When he has none, a will to do so must be supplied by parent and teacher. The aim of the training of this period is fixation by drill and repetition. Many of the reading activities and operations should be rendered as automatic as possible. In fact, as previously stated, the mechanics of reading must now be made habitual and the child who is not thoroughly trained in the reading techniques and details of previous grade work should have special provisions made for him. Beginning with this grade the child should acquire the dictionary habit. An extensive list of books for home and extension reading should be compiled and as many as possible of this list secured and made available for the child. The child will learn to read by reading; his reading will be controlled by his interest in the reading matter, and interesting reading material can and should be, furnished him. Definite reading standards should be formulated and set up for the grade and the teacher should tempt the reading appetite and reading effort of her class with interesting material. 74 OBJECTIVES I. Attitudes--Further development of the attitudes stated under objectives for Grade IV, indicated by forming of reading clubs, spontaneous discussion of books, etc., increased amount of voluntary reading, and reliance upon books as valuable sources of information. II. Skills, Habits, Knowledge: A. Further development of the abilities set forth under Il-a in Grade IV, and also ability to scan material rapidly for a special point. B. Vocabulary--Increased ability to recognize meanings of words through context, and expansion and refinement of passive and active vocabulary (vocabulary understood, vocabulary used). C. M echanics of reading: 1. Silent reading with no vocalization. 2. Wide recognition--span. 3. Continuance of clear enunciation, correct pronunciation, proper phrasing, well modulated voice in oral reading. D. Handling of Books: 1. Sense of responsibility for the care of books. 2. Use of table of contents, indexes, cross references, glossary, etc. 3. Use of reference-books, encyclopedias, dictionary. E. Library--Ability to work in school and public libraries with considerable independence. F. Conscious application of study skills in working with content subjects. ATTAINMENTS Attitudes--See "Objectives" above. Skills, habits, knowledge--Ability to meet or excel grade standards for above objectives. THE READING PROGRAM Types of lessons in this grade should include: 1. Group lessons in silent reading for the purpose of developing the fundamental habits and skills listed under "Objectives." (See discussion and procedures following). Increase the amount of silent reading to the ratio of 60-40. 2. Independent silent reading (closely checked). See discussion and procedures following. 3. Audience reading of prepared story or informational material. (See Oral Reading). 4. Independent reading of recreatory material checked through brief reports, etc. (See Recreatory Reading). 5. A provision for group or independent remedial work. (See Remedial Work.) 6. Testing twice a year with standard tests. (Use of Tests.) 75 CHOICE OF MATERIAL (For choice recreatory material, see discussion of Recreatory Reading.) Texts which contain the following types of information are useful in this grade: pioneers, inventors and inventions, industry, insect and plant life, animals, community service such as the provision of light and water, historical tales, and so forth. Magazines, newspapers, encyclopedias, government bulletins, etc., may be used for individual work-type assignments. CLASSIFICATION Children should be grouped on the basis of ability. Tests useful for this purpose include: 1. Tests of ability to comprehend and interpret (Stanford Achievement Test in Reading, and Haggerty Test (see list of tests.) 2. Measure of rate of silent reading (Courtis, Starch). 3. Tests of rate and accuracy in oral reading (Gray). READING IN CONNECTION WITH OTHER CLASS ACTIVITIES 1. In connection with content material--The ordinary content material should be made to furnish leads into wide and varied reading in the fields of history, science, life and customs in other lands, current events, etc. Annotated bibliographies in each field should be posted. Wellwritten, attractive books should be available in great variety. Letters, magazines, magazine articles, scrap-books, pictures, exhibits related to the topic under discussion, should be provided. Many public libraries co-operate with schools in lending books related to certain content fields. 2. Reading should supplement other types of study, such as experiment, investigations, excursions, etc. 3. Assembly-periods may call for the preparation of reading material for travel-talks, reports, etc. 4. Reading is done in connection with health, safety, and civic improvement campaigns. 5. Printed matter should be used extensively in assigning all types of activity. 6. Publications of bulletin-notices, a school newspaper, and contributions to the children's sheet of the town newspaper call for reading in preparation of the material. 7. Reading should not only grow out of such situations but should lead into other interesting school activities. STUDY IN GRADE FIVE . Ability to comprehend phrase and sentence: How Developed: a. By seeing that child has a definite idea of what he is to find out. b. By asking questions which compel concentration on meaning of words, phrase, sentence. 76 o. By constantly checking on comprehension by means of information tests of the following types: yes-no, multiple-choice, matching sentences, completion, riddles, drawing, following directions. 2. Ability to outline (to evaluate and arrange thoughts according to sequence and importance). How Developed. Main idea and evaluating. a. Ask questions which necessitate finding the main idea. b. In checking, give a question that cannot be answered except by an understanding of the whole unit. Give true-false tests that involve the main idea; multiple-choice involving selection of the right topicsentence from the group of possibilities; completion, riddles, directions, etc. c. Have children make or select topic-sentence. d. Have children give title to a paragraph or to an illustration accompanying a paragraph. e. Have children give reasons for choice of important ideas. Noting Details: a. Give questions which call for a group of significant details. b. Give exercise requiring the use of details to prove a point or to solve a problem. c. Have children talk from a topic or outline. d. Have children make questions. Arranging Ideas: a. Have children make an outline showing arrangement of ideas and supporting sub-topics. b. Have children give reasons for evaluation of importance of sub-topics. 3. Ability to follow directions where (a) all details are to be used, (b) significant items are to be retained and other items are to be discarded. Give children exercises which require both types of ability. Dramatitizations, playing games, handwork, etc., furnish both exercises and checks. 4. Ability to study with an efficient rate. In this grade children may be taught the different rates and the conditions under which each may be used, and should learn to vary their rate in accordance with the nature of the material. Through deliberate use of the various rates, time may be saved. The standard rate for 5th grade is 180 words per minute. Occasional tests for rate, checking the number and accuracy of ideas gained within a time-limit are valuable, especially if the individual pupil keeps some kind of graph or record upon which he records the number of words per minute and the number of ideas. The pupil should know whether or not he gets enough ideas. A detailed discussion of the importance of rate and means of increasing it will be found in the fourth grade outline. Knowledge of necessity for efficient study, and of means of improving study techniques. A text which states the various kinds of study habits and defines and gives children specific directions in improving them, is valuable in this connection. 77 Ability to scan material rapidly to find special points. Give children questions and checks that call for scanning. Vocabulary. It is most important to continue building vocabulary and to fix this vocabulary by use of the words. The understanding of new terms depends to a large extent on the teacher's presentation. This topic is fully treated under Vocabulary in the Fourth Grade outline. GENERAL LESSON PROCEDURE The lesson procedure in the fifth grade is essentially similar to that in the fourth grade. A section showing the general development of a lesson will be found in the fourth grade outline. Transfer of Study Skills: The content subjects of the curriculum call for the use of study skills. It is in these subjects that the skills learned in the reading period should be exercised. Work with content subjects should be as carefully planned as the basal reading lessons, with emphasis on the particular skill which was stressed in the reading lesson. A basal Reader which carefully develops lessons in the different fields of content, such as history, geography, etc., gives teachers cues for dealing with such* materials. The assignments in these fields will be very similar to those worked out with the class when the basal Reader is used; the general lesson procedure, with slight alteration, applies in most cases. The following suggestions may prove helpful in working with arithmetic coDtent, for instance: a. Arithmetic problems (the usual cause for errors in solving problems is the failure to understand the meaning of the problem.) 1. Check child's comprehension of the problem by having him write one thing the problem tells. 2. Ask child to underscore words which give the idea of "subtract," "multiply," or whatever process is involved. 3. Possible assignment--"Read the problem silently. Be ready to tell in two sentences what you will do when you work the problem." 4. Possible questions--(a) "What are you told in this problem?" (b) "What are you asked to do?" (c) "What tool, or tools, shall you use?" Additional suggestions for working with history or geography: 1. In most cases use the problem approach. 2. Be sure that terms are understood. 3. Make frequent use of the multiple assignment for facts supplementary to those provided in basic text. 4. When generalizations are stated in the text, be sure that children understand by asking them to cite concrete illustrations as proof. 5. Develop outlines for evaluating, arranging and retaining important ideas. 78 TESTS See the previous discussion of tests and the references to standard tests. REMEDIAL MEASURES Deficiencies in this grade consist chiefly of deficiency in paragraph comprehension and deficiency in rate. See section on "Deficiencies and Remedial Work." SIXTH GRADE READING Basal Text: "The Elson Readers--Book VI," published by Scott, Foresman & Company. Supplementary Texts: Moore-Wilson Readers--Sixth Reader, "A Review of Time," published by D. C. Heath & Company. "Good Reading--Sixth Reader," published by Charles Scribner's Sons. "Great Pictures and Their Stories--Book VI," Lester, published by Mentzer Bush & Company. "Child--Library Readers--Book VI," published by Scott, Foresman & Company. "The Open Road to Reading--Sixth Reader," published by Ginn & Company. Recommended in Addition to Above: None. Amount of Text (or Texts) to be covered: The average pupil should be able to cover both the Basal and Supplementary material. Manuals: Basal Text: "Manual for the Elson Readers, Book VI (Revised Edition)," published by Scott, Foresman & Company. Supplementary Texts: "The Kendall Teacher's Manual--Third Reader to Sixth Reader," published by D. C. Heath & Company. SIXTH GRADE READING The characteristics of this period in the child's development, the aims of his training, and the physical and spiritual changes through which he must pass are very similar to those discussed under fifth grade reading. The main difference, if any, is that some of them are more complicated and intricate because of the child's broader experience and more positive reactions. 79 Naturally, the extent of the reading of this period is much wider. From the ages of ten or twelve to the ages of fifteen or sixteen the impulse to more reading increases rapidly. Books of travel, adventure, and biography seem to appeal most to boys of these ages and books of fiction to girls. This thirst for reading must be satisfied but parents and teachers should exercise great care in the selection of the material. "The longer and more complex literary master-pieces, given as complete selections should be used now for study. The time has come when much home study and collateral reading may be required and when children may be permitted and encouraged to read along lines in which they are specially interested."--Briggs and Coffman. OBJECTIVES A. Attitudes: 1. Greater interest in diversified reading. 2. Pride in school library and in owning books. 3. Growing appreciation of what can be gained by reading books without the guidance of the teacher. B. Skills, Habits, Knowledge: 1. Thought-getting--bringing to a high level of efficiency the objectives set forth in detail for Grades IV and V. 2. Vocabulary--Further expansion of reading vocabulary, and conscious effort on part of child to augment speaking and writing vocabulary. C. Mechanics of reading: 1. Silent reading with no mechanical deficiencies. 2. Wider recognition-span. 3. High degree of excellence in enunciation, pronunciation, phrasing and voice modulated in oral reading. 4. Habitual regard for hygienic conditions in reading. D. Handling of books: 1. Well-established sense of responsibility for the care of books. 2. Skilled use of table of contents, cross-referencing, glossary, etc. 3. Ready and independent use of reference books, encyclopedias, dictionary. E. Library--using the school and public library with self-assurance and in a business-like manner. F. Independent ability to transfer reading skills to the study of content subjects. ATTAINMENTS A. Attitudes--see "Objectives" above. B. Skills, Habits, Knowledge--Ability to meet or excel grade standards for "Objectives" stated above. 80 THE READING PROGRAM Types of lessons in this grade should include: 1. Group lessons in work-type silent reading for the purpose of developing the fundamental habits and skills listed under "Objectives." See discussion and procedures following. Increase the amount of silent reading to the ratio of 70-30. 2. Independent work-type silent reading (closely checked.) 3. Audience reading of prepared story or informational material. (See Oral Reading.) 4. Independent reading of recreatory material, checked through brief reports, etc. (See Recreatory Reading, procedures V, VI and VII. 5. Provision for group or independent remedial work. (See Remedial Work.) 6. Testing twice a year with standard tests. (Use of Tests.) CHOICE OF MATERIAL For choice of recreatory material see discussion of Recreatory reading. CLASSIFICATION Children should be grouped on the basis of ability. READING IN CONNECTION WITH OTHER CLASS ACTIVITIES 1. In connection with content material. The ordinary content material should be made to furnish leads into wide and varied reading in the fields of history, science, life and customs in other lands, current events, and so forth. 2. Reading should supplement other types of study. 3. Assembly periods may call for the preparation of reading material. 4. Reading is done in connection with health, safety, and civic improvement campaigns. 5. Printed matter should be used extensively in assigning all types of ac- tivity. 6. Publication of bulletin-notices, a school newspaper, and contributions to the children's sheet of the town newspaper call for reading in preparing the material. 7. Reading not only should grow out of such situations, but should also lead into interesting school activities. STUDY IN GRADE SIX 1. Ability to comprehend phrases and sentences: How Developed: a. By seeing that child has a definite idea of what he is to find out. b. By asking questions which compel concentration on meaning of word, phrase, sentence. c. By constantly checking comprehension by means of informal tests. 81 , Ability to outline (to evaluate and arrange thoughts according to sequence and importance.) How developed. Main idea and evaluating. a. Ask questions which necessitate finding the main idea. b. In checking give a question that cannot be answered except by an understanding of the whole unit. Give true-false tests that involve the main idea; multiple-choice, involving the selection of the right topic-sentence from a group of possibilities; completion tests; riddles; directions, etc. c. Have children make or select topic-sentence. d. Have children give title to a paragraph or to an illustration accompanying a paragraph. Have children give reasons for choice of important ideas. Noting Details: a. Give questions which call for a group of significant details. b. Give exercises requiring the use of details to prove a point or to solve a problem. c. Have children talk from a topic or outline. d. Have children make questions. Arranging Ideas: a. Have children make outline showing arrangement of ideas and supporting sub-topics. b. Have children give reasons for evaluation of sub-topics. 3. Ability to follow directions--where all details are to be used, and where significant items are to be retained and other items are to be discarded. Give children exercises which require both types of ability. Dramatizations, playing games, handwork, etc. furnish both practice exercises and checks. 4. Ability to study with an efficient rate. In this grade children may be taught the different rates and the conditions under which each may be used, and should learn to vary their rate in accordance with the nature of the material. Through deliberate use of the various rates, time may be saved. The standard rate for 6th grade is 220 words per minute. Occasional tests for rate, checking the number and accuracy of ideas gained within a time limit are valuable, especially if the individual pupil keeps some kind of graph or record upon which he records the number of words per minute and the number of ideas. The pupil should know whether or not he gets enough ideas. A detailed discussion of the importance of rate and means of increasing it will be found in the Fourth Grade Outline. 5. Knowledge of necessity for efficient study, and of means of improving study techniques. A textbook which directly states the various kinds of study habits, and defines and gives children specific directions in improving them, is valuable in this connection. 6. Ability to scan material rapidly for a special point. Give children questions or checks that call for scanning. 82 7. Vocabulary--it is most important to build vocabulary and to fix this vocabulary by the use of the words. The understanding of new terms depends to a large extent on the teacher's presentation. This topic is fully treated under "Vocabulary" in the Fourth Grade Outline. GENERAL LESSON PROCEDURE The lesson procedure in this grade is essentially similar to that in the fourth grade. A sheet showing the general development of a lesson, and a specimen reading lesson will be found in the Fourth Grade Outline. TRANSFER OF STUDY SKILLS A detailed discussion of how to make study skills function in conducting arithmetic, history, geography, and science lessons, will be found in the Fifth Grade Outline, under the topic "Transfer of Study Skills." ASSIGNMENTS IN INDIVIDUAL READING In the fifth and sixth grades independent study should take several forms: a. Intensive reading assignments from one book with a close check on the material. Such an assignment should be carefully worked out, using the same general plan and type of questions or checks as have been suggested in the "General Lesson Procedure" for Grade IV. b. Another type of assignment may call for the reading of a number of references (from different books) on the same topic, for the purposes of listing all important facts, comparing various opinions and statements, verifying facts, making judgments on the basis of facts (as when collecting material for debates,) and so forth. USE OF TESTS See the Introduction for discussion of tests and list of standard tests. REMEDIAL MEASURES Deficiencies in this grade consist chiefly of deficiency in paragraph comprehension and deficiency in rate. See section on "Deficiencies and Remedial Work" in the Introduction, particularly: Deficiency in paragraph comprehension-Nos. 1, 2, 3, 4. Deficiencies resulting in retardation of rate-No. 5. Disabilities affecting accuracy of comprehension of phrase and sentence, especially Nos. 1, 2, 3. 83 SEVENTH GRADE READING Basal Text: "The Elson Readers-Book VII," published by Scott, Foresman & Company. Supplementary Texts: "Reading and Living, Book I," Hill and Lyman, published by Charles Scribner's Sons. "Great Pictures and Their Stories--Book VII," Lester, published by Mentzer Bush & Company. "Child-Library Readers--Book VII," published by Scott, Foresman & Company. Recommended in Addition to Above: None. Manuals: Basal Text: "Manual for the Elson Readers, Book VII, (Revised Edition)," published by Scott, Foresman & Company. Supplementary Texts: None. SEVENTH GRADE READING Seventh grade pupils should have acquired the mechanics of reading. Some, however, will not have done so and remedial work will have to be continued for them intensively. The major part of the work of this grade should be an effort to refine specific reading attitudes, habits, and tastes. Special attention should, therefore, "be devoted* to training in the specific study habits, to developing to a high degree of efficiency all reading abilities, and to encouraging a fine discrimination and careful selection of reading materials for information and for pleasure." READING IN CONNECTION WITH OTHER CLASSROOM ACTD7ITIES Refer to suggestions for previous grades. The inability of pupils to read textbooks with skill and intelligence is one of the contributing causes of subject failures in the seventh and eighth grades. In view of the fact that high school work is imminent, considerable time should be spent in teaching pupils how to use, how to read, and how to study their textbooks. In fact, the geography, history, arithmetic, science, and other texts may serve as reading texts for these grades. Missouri, "Courses of Study for Elementary Schools," 1929. 84 STUDY IN GRADE SEVEN Pupils in this grade should have acquired the habits of independent study. Independent study may take the following forms: a. Intensive reading assignments from one book with a close cheek on the material. Such an assignment should be carefully worked out and its results checked by informal tests. b. The type of assignment which calls for the reading of a number of references, from different books, on the same topic for the purposes of listing all important facts, comparing various opinions and statements, verifying facts, making judgments on the basis of facts (as when collecting material for debates), and so forth. "There are at least three important purposes in making supplementary reading assignments. (1) To secure definite information on specific points assigned or questions asked, as for example, reading rapidly a chapter of Jane Addam's "Twenty Years In Hull House" to find answers to a few assigned questions. (2) To find new or additional information upon a topic or problem, under consideration, as for example, reading Enos Mills' "The Story of a Thousand-Year Pine" to secure new and valuable ideas about the preservation of forests. (3) To secure new points of view and new outlooks upon life as, for example, the reading of Hamlin Garland's "Son of the Middle Border" to learn of pioneer life on the American frontier of 185070; or to the reading of "Ramona" to learn of Helen Hunt Jackson's interpretation of the treatment of California Indians." --Twenty-fourth Yearbook of the National Society for the Study of Education, pp. 67, 68. c. Pupils in attaching a new book should learn to observe the following points. (1) What is the author's problem? (2) How does he solve it? (3) What is his conclusion? (4) What application can be made of the conclusion? ORAL READING IN THE SEVENTH GRADE Oral reading in this grade should be confined mostly to the reading of poetry ind selected bits of humor or of a literary selection to be read for the enjoyment of the group. Pupils should constantly strive for correct pronunciation, clear enunciation, a well modulated voice and expressive interpretation. 85 VOCABULARY BUILDING Attention in this grade should be given to a nice distinction in meaning of words and expressions. Continued use of the dictionary and books of synonyms and antonyms should be encouraged. RECREATORY READING Read suggestions for fourth, fifth and sixth grades. "Special attention should be given at this time to the development of permanent interest in current events and of the habit of reading periodicals with speed and good judgment." "This period should stress the value of literature as experience and acquaint the pupil with the source of interesting, wholesome materials." --Twenty-fourth Yearbook of the National Society for the Study of Education, pp. 65-68. A CHART FOR GUIDANCE IN IMPROVING READING DEFICIENCIES For the convenience of teachers, the possible causes of some of the common reading deficiencies and some remedial measures for improving or overcoming those deficiencies have been put in tabular form. The items were gathered from published and unpublished case records and diagnostic studies. When a certain reading deficiency of a child has been discovered look in the first column headed "Deficiency" and find the one in question. Then read across the page and find the possible causes of the deficiency in the second column and suggested remedies for them in the third column. Then formulate exercises to carry out the remedial measures. INDIVIDUAL DIFFICULTIES WITH THEIR CAUSES AND WITH REMEDIAL MEASURES FOR OVERCOMING THEM (Directions for the use of this Chart are on the preceding page.) ^__ Deficiencies Possible causes Remedial measures Poor word recognition Poor vision--Low mentality--Scarcity of reading material--Too little phonics-- Material too difficult--Defective teaching--Lack of knowledge of English Much easy attractive reading material. Drill on common sight words: e. g., when, because, among--Emphasize groups of words. Much word and phrase drill Narrow span of recognition Poor vision--Low mentality--Too much phonics--Material too difficult--defective beginning methods--Too much oral reading--vocalization--Not enough eyespan work--Meager meaning vocabulary Much eye-span work--Give no further attention to phonics--But very little oral reading--Correct physical defects--Break up habits of vocalization--Increase the meaning vocabulary Improper eye movements Poor vision--Nervousness--Meager vocabulary--Insufficient eye-span work--Poor beginning methods--Poor co-ordination of the eye--Excessive articulation-- Pointing to words Correct physical defects--Eye-span work--Develop large sight vocabulary--Break habit of pointing to words and vocalization Mispronunciations Impediment in speech--Eye defect--Defective beginning methods--Too little phonics--Carelessness--Over-dependence on context cues--Material too difficult Word analysis--Phonic drills!--Apply phonics in unlocking new words--Supply material which requires accurate recognition--Build up a large vocabulary INDIVIDUAL DIFFICULTIES WITH THEIR CAUSES AND WITH REMEDIAL MEASURES FOR OVERCOMING THEM--Continued. Deficiencies Possible causes Remedial measures Small meaning vocabulary Small speaking vocabulary--Lack of experience A systematic study in relation to meaning--Study prefixes, suffixes, root words, synonyms, antonyms--Study meaning through context--Use the dictionary--Match words with pictures-- Much reading material suitable to ability-- Use devices suggested for overcoming meager vocabulary Reading word by word Short eye span--Unable to get words through Much eye-span work--Less oral reading--Much 88 context--Material too difficult--Insuffi- easy attractive reading material read under cient phrase drill--Too much phonics-- time pressure--Less oral reading Too much oral reading--Defective be- ginning methods--Poor vision Inability to attack new and unfamiliar words Wrong beginning methods--Lack of training in phonetics and word analysis--Insufficient training in getting words through context Instead of pronouncing words for child show him how to work them out through context, phonics, word analysis and through the use of the dictionary--Give much drill in the use of each of the above devices that pupil is deficient in-- Have pupil keep a list of all words asked for-- Use these for drill Depends upon others to pronounce words for them Teachers and parents have pronounced words for him too often--Haven't sufficient training Lead him to see his dependence on others--Create in him a desire to pronounce words independently--Give training for independent recognition of words Pointing with the finger Poor beginning methods--Material too difficult--Use as a crutch to aid in holding place--Poor vision--Nervousness Get pupil to see that it retards his speed--Set standard before reading that finger pointing won't be used--Read under time pressure--Easy, attractive reading material Vocalization and lip movement during silent reading Habit developed from first grade--Too much oral reading--Too much phonics--Poor Phrase flashing--Speed drills--Lead pupil to see the disadvantage of it--Set standard before starting to read, of refraining from lip move ment. Place finger over lips Failure to note care- Poor vision--Carelessness, reads too fast fully small words or key words Give material that requires exact close reading-- Set a premium on accurate reading--Keep a record from day to day of errors of this type made and let pupil see his progress in overcoming his deficiency--Follow exacting written or printed directions--Attach meaning to words by teaching in phrases or sentences. Give drill on pronunciation using the key words as aids Inaccuracy due to carelessness Poor vision--Nervousness--Low mentality-- Haste in reading--Defective beginning methods--Material too difficult Correct physical defects--Check closely on material read and keep a record from day to day of all errors made--Give written or printed directions requiring exact reading--Accept nothing but accurate interpretation. Failure to differentiate words somewhat different in spelling Poor vision--Carelessness--Inaccurate perception--Short span of recognition--Lack of attention to meaning--Low mentality Correct physical defects--(See remedies for inaccuracy due to carelessness). Drill exercises on phrases and short sentences--Phonic drills-- Place emphasis on interpretation of what was read--Drill exercises on words that are similar. INDIVIDUAL DIFFICULTIES WITH THEIR CAUSES AND WITH REMEDIAL MEASURES FOR OVERCOMING THEM--Continued. Deficiencies Possible causes Remedial measures e. g., saw, was. First drill on "saw," then "was," then "saw" and "was" presented in succession. Drill in phrases and sentences and finally as isolated words. Repetitions s Poor vision--Nervousness--Insufficient phrase drill--Material too difficult--Poor comprehension of what precedes--Poor reading vocabulary--Low mentality Correct physical defects--Eye-span work suited to ability of child--Much attractive reading material suited to ability of the child--Develop good sight vocabulary. Substitutions or insertions that change meaning of content Limited vocabulary--Lack of thoughtful attitude while reading Use suggestions for overcoming a meager vocabulary--Adjust the material to pupils' vocabulary --Give material that demands accurate interpretation--Give printed and written directions to carry out. Substitutions or insertions with no significant change in meaning Depends too much on context--Too much oral reading--Eye travels so much faster than voice that substitutions of equivalent words or phrases are made Not so much oral reading--Ask questions which demand the exact word or words. Omissions of portions Poor vision--Nervousness--Irregular habits of perception--Timidity--Embarrassment--Excessive ambition, inattention-- Trying to read too fast Study before reading aloud--Do not stress speed-- Relieve self-consciousness as far as possible Flash card work--Written and printed directions to be carried out Inability to break sentences up into proper phrases Defective beginning methods--Speech defects --Inability to recognize thought units-- Short eye-span--In oral reading short eye-voice span--Unable to profit by punctuation marks Overcome speech defects as far as possible--Flash phrase card work--Practice phrasing--Group words in sentences according to thought relationship--Increase eye-span--Give much attention to punctuation marks Wrong accents Poor hearing--Bad teeth--NervousnessSpeech defects--Adenoids--Tonsils--Low mentality--Insufficient word drill--Too little phonics--Poor home environment Correct physical defects--Phonic drills--Word drills --Drill in pronouncing words he has most difficulty with. Interested in hearing stories but not in reading Material too difficult--Satisfied by parents or others reading to him Give attractive reading material suitable for his ability--Motivate the reading for him--Assign work he likes to do and require reading to do it--Have contests to see who can read the most stories or books in a given length of time--Use charts to show number of pages--Stories or books read. Cares only for material beyond his reading ability Ability to read has not developed with his interests in reading because of being read to too much Use same remedial measures as for the one just before this one. Unable to form judgments on material read Unable to reproduce what was read Lack of training in it--Assignments do not require it--Lack of comprehension of what was read--No incentive for that type of work--Too much drill on getting mere facts--Low mentality Slow reader--Lack of interest--Material too difficult--Too much attention to mechanics of reading Give specific training to lead the pupils to form their own judgment--Every assignment should contain one or more judgment questions--See that the oral questions involve problems which will challenge the ability to think. Eye-span work involving reproduction--Interesting reading material suited to the ability of the pupils--Overcome any deficiency in mechanics of reading INDIVIDUAL DIFFICULTIES WITH THEffi CAUSES AND WITH REMEDIAL MEASURES* FOR OVERCOMING THEM--Continued Deficiencies Possible causes Remedial measures Unable to answer fact Failure to direct attention to meaning--Read- Use material that is within pupil's ability to under- questions based on ing without a purpose--Material too diffi- stand--Give questions for pupils to find answer material read cult--Background inadequate for under- --Have him read a paragraph and answer fact standing what was read--Poor assign- questions on it--Gradually increase the amount ments read before asking questions until whole selec- tion can be read--Make good assignments which will develop this deficiency--Let pupils to know that questions about the selection read to will be asked--Solve riddles that are read. Unable to make an outline or organize material read Assignments do not call for it--Material too difficult--Lack of comprehension Give definite training in this type of work--Make assignments requiring some form of organiztion--Begin with simplest form and gradually lead up to more difficult form--Use interesting material suited to the ability of the child Unable to follow written or printed directions Lack of comprehension--Vocabulary too difficult for them--Lack of training with that type of exercises--Doesn't read in terms of what is to be done Give training in following written or printed directions using various types--Insist upon the pupil's relying upon his own responsibility for carrying out the directions--Make directions simple at first and gradually increase their difficulty--Use care in suiting vocabulary to the individual Unable to find the cen- Lack of training--Lack of comprehension-- Use material suitable to the ability of the pupils-- tral idea of what Poor assignments Give drill work in comprehension if need be-- was read Demand some form of "finding the central idea" in assignments--Start with a short unit (sentence or paragraph) for finding the central idea and gradually increase the length. (See suggestions for organizations.) Unable to use table of contents Lacks training in using it--Assignments do not call for it Assign selections by titles and insist upon pupils finding them through table of contents--Teach him how to use the table of contents most economically and give much practice in using it--Give specific drills in using it Unable to use the index Lack of knowledge of its use--Lack of experience in using it--Unable to organize material to use it--Lack of knowledge of abbreviations and punctuation marks in index Give specific drill in its use--Make assignments demanding the use of the index--Give much drill in determining the central idea in the thing to be looked up, e. g., in looking up "beneficial birds" will they look under "birds" or "beneficial"--Teach the punctuation marks and abbreviations used--Use telephone directory. Course of Study for Elementary Schools, Missouri, 1929. WRITING FIRST GRADE Basal Text: (1) "A Progressive Course in Handwriting--First," published by W. S. Benson & Company. (2) "Record Edition--A Progressive Course in Handwriting--First," published by W. S. Benson & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Texts: "Teacher's Manual to A Progressive Course in Handwriting," published by W. S. Benson & Company. SECOND GRADE Basal Text: (1) "A Progressive Course in Handwriting--Second," published by W. S. Benson & Company. (2) "Record Edition--A Progressive Course in Handwriting-- Second," published by W. S. Benson & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Texts: See First Grade. THIRD GRADE Basal Text: (1) "A Progressive Course in Handwriting--Third," published by W. S. Benson & Company. (2) "Record Edition--A Progressive Course in Handwriting-- Third," published by W. S. Benson & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Texts: See First Grade. 96 FOURTH GRADE Basal Text: (1) "A Progressive Course in Handwriting--Fourth," published by W. S. Benson & Company. (2) "Record Edition--A Progressive Course in Handwriting-- Fourth," published by W. S. Benson & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Texts: See First Grade. FIFTH GRADE Basal Text: (1) "A Progressive Course in Handwriting--Fifth," published by W. S. Benson & Company. (2) "Record Edition--A Progressive Course in Fifth," published by W. S. Benson & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Texts: See First Grade. Handwriting- SIXTH GRADE Basal Text: (1) "A Progressive Course in Handwriting--Sixth," published by W. S. Benson & Company. (2) "Record Edition--A Progressive Course in Sixth," published by W. S. Benson & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Texts: See First Grade. Handwriting- 97 SEVENTH GRADE Basal Text: (1) "A Progressive Course in Handwriting--Seventh," published by W. S. Benson & Company. (2) "Record Edition--A Progressive Course in Handwriting-- Seventh," published by W. S. Benson & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Texts: See First Grade. WRITING Writing is a tool subject, a vehicle of written thought. While other subjects have properly won a place of honor and emphasis in the educational field, "the three R's" still remain the center or near the center of the elementary curriculum, and so writing is as important as ever. It is a needed skill in school life, and later in business and social life. HOW TO HAVE GOOD WRITING 1. First, as in every other subject, the teacher must have some preparation for teaching writing. She should write easily and legibly both at board and at desk. A little enthusiastic practice each day will quickly improve the quality of her handwriting. Many teachers take a correspondence course in writing during the school term. Teachers should also read carefully and follow the directions in the Teacher's Manual of the text they are using. 2. Have a writing lesson every day. Good writing should be a habit, and this habit will be more easily formed by pupils having a writing lesson every day even though a very short one, rather than a very long lesson once or twice a week. A little time allotted to writing on the daily program will be more than regained in legibility of pupil's papers. 3. Keep correct models before pupils for visualization and imitation. The entire alphabet and figures should be in front of the room where pupils may refer to them all the time (see suggested materials), and each child should have a writing text on his desk; and the letter, word or sentence he is writing should be compared with the copy again and again for the purpose of correcting poor work. 4. Create a desire on the part of the poor writer to improve his writing. Let him realize that his writing is not up to standard by: (a) Grading his writing on the scale; (b) Showing him specimens of writing from other schools; (c) Seeing nothing but good writing from his teachers. 98 5. Each lesson should finish with at least one point thoroughly mastered. Suppose, for instance, the lesson is capital O. Proceed with the lesson something like this: "Show me you can take a correct position of body, arm and hand. John is right; he is sitting straight, his hips are back in the seat, his feet flat on the floor, the large muscle of his forearm is resting on the desk. His third and fourth fingers curve back naturally and serve as a rest for the hand as it glides on the desk. Let me see how many can keep position like John's throughout the lesson. Open your texts at page 10. Look at capital O on this page; notice the height of this letter. How tall, Sam? Notice the ending stroke. It turns up like a little pig's tail. I will write it on the board. Now, turn your pens around and retrace it in your books. Place your paper correctly on the desk; dip your pen lightly in the ink and we will write capital O, watching the height and ending stroke." The exercise before the O will be made to count of six, and the O to count of two. "Ready; write: 1, 2, 3, 4, 5, 6,--1, 2." When halfway across the page, "Stop, look at your books; look at your O's. How many made them the right height? How many have the right ending stroke? Let's try again. How many improved this time?" Look at pupils' papers, and put up in room the papers of those pupils who mastered the points about O which you set as the objective. HOW TO STUDY A LETTER 1. Beginning stroke 2. Ending stroke 3. Strokes peculiar to that letter 4. Height of letter or various parts 5. Width 6. Slant 7. Count 8. Speed HOW TO STUDY A WORD 1. Beginning letter, capital or small. Study the letter 2. Beginning and ending strokes 3. Different letters in word 4. Heights of letters 5. Slant uniform 6. Count and speed HOW TO STUDY A SENTENCE 1. Study the capital letters 2. Beginning and ending strokes 3. Letters in the words 4. Heights of letters 5. Slant uniform 6. Spacing 99 POSITION. Correct position of body is healthful, restful, and protects the eyesight. While a slight variation may be permitted because of physical differences in children, yet almost all children should be required to keep the following position of body, arm and hand: the pupil should relax, sit well back in the seat, feet flat on the floor, head up--on a line with the spine--and at a comfortable distance from the paper, arms resting limply on the desk, allowing the hand to glide on the nails of the third and fourth fingers. The wrist and the side of the hand should not touch the paper. The pen or pencil should be held loosely between the thumb and second finger, with first finger resting lightly on the pen about an inch from point of pen. The eyelet of the pen should be as nearly as possible below the middle of first finger-nail, so both nibs of pen will touch the paper at the same time. TESTS AND MEASUREMENTS A pupil needs to know whether he is writing as well as he should for his grade, and whether he is making satisfactory progress. Standard tests and scales give this information, and it has been found that their use stimulates and encourages the pupils in their handwriting work. Measuring Scale: For convenience and better comparison, use a scale with both primary and intermediate specimens on it. Explicit directions are furnished with these scales for their use. Diagnostic Chart: Special and individual faults are determined and corrected by using a Diagnostic Chart with the Remedial Suggestions. Graphs: Individual graphs provide an excellent means of recording each month the quality and the speed of the pupil's writing. The pupil will see as his grade is recorded, how many points he must raise his quality or speed to make the next higher grade on his card. It is a natural and most effective incentive. PRIMARY WRITING First Grade: The board should be used altogether for the first twelve weeks. The teacher writes the letter or word on the board, the pupils follow her movements by writing in the air, then they pass to the board and practice this lesson. Their writing should be on a level with their eyes and on horizontal lines which they draw themselves. Every day during the twelve weeks of board writing, the pupils should be given a short drill on correct position of body, arm and hand, and pencil holding. Be most diligent in teaching the pupil to rest arm on the desk from the beginning, and not to let the side of the hand touch the desk, for in doing this the teacher is establishing two valuable habits for good muscular writing later on. The pupil's writing at the seat should be free, easy and natural. It should be larger than adult writing, but not extremely large. 100 During the board writing period, the pupil learns the relative heights of letters by watching and imitating the teacher. He will have no difficulty in following the same proportions when taking up his seat work. Do not expect excellence from these beginners. Too much attention to detail is not necessary. Present letters, words and new material in same order as given m the text. Second Grade: In second grade, teach new forms at the board first, then nave class pass to seats and put same lesson on paper. Give special attention to all capital letters, words and sentences given in the text. Third Grade: Give more attention in this grade to good position habits. Keep paper in correct position on desk and work for uniform slant. More skill m capital and small letter forms and figures should be developed. Specimens of writing should be taken at beginning of term for comparison during the year to note improvement. The last half of this year, let the use of ink be a privilege rather than a requirement. GRADES FOUR THROUGH SEVEN Correct position of body, arm and hand should become a habit in these grades. All written work should be done with muscular writing while sitting in a healthful position. Have board lesson at least once a week to gain confidence and form and help the backward pupils. Aim to improve quality of all capital and small letters and figures. Give much drill on word and sentence work, striving for uniformity of size, slant, spacing, line quality and form. (Use Diagnostic Onart with Remedial Suggestions.) The pupil's criticism of his own work is an important part of the writing lesson, and requires a frequent reference to the text on his desk for comparisons and discussions. Have contests, use purposeful incentives to bring pupil's work to at least the grade level. (See Measuring Scale). Have pupils write selections on Measuring Scale at beginning of year; file these papers for reference to note improvement during the term. If pupil is not using the Record Edition of the writing series, his progress can be shown by recording his grade each month on the graph. SUGGESTED MATERIALS Measuring Scales, Diagnostic Charts, Graphs for Handwriting, Teacher's Manuals and Correspondence Course for Teachers may be had from W. S Benson & Co., Austin, Texas (publishers of State adopted text.) Alphabet cards to put m schoolroom may also be secured from this company, at 60c per set, postpaid. Note: A Measuring Scale, Diagnostic Chart, Teacher's Manual and Correspondence Course will be furnished free to teachers by W. S. Benson & Co if all pupils are supplied with the Graves Progressive Course in Handwriting. Ask your Superintendent for a copy. He can supply you. 101 ARITHMETIC INTRODUCTION The course of study in any subject is a determining factor in efficient teaching. If the course is incorrectly formulated both "teachers and pupils must spend valuable time on what has no social worth."* Unless this course is definite and concise, confusion of aims and principles results. According to Klapper,* definiteness can be produced by: 1. "Definition of terms so that all active agents in the same school system may have the same conception of the exact requirements of the course of study. 2. Grade limits should be set up in the form of quantitative norms and concrete illustrations. 3. Suggest types of problems, solutions, and arrangements throughout the assignments. 4. Make limited assignments for each grade when a subject is to be taught through a number of grades. "The first question that naturally arises in connection with the arithmetic of the first grade is as to whether or not the subject has any place there at all."* "Not to put arithmetic as a topic in first grade is to make sure that it will not be seriously or systematically taught in nine-tenths of the schools of the country. The average teacher not in the cities merely, but throughout the country generally, will simply touch upon it in the most perfunctory way. Whatever of scientific statistics we have show that this is true, and that children so taught are not, when they enter the intermediate grades, so well prepared in arithmetic as those who have studied the subject as a topic from the first grade on."f Undoubtedly some of the difficulty experienced by school children in arithmetic results from the fact that the subject is not "begun until the second or third year." Usually this is understood to refer to "formal arithmetic" but it most often refers to all, since even the number experiences are neglected. "A mastery of numbers will be acquired by children by giving them experiences which require actual uses of numbers in real situations." Classroom and playground activities should and do furnish such situations, thereby offering opportunities to make the primary pupil's first experience with numbers concrete and definite. Beginning with these experiences and working into classroom work, going from the concrete to the abstract, "the final outcome will be the ability to think accurately in quantitative terms." Those teachers who have not already done so should get away from the idea that arithmetic is taught because of the mental training it gives and recognize *"The Teaching of Arithmetic," Klapper, D. Appleton & Company. f'The Teaching of Arithmetic," Smith, Ginn & Company. "The Teaching of Arithmetic," Brown & Coffman, Row, Peterson & Co. 104 ita importance in the economic and social affairs of men. Probably more of our thinking should be quantitative. Certainly our schools and teachers should attempt to secure accurate quantitative thinking whenever possible. Do not transpose a young child's activities into arithmetic, but make them the basis for number work. Stress arithmetic in connection with its applications to life, rather than as a science. Brown and Coffman, in their "The Teaching of Arithmetic" say: "Primary arithmetic has been restricted by common consent to a knowledge and mastery of the fundamental operations as expressed in integers and in easy fractions. They are the intellectual tools which all must use in their later life no matter what occupation they choose." The first grade teacher's job, then, is to provide the pupils with experiences in which number needs arise. Particular effort should be made by the primary teacher to teach number facts with those things with which the child may be concerned in life. Do away with the artificiality of it; throw away the stock teaching paraphernalia which is there simply because it's cheap. Let the children play store. They'll get number concepts there. Use the idea of playing to aid the child to fix number facts. Teachers are referred to "The Teaching of Arithmetic," Brown and Coffman (can be secured from the Georgia Library Commission) for an especially helpful treatment of this phase of the subject. FIRST GRADE * STANDARDS OF ACHIEVEMENT 1. Ability to count by l's, 5's, and 2's, to 100. 2. Ability to read and write numbers from 1 to 100. 3. Ability to recognize the inch, foot, nickle, dime, penny, pint, and quart. 4. Ability to name and give number of days of the week. 5. Ability to tell the time to hours and half-hours. 6. Ability to recognize quantitative relationship expressed in 1st quarter. 7. Ability to purchase articles and make change with pennies, nickles, dimes. We especially recommend that no teacher should attempt to teach arithmetic without sufficient equipment, such as foot and yard measures, weights, dry and liquid measures, and such other apparatus as will enable the teacher to make clear the problems she attempts to teach. Much of this equipment may be made by the teacher with the aid of her pupils. FIRST GRADE ARITHMETIC Basal Text: None. Supplementary Texts: None. Recommended in Addition to Above: None. 105 SECOND GRADE ARITHMETIC Basal Text: Morey's "Little Folks Number Book," published by Chas. Scribner Sons. Supplementary Text: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manual: Basal Text: None. In completing the work of the Second Grade, pupils should be able to work any of the exercises and problems in any topic in MOREY'S LITTLE FOLKS' NUMBER BOOK. The following essentials should be emphasized in the study of Arithmetic in this grade: 1. Minimum Content a. Reading and writing numbers to 1,000. b. Addition and subtraction combinations as given in text of MOREY'S LITTLE FOLKS' NUMBER BOOK. c. Addition of addends not involving carrying. d. Subtraction of three place numbers not involving borrowing. e. Multiplication: the tables through 4's; multiplying three place numbers by one figure. f. Division of two figure numbers by two without a remainder. g. Fractions: i, i, i, i of one and two digits, h. Roman numerals through XII. i. Measures: Pint, quart, foot, yard, inch. j. United States money: penny, nickle, dime, quarter, half dollar, with exercises in making changes, k. Simple problems involving above processes and numbers. 2. Results to be Obtained a. Much number experience with real things in life situations. b. Experience in using |, i, J, J, the signs plus, minus, multiplied by, and divided by. c. Ability to read and write numbers to 1,000. 3. Points for Emphasis a. Drill on the addition and subtraction combinations. b. Form correct habits of work. 106 SECOND GRADE STANDARDS OF ACHIEVEMENT 1. Ability to count by 2's, 3's, 5's and 10's. 2. Ability to read and write numbers to 1000. 3. Ability to give the hundred addition and subtraction combinations. 4. Ability to add by endings involving carrying. 5. Ability to add single column addition of five numbers. 6. Ability to add double column addition with no carrying. 7. Ability to subtract three-place numbers with no carrying. 8. Ability to use liquid measure; to measure in inches, feet and yards and to know the use of a pound. 9. Ability to make change to 25c. 10. Ability to read a calendar. 11. Ability to solve one-step problems involving the number facts for this grade. 12. Ability to tell time. ARITHMETIC--GRADES THREE TO SEVEN INCLUSIVE. The purpose of the following brief discussion and outline of the Course of Study in Arithmetic for Grades Three to Seven, inclusive, is to aid the teachers of these grades in locating the essentials that should be stressed, and in establishing aims and skills for each year's work. As the order of the processes of the text has been developed systematically and scientifically, it is desirable to follow it closely. The teacher should not overlook the step-by-step development of the fundamental operations, the frequent cumulative drills, and reviews furnished to assist in mastering each new step, and the tests and problem scales provided for diagnostic purposes. Recent investigations have displaced much of the aimless practice with numbers and have established a gradual process by which the pupil encounters difficulties one at a time. The teacher should study and use this natural and logical order of development. Any new process should be built concretely upon what is known. As an illustration, the development of addition in the Triangle Arithmetic-- Book 1 is shown as follows: 1. Page 2, Set 1--Each combination involves a sum not greater than 6. 2. Page 8, Set II--The sum limit is increased from 6 to 10. 3. Page 9. Two-place addition is introduced. No carrying. 4. Page 13, Set III--The sum limit of the combinations is increased to 12. 5. Page 15. Two-place addition involving sums of three digits. No bridging. 6. Page 22. Set IV--The sum limit of the combinations is now in- creased to 19, thus covering the 100 combinations. 107 7. Page 37. Single column addition involving three figures. Note that in adding up or down the first combination does not exceed 9. Page 39. Higher decade addition without bridging. 9. Page 40. Column addition with the first combination exceeding the number 9 to be added to the remaining unit. 10. Page 46--Carrying is introduced. 11. Page 50--Carrying is extended through two-place addition. 12. Page 78--Carrying is extended through three-place addition. It will be noted that the mechanics of addition are mastered when the twelve steps above are learned. The subtraction facts are similar to those of addition and should be developed in a similar way. Likewise, the step-by-step idea should be followed carefully in teaching the processes of multiplication and division. It is logical to develop these combinations with the reciprocal fractions of the numbers involved. This can be illustrated as follows: The quotients involving the divisor 2 should be taught along with the products involving 2 as a factor. This is also the logical time to develop the idea of the fraction A. The fraction 1 is naturally developed as soon as the products and quotients involving 3 are learned. _ Although the text is a series of such logical developments as the examples given above, the listless teacher fails to observe closely enough to be able to use them to the best advantage. A wide-awake, resourceful teacher will have the entire procedure of each of the various fundamental operations in mind before engaging in teaching even the first step. Once the mathematical processes are mastered, the second great objective of the arithmetic teacher is to develop in the child, the ability to apply these skills to problems such as will be met in real life situations. Some time should be devoted to developing the ability to think through problems. It is equally as valuable to spend a class hour in developing the reasoning process as to drill on the mechanical operations. Emphasis should be placed on oral work, and in estimating answers, since a large percentage of mathematical operations consists of approximating results. Provision should be made to locate the particular difficulties of the child. The teacher will find suggestions for this under the heading, "Provisions for Individual Differences" and "Most Common Faults in Fundamental Operations," in this course of study. These will be of great value to the teacher in diagnosing the pupils' needs. Finally, the teacher should never lose sight of the fact that Arithmetic plays an important part in the development of the child for citizenship. The content of The Triangle Arithmetics lends itself to an easy and interesting correlation with Reading, History, Geography, Manual Arts, Home Economics, Health as well as the various activities of boys and girls. OUTLINE BY GRADES 108 THIRD GRADE ARITHMETIC Basal Text: "The Triangle Arithmetic, Book One," published by The John C. Winston Company. Supplementary Text: None. Recommended in Addition to Above: Ruch-Knight-Studebaker, "Work Book in Arithmetic," Pupils Edition Grade 3, Scott, Foresman & Company. Amount of Text to be Covered: Grade Three, Chapter I, page 1, through Chapter V, page 222. Manuals: Basal Text: "A Teacher's Manual for the Triangle Arithmetic," The John C. Winston Company, (In course of Publication). THIRD GRADE ARITHMETIC I. Text: The Triangle Arithmetic Book One. II. General Objectives for the Teacher: 1. To secure accurate and unhesitating response to addition, subtraction, multiplication and division facts called for in this grade. To develop the ability to use these facts in simple one-step problems that are within the pupil's experience. To develop skill in written addition and subtraction. To develop the habit of checking. To develop mastery of written multiplication and division with one digit multipliers and divisors. To fix habits of neatness and accuracy. Ill. Specific Skills for the Child: A Child Should Be Able to: 1. Read and write numbers of four places. 2. Give accurately and without hesitation the 100 primary addition and subtraction facts. 3. Give multiplication facts through 5's from 0 to 9 inclusive, with cor- responding division facts including the meaning of 1/2, 1/3, 1/4, 1/5, as developed from the division fac'.s. 4. Solve simple one-step problems that are concrete to pupils. 5. Read and write Arabic numbers through four places and Roman numerals through twelve. 6. Add, subtract, multiply, and divide simple numbers in dollars and cents. 109 IV. Content To Be Taught By The Teacher: 1. Counting. Count by 1, 2, 5, 10, to 100. 2. Addition. Develop the 100 addition combination by steps as shown on pages 2, 8, 12, 22 of text, bridging the tens so that they become automatic: single column addition, and column addition involving carrying. 3. Subtraction. Develop the 100 subtraction combinations by steps as shown on pages 5, 10, 8, 24 of tex'-, bridging the tens; two place subtraction without borrowing or carrying; three place subtraction involving borrowing in one column, two columns, zero difficulty, and empty spaces in subtrahend. 4. Reading and writing numbers. Read and write numbers through four places with special emphasis on reading and Roman numerals through twelve. Read the symbols +, --, X, -5-, =. 5. Multiplication. Develop the 100 multiplication combinations. Multiply by a single digit multiplier including carrying. Emphasize such multipliers as 6, 7, 8, 9, the zero difficulty, and the short method of multiplying by 10. 6. Division. Develop the division combinations through the nine digits and the reciprocal of each divisor as 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/9,; short division with and without remainder, with zero difficulties. 7. Measurements. Develop measures of time--second, minute, hour, day, week, month, year; linear measure--inch, foot, yard; liquid measure-- pint, quart, gallon; 12 equals 1 dozen; United States money. 8. Problem solving. Develop most of the problems orally. Problems should involve one step or process to solve. It is highly advisable to read problems and answer "How to do it" orally. Problems without numbers help to develop this reasoning. 9. Check all work so as to inspire maximum accuracy. V. Suggested Activities: 1. Cost of a pet and its upkeep. 2. Earning and spending. School store. 3. Playing number games. 4. Planning a trip to a circus or having a circus. 5. Measuring distances and objects. 6. Telling time. 7. Planning a party at school. 8. Keeping individual or school records. 9. Farm work, as garden. 110 THIRD GRADE STANDARDS OF ACHIEVEMENT Ability to read and write numbers from 1 to 10,000. Ability to give addition, subtraction, multiplication and division combinations automatically. Ability to add column of numbers with standard speed and accuracy. Ability to subtract any two numbers for practical use with standard accuracy and standard speed. Ability to multiply accurately by two and three-place numbers. Ability to divide any number in short division with no carrying. Ability to check all operations. Ability to solve two-step problems involving all number facts learned. Ability tota'e 1/2, 1/4, 1/6, 1/3, 1/5, 1/8 of multiples of their denominators. 10. Habits of neatness, and accurate work. 11. Ability to estimate answers to problems. FOURTH GRADE ARITHMETIC Basal Text: "The Triangle Arithmetics, Book One, published by The John C. Winston Company. Supplementary Text: None. Recommended in Addition to Above: Ruch-Knight-Studebaker, "Work Book in Arithmetic," Pupil's Edition Grade 4, Scott, Foresman & Company. Amoun of Text to be Covered: Grade Four, Chapter I, page 22 through Chapter VI, page 420. Manuals: Basal Text: "A Teacher's Manual for the Triangle Arithmetics," The John C. Winston Company, (In course of publication). FOURTH GRADE ARITHMETIC I. Text: The Triangle Arithmetic Book One. II. General Objectives for the Teacher: 1. To develop further accuracy and speed in the four fundamentals with special emphasis on multiplication and division. 2. To develop skill in solving two-step problems. 3. To establish the habit of checking work or proving results. Ill III. Specific Skills for the Child: The Child Should be Able to: 1. Read numbers to millions and write such numbers as he finds need for in his work. 2. Give automatically and accurately: (a) One hundred addition facts. (b) One hundred subtraction facts. (c) One hundred multiplication facts. (d) Ninety division facts. 3. Perform long division with two digit divisor including remainder and zero difficulties. 4. Solve two-step problems giving the process to be used. 5. Recognize and use the vocabulary of addition, subtraction, multipli- cation, division. 6. Check results accurately. IV. Content to be Taught by the Teacher: 1. Addition and subtraction Test and find the difficulties of the children, then plan practice to remove them (See Provision for Individual Differences.) 2. Multiplication and division Test for and remedy any deficiencies in the combinations up to 9 X9 and81-j-9. Develop the combinations through 12 digits. Introduce the three digit multiplier including the zero. Develop division through the five steps (a) Of finding quotient figure, (b) Multiplying divisor by the quotient, (c) Subtracting, (d) Comparing remainder with divisor, (e) Annexing next figure in the dividend to the remainder. Provide much practice in estimating the quotient. 3. Common fractions Use fractions as 1/2, 1/3, 1/4, 2/3, etc. with practical applications involving addition, subtraction, reduction and simple multiplication. 4. Measurements Develop linear measure through the mile, liquid and dry measure, weight, and square measure using square inches and square feet. (Tables should be understood and used for reference.) 5. Problem solving Continue the development of reasoning through two-step problems as shown on pages 247-49 of text. Use many problems without numbers and have children to make up problems about thenexperiences. Reading and writing numbers Read and write numbers through millions and Roman numerals through ones, tens, hundreds. Check all work. 112 V. Suggested Activities: 1. Buying and selling as school supplies. 2. Keeping accounts. 3. Estimating distances, weights, heights, cost. 4. Organizing clubs, as: corn, garden, pig, poultry, bird. 5. Building bird house. 6. Making and selling of toys. 7. Planning the cost of a lunch at school. FOURTH GRADE STANDARDS OF ACHIEVEMENT 1. Ability to read and write numbers of six places. 2. Ability to write Roman numerals from I to XXX, C, D and M. 3. Ability to add, limited to seven addends and three and four-place num- bers, involving all difficulties. 4. Ability to subtract involving all difficulties. 5. Ability to multiply by two and three-place multiplier. 6. Ability to use short multiplication by 10 and 100. 7. Ability to divide by short division with carrying. 8. Ability to apply square measure. 9. Ability to find area of rectangle. 10. Ability to add and subtract simple fractions of unlike denominators and take a fractional part of numbers. 11. Ability to find average. 12. Ability to solve two-step problems. 13. Ability to approximate results. 14. Ability to draw to scale. FIFTH GRADE ARITHMETIC Basal Text: 'The Triangle Arithmetics. Book Two," published by The John C. Winston Company. v Supplementary Text: None. Recommended in Addition to Above: Ruch-Knight-Studebaker, "Work Book in Arithmetic," Pupil's Edition, Grade 5, Scott, Foresman & Company. Amount of Text to be Covered: Fifth Grade, Chapter I, page 1, through Chapter VII, page 228. Manual: Basal Texts: "A Teacher's Manual for the Triangle Arithmetics," The John C. Winston Company, (In course of publication). 113 FIFTH GRADE ARITHMETIC I. Text: The Triangle Arithmetic Book Two. II. General Objectives for the Teacher: 1. To increase skill in computation. 2. To develop skill in the use of fractions. 3. To introduce the simple use of decimals in concrete problems. III. Specific Skills for the Child: The Child Should Be Able To: 1. Read numbers into the billions; Roman numerals through the com- binations of I, V, X, L, C, D, M. 2. Add, subtract, multiply and divide with increased speed and ac- curacy according to the standards given in the text. 3. Perform accurately all processes with common fractions. 4. Add, subtract, multiply and divide decimals of one or two places by whole numbers. 5. Solve with increased skill problems involving whole numbers, United States money, fractions and denominate numbers. 6. Check computation habitually. 7. Find the area of square and rectangle; the volume of a rectangular solid. IV. Content To Be Taught By The Teacher: 1. Fundamental processes. In addition, subtraction, multiplication, and division, test and find the difficulties, then plan to remove them. (See Provision for Individual Differences). Drill and clinch long division through three place divisor and dividend of six places. Find averages; develop short cut in division by 10, 100. 2. Reading and writing numbers. Read and write numbers through billions; Roman numerals through thousands. 3. Common fractions. Review the equivalent fractions, vocabulary of fractions, and the two fundamental processes involving fractions learned in former grades. Develop multiplication of fractions by a whole number, by a fraction, and a mixed number by a fraction; division of fractions by a whole number, by a fraction, aliquot part of a dollar, and ratio. 4. Decimal fractions. Develop decimals through the United States money system. Add and subtract decimals. Multiply and divide decimals by whole numbers. 114 5. Measurements. Develop the area of square and rectangle and one step reduction. Introduce volume and show through practical problems how it is used. Continue the drill on common measures of length, liquid, dry, time, weight. 6. Graphs. Read and interpret the bar and line graph. 7. Problem solving. Continue the development of reasoning through the analysis as shown on pages 25-30, 54-6 in text. 8. Check all work. V. Suggested Activities: 1. Hand work with paper as making calendars, silhouettes, mounting pictures. 2. Making caps and aprons. 3. Building houses, boats, aeroplanes. 4. Girl scout and boy scout activities. 5. Planning menus for lunch, picnic, party. FIFTH GRADE STANDARDS OF ACHIEVEMENT 1. Ability to read and write Arabic numbers to billions. 2. Ability to read and write Roman numerals in common use, I to XXX, L, C, and M. 3. Ability to perform the four fundamental operations with integers, mixed numbers and fractions accurately and with a reasonable degree of speed. 4. Knowledge of tables of denominate numbers. 5. Ability to find perimeter and areas of square and rectangle. 6. Ability to analyze one-step, two-step and three-step problems. 7. Ability to check work in computation and fundamental operations. 8. Ability to graph progress records. 9. Correct use of arithmetical language. 10 Up to standard in fifth grade. SIXTH GRADE ARITHMETIC Basal Text: "The Triangle Arithmetics, Book Two," published by The John C. Winston Company. Supplementary Text: None. Recommended in Addition to Above: Ruch-Knight-Studebaker, "Work Book in Arithmetic," Pupil's Edition, Grade 6, Scott, Foresman & Company. 115 Amount of Text to be Covered: Sixth Grade, Chapter I, page 229 through Chapter VI, page 417. Manuals: Basal Text: "A Teacher's Manual for the Triangle Arithmetics," The John C. Winston Company. (In course of publication.) SIXTH GRADE ARITHMETIC I. Text: The Triangle Arithmetics Book Two. II. General Objectives for the Teacher: 1. To increase speed and accuracy in the fundamental operations with whole numbers and with common and decimal fractions. 2. To develop skill in the use of decimal fractions. 3. To develop graphs as a picture relation of ratio. 4. To extend the knowledge of areas and volumes. 5. To develop simple business processes. 6. To increase the power to apply the processes to life situations. III. Specific Skills for the Child: The Child Should Be Able To: Read integers through the billions and decimals to four places. Perform the fundamental operations with speed and accuracy according to the standards for this grade. Use fractions and decimals in the four fundamental operations, change fractions to decimals and use the aliquot parts of 100 in short methods. Interpret the meaning of "per cent" and write per cent as a decimal. Find what per cent one number is of another and find a given per cent of a number in a variety of business applications. Solve one--, two--, and three-step problems involving integers, fractions United States money, measurements, decimals, and per cent in situations within his experience. Keep simple accounts. Check work habitually. Plot graphs. IV. Content to be Taught by the Teacher: 1. Fundamental processes. Test and find the difficulties, whole numbers and common fractions, then plan to remove them. (See the Provisions for Individual Differences). 116 Reading and writing numbers. Read and write large numbers. Make use of interesting facts in magazines, newspapers, and reports. Connect Roman numerals with dates on buildings, volumes of encyclopedias, pages in preface or appendix of books. 3. Decimal fractions. Review decimals learned in fifth grade. Read and write decimals to four places. Change common fractions to decimals. Express ratio as decimal. Change decimals to common fractions. Divide and multiply decimal by decimal. 4. Percentage. Introduce percentage and develop (a) any required per cent of a number, (b) The net price on an article on which a discount is given (c) What per cent one number is of another, (d) A number of which a certain per cent is given (e) Per cents of increase and decrease. Develop simple interest as a phase of thrift education. 5. Denominate numbers. Develop the four fundamental processes in denominate numbers. Know and use the Common tables of measure in life situations. Review area of rectangle and square, then develop area of triangle. Review volume. Graphs. Interpret and construct bar and line graphs. Use them to express ratio and per cent. 7. Problem solving. Give much drill on reading problems, seeing the relation existing, and deciding the steps necessary to obtain the desired results. Page 232 in text shows the steps of development Business. Develop simple business processes. Practice is suggested with the common business forms as; deposit slips, notes, checks, receipts, bills, budgets, etc. V. Suggested Activities: 1. Keeping bills and accounts. 2. Cost of schools. 3. School activities as; cantatas, parties, building book shelf, window boxes, flower stand, etc. Farm activities as; garden, school milk supply, poultry club, calf club. Drawing and construction to scale. Sports. 7. Banking. 117 SIXTH GRADE STANDARDS OF ACHIEVEMENT 1. Reading and writing Roman and Arabic numerals of common usage. 2. Accuracy and a fair degree of speed in the four fundamental operations with integers, fractions and decimals. 3. Ability to change decimals to fractions and fractions to decimals. 4. Knowledge of the fundamentals as application of decimals. 5. Ability to find volumes of rectangular solids; to reduce cubical con- to gal., bbls., and bu. 6. Habit of checking work. 7. Ability to state and solve problems. 8. Ability to reach standard of sixth grade arithmetic. SEVENTH GRADE ARITHMETIC Basal Text: "The Triangle Arithmetics, Book Three," published by The John C. Winston Company. Supplementary Text: None. Recommended in Addition to Above: Ruch-Knight-Studebaker, "Work Book in Arithmetic," Pupil's Edition, Grade 7, Sjott, Foresman & Company. Amount of text to be Covered: Chapter I, page 1 through Chapter VIII, page 465. Manuals: Basal Text: "A Teacher's Manual for the Triangle Arithmetics," The John C. Winston Company. (In Course of Publication.) SEVENTH GRADE ARITHMETIC I. Text: The Triangle Arithmetic Book III. II. General Objectives for the Teacher: 1. To give the pupils the general nature and uses of business and social arithmetic. 2. To increase skill in the fundamental processes. 3. To apply these fundamental processes in life situations. 4. To give a broad general knowledge of business practices. 5. To give information about such institutions as; banks, insurance companies, building and loan associations, corporations. 6. To develop a higher standard of citizenship through thrift and a study of affairs. 7. To develop an appreciation for the geometry in nature and life. 8. To develop the use of the graph as seen in life. 9. To develop mensuration and the metric system. 10. To develop the formula and equation as an introduction into Algebra 118 III. Specific Skills for the Child: The Child Should Be Able To: 1. Perform all fundamental operations of whole numbers, common and decimal fractions, with accuracy and speed. 2. Apply percentage in profit and loss, discount, and commissions. 3. Apply business principles in school activities and the home. 4. Understand and use lines, angles, and the common plane figures. 5. Solve problems through the use of the equation involving the unknown. 6. Approximate results. 7. Plot and use graphs in school work or life situation. 8. Use the vocabulary of Arithmetic. 9. Use the measures in life situations. 10. Draw to scale. 11. Find area, perimeter, volume. 12. Analyze a problem. 13. Use the fractional equivalents of per cents and decimals. IV. Content to be Taught by Teacher: 1. Fundamental Operations. Review reading and writing numbers through billions; addition, subtraction, multiplication, and division; fractions with denominators 2, 3, 4, 6, 8, 12, 16 and short cuts; decimals, stressing location of decimal point in division. 2. Percentage. Review percentage and apply it to budgets, accounts, commission, discount, banking, stocks and bonds, taxes, investment, insurance. 3. Geometry. Measure, construct, and find illustrations of lines and angles. Use the protractor and compasses; construct and measure rectangles, parallelogram, square, triangle, trapezoid, circle. 4. Mensuration. Develop the vocabulary of mensuration; drill and apply finding the area of any of the plane figures. Develop the volume of solids, as cubes, prisms, cones, cylinders, pyramids. Develop the metric system. 5. Graphs. Develop the construction and use of bar, line, proportional, circle, frequency distribution, geographical distribution, functional and pictorial graphs. Develop the meaning of terms: scale, range, mean, medium, mode, data, normal curve of distribution, axes. 6. Formulas and Equations. Develop the formula through area, volume, and percentage as shown on pages 197, 203, 283, 293-96 in text. Use letters in the equations of written problems. 119 V. Suggested Activities: Organization of stock company, real-estate company, brokerage, bank. Local and State budgets with particular reference to Schools. Design patterns for the commercial world. Copy of geometry used in architecture. Measure of school tennis and basketball court, baseball diamond, football field. Planning a flower garden. Graph booklet of the school's history. Drills and races in fundamental processes. SEVENTH GRADE STANDARDS OF ACHIEVEMENT Ability to quickly and accurately perform the fundamental operations in whole numbers, fractions, decimals and denominate numbers. 2. Ability to use the principles of percentage in practical applications, as, gain and loss, commission, discount, interest, and investments. Ability to use practical measurements in problems based on the child's own experiences. 4. Ability to formulate problems. 5. Habit of checking THE MOST COMMON FAULTS IN THE FUNDAMENTAL OPERATIONS The following classification of faults in the four operations with whole numbers will suggest the types of errors teachers should expect to find present in the work of pupils deficient in the processes. Addition Difficulties 1. Weakness in combinations. 2. Counting. 3. Vocalizes his work. 4. Bridging the tens. 5. Zero difficulty. 6. Breaks up combinations. 7. Roundabout methods. 8. Carrying difficulty: (a) Forgets to carry. (b) Adds carried number irregularly (c) Carries wrong number. 9. Column addition: (a) Adds large numbers first. (b) Trouble with second addition in column. (c) Forgets sum and repeats work. (d) Adds by tens. (e) Loses place in column. (f) Inspects example to find starting point. 120 Subtraction Difficulties 1. Weakness in combinations. 2. Counting. 3. Zero difficulty: (a) Zero in minuend. (b) Zero in subtrahend. 4. Borrowing difficulty: (a) Does not allow for borrowing. (b) Does not borrow, but gives zero as answer. (c) Borrows when borrowing is not necessary. (d) Deducts two from minuend after borrowing. (e) Does not reduce minuend digit after borrowing. (f) Errors due to minuend and subtrahend digits being the same. 5. Subtracting minuend from subtrahend. 6. Uses same digit in two columns. 7. Roundabout methods. 8. Splits up numbers. 9. Reverses digits in remainder. 10. Confuses process with division. 11. Skips one or more decades. Multiplication Difficulties 1. Weakness in combinations. 2. Counting: (a) To carry. (b) To get combinations. 3. Zero difficulty: (a) Zero in multiplier. (b) Zero in multiplicand. 4. Carrying: (a) Carries wrong number. (b) Forgets to carry. (c) Error in carrying with zero. 5. Errors in adding: (a) In partial products. (b) In carried number. (c) Forgets to add partial products. 6. Errors in multiplying: (a) Confuses products when multiplier has two or more digits. (b) Splits multiplier. (c) Uses multiplicand. (d) Multiplies by adding. 7. Omits digit in: (a) Multiplier. (b) Multiplicand. (c) Product. 8. Uses wrong process (adds). 9. Errors in position of partial products. 121 Division Difficulties Weakness in combination. Difficulty with remainders: (a) Within the example. (b) With final remainder. 3. Zero difficulty. (a) Within the quotient. (b) Within the dividend. Difficulty with quotient: (a) Trial quotient. (b) Counts to get quotient. (c) Derives quotient from a similar example 5. Roundabout methods. 6. Difficulty with subtraction. 7. Difficulty with multiplication. 8. Repeats tables for results. 9. Uses digits of divisor separately. 10. Brings down digit in dividend twice. 11. Faulty statements. 12. Interchanges long and short division. 132 PROVISION FOR INDIVIDUAL DIFFERENCES A. Location and Inventory Material. Process Addition Review Subtraction Review Flash Cards Multiplication Review.. Division Review Grade Three 2, 8, 13, 22 5, 10, 18, 24 3 B. Standardized Tests to Locate Pupils. Grade Four 226 227 228 231 232 238 241 242, 251 Tests Grade Three Grade Four Practice tests in fundamentals (all Processes) . Problem Scales... _. 202, 208, 215, 222 100, 112, 160, 207 255, 290 (5) 288, 310 (3) C. Diagnostic Tests to Determine Specific Nature of Pupil's Difficulty. Process Addition.. ... _. Subtraction. . Multiplication ... . Division. ... Grade Three 158 159 Grade Four 227 231 238 243, 204 A. Diagnostic tests B. Remedial work provided C. Practice exercise to locate weakness. D. Graduated problem scales E. Starred problems Grade Five 15, 22, 28 (9) 15, 25, 29 (3) 103, 119 (2) 58, 104 (5) 7, 9, 24 Many others Grade Six 238, 261 (4) 294, 316, etc. 262, 296 (4) 246, 257, etc. A. Diagnostic and practice tests B. Starred problems for superior pupils _ C. Topics for special reports D. Enriched problem material 123 Grade Seven Grade Eight 27, 28 33, 34 3, 16, 24 (8) 61, 79, 86 (6) 79, 86, 94, etc. 270, 320, 338 Many others 281, 323, 398 Many others 320,338, 395, etc. THE ONE HUNDRED ADDITION COMBINATIONS 0 1 2 3 4 5 6 7 8 9 0 0 0 0 0 0 0 0 0 0 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 2 2 2 2 2 2 2 2 2 2 2 3 4 5 6 7 8 9 10 11 0 1 2 3 4 5 6 7 8 9 3 3 3 3 3 3 3 3 3 3 3 4 5 6 7 8 9 10 11 12 0 1 2 3 4 5 6 7 8 9 4 4 4 4 4 4 4 4 4 4 4 5 6 7 8 9 10 11 12 13 0 1 2 3 4 5 6 7 8 9 5 5 5 5 5 5 5 5 5 5 5 6 7 8 9 10 11 12 13 14 0 1 2 3 4 5 6 7 8 9 6 6 6 6 6 6 6 6 6 6 6 7 8 9 10 11 12 13 14 15 0 1 2 3 4 5 6 7 8 9 7 7 7 7 7 7 7 7 7 7 7 8 9 10 11 12 13 14 15 16 0 1 2 3 4 5 6 7 8 9 8 8 8 8 8 8 8 8 8 8 8 9 10 11 .12 13 14 15 16 17 0 1 2 3 4 5 6 7 8 9 9 9 9 9 9 9 9 9 9 9 10 11 12 13 14 15 16 17 18 THE ONE HUNDRED SUBTRACTION COMBINATIONS 0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10 1 1 1 1 1 1 1 1 1 1 0 1 2 3 4 5 6 7 8 9 2 3 4 5 6 7 8 9 10 11 2 2 2 2 2 2 2 2 2 2 0 1 2 3 4 5 6 7 8 9 3 4 5 6 7 8 9 10 11 12 3 3 3 3 3 3 3 3 3 3 0 1 2 3 4 5 6 7 8 9 4 5 6 7 8 9 10 11 12 13 4 4 4 4 4 4 4 4 4 4 0 1 2 3 4 5 6 7 8 9 5 6 7 8 9 10 11 12 13 14 5 5 5 5 5 5 5 5 5 5 0 1 2 3 4 5 6 7 8 9 6 7 8 9 10 11 12 13 14 15 6 6 6 6 6 6 6 6 6 6 0 1 2 3 4 5 6 7 8 9 7 8 9 10 11 12 13 14 15 16 7 7 7 7 7 7 7 7 7 7 0 1 2 3 4 5 6 7 8 9 8 9 10 11 12 13 14 15 16 17 8 8 8 8 8 8 8 8 8 8 0 1 2 3 4 5 6 7 8 9 9 10 11 12 13 14 15 16 17 18 9 9 9 9 9 9 9 9 9 9 125 THE ONE HUNDRED MULTIPLICATION COMBINATIONS 0 1 2 3 4 5 6 7 8 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 2 2 2 2 2 2 2 2 2 2 0 2 4 6 8 10 12 14 16 18 0 1 2 3 4 5 6 7 8 9 3 3 3 3 3 3 3 3 3 3 0 3 6 9 12 15 18 21 24 27 0 1 2 3 4 5 6 7 8 9 4 4 4 4 4 4 4 4 4 4 0 4 8 12 16 20 24 28 32 36 0 1 2 3 4 5 6 7 8 9 5 5 5 5 5 5 5 5 5 5 0 5 10 15 20 25 30 35 40 45 0 1 2 3 4 5 6 7 8 9 6 6 6 6 6 6 6 6 6 6 0 6 12 18 24 30 36 42 48 54 0 1 2 3 4 5 6 7 8 9 7 7 7 7 7 7 7 7 7 7 0 7 14 21 28 35 42 49 56 63 0 1 2 3 4 5 6 7 8 9 8 8 8 8 8 8 8 8 8 8 0 8 16 24 32 40 48 56 64 72 0 1 2 3 4 5 6 7 8 9 9 9 9 9 9 9 9 9 9 9 18 27 36 45 54 63 72 81 126 THE NINETY DIVISION COMBINATIONS 0 DO 1)1 1)2 1)3 1)4 1)5 1)6 1)7 1)8 1)9 0 9 2)0 2)1 2)4 2)6 2)8 2)10 2)12 2)14 2)16 2)18 0 _1_ 2_ 3^ 4 5 6 7 8 9 3)0 3)3 3)6 3)9 3)12 3)15 3)18 3)21 3)24 3)27 0 l_ 2_ 4 5 6 7 8 9 4)0 4)4 4)8 4)12 4)16 4)20 4)24 4)28 4)32 4(36 0 1 2 3 4 fi 7 9 5)0 5)5 5)10 5)15 5)20 5)25 5)30 5)35 5)40 5)45 0 1_ ^ 3 ' 4 5 6 7 6)0 )6 6)12 6)18 6)24 6)30 6)36 6)42 6)48 6)54 0 7)0 7)7 7)14 7)21 7)28 7)35 7)42 7)49 7)56 7)63 0 2 3 4 5 6 7 9 8)0 )16 8)24 8)32 8)40 8)48 )56 8)64 8)72 0 1 2_ 3 4 5 6 7 9)0 9)9 9)18 9)27 9)36 9)45 9)54 9)63 9)72 9)81 127 MEASUREMENT 1. Arithmetic Work Books, Scott, Foresman Co., Atlanta. 2. Compass Diagnostic Test in Arithmetic, Scott, Foresman Co., Atlanta. 3. Diagnostic Te ts and Practice exercises, John C. Winston Co., Atlanta. 4. Otis Reasoning Test in Arithmetic, World Book Co., Atlanta. 5 Stanford Achievement Test in Arithmetic, World Book Co., Atlanta. 6. Triangle Arithmetic Tests (Monthly tests with norms). John C. Win- ston Co., Atlanta. 7. Woody McCall Mixed Fundamentals, Teachers College Publications, Columbia University, N. Y. REFERENCES ON METHOD OF TEACHING ARITHMETIC 1. Buswell, G. T., Summary of Arithmetic Investigation, University of Chicago Press. 2. Fourth year book of the National Education Association, Dep't. of Supt. 1927. 3. Lennes, N. J. The Teaching of Arithmetic, MacMillan Co., Atlanta 1924. 4. Morton, R. L. The Teaching of Arithmetic in the Intermediate Grades, Silver Burdett and Co., New York 1927. 5. Newcomb, R. S. Modern Methods of Teaching Arithmetic, Houghton Mifflin Co., New York 1926. 6. Otto, H. J. Remedial Instruction in Arithmetic, National Educational Association Journal Vol. 17:87-9 Mr '28, Elementary School Journal Vol 28:124-33 0' 27. 7. Roantree, W. F. and Taylor, M. S. An Arithmetic for Teachers, MacMillan Co., Atlanta 1927. 8. Second year book of the National Council of Teachers of Mathematics. 9. Seventeenth year book of National Society for the Study of Education. 10. Smith, D. E. and Reeves, W. D. The Teaching of Junior High School Mathematics. 11. Thorndike, E. L. The Psychology of Arithmetic, MacMillan Co., Atlanta 1922. 12. Third year book of the National Education Association, Dep't. of Supt. 1926. 128 SUGGESTIONS FOR USE OF RUCH-KNIGHT-STUDEBAKER WORK BOOKS IN ARITHMETIC Since arithmetic texts are organized to emphasize the teaching of new principles and processes rather than the maintaining of skills already learned, additional weekly drills in mixed fundamentals should be given throughout the school year. This plan will prevent forgetting and thus lower the percentage of failures in Arithmetic. By means of carefully standardized and motivated drills of this character, the Ruch-Knight-Studebaker ARITHMETIC WORK-BOOKS (Scott, Foresman, Atlanta) give year-round practice on the fundamental skills of Arithmetic, lagging just a little behind the Arithmetic Texts in the presentation of each new process. For this reason, this series is recommended by the State Board and may be used in all schools. In using the ARITHMETIC WORK-BOOKS, full advantage should be taken of the plan outlined in the Teacher's Edition for the development of pupil-activity. The children should do the work in their own books, record their own grades, and watch their own progress as shown on the individual and class progress charts. (Enlarged progress charts for the classroom walls furnished free by publishers). The Study Notes and Extra Practice Drills should be used to train the pupils in habits of self-help and independent study. Grade Three. The use of the ARITHMETIC WORK-BOOKS in connection with the basal text in Arithmetic should begin in this grade. At the beginning of the year the teacher should establish a definite routine for these weekly drills, following in general the plan outlined in the Teacher's Edition. Full advantage should be taken of the Study Notes, Extra Practice Drills, and Progress Charts in developing pupil-activity and encouraging the children to improve their ratings from week to week. Grade Four. The weekly use of the ARITHMETIC WORK-BOOKS will be found to maintain the Arithmetic skills taught in the primary grades, as more advanced work is taken up. Special attention should be given to the Study Notes, which are motivated silent-reading lessons by which the pupils re-learn the principles previously taught with little, if any, help from the teacher. This systematic re-study of the main ideas of Arithmetic is the crucial point in Arithmetic today. Many failures result from the assumption that ground once covered has been mastered by all pupils. 129 Grade Five. In the ARITHMETIC WORK-BOOKS to be used in connection with the basal text, there will be found scientific distribution of practice on the various processes and computations previously learned. Each pupil should be made to realize the purpose of these drills, so that he will have as a conscious objective the prevention of forgetting. This can be accomplished by means of the individual and class Progress Charts, which will be found unusually effective in arousing the child's interest in improving his rating. A glance at the charts from time to time will give the teacher an accurate record of each pupil's work. Extra practice and drill can then be given in time to avert term failures. Grade Six. As the pupils in this grade take up the more advanced computations in the text, it is important that skills previously learned be kept in mind, ready for instant use. Much of the responsibility for this should be placed on the pupils themselves, by means of the weekly drills in the ARITHMETIC WORK-BOOKS. After each drill is given and the scores graphed in the pupil's Progress Chart, those children whose scores are low should be encouraged to notice especially the problems they failed to solve, re-study the Study Notes on these processes, and then work the Extra Practice Drills before the next WORKBOOK period. Grade Seven. Arithmetic has probably been responsible for more failures than any other school subject. Many of these failures can be prevented by the weekly use of the ARITHMETIC WORK-BOOKS, which maintain the skills taught in the lower grades by means of scientifically planned drills in mixed fundamentals to be given each week in the school year. As a means of preparing students for the elementary-school examination and for later work in the high school, it is recommended that every seventh grade class use the ARITHMETIC WORK-BOOKS throughout the school year. 130 LANGUAGE AND GRAMMAR GRAMMAR INTRODUCTION I. EDUCATIONAL AIMS 1. ULTIMATE AIMS: Right ideals, good habits, personal power, social usefulness. The teacher should frequently recur to these big purposes and in them should find encouragement and strength. The penalty for failing to establish constant relationships between letters and living is loss of reality in teaching, a deadening routine, diminished wholesomeness. 2. WHOLESOMENESS: The preservation of health and the maintenance of physical well-being stand among the first of the big objectives of the school. Very properly this important aim is often entrusted to specialists but the English curriculum is not thereby excused from the duty of intelligent co-operation. 3. HABITS AND SKILLS: A second object of prime importance is the creation of certain habits and skills. The school sets up this objective not only that future work in the world may be better done, but that present work in the school in all lines may reach higher levels. 4. ETHICAL IDEALS: Pre-eminent among the big objectives of the school is ethical training. 5. THE LITTLE CITIZEN: Character-building, the realization of the ethical objective, is impossible outside of a social group. It is inconceivable in isolation. 6. USE OF LEISURE: This motivation extends to those activities that at first sight might seem to aim at the merely pleasurable, such as coaching by pupils, dramatization, games and clubs. They find their fundamental social explanation, however, in the training they afford in the worthy use of leisure time. II. COMPOSITION, ORAL AND WRITTEN 1. MOTIVATIONS: Outside of the school the pupil's experience in language is haphazard, casual, chaotic. The school substitutes for this (five hours a day for ten years or more) a language experience that is purposeful, methodical, economical, progressive. 132 2. GENERAL METHOD: The language arts are acquired and practiced in response to the felt needs of the social group. A social situation exists, or is created, which calls for the communication of ideas. Every social situation involves (1) speaker or writer (2) something needing to be communicated (3) hearer or reader (audience) and (4) commentator, appreciator, judge, or critic. The people of (3) and (4) are often the same (teacher and classmates). In school such situations are more "natural," more realistic, more conducive to the learning and practice of the language arts if they necessarily grow out of the work of organizations. The class itself is such an organization and presents a true social situation every day, if each lesson has a well conceived purpose and a definite plan; but organization may be further specialized with profit. The whole class or part of it may be organized as a current events club, or a better English club, or a story-telling club, or a courtesy club. Activities requiring division of labor, such as the class paper, the information bureau, the clean-up club, the correspondence club, the board of directors, the dramatic club, necessitate speaking and writing, correspondence, investigation, and interviewing, as incident to the social situation. Games and competitions sugar-coat the drills. Though many or all of these excellent socializing devices be used, it will still remain true that the traditional class room recitation is a necessity'for much of the work. Recent modifications involve as part of each recitation period (1) at least one special task previously assigned to be reported by a pupil (2) a brief contribution by the teacher of an additional interesting fact pertinent to the lesson. Up to the moment of expression in oral or written language the steps in composition are the following: (1) Observation (first-hand experience) or reading, interviewing, investigating, (second-hand experience). (2) Selection (choice of what to say and what not to say) with a known purpose in mind and a known audience (teacher and classmates). (3) Arrangement (the outline: determination of the order of statements especially how to begin and how to end). These three acts are composition. Next after arrangement comes expression, oral or written, each with its own special problems which will be stated in later paragraphs. 3. CHOICE OF SUBJECT MATTER: Nature and science, art and invention, social life and organization are the three big worlds into which each child is born. The school endeavors to make him feel at least not a stranger in each of these worlds. But choice is necessary; numerous exclusions are imperative; only an initiation is possible in school years. The most decisive limitation, aside from lack of time, is the pupil's lack of background in knowledge and experience. In view of this limitation, the division of subject matter becomes--(1) topics drawn from the pupil's past or present experience, (2) topics for which the school may supply first hand experience, (3) topics for which experience must be sought at second hand through reading and investigation. 133 4. SPECIAL METHOD IN ORAL COMPOSITION: Oral composition ocloupies four-fifths of the language time in third grade, gradually diminishes, but still requires half of the language time in the seventh grade and thereafter. (a) Technique. Expression of composition orally involves a special technique, the fundamentals of which may be taught from the first day of school. As soon as the word composition is employed, teach that every recitation in every subject is an oral composition; that what pupils have to say in every class should be said in complete sentences. Emphasize the idea of clasmates and teacher as audience. Since communication implies intelligibility, clearness of utterance, good grammar, good usage, a good pronunciation, are in dispensable. After confidence is established, emphasis should be placed on the order of the sentences, a good beginning sentence, a good ending, sticking to the point. At all times insist on courtesy, a good posture, and deliberateness. Advise practice at home with the family as audience. The oral practice work as developed through the grades keeps in mind three desirable habits as objectives: (1) Readiness in expressing simple ideas as member of a social group. (2) Good sense in the order of presenting ideas. (3) Constant attention to eliminating errors of speech and to improving voice and enunciation. (b) Criticism should touch the points just named. It should be brief but sympathetic and should begin with a favorable comment. The fact should be established early that criticism is not exclusively fault-finding. Criticism may be confined, on one day, to opening and closing sentences; on another day, to the suggestion of added details that are concrete, relevant and interesting; on another, to grammar and usage; on another, to posture, voice, manner, enunciation. The teacher may often choose to be the last critic, supplementing inadequate comment. During the period of criticism the teacher will sometimes find it necessary to require a critic to change "He said, etc.," to "Hejshould have said, etc.," or "The correct form is, etc." The teacher will find jmany occasions to praise, which pupil critics miss. The teacher may as part of the criticism add to the pupil's vocabulary a word or phrase that was needed but did not come, by using it in recapitulation. 5. SPECIAL METHOD IN WRITTEN COMPOSITION: Written composition requires one-fifth of the language time in the third grade and gradually increases until, in the seventh grade and thereafter, it requires one-half of the language time. (a) Technique. Oral composition is a necessary prerequisite to successful written composition. (b) Criticism. Development of the habit of self-criticism is the ultimate objective. 134 III. SPECIAL PHASES OF ENGLISH WORK 1. TRAINING THE SENTENCE SENSE: From the first day of school, special attention must be given to training the ear for good sentences. Much attention must be given (in the story-telling especially) to breaking up the and--and--and habit, and to establishing the habit of pausing at the right place (sentence-ends, especially). The aid of grammar comes too late; the habit is established long before the logic of grammar can be understood. We must rely chiefly upon good example, imitation (unconscious and conscious) and repetition of correct forms (compulsory). When English is written, lack of sentence sense is published to the eye. It appears as the "comma fault" (a misnomer because often even the commas are not there) or the "period blunder" or as faulty capitalization or as imperfect grammar. Usually these faults do not appear singly; they are confederates. After the school has accomplished all that is possible with the help of the conventions of usage in punctuation and capitalization, and the logic of grammar, there remain the finer problems of choice; for example the choice between simple, complex, and compound forms on ground of exact fitness for a given idea. Consciousness even of the existence of such problems does not come unaided to the pupil before school days are long past. But the school can supply instead the fundamental thing--a good ear-training, a good eyetraining, a liking for speech rhythm, satisfaction in good form, respect for 'correctness," and courtesy, admiration for clear thinking, and for the exact expression of it in fitting grammatical structures. All that has been said above applies also in lesser degree to training the paragraph sense. 2. LETTER WRITING: Instruction in letter writing should be considered always from the viewpoint of meeting "social situations". Therefore content of the letter and purpose of the letter must be considered equally with form of the letter. 3. THE PROJECT: Strictly speaking the project is not a recently added device of the school. Every well-planned and well-executed lesson is and always has been a teacherproject, fulfilling exactly the definition of a project as a "whole-hearted purposeful act carried on amid social surroundings." Do not conceive of the project then, merely as an extra enterprise; it is really vitalized general method, recognizing the "social situation" idea as fundamental to all real teaching and applicable directly to the daily work of the school. 4. GRAMMAR AND USAGE: Very early in the English work of the school, the simplest grammatical concepts become familiar by use. Long before a grammatical term is employed in school, the thing for which it stands is repeatedly experienced. Oral and aural experience of good grammatical forms is all-important from the first 135 grade up. Gradually the grammatical terms are introduced as convenient labels for known things. There is no practical advantage in knowing the label unless the thing labeled is known first. 5. DRAMATIZATION: The use of dramatization in teaching English dates back to the sixteenth century in the schools of English, where head masters and good teachers set their pupils dramatizing with the avowed purpose of improving language usage, pronunciation, manners, insight into life, admiration of good and great characters in history and in common life. Our modern innovations upon the older practice are seen in the much wider application of dramatization. Our pupils, even the youngest, are encouraged to dramatize in connection with their regular English work, to devise their own scenes, to write their lines instead of having all these things supplied by their teacher. The educational purpose however remains practically unchanged. We appreciate the added advantages (1) of satisfying the evident need of childhood and youth, (2) of bringing the remote near by impersonation and representation, (3) of giving zest, point, and present interest to the subject matter, (4) of encouraging an activity that cannot fail to help solve the national problem of wholesome use of leisure time. The teacher must be satisfied with inadequate dramatizations; it would be a pity if some pupils dramatized beyond the capabilities proper to their age. 136 LANGUAGE and GRAMMAR FIRST GRADE Basal Text: None. (See Course of Study Material.) Supplementary Texts: None. (See Course of Study Material). Recommended in Addition to Above: None. Manuals: None. 1. FIRST GRADE LANGUAGE AND GRAMMAR. Although, as has been said above, the teaching of language is considered a social problem in all grades of the school system, few teachers appreciate the fact so acutely as the teacher of the kindergarten or the first grade. Gathered before such a teacher on the opening day of school is a group of tiny human beings in all elementary stages of language development. Here are those who, because of too much attention in the family, insist upon holding supremacy in this new social group through almost incessant babbling; while across the aisle are others who, because of too much home suppression or the previous lack of social incentive, are scarcely more than mutes. Furthermore, because of lack of standards and perfect physical co-ordination, members of both these classes vary widely in their ability to speak accurately, either phonetically or grammatically. As a further complication to genuine language situation, is the fact that all these children find themselves on the first day of school in entirely new physical surroundings, a situation disturbing for natural and successful language activities even among adults. Likewise, the members of this social group are in most cases entirely unknown to each other, a situation still more disconcerting than the one just mentioned. When all these factors are considered, it is not to be wondered at that the teacher struggles valiantly for days, or in some cases weeks even, to perfect a social organization which will foster language in its true sense; i. e., social communication. Clearly the first task of the language teacher in forming a social group of these heterogeneous units is to discover points of common interest; i. e., points of common experience. The experience of first grade children is, however, pitiably limited. Parents have labored more or less diligently to keep actual or first-hand experience restricted geographically within the boundaries of a city lot, or block at most, or of a more or less isolated farm. In the early opinion of the beginner, as in that of the more mature student of composition, few happenings interesting enough to talk about take place within such limits. The second-hand experience of these children, gained vicariously from books, varies from zero in many cases to that which is an adequate preparation for immediate reading and language activities. Clearly, some of the early language lessons must be of a type which will widen the ex- 137 perience of the child in preparation for expression. Gradually the child himself must come to realize that he who talks must have something interesting to say. The apparent enormousness of the task of teaching language to large groups of beginners, coupled with the fact that the attention of makers of curricula and books for this subject has been focused chiefly on the higher grades, has caused early language activities to receive little time and attention or even to be neglected entirely in some schools, an extra period being substituted. However, the task of teaching language to beginners is not a discouraging one in fact, it may be one of the most fascinating duties of the entire curriculum. The child comes into the first grade at a stage when he is literally craving knowledge and companionship, when as yet the school furnishes his most thrilling social experience, when he has but recently passed the peak of his period of greatest volubility, known as the speech pressure period, and when his speech habits are still flexible. The teaching of language to beginners makes necessary four factors: (1) a specific place in every daily program, preferably fifteen minutes daily, totaling seventy-five minutes per week; (2) an enthusiastic teacher, possessing a pleasing voice and correct speech habits; (3) carefully prepared daily asignments; and (4) a definite and scientific set of objectives or aims for the year's work. The first three factors are beyond the province of any course of study, but as the fourth essential the objectives listed below may prove helpful. If they are met faithfully and the suggestions which follow them are used intelligently, any average teacher will feel gratified by the progress of any average class. LANGUAGE OBJECTIVES IN THE FIRST GRADE (All work of the average class in the first grade is oral.) 1. To stimulate in the child the desire to talk in order to say something interesting. 2. To provide ample opportunity for developing in the child such alert, accurate observation and straight thinking as will result in reliable, interesting accounts. 3. To develop the ability and habit of talking in sentences. 4. To develop a sentence sense. 5. To develop a sense of simple sequence. 6. To train the child to criticize constructively oral compositions by himself and others. 7. To cultivate a pride in beautiful, correct speech. a. Beautiful vowels. b. Clean-cut consonants. c. Grammatical correctness. 8. To encourage the enlargement of the child's vocabulary. 9. To form the proper habits of courteous verbal and bodily responses to certain simple social situations. 10. To present a few uses of capitalization and punctuation. In the following pages an attempt has been made to aid the teacher in meeting these objectives by discussing briefly the types of lessons necessary, some 138 methods of teaching these lessons, and the avoidance or elimination of attendant difficulties. The material given is intended to serve merely as suggestions. Conversations: Definite training in language should begin on the first day of school as free, very informal, but carefully directed, purposeful conversations, dealing with actual experience already gained through the almost universal interest of beginners m babies, in other children, in their pets, and in their toys. Concerning no other topics do they generally talk with so much freedom at so early a date. Thus the children's limitation of experience, discouraging as it may seem at nrst furnishes at the beginning of school an encouraging source of language activity. Smce the field of experience is so much restricted, it must coincide to a greater or less degree in various children. Their relationship to the rest of their family, to their pets, and to their games is somewhat identical, and because of lack of participation in the more exciting experiences of a later period, these experiences are of vital interest to the beginner. Here then lies the point of attack in language work. Serving as introductions to such directed conversations, pictures, not the story-telling type, are especially helpful. For example, if the conversation is to be about a baby, the teacher may call the attention of her class to a group of pictures of babies in various poses. Some such question as "Which baby looks most like your baby?" will start the class thinking, and soon some picture will encourage some more talkative child to point out the picture which reminds him of the baby in his own or his neighbor's home. To the next suggestion, "Tell one thing that your baby can do," this same child or his neighbor will soon respond with a statement of some feat his baby can perform Most of the other children can easily be encouraged to follow the leader's example, but some children may remain silent for a few days. The teacher should not become discouraged by their silence but should follow this first lesson with several others of the same type, on such subjects as pets, favorite toys, etc. Experiences: Actual experiences furnish not only the method of language approach but also the material for many of the best compositions throughout the year Topics m this field are almost unlimited. If the choice of subject is narrowed to one incident only, compositions are certain to be successful on such topics as something which happened last Saturday, during your vacation, at a picnic, during a visit to a zoo, to a park, to a farm, or at a circus; a joke, a Hallowe'en prank; fun in the leaves or in the snow; playing circus; etc. Since the experience of all first grade children is very limited, they should be given ample opportunity to quicken their observation by first-hand experience m many fields. Other subjects in the curriculum offer excellent material and correlate well with language activities. However, the teacher must remember that the content of various subjects may find a place in the language class only to the extent in which it fosters language activities. The 139 objective of every language lesson is the development of language ability, and not the amassing of facts, no matter how valuable. Directed Experiences: Nature Study. In the field of nature study unlimited material for oral compositions is fur- nished by such topics as the following: weather; signs of seasons; protection of seeds; dissemination of seeds; flowers; fruits; vegetables; birds; animals; insects; etc. Hygiene. Hygiene makes an equally generous contribution in such topics as diet; drinking water; sleep; fresh air; care of the skin, teeth, hair, and nails; disease prevention; exercise; etc. Citizenship. An abundance of civic material may be presented under such topics as appreciation of public friends and helpers, the fireman, the postman, the policeman, the street cleaner, etc., and of agents of diversified labor, the painter, the farmer, the doctor, the miner, the grocer, etc.; safety first rules and devices; patriotic holidays; the origin and meaning of the flag; fire prevention; clean-up campaigns; Arbor day; etc. Ethics. Conversations and oral compositions dealing with desirable ethical material may be based upon such topics as cleanliness, gradual independence in caring for self and possessions; service to others in the home, school, and community; thrift; honesty; promptness; initiative; obedience to law; recognition of property rights; etc. Art. See Picture Stories. Excursions. Class excursions also contribute much valuable material for free conversations. At least two should be made during the year. These should, of course, be adapted to the locality in which the school is situated. The topics given below are intended merely as suggestions: the school building and its grounds; a toy shop; a grocery; a bakery; a green house or flower shop; a fire station; a police station; a building under erection; parks or woods; etc. Reproduction: Reproduction, which contributes largely to the acquiring of a sense of sequence and an enlargement of vocabulary, as well as serving as an excellent preparation for dramatization, may be begun even before children read well enough to reproduce what they have read. As soon as the conversations resulting in one-sentence compositions have become very successful, reproduction of dramatic stories and poems told, by the teacher, may be begun. A good illustration of the story told proves invaluable at this time. The earliest material with which to begin reproduction is the Mother Goose rhymes which tell dramatic stories. The teacher first recites the poem from memory and follows her recital with the suggestion that the illustration which she holds tells the same story. After the children have had time to look at the picture, the teacher next asks questions that develop the story point by point. 140 Then the whole story may be told a sentence at a time by different children and then re-told by a single child. The teacher should not insist that a child reproduce the story in his own words, for she thereby defeats the benefit to his vocabulary which would naturally result from his adoption of the exact phrasing of the story. As soon as longer stories are attempted, they should be divided into their natural divisions. Immediately after the telling of the whole, the first division should be treated in the same manner as the stories told previously. Then each successive division should be treated in turn. Lastly, the telling of the story as a whole can be achieved by the telling of the successive parts by different children. A series of pictures portraying the main incidents will be found of invaluable aid as an outline of the action of the story. The first time that the children discover that they can accomplish jointly the telling of a long story they will be highly elated. Presenting a poem to children from memory or a story by telling it, is much more successful than reading it, for small children dislike as much as adults the effect on the speaker's voice caused by the bringing of a book between the speaker and his audience. The listeners almost invariably feel that they are being talked at instead of to. Children endure even poor reading, but they are delighted with story telling. Any teacher can lea.rn to tell a story well if she makes a wise selection and conscientious preparation, including repeated rehearsals of it, especially before a mirror, and makes frequent, enthusiastic attempts before her class. The evident pleasure of the children and her additional sense of power over her class will be ample payment for her efforts. Dramatization: Informal dramatization has its place in the language period, provided that all children have equal participation in it and it is treated as a language activity and not merely as a test of the accuracy of reading or a method of fixing some story in the minds of the pupils, both these being purely reading activities and belonging, therefore, in the reading period. Dramatization teaches poise primarily, and in addition, it improves the sense of sequence, develops the imagination and initiative through the creation of the dialog and the devising of the makeshift properties, and motivates good articulation. There are few, if any, incentives so strong for clear enunciation and sufficient volume as the knowledge that one is to take part in a real play, no matter how informal, before a genuine audience. Work on a single dramatization should continue only until the children have acquired the language training which it can offer, and then a new selection should be undertaken. In order to include more of this type of work economically, dramatization should frequently follow the reproduction of dramatic stories and poems, as the preliminary preparation for these two activities is identical. Occasionally pantomime may be used, not as a test of reading ability, but as an exercise in clear conception resulting in bodily expression. A short list of stories, typical of those most successful for reproduction and dramatization, is given below. 141 The Gingerbread Boy. The Little Red Hen. The Three Billy Goats Gruff. Little Red Riding Hood. Chicken Little. The Story of the Three Little Pigs. The Fox and the Grapes. The Lion and the Mouse. The Crow and the Pitcher. The Little Red Hen and the Fox. Pig Brother. The Little Pink Rose. Three Little Kittens. The Naughty Billy Goat. The Hare and the Tortoise. The Paradise of Children. Picture Stories: Pictures used in the language class fall under two heads; the masterpiece and the story-telling picture, neither of which is used early in the year. The use of the masterpiece, portraying animals or children and suitable for first grade art work, contributes to the language class, aside from some additions to the vocabulary, chiefly the summary of the story or conception of the picture, gained in a preliminary discussion. The story-telling picture, collected largely from magazines, serves as the inspiration of the imaginative story. Every primary teacher should possess a goodly collection of these simple, brightly colored pictures, portraying few characters, preferably children or animals in dramatic action. Such pictures should be so simple in detail that they suggest different stories to different children, rather than so complex in detail that they tell a single story and leave nothing to the imagination of the children. After showing such a picture to the children and making sure that the details are clearly grasped, the teacher will ask questions which will bring out all possible suggestions as to plot. When she has exhausted such suggestions the children will be ready, after two or three minutes of thought, to tell their two or three sentence compositions. The teacher must not be disappointed it her first lessons of this type require two periods, the actual story telling being left for the second day. She should be appreciative of the children's attempts at story telling of this type, but she should never accept compositions which are merely descriptions of such pictures instead of interpretations ot the plot or story portrayed. Sentence Sense: _ Much of the language training of the first grade is devoted to developing in the children the ability to talk in sentences. Of course, no wise teacher will risk killing the spontaneity of the children's speech by requiring that all replies to her questions be complete sentences. However, in order to encourage talking in sentences, she may often, especially during the opening weeks of 142 the term, give unobtrusively a sample composition, such as, "My dog can shake hands," and follow it with the suggestion, "What can your pet do? Start your sentence in this way: 'My kitten can.' " One-sentence Compositions. As an aid in developing sentence sense, it is wise to permit children to tell just one thing about the subject under discussion. The garrulity of the talkative child may be curbed by the comment, "Tommy told us two things. Who can tell us just one thing about his pet?" Such procedure will result in two benefits. Firstly, it will gradually draw upon the child that a sentence must tell something. Secondly, the meaningless repetition of and and so, entirely natural to early composition, does not have a chance to creep in. Children should be cautioned almost from the first to drop their voices at the end of sentences so that their audience may know when they have completed a sentence, this term being used incidentally almost from the beginning. A habitual recognition of this speech tendency will aid them materially in constructive criticism of their later two-and three-sentence compositions. Two-sentence Compositions. When the children have a satisfactory conception of the single-sentence oral composition, they are ready for the two-sentence composition. However, the teacher must not expect this conception to be gained quickly, except by unusually strong classes. She should be content to make haste slowly in laying this foundation for acute sentence sense. When, however, this sense has been acquired by her class, she may refer to some of their best one-sentence compositions and ask them to tell one more thing about the same subject. During the telling of these two-sentence compositions the children should count the sentences heard and consider carefully whether the second one is about the same thing as the opening one. Three-sentence Compositions. When a class has a satisfactory conception of the two-sentence composition, the three-sentence composition may be attempted. The teacher must not hurry this stage too much, however. She must expect the second semester to be well under way before the average class can attempt this form. Procedure for development of this type is practically the same as for the preceding one. Children will now be counting three sentences instead of two. Now three sentences must be tested upon their sticking to the point. Frequently a child may complain that, when he has given his allotted three sentences, he has not yet told the most important thing. This situation offers the ideal opportunity for a consideration of the value of each sentence. By the suggestions of his classmates he will be aided in discarding the ineffective sentences and in substituting suitable ones. Gradually children learn to conform to the requirement that a composition should have a good opening sentence, a good middle sentence, and an interesting closing sentence. First grade children should meet this requirement by the end of the year, but they will require many attempts in which to learn to do so. 143 Courtesy: Since poise is the result of habitual response to genuine situations, children should be offered as early and as frequent opportunities of acquiring poise as possible. Almost from the first of the year the children should be made to realize that one indication of their stage of maturity is their habits of courtesy.^ They should be taught that courtesy, for all except very tmall children, requires that people habitually "stand tall;" that they look at, not merely face their audience; and that they speak in clear, well enunciated sentences. The only excuse accepted for a child's not standing tall or sitting with his hips against the back of his seat is illness, and kindness to the ill one, as well as protection of the well, demands the exclusion of the sufferer until his recovery. First grade children can be quickly taught to give and to acknowledge an introduction and to make such remarks and responses as the following: "Good morning, Miss Blank''; "How-do-you-do, Mrs. Blank"; "Good evening, Mr. Blank"; "Good night, Robert"; "I beg pardon"; "Excuse me, please"; "I am very sorry, Mary"; "I have had a pleasant time at your party, John"; "Thank you, Harry"; "Yes, thank you", or "No, thank you", instead of "I don't care," or "I don't want any (more often 'none')"; "I am well, thank you, Mrs. Blank"; etc. Because bodily responses are expressions as much as verbal responses, children in the first grade should have ample opportunity in the language class to acquire such habits of courtesy as the following: knocking on closed doors before opening them; closing doors quietly; opening doors for others and permitting them to enter first; handing a person the blunt end of a sharp object; serving others before oneself; shaking hands with the right hand and with a firm grip; holding the handkerchief over the nose and mouth when sneezing and over the mouth when coughing or yawning; setting a table properly; behaving correctly at the table; etc. Criticism: Children should acquire during the first school year the habit of tactful, constructive criticism. When a child has a comment to make upon a composition just given, he should stand quietly beside his seat until the one who recited calls upon him. In case someone makes the same criticism, he should slip quietly into his seat at the time it is made. Children should be trained to state frankly which composition they prefer and their reason, and they should explain just as frankly why some other composition did not succeed and offer tactful suggestions for its improvement. It seems wise to teach a child to begin his criticism by mentioning something good about the composition just given. The one being criticised should have the privilege of replying to a criticism which he considers unjust, and the teacher will serve as referee in such a situation. In case written composition is done by means of letter and word cards or pencil, children should acquire the habit of criticizing their own work by asking themselves such questions as the following: 144 Are the lines on my desk or paper straight? Does every sentence begin with a capital letter? Does every sentence end with a period? Does every question end with a question mark? Are all the words spelled correctly? Is the word I written with a capital? Enunciation Drills: The foundation for correct enunciation throughout life must be laid in the first grade. A pride in pure speech can be instilled in beginners by leading them to realize that their maturity is judged to larger degree by their freedom from baby talk; i. e., their correctness of enunciation. Since a listener's recognition of a word is chiefly dependent upon the sharp enunciation of its consonants and the beauty or music of the word is dependent upon the quality of the vowels, drills upon both vowels and consonants should be given early. By means of collections of outline pictures of objects easily recognized, drills may be given by which children's ears may be attuned to clear-cut consonants weeks before the children possess even a simple reading vocabulary. Drill upon the clear enunciation of initial and final consonants should be begun soon after the opening of school. The single lip constants, p, b, and m, should be drilled upon first, in games fitting the activity and the seasonal interests of the child. Words should be chosen for these drills in which the consonant occurs singly rather than in combination with other consonants. Next the linguals /, d, and n, should be drilled upon. The consonants are presented in this order for two reasons. First, most speakers are lip and tongue lazy; therefore these consonants need a great deal of drill. Second, since these consonants can be successfully articulated very early, the proper mental attitude is being established for the more difficult work in other consonants and the combinations which will follow. Throughout the drills the attention of the child should be centered upon the sound and not upon the vocal organs. Such drills, occurring weekly, will be found a very beneficial training in phonics and an excellent preparation for this subject. Drill upon vowels may wait until the early consonants have been perfected, as better results are usually secured when the vowel is in combination with an initial consonant. The combination with the nasal consonants n and m should be attempted first, as head tones are more likely to result. From the time that work is really begun upon vowels such impure sounds as kin and ketch for can and catch (when under accent) should not be tolerated. A beautiful speaking voice is merely the result in a normal individual of unceasing, wisely directed drill. Elimination of Grammatical Errors: After children have begun to talk freely, correction of grammatical errors may be undertaken. Usually the teacher should substitute the correct form as unobtrusively and as early as possible without disturbing the thought. Too many corrections, however, will hamper the freedom of a child's speech. 145 The teacher needs to make each term a list of errors of her class and begin to give definite exercises which will eliminate these. No knowledge of grammar is necessary for the elimination of most grammatical speech errors. The correct form should be learned by rote in sentences; i. e., in exactly the same way that the wrong form was learned. By the end of the first year children should be expected to form correctly the plurals of the nouns which add s; to distinguish between the uses of is and are with nouns; to use correctly saw, seen, did and done; to arrange the first personal pronoun last in a series; and to use the nominative /, he, and she after is. These forms may be taught in language games, but such drills alone are not sufficient. Informal drill in original sentences and unceasing vigilance will accomplish more. The enthusiastic teacher, who is quick to praise correct usage, can stimulate her class to correct blunders even on the playground. The correction of a single error should be stressed until it is eliminated, and then a second error should be attacked, and drill on the two errors should proceed simultaneously but with decreasing frequency on the former. Such cumulative drill will eradicate a limited number of errors during the year. Dictation: Strong IA classes may write single sentences from dictation, testing the uses of capitalization and punctuation already taught. Enlargement of Vocabulary: In her attempts to increase the vocabulary of her pupils the teacher should remember that with small children, as with adults, the experience should precede the vocabulary. There is abundant proof that words are quickly learned when there is a genuine need for them; i, e., when there is sufficient incentive for learning them. The task of the teacher is, therefore, that of offering sufficient genuine situations for learning the necessary vocabulary and of being enthusiastically appreciative of the correct use of words newly learned or especially well chosen. Poems and stories may be examined for unusually good words or expressions. Likewise, simple exercises in giving synonyms or easy opposites are both enjoyable and helpful to children. Most first grade children are especially lacking in adjectives, adverbs, and prepositions, which are slower in appearing in the vocabulary of young children than the indispensable nouns and verbs, which early served the purpose of whole sentences. In the vocabulary of some children the pronoun is almost nonexistent, and it is not sufficiently frequent in the speech of most beginners. Written Composition: Strong IA classes may copy from the board with pencil or with word and letter cards three-sentence compositions, which have been previously worked out orally by the class. Projects: Most projects make some contribution to language activities. Usually they furnish much purposeful conversation and several additional words to the vocabulary and develop poise and the correct speech responses in gen- 146 uine social situations. Such projects as making a grocery, a florist shop, a farm, a dairy, a doll house, etc., are always interesting and beneficial, but usually the most successful projects grow out of specific needs of a school and are frequently suggested by the children themselves. Technical Forms: During the first year of school, children should become familiar with a few uses of capitalization and punctuation. Chiefly through incidental drill given during the teacher's copying on the board sentences previously given orally, children should fix the following forms: Capitalization. 1. The first word in a sentence. 2. The child's own name. 3. The pronoun /. Punctuation. 1. The period at the end of a statement. 2. The question mark after a question. SECOND GRADE LANGUAGE AND GRAMMAR Basal Text: "The Language Garden," published by The MacMillan Company. Supplementary Texts: None. (See Course of Study Material). Recommended in Addition to Above: None. Amount of Text to be Covered : Complete. Manuals: Basal Text: SECOND GRADE LANGUAGE AND GRAMMAR The Language Garden is so simply written that its instruction can easily be read and followed by children in the second grade and it provides a course suitable for use in that grade. It supplies, by means of language games and other suitable material, exercise in oral composition, in simple written composition, in vocabulary development, and in the correction of common speech errors. Selections for reproduction, dramatization, and memorizing are provided. There are numerous entertaining drill and review lessons. Since it is designed for the use of pupils, The Language Garden supplies highly motivated material for silent reading. 147 SPECIFIC OBJECTIVES Oral Composition: 1. To develop further the ability to carry on a conversation. 2. To develop the ability to relate a personal experience. 3. To develop the ability to relate a personal experience with interesting sequence of events. 4. To develop the ability to reproduce a story somewhat longer than those attempted in first grade. 5. To develop the ability to tell a purely imaginative story. 6. To develop the ability to recognize that certain words give better thought than others. 7. To develop the ability to substitute a better word for a poorly chosen one. 8. To develop further the art of using polite forms of speech. 9. To develop an interest in new words. 10. To develop the ability to use new words. 11. To develop the ability to pronounce new words correctly. Written Composition: 1. To develop the ability to copy correctly under supervision a short poem, riddle, or story. 2. To develop the ability to write simple dictation. 3. To develop the ability to write a short original letter. 4. To increase the writing vocabulary. 5. To develop ability to criticise one's own work. 6. To develop skill in the use of the period and the question mark. 7. To develop the ability to write correctly the following: Name Street Address School Birth Date City Dates America. A month by month program of work for the attainment of these objectives will be sent, on request, by The MacMillan Company, 500 Spring Street, N. W. Atlanta, Georgia. THIRD GRADE LANGUAGE AND GRAMMAR Basal Text: "Our English--Grade Three,"published by Charles Scribner's Sons. Supplementary Texts: None. (In Course of Study Material). Recommended in Addition to Above: None. 148 Amount of Text to be Covered: Complete. Manual: Basal Text: None. THIRD GRADE LANGUAGE AND GRAMMAR General Aims: 1. To provide the child with a language experience that shall be pleasant, sound, and satisfying to himself and others. 2. To. make the English course contribute to character-building and to training for American citizenship. Special Aims: 1. To provide group activities that necessitate co-operation and that induce the child to share his experience with others. 2. To train the child to observe accurately, to think clearly, and to re- port truthfully. 3. To cultivate good taste, including a taste for good literature, good morals, and good manners. 4. To strengthen the tie between homo and school, school and commu- nity. 5. To make each child feel that he has something worth while to com- municate and to train him to an adequate self-expression. 6. To train the child to criticize constructively (a) his own work; (b) the work of his classmates. 7. To provide activities which count for correct language habits and skills. OUTLINE OF COURSE OF STUDY Oral Composition: A. Aim: To enlarge the child's experience and to help him to communicate his ideas truthfully and effectively. B. Sources of Materials for Getting Ideas. 1. Personal experiences, real and imaginary. 2. Observation and investigation. 3. Group activities. 4. Literature, prose, and poetry. C. Standards of Attainment in Communicating Ideas: (Prerequisite: Language work done in the first and second grades.) The pupil should be able 1. To relate with pleasure to himself and his audience an incident or story in short clear sentences. 2. To follow the guides suggested for oral composition. 149 3. To know the number of sentences used in an oral composition (Not more than three or four sentences should be used.) 4. To put into daily practice the language habits which he is gradually acquiring. D. Suggestions: 1. Getting ideas must precede expressing ideas. 2. New ideas call for new words. 3. Lessons should include both individual and group training. 4. Train for the sentence sense. 5. Train the child to hold to a single topic and to proceed with some feeling of order. 6. Encourage the use of a good beginning and a good ending sentence. 7. In all language work keep before the child the audience idea. II. Written Composition: A. Aim: To enlarge the child's experience and to help him to communicate his ideas truthfully and effectively through writing. B. Sources of Material for Getting Ideas: (Same as under Oral Composition) C. Standards of Achievement in Communicating Ideas: (Prerequisite: Language work done in the first 'and second grades.) The pupil should be able 1. To write three or four sentences on a single topic. (Term paragraph not used) 2. To copy sentence by sentence a short selection; and to correct his own work. 3. To write from dictation, sentence by sentence, a short paragraph. Each whole sentence should be dictated but once. 4. To write a friendly note according to the following model: Dear Mother, Your loving daughter, Mary 150 5. To use capital letters to (1) begin each word in the name of a person, a school, a,street, an avenue, a city, a state. (2) begin the days of the week and special holidays. (3) begin a sentence. (4) write an initial. (5) write the words / and 0. (6) write Mr., Mrs. and Miss. (7) begin the first word in every line of poetry. 6. To use the following punctuation marks: (1) a period at the end of a statement, after an initial, and after the following abbreviations: Mr. and Mrs. (2) a question mark after a question. (3) an exclamation mark after an exclamatory word or sentence. (4) a comma after the salutation and complimentary ending of a note. 7. To use the apostrophe in the common contractions. D. Suggestions: 1. Stimulate in the child a desire to communicate his ideas in writing. 2. Preparatory to written communication follow these steps: (1) informal class talks and discussions; story-telling, assignments which call for observing, investigating, and reporting; (2) class exercises in which children compose and teacher writes on blackboard what they dictate. III. Acquiring Correct Language Habits and Skills: A. Correct Forms: Sentence drills and language games planned to train the ear and tongue in using saw--seen; is--are; was--were; were you; is'nl--aren't; blew--blown; there is--there are; jlew---jlown; may--can; burst, etc. B. Pronunciation and Enunciation: Sentence drills and language games planned to train the ear and tongue in acquiring correct pronunciation and distinct enunciation of words commonly mispronounced: as, catch, burst, can, morning, etc. C. Spelling: 1. Drill in writing contractions and other words that give difficulty. 2. A growing vocabulary calls for drill on spelling of new words which the child has occasion to write. 151 FOURTH GRADE LANGUAGE AND GRAMMAR Basal Text: "Modern Course in English--Book One--Language and Literature," published by D. C. Heath & Company. Supplementary Texts: None. (See Course of Study Material). Recommended in Addition to Above: "Language Tests and Drill Exercises, Fourth Grade," published by Smith, Hammond & Company. (Smith, Hammond & Company also publish a "Teacher's Key to Language Tests and Drill Exercises, Fourth Grade.") Amount of Text to be Covered: "Modem Course in English," Book I, Part I to page 172. Manual: Basal Text: None. FIFTH GRADE LANGUAGE AND GRAMMAR Basal Text: "Modern Course in English, Book One, Language and Literature," published by D. C. Heath & Company. Supplementary Texts: None. (See Course of Study Material). Recommended in Addition to Above: "Language Tests and Drill Exercises, Fifth Grade," published by Smith, Hammond & Company, (Smith, Hammond & Company also publish a "Teacher's Key to Language Tests and Drill Exercises, Fifth Grade.") Amount of Text to be Covered: "Modern Course in English, Book I". Complete. Manual: Basal Text: None. SIXTH GRADE LANGUAGE AND GRAMMAR Basal Text: "Modern Course in English, Book Two, Composition and Grammar," published by D. C. Heath & Company. Supplementary Texts: None. (See Course of Study Material). 152 Recommended in Addition to Above: "Language Tests and Drill Exercises, Sixth Grade," published by Smith, Hammond & Company, (Smith, Hammond & Company also publish a "Teacher's Key to Language Tests and Drill Exercises, Sixth Grade.") Amount of Text to be Covered: "Modern Course in English, Book Two," to page 144 (182, if possible). Manual: Basal Text: None. SEVENTH GRADE LANGUAGE AND GRAMMAR Basal Text: "Modern Course in English, Book Two, Composition and Grammar," published by D. C. Heath & Company. Supplementary Texts: None. (See Course of Study Material). Recommended in Addition to Above: "Language Tests and Drill Exercises, Seventh Grade," published by Smith, Hammond & Company, (Smith, Hammond & Company also publish a "Teacher's Key to Language Tests and Drill Exercises, Seventh Grade.") Amount of Text to be Covered: "Modern Course in English, Book Two," complete. Manuals: Basal Text: None. LANGUAGE LESSONS AND COMPOSITION GRADES: FOUR TO SEVEN Bibliography: Klapper's "The Teaching of English." Chubb's "The Teaching of English." Leiper's "Elementary Language Lessons." Wohlfarth's "Self-Help Methods in Teaching English." Leonard's "Grammar and Its Reasons." Ward's "What Is English?" All of these books are helpful and inspiring to teachers of English. The first two discuss the advantages of the new methods over the old; Leiper's book is full of practical outlines and suggestions for the teacher of each grade from the first to the seventh and for the one-teacher rural school; Miss Wohlfarth's book contains the newest instructions for teachers of elementary English; Miss Leonard and Mr. Ward deal very happily and humorously with 153 the relations of oral and written composition to grammar. All of them destroy the ancient and ineffective ideals of the nineteenth century and substitute common-sense methods and objectives. GENERAL PRINCIPLES OF TEACHING ENGLISH Teachers are now agreed nowadays that the chief objective in teaching English is to train children to think, speak, and write accurately, correctly, and effectively. As these are arts, skill in them must come from practice, not from the study of principles. Teachers of the nineteenth century began with grammar, the science of correct language, and proceeded to composition, the art of using correct language. Teachers of the twentieth century begin with composition, and after pupils have acquired skill in speaking and writing they teach the reasons for correct forms that are embodied in grammar. The deductive teaching of the old days consisted in presenting many definitions and rules for pupils to memorize, and then in requiring a study of the use of these in sentences from literature. The inductive method of today presents examples first, and from the study of these leads pupils to form their own definitions and rules. The school subject of English in its broadest sense includes Reading, Spelling, Writing, Informal Conversation, Oral Composition, Literature, Word and Sentence Drills, Written Composition, Grammar, and Rhetoric. The first three studies have become separated from English in its technical sense; the last two have been almost entirely relegated to the high school. The spiral plan of teaching English is the method in widest use. It begins with literature, which furnishes material for informal conversation, oral composition, drills in the use of correct forms, and written composition. When this course has been run the teacher of the text-book suggests another subject, and the order of procedure is repeated. Each repetition makes a slight advance in learning. The steps in teaching English are as follows: 1. Present a subject, such as an entertaining story, a picture full of life, a live animal or plant, a common childish activity, a matter of community interest, to the class in as vivid way as possible. Have the class talk about the subject informally until every pupil has told all that he knows about it. While the pupils are talking the teacher should take note of all errors in speech, and after the discussion is over, re'ad these to the class and have them corrected. Teacher and pupils subdivide the subject and make an outline. Pupils write a composition under the teacher's careful supervision. The teacher in reading these compositions selects the errors that are frequently repeated and places them on the blackboard for criticism, correction, and drill. The pupils copy the compositions into books, correcting all errors marked by the teacher. The teacher uses the inductive method of instructing the pupils in the principles of grammar and composition which they have violated. 154 FIRST GRADE LANGUAGE AND COMPOSITION Objectives: 1. To overcome the child's timidity and homesickness and to create a familiar and friendly atmosphere. This is to be accomplished by the use of literature and informal conversation. 2. To give occasion and suggestion for the child's expression of his own thoughts and feelings and to direct him into orderly and correct speech. This is the purpose of oral composition. 3. To store the child's memory with beautiful selections from poetry and prose. This is a second function of literature. 4. To develop the child's imagination by telling, repeating, dramatizing, and playing of stories. This is a third use for literature. II. Means: There are five fields of interest to children from which subjects for conversation and composition are taken: 1. Literature, which consists of stories and poems that have been written for the entertainment of children. 2. Art, pictures in books, on cards, or on the school room walls. 3. Nature, pet animals and beautiful plants brought alive into school for the pupils to examine. 4. Child Life, the tasks, games, and amusements that appeal to children. 5. Community Interests, such as the farm, the store, the shop, the new building, the circus, the moving picture. III. Methods: The essential condition of good teaching is the child's deep interest. When this is obtained, the way is easy. The teacher must tell the story vividly and entertainingly or present some other subject concretely and objectively, securing the attention of every child. In the discussion which follows let no child be left out. Ask easy questions of the timid and encourage the diffident to do most of the talking. Lead the conversation along a well planned course suited to the subject; if it is a picture, from foreground to background; if an animal, from one part to a closely related part; if a game, from the beginning to the end. From the pupil's errors in speech, the teachers should construct drills in correct forms. The three acquisitions obtained by education are Knowledge, Power, and Skill. Knowledge comes by instruction, power to apply this knowledge comes by practice, and skill in its use is obtained from drills. Therefore, drill on the uses of am, is and are, was and were, did and done, saw and seen, I and me, lie and him. Make a language chart in which drills are given on these forms. In the latter part of the year, after the pupils have learned to write, written composition is begun by having the children write short sentences on the board that tell all about the subject of their oral composition lesson. Two composition facts are learned by practice; the use of a capital for beginning a sentence, and the use of a period at the end of a statement. 155 IV. Literature: Children of this age are highly imaginative. The stories which they enjoy are Aesop's Fables, Harris' Uncle Remus Stories, Kipling's Just So Stories, Folk Lore and Fairy Tales. They must be made to memorize many short poems, the Mother Goose rhymes, and the best selections in the First Reader. SECOND GRADE LANGUAGE AND COMPOSITION I. Objectives: 1. To secure more orderliness and correctness in story-telling and description and explanation 2. To make language improvement the chief goal during at least one period each day 3. To cultivate the "sentence sense," the ability to distinguish between the complete and the incomplete thought 4. To extend written composition to the construction and correct writing of longer sentences than those attempted in the first grade. Greater diligence and care must be exercised in the use of capitals, periods, and question marks. II. Means: Literature, pictures, objects from nature, and the children's experiences still provide abundant material for composition, both oral and written. The child is in the Transition Age, according to Dr. G. Stanby Hall; he is changing his teeth and cannot stand heavy mental work. He must be taught objectively. He writes a large hand and sees large figures. His literature must include the giant stories of Samson, Goliath, Hercules, Perseus, Bellerophon, the Norse gods, Jack the Giant Killer, Hiawatha. The memorizing of poems should be continued. Nature studies will provide most interesting subjects. In this grade extend the discussions to larger animals, such as the cow, the horse, and the sheep. Discuss the reasons for the equipment of these animals with hair or wool, horns or hoofs. Talk of their uses to man. Have the pupils study the birds, their names and habits. Seeds may be planted, and the plants studied as they grow. Observations of the weather may be made and a record kept. The oral composition in this grade may be extended from story-telling to description and explanation. Pupils may be sent to the window to describe what they see, and the class may vote on the most interesting description. They may be required to explain the way from home to school, or from the post-office to the railway station, or to tell the different steps of procedure in a game. In written composition proceed from oral discussion to written report. Oral composition has two objectives here: 1. To make sure that every pupil is in possession of the necessary material 2. To arrange the parts of the subject in an orderly sequence. As the pupils write, the teacher must pass among them, looking over their 156 shoulders, correcting errors when she sees them, encouraging them to ask questions about arrangement, spelling of words, and punctuation. Instruction given at this time is more valuable to the child than correcting mistakes later. Occasionally a short and simple dictation exercise, studied beforehand by the pupils so as to teach the spelling of difficult words and the division into sentences, should be given. THIRD GRADE LANGUAGE AND COMPOSITION I. Objectives: Third grade students can comprehend the purpose of the English lesson and do not need to be trained unconsciously, as first and second grade pupils were. Definite objectives should be set up by the teacher and adopted by the class: 1. To express every thought in a complete sentence 2. To bring every story to a point, or climax 3. To speak clearly and correctly 4. To write neatly, observing margins, placing the title correctly and using capital letters in writing it. II. Means: Pupils of this grade are becoming practical and appreciative of the facts of real life. They do not like fables and fairy tales. Stories of real animals and people appeal to them, Thompson Seton, Rudyard Kipling, and others have written realistic stories of wild life. Robinson Crusoe is the great classic for this grade. Do not tell the whole story, but after getting Robinson to his island, ask questions that will make the pupils solve Robinson's problems pertaining to food, shelter, and clothing. Have the pupils memorize poems that are in their readers. Nature studies should be closely correlated with the stories that treat of such subjects as how animals get food, how birds build nests, how animals and insects prepare for winter. Pictures of woodland and rural life are suitable for this grade. III. Methods: Oral discussion of every subject must precede written composition. Pupils should be required to collect information about trees, flowers, animals, birds, insects, crops, and people, bring facts to the class, discuss them freely, and finally write about them. Story-telling, description, and explanation should all be practiced. WRITTEN COMPOSITION Before having the class write on a subject, limit the subject to such a narrow scope that the composition will be less than a page in length. Lead to this composition by having pupils write on the board a series of sentences that make statements and ask questions about the subject. Then let every pupil write his own thoughts on paper. 157 Note-writing should begin in this grade, as the informal note is the natural predecessor of the familiar letter, the writing of which will be taught in the next grade. Note-writing interests the child, as it gives him an audience. In correcting these compositions the teacher should write the correct form in the margin opposite the error. The pupils should be required to copy the compositions into note books. TECHNICAL MATTERS The capitals for beginning sentences, the name of a particular person or place, and for writing the words I and O, the period and the question mark at the ends of sentences and after abbreviations, and the apostrophe to show the omission of letters should be taught. Every child should know how to write his name and address. FOURTH GRADE LANGUAGE AND COMPOSITION I. Objectives: In the fourth grade, English becomes a more formal and serious study. A textbook is used, definite lessons are assigned each day for preparation, literature is studied critically and formally, and rules of composition assume the dignity of laws of correct practice. The teacher should resolve to attain certain results by the end of the year:-- 1. To cultivate an appreciation of good literature 2. To show the pupils the different parts of every well made story and teach them to make stories containing these parts 3. To cultivate the dictionary habit, so that pupils will readily turn to the dictionary when in doubt about spelling, pronunciation, and meaning of words 4. To teach the meaning, the form, and the construction of paragraphs and of verses and stanzas 5. To teach the writing of informal notes and letters. II. Standards: The proper standards and models for children are not the production of talented artists, but the best work done by the pupils themselves. The best sentences spoken or written by members of the class should be written on the blackboard, the best compositions should be fastened on bulletin boards, and the class should be encouraged to emulate and surpass these models. III. Means and Methods: 1. The use of Book I of the Modern Course in English, Part 1 2. Supplementary material for oral and written composition taken from literature, nature study, and child life. As the children of this grade are practicing the courtesies of life, they are fond of stories that picture the days of chivalry, The Robin Hood stories; the King Arthur Stories; Scudders' Legends of the Middle Ages, Brooks' Stories from the Fairie Queene, and the Canterbury Tales interest them. 158 The poems to be memorized should appeal to the child's romantic nature; Tennyson's "The Splendor Falls," Scott's "Breathes There the Man," and Lochmvar," Holmes's "Old Ironsides," Halleck's "Marco Bozzaris." 3. Pictures containing human figures in action. Pupils should be required to make original stories about these. In the discussions supplement the questions in the text with your own, drawing out the meaning of the picture. 4. Dictionary Games, in which the pupils race in the finding of words, obtaining their meanings, and using them in sentences. 5. Story-telling: The stories may be read silently, told to the class by several pupils, each giving his own version, discussed as to meaning and purpose, dramatized and played. Occasionally a story in the English text should be analyzed into its introduction, incidents leading to the climax, climax and conclusion. On page 40 of Book I, the reconstruction of a story by changing its point of view is taught; on page 44, the story is used for analysis into paragraphs; on page 48 for teaching the writing of the title; on page 60 for dramatization. In later stories all the lessons are reviewed. Finally in Lesson 64, original stories are required, which is one of the objectives of story-telling. 6. The form of poetry is taught in lesson 10, so that pupils may learn how to copy and write poems. The meaning of verse and stanza is taught. The study of functional grammar begins in lesson 8 on Sentences. Only the use of sentences and their capitalization and punctuation are taught to this grade. An abundance of practice in writing sentences is suggested. This is all-important and should be carried on at the blackboard every day. FIFTH GRADE LANGUAGE AND COMPOSITION I. Objectives: 1. To cultivate the love of the beautiful in literature, art, and nature. 2. To fill the pupils' minds with noble thoughts and practical knowledge. 3. To acquaint pupils with the form of the diary, the autobiography, the social and business letter and note, and of advertisements and telegrams, and to give them practice in writing these. 4. To extend the chld's knowledge of the sentence as statement, question, or exclamation, and of the way in which each is written, to show him the natural divisions of every sentence into its subject and predicate, and to introduce by their names the parts of speech. II. Methods and Materials: Children of this age like stories about boys and girls. As they are studying install pioneer history stories appeal to them also. Good books for this grade are: Harris's "Stories from Georgia History," Goulding's "Young] Marooners and Marooners Island," Kennedy's "Horseshoe Robinson," Ruskin's "King Lr i-tt^le ^Confl e?derRaitveesl.>"" Mulock's "The Little Lame Prince," and Page's "Two 159 A sufficient number and variety of poems for memorizing will be found in Part II of Book I of the Modern Course in English. Pictures, stories, poems for appreciative study, pieces of description and explanation, bits of nature study, and letters from famous people are all supplied in Part II of the text. The first lessons of the term are in oral composition and are associated with the season, autumn, and its activities. Adapt these lessons to the life of your community, requiring observations and reports on the gathering of crops, the occupations of the wild animals, and birds and insects, the flowers that are blooming, and the trees with their changing colors. The diary is presented as a form of composition because of the daily exercise it gives the pupil in written expression. Encourage every child to keep a diary and have some of these read to the class once a week. The class returns to the formal study of the sentence in Lesson 9, of Part II, Book One of the Modem Coarse in English. The uses of the sentence as taught in Part I are reviewed, and the two kinds of sentence, declarative and interrogative are taught. Train the ear of the child to recognize these by the falling and rising of the voice at the end of the sentence and his eye by the observation of the period and question mark: Give abundant practice in writing both kinds on the blackboard. In Lesson 13, the analysis of the sentence into subject and predicate is taught. Associate subject oj the sentence with subject of the composition, with which your pupils are familiar. Teach predicate as the 'telling word," as it tells what the subject does or it. Have sentence games, one side of the class supplying predicates for the other side's subjects. Write lists of subjects and predicates on the board and have the class build sentences out of them. In lesson 22, teach noun as a new name for an old thing. Have word-hunts for nouns like the one on page 207, until all your pupils recognize nouns wherever they see them. In Lesson 30, stress one rule for forming the possessive singular, and apostrophe and s, and one for the plural and apostrophe only. Have a written composition in this grade every two weeks. SIXTH GRADE LANGUAGE AND COMPOSITION I. Objectives: 1. To complete the child's mastery of the mechanics of written composition; correct spelling, the use of capitals and punctuation, the choice of accurate words, the construction of complete sentences 2. To build paragraphs out of closely related thoughts and to join these in a well made composition on a subject which has been thoroughly discussed 3. To improve the mastery of letter-writing in both familiar and business letters 4. To extend the pupil's knowledge of punctuation, particularly in the direct quotation and the compound sentence. 160 II. Means and Methods: Part 1 of Book Two of the Modern Course in English has been made very attractive by a series of lessons on the Flag and Patriotism. The story is treated with special attention to composing attractive beginnings and conclusions. Description and explanation are also carefully taught. The literature for this class should be presented in three ways: 1. A collection of story books should be kept by the teacher, taken home by pupils and read, and a report on each of these made to the class 2. Certain classics of a more difficult nature should be studied in the class under the teachers direction 3. Poems to be memorized. Outside Reading. 1. Treasure Island--R. L. Stevenson. 2. The Adventures of Tom Sawyer--Mark Twain. 3. Little Women and Little Men--Louisa M. Alcott. 4. A Man Without A Country--E. E. Hale. 5. Scottish Chiefs--Jane Porter. 6. Tom Brown's School Days--Hughes. Careful Study. 1. Tales of a Wayside Inn--Longfellow. 2. Tales of a Traveller--Irving. 3. The Prisoner of Chillon; Mazeppa--Byron. 4. Autobiography--Franklin. 5. Lays of Ancient Rome--Macaulay. 6. Selected Poems and Tales--Poe. For Memorizing. 1. The Children's Hour--Longfellow. 2. Concord Hymn--Emerson. 3. Annabel Lee--Poe. 4. A Day in June--Lowell. 5. The Bivouac of the Dead--O'Hara. 6. The Song of the Chattahoochee--Lanier. TECHNICAL ENGLISH The Modern Course in English, the adopted text for Georgia Schools, uses the uniform nomenclature adopted by the National Education Association. Ihe purpose of this is to unify all language teaching so that pupils need to earn only one set of terms in language study. The cases of nouns are similar to the Latin, Nominative, Genitive, Dative and Accusative. In the section on Pronouns, care is used to distinguish the forms my and mine, thy and thine hcs, her, Us, our and ours, you and yours, their and theirs and whose. All classification of words is based on use, not on form. If one of these words is followed by a noun, or joined to a noun by a linking verb, it is an adjective. If it is used instead of a noun as the subject of a verb or the object of a verb or a preposition, it is a pronoun. Nouns are divided into five classes instead of two for the sake of accuracy. Silence is an abstract noun, not a common noun, because it is the name of a quality, not the name of a class. Flock is 161 a collective noun, not a common noun, because it is the name of a group, but not of a class. Reading is a verbal noun, not a common noun, because it is the name of an action, but not of a class. Verbs belong to three distinct classes according to their function in the sentence. If a period may be placed after a verb without affecting the completeness of the thought the verb is a complete verb. If the verb expresses an action that is directed by the subject toward an object which receives the act, the verb is transitive. The sentence which contains a linking verb is like a plank turning about on a pivot with a child on each end. The sentence consisting of a subject, a transitive verb, and a direct object is like a game of baseball. The subject is the pitcher who starts the act, the verb is the batter, over whom the ball passes, the direct object is the catcher who received the act. SEVENTH GRADE LANGUAGE AND COMPOSITION I. Objectives: 1. To prepare children for efficiency in business and social life by cultivating habits of correct and effective speech 2' To increase their culture by creating an appreciation of good literature and a distaste for trashy books 3. To further drill them in the mechanics of writing so that they will habitually spell and punctuate correctly, construct good sentences, and choose the best words for expressing their ideas. II. Means and Methods: 1. Part II of Book Two, Modern Course In English, contains a great variety of material. Literature is used as the basis of oral and written composition. One of the'simplest forms of literature, the fable, is taught first, and composition exercises requiring originality are suggested. Description, Explanation, and Argument are taught in this grade, the subjects chosen being such as children are interested in and familiar with. 2. The following literature will serve as supplementary material for further study: Outside Reading. 1. A Dog of Flanders--Ramie. 2. Rab and His Friends--Brown. 3. The Yemassee--Simms. 4. Huckleberry Finn--Mark Twain. 5. Jo's Boys--Alcott. 6. The Story of a Bad Boy--Aldrich. Careful Study. 1. Evangeline--Longfellow. 2. The Spy--Cooper. 3. Pilgrim's Progress--Bunyan. 4. The Vision of Sir Launfal--Lowell. 5. The Sketch Book--Irving. 162 Memorizing. 1. The Chambered Nautilus--Holmes. 2. Abou Ben Adhem--Hunt. 3. The Recessional--Kipling. 4. Crossing the Bar--Tennyson. 5. A Ballad of Trees and the Master--Lanier. 6. In Flanders Field--McRae. III. Methods: The term's work begins with oral and written composition so that the teacher may learn the needs of the pupils. If she finds that they are afflicted with "spelling demons," such as "seperate," "untill," and others, she must drill on these words until they are learned. If "I seen," "I done it," "She learned me grammar" appear frequently, she must concentrate on verbs. If incomplete sentences are still used in the compositions, drill on the writing of sentences until this deformity disappears. Hammer on one fault at a time until the majority of the pupils overcome it. This seventh year is the last opportunity of many of these pupils to form habits of correct speech. Teach functional grammar rather than technical. Dwell for a long time on Lessons 12-18, which teach the agreement of verbs with all kinds of subjects. If you get no further during the year than to make all your pupils perfect in this one rule, you have done your full duty as their teacher. Have a literature report and discussion from Home Reading once a week, a concert recitation of a poem every day, and the study of a literary classic several times a week. IV. Technical Matters: Sentence analysis is to be taught more extensively in this grade than in the lower grades. The division into subject and predicate, begun in the fifth grade, is carried into a subdivision of these two parts. The subject substantive is separated from its three types of modifier; adjective, possessive and appositive. The predicate verb is studied in its relation to the direct object, the indirect object, the predicate nominative, the adjunct accusative, and the adverbial modifiers; Each of these elements should be studied until thoroughly learned before proceeding to the next one. The seventh grade child must be shown the advantage of the complex sentence and the compound sentence. Little children express their thoughts in simple sentences, larger children in compound sentences, and educated men and women in complex sentences. Use the blackboard in every lesson, having the pupils write longer and longer sentences as they advance. Lessons 45, 55, 57, 66 and 69 are very important. Have more dictation work than in the lower grades. 163 FOURTH GRADE LANGUAGE AND GRAMMAR LANGUAGE TESTS AND DRILL EXERCISES* (Supplementing the work of the regular Grammar Text). The fruitless effort in language instruction, that has been followed all too long, to impart technical grammar rules as a means of final self-correction must ultimately give way to a procedure that faces the individual with his personal short comings and offers him the comfort of a shorter way out of his difficulties. The average child enjoys writing letters or even compositions when he knows there is to follow no criticism for failure to punctuate, and capitalize his sentences correctly or is not to be scolded for the misuse of words. It is the purpose of this book, "Language Tests and Drill Exercises," to provide the pupil with the means of self-correction at every step in learning to*use capital letters, punctuation marks, and correct word forms. If the teacher will maintain a careful check on the learning and use of language mechanics and insist upon perfect accuracy and final habituation, step at a time, she will feel the satisfaction of having a class of alert minded, willing, and enthusiastic workers. Activities and Aims Subject Matter Outcomes Punctuating sentences arranged to disclose individual ability and furnish remedial practice drills. Inserting correction in sentences that show the improper use of capital letters. I. Punctuation 1. Uses of the period. 2. Uses of the comma. (a) City and state (b) Dates (c) Yes, and no 3. Quotations (a) At beginning of sentence (b) At end of sentence 4. Uses of Apostrophe (a) To show possession (b) In contractions 5. Question Mark (a) End of an asking sentence II. Capital Letters 1. Beginning of sentence 2. Proper names 3. I, used as a word 4. Titles and Initials 5. Titles of books 6. Holidays An appreciation of the need for thorough knowledge of punctuation rules and the automatic use of the marks of punctuation in writing. The consciousness that the language lesson is of practical benefit to boys and girls, and a corresponding willingness to cooperate with the teacher in studying language. Published by Smith, Hammond & Co., Atlanta, Ga. 164 Activities and Aims Subject Matter Outcomes Writing Friendly Letters. Writing Business Letters. Addressing Envelopes. Writing the plural forms of nouns from the singular. Filling in the blanks with the proper forms of words to illustrate correct usage. III. Letter Writing 1. Heading 2. Inside address 3. Body 4. Closing 5. Signature The ability to write neatly, and the knowledge that letter writing is a necessary attainment. IV. Nouns 1. Singular and plural forms of nouns. 2. Distinctions and uses of common and proper nouns. V. Elimination of Common Speech Errors 1. Verbs Correct use of: See-saw-seen Write-wrote-written Give-gave--given Do-did-done Go--went-gone Eat-ate-eaten Run-ran-run Ring-rang-rung Is and are Was and were May and can Increased interest due to the discovery that one's speech may be corrected and rid of common blunders by a procedure more practical and shorter than by the technical grammar route. Pronouns Correct use of her and she, after incomplete verbs as "It is I" "It is he" Homonyms To, two, too There, their 165 FIFTH GRADE LANGUAGE AND GRAMMAR LANGUAGE TESTS AND DRILL EXERCISES. (Supplementing the work of the regularly used Grammar Text). Activities and Aims Subject Matter Outcomes Reviews for practice in the fourth grade activities. Oral and written drills in correct uses and remedial practice exercises. Testing achievement. Practice in writing friendly and business letters. Review of all the Increased ability to fourth grade principles use the mechanical and introduction of principles introduced new subject matter. and taught in the fourth grade. I. Punctuation 1. Review of fourth Knowledge of new uses grade exercises for for the marks of the use of the punctuation, and the period. thorough use of pre- 2. The comma viously taught (a) In a series principles. (b) Words of address 3. Quotations (a) Review of fourth grade uses. (b) In broken sentences 4. Question Mark Review of uses 5. Apostrophe Without "s" to show possession II. Capital Letters 1. Review Mastery of fourth grade 2. Improper adjectives uses and knowledge of 3. Sections of the new uses in respect to country proper adjectives and sectional subdivisions III. Nouns of the country. 1. Common and proper 2. Formation of plurals Ability to use rules for regular plural forms. IV. Verbs 1. Action verbs Recognition of plurals 2. Verb phrase formed irregularly for 3. Uses of special principal words of fifth verb forms grade difficulty. V. Pronouns 1. Personal 2. Pairs of 3. Self pronouns 4. Correct use VI. Letter Writing 1. Review of fourth grade principles 2. Colon in business i letters Ability to write from dictation simple notes and business letters illustrating correct use of heading, body, complimen- tary close, etc. 166 Activities and Aims Oral and written drills, filling in blanks, etc. Subject Matter VII. Elimination of speech errors in respect of: 1. Negatives 2. How words 3. Pronouns 4. Verbs 5. Homonyms Outcomes Ability to use the correct forms of certain irregular verbs in common use. Correct use of personal pronouns after prepositions and active verbs. Knowledge of how to use the self pronouns (reflexively and for emphasis) Ability to distinguish between the use of "have no" and "haven't any." SIXTH GRADE LANGUAGE AND GRAMMAR LANGUAGE TESTS AND DRILL EXERCISES (Supplementing the work of the regularly used Grammar Text). Activities and Aims Subject Matter Outcomes Oral and written drills to automatize previously learned skills. I. Punctuation 1. Period (a) End of sentence (b) In abbreviations 2. Comma (a) Review of fourth and fifth grade subject matter. (b) Words in apposition 3. Apostrophe (a) Review (b) In plurals of figures and letters 4. Quotations (a) Review (b) Indirect (c) Two sentences in one quotation Ability to apply punctuation rules previously studied in writing letters, notes, invitations, and business correspondence. Development of new abilities and skills in all the language mechanics assigned for study in the sixth grade. II. Capital Letters General Use 167 Activities and Aims Subject Matter Outcomes Testing the ability of the class to use verbs correctly. Testing the class in correct usage. Testing in exercises designed to show ability to recognize correct forms. III. Letter Writing IV. Verbs 1. Principal parts 2. Past Tense 3. Verbs requiring helpers. Ability to recognize the principal parts and the auxiliary verbs. V. Nouns A knowledge of past I. Common and proper tense forms. 2. Number of nouns VI. Adjectives 1. Recognition of inflected forms to show comparison. 2. Correct uses VII. Pronouns 1. Distinctions in the use of relative pronouns 2. Use of his, her and their. Ability to use the positive and compound forms of descriptive adjectives. Knowledge of the correct use of "who" and "whom." The ability to decide whether to use "their" or "his" and "her" when meaning is made ambiguous by the use of each or every in a sentence. SEVENTH GRADE LANGUAGE AND GRAMMAR LANGUAGE TESTS AND DRILL EXERCISES (Supplementing the work of the regularly used Grammar Text). Activities and Aims Subject Matter Outcomes Reviews by oral and written drills. Providing real situations for the study and writing of business forms. I. Punctuation 1. Review of all previously learned principles 2. General uses of the punctuation marks II. Abbreviations in common use III. Letter Writing 1. Buying letters 2. Subscriptions 3. Applications 4. Money orders 5. Telegrams 6. Bank checks 7. Notes An appreciation of the value of the language course for present needs and for later life. Knowledge of when to use an abbreviation. Familiarity with business correspondence to the extent of being able to compose and write letters and the common forms used in everyday business affairs. 168 Activities and Aims Subject Matter Outcomes Diagnostic testing. Testing in achievement. Objective illustration of the uses of subject and predicate in model sentences. Construction of original sentences. IV. Parts of speech 1. Noun s 2. Pronouns 3. Verbs 4. Adjectives 5. Adverbs 6. Conjunctions 7. Prepositions Ability to recognize word functions in the sentence according to the manner of their use. V. Homonyms taught in seventh grade VI. Common Errors VII. Sentences 1. Kinds 2. Parts (a) Simple subject (b) Simple predicate (c) Predicate adjective (d) Predicate noun and pronoun (e) Object of verb Elimination of the speech errors most frequently made and the ability to be self critical in the choice of words. Ability to analyze the relationships of subject and predicate with words related modifying in simple sentences. 169 SOCIAL SCIENCE HISTORY History "should1 be so taught that children may become thoroughly and intelligently interested in individuals and in the concerns of society. It is a still better formulation of this aim to say that children shall reproduce in themselves the experiences of the suitable educative epochs in history. A still stronger emphasis is given to the chief aim of history by centering its lessons upon the effort to socialize and humanize the children by an intelligent and sympathetic treatment of the moral relations of men. History is thus preeminently a moral study and moral practice. To give a vivid and intense realization of social duties and obligations is the essence of the best history instruction. A great moral-social aim has such kingly power that it draws into its tributary service other important aims which some have set in the chief place. Among these is a pure and liberal patriotism, intelligent and fair-minded. The mental powers are also exercised in a mode of reasoning peculiar to historical materials which calls for a well-balanced judgment in the weighing of arguments, and in estimating probabilities. This is a most useful form of reasoning, constantly needed in our every day problems." All school subjects must be guided and quickened by the same purpose, the molding of a socially minded citizenry and "schoolmen realize, as never before, that the social studies differ from other subjects in the curriculum because of their content, not because of their aim." 2 Heretofore little time has been devoted to the study of history in the lower elementary grades. Our course of study has arbitrarily commenced the study of history in the fifth grade. Suggestions have been made, however, relative to the subject content in the first four grades. As measured by the text-books of the fifth, sixth, and seventh grades, the content of the history work of the first four grades cannot with exactness be called history. True, we study people and their relations as in the upper grades, but the history work of the earlier grades should deal not so much with historical facts as with social situations and the child's world--his home, his school, his playground, his community, his town or city, etc. (See the Course of Study in Civics for suggestions which may be correlated with this phase of history teaching.) The work in these grades is excentric and deductive rather than concentric and inductive--working from near, immediate, and personal relations to broader spheres of activity. The child comes to the school with his social consciousness limited to his home life. This has developed fortuitously rather than designedly and a study of the home life of children in various lands is an excellent point of departure. Compare and contrast the home life of a Georgia boy with the home life of an Eskimo boy, a North American Indian boy of today and 100 years ago, and of boys of other lands. 1 McMurry, Charles A., Special Method in History, pp. 16-17, Ginn & Company. 2 Klapper, Paul, The Teaching of History, p. 4, D, Appleton & Co. 172 Let it not be overlooked that "the pupil of the first four years is entitled to a study of the past,"1 even though "in his immaturity he must be given a story that is simple, dramatic, and capable of ready illustration."1 Klapper2 lists the following as indicative of what is being done throughout the country in the first four years of history: "Study of local community activities. Study of elementary processes: weaving, spinning, etc. Study of types of civilization: Indian, herding or pastoral, simple agri- cultural, simple handicraft, old pirate and viking life. Stories of romantic heroism. To illustrate: stories from the Iliad, the Odyssey, the Aeneid, The Norse Sagas, Nibelungenlied, King Arthur, and chivalry. Stories of holidays and school celebrations: Thanksgiving Day, Washington's Birthday, July 4th, Mag Day, Armistice Day, Longfellow's Birthday, etc. Stories of local history. Statues commemorative, tablets, historic houses in the pupil's vicinity, etc., serve to introduce stories of the past." Very clearly then, the aim of teaching history in the first four grades is threefold: 1. "To give young children a simple historic insight into the past by a study of some of the older types of civilization. Thus, the life of the Indians of the North, or the Aztecs, or of the pastoral peoples of Bibli- cal days may serve this end. 2. To familiarize children with the facts that explain the common cele- brations. 3. To acquaint the children with a few of the most illustrious leaders in the history of mankind."2 In the second grade the teacher should begin consciously to assist the child in reading and understanding the social life of which he is a part. This can be done by constant and careful contrast and comparison of present day and past life. Society--social conditions and relationships--as we have it today may be traced from its earliest beginnings and most primitive forms. Through this method of presentation--from the present to the past, then to the present-- is developed the idea of the elements of time, place, movement, and change. From this idea of time, place, etc. develops the historic sense. The content of the first four grades may be based on felt needs expressed by the pupils. Particularly is this true of the fourth grade since here for the first time the child is brought into contact with American history as such. Prior to the fourth grade the basis of most of the history presented has been local; now, for the first time, a pyramiding of successive events may be led to culminate in the thing trying to be taught--the colonization of Georgia, for example. Each historical fact has a definite background in the religious, political, social, economic, or moral customs and/or conditions in some locality --some state, some country. The location and consideration of these factors--their imports and their results--are of importance to fourth grade children. History, in the last analysis, is a presentation of facts which are the 1 Klapper, Paul, "The Teaching of History," p. 164, D. Appleton & Co. 2 Klapper, Paul, "The Teaching of History," p. 165, D. Appleton & Co. 173 causes and/or effects of conditions. The facts should be presented accurately and vividly in order that history concepts may be accurate and vivid. A fact of today should always be placed relative to facts of yesterday--the present in its right perspective to the past. FIRST GRADE HISTORY Basal Text: None. (See course of study material.) Supplementary Texts: None. (See course of study material.) Recommended in Addition to Above: None. (See course of study material.) Manuals: Basal Text: None As suggested earlier the history work of the first grade, instead of being history in any true sense, is a set-up of material in history, civics, geography, etc. Through means of it the first definite conscious effort to socialize the child is made. A first grade child is limited in his reactions to his environmental experiences. His immediate environment should therefore provide the basis of his first year's work and much of the second. The social and industrial life, though built up from their constituent parts, should form a unified whole. Strict and formal classroom control of the subject should not be attempted. Make the method informal and illustrate by every means at the teacher's disposal--pictures, drawings, stories, songs and games. The home--its family members, pleasures, and needs; the community--its activities, products, and needs; the school--its activities, its students, its teachers, its programs (based on recognized holidays)--these together may be woven into an interesting first grade history course. SECOND GRADE HISTORY Basal Text: None. (See Course of Study Material). Supplementary Texts: None. (See Course of Study Material). Recommended in Addition to Above: None. (See Course of Study Material). Manuals: Basal Text: None. The first grade dealt very largely with the social life--the home, the community, the school--of the individual pupil. Klapper, Kelty, McMurry, Johnson and others recommend introducing the child to his industrial envi- 174 ronment in the second grade. The statements made in the first grade section apply very largely to the subject content of this grade except that the child's industrial and social life, rather than his social life alone, is under consideration. The first grade considered largely the social needs and attitudes of the child; the material of this grade may deal largely with the industrial aspect of his life and his environment. A child's early experiences deal largely with his physical needs and/or pleasures--food, clothing, shelter, play. Here too, as in the first grade, comparison and contrast of two sets of conditions--past and present--help to form a foundation for the local history of the third grade. Historical facts may be developed through celebrations of holidays observed in the class, the school, or the town. The cHld in the city has available many means of studying his industrial environment. Factories, foundries, mills, etc., are brought to his attention daily. On the other hand the industrial life of the rural sections (if any) is hardly conceivable to him. The rural child has the opposite problem facing him. The needs of the individual pupil, then, determine the point of contact between experience and teaching. As in the first grade, informal discussion initiated by the pupil should constitute the essence of the method. Games, songs, pictures, stories, etc., as in the first grade, may be the media of method. Such as the following may constitute the subject matter of the grade: excursions, drawing, dramatization, modeling and constructing, writing, games, food, shelter, clothing, holidays, types of people in America, schools, parks, and many other activities related to mankind. The teacher may well outline for this grade a program which considers community activities in relation to individual and community needs. THIRD GRADE HISTORY Basal Text: None. (See Course of Study Material). Supplementary Text: None. (See Course of Study Material). Recommended in Addition to Above: None. (See Course of Study Material). Manuals: Basal Text: None. Socialization and humanization of history and a study of it, not as a succession of facts, but as casual events which have woven the fabric of which present day civilization is made--this is the ideal toward which to strive. All history must consider the modern and the ancient, the new and the old. Let this constitute the basis of third grade history. The work of this grade is similar in character to that of the two preceding grades--the order of development being from the present back to the past and then to the present, forming a complete cycle. 175 As in the first and second grades, local history should be the basis of teaching, with a natural and logical expansion from the child's immediate environment--home, school, playground, etc.,--to broader fields--nearby states-- to a limited extent. The teacher may now begin to devote more time to the study and consideration of those who have made our nation. Consciousness of home, town, state, and nation--patriotism--should begin to develop in the child. This can best be done through a judicious use of history. Present the facts so that they are concrete and simple and informal. Take advantage of the medium of dramatization. A simple note-book might be kept by the child since no text-book is used. All of the material in this note-book need not be written; much of it may and should be graphic--pictures and illustrations showing and explaining and vitalizing the thing being considered. Dramatization, story telling, excursions, pictures, etc.,--these constitute very largely the method of third grade history. SUGGESTIVE OUTLINE I. Your State--Georgia--its past and present: 1. The State. a. Original and present boundaries. b. Origin and present inhabitants. 2. How early Georgians lived. 3. Georgia and Virginia and the Carolinas. 4. Georgia's largest city. 5. Prominent Georgians--past and present. II. Your County and County-Seat. 1. Name of county and county-seat. 2. Size and shape. 3. Location in the State. 4. Historic spots and associations. III. Early Life in your County and State: 1. Type of community. a. Agricultural. b. Industrial. 2. Early inhabitants and settlers. 3. Early history of your town. 4. Prominent people--then and now. a. Artists. b. Inventors. c. Educators. d. Ministers. e. Philanthropists. In this grade, when leaving local history, the teacher, may build stories around such National Holidays as: 1. Christmas--December 25th. 2. Thanksgiving--Last Thursday in November. 176 3. Memorial Day--April 26th. 4. Armistice Day--November 11th. 5. New Year's Day--January 1st. 6. Independence Day--July 4th. 7. Labor Day--First Monday in September and such Legal Holidays as: 1. Birthday of Robert E. Lee--January 19th. 2. Washington's Birthday--February 22nd. 3. Birthday of Jefferson Davis--June 3rd. and such Special Days as: 1. Uncle Remus Day--December 9th. 2. Georgia Day--February 12th. 3. Arbor and Bird Day--First Friday in December. 4. Temperance Day--Fourth Friday in March. (See Ga. School Code, Sec. 168.) FOURTH GRADE HISTORY Basal Text: None. (See Course of Study Material). Supplementary Text: None. (See Course of Study Material). Recommended in Addition to Above: None. (See Course of Study Material). Manuals: Basal Text: None. In the first three grades the teachers have devoted their time largely to the history of familiar landmarks and heroes. In the third grade the work has expanded from the immediate community to the state and nation and has considered the best known national as well as local heroes. Presumably, this has created in the child an ever widening interest in history and historical reading. So, at the beginning of this grade, we should have a pupil who is ready and anxious to know why and how we live as we do today, why and how our state, our nation, our world has become what we find it today. The work should be planned in definite units and movements and the individuals involved in the movements should be considered together. Discovery, emigration, colonization, the westward movement--their origin and their impetus and their present day counterparts should be pictured accurately and vividly. The history makers of early America beginning with Columbus and enumerating the host of pioneers, discoverers and travelers should be woven into a design of interest and beauty for the child. The movements of peoples, the surging courses of nationalities--the Quakers, the Virginians, the Puritans, the Dutch, the French, the Scotch-Irish, and the mixture of races which seeped into Georgia--constitute a fertile field and rich material from which to construct the history of this grade. 177 Stress the deeds and actions of individuals. Teach through stories and dramatization. Use all of the illustrative material available. As in the third grade the children should keep a history note-book. In it should be recorded all work out of which the child may actually formulate a concept of a historical fact. The teacher's organization of material will largely determine the type of note-book the child will keep. It goes without saying that, since there is no text-book available for the teacher's use in these lower grades, the ultimate success of the course depends upon the method and manner of collecting and organizing materials. In short, only by means of a well-organized plan based upon a real grasp of the subject matter and data can a teacher secure desirable results. A daily outline and a topical plan are almost necessary to secure a properly developed, coherent sequence of subject-matter. Unless mimeographed and distributed to the children, most of the subjectmatter of this grade will be presented orally by the teacher. This requires a definite technique. In presenting a new unit the teacher should: first, connect the new situation or material with related material previously used; second, present new material through a medium familiar to the child; third, development of new ideas and enlarged facts to their fullest possibilities; fourth, connection and tie-up of the old and new; and fifth, such study and review, reading and seatwork as fixes the whole unit in its proper perspective in the child's mind. The following is a suggestive general outline for the work of the grade. (The teacher should build this up in detail). I. Discovery: a. America. > II. Colonization; a. New England. b. Atlantic Coast. c. Georgia. d. Great Lakes Region. e. The Mississippi Valley. III. Colonial Wars: IV. Sectional Strife: V. Commerce: How, why, and where it developed. FIFTH GRADE HISTORY Basal Text: "First Lessons in American History (Revised Edition)," Evans, published by Benj. H. Sanborn & Company. "First Lessons in Georgia History," Evans, published by the American Book Company. Supplementary Texts: None. 178 Recommended in Addition to Above: None. Amount of Text to be Covered: "First Lessons in American History (Revised Edition)," complete. Manuals: Basal Text: None. Under the plan of the last five year adoption (1924-1928, inclusive) Evans' "American History" was placed in the fifth grade, Evans' "Georgia History" and Mace-Tanner "Old Europe and Young America" in the sixth grade, and "United States History" in the seventh grade. The new adoption (1929-1933, inclusive) has added civics to the seventh grade. Because of the unusual amount of work piled on the seventh grade it seems permissable to suggest an alternative distribution of the social science subject matter of these grades. Instead of having Evans' "American History" only in the fifth grade, an outline allocating both American and Georgia history to that grade is furnished herein. A more detailed outline for American History is also preferred in the event it is desired to handle the subject more intensively. The course of study outline also provides for "Georgia History" and "Old Europe and Young America" in the sixth grade. If taught here the outline for the fifth grade may be used. ELEMENTARY HISTORY INTRODUCTION. History has to do with human experience. It represents men as acting in groups, as a rule under the influence and guidance of great leaders. Human action is always the outward expression of the human spirit as it seeks to achieve its purpose and to realize its ideals. Actions, deeds, and events are merely symbols of the emotions and ideas which sway men in their daily living, whether in times of peacful industry or in moments of stormy revolution or devastating war. It is the function of the teacher of history to reveal and interpret the past so that the learner may understand its bearings upon the present and see clearly that the life of today is largely the outgrowth of days gone by. The studies herein presented are an attempt to find materials in history that can be presented to the child in such a way as to produce a definite result--a result that will be evidenced in a better understanding of our national life, a truer sense of historical values, a keener appreciation of our international obligations and a nobler conception of American citizenship. GENERAL SUGGESTIONS 1. Correct reading of the text, so that the child will get an intelligent grasp of the meaning of deeds, actions and events. 2. To call into play the sympathetic and dramatic imagination, to stimulate 179 the child through good thought questions to genuine, constructive thinking toward a definite end. 3. Biography is important because personality makes the strongest appeal to the child. The letters, speeches, diaries, etc., of great men will prove interesting. 4. Correlation with other subjects to develop the interdependence of different phases of life. 5. The observance of public holidays is an element in community life, and such observance will help the child to realize how vitally human actions of earlier days are related to the life of his time. Thus he comes to know that not only is the present inextricably linked with the past, but that this past is a precious part of the life of his community. ANNIVERSARIES AND SPECIAL DAYS FOR ALL GRADES Discovery Day. Armistice Day Thanksgiving Day Christmas Lee's Birthday Oct. 12 Nov. 11 Dec. 25 Jan. 19 Georgia Day Feb. 12 Washington's Birthday Feb. 22 Memorial Day April 26 Jefferson Davis's Birthday.-.June 3 Others FIFTH GRADE HISTORY Texts: Texts: Evans' First Lessons in American History. Evans' First Lessons in Georgia History. Aims: (1) To give children a series of history stories about the discoverers of the New World, which can be re-lived, in a measure through imagination and sympathy. (2) To give ideas of life in the first English Colonies. (3) To present the history of the Georgia Colony relating it to the nation as a whole. Method (1) Correlate the two texts, using the American History as a background for the Georgia History. (2) Texts and reference books in the hands of the pupils. (3) Pictures, slides, stereographs and maps to be used freely. (4) Supplementary stories, descriptions and poems. (5) Dramatization of simple scenes. FALL TERM AMERICAN HISTORY. Chap. 1. Discoverers and Explorers: A. Christopher Columbus. B. John Cabot. 180 C. Americus Vespucius. D. Balboa. E. Magellen. F. Ponce de Leon. G. Cortez. H. Narvaez. I. De Soto. J. Coronado. K. Verrazano. L. Cartier. M. Champlain. Chap. 2. The English Colonists: A. Sir Walter Raleigh. B. The Settlement of Jamestown. C. The Settlement of Plymouth. D. Other Colonies in New England. E. The Dutch Come to the New World. F. Lord Baltimore and the Colony of Maryland. G. William Penn and the Colony of Pennsylvania H. The Carolina Colonies. I. James Oglethorpe and the Colony of Georgia J. The Original Thirteen Colonies. Chap. 3. How the French Lost America: A. Marquette Explores the Mississippi. B. The French Claim Louisiana. C. The Young George Washington. D. Braddock's Defeat. E. The Capture of Quebec. F. Life in the Colonies: (1) Customs and Beliefs. (2) Travel. (3) Servants and Slaves. GEORGIA HISTORY. Part 1. Georgia as a Colony: A. The Study of State History. B. Early Explorers of Georgia. (1) Ponce de Leon. (2) Hernando de Soto. C. The Indians of Georgia. (1) The Muscogees. (2) The Uchees. (3) The Cherokees. D. Indian Legends. (1) The Legend of Hiawassee. (2) The Legend of Nacoochee. 181 E. The Colonies in America. (1) Early Settlements in North America. (2) English Colonies. (a) The Carolinas. F. Oglethorpe and the Debtors' Prisons. G. The Settlement at Savannah. (1) Tomochichi. H. The Progress of the Colony. (1) The Salzburgers. (2) The Scotch Highlanders. (3) The Moravians. I. Trouble with the Spaniards. J. George Whitefield. K. Administration of William Stephens. (1) Mary Musgrove. At the End of Twenty Years. (1) The Trustees Surrender Their Charter. M. Administration of John Reynolds. N. Administration of Henry Ellis. O. James Wright appointed Governor. P. Enlargement of Territory. Q. The Stamp Act in Georgia. (1) The Spirit of Resistance. (2) On the Eve of the Revolution. AMERICAN HISTORY Chap. 4. Heroes of the Revolution: A. Patrick Henry. B. Samuel Adams. C. The Minute Men at Lexington. D. General George Washington. E. Attack on Charleston. Declaration of Independence. F. Trials and Triumphs of the Patriots. G. Marion and Sumter. H. The End of the War. I. Benjamin Franklin. J. Daniel Boone. K. George Rogers Clarke. L. Robertson and Sevier. GEORGIA HISTORY Part 2. Georgia in the Revolution. A. Beginning of the Revolution. (1) Preparing for the conflict. (2) The Royal Government overthrown B. Organizing the State. 182 C The British Invade Georgia. (1) The British capture Savannah. (2) The British overrun Georgia. (3) Instances of Adventure. D, Progress of the War in Georgia. (1) The Attack upon Savannah. (2) Dark Days of the Revolution, (a) Robert Sallette. (b) Nancy Hart. (c) Elijah Clarke. (3) The Seige of Augusta. (a) Augusta captured from the British. E. The End of the War. (1) James Jackson. (2) Hardship and Heroism. SPRING TERM AMERICAN HISTORY Chap. 5. The United States: A. Organizing the Government. B. Thomas Jefferson. C. Stephen Decatur punishes the pirates. D. Purchasing and Exploring Louisiana. E. Robert Fulton perfects the steamboat. F. The War of 1812. (1) Andrew Jackson and the battle of New Orleans. G. Progress and Improvements. H. Henry Clay. I. Daniel Webster. J. John C. Calhoun. K. Morse invents the electric telegraph. L. Texas becomes a part of the United States. M. We acquire the Pacific Slope. N. The Progress of the Country, GEORGIA HISTORY Part 3. Georgia as a State: Lessons 51-65. A. The beginnings of Statehood. (1) Georgia enters the Union of States. B. Eli Whitney and the Cotton Gin. C. The Yazoo Fraud. D. Progress of the State. (1) Georgia and the Steamboat. (2) Life and Customs. E. Crawford and Clark. 183 F. Troup and the Treaty. (1) Georgia defies the General Government. (2) Removal of the Cherokees. G. Higher Education in Georgia. H. Our First Railroad. I. Crawford W. Long. AMERICAN HISTORY Chap. 6. Heroes of the Civil War: A. Abraham Lincoln. B. Jefferson Davis. C. Stonewall Jackson. D. Robert E. Lee. E. Ulysses S. Grant. F. The End of the War. GEORGIA HISTORY Part 3. Georgia as a State. (Continued). Lessons 66-75. A. Political Disturbances. B. War Threatening. (1) Georgia Secedes from the Union. C. Beginnings of War. D. Progress of War. (1) From Chattanooga to Atlanta. (2) The March to the Sea. (3) The Federal Army in Control. E. Georgia again in the Union. F. Georgia since the War. AMERICAN HISTORY Chap. 7. A Reunited People. A. After the War. B. Progress of the Country. C. The War with Spain. D. Recent Events. Chap. 8. The World War: A. How the War Began. B. Progress of the War. C. The United States enters the War. D. The End of the War. SUGGESTIONS 1. Acquaint pupils with life in Europe. Re-create homelife, court scenes, travel, etc. Compare with those of today. 184 2. Emphasize relations between the settlers and the Indians, showing influence of one upon the other. Memorize legends of Hiawassee and Nacoochee. 3. Arouse pupils' interest in local historical spots, as Meadow Garden, The White House, Fort Cornwallis (St. Paul's Church), Lee's Tower (Cotton Exchange), Powder Magazine (Sibley Mill), Richmond Academy, Augusta Arsenal. SIXTH GRADE HISTORY Basal Texts: (1) ''First Lessons in Georgia History," Evans, published by the American Book Company. (See Fifth Grade outline.) (2) "The Story of Old Europe and Young America," published by Rand, McNally & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Texts to be Covered: (1) "First Lessons in Georgia History," complete. (2) "The Story of Old Europe and Young America," complete. Manuals: Basal Texts: None. "Children at this age are not philosophers, nor are they interested in ab- stract questions of government and social order, but in all the lively, pictur- esque, and adventurous phases of life."* , The history of the preceding grades has been disconnected and rambling, and consecutive casual movements have not been considered. In this grade and in this section (an outline for Georgia History will be found under the Fifth Grade) we begin to consider history chronologically. The many consecutive elements of colonial development should be formulated into different and definite movements: "One of the most difficult problems in teaching ... history ... is, how to carry along simultaneously the main threads of historical action and to maintain a comprehensive grasp of the complex forces at work."f The first part of the content of this grade presents the Old World Background of American civilization; the second part traces America's inheritance from England, Spain, France and other European nations. This course, outlined covers the following topics: * McMurry, Charles A., "Special Method in History," p. 119, The Macmillan Company, t McMurry, Chas. A., "Special Method in History," p. 120, The Macmillan Company. 185 I. Life in Prehistoric Times. II. Contributions of the Eastern Nations to present day America. III. Greece--her stories and myths; how she taught men to be free, to love democracy; how Athens lived and taught; why and how she failed. IV. Rome--her beginnings; her conquests; her empire; how her people lived; her contributions to literature, politics, government, and law; her downfall. V. Beginning of Germany and France- VI. England. VII. Life in the Middle Ages. VIII. How social changes, trade, inventions, and explorations brought about our own times. IX. European nations strive with each other in Europe and America. Europe expands and America begins. America's ancestors. I. Life in Prehistoric Times: 1. ;'Homes--trees, caves, huts, lake dwellings. 2. Weapons--stone hatchets, axes, spears, arrows, clubs. 3. Work of family--men hunted, fished, made weapons and boats, fought; women kept fire, gathered berries, etc., crushed grain, prepared skins for clothing, cooked, cared for babies. 4. Improvements--which slowly occured--use of fire; making of better weapons; making clay vessels, building boats of logs and skins; speaking a language; herding flocks; cultivating crops; domesticating animals; developing tribal life."* II. Contributions of the Eastern Nations to present day America: 1. Europe--America's fatherland. Why Europeans emigrated. What they hoped to find in America. 2. Europe--today and yesterday. 3. European Emigrants: Why they first left Europe. Why they still leave Europe. What America offers them. (Consider the cases of some European emigrants who have been successful in America.) 4. Life of the Earliest Men in Europe. (See Section I above.) Compare and contrast it with European and American life of today. 5. More Ancient Civilizations: * "Course of Study for Elementary Schools," 1929, Missouri. 186 Egypt. 1. Influence of location--surface, climate, and Nile River. 2. Social life--contrast rich and poor; study work of different classes; dress; education, religion. 3. Government--rule of Pharaohs; desire of kings to perpetuate their memories through embalming, mummification, and tombs. Connect with Biblical story of the captivity of the children of Israel. 4. Famous Architecture--still found in Egypt. a. Tombs--e. g. Pyramids, temples, e. g. Karnak, Obelisks, and the Sphinx. b. Study purpose, decoration, size and value to us today of each. 5. Contributions of Egypt to modern world-- a. Use of paper from papyrus plant. b. Pyramids, Sphinx and Temples--examples of architecture. c. Study of astronomy--making a calendar. Asia. Hebrews. Phoenecians. HI. Greece--her stories and myths; how she taught men to be free, to love democracy; how Athens lived and taught; why and how she failed. Greece--the First Great European Teacher and Thinker. 1. Influence of location, climate, coastline, surface, and peninsular shape or region upon the people and their civilization: a. Our debt to the Greeks: Love of the beautiful. Practical reasoning and thinking. Thoughts of "the good life." Government without kings--democracy. b. Greece, the sailor's country. The climate; the soil; the size; the sea in old Greek stories; some famous mythical sailors; these topics indicate the early Greeks' idea of the Mediterranean and the land unknown to them. c. Grecian conquests; Grecian colonies. Reasons for expansion; ea?ly explorers; Greek ships; the Eastern and Western Mediterranean peoples; Greek trade and trading posts; starting colonies--Gallic settlements, and African colonies. d. Grecian Cities--different types: Sparta, the soldier's city; Aegina, the sailor's city; Corinth, the merchant town; Athens, the ' Beautiful," the city of poets, artists, orators, generals. Discuss all of this so that the child may understand why it was difficult to secure concerted action of all the cities. Study the life in Sparta and Athens in detail. Introduce the pupil intimately to: Greek cities, statues, buildings, streets, markets, homes, schools, 187 Olympic games, and government. Portray famous Athenians and famous Spartans. e. Greek Government: 1. Original Tribal Customs. 2. The City--States--each a sovereign power with its own laws, gods, and army. 3. Development of hereditary nobles, or landed aristocracy-- from accumulation of large bodies of land. Greek tyrants--how they gained power and how they governed. Beginnings of statesmanship in this period. f. How tyrants aided in the rise of democracies. g. Development of political institutions in Athens: kingship, aristocracy, oligarchy, tyranny and democracy. 2. Greece attacked by the Persians: a. They fight for World Power. Greece's Foes--in the East, Persia; in the West, Carthage. Show why and how Persia was a dangerous enemy of Greece. Darius; the Battle of Marathon; Thermopylae; Themistocles and his maritime preparationsj^the battle of Salamis. 3. The "Age of Pericles;" the "glory of Greece:" Athens at the beginning of this period. The Delian Confederacy: Pericles' imperialistic dreams; his thirty years of progress; Sparta's jealousy; war between the Greek States-- particularly Sparta and Athens. Social Life in the Age of Pericles. Phidias Sophocles Euripides Aeschylus Aristophanes Socrates Herodotus Thucydides 4. Sparta becomes the leader of Greece. 5. Thebes becomes leader: Epaminaudos. 6. Alexander conquers Greece and the East. Macedon under Phillip (350 B. C.) Demosthenes. Alexander--a young man. Aristotle--his teacher. Alexander--the soldier. Alexander's Conquests. Alexandria--its influence; its wonders. Euclid--father of geometry. 188 Ptolemy--the geographer. Hippocrates--father of medicine. Erosthenes--the mathematician. 7. Greek influences upon our Present Civilization. Architecture Sculpture Literature Drama Grammar Philosophy Geometry Athletics Schools Science Medicine. IV. Rome--her beginnings; her conquests; her empire; how her people lived; her contributions to literature; politics, government and law; her downfall. 1. The Early Days of Rome. Its location in the Mediterranean world; Romans; its location on the Tiber; her harbor; neighbors; gods; kings. The beginning of Rome finds the Greeks educated, the Romans illiterate. Rome learned of Greece and her traders. The Roman alphabet is the Greek alphabet modified. Money, as a medium of exchange, the Greeks gave the Romans. Greek was the language of business on the docks and elsewhere. Therefore, the Roman learned it. 2. Rome becomes a Republic: It is an Imperial Republic, ruled by nobles (''patricians"), and developed through somewhat the same steps as that of Greece: (a) a written code of laws; (b) a Senate, a council to control affairs; (c) two Consuls; (d) the peasantry C'Plebians"). Picture a scene around the Roman Forum at this time in order to portray the political and social life of the town, occupations, dress, business, religion, politics, etc. 3. Rome Conquers Italy. Wars with the Etruscans, the Gauls, the Sammites. Establishment of Roman Rule in conquered Territory. 4. Rome and Carthage compete for Commercial Supremacy. Conflict on the seas. Sicily finally lost to Rome. Spain finally lost to Rome. Carthage destroyed. 5. Effect of world dominion on Roman life: Slaves and their uses. Greek slaves and teachers. Roman sources of books, music, art, architecture. 189 6. Julius Caesar and Pompey. Caesar's contributions. Pompey makes Rome mistress of the Eastern Mediterranean. 7. Caesar's Conquest of Gaul. Extension of Roman Empire boundaries. Rome--the teacher. Rome--in Britain. Caesar's story of the "conquest" The Gallic Wars. 8. The Roman Empire: What it was: Caesar--Dictator, Emperor. Age of Augustus--literature, science, social life, travel, education. Heterogeneity of the Empire. "The population of this vast Empire, which girdled the Mediterranean, including France and England, was made up of the most diverse peoples and races. Egyptians, Arabs, Jews, Greeks, Italians, Gauls, Britons, Iberians (Spaniards)--all alike were under the sovereign rule of Rome. One great State embraced the nomad shepherds who spread their tents on the borders of the Sahara, the mountaineer in the fastnesses of Wales, and the citizens of Athens, Alexandria, and Rome, heirs of all the luxury and learning of the ages. Whether one lived in York or Jerusalem, Memphis or Vienna, he paid his taxes into the same treasury, he was tried by the same law, and looked to the same armies for protection."* 9. New Thoughts in Rome: Christianity: Beginnings; Christian martyrs; missionaries; power and growth; Const antine. 10. The Downfall of Rome. 11. Rome's Influences on our Present Civilization: She unified the Mediterranean World. She contributed principles of law and government. V. Beginning of Germany and France: 1. The Roman Empire broken up by the Barbarians of the North. The Teutons--Franks, Vandals, Goths, Burgundians, Saxons, Lombards. The Goths under Alaric conquer Rome. Clovis and the Franks. Charlemagne, king of the Franks. 2. Charles the Great and his great Empire. Charlemagne's Wars and Laws. The Frankish Assemblies. Education and books. Reforms and Progress. Robinson and Breasted. "Outlines of European History," pp. 276-277. 190 3. The beginnings of Germany and France: Charlemagne's death; his empire divided--France and Germany; the Coming of the Northmen. 4. Influence of Charlemagne's life and work upon our present civilization. The Church kept Latin alive. Education (reading) was encouraged: Roman text-books were used. Books were carefully copied. 5. Feudalism; disorder; power of great landholders. VI. England--(on the middle ages). 1. The Norman Conquest: The Angles and Saxons; the invasion of the Danes; King Alfred and learning; the coming of William of Normandy; Norman rule; "Doomsday Book," Laws, progress of England under William. 2. Englishmen learn to desire good government: The good laws of Henry II; King John and "Magna Carta," how Parliament began. England acquires territory: Wales and Scotland. The "Hundred Years War:" England and France. VII. Life in the Middle Ages: Castle life and rural or town life; religion and the church. Feudalism. Vassals. Knights. Tournaments and sieges. Chivalry. The common people: workers, farmers. Taxes, dues. Growth of towns and villages. Guilds--laws, shops, trading. Religion--monasteries, education. The Pilgrims and the Crusades: What they did. VIII. How social changes, trade, invention, and explorations brought about our own times: 1. Great social changes. a. Rise of great national states. b. Break-up of the Universal Christian Church of Western Europe. c. Inventions: paper; printing; the compass, etc. d. European expansion through water routes. e. Commercial revolution. f. Increase in trade. 2. Rivalry for over-sea possessions and expanding commerce. Develop this through simple incidents and selected persons. 191 IX. Europe expands and America begins: 1. The crusades and their results: Reasons for and results of pilgrimages and crusades--an increased interest in travel, commerce and expansion, and a more widespread desire for education. 2. A new route to India is wanted. How it was found: Marca Polo's travels and the geographical knowledge he gave the world. Portugal and the Portugese. The African coast uncovered. Spanish ships find a New World. Columbus and the discovery of America. Spain's interest in a new route to India. Columbus' voyages. Spanish settlements begun. Americus Vespucius and America. Spanish conquest in the New World. The search for gold and silver; in the Islands; in Mexico; the use of slaves. French attempts at settlement in the New World. Their results. Elizabethan England, and the English "sea-dogs." England on the seas. Hawkins, Drake, Raleigh. Jealousy of England and Spain. The Spanish Armada. England becomes "Mistress of the Seas." 7. Raleigh's attempts to colonize the New World. The situation in America at the close of the 16th Century. SEVENTH GRADE HISTORY Basal Text: "A History of the People of the United States," Thompson, published by D. C. Heath & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: "A History of the People of the United States," complete. Manuals: Basal Text: None. 192 HISTORY SEVENTH GRADE Text: "A History of the People of the United States."--Thompson. Aims: 1. To stress the ability to get fundamental causes and follow to inevitable results. 2. To give in continuous form the growth and development of the United States and her place among the nations. 3. To strengthen ability to read and organize material for the solution of problems. Methods: Certain large topics or units are here selected for study, and it is suggested that the work of the class may be vitalized by organizing the subject-matter or centering the class discussions around certain big problems to be solved. Thus the facts in the lesson may be learned in their relation to a determining idea, and pupils may be trained to reason from cause to effect. In a discussion of the organization of history around big problems the following is taken from Wilson's "Motivation of School Work": "Every phase of history work lends itself to problem treatment. Any topic not attaching itself to a problem of vital significance should be omitted. The text is servant, not master. The problem should be as broad as the advancement of the class will permit. It is better to make the class realize the importance of a few vital problems, even if it means the sacrifice of pages. Properly handled it will mean the gain of many pages and in any case, a gain in truth." It is to be expected that the instructor of this course will richly supplement the adopted text by reference to other histories, and that the students taking the course may so acquire the habit of supplementary reading that historical reading may form an important part of their self-culture. For this purpose there will be found in the Appendix of the adopted text two lists of books suitable for collateral reading--one for the use of teachers, and the other for the use of pupils. This collateral reading includes material for information, to make history interesting and inspiring, to give acquaintance with historical literature and to make history real. Instructors in this course should be familiar with books on the method of teaching history of the following type: Wayland--"How to Teach American History." Johnson--"Teaching of History." 193 FORMATION OF AN AMERICAN PEOPLE I. Finding the New World "A Change is Always Brought About by a Felt Need" Problems: What was the need? What were the resulting changes? 1. Trade Between Europe and the East: a. Desire for a water route to India. b. This desire uppermost in the mind of Columbus. c. Leads to the discovery of America. 2. Successors to Columbus: a. Significance of the voyages of John Cabot; of Americus Vespucius. b. Geographical knowledge obtained through later Spanish explorations. "A History of the People of the United States," Chaps. I and II. II. Colonizing America Problems: Who were the rivals for possession of the New World? What were the bases of the claims of each? Which got the best bargain? 1. The Spaniards settle in and around the West Indies, and on account of her rich American possessions Spain becomes the foremost nation of the world. 2. Other Nations Plan to Cripple Spain's Power by making settlements in America. 3. Conditions in Europe Favorable to the Colonization of America: a. Shifting of the center of commerce to Western Europe. b. The Reformation. c. The balance of power. 4. Spheres of the Settlements of the Rivals of Spain: a. The French settle Canada. b. The English settle between the Spaniards and the French. (1) Raleigh's "Lost Colony." (2) Joint-stock commercial companies organized in England to make settlements in America. (3) The first permanent English settlement in America. c. The coming of the Dutch, who settle between the English and the French. "A History of the People of the United States," Chap. II. 194 III. The Early English Colonies 1. Virginia: a. The original policy of the London (Virginia) company not a success. b. Better times come with and success assured by: (1) The allotment of land to each man for his own use. (2) The planting of tobacco. c. Social and political matters: (1) The coming of women to the colony. (2) The first legislature in America and its most important act. (3) Introduction of slavery. 2. First Exiles for Conscience Sake: a. Religious dissensions in England. (1) The Church of England. (2) The Puritans--The "Nonconformists" and the "Separatists." (3) The "Separatists" later called "Pilgrims." (4) The Pilgrims settle at Plymouth. (5) The "Mayflower" compact. (6) The "Nonconformists" follow the Pilgrims to America. (7) Massachusetts a church-controlled colony. 3. Conditions of Catholics in England: a. Catholics settle Maryland. b. Maryland a proprietary colony. c. The "Toleration Act." 4. England's Rivals in America: a. Importance of West Indies. b. New France and New Netherlands. c. Importance of the Mississippi Valley. d. The English excel as colonizers. Problems: The elements of success found in the English colonies. What stepping stones for future growth were laid? Projects--Dramatizations: Meeting of the First House of Burgesses. The Signing of the Mayflower Compact. "A History of the people of the United States," Chaps. Ill and IV. IV. English Colonial Expansion 1. Religious Intolerance of Massachusetts Forces the Founding of Other Colonies in New England: a. Connecticut the only colony whose people framed a constitution. b. Rhode Island grants the religious freedom now found in the Consti- tution of the United States. a. New England Confederation. 195 2. Effect of English Politics Upon the American Colonies: a. The Civil War. b. The Commonwealth. c. The Restoration. 3. Life in the Colonies in 1660. 4. Conflict of Interests Between the Mother Country and the Colonies: a. England plans to use her colonies as a means for building up her commerce. (1) The Navigation Acts. (2) Importance of the Dutch colony in America to England's commerce. (3) Seizure of New Netherland and its gift to the king's brother, the Duke of York. b. The colonists assert their rights. (1) The independent spirit of New England. (2) Bacon's Rebellion. 5. Charles II Lavish in Gifts of Land in America: a. Grant of Carolina to eight of the king's friends. (1) Failure of the proprietary government of Carolina. (2) The division of Carolina. b. Gift of Pennsylvania to William Penn. (1) Persecution of Quakers in England. (2) Rapid growth of Pennsylvania under the proprietary government. 6. Oppression of the Colonies During the Reign of James II: a. The rule of Andros. b. The "Revolution of 1688." 7. Later Colonial Affairs: a. Changes in the governments of the New England colonies; of Maryland. b. Settlement of Georgia. Show on the map the location of the different colonies. "All we have of freedom, All we think or know, This our fathers bought for us, Long and long ago. Right to live by no man's leave Underneath the law." Problems: Find proof of the above in Chapters V and VI. Who are our "fathers?" What did they buy for us? What did their purchases cost? "A History of the People of the United States," Chaps. V and VI. 196 V. Contest Between England and France for World Supremacy Problems: Shall America be French or English? What was the relative strength of the contestants? Who won and why? If France had won, America would be very different today. 1. France under Louis XIV. Explain. 2. France Succeeds Spain and Holland as the Great Rival of England. 3. Possession of America Necessary to the Nation That Would be Supreme in the World. 4. The First Three Wars Between England and France That Spread to America: a. War of the League of Augsburg, known in America as King William's War. b. War of the Spanish Succession, known in America as Queen Anne's War. c. War of the Austrian Succession, known in America as King George's War. d. These wars result to the great advantage of England in Europe, but change very little the status of America. 5. The Fourth French War Begins in America: a. Known in Europe as the Seven Years' War, and in America as the French and Indian War. b. Early French victories in America, but final British success. c. Results of the Fourth French War, particularly the effect upon America. (1) Our country becomes permanently English, instead of permanently French. (2) Boundaries of English possessions in America greatly enlarged. (3) Increased self-confidence of American colonies. "A History of the People of the United States," Chap. VII. VI. From Colonies to Nation, or How Englishmen Became Americans 1. The People: The people who braved the dangers of the New World were in themselves different from those who stayed at home. Prove that this is true. a. Study of character of colonial Americans. Why this study is important. b. Life in English colonies in Eighteenth Century. "A History of the People of the United States," Chap. VIII. 2. Study of Funds mental Causes of the Revolution: Conditions and events leading to the American Revolution. England's policy toward the colonies. 197 Position of the colonists--Why Parliament did not represent the English people. a. Oppressive laws passed by Parliament. (1) Navigation Acts. Writs of Assistance. (2) Stamp Act, 1765. (3) Townsend Acts. 1767. (4) Intolerable Acts of 1774. b. Opposition of Pitt and other statesmen to this legislation. c. Resistant attitude of the colonies. (1) Theory of colonies as to representation. (2) Resistance to Stamp Act. Patrick Henry. John Dickinson. James Otis. Stamp Act Congress. (3) Boston Massacre. (4) First Continental Congress, 1774. Carpenter's Hall, Philadelphia. It would greatly add to the interest of this study to divide the class into two groups. Let one section represent the English, the other the Americans. Have a pupil responsible for each act of Parliament, or of George III and show their attitude toward the colonies by delivering speeches to the American section, who are to reply. Projects: Dramatization of-- Boston Tea Party. Edenton Tea Party. "A History of the People of the United States," Chaps. DX and X. 3. Beginnings of the Revolutionary War and Some Events of the War: a. First fighting--Lexington, Concord, Bunker Hill. b. Desire for Independence. (1) Sentiment in America. (2) Attitude of English Government. (3) Second Continental Congress, May 10, 1775, Philadelphia. (4) Declaration of Independence, July 4, 1776. (5) Adoption of our Flag, June 14, 1777. (6) Burgoyne's Invasion; Saratoga. (7) Valley Forge. (8) Alliance with France--LaFayette and others who aided. (9) War on the Sea--Paul Jones. (10) Surrender at Yorktown. (11) Results of War. Note: A detailed study of the events of the Revolutionary War is not here given, though the student should be encouraged to read about it. Only enough of the events of the war is given to show the spirit of American colonies in their struggle for freedom. 198 Problems: What are the "Red Letter" days in the story of gaining our freedom? To whom do we owe the success of the Revolution? To one man alone, or to many, including the women in the homes? Project: Make a special study of Washington as a leader. See Scudder's "George Washington" and Fiske's "War for Independence." "A History of the People of the United States," Chaps. XI, XII, and XIII. VII. Critical Period ORGANIZATION OF THE UNITED STATES OF AMERICA 1. The Articles of Confederation: First Constitution of the United States. Submitted to Congress, 1777. Adopted by all states by 1781. Reasons for slow ratification. a. Origin of the Articles. (1) Natural step with Declaration of Independence. (2) Outgrowth of the Continental Congress. (3) Earlier colonial steps toward union. Various conventions--Stamp Act Congress--Albany Congress. b. Provision of Articles. (1) Recognition of States rights. (2) Equal voting of all states. (3) No amendments made without vote of all states. c. Weak Points of Articles. (1) No president or national executive. (2) No federal courts. (3) Congress without power. (a) To raise troops. (b) To collect taxes. (c) To enforce treaties. (d) To regulate interstate commerce. (e) To guarantee its paper money. (f) Congress simply an advisory body to the states. Lacking power to enforce laws, the states did not respect it. d. Good the Articles Accomplished. Acted as a bond of union. Crystallized informal powers of Continental Congress. Was forerunner of Constitution. Passed North West Ordinance, 1787, 2. The Formation of the Constitution Need of change generally recognized, a. What were the needs occasioned by the weaknesses of the Articles? b. How well did the Constitution satisfy these needs? 199 A study of the purpose of the Constitution is clearly set forth in the preamble: "To form a more perfect union. To establish justice. To insure domestic tranquillity. To provide for common defense. To promote the general welfare. To secure the blessings of liberty to ourselves and our posterity." Events which led to the calling of a Constitutional Convention. Constitutional Convention, May, 1787, Philadelphia. Personnel of the Constitutional Convention. Questions in dispute: State Rights vs. Federal Power. Fear of aristocratic government and crushing of democracy. Question of representation from large and small states. Question of slavery and taxation. Question of power of Congress over commerce. Some of the great compromises agreed on. Final ratification, 1788. Adoption, 1789. (Note: Instructors will find the bulletin entitled, "The Meaning of the Constitution," published by the National Security League, helpful in preparing the above lessons.) 'A History of the People of the United States," Chap. XIV. VIII. The New Government THE FIRST GREAT REPUBLIC OF THE MODERN WORLD Problems: Find how the government was so organized as to (1) become effective at home, being no longer a "half-starved, limping government, tottering at every step," (2) become respected at home and abroad. 1. The President and the Vice-President: Congress. The Supreme Court. 2. Washington's Inauguration and First Administration: The Cabinet. 3. Sources of Revenue for the Nation: Hamilton's solution of problems. j a. The tariff--tax on imported goods. b. Tax on distilled liquor. c. Funding national debt in new bonds. d. Assumption of State debts by U. S. Government. e. Establishment of United States Bank. 200 Project: Plan a conversation between Washington and Hamilton, in which they discuss the needs of the new government. 4. Foreign and Domestic Affairs: a. Revolution in France. Oppression of common people. The king overthrown. b. European Wars and American interests. How could European wars affect us? Relations with France. Relations with England. "Citizen" Genet. Jay's treaty. Retirement of Washington. c. Beginnings of Political Parties. Policies of Federalists--Policies of Republicans. Opposing leaders--Hamilton--Jefferson. End of Federalist Control. X. Y. Z. affair. Alien and Sedition Laws. Virginia and Kentucky Resolutions. Project: Let one member of the class be a Federalist and another member an AntiFederalist, and stage an argument between them. d. Jeffersonian Democracy in power. Jefferson as President. His policy of democratic simplicity and economy. Purchase of Louisiana. Story of purchase. Napoleon's reasons for selling. Why United States desired it. Jefferson's bargain. Lewis and Clarke's expedition. Wars in Europe and their consequence to America. In many respects interesting comparisons may be made with Great War of 1914 Napoleon's War with England. Contest for commercial control. Effect on America. Shipping crippled. Embargo Act. Non-Intercourse Act. Jefferson's peace policy. Drifting toward war. 201 "A revolution means a turn over. The Revolutionary War meant turning from rule of England to rule of ourselves." Prove that the election of Jefferson was a political revolution. "A History of the People of the United States," Chaps. XV, XVII, XVIII. IX. The War of 1812 Problem: Prove that the War of 1812 may rightly be called "our second war for independence." 1. Causes: a. Long struggle between England and France. In Washington's time. Genet and Jay's Treaty. In Adams' time. X. Y. Z. affair. In Jefferson's time. British "Orders" and French "Decrees." Questions at issue: Interference with our trade. 2. Conduct of War: Some events of interest: Perry's victory on Lake Erie. Victories of the "Constitution"---"Old Ironsides." Burning of Washington. Attack on Baltimore--Francis Scott Key writes "Star-Spangled Banner." Battle of New Orleans after treaty had been signed. Secession sentiment in New England on account of the war. 3. Treaty of Ghent: Results of war. Strengthens national spirit. American republic respected by European countries. "A History of the People of the United States," Chap. XIX. X. Emigration to the West (about 1820) 1. Western Rush after War of 1812: Reasons for it. Indian power crushed. Danger of foreign interference removed. Picturesque pilgrimages. Roads, rivers and canals, wagons, and flat boats--finally steamboats. Character of the people. 2. The Settlers: Immigration from Europe. Account of oppression in Europe and opportunities in America. Emigration from eastern states. Life of the settlers. 202 Project: Imagine that you lived in these pioneer days. Keep a diary of your trip and the first days in your new home. 3. Formation of States and Territories West of the Alleghenies. Problem: Prove that the purchase of Louisiana was one of the greatest events in American history. 4. Union of East and West Through Internal Improvements: The Cumberland Road. The Erie Canal. "A History of the People of the United States," Chap. XX. XI. Industrial Development of the Country (1790-1820) 1. Industrial Revolution Due to Invention and Wide Use of Machinery: a. Begins in England. b. Extends to America. c. Rapid growth of the factory system in America. 2. Early American Inventions: a. The cotton gin; its effect upon slavery. b. The steamboat. The industrial revolution meant a turning from or a change of the old industrial methods and conditions. What were the old conditions? What new need presented itself? What were the inventions which brought about the needed change? Project: Debate--The invention of-- -had the greatest effect upon the industrial revolution. "A History of the People of the United States," Chap. XX. XII. New Problems 1. The Missouri Compromise: The problems raised. The fight in Congress. Project: Let members of the class represent slave holding and non-slave holding members of Congress and make the Missouri Compromise. 2. The Monroe Doctrine: a. The Spanish colonies in America. b. The new republic. 203 c. Monroe's message. d. Its bearing on present-day problems. "A History of the People of the United States," Chaps. XXI and XXII. XIII. Jackson as President. Leaders of a New Democracy. Spirit of the Jacksonian era--Spoils system. Policies of Jackson's administration. Sectional differences intensifying. The Webster-Hayne Debates. Tariff of 1832. Nullification. The Abolitionists. Projects: Contrast the two great Democrats, Jackson and Jefferson. Stage the Webster-Hayne Debate. "A History of the People of the United States," Chap. XXIII. XIV. Expansion--Texas and the Far West 1. Texas--A Province of Mexico. Inhabitants--Indians, Spaniards, and pioneers from the United States. Revolt of Texas. Trouble with Mexican government. General Sam Houston victorious. Independence of Texas. Annexation to United States, 1845. Problem: The existence of slavery was one underlying cause of our war with Mexico. Prove or dispute. 2. The Oregon Question. Territory claimed and occupied by both England and United States. Agreed upon 49th parallel as boundary for United States. 3. The Cause of War with Mexico. Quarrel with Mexico over boundary line. Result of war. Annexation of territory by treaty and purchase. Geography of the new territory. "A History of the People of the United States," Chap. XXIV. XV. Progress of the Country at this Stage Problem: Prove that our country in these days was a great improvement on the days of Washington. "A History of the People of the United States," Chaps. XXV and XXVI. 204 XVI. Territorial Expansion and the Slavery Question SLAVERY IN THE NEW TERRITORY Problem: The invention of the cotton gin caused the extension of slavery and led to slavery controversies Prove or disprove. 1. Discovery of Gold in California. How the discovery was made. Emigration to the gold fields. Results of the discovery--trade and commerce stimulated. Pacific coast developed. Need of railroad system. California asks admission as free State. 2. Compromise of 1850: Questions at issue. 3. Slavery: Extent of its influence. Attacks on slavery as morally wrong. These go on side by side with great political struggles. Character of slavery in the South. Disappearance from the North. Why no factories in the South. The Abolitionists. Growth of sentiment in the North. Personal liberty laws. Difficulties in the way of abolishing slavery in the South. 4. The Kansas-Nebraska Bill: Its relation to Missouri Compromise and Compromise of 1850. 5. The Dred Scott Decision: 6. John Brown's Raid--Effect on the South. "A History of the People of the United States," Chaps. XX, XXV and XXVII. XVII. Crisis of the Republic--One Nation or Two The seeds of the Civil War were sown in the Constitutional Convention and had been growing ever since, first in one part of the country, then in another. Prove. Election of 1860. Beginnings of Secession. Opposing points of view. State sovereignty in the South. Federal sovereignty in the North. 205 Study of Sectionalism. Problem: The geography of the country had a great effect upon the conduct and final outcome of the Civil War. Prove. The Doctrine of Secession: How the issues were viewed from each side of the controversy. Sincere devotion to what each side believed to be right--on part of leaders and people. Formation of the Confederacy. Causes of the Civil War: Review of indirect causes of war. State sovereignty. Slavery. Direct causes. Secession. Firing on Fort Sumter. Compare the North and South at Beginning of Hostilities. a. In industries; b. In agriculture; c. In man power; d. In ideals. Note.--No detailed study of the military operation is here outlined. A few of the great battles may be selected for type studies. "A History of the People of the United States," Chaps. XXVIII, XXIX and XXXI. XVIII. The Proclamation of Emancipation 'A History of the People of the United States," Chap. XXX. XK. Conditions in the Country at the Close of the War QUESTIONS SETTLED BY THE WAR Reconstruction Problems: National questions: Status of the seceded states. Lincoln-Johnson theory. Had Lincoln lived. Growing understanding in the South. Influence in the North. Opportunity to reconcile two sections. Methods of Reconstruction: Amendments to the Constitution. Reconstruction Acts of Congress. Quarrel of Congress and President. Impeachment of Johnson. 206 Troubles in the South. Carpetbag rule--the nature of it--its horrors. Ku Klux Klan. Federal repression. The passing of carpetbag rule--unreasonable and not possibly permanent. Growing Understanding in the North. Withdrawal of troops by Hayes. Sectional feeling begins to die. "A History of the People of the United States," Chaps. XXXII and XXXIII. XX. Review of the Progress of the Country (1865-1910) The Rise of the New South. Problem: Contrast the wonderful possibilities of the New South with those of the Old South. The United States as a World Power. Problem: Trace the rise of the United States as a world power. "A History of the People of the United States," Chaps. XXXV, XXXVI, and XXXVII. XXI. Present-Day History The Great World War--1914-1918. Germany seeks to dominate the world. German military autocracy. Mitteleuropa. The Tripple Alliance. The Tripple Entente. The Balkan States. "Berlin to Bagdad Railway." The Outbreak of the War. Murder of the Austrian Archduke, June 28, 1914. Spark that causes a world conflagration. Austria declares war on Serbia--Germany's attitude Germany declares war on Russia. Neutrality of Belgium violated. Other declarations of war in 1914. Germany loses her colonies. Italy joins Allies--1915. How the war affected America. Submarine warfare. Germany's faithlessness. Why we declared war on Germany. 207 Patriotism of our people: (a) Enlistment. (b) Bonds, stamps. (c) Red Cross. (d) War taxes. (e) National control of food, fuel, transportation. (f) On the high seas. (g) On the battle front. The Hindenburg Line. Collapse of Russia. The Great German Drive--1918. Smashing the Hindenburg Line. The Armistice--November 11, 1918. Peace Conference at Paris. "A History of the People of the United States," Chaps. XLII-XLV. The Treaties of Peace: The League of Nations. The effort to break down militarism consistent with American ideals. Problems: Who or what caused the World War? Who or what won the war? What did our "brothers" buy for us in this great war? What are we doing to preserve what they "bought for us"V (a) The Limitations of Armament Treaty (b) The "Dawes Plan." (c) The World Court. (d) The Kellogg-Briand Treaty. "A History of the People of the United States," Chap. XLVI. Attainments: 1. Children should have formed habits of reasoning from cause to effect in human affairs. 2. Should have the ability to organize and collect material for the solution of problems. 3. Should be able to reproduce in simple oral and written English accounts of historical events and movements. 4. Should have an interest in American and world affairs within thencomprehension. 5. Should have an appreciation of American policies, past and present and a desire to see her ideals and standards enshrined in the lives of her individual citizens. 208 SIXTH AND-OR SEVENTH GRADE CIVICS Basal Text: "Elementary Community Civics," Hughes, Allyn & Bacon. Georgia Supplement to above. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete in seventh grade. Some of the simpler parts may be used in the sixth grade. Manuals: Basal Text: None. Note: No text is suggested below grade six. ELEMENTARY GRADES CIVICS Civics has formerly been a subject presumably adapted only to problem and abilities of high school students. Until recent years it has been a subject which dealt traditionally with the set-up and machinery of government. It was a subject developed not for the child but for the adult. What did the constitution then, or what does it now, mean to a child just entering the elementary school? It was an excellent piece of work when the writers on civic matters, and the authors of civics text-books, decided to meet the demand for reasonable material by making civics a study not of government only, but of the many other things of civic interest. The school child today is interested in his schools, the city parks, the city's health, the city's transportation problems, and all of the other things which go to make up the life of a city, a town, or a rural district. Whether present text-books tend too much away from governmental manipulations or not, cannot be answered, but certainly it can be said that the vitalizing factor of interest is guaranteed in the new civics where it was almost eliminated in the old idea of it. The child should know the facts of his immediate surroundings; he should be cognizant of, and grasp the major municipal problems which his newspaper reports; the public services he may expect from various sources should be known to him. He should be cognizant of some municipal, state, and national problems--civic, social and financial. Every effort should be made by the teacher to have school children live as junior citizens. School administrators should strive consciously to develop organizations similar to that under which the child will live as an adult. Let the child in school be a citizen, not an underling. Utilize all children's organizations--Boy and Girl Scouts, Camp Fire Girls, etc., and by all means tie the teaching of civics to some vital social welfare 210 agency in the community which will assist the child in isolating and denning some of the problems of adult society. Assuming that the first grade pupil is as much a citizen of our State as a seventh or eighth grade pupil, why should we consciously teach civics in the upper elementary school and neglect it in the lower grades? For no reason at all other than that it has been done. The authors of "A Course in Citizenship and Patriotism"* (available from the Georgia Library Commission) suggest that a definite theme of citizenship be considered throughout the grades. The work in the First Grade should revolve around the Home as a center. Kindness, helpfulness, devotion to family, love of individuals--all may be woven into one great theme which will vitalize the teachings of the school and make concrete for the child many of those abstract virtues which we have allowed all too long to remain abstract. In the Second Grade the School and the Playground may be made the center of interest. Instead of allowing the child to gain his knowledge and formulate his ideas of his school, his playground, and his playmates and schoolmates from incidental contacts, probably unhappily made, help him through direction, instruction, and supervision to see meanings and opportunities greater than he could otherwise grasp. Help him to begin to know and appreciate the significance of the public schools and what it costs to operate them; lead him into seeing the potentiality of playgrounds and playground activities. Help him to understand the facts and implications of his little world just as you do those of your world. Third Grade children are able to begin to be conscious of their neighborhood. If properly handled they will take pleasure and pride in doing this. Neighborliness--relation to others and recognition of their rights--is the keynote. The virtues to be emphasized and instilled in these first three grades should be taught through stories, poems, and deeds of kindness rather than through direct teaching. Fourth Grade boys and girls begin to know more about their town or city. They become conscious of and can be induced to study the various functions of city government as divided into departments--fire, health, police, street, construction and schools. Utilize the child's questioning to guide and direct his interests and to judge his ability. In Grade I the child studied the members of his own household; in Grade II his interests were allowed to extend to the playground and his playfellows; in Grade III he is brought into contact with the neighborhood; and in Grade IV he begins to know his city or town. The work of the Fifth Grade should make it possible for him to extend his interests and acquaintance to his nation as a whole. His everyday life should be related to the historic struggles and achievements which make possible the type of life he is living. He might be impressed with his responsibility as a citizen. His rights and corresponding obligations should be apparent to him. In this grade the opportunity for the child to learn more of the workings of the social, civic, and business world about him should present 'A Course in Citizenship and Patriotism," Houghton, Mifflin Co. 211 itself. In this grade he should begin to collect those facts that will constitute, in later years, the basis for his reasonings about government. The following are illustrative of the types of problems in which he might become interested: I. The Georgia Public Service Commission: (a) Its powers? (b) Its members? (c) What does it control? (d) Its relation to transportation? 11. Your City Government: (a) Is it commission form? (b) If not, how organized? (c) What does it cost? (d) Why do people pay city taxes? (e) Divisions of City Government. 1. Streets 2. Sanitation 3. Schools 4. Police 5. Fire 6. Water and Lights 7. Etc. III. Your County Government: (a) Board of commissioners or one-man commission(b) Other county officers? Their duties? (c) Relation to good roads? IV. State Government jn Georgia: (a) State laws. (b) State roads (Highway Department). (c) Taxation. V. Federal Government in Georgia: (a) Prohibition laws. (b) Narcotic laws. (c) Taxation. (d) Postal Service. VI. Schools: (a) State obligations. (b) County obligations. (c) City or district obligations. (d) Board of Education. 1. Size. 2. How selected. 3. Present members. 4. Their duties. 212 VII. Georgia--Your State: (See Georgia Supplement to Hughes' Community Civics--on the list of State Adopted Books). Reference Books: Dunn, "The Community and the Citizen;" Nida, "City, State, and Nation," The Macmillan Company; Hill, "Lessons for Junior Citizens;" Lapp, "Our America," Bobbs Merrill. Magazines: The Survey; The World's Work; Scribner's Review of Reviews; The Outlook; The Independent; The New Republic. Intelligent patriotism is the paramount duty of all citizens. The Sixth Grade may be devoted entirely to the study of patriotism in its various phases and ramifications. The public schools should never allow a graduate to leave its doors who does not love his country dearly. In an age when this is harder, and harder to do, our schools and teachers must redouble their efforts in order to counteract the pernicious influences (within and without our country) which tend to tear down the fabric of our government and of democracy. The school child of this period should be given clear, concrete, intimate knowledge of his country's history. American ideals--honesty, sympathy, courtesy, industry, courage, self-control, reverence, a sacred regard for truth--these and all other desirable ones should become part of the child's nature by actual teaching in this grade. He should this year study critically his city water and milk supply and their inspection, the operation of his county, city, and State health departments, elections and the offices filled by election, courts and their procedures, and sources and causes of disease. t References: (See Fifth Grade, also State Adopted Book). In the study of civics in the Seventh Grade it will be necessary to treat more intensively much of the material already suggested in previous grades. The last big step--the correlation of the life of our nation with g-eat world movements--should consume considerable time. The child should realize how closely linked is our country to others across the seas. The peculiar social, governmental and other problems we face because of our very heterogeneous population should be impressed on his mind. The duty of the schools in helping our nation assimilate the foreigners who come to our shores asking admittance should be considered. Study immigration laws. In this grade also may be studied the various contributions of the nations to the werld's work. The following is a suggestive outline of work for the year: The City, Town, or Community: (a) Parks. (b) Roads. (c) Government. (d) Taxation. (e) Health. (f) Civic problems. (g) Schools. (h) Charitable Institutions. (i) Penal Institutions. 213 n. The County: (a) Government. (b) Laws. (c) Taxation. (d) Health. (e) Schools. (f) Poorhouses. (g) Penal Institutions. m. The State of Georgia: (a) Parks. (b) Forest preserves. (c) Other reservations. (d) Laws. (e) Government. (f) Taxation. (g) Schools. (h) Eleemosynary institutions. Asylums. Schools for deaf and dumb. Schools for blind. Schools for feeble minded, (i) Penal institutions, (j) Health Department. Tuberculosis Sanitorium. IV. Government as related to: (a) The citizen. (b) The community. (c) The city. (d) The State. (e) The nation. V. Government, expense of: There are many media for teaching Civics--morning exercises and talks, reading and story-telling, dramatization, and history and geography. The more elementary portions of the State Adopted Civics Text might be used in the sixth grade. 214 GEOGRAPHY GENERAL STATEMENTS General Objectives: The aim of teaching geography is to help the children discover "the relationships between life and the factors of the environment." We want the children to have an interest in, a knowledge, an understanding, and an appreciation of: 1. The customs, manners, and character of other peoples. 2. Our foods, clothing, and shelter--how they are obtained and prepared for use. The contributions of the different countries in supplying the needs of mankind^ and their mutual interdependence. 4. The influence of the environment upon the amount and types of progress made in different countries. 5. Those most common geographic facts and principles which are necessary for interpreting the environment and giving social insight. Suggestions for Teaching: Materials Needed--Additional reference material such as geographic magazines, geographical readers, maps, a globe and pictures are needed to make geography more vital and interesting. Use of Pictures--Use the pictures in the text to arouse the children's interest and make the material more vivid. Study the pictures in class in answer to the two questions: (a) What does the picture tell me? (b) What does it ask me? Make use of pictures in other texts, those in the National Geographic Magazine, and from newspapers and magazies. Use of Maps--See that the children learn how to use and that they do use constantly the wall maps and the maps in the text to answer questions. How to Study the Text-book--Much of the recitation period in the beginning should be used for the purpose of teaching the children how to study. This period may be a combination study-discussion lesson in which the children read silently in class one or more paragraphs at a time to find the answer to a question. Discuss the answer in class, making sure that the main idea of the paragraph is emphasized. For additional help in teaching children to study see Yoakam's "Reading and Study," published by Macmillan Company, Atlanta, Ga. Supplementary Materials--All of the texts are little more than an outline of material to be taught. To make geography meaningful and interesting to the children, it will be necessary to study each unit of work more intensively through the use of supplementary reading materials. For example, in the study of coal in the fourth grade, much additional material should be read to find out more about how coal is formed, mined, and used. This may be obtained from General Science and Elementary Geology text-books. Units of Work--In studying a unit of work, that is, a people, an occupation, a country, etc., (a) devote at least one lesson to getting children interest- 216 ed in the topic by studying pictures, interesting related current events, or a piece of related literature; (b) after the children have enough concrete information to become interested, have them formula'e a few big questions or problems they wish to solve about the unit of work; (c) teach the children how to study the text and use reference material to answer their questions or problems; (d) organize and summarize the work of the unit. Time and effort allotted to Geography in the first and second grades should be devoted to work which "arouses and stimulates an interest in People and Things." All of the work should be simple oral work in home Geography.] PRIMARY GEOGRAPHY Geography in the primary grades has its own value in content, of course, but since it deals* largely with local geography, it is really the foundation for the work of the following years. "The geography* which is of most significance for anyone is that which immediately surrounds him. If one cannot appreciate local life responses to the physical environment, how can he or she possibly hope to understand distant regions when symbols must be relied upon to gain an appreciation of them? The value of observational work in local geography is commenced in the primary grades, many of the difficulties, resulting from its commencement being delayed until the fourth grade, are eliminated. The children secure, in primary geography, a sufficient number of geographical experiences to give meaning to what they read. They are introduced to maps and other teaching adjuncts less abruptly, and a graduated approach is furnished them. Stullf suggests the following Objectives: That direction may be given to the work, objectives must be set up. These should include: 1. Interesting the child in his surroundings or environment. 2. Developing an appreciation of the aid of others in supplying his needs. 3. Giving to the child certain fundamental geographical experiences which will put meaning to the printed page when the text-book is taken'up in the fourth grade. Method Local geography--the geography of the first, second, and third gradeshould be largely non-text-book in character. Conversational lessons, using the pupils' knowledge, and pupils' observations should form the class work for these grades. Under no consideration should the subject matter of this period be technical in character. *"A Course of Study in Geography," Horace Mann School. |See reference above to Horace Mann Course of Study. 217 The course in Primary Geography should be built around: A. The Basic Needs of Man. 1. Food (especially from local sources). 2. Clothing (especially from local sources). 3. Shelter (especially from local sources). 4. Fuel (especially from local sources). 5. Communication (especially local means). 6. Transportation (especially local methods). B. Personal Observations. 1. Excursions. 2. Seasons (their effect on life). 3. Weather observations. C. Local Occupational Activities. 1. Agriculture. 2. Fishing. 3. Mining. 4. Lumbering. 5. Manufacturing. 6. Commerce. D. Other Activities and Agents. 1. The life of a city. 2. The life in the country. 3. Museum (school). 4. Museum (municipal). 5. Maps. a. Teaching the map. b. Making the map. 6. Teaching of direction. Note: The teacher must outline her own course of study in Geography for the first two grades. The above items are suggestive" of the type of material to be included. FIRST GRADE GEOGRAPHY Basal Text: None. (See Course of Study Material). Supplementary Texts: None. (See course of Study Material). Recommended in Addition to Above: None. Manual: Basal Texts: None. 218 SECOND GRADE GEOGRAPHY Basal Text: None. (See Course of Study Material). Supplementary Texts: None. (See Course of Study Material). Recommended in Addition to Above: None. Manuals: Basal Text: None. THIRD GRADE GEOGRAPHY Basal Text: "First Lessons in Geography"--Knowlton, published by the Macmillan Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: "First Lessons in Geography," Complete. Manuals: Basal Text: None. The earth is the home of man. He lives upon its surface and is dependent upon its resources for food, clothing, shelter, and other related needs. The subject-matter of geography is made up not of a technical study of place relationships but of man's environment and how it aids or hinders development and man's efforts to modify, adopt, and utilize his physical environment. Geography, then, is made worthwhile only by the introduction of the vitalizing and humanizing factor-man. Geography in the primary grades should provide the child, through observation and experience, with those fundamental concepts which, when he reaches later grades, he will need in order to go in imagination to distant regions which lie beyond the horizon of his observation and experience. Children of this grade age are interested in the concrete facts of how we are fed, clothed, sheltered, and transported rather than in why. They secure their geographical facts, if they secure them at all, by unconsciously observing the activities of the life around them. Industrial history and nature study of the first and second grades offer an excellent medium for presenting geographical content. This can and should be organized and extended in the third year through two distinct avenues of approach--observational work or out-of-door geography and descriptive, or story, work of life in other lands. 219 Begin with the near and familiar types of activities, (industrial and otherwise) and conditions which effect industry, and work outward to remote areas beyond the vision of the child. Encourage him to use his imagination, but help him to paint his mental pictures accurately. Direct observation through excursions and short field trips may constitute much of the method of this period. The child's immediate environment-- particularly the various typical features of it should be studied at close range. Excursions, short trips at recess and after school should be carefully planned to adjust to the schedule, and should occur as frequently as possible. The teacher should always plan these trips previous to the time they are to be conducted. Observations at various times and places, visits with general or specific purposes in mind may be instituted. Oral reports supplemented by sketches are very valuable in securing the full benefit from observations and trips. Pictures, blackboard sketches, models, and other illustrative material are essential in the successful teaching of the subject. As suggested previously, the child should see physical features fir^t. When he has been taught to do this, and to note the activities of people in his community, then he should begin to hear stories about other lands. Finally a text, which should serve as a means to supplement the oral development work, should be placed in the pupil's hands Normally, this should be done in the fourth grade. We do it in the third grade and have a text adopted for the grade. Simple supplementary reading material should be freely used by teacher and children in this grade. Teachers are urged not to formalize the work of the grade, nor to adhere too closely to the text-book. Note-books and "Geography books" should be made by the class. Distribution of subjects and time allotment: All through the year at regular intervals observational work on relation of seasonal changes and weather conditions. September: Seasonal changes--What the farmers are doing. October: Map of school grounds, and direction and location symbols. Our homes, groups of homes; plains, hills; city and country. November: The farm and market. December: The dairy; trade or exchange; roads. January: Seasonal changes. Farming. Stories of child-life in other lands; children in: Artie lands, desert lands, Andean plateaus. February: Children in the tropics. March: Life in the Highlands; The boy or girl in the Alps; Life in the Lowlands; "Hans and Gretchen," in Holland. April: Life along the sea-coast; Seasonal changes. Type forms in the neighborhood. May: Type forms in the neighborhood; stream, river, ocean. June: Life in the rain forests; A boy in Africa. General: Trace agricultural activities through all the months. 220 OBSERVATIONAL GEOGRAPHY I. Seasonal changes: 1. Affecting life of pupil. 2. Affecting occupation of parents. 3. Effect upon animal life. 4. Effect upon plant life. II. Sun's apparent daily path across sky. in. Weather conditions: 1. Weather records. IV. Maps: 1. Use of symbols. 2. Map scales. V. Location and Direction: 1. School-room map. 2. Neighborhood maps. VI. Surface features: Type forms of land and water in the neighborhood. a. Field trips. b. Maps made of school grounds and vicinity by teacher. VII. Occupations and industries of the community: 1. Agriculture. a. The farm or market garden. b. The dairy. 2. Commerce. a. The Market. b. Transportation: good roads and modes of transportation. c. Trade or exchange. VIII. Projects in all of above divisions: IX. Modify outline for fall, winter and spring: DESCRIPTIVE AND PICTORIAL GEOGRAPHY I. Stories of child-life in other lands: 1. Life in cold lands, Eskimo; frozen desert, Greenland. 2. Life in hot lands. a. Dry, hot desert and oasis; Africa. The Arabian children of the desert. b. Hot, rainy regions: Babies of Hawaii, the Phillipines, and Cuba. 3. Life in the Highlands: a. Semi-arid region: Tibet, Asia. b. Switzerland, Europe. The boy and girl in the Alps. 221 4. Life in the Lowlands: Seaooasts of Norway and Holland. a. Children in Holland. b. Children in Norway. n. Vary I. to meet seasonal changes. FOURTH GRADE GEOGRAPHY Basal Text: "Essentials of Geography, First Book," published by the American Book Company. Supplementary Texts: None. ' Recommended in Addition to Above: 'Iroquois Geography Note Books, Book I,': published by Iroquois Publishing Company. Amount of Text to be Covered: "Essentials of Geography, First Book," to page 90. Manuals: Basal Text: "Essentials of Geography, A Manual for Teachers," published by the American Book Company. In the third grade an attempt was made, through observation and experience, to furnish the child with those fundamental geographic concepts which serve as a foundation for work of a more intensive kind in this grade. The work of the first, second, and third grades--home or out-of-door geography is continued in this grade. The child's knowledge of the simple facts he has picked up in previous grades is tested by applying this knowledge through simple observations of seasonal and weather changes and the sun's apparent path across the sky. The text of this grade should supplement the intensive study of the typical surface features in the immediate environment and its related industry. The child is early taught his social and civic privileges and responsibilities. As a member of an industrial community, he should have some respect for source and production and for markets at home and abroad, and these general facts furnish a basis for a growing comprehension of social and economic life. This is geography taught and studied concretely, and it should form a basis for comprehending distant regions, since only by comparing and contrasting the remote with the home region does one secure the proper perspective of life in other countries. Stories told or read to children, and selections from different types of readers which furnish a background for a more unified work with the world as a whole, have been offered the child in the third grade in order that he might become familiar with distant regions strikingly different from his own. This has had the effect of familiarizing the child with features for which his own home region does not furnish a good example, and it has also imparted meaning to the 222 symbols of distant regions when they are met in the globe study which wili be presented in this grade. A child's memory is probably more active now than at any other time. He is vitally interested in mechanical contrivances and their processes. The basal facts of place geography may be more firmly fixed in the child's mind at this time than at any subsequent period. This should be done, however, not by learning arbitrary lists of facts and information, but by establishing the map habit and enriching the content of the curriculum in the subject. Geography is very often devitalized by the teacher's failure to take advantage of and use to their fullest extent the various teaching adjuncts, such as globes and maps. Teachers should use these at every opportunity for it is through their use that pupils gain power to read and intelligently interpret maps and thus to place themselves in the world. Interpretation of symbols tied up to the things, areas, and places of his world offers one means of enabling the child to correctly orient himself. He is further helped by emphasis being placed in every lesson on the relation between himself and the great world around him. Facility in map reading can be secured only by means of maps and globes. An 18-inch globe, wall maps, small outline or base maps, and all other teaching paraphernalia should be used to give facility in map reading. This type of work is well adapted to fix in the mind of the child the main facts concerning the locations of the various places and countries studied in the grade. All types of materials--pictures, postcards, illustrated publications of all types, manufactured articles of all types can be used to great advantage and materially aid in increasing interest. This is particularly true when the thing used is tied up to something in which the child is or can be made interested. As already stated the text is not to be considered the only source of content material. Rather should it supplement the oral development work, giving the pupil in a clear, concise form what he had already found out through observation and experience. The child should be trained to use the text intelligently for by such use he will form good study habits and secure good results. The teacher should so outline and present the material that the text may be used largely to re-inforce her presentation. The recitation should not be a geography lecture, as is so often the case. The child, instead of being inactive, should react in such a way that his expressed interest is the motif in the sequence of presentation. In other words, there should be a constant return from the pupil either through constant discussion of material gleaned from the class period and the text or from his store of personal contacts and experiences. It is essential, however, that the class work, no matter how spontaneous, should be related to the text. In this constant and conscious attempt on the part of the teacher to relate the child and his observations and experiences to the text, and the subject content of the grade, the proper method of studying and using the text should not be lost sight of. The child should be thoroughly versed in the best way of finding the essential points and learning to interpret the pictures and the maps as an aid in clarifying and fixing in memory the most important geographical facts. Much may be done in this grade in fixing in the pupil correct habits of study. 223 All the adapted supplementary material available should be used in thi" grade. Note-books supplementing the text-book should be kept by each pupil. Base and outline maps, illustrations, and written summaries and outlines should be recorded in these note-books. Observational work should be continued throughout the year, and should be regular, not intermittent. Nature study may be tied up with this observational geography to good advantage. The out-of-door geography of this grade may be approached through type forms of the neighborhood, globe and map study, trip studies, study of the vicinity and the county, etc. The general outline may be somewhat as follows: I. Observational Geography: 1. Weather changes and conditions. 2. The succession of the seasons and their changes. 3. Topography--surface features. a. Field work in the immediate vicinity. b. The environment--social and industrial. II. Globe Studies: 1. The size of the earth. 2. The earth's movements. 3. Climates. 4. Bodies of land and water. 5. Compass points--(directions). III. Geography of the vicinity, region, and continents: 1. Vicinity (city environs and/or county). a. Surface features. b. Industries. c. Location and extent. 2. Continental Journey Geography: a. North America--Coastal and interior plains, Mountains; great drainage basins. b. South America--Tropical forests and their products. c. Europe--various countries d. Asia--various countries. e. Africa--various countries. In all of the above the country, section, activity, or industry being studied should be definitely located on the map; travel routes should be traced; peoples studied as to types; industries studied as to reasons for location (raw materials, etc.); and imports and exports explained by all ascertainable factors. In order to teach surface features in home environment, and in turn features in removed environments, we select a river for purposes of illustration. The teacher should of course select the river or stream in her immediate locality. 224 An excursion should be made to the river or stream. Its course and banks, the type of transportation on it, the industries located adjacent to it--all these should be studied. THE RIVER (The Savannah is used here for purposes of illustration). The (Savannah) River: Its source (trace into north Georgia and South Carolina). It's path, (a state boundary). How it compares with other rivers in Georgia--the Chattahoochee, the Ocmulgee, the Oconee, the Alapaha, and others. The river system--its headwaters, its course, its basin. Type of country it traverses; what is seen along its banks--industries, resorts, forts, etc. 6. The uses of the (Savannah) River: a. Navigation. b. Drainage. c. Manufacturing. d. Industries, Fisheries, etc. 7. Federal Government connection: a. Channel. b. Harbors. The teacher should take the children on an imaginary trip down the river, studying the map and the features mentioned in the outline above. II. Industry along the banks of the river: 1. Manufacturing. a. Raw materials--source. b. Transportation. 2. Naval Stores (particularly on the Savannah). a. Source of raw materials. b. Manufacturing process. c. Trace to various locations and uses. (SAVANNAH) RIVER--OUTLET Bay or Outlet: 1. Shape, contour. 2. How it changes through the years. 3. Its uses. II. Industries around the bay (if any). 1. Fishing. 2. Oyster culture. 225 MOUTH OF THE BAY--OCEAN I. Ocean: 1. Atlantic. (Note: Certain other Georgia rivers empty into the Gulf of Mexico, and must therefore be studied with this in mind.) a. Size. b. Use. c. Value of the Atlantic: Commercial routes; pleasure. 2. Harbors: (Savannah River Navigable). a. Size and importance. b. Wharves (river). c. Lighthouses (Tybee Island; Fort Screven). d. Lightships. e. Channel, buoys--bell and whistling. f. Breakwaters--(sea wall at Fort Screven). II. Industrial activity along the Georgia Coast: 1. Transportation. a. Coastwise to Eastern, Gulf, and Foreign Ports. 2. Fishing: On Georgia Coast. a. Types engaged in. b. How caught. c. Marketing. 3. Fishing: On other coasts: a. Gulf. b. Pacific. c. Northeast Atlantic Seaboard. We may next come back to the immediate environment of the school, and move from some prevailing familiar type study to some unfamiliar types; move from the known to the unknown. PLAINS I. Material Features: 1. What is a plain? 2. Plains in the United States. 3. Plains in Georgia. 4. Georgia's Coastal Plain. 5. Appearance of plains. 6. Values of: slopes, plains. 7. Drainage: swamps and plains. II. Observational work: 1. Plain drainage. 2. The soil and its conditions. 3. Graduations from Northwest to Southeast Georgia- -mountains to coast. 226 III. Agriculture: 1. Farming (general). 2. Truck. 3. Grazing. 4. Fruit and nut growing. IV. Industrial activity: 1. Cattle raising on coastal plain. HILLS AND VALLEYS I. Hills: 1. What is a hill? 2. Uses of hills: a. Farming and grazing. b. Reasons for home building. Lakemont and Tallulah Sections in Habersham and Rabun Counties. c. Why homes are built on the hills. 3. Scenery: a. Beauty of the North Georgia Mountains. b. Compare with resort sections of other states. c. Valleys, streams, wooded slopes. 4. Observational work: a. Variation in scenery. b. Drainage. c. Soil conditions. d. Occupation of people. e. Roads. 5. Industrial Activity: a. Grazing, farming. b. Dairying. c. Agriculture--on the coastal plain, and in the mountains. II. Valleys: 1. What is a valley? 2. How formed? 3. Uses. 4. Industries usually found in them. a. Dairying. b. Farming. c. Trucking. 5. Large valleys of your county. Locate them on a county map. 6. Large valleys of Georgia; of our country. 7. Uses of valleys: Homes, agriculture, roads and railroads. 8. Size of valleys. A divide--where located in Georgia? 9. Mississippi Valley. 227 a. Location. b. Size. Difference between Mississippi valley and any Georgia river valley. 10. Agriculture of river valleys. a. Nile. b. Mississippi. c. Chattahoochee. d. The river nearest your home. 11. How valleys are formed. The teacher may well afford to spend some time in excursions to different sections in order to see and identify things discussed in the class. Collections of pictures showing contrasting scenes and activities in hills and valleys may be made. Differentiate between old and young valleys. Tie up some Arithmetic problems to the local industries. MOUNTAINS I. Mountains: 1. Appearance of hills in surrounding country. 2. Appearance of mountains. 3. Size of mountains. a. Use pictures. b. Show by local contrasts. 4. Uses of mountains. a. Water supply to cities. b. Power--discuss network of power lines beginning to cover Georgia. Locate the power dams at and above the fall line (Augusta, Macon and Columbus). c. Mining--Metals, Coal. d. Lumbering. e. Summer resorts. 5. A trip up a mountain. a. The start from the adjacent valley or lowlands. b. The tree line--vegetation. c. The summit. 6. How mountains have been formed. II. Observational work--use the text for verification, and field trips for emphasis. III. Industrial Activity: 1. Mining--Dahlonega, Cartersville, etc. a. Collection of Minerals. b. Reports of visit to mine, or to unloading points for coal and other minerals. c. Pictures--mining conditions and operations. d. Uses of raw and manufactured products. e. How moved from source of production. f. Mining camp life. 2. Lumbering may be treated in a similar detailed manner. 228 LAKES AND RIVERS Lakes: How formed. Source. Headwaters. 2. Uses of lakes or ponds. a. Water supply. b. Food supply. c. Traffic. d. Resorts along its shores--Lakemont. Excursion to a lake. Study Georgia lakes and the Great Lakes. II. Rivers: 1. How formed. Connect with Section I. on Lakes. 2. Source, changes. 3. River systems. 4. Basins and valleys. 5. The River. a. Along its banks. (1.) Forts. (2.) Factories. (3.) Pleasure resorts. b. Use of the river. (1.) Transportation. (2.) Drainage. (3.) Manufacturing. (4.) Irrigation. III. Industrial Activities: 1. Mills--cotton, iron, etc. 2. Location of mills. 3. Source of raw material: a. For cotton mills. b. For metal mills. c. For lumber mills. 4. Processes in each. 5. Uses of each product. BAYS I. Bay (any along the Georgia coast?) 1. How formed. 2. Uses. a. Transportation. b. Drainage. c. Haven for shipping. 229 OCEAN I. Atlantic: 1. Georgia rivers entering the Atlantic. 2. Ocean water; taste, color, movement (tides and Gulf stream). 3. Value. 4. Harbors. a. Seaports. b. Channels. 5. Breakwaters. 6. Peninsulas. II. Industrial Activity: 1. Fishing. 2. Shipping. 3. Exceptional Industries. a. Source of certain chemicals. FIFTH GRADE GEOGRAPHY North America as a Whole.* Problem: Why has North America become the home of such progressive people? 1. Location. a. On globe with reference to other countries; see early settlements. b. By latitude and longitude, explain and give drill on these terms. c. How would the location of North America favor progress? 2. Coastline. a. Study general shape. b. Learn principal projections and indentations--Probable effect or significance of coastline to continent. 3. Surface. a. Locate principal mountain ranges, valleys, plains, lakes, rivers-- effect of each. b. Note altitude and general slope and drainage of land; see relief map. c. How does the surface help or hinder progress of people? 4. Climate. a. Variation in heat and cold--cause of this-- probable effect on life. b. Winds--trade and prevailing westerlies, cause, effect, upon continent. c. Rainfall. Study map for amount and variation. Note cause and probable effect upon life. d. Plant and animal life. Study these to note the results of climatic conditions. Find those peculiar to each of the three zones. e. How has the climate of North America helped or hindered progress? *From Courses of Study for elementary schools--Missouri. 230 II. The North Central States: Problem: Why is this group of states often referred to as 'the chief source of food" for the United States? General Survey of Region. a. Location in the United States; advantages of location. b. Extent. c. Distribution of population (Use population map). d. Surface conditions. (Use physical map). (1) Lakes and lake plains. (2) Prairie plains. (3) Ozark plateau and Black Hills. (4) Rivers. e. Soil. f. Climate. (1) Distribution and amount of rainfall. (Use rainfall maps). (2) Variation of temperature. g. Summary. With these physical and climatic conditions, what industries do you expect to find here? Why? Sub-problem: What food do we actually grow on our farms? 2. Farming. Study Production Maps. a. Wheat growing. (1) Reasons for location of region. (2) Study of culture and harvesting. (3) Proportion of world supply produced. (4) Chief marketing centers: Minneapolis, St. Paul, Chicago. b. Corn growing. (1) Reason for location of region. (2) Study of culture and harvesting. (3) Proportion of world supply produced. (4) Chief marketing centers: Minneapolis, St. Paul, Chicago. c. Live Stock Production. (1) Reason for this industry in corn region. (2) Importance of dairying. (3) Contribution of the region to meet supply of United States. (4) Meat packing centers: Chicago, Kansas City, Omaha, St. Joseph, St. Louis. d. Minor crops. (1) Rye, barley, oats, flax, sugar beets, potatoes. (2) Treat as fully as time and material permit. Sub-problem: What other necessary work must be done before our food is ready to be used? 231 3. Manufacturing. a. Factors necessary for manufacturing. (1) Power. Study this region and find its sources of water power, coal, gas and oil; example, Keokuk Dam (or local dams). (2) Raw materials. Recall those produced on farms. Study region for others, notably the iron, copper and lumber of lake region and lead and zinc of Ozark Plateau. (3) Workers. Study distribution of cities, noting that nine of twenty-five largest in United States are in this region. (4) Summary. In view of these facts, what kinds of manufacturing do you expect to find? Where do you expect the center to be? b. Kinds of manufacturing. (1) Flour milling. Centers at Minneapolis and St. Paul. Study process as fully as material permits. (2) Meat packing. Centers at Chicago, St. Louis, Kansas City, Omaha and St. Joseph. Study process as fully as material permits. c. Manufacturing steel goods. Centers at Gary, Chicago, Columbus, Cincinnati, Cleveland and Duluth. Kind of goods manufactured. Show how they supply the needs of the region. d. Automobile manufacture. Center at Detroit. Reason for location of industry. Kinds of cars made, and their use in this region. e. Rubber making. Center at Akron. Reason for location of this near Detroit. Sources of raw material. Sub-problem: After our food is raised, or our goods manufactured, we still cannot use them. What other big problem must be solved. 4. Transportation. a. River shipping. Early importance; cause of decline; cities affected, St. Louis, Kansas City, Cincinnati. b. Lake shipping: Iron ore, coal, grain and lumber. Future of shipping; improvement by canal building; cities affected, Chicago, Detroit, Cleveland, Milwaukee and Duluth. c. Railroads. Chief lines located. Centers at Chicago, St. Louis, Kansas City. Sub-problem: Chicago is the second largest city in the United States. Why has it grown more rapidly than all its neighboring cities? d. Development of highway and air; competition with other means. 5. Type Study of Chicago. a. Advantages of location. (1) Center of rich agricultural region. (2) Near mineral deposits of Great Lakes region. (3) Natural railroad center. (4) Lake port. b. Chief industries reviewed and summarized. (1) Meat packing. (2) Grain marketing. (3) Iron and steel manufacturing. (4) Distributing point for clothing, machinery, etc. c. Places of interest. (1) Chicago University. (2) Field Museum. (3) Art Museum. (4) Parks--particularly Lincoln Park. (5) Municipal pier. Review and testing. III. The Southern States: Problem: What needs of the people of the United States does the South supply? 1. General survey of region. Follow general points given under this heading under North Central States. a. Levees, adding Coastline--extent and effect. b. Contrast this region with North Central states and try to predict industrial life from these physical conditions. Sub-problem: Do you think the South competed with the North in farming? Why? 2. Farming: plantation and small farm types. a. Cotton growing. (1) Advantages of South--temperature, rainfall, soil, cheap labor, easy transportation. (2) Proportion of cotton of United States produced here--value. (3) Study of culture and picking and marketing as material per- mits. (4) By-products of cotton--oil cake, hulls, meal, cotton seed oil, etc. (5) Possible future growth of industry. b. Other farm products which should be considered in somewhat similar manner, are tobacco, corn, sugar cane, rice, fruits and vegetables, live stocks. Opportunity is provided here for individual or group assignments if desired. Sub-problem: How does "the New South" differ from "the Old South?" 3. Manufacturing. a. Early manufacturing slight, due to small population, cheap land, and ease of buying goods. b. Factors necessary for manufacturing. 233 (1) Power. Study region to find its sources, stressing the abundance of oil, gas, coal, and water power, example: Muscle Shoals. (2) Raw material. Recall agricultural products. Study others stressing lumber, iron ore, bauxite, sea foods, sulphur and phosphates. (3) Workers. Recall distribution of population: consider character of Negro labor. Contrast with North. (4) Summary. In view of these facts, what do you expect to find manufactured? Why? c. Kinds of manufacturing. (1) Cotton manufacturing. Reasons for shift from New England. Kinds of goods made; amount produced; centers of industry. (2) Other types of manufacturing to be treated in a similar way as time permits; lumber manufacture, tobacco manufacture, iron and steel manufacture, canning sea foods. Sub-problem: What peculiar advantages does the South enjoy for transportation? 4. Transportation. a. Rivers--location of navigable ones, advantages of river trade; cities affected. b. Railroads. Advantages of surface for building; location of chief lines; lack in some places; centers. Sub-problem: Why has Atlanta earned the name "The Gate City of the South?" 5. Type Study of New Orleans, Atlanta, Birmingham. Follow same general plan used for Chicago. IV. The Western States: Problem. Why have so many people wanted to move West? 1. General survey of region. See early explorers; Lewis and Clark. a. Follow same general points given under this heading in previous sections. Use various kinds of maps; stress use of physical maps. b. Note particularly the effect of surface upon climate, and the resulting effect of both upon life of region. Sub-problem: How do people make a living in such rough mountain lands? 2. Mining and oil production. a. Kinds of ore: Gold, silver, copper, lead, zinc. b. Oil. c. Methods of mining. Make-believe visit to a mine may be used. If possible visit mine. d. Smelting and allied industries. e. Centers of mining and smelting. 234 3. Farming. a. Irrigation--necessity for it; location of regions; crops grown, methods used; study of process if desired. b. Dry farming. Treat as above. c. Crops of particular value to West. d. Dams and government reclamation service. 4. Other industries to be developed as fully as time and material permit. Fruit growing, grazing, lumbering, fishing, manufacturing and transportation. Under the latter note natural difficulties and methods of overcoming them, e. g. The Moffat Tunnel in Colorado. Stress geographical reason for each industry and the result. Sub-problem: Why have large cities grown up in what is otherwise sparsely populated region? 5. Type studies of one or several cities: Seattle, San Francisco, Los Angeles, Denver, Salt Lake City. Follow general outline used before in similar study. Sub-problem: Why do so many tourists go West every summer? 6. National places of interest: Yellowstone Park, Yosemite National Park, Grand Canyon of Colorado, Pike's Peak, Glacier National Park, Salt Lake. 7. Transcontinental Railroads. Review and testing. V. Northeastern States: Problem. How can such a small area support so large a population? 1. General Survey of region. See previous outlines. Note especially density of population in centers. 2. Conditions that determine population centers and industries. a. Presence of coal. Location of regions; use of coal; description of a mine; cities noted for production. b. Presence of water power. Location of sources; utilization. c. Presence of raw material--kinds. Stress iron ore, cement rock, clay, lumber, fish, petroleum, fruit and vegetables. d. Presence of farming lands. Disadvantages; need for food; kinds of farming, stress fruit growing, truck gardening and dairying. e. Presence of energizing climate. Effect upon industries; contrast with South. f. Effect of coastal location. Indented coast; chief ports; probable exports. g. Effect of inland transportation. Necessity; navigable rivers; location of railroad lines and cities; use of highways. h. Scenery and summer resorts. 235 3. Manufacturing--the chief industry. a. Natural advantages summarized. b. Natural disadvantages. Lack of certain raw materials, e. g. cotton. Competition in textiles with South. c. Kinds. Centers of each; such study of processes as time permits. Stress iron and steel goods, cement, light metal goods, cotton, woolen, leather goods. 4. Great cities of the region. Several are worthy of study. New York and Washington should be considered in some detail. A general problem: Why has New York grown to its present size? a. Cities. New York, Philadelphia, Boston, Baltimore, Washing- ton, Pittsburg. b. Outline of study. See previous ones. Make comparisons and contrast with other cities. 5. Transportation. a. Ocean ports, importance of. b. Rivers and canals, Example: Erie Canal. c. Railroads, Example: New York Central. 6. Points of historical interest, for example: Bunker Hill, West Point, Saratoga, Philadelphia, Harvard, Yale and Princeton. SUGGESTED ACTIVITIES THAT MAY BE USED AFTER A STUDY OF THE UNITED STATES IF TIME PERMITS The Iron and Steel Industry of the World: 1. Awaken interest by seeing which child can in three minutes write the longest list of articles made of iron and steel. Let them guess the value of the iron and steel produced in the United States in a way. (Production of pig iron in 1927 was valued at $646,226,139.00) Develop in class the outline for a composition on one of the following subjects: how iron and steel aid the farmer (or home-maker, or the manufacturer). 2. Study the iron mining industry of the Lake Superior District; it costs only 30 cents per ton to mine this high grade ore, $1.00 per ton to ship it 1,000 miles to Lake Erie ports and 4 cents to unload. Explain these low costs and show how they encourage the industry. Study the life of the mining section. 3. Distinguish between iron ore from the mine, pig iron from the blast furnace, and steel from the Bessemer converters, or from the open hearth furnaces. A large modern blast furnace costs a million dollars and consumes daily 800 tons of ore, 400 tons of coke, 100 tons of limestone, and 2,500 tons of air to produce 400 or 500 tons of pig iron. Note that as a result of modern efficiency two tons of ore are smelted with one ton of coke. Why should two tons of ore be sent to one ton of coke? (Industry started in Pennsylvania and Ohio when two tons of coal were used to smelt one ton of ore. The largest home demand is in the Northeast and there ie a large export.) 4. Have children prepare reports giving the advantages of the iron and steel industry possessed by the following cities: Pittsburg, Gary, Cleveland, Detroit, Duluth. 5. Account for the fact that in recent years the United States has produced three-fourths of the world's pig iron. The United States ranks first among the nations in coal resources, second in iron ore, being surpassed only by Brazil, which has no coal and has abundant capital and labor and large home markets protected from foreign competition by our tariff. Big scale production with labor-saving machinery makes low costs and gives cheap iron to sell abroad. 6. Make graphs showing the estimated iron ore resources of the nations that rank highest. Use the following figures which are estimated in millions of tons of the pig iron that could be obtained by smelting ore: Brazil, 3,000; United States, 2,335; France, 2,066; Newfoundland, 2,300; Cuba, 857; Sweden, 740; Germany, 460; Russia, 387; Great Britain, 355; Spain, 349; China, 60. Make a similar graph for coal resources using these figures which stand for billions of tons of coal resources, that is, coal that is beneath the surface: United States, 3,838; Canada, 1,234; China, 995; Germany, 400; United Kingdom, 189; Siberia, 173; India, 179; Russia, 60; South Africa, 56; Czechoslovakia, 50; France, 34; Columbia, Indo-China, 20; Belgium, 11. 7. Study figures of production of iron ore and of coal; name nations that rank high in resources but low in production; others with small resources have a large production annually. Explain. VI. Territories and Dependencies of the United States. The United States has few colonies or outlying possessions. This is due to the fact it is the youngest among the great nations of the world, having never suffered from that overcrowding and fierce trade competition which led the nations of Europe to seek foreign territory and the control of distant markets. Much of the earth's surface has been subdivided by European powers before the United States came into existence and later, when the rush opened for colonies in Africa and in the Pacific, the United States was busy settling and developing its own vast territory. The policy of the government has been generally opposed to acquiring foreign possessions. 1. Alaska. a. When and from whom purchased? Was its purchase wise? b. Boundaries and area. Alaska is more than twice as big as Texas. c. Physiography and climate. Mount McKinley is the highest mountain in North America. The Yukon River with its tributaries provides 3,500 miles of navigable waters. d. Industries. Mining, fisheries, fur industry, reindeer raising. The Government of the United States carries on the largest sealing industry in the world at the Pribilof Islands. Note especially those that supply needs of United States which cannot be supplied at home. 237 Probable future; Will it Progress? Will it ever become independent? Why? Review and testing. VII. Territories and Dependencies of the United States (continued). 1. Philippines. a. When, how and from whom secured? Is it wise to hold them? b. Area and location with regard to Asiatic World. c. Physiography and tropical climate. d. Industries and products. Sugar, rice, cocoanut, copra, hemp, rattan, rubber. Note especially those that supply needs of United States which cannot be supplied at home. e. Principal cities; cause of growth. f. Probable future; Will they progress? Will they ever become independent? Why. Hawaiian Islands. a. When and how secured? Is it wise to hold them? b. Population, location and volcanic surface conditions. c. Industries and products. Pineapples, sugar, bananas. d. Importance as coaling and naval base. e. Scenic beauty and recreational points of interest. f. Will they become independent? Why? Review and testing. 3. Consideration of Porto Rico, Guam, Virgin Islands, Samoa, Wake, Midway, etc., with regard to: a. Location from continents, from United States. b. Industries and products. c. Probable future. VIII. Countries North of United States: Canada, Newfoundland, Labrador. Why has this region become one of the most valuable parts of the great British Empire? 1. General Survey. a. Follow general plan used here for sections of the United States, using maps largely for making survey. b. Stress at the end, the probable results upon human activities on the physical and climatic conditions. 2. Natural Division of Canada. a. Maritime Provinces--New Brunswick, Novia Scotia, and Prince Edward's Isle. (1) Advantages and disadvantages of location. (2) Chief industries--cause of each, resulting cities. (3) Character of people; French ancestry. (4) Possible future progress--causes: effect upon upon Great Britain, upon United States. Canada, 238 b. Quebec and Ontario; Hudson Bay. c. Prairie Provinces--Alberta, Saskatchewan, Manitoba. d. British Columbia. 3. Newfoundland, Labrador. a. Cause of location. b. Industries. Chiefly fishing. c. Life of people contrasted with that of Canada. Study of work of Dr. Wilfred Grenfell would add interest here. 4. Relation of the region to Great Britain. a. Government of Canada; of Newfoundland. b. Economic relation--trade; products supplied by Canada which England lacks, e. g. Wheat. c. Loyalty of Canadians, e. g. Service in World War. Review and testing. STANDARDS OF ACHIEVEMENT FOR THE STUDY OF NORTH AMERICA 1. Know the location and reason for the importance of these cities: Atlanta, Savannah, New York, Chicago, Philadelphia, St. Louis, Boston, Baltimore, Cleveland, Buffalo, Pittsburg, San Francisco, Cincinnati, New Orleans, Milwaukee, Washington, D. C, Denver, Louisville, Minneapolis, St. Paul, Kansas City, Indianapolis, Seattle, Toronto, Vancouver, Montreal, Quebec, Mexico City. 2. Know the location and the value of the country of these rivers: Mississippi, Missouri, Hudson, Ohio, Columbia, St. Lawrence, Savannah. 3. Know the location, extent, and effect upon life conditions of these mountain ranges and peaks: Rocky, Appalachian, Mt. McKinley, Mt. Ranier. 4. Know the location and importance to the world of these bodies of water: Gulf of Mexico, Panama Canal, the five Great Lakes, Niagara Falls. 5. Know the location and important geographical facts about these islands: Porto Rico, Cuba, Hawaiian Islands, Philippines, Manhattan. PUPILS' REFERENCES FOR FIFTH GRADE GEOGRAPHY 1. Allen, Nellie B., "Industrial Studies, The United States." 1918. 2. Allen, Nellie B., "Geographical and Industrial Studies of North America." 1910. 3. Atwood-Thomas, "The America," Book Two. 1929. 4. Babson, R. W., "A Central American Journey." 1924. 5. Barrows, H. H.--Parker, Edith P., "The United States and Canada." 1925. 6. Brigham, A. P.--McFarlane, C. T., "Essentials in Geography," First Book. 1922. 7. Bunker, Frank F., "Hawaii and the Philippines." 1928. 8. Carroll, C. F., "Around the World," Book IV. 1910. 239 9. Carpenter, Frank G., "New Geographical Reader," North America. 1922. 10. Chamberlain, J. F. and A. H., "The Continents and Their People," North America. 1921. 11. Chamberlain, J. F., Home and World Series, -'How We Are Fed, How We Are Sheltered, How We Are Clothed, How We Travel." 1924. 12. Dodge and Lackey, "Elementary Geography." 1927. 13. Fairbanks, Harold W., "North America." 1927. 14. Fairgrieve, James and Young, Ernest, "Human Geography by Grades." 1925. 15. Frye, A., "New Geography," Frye-Atwood Series. Book I. 1920. 16. Gilman, I. A., "Alaska, the American Northland." 17. Hotchkiss, C. W., "Representative Cities of the United States." 18. McMurray, Frank M., and Parkins., A. E., "The New World." 1927. 19. McMurray, Frank M., and Parkins, A. E., "Elementary Geography." 1925. 20. Pitkin and Hughes, "Seeing America." 1925. 21. Smith, J. Russell, "Commerce and Industry." 1920. 22. Smith, J. Russell, "Human Geography." BOOK I. Peoples and Countries. 1925. 23. Southworth, G. V. and Kramer, S. E., "Great Cities of the United States." 24. Turpin, Edna, "Cotton." 1924. 25. Winslow, I. O., Geography Series, Book II. "The United States." Book III. "Our American Neighbors." Revised Book II, 1921; Book III, 1925. 26. "World Almanac." (Latest). SIXTH GRADE GEOGRAPHY I. Fundamentals of Geography. 1. Earth Movements. a. Rotation on its axis each 24 hours. b. Revolution once each year about the sun. c. Causes of seasons, difference in northern and southern hemispheres. 2. Definition and practice in place location. a. Latitude. b. Longitude. 3. Oceans. a. Name and locate Pacific, Atlantic, Indian, Arctic, Antarctic. b. Name and locate Mediterranean Sea, Red Sea, Caribbean Sea, Persian Gulf, Gulf of Mexico, Gulf of California, Hudson Bay, Bay of Bengal. c. Know the terms: ocean basin, continental shelf, coral reefs. 240 d. Barrier beach, surf, tides, waves, ocean currents. (1) Clockwise movements north of equator. (2) Counter clockwise movements south of equator. (3) Gulf stream, California Current, Peruvian Current, Brazilian Current. (4) Affect on Europe of Gulf Stream. e. Uses of the ocean. (1) Means of transportation. (2) Influence on temperature and rainfall. (3) As a source of food supply. 4. World Winds. Cause of winds; movements of warm and cold air; effects on climate. Trade winds. Equatorial calms or doldrums. Horse latitude. Monsoons. Prevailing Westerlies. 5. North and South Polar Regions. a. Peary's expedition, Amundsen, Scott. b. Recent air expeditions: Byrd to South Pole, 1928-30. 6. Problems. What use do we make of land, water, atmosphere and climate? b. What effect did trade winds have on the discovery of America? Will polar regions ever be inhabited? II. Countries South of United States: Mexico, Countries of Central America. Problem: Why are these countries so much less progressive than the United States? 1. General survey of region. a. Follow general plan used for sections of United States, using maps. b. Stress particularly variations in climate in Mexico, due to varying altitudes, and effect of this. c. Early Indian people and Spanish domination. 2. Factors which make for progress. a. Possible variety of products due to varying climate. b. Rich natural resources: Silver, gold, iron, oil, fertile land. c. Proximity to United States. 3. Factors which prevent progress. a. Character of people, mixed races; lack of education, lack of good homes and standards of living; lack of modern methods of work. b. Weakness of governments; type of government; cause of weakness; revolutions; revolts on progress. 241 c. Poor land and labor conditions; system of peonage; result upon country. ,, , c d Poor transportation facilities; lack of rivers and harbors; cause of poor railroads and highways; effects upon the country. III. Panama Canal: Outline of Panama Canal Project. 1. Introduction. . ,. The project should be introduced by calling attention to any big building project with which the children have experience, such as roads, bridges, buildings, etc. 2. Each child may write to various steamship companies and ask tor ma- terial describing the canal zone. 3 Class discussion as to how to reach the Panama Canal. When material arrives the study and discussion should follow this out- line. 4. Execution of plans. a. Location as to continents and oceans, directions from your home, physical features, climate, size. b. Early people of region--Columbus, Balboa, Morgan, Drake. c. The zone at the present--size, plants and animals, native occu- pations, products produced and exported, principle cities. d. Panama railroad--date, cost, value, difficulties, reason for building. e. History of the canal plans--Cortez, acquisition of territory, Treaty of President Jackson, English Treaty of 1850. f. French attempts--date, equipment used, cause of sickness, De- Lesseps, French failure. g- America's need for canal--shorter route between east and west coast, location of canal, buying of French interest. h. Gatun Dam--choice of lock type to dam Rio Chagres River, diffi- culties, construction of dam. i. Locks--location, size, distance between, method of operation. i- Culebra Cut--a French excavation used, type of machinery used, maximum width and depth at present, land-slides during pro- cess of construction. k. Work of sanitation department--necessity, methods of destroying mosquitoes, protection of water supply, system of dramage, leadership of Dr. Gorgas. 1. Labor--skilled, unskilled, engineers, doctors, living quarters and food. Leaders in the work--President Roosevelt, John Wallace, John Stevens, G. W. Goethals, engineers Gaillard and Sibert. United States problems after completion (1915)--fortification and management of canal. Commercial advantages--saves distance, makes better coast pro- tection, all nations permitted to use by payment of toll. How a ship passes through the canal--time required, passage through locks, electric locomotives, difference in ocean level of Atlantic and Pacific. 242 Suggested Activities for Pupils. a. Consult World Almanac concerning tolls received and number of vessels passing through. b. Sketch of canal zone locating cities, locks, lakes and rivers. c. Plan on sand table native village along the canal. d. Have pupils write biographies of leaders in the construction. REFERENCES Goethals, "The Panama Canal." "The World Almanac." "Book of Knowledge, World Book, and Encyclopedia." Gauze, F. A. and Carr, C. C, "The Store of Panama," 1912. Guitteau and Winter, "Seeing South America," Ch. XXVII 1929. Hall, Alfred B., and Chester, Clarence L., "Panama and the Canal," 1925. 7. Carpenter, Frank G., "North America," 1922. 8. Nida, Stella H., "Panama and its Bridge of Water," 1922. South America: South America should receive careful attention from the standpoint of our trade relations, the importance of rich resources and the possibilities of future development. Little time should be given to the smaller countries, but there should be a detailed study of Argentina, Brazil and Chile. 1. South America as a Whole. Problem: Why has South America not made the progress North America has? a. Location. (1) Position with reference to other countries. (2) Position with reference to oceans. (3) Position with reference to equator, poles, heat belts, wind belts. (4) How has location of South America retarded progress? b. Coast line. (1) Study general shape. (2) Compare harbor facilities with North America. c. Surface. (1) Note mountains on East and West with central plains. (2) Note slope and drainage of land. (3) Significance of Amazon, Plata, and Orinoco River Basins. (4) Does surface hinder or help progress of people? d. Climate. (1) Differences in temperature; note tropical and temperate regions. (2) Differences in rainfall; note excess precipitation in Amazon Basin as compared with remainder of continent. (3) Unhealthfulness of tropical climate; its effect on progress. 243 Industries and Products. (1) Rubber, coffee, sugar, hides, leather, meats, cocoa, tobacco, bananas. (2) Cattle and sheep; farming--wheat, corn, cotton, flax, oats. (3) Mining--gold, silver, mercury, copper, tin, iron, aluminum. Cities. (1) Why few important coast cities? (2) Make study of Rio de Janeiro, Buenos Aires, and Valparaiso. (3) Locate capitals of South American countries. g. Peoples. (1) Early Indian civilization. (2) Latin Spanish civilization. (3) Mixed character of people. (4) Republican government for the last 100 years. II. Important Countries of South America: 1. Argentine. Problem: How can we account for its rapid development? a. Location and boundaries. b. Surface features--pampas. c. Factors determining climate--winds and mountains. d. Products and industries--primarily agricultural. e. Buenos Aires is largest city in South America and is great com- mercial center. f. Possible future of a country. (1) What is present status of country? (2) What part does it play in world's commerce? (3) What are its future possibilities? 2. Brazil. Problems: Why does Brazil with an area greater than United States have population less than one-fourth that of the United States? What obstacles must be overcome before the Amazon Country can have many white settlers? a. Location and boundaries--Position with respect to equator. b. Surface features--Amazon Lowlands, and Brazilian Highlands. c. Tropical climate. d. Tropical products--stress coffee and rubber. e. Rio de Janeiro--beautiful seaport. f. Possible future of country. (1) What is present status of country? (2) What part does it play in world's commerce? (3) What are its future possibilities? 3. Chili. Problem: Why may Chili be called the California of South America? a. Location and boundaries--extreme length of country along Andes Mountains. 244 b. Variations in climate and rainfall due to mountains and length of country. c. Industries of farming, mining, manufacturing. (1) Importance of nitrates (in case of war.) (2) Agriculture of second interest. (3) Effect of railroads and Panama Canal. d. Possible future of country. (1) What is present status of country? (2) What part does it play in the world's commerce? e. What are its future possibilities? 4. Other countries of South America. Following in general the outline of the three countries given for each country of the continent. Review and testing. III. Projects: 1. The Brazilian Coffee Region. Either this or following one on rubber may be given. REFERENCES Encyclopedia. South America, Vol. II (Fairbanks) 252-260. South America (Allen) 126-142. a. On blank map of South America color in red Sao-Paulo coffee district. b. In class discussion bring out clearly the importance of each of the following conditions upon coffee growing: (1) Length of growing season, temperature conditions, and amount and distribution of rainfall. (2) Land form, and soils. c. Problems: In what ways does the coffee industry have a bearing upon: (1) Size and ownership of farms. (2) Locations of homes of people. (3) Methods of cultivation. (4) Securing sufficient amount of efficient labor. (5) Contentment of people. d. Larger problems involved: Discuss and bring out clearly how each of the following is related to coffee production: (1) Locations of ocean ports, names of ports. (2) Transportation. (a) Within the area. (b) From area to ocean ports. (3) Interest of Brazilian government in welfare of coffee area. (4) Expansion of coffee area. 245 e. Special Problem: Activities on a coffee plantation. (1) Plan of the plantation. (a) The home of the planter; character of house and adjacent grounds. (b) Homes of the workers; character and locations. (c) Locations of the coffee trees. (2) Taking care of the trees. (a) Cultivation. (b) Protection--Why? (3) Harvesting the crop. (a) Picking the berries. (b) Preparing for market. (4) Marketing the crop. (a) Transportation. (b) Competition of other coffee-producing areas. (5) Recreations and customs of. (a) The plantation owner. (b) The workers on the plantation. 2. Rubber. Either this or coffee project may be given. Reference "The Romance of Rubber," a booklet edited by John Martin. A copy for each child in the class may be obtained free by writing to the Educational Department of the United States Rubber Co., 1790 Broadway, New York City. See Encyclopedia and World Almanac. Use the following facts as a basis for the study of rubber: 1. The world production of rubber in thousands of tons for each tenth year from 1850 to 1920 was 1.4, 2.6, 6.4, 8.5, 16, 53, 77, 406. 2. Of the world production of 409,000 tons in 1922, British Malaya contributed 212,000; Dutch East Indies, 102,000; Ceylon, 47,000; Brazil, 22,000. 3. Although the plantation rubber industry is only 25 years old, 93 per cent of the world's rubber now comes from plantation. 4. The United States which produces no crude rubber uses almost three-fourths of the world's supply in 500 factories, employing 175,000 people and making rubber goods valued at $961,000,000, only four per cent of which was exported. The value of the rubber tires was $620,000,000 and of rubber foot-wear $145,000,000. 5. London is the greatest rubber market of the world; New York, Singapore, and Colombo are important. Additional facts: Plantation rubber is marketed in three forms: a. Smoked sheet, which resembles black molasses candy and smells like bacon. b. Thin crepe, which looks like lemon-colored flannel. 246 c. Thick crepe, which looks like tripe. A lecture prepared by the Educational Department of the United States Rubber Company, says: "Of late one has heard much of the well advertised slogan, 'America Should Produce Its Own Rubber.' This makes a strong sentimental appeal, but unless applied in a practical way may lead to heavy financial losses. Up to the present, labor and land laws, together with the uncertain political future, have prevented capital from flowing into the Philippines. Shortage of lowpriced labor and governmental insecurity have likewise discouraged investment in Latin-America." Review and testing. STANDARDS OF ACHIEVEMENT FOR THE FIRST HALF OF THE YEAR I. Fundamentals of Geography: At the completion of the work of this unit the pupil should be able to fulfill the following requirements: 1. Know meaning of rotation and revolution, latitude and longitude. 2. Be able to explain cause of seasons. 3. Know and locate five oceans of the world. 4. Know names and direction of principal winds and ocean currents. 5. Know Arctic and Antarctic explorers. II. Panama Canal: 1. Know how Panama Canal ranks among other world canals. 2. Know length, cost of construction, and date canal was finished. 3. Know how a ship goes through the canal. 4. Know the importance of the canal to the United States. III. South America: 1. Know the three great river systems of South America: The Orinoco, the Amazon, the Plata. 2. Know the significance of location and boundaries, the distribution or natural resources, the effect of climate and the physical makeup of the country. 3. Know the causes for the slow growth and the possibilities for future development. 4. Know the problems of transporting and marketing products: the ocean routes to the countries with which South America trades. 5. Know the leading cities and the reason for their importance. 6. Know the opportunities South America affords the United States from a commercial standpoint. PUPILS' REFERENCES 1. Atwood and Thomas, "The Americas," Book Two, 1929. 2. Brigham, A. P. and McFarlane, "Essentials of Geography." 1925. 3. Carpenter, F. G., "New Geographical Reader," South America. 1922. 247 4. Chamberlain, J. F., "Home and World Series." 1927. 5. Chamberlain and Chamberlain, "The Continents and Their People," South America, 1921. 6. Dodge, R. E. and Lakey, E. E., "Advanced Geography." 1928. 7. Franck, Harry A., "Travels in Many Lands," Mexico and Central America. 1927. 8. Guitteau and Winter, "Seeing South America." 1929. 9. Lefferts, Walter, "Our Neighbors in South America." 1927. 10. McMurray, F. M. and Parkins, A. E., "Advanced Geography." 1927. 11. Packard and Sinnott, "Nations as Neighbors." 1925. 12. Perdue, H. Anis, "How Other Children Live." 1928. 13. Southworth, G. V., "Our South American Neighbors." 1924. 14. Winslow, I. 0., "Our American Neighbors," 1921. 15. "World Almanac" (Latest). SEVENTH GRADE GEOGRAPHY I. Europe as a Whole: Problems: Why is Europe a continent of particular interest to Ameri- cans? Why has Europe become so densely populated and so important? 1. Our Relations to Europe. a. Home of our ancestors. b. Point of interest to travelers. c. Trade and commercial interest. d. Center of civilization for many years. e. Seat of World War (1914-1918). 2. General Survey of Continent. a. Location--advantages. Relation to Asia and Africa; effect of latitude. b. Extent. Compare with North America and Asia. c. Population. Centers of density; distribution. d. Form and coastline. Effect of irregularities and islands. e. Surface. Effect of chief mountains, rivers and plains on human activities. f. Climate. Variations in temperature and rainfall; their cause and effect; winds and ocean currents. g. Countries. Explain natural causes for the large number. II. The Mediterranean Basin: Problem: Why was this region the home of the oldest civilization of the world? 1. General survey of Mediterranean Sea and shore. a. Follow general plan used under this heading for other regions. b. Summary: Consider all the natural conditions favoring an early development of civilization, e. g., mild climate, protecting mountain walls, enclosed sea for navigation, fertile valleys and plains, numerous islands. 2. Italy. a. Natural advantage of position. b. Disadvantages. Mountains: lack of rain; lack of raw materials; unhealthful climate. 248 o. Industries. (1) Farming--particularly of Po Valley--methods, products. (2) Manufacturing--Piedmont towns--centers, products. (3) Commerce--Natural advantages, centers of trade, d. Places of interest to tourist. (1) Rome. Compare the modern and ancient city. (2) Mt. Vesuvius and buried Pompeii. (3) Venice--streets of water, bridges, buildings. (4) Florence--Art galleries. Spain and Portugal. a. Natural advantage of position. b. Disadvantages--plateaus; lack of rain; straight coastline; un- navigable rivers; poor transportation; ignorance and laziness of people. c. Industries--Note their limitations from these disadvantages. (1) Farming--methods; products. (2) Grazing--products. (3) Forestry--cork, chief product. (4) Mining--products; possible future development . (5) Manufacturing--Reasons for poor development; future. d. Cities of interest--Madrid, Barcelona, Balboa, Lisbon, Oporto, Granada. e. Gibraltar owned by British. f. Summarize all causes of backwardness. Compare with Italy. Predict future development. Countries of the Danube and the Balkans--Austria, Hungary, Czecho Slovakia, Albania, Bulgaria, Fiume, Rumania, Jugo Slavia, Turkey, Greece. Problems: Why is this section of Europe divided into small, backward nations instead of being one large nation? Why has such an unprogressive section of Europe been regarded by other nations as of such great importance? a. Survey of region. Follow general outline used before, stressing the effect of mountainous surface and coastline upon the number of small countries. b. Industries. Note limitations caused by surface and climate. (1) Farming--methods, crops--wheat, corn, fruits. (2) Grazing--reason for its prevalence. (3) Mining and manufacturing. Reasons for much hand work and little machine work. Cities which are centers, e. g., Prague--iron and steel industries. c. Important cities. (1) Causes of growth, present industries, points of interest. (2) Select from Vienna, Prague, Budapest, Constantinople, Athens. Contrast latter two with earlier development; Parthenon. 249 d. Importance of region to rest of world. (1) Location as connecting link between Europe and Asia. (2) Strait of Dardanelles--Natural passage for trade. Important position in war. (3) Danube--only outlet of landlocked countries, to sea. 5. Summary: Recall problems of Mediterranean Basin and attempt a solution. Find the causes for the lesser importance of the region today than formerly. III. Eastern Europe: Soviet Russia, Poland, Esthonia, Lithuania, Latvia, Finland. Problems: Why have these countries been in such an unsettled state for the last few years? What future progress can we predict for them? 1. General survey of entire region. Treat in same general way as other outlines, stressing the great differences in different parts of the region due to variations in climate, and racial groups and to size. 2. Soviet Russia. a. Condition of people--Lack of education, freedom to work and own land. Show changes which must come here in order to have a better Russia. b. Industries. (1) Farming--Natural advantages; primitive methods; crops. (2) Lumbering--Location of forests, use. (3) Mining--Location of regions; products; importance of Baku oilfield. (4) Transportation--Advantages of rivers; disadvantages; need for port other than through the Dardanelles, which is controlled by another nation; Trans-Siberian railroad. 3. New nations in the region. a. Development of these countries following the World War and the Russian Revolution of 1917. b. Poland--Location; area; population; character of people; industries; cities. c. Finland. Treat much as you do Poland. d. Lesser countries. Latvia, Lithuania, Esthonia--location; reason for separation from Russia; industries. 4. Summary of problems. Review and testing. IV. Northwestern Europe: Great Britain, France, Germany, Belgium, Denmark, Norway, Sweden, Holland, Switzerland. 250 Great Britain. Problem: What are the conditions which have made Britain great? (Problem and outline), adapted from Clark, Rose B., "Unit Studies in Geography," 1924 Why does England maintain the largest navy of any nation? a. Area and location--advantages and disadvantages. Population in relation to area. Climate--effect on industrial life. Coal--location of fields; output compared with United States and France; effect upon manufacturing. Sources of raw materials--those produced in England; those imported; importance of colonies as sources. Sources of food supply. (1) Necessity for large supply. (2) Farming--crops grown; proportionate amount produced. (3) Fishing--kinds; use. (4) Importing of foods--kinds; sources. (5) Necessity for protecting food supply--merchant marine and navy. Transportation--use of railroads; chief seaports. Dependencies of Britain. (1) Location of principal possessions. (2) Type of government granted them. (3) Industrial and commercial value of them. h. Cities of Britain. (1) Study reason for importance, industries, places of interest. (2) London, Liverpool, Cardiff, Glasgow, Edinburg, Belfast, Dublin. . France. Problem: How does France compare with Great Britain in natural advantages and industrial development? a. Survey of region. Use maps freely, follow general outline used before. Make comparisons and contrasts with Great Britain. Stress the unifying character of natural features of France. Restoration of Alsace-Lorraine (1918). b. Farming. (1) Location of regions; crops grown; methods used. (2) Proportionate part of food produced. Compare with Great Britain. c. Manufacturing. (1) Sources of power--coal and water. Stress benefit of World War in this respect. (2) Sources of raw materials--at home; abroad. (3) Goods made--centers of each, e. g. silk--Lyons; wine--- Bordeaux. 251 d. Transportation. (1) Natural advantage of rivers and surface. (2) Chief railroad centers and seaports. e. Paris--the center of French life. (1) Advantages of location. (2) Present importance in industry, art, education and government. (3) Places of interest. 3. Germany. Problem: Has Germany reached its place of importance as a nation because of natural advantages or in spite of the lack of them? Has Germany recovered from the World War? a. General survey. Note especially the disadvantages of surface and soil, the advantages of rivers. b. Farming. (1) Natural handicaps and methods of overcoming them. (2) Regions--crops grown. (3) Proportionate part of food supply produced. c. Mining--regions; kinds of minerals; use of them. d. Manufacturing. (1) Sources of power--effect of war losses felt here. (2) Sources of raw materials. (3) Chief imports and exports. People of Germany--education, character, intelligence and government as factors in developing strong nation. f. Cities of importance. (1) Consider natural advantages, chief industries. (2) Berlin, Hamburg, Munich, Leipzig, Dresden, Cologne, Breslau. Review and testing. 1. Small countries of North Central--Holland, Belgium and Denmark. Problem: How has the dense population of these countries influenced the occupations of people? a. Natural advantages of location. b. Area and population. Note density of latter. c. Influence of surface and climate upon occupations. d. Industries--results of physical conditions and population. (1) Farming--chiefly in Denmark--methods; crops. (2) Manufacturing--chiefly in Belgium--advantages; articles made; centers of industry. (3) Transportation--chiefly in Holland--reason for seafaring men; portBj goods carried. 252 important Cities. (1) Account for their large size and importance. (2) Amsterdam, Rotterdam, The Hague, Antwerp, Ghent, Liege, Copenhagen. Brussels, 2. Switzerland. Problem: How has such a tiny nation been able to maintain its independence among such large nations? a. Disadvantages of location--mountainous surface; lack of seacoast. b. Advantages of location--protected by mountains; buffer state; outlet through rivers. c. Effect of natural conditions upon people. (1) Character of people. (2) Tourist business. (3) Farming--valleys and terraces. (4) Manufacturing--type; goods made. (5) Transportation--handicaps; methods of overcoming them. d. Famous cities--Zurich, Basel and Geneva. e. Famous lakes--Lucerne, Constance, Geneva. 3. Norway and Sweden. Problem 1: How can people make a living in such cold, rugged countries? 2: Why called land of the midnight sun? a. General survey of region. Stress the way surface and climate limit industries b. Industries. (1) Farming. (2) Lumbering. (3) Mining. (4) Manufacturing. (5) Fishing. (6) Commerce. Cities--Oslo and Stockholm. Asia: 1. Asia as a Whole. Problem: Why has Asia, with more area and population, been of less importance than Europe in the past? a. General survey of continent. Follow general plan of map reading used previously for other continents. Stress location, extent, surface, climate, rivers, animals. b. Pupils' discussion of problem. 2. The Chinese Republic. Manchuria, Mongolia, Eastern Turkestan, Tibet, China Proper. Problem: What chances has China to become a world power? (Prob- 253 lem and outline adapted from Clark, Rose B., "Unit Studies in Geography," 1924). a. General survey of physical conditions. Stress wide diversity of surface and climate in various parts of the Republic, and effect upon life conditions. Note density of population. b. People. (1) Physical traits of different parts of Republic; home life; customs. (2) Moral and intellectual traits--education; religion; government; attitude toward progress; Chinese Wall. c. Industries-- (1) Farming--advantages; methods; crops. (2) Grazing--contribution of Mongolian herdsmen. (3) Lumbering--benefit of Manchurian forests. (4) Manufacturing--Sources of power and raw materials undeveloped; type; articles made. (5) Transportation--reasons for lack; chief ports, e. g., Shanghai, Canton, Darien, and Tienstin. d. Conditions of Government-- (1) Internal government--causes of unrest; Civil War of 1927; difficulties in forming central government. (2) Relation with foreign powers--interference in internal affairs; attitude of United States toward immigration and treaty rights. e. Rivers--Yangtze and Hwang. f. Summary of problem. 3. Japan. Problem: How has Japan been able to change from a country of no importance to a World Power in seventy years? a. Japan--an isolated nation-- Tell briefly the story of Japan's isolation for 250 years, broken in 1854 by Commodore Perry of United States; Roosevelt and Russo-Japanese war 1904-05. b. General survey of region. Note effect of mountainous island upon industries. c. Utilization of resources-- (1) Farming--type; method; crops. (2) Fishing--advantages; necessity for; kinds of fish. (3) Lumbering value in furnishing raw material for manufacturing. (4) Manufacturing--sources of power and raw materials; kinds of land and machine-made goods sold; centers. (5) Transportation--advantages and handicaps; methods used; chief seaports. 254 People--as a factor in progress-- (1) Physical traits--home life; customs. (2) Moral and social traits--education; religion; government. (3) Need for colonies--due to dense population. Cities--Tokyo, Osaka, Tokohama. Summary of problem. . Indian Empire. India, Burma, Baluchistan, Ceylon. Problem: Why has Great Britain been able and anxious to keep India as a part of her Empire? a. Advantages to Great Britain in holding India (1) Location and climate--do not favor development of energetic and independent people. (2) Surface--unfavorable to a united people. (3) People--racial, class and religious divisions, poverty and ignorance do not favor independence. b. Benefits of India to Great Britain-- (1) Rich farming lands--Study farming; crops; methods. (2) Mineral wealth--kinds; amounts. (3) Forests--kinds; value. (4) Hand-made goods--reasons for hand industries. (5) Market for Great Britain's manufactured goods. c. Benefits that Great Britain has brought to India-- (1) Better government. (2) Better education. (3) Better sanitation and medical treatment. (4) Improvements in agriculture and transportation. d. Cities--Calcutta, Bombay, Benares. e. Rivers--Ganges, Indus. Review and testing. Southeastern Asia. Indo-China, Malay Peninsular and Dutch East Indies. Problem: Why have European nations been so much interested in an unprogressive region? Develop along lines of unit on India, though in less detail. Stress value of these regions to European nations as sources of tropical products, and as markets for manufactured goods. 6. Central and Northern Asia--Russian Territory. Problems: This region is similar to Canada in latitude, extent, climate, and products; yet it has never become so important. Why? Develop the problem to show relation between physical conditions, e.g., surface, climate and the progress of the country. Southwestern Asia. Arabian Peninsula, Mesopotamia, Palestine, Persia, Turkey in Asia, 255 Syria, Afghanistan. Problems: What conditions made this region the center of world civilization in ancient times? Why has it lost its prominence? Develop the problem to show the greater advantages of facing the Mediterranean in ancient than in modern times, the limitations of region in climate and character of people, and the effect of centuries of wars. VI. Africa. Problems: Of what value is Africa to the rest of the world? What has been the significance of Africa to world History? Why is Africa such a backward continent when most of it belongs to European countries? Why is South Africa the most progressive part? 1. Location-- a. With reference to oceans, other continents, and the equator. b. Latitude and longitude. c. Is Africa favorably located for progress? 2. Coastline-- a. Study general shape. b. Note lack of good harbors. c. Closeness to Asia and Europe. 3. Surface-- a. Few mountains. Interior plateau. Sahara desert. Rivers and lakes-- a. Four great rivers: Nile, Congo, Niger, Zambezi. b. Victoria Falls, highest in the world. c. Lakes: Victoria, Tanganyika, Nyasa, Chad. Climate-- a. Central Africa along equator. b. Dry and arid in North; northeast trade winds. c. Temperate in south; southeast trade winds. d. Tropical rains in equatorial Africa. History and People-- a. The native African. European immigrants. Stanley and Livingston. , Proposed Cape-to-Cairo railroad--7,000 miles. The partition of Africa, Great Britain, France, Belgium, Portugal. Suez Canal; importance of. Boer War. Industries and Products-- a. Kimberly diamond mines. b. Ivory, cotton, cereals, sugar, gold, tobacco, asbestos. c. Forests and animal life. 256 8. Egypt; possession Great Britain-- a. Gift of the Nile. b. Ancient civilization, pyramids, sphinx. 9. Union of South Africa-- a. Prominent part of Cecil Rhodes. b. Gold mines of Johannesburg. d. 98 per cent of the world's diamonds. 10. Libya, Algeria, Morocco, Liberia, Belgian Congo, Madagascar, France, Portuguese, Italian, and Spanish possessions. 11. Cities: Cairo, Alexandria, Cape Town, Port Said, Kimberly, and Johannesburg. VII. Australia and New Zealand: Problem: Will Australia ever become a leading continent? 1. Location-- a. With reference to oceans and other continents. 2. Area and Population-- a. Three-fourths size of Europe. b. Natives and immigrant whites. 3. History-- a. Both British possessions. b. Early British convict settlements. 4. Surface-- a. Mountains and central plains. b. Do surface features hinder progress. 5. Climate-- a. Effect of Southeast trade winds and prevailing westerlies and equatorial calms. b. How rainfall affects agriculture. 6. Products and industries-- a. Farm products: Wheat, sugar cane, sheep, cattle. b. Mining: gold, silver, lead, copper, and coal. 7. Cities: Wellington. VIII. Important Commodities of World Trade: Learn sections of world that are the greatest producers of these commodities. Study production maps and make some if time permits. Wheat. Sugar. Meats. Dairy products. Vegetable oils and fats--copra, olive oil, cottonseed oil, paim oil peanut oil, soy bean oil. Cotton and cotton textiles. 267 7. Other plant fibers and their uses-flax fiber, sisal, Manila hemp, hemp jute. 8. Wool and woolen goods. 9. Silk and silk manufacturing. 10. The forest and its products--timber, tanning materials, naval store, paper. 11. Rubber. 12. Leather. 13. Iron. 14. Coal. 15. Petroleum. IX. The Great Highways of Trade: 1. Ocean Routes-- a. The North Atlantic route. b. The Mediterranean-Suez route. c. Pacific routes. 2 Land Routes-- a. The Great Lakes and the St. Lawrence waterway. b. The leading railroads of the United States and Canada. c. The chief trade routes of continental Europe. d. The chief trade routes of Asia. e. The chief trade routes of South America. f. The airplane routes of the world. References--Physical and Trade Maps. Review and Testing. STANDARDS OF ACHIEVEMENT European Geography: a. Know the location and reason foi the importance of these cities: Lon- don, Liverpool, Manchester, Edinburgh, Glasgow, Madrid, Berlin, Hamburg, Rome, Athens, Constantinople, Petrograd, Moscow, Paris, Marseilles, Prague, Warsaw, Venice, Vienna. 1). Know the location and value to the country of these rivers: Danube, Rhine, Seine, Volga, Vistula, Elbe. ;. Know the location and effect upon life conditions of these mountain ranges and peaks: Alps, Caucasus, Ural, Carpathian, Pyrenees, Mt. Blanc. 1. Know the location and importance to the world of these bodies of water: Mediterranean, Aegean, Black, Adriatic, North and Baltic Seas, Dardanelles, Bosporus Strait, Gulf of Finland, English Channel, Kiel Canal. II. Asiatic Geography: i. Know the location and reason for the importance of these cities: Calcutta, Bombay, Canton, Hongkong, Shanghai, Peking, Tientsin, Jerusalem, Tokyo, Yokohama. 258 b. Know the location and value to the country of these rivers: Yangtse Ganges, Indus, Tigris, Euphrates. c. Know the location, approximate height and effect upon life conditions ot Himalaya mountains, Plateau of Tibet, and Mt. Everest. d. Know the location and importance to the world of these bodies of water: Indian Ocean, Red Sea, Suez Canal, China Sea. III. Africa and Australia: Know why the animal life and plant life of Australia is so different from that ol other countries. Know why the climate is so even. Know why so much of Australia is dry and the results of this on the development of the country. d. Know the chief products, and the possibilities of future development ol the country. e. Know why the continent is inhabited only along the coast. f. Know that Australia leads the world in sheep raising. g. Know why Africa is so retarded in development. h. Know that South Africa leads the world in the production of gold and diamonds. Know why the Nile overflows every year, and know the great importance ot this fact to the Nile Valley. Know four other rivers. Why the Strait of Gibraltar is the most important water passage in the world. k. Know that Africa has the world's largest desert. 1. Know the animal life of the continent--why so large. m. Be able to account for the progressiveness of New Zealand. IV. World Commodities and Highways: a. Know principal countries that produce wheat, cotton, flax, wool silk lumber, rubber, coal, iron, oil. b. Know leading United States railroads and rivers. GEOGRAPHY TESTS 1. Branom, M. E., Practice Tests in Geography. 1926-28 2. Buckingham-Stevenson, Problem Information Test in Geography. 1923 3. Buckingham-Stevenson, Place Geography Tests. 1922. 4. Branom, M. E., Branom Tests in Geography. 1925. 5. Curtis, S. A., Standard Supervisory Test in Geography. Form A. 1922 6. Hahn-Lackey, Geography Scale. 1920. PUPILS' REFERENCES FOR SEVENTH GRADE GEOGRAPHY 1. Aljen, Nellie B, "The New Europe," Asia. (Geographical and Industrial studies.) 1920. 2. Allen, Nellie B., "Asia", Ginn and Company. 1920. 3. Atwood and Thomas, "Eurasia, Africa and Australia," Book III 1929 Narrows, H. H. and Parker, Edith and Margaret, "Europe and Asia.'" 259 5. Bates, Katherine Lee, "In Sunny Spain." 1913. 6. Brigham, A. P. and McFarlane, C. T. "Essentials of Geography. Book II. 1924. 7. Carpenter, Frank G., "New Geographical Reader of Asia." 1922. _ Chamberlain, J. F. and A. H., Home and World Series, "The Continents and Their People--Europe." Asia. 1921. 9. Dodge, Mary Mapes, "Hans Brinker and the Silver Skates. ' 1873. 10. Fairbanks, Harold W., "Europe." 1925. 11. Fairgrieve, James and Young, "The New World and the Old. Book V and VI of Human Geography by Grades. 1926. 12. Franck, H. A., "Travels in Many Lands:" China, The Japanese Em- pire. 1927. ^T _ .. 13. George, Marian M. "Little Journeys Series." Numerous Countries treated. 1901. 14. Haskell, H. E. Katrinks, "The Story of a Russian Child. 15. Huntington, Ellsworth, "Asia." 1912. 16. McDonald, E. B. and Dalrymple, Julia, "Little People Everywhere Se- ries," (Stories of Child life in Various Lands, e. g., Boris in Russia. Many Volumes.) 1916. 17. McMurry, Frank M. and Parkins, A. E. "Advanced Geography. 1925. 18. Packard and Sinnott, "Nations as Neighbors." 19. Perkins, Lucy Fitch, "The Belgian Twins." 20. Perkins, Lucy Fitch, "The Scotch Twins." 21. Perkins, Lucy Fitch, "The Swiss Twins." 22. Spyri, Johanna H, "Heidi." 23. Smith, J. Russell, "Human Geography," Book II, "Regions and Trade. 1925. 24. Winslow, I. O., "Geography Series," Book IV. "Europe. 25. Winslow, I. O., Book V, Geography Series, Distant Countries." 1921. 26. World Almanac. (Latest.) REFERENCES FOR TEACHERS 1. Allen, N. B., "Geographical and Industrial Studies," Ginn & Co. 2. Barrows and Parker, "Elementary Geography Objectives and Curricu- lum " Elementary School Journal XXV (March 1925) pp. 493-506. 3. Branom, Mendel and Fred K., "The Teaching of Geography," Gmn & Company. 1921. 4. Bowman, Isaiah, "The New World," World Book Co. 1921. 5. Brigham, A. P., "Commercial Geography-revised," Ginn & Co. 1923. 6. "Compton's Pictures Encyclopedia," Compton Publishing Co. 7. Clark, "Unit Studies in Geography." World Book Co. 1924. 8. Colby, C. C, "A Source Book for the Economic Geography of North America." University of Chicago Press. 1922. Crawford, C. C. and McDonald, L. P., "Modern Methods in Teaching Geography." Houghton-Mifflin Company 1929. 10. Crissey, Forrest, "The Story of Floods." Rand, McNally Co. 1917. 11. Dryer, C, "Elementary Economic Geography," American Book Co. 1926. 12. Fairbanks, H. W., "North America." Wagner-Harr. 1926. 260 13. Fairbanks, H. W., "South America." Wagner-Harr 14. Fairbanks, H. W. "Europe." Wagner-Harr. 1925 1926. 15. Finch and Baker, "Geography of the World's Agriculture." Superin- tendent of Documents of Government Printing Office. Washington, D.C. 16. Greeley W. B, "Timber, Mine or Crop?" United States Department of Agriculture, Superintendent of Documents, Government Printing Office Washington, D. C. ' 17. Goode, J. Paul, "School Atlas," Rand, McNally. 18. "National Geographic Magazine and National Geographic Weekly " Na- tional Geographical .Society, Washington, D. C. 19. 1922* A' H'' "Panama aDd Us Bridge of Water-" R^d, McNally Co. 20. 21. 22. Nystrom, "International Trade Desk Map." Nystrom, A. J. & Co ack, Our Vanishing Forests." Macmillan Company. 1923 Parker, "Types of Elementary Teaching and Learning." Ginn & Com- party. 1923. 23. CompanyL' 1^ Slnn0tt' " P" "NatiM " Neighbors-" Macmillan 24. Rocheleau, W F. "Geography of Commerce and Industry." Education- al Publishing Company. 1923. 25. Rugg Harold, Social Science Pamphlets, Bureau of Publications, Colum- bia University, New York City. 26. Smith, J. R., "Commerce and Industry." Henry Holt & Co. 1920 27. 28. Q u ?,Usse11' "Commerce and Industry." Henry Holt & Co. 1925 Co 1924 "TeaChing GeoSraPhy by Problems." Doubleday, Page & 29. "The World Book." Roach-Fowler Company. 30. Vernll, A. H, "Panama, Past and Present," Dodd G 1921 31. Wmslow, "United States." D. C. Heath & Co. 1921 32. Wmslow, contact with the pupils. (4) An achievement book for each child or for the class, which contains statements written by the children at such times as they become conscious of improvement. DEVELOPMENT OF INSTRUCTION UNITS: In developing health instruction units, natural interests which have been found useful are: 1. Family life 2. Nature (animals, plants) 3. Toys 293 4. Handwork (construction, sewing, cutting, drawing, painting) 5. School and class activities 6. Games 7. Parties 8. Dramatization 9. Class or group loyalty (group competition) For each chapter in JUST TEN MINUTES, similar suggestions to the following are appropriate: CHAPTER I. First Step: Read the chapter. Discuss the contents. Dramatize it. Second Step: Thoughts for developing the units of instruction: Health Building-- Character Building-- Sleep Obedience Value of sleep. Obedience to parents. Regular sleep habits. Disobedience. Stories of the sandman. Stories illustrating effects of dis- Discuss the value of obedience. sleep--rest--play-- Do young animals, cats, puppies, etc. play? Third Step: Make illustrative drawings. Make posters. Make a good sleep rule. Make slogans. Use sand table and plasticene. Use scissors and paper. Write original health stories. Fourth Step: Select a good habit to form: Make it a habit to sleep by your rule. Record Achievements: Let pupils keep a record of the time they went to bed each night and arose each morning during the week. First Step: Read the chapter. Discuss the contents. Dramatize it. CHAPTER II 294 Second Step: Thoughts for developing the units of instruction: Health Building-- Need for nourishing foods. The Story of "Neighbor Apple Tree". How eating apples may help boys and girls to beat the Imp who is really 111 Health. Character Building- Courage to endure hardships. Co-operation and friendship. A bad habit. Third Step: Make a health rule about apples. Make a class slogan concerning bad habits. Fourth Step: Selecting a habit to form: (Eating a raw fruit or vegetable daily). Record of .achievement: Raw fruits and vegetables eaten daily during the week: Apples, oranges, grapes, tomatoes and lettuce. CHAPTER IV. First Step: Read this chapter and others that contain information about milk. (Ill, VI, VIII). Discuss the use of milk and vegetables with members of class. Second Step: Thoughts for developing the units of instruction: Health Building-- Our Teeth What our teeth do for us and what we should do for them. Milk contains lime for making enamel. Show that teeth crumble and de- cay for lack of lime. Fruits and vegetables exercise the teeth if we chew them thoroughly on both sides of the mouth. Chewing bread and other coarse foods makes the blood circulate around the roots of our teeth. Character Building-- Helpfulness to Others Discuss the story of the boy who was made into "Neighbor Apple Tree". Let the children tell how the boys and girls in the story could help him. Third Step: Make a rule for the daily care of the teeth (see page 94). Make another rule for building up the teeth and for exercising them, Fourth Step: Making the rule for brushing teeth a habit by daily practice. (Count those who brush teeth). Becord achievements in care of teeth--morning, noon, and night. CHAPTER VI. First Step: Read the chapter. Discuss the contents. Dramatize it. Second Step: Thoughts for developing the units of instruction: Health Building- Character Building-- Milk Milk makes a "perfect food". Milk must be kept clean. Discuss the lunch, (Pages 39 and 40), which the Fairy gave Comfort. Ask class what the doctor ordered King Neversleep to eat. Forgiveness Permit the children to discuss in class the kindness of the Fairy to her enemy. (see page 76). Show what her knights fought for by a statement the Fairy made. Thfrd Step: Make a character rule against quarreling. Make a rule for drinking milk. Fourth Step: Making habits of the rules. Record of achievement: Held temper in check ..no. of times. Drank 1 quart milk daily .. no. of times. CHAPTER VII. First Step: Read the chapter. Discuss the contents. Dramatize it. Second Step: Thoughts for developing the units of instruction: 296 Health Building-- Water Makes us Strong and Healthy Discuss the weight of the human body after the water has been taken from it. Weigh the class. Show each pupil how much weight is due to water in his body. Show how water cools the body engine and keeps the engine from getting too hot. Show that food could not be used if it were not mixed with water. Character Building- Faithfulness Show why Faith's pitcher was always filled with water. Show how the fairy was faithful by being neighborly. Show how the giant was faithful and sportsmanlike. Third Step: Make a rule for drinking water. Make a rule for bathing. Fourth Step: Select a habit to form in regard to drinking milk and water. Record of Achievement. Water drunk daily Milk drunk daily Number of baths during the week (blackboard) q^g. qts times. FIFTH GRADE Basal Text: "Everyday Living for Boys and Girls," published by Smith, Hammond and Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Text: None. 297 HEALTH COURSE OF STUDY FOR FIFTH GRADE Text Book: EVERYDAY LIVING FOR BOYS AND GIRLS, by Maude Richman Calvert. HOW TO KEEP WELL The teacher should co-operate in every way possible in helping to carry forward the work of the State Health Department. Before selecting the problems for study, she should communicate with the School Nurse, the Public Health Nurse, or the Red Cross Nurse, if there are any in the community, and she should secure the material on Teaching Health issued by the State Health Department. She should make a careful study of the community in which she is teaching, and endeavor to discover the needs of her students. A few suggested problems are given below. Each separate community will suggest additional problems. Problem I. Page 2. If we are to live right and be able to do our share of work in this world, it will be necessary that we be healthy and strong. 1. Am I as well as I should be? 2. How can I find this out? 3. If I am not, why am I not? 4. What can I do to make myself well and to keep myself well? The members of the class should be weighed and measured and a chart made for each one. They should be impressed with the importance of forming good health habits, and every effort should be made to induce them to do so. Problem II. Page 3. 1. Are the members of my family well? 2. Do my younger brothers and sisters weigh what they should? 3. How can I help mother in teaching the younger members of the family better food and health habits? 4. Review the rules of the Health Game. Problem III. Page 9. Health Rule No. 1. Are we taking proper care of our teeth? Discuss the importance of having the teeth examined at least every six months. When possible, arrange for Dental Hygiene lectures by local dentists. Problem IV. Page 23-26. 1. How much do we know about germs? 2. What germs are harmful? 3. How do germs enter the body? 4. How can we protect ourselves against disease? 298 Problem V. Page 27-36. Since dirt and filth breed disease, what are some of the things that we can do in our home that will help us to keep in better health? 1. What care should be given our house and yard? 2. What is my duty toward helping to keep our school grounds clean? 3. What special care should we give the kitchen? The refrigerator; the bathroom; the garbage can? Problem VI. Page 44-45. 1. Have any of the children in our family hookworm? 2. Has carelessness about our homes caused this? 3. What can we do to cure them? Problem VII. Flies, mosquitoes, rats, body lice and household pets carry disease. 1. Are there flies around our house? Where do they breed? Class clean up breeding places. Make fly traps and see that they are used. Screen houses with mosquito net if wire is not available. 2. Are there breeding places for mosquitoes around our house? How can we get rid of them? 3. Since rats and mice carry disease, we must get rid of them. How can we best do it? 4. Household pets also carry disease, especially pets which are kept indoors, such as cats and dogs. Rabbits, chickens and birds which are kept outdoors rarely have diseases which are easily transferred to human beings. Problem VIII. Page 25-28. How can we guard against contagious and communicable diseases, such as: 1. Colds. 2. Tonsilitis. 3. Whooping Cough. 4. Measles. 5. Chicken Pox. 6. Scarlet fever, etc. Problem IX. Page 33-36. Drinking water sometimes carries disease germs. Is our water pure? Lessons on contamination of water should be given. Study the local water supplies. Harmful effects from using "common drinking cup." Teach class how to make a drinking cup out of clean folded paper. Discuss the importance of having "doubtful" water tested by City or State Health Department. Discuss proper methods of sewerage disposal, the importance of proper drainage in relation to wells, privies, stables, etc. Special References: "Health of the Family"--Federal Bureau for Vocational Education," Washington, D. C. Page 22-36. 299 The following bulletins from U. S. Department of Agriculture: Bulletin No. 463--"The Sanitary Privy." Bulletin No. 527--"Sewage Disposal in Rural Homes." Bulletin No. 851--"The House Fly." Bulletin No. 444--"Remedies and Prevention Against Mosquitoes." Bulletin No. 754--"The Bedbug." U. S. Department of Agriculture. Problem X. Page 46. What should we know about the use of patent medicines? Class should be impressed with the harmful effects of taking patent medi- cines. They should know that in case of illness a physician should be consulted, and his advice should be followed. Problem XI. Page 46-57. What shall we do when accidents occur? Make a study of simple First-Aid Treatment. Problem XII. What supplies should be in our Home Medicine Cabinet? Ask a doctor or Public Health nurse to assist in making a list of home remedies and First-Aid supplies. Problem XIII. How can we guard against accidents? Make a list of "Safety First" rules. THRIFT Do you know what it means to be successful? Find a food definition of success. Name some successful men and women. In order to succeed in life, it is necessary to possess certain qualifications. Problem I. Why should I give special attention to the following: 1. Honesty 7. Enthusiasm 2. Courtesy 8. Initiative 3. Clean personal habits 9. Loyalty 4. Industry 10. Ambition 5. Promptness 11. Dependability 6. Thoughtfulness 12. Neat appearance Problem H. Page 140-145. What does it mean to be thrifty? In order to be thrifty, I must learn to earn, spend, and save wisely. Discuss the meaning of earning, spending, and saving. Problem m. Page 140-150. How can I earn money? Should I expect money for helping with the work at home? Name ways in which money may be earned. Discuss the money value of the comforts of home, including food, clothing, etc. 300 Problem IV. Page 142-143. Does it make any difference how we spend our time? Discuss the value of making good use of our time. Problem V. Page 144-145. Why should I invest ih good health? Discuss the importance of good health in relation to success in life. Proble-m VI. Page 147-151. Why should I learn to save time, money, food, clothing, etc? Discuss the value of spending less than is earned; the importance of saving money for sickness and old age, etc. GOOD MANNERS Gotfd behavior should be considered as one of the important factors in developing a good personality. Problem I. Page 105-107. Why should I learn to be polite and courteous? Discuss the value of courteous manners in relation to success in life. Problem II. Page 111-116. Do I have good table manners? Is it necessary to practice good table manners every day? Discuss the value of good table manners. Problem III. Page 108-110. How can I help mother at home? Give some good reason for being courteous to your mother, father, brother and sister. Make a list of things that you can do at home. Discuss the value of good manners at home. Make a set of rules to be used in your home. Problem IV. Page 110. Do I have proper respect for older people? Suggest ways in which you can make older people happier and more comfortable. Problem V. Page 117-119. Do I know how to introduce my friends? Do I know what to do when being introduced? Problem VI. Page 119. Do I know how to answer the telephone? Am I continually borrowing from my neighbors? Discuss "The Voice With a Smile Wins." Give reasons for this statement: "Boys and Girls in school should not borrow from each other." 301 Problem VII. Page 119-122. How can I help keep my clothes in good repair? Discuss care of clothing, such as simple repairing, dusting, everyday care, etc. Problem VIII. Page 122-125. Do I know how to entertain my friends? Write a note inviting your friends to your home for an informal party. How would you answer a formal invitation to a party? Plan a class party. Problem IX. Page 124-126 Do I know how to treat a guest? Do I know how to be a guest? Write a letter inviting a friend to visit you. Write an answer to this letter. Write to your friend's mother telling her how much you enjoyed your visit in her home. Problem X. Do I know how to choose gifts for my father, mother, brother, sister and friends? Make a study of gifts suitable for people of all ages. Problem XI. Page 126-128. Do I know how to treat my teacher and my schoolmates at school? Make a set of rules to be observed at school, in the class room, in the halls, and in the assembly. Problem XII. Page 175-177. Do I have good manneis in the lunch room? Discuss the behavior of boys and girls in the lunch room. Problem XIH. Page 105-177. Do I know how to apply the rules of "Good Behavior" in playing games at school and at home? Discuss the value of being a "good sport." Problem XIV. Page 128-129. Do I have good manners in public places? Discuss the importance of good manners on the street, on the country roads, on trains, pullman cars, street cars, cafeterias, restaurants, depots, theatres, churches, etc. Problem XV. Page 133-134. Do automobile drivers respect the rights of others? How can I help in making the community a better place to live? Discuss the value of "community clean up da;" and of keeping parks, back yards, sheds, etc. free from paper bags, chewing gum, tin cans, etc. 302 SCHOOL LUNCH Problem I. Page 155-156. Do I know what kind of foods growing boys and girls should eat? Discuss food needs for growing boys and girls. Problem II. Page 69-92. Food experts in the U. S. Dept. of Agriculture, Home Economics Division, have divided all foods into five groups: Group 1. Fruits and vegetables. Group 2. Milk, eggs, meat and meat substitutes. Group 3. Starchy foods. Group 4. Sugar and sweet foods. Group 5. Fat and fat foods. Name all the foods used in your home and classify under the above classification. Problem III. Page 97-98. In order to be healthy and strong, it is necessary to select food from each of the five groups. What foods are usually served for breakfast? Plan ten breakfasts using food from each food group. Problem IV. Do I know how to select proper food in the school cafeteria? List foods commonly used in restaurants and cafeterias. Select ten lunches suitable for growing boys and girls from this list. Problem V. Page 163-166. Do I know how to select food for the lunch box? Discuss types of food suitable for lunch box, such as fruits, sandwiches, etc. Plan ten school lunch combinations. The ideal school lunch should contain: 1. A substantial food such as sandwiches. 2. A bulky, water food such as fresh fruit or tomatoes. 3. A simple dessert, such as custards or plain cakes. 4. Milk or cocoa to drink. "A bowl of hot soup or a cup of cocoa is a very valuable addition to the cold lunch. The addition of one hot dish to the school lunch makes the food more digestible and more appetizing. Even among children who are not under-nourished, the hot lunch has the effect of making their mental machinery run better. It makes their disposition happier and they are less inclined to waste time and annoy the teacher." Problem VI. Page 166-167, 173-174. How can I help in preparing the hot lunch at school? Plan school lunches for one month to be supplemented by at least one hot dish. Make out a plan for serving a hot lunch in your school. 303 Problem VII. Page 159-160. What kind of lunch box shall we select? Discuss the advantage and disadvantage of the tin box, paper box, paper sacks, etc. What dishes are needed in the lunch box? What special care should be given the tin lunch box? How should sandwiches be wrapped, etc.? Problem VIII. How can I help in making the lunch hour pleasant? Discuss the value of being happy at meal time, table manners, etc. Why take plenty of time to eat lunch? SIXTH GRADE Basal Text: "New World Health Series--Primer of Hygiene and Sanitation," published by World Book Company. Supplementary Texts: None. Recommended in Addition to above: None. Amount of Text to be Covered: Complete. Manuals: Basal Text: None. SIXTH GRADE HEALTH COURSE Based on Ritchie--Caldwell's PRIMER OF HYGIENE AND SANITATION: THIRD REVISION The object that the teacher should continually have in mind in the presentation of health subjects to children is the creation of right attitudes and habits of healthy living. With the inculcation of these, the foundation will be laid for vigorous and useful manhood and womanhood. But to secure the results that are desired, constant repetition will be necessary. The work of the sixth grade is intended to give to the many pupils who leave school early a thorough grasp of those principles that will enable them intelligently to care for their own health and to co-operate in public health activities; at the same time it is designed to lay a solid foundation for more advanced work on the part of those pupils who will go on to the higher grades. Upon the completion of this year's health work the pupil should (1) be thoroughly impressed with the idea that he is physically the architect of his own fortunes and (2) have a clear understanding of the fundamental principles on which are based the campaign against all infectious diseases. 304 The methods and principles of personal or physiological hygiene are quite distinct from those of public hygiene or sanitation. It avoids confusion and misunderstanding on the part of the pupil at this stage of his education if these two different phases of the work are largely taken up separately. The first half year is therefore devoted to personal hygiene (with a brief introduction to sanitation) and the second half year to sanitation. The state adopted text, Ritchie-Caldwell's Primer of Hygiene and Sanitation: Third Revision, is to be followed. First Half Year's Work--Complete Book I, Primer of Hygiene and Chapters I to VI of Book H, Primer of Sanitation. The primary objective of the work of the first half year is to ground pupils in those elementary principles upon which the intelligent care of the body and the promotion of personal health and physical well-being depend. The ultimate success of this part of the course will be measured by the extent to which the pupils form right attitudes and habits. It should be remembered that children of the age of those in this grade begin to want to know the reason why they must do certain things and they are more apt to effect changes in their habits and methods of living when they understand the reasons for the new practices. The "Suggestions and Topics for Development" at the end of most of the chapters of the textbook will provide material for class discussions and activities. The simple exercises described in Chapter XXVII (page 131) can be used from time to time throughout the year. The units of study outlined below do not necessarily require the same amount of class time; the teacher should make the proper apportionment of time at the beginning of the year. Unit 1. Keeping the Body in Health--Chapters I and II, Primer of Hygiene: Importance of health. The parts of the body. The seven great laws of health. Unit 2. Foods: Their Uses, Selection, and Preparation--Chapters III to VI. The three uses and classes of foods. Minerals and vitamins. Economy in buying foods. Choosing the right foods. Some important principles in cooking. Why foods spoil. How foods are preserved. Unit 3. Keeping the Digestive Organs in Health--Chapters VII and VIII. What happens to food during digestion. The organs of digestion. Proper care of the digestive organs. Aids to digestion. Correct eating habits. Unit 4. Care of the Teeth--Chapter IX: Importance of caring for the teeth. How to care for the teeth. Visiting the dentist. Unit 5. Breathing and Ventilation--Chapters X to XII: Why the body needs air. What is meant by fresh air and how to obtain it. Outdoor sleeping. How the lungs and air passages work. Care of the respiratory organs. Special troubles of the nose and throat. Treating adenoids and tonsils. 305 Unit G. The Blood and the Heart--Chapter XIII: How the blood circulates. Avoiding strain on the heart, and substances injurious to the heart. How to stop bleeding. Unit 7. The Work and Care of the Kidneys--Chapter XIV: Unit S. The Skin and the Clothing--Chapters XV and XVI: Function of the skin in regulating body heat. Care of the hair and nails. Bathing. Selecting clothing suited to seasons. Shoes and feet. Unit 9. Carriage of the Body and Exercise--Chapters XVII and XVIII (also XXVII): How the body is held erect. Securing correct carriage in both standing and sitting. Place and time to exercise. Some rules in regard to exercise. Unit 10. Care of the Nervous System and Habit Formation--Chapters XIX to XXI: General plan and work of the nervous system. Need for rest and sleep. Hygienic habits everyone should form. Desirable habits of mind. Unit 11. Effects of Alcohol and Tobacco--Chapters XXII and XXIII: From standpoint of health. From standpoint of business. Arguments against their use. Unit 12. Care of the Eyes and Ears--Chapters XXIV and XXV: Structure of the eye. Importance of correcting defective vision with glasses. Good light for reading. Resting the eyes. Removing foreign bodies. Testing the sight. Structure of the ear. Care of the ear. Unit 13. First Aid--Chapter XXVI: Actual drill in the methods of first aid for the following accidents: Broken bone, burning clothing, fainting, drowning. What to do in case of poisoning. Unit 14. How the Body is Affected by Disease Germs- -Chapters 1 to III, Primer of Sanitation: Importance of preventing germ diseases. The cells of which the body is made. Health dependent upon conditions of the cells. What disease germs are and where they come from. How the germs enter the body. The first two rules for preventing germ diseases. Unit 15. The Body's Protection Against Germs--Chapters IV to VI: How germs cause sickness. How the body destroys germs and their poisons. Vaccination. The third rule for preventing germ diseases. The different kinds of bacteria. The skin as a defense against infectious diseases. Second Half Year's Work- Complete Book n, Primer of Sanitation, Chapters VH to XXXVH: The primary objective of the work of the second half year is to develop an understanding of the means of preventing infectious diseases and to stimulate the pupil's intelligent and effective co-operation in public health activities. 306 The pupil should be able to apply what he learns to the sanitary problems of his school and of his local community. The great central idea of sanitation, keeping germs out of the body, is a relatively simple one. The methods are definite and specific and the pupil can apply them with immediate effect in his own life. The most fruitful results in health conservation can be achieved in this field. Again the units of study outlined are not necessarily of uniform length. Unit 1. Bacteria That Enter Through the Skin--Chapters VII and VIII, Primer of Sanitation: Review Units 14 and 15 of first half year's work. Protecting wounds against pus forming germs. How lockjaw may be avoided. Tetanus antitoxin. Unit 2. The Respiratory Diseases: How Prevented--Chapters IX to XII: General methods of preventing respiratory diseases. How diphtheria is caused. The Schick Test. Antitoxin treatment. How pneumonia is caused. How it is prevented. Guarding against influenza and whooping cough. The importance of avoiding colds. Unit 3. Tuberculosis and Its Treatment--Chapters XIII to XV.: Prevalence of the disease and its different forms. How it is contracted. Precautions to prevent it. Tuberculosis in animals. Importance of early treatment of consumptives. Factors in successful treatment. Sanitariums. Progress being made. Relation of dust to Tuberculosis and other respiratory diseases. Unit 4. Diseases of the Intestines: Typhoid Fever--Chapters XVI to XIX: Food poisoning. How Typhoid Fever is carried. Vaccination and preven- tion. Other bacterial diseases of the intestines prevented in ways similar to prevention of Typhoid Fever. Unit 5. Securing Pure Water Supply--Chapter XX: Relation of water supply to disease. How water supplies are kept safe. Removing germs from water. Unit G. Some Other Diseases and How to Avoid Them--Chapter XXI: Meningitis, Pink eye, Scarlet Fever, Plague, diseases of animals and plants. Unit 7. Preventing Malaria and Yellow Fever--Chapters XXII to XXIV: A different kind of disease germ causes Malaria. How the germ is transmitted by mosquitoes. Preventing Malaria by screening, destroying mosquitoes, and by quinine. Yellow Fever caused by another mosquito. Importance of destroying mosquitoes. Life history of mosquito. Methods of fighting mosquitoes. Unit 8. Smallpox--Chapter XXV: Character of the disease. Why everyone should be vaccinated. about preventing germ diseases that should be fully understood. A point 307 Unit 9. Some Other Diseases That Can Be Prevented--Chapters XXVI and XXVII: The Pasteur treatment for hydrophobia. Controlling epidemics of measles and mumps. How the spread of hookworm and other intestinal worms is prevented. Unit 10. Protection From Diseases by Means of Sanitation--Chapters XXVIII to XXXII: What sanitation is and why it is important. The house fly as a carrier of disease. How to destroy flys. Keeping food free from disease germs. Keeping milk pure. Methods of disinfecting: Light, heat, chemicals. Special points in disinfecting. Avoiding habits that help spread germs. Unit II. Public Sanitation and the Individual's Part In It--Chapters XXXIII to XXXV: The need for public health officials. How the individual can support their work. Quarantine. Water supply and sewerage system. Vital statistics. Educating the public on health matters. Sanitary measures in your own community. Practical results. Unit 12. New Discoveries Regarding Disease Germs--Chapters XXXVI and XXXVII: Measures to help prevent infantile paralysis. Other diseases caused by filterable viruses. Importance of contact infection. School health officers and public health nurses. Other matters yet to be finally settled. SEVENTH GRADE Basal Text: "Healthy Living, Book Two," published by Charles E. Merrill Company. Supplementary Text: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete. Manuals: Basal Text: None. SEVENTH GRADE HEALTH "Just as there was,* at about the age of eight or nine a period of readjustment of motor ideals, so at about twelve, there is a time of halting, uncertainty, and readjustment of social ideals. We are now at the threshold of a new birth, a new conception of life and of the use of powers. *Education by plays and games, Johnson. 308 This is the period of most rapid bodily growth. The heart increases rapidly in size relative to the blood vessels, and there is a marked increase in blood pressure. There is also a rapid increase in lung and chest capacity, in strength of grip of hand, and in control of accessory muscles. The sexual organs are developing rapidly. While the brain is not perceptibly increasing in weight there is a rapid structural change and accelerated development of association fibers. It is the period of greatest tendency to nervous disorders, and there is an increased liability to disease. This is the time of the most rapid development of the heart, and emotions. Love, pity, fear, anger, jealousy, emulation, ambition have a new awakening. There is frequently great emotional instability. Anger and pugnacity increase; sympathy increases. There is periodic laziness, awkwardness, selfconsciousness, tendency to reverie, dreams of greatness, self-assertion. There is a tendency to affection and mannerisms, to slang, to desire to show off, to freakishness and pranks. There comes now a new tendency to imitation and suggestion. There is a shifting of susceptibility to influence of adult ideals and example. There is a striking increase in susceptibility to religious influence; also the greatest liability to incorrigibility, misdemeanors and crime. There is a desire to leave home, yet susceptibility to homesickness. There is a keen sense of humor, a tendency to practical joking, great sensitiveness to praise, censure, or ridicule. There is now an increasing tendency to rudimentary organizations, gangs, clubs, and great interest in competitive and co-operative games; also in taking and giving of 'Stunts'. The circle of favorite games is narrowing, and sex differences become prominent. There is great admiration for physical prowess, hero worship, love of adventure, and love of hunting and camping. Reasoning is strengthening. There is on the whole less liability to errors in reasoning. The memory is increasing and the imagination is very active. The general reading interest is at its height. A genuine historic interest appears; also interest in drama. The collection interest gains in definiteness and permanency. There is great interest in nature and the training of animals. There is an increase in the regard for money and for trading. The puzzle interest involves mainly language and arithmetical puzzles. There is an increased interest in music and in rhythm. The environment in this period, then, should furnish opportunity for games and plays involving great physical activity and adapted to develop the large muscle areas, to continue the development of the finer motor adjustments, and to relate individual activity to a social group. These plays should develop the manly qualities--courage, generosity, staying power, and social consciousness. The increased interest along the many lines mentioned above should be a means for supplying many varied activities tending to direct the attention and interests without rathar than within, relieving the peculiar and often morbid emotional tendencies of this time. The narrowing circle and increased intensity of interest make this a favorable time for fixing permanent interests in some line--in athletics, nature, science, literature, music, pr art." Teachers should inspect the hygienic conditions of their classrooms daily and from this inspection should be set up definite ideals and standards of cleanliness. This should have both an illustrative and a practical value. Class attention should be devoted to the following conditions: 1. Pupils--their personal cleanliness: clothes, nose, hair, teeth, nails. 2. The room and its ventilation--fresh air and the correct room tem- perature. 3. Short,recurrent physical exercise periods. 4. Eye strain--detect this as soon as possible. Careful use of blackboards. 5. Body posture. See that the child forms correct bone and muscle habits. 6. Seats--See that they are properly adjusted to the child. 7. Breathing habits (watch for mouth breathers and for them, if possible, consult a physician.) 8. Speech habits. 9. Lunch inspection, care and suggestions for eating, with opportunities provided for wholesome conversation while lunch is being eaten. SEVENTH GRADE OUTLINE In an increasing measure through the seventh grade the teacher should emphasize: 1. A more detailed study of physiology and hygiene. 2. The social and community aspect of health. 3. The scientific foundation for health habits so that by the time the pupil reaches maturity he may decide all health problems on a rational basis. 4. That it is still necessary to have pupils check their own health behavior, to be sure that their ideals and information carry over into action. 1. Need of Health Study: a. The following adapted quotations from Dr. Thos. D. Wood, presents these startling facts: (1) About one per cent of our school children are mentally defective. (2) More than one per cent have organic heart trouble. (3) At least five per cent are, or have been, afflicted with tuberculosis. (4) Five per cent have defective hearing which often causes normal children to be classified as dullards. (5) Twenty-five per cent of our children have defective eyes. Only a small portion of these have received any attention. (6) Fifteen to twenty-five per cent are malnourished. This is not limited to the poorest classes, but is found many times in wealthy families. (7) Fifteen to twenty-five per cent have adenoids, diseased tonsils or other glandular defects. (8) Fifty to seventy-five per cent have defective teeth which frequently lead to Other diseases, such as rheumatism, 310 (9) Ten to twenty per cent have weak foot arches, spines or other joint defects. (10) Seventy-five per cent of all school children have some physical defect which is remedial, and would be remedied, in many cases, if known. b. Importance of these statistics to Georgia boys and girls. (1) A universal problem, defective children may be in any school. (2) During World War twenty-five per cent of the men in prime of life were not accepted because of physical defects. Estimate financial cost to government. (3) Ill health is detrimental to school work. (4) Ill health prevents family support. 2. Needs of Health Study (Continued).: a. Survey of community will show illnesses or ill health of grown people which are a result of neglect in childhood. Discuss the following points from local observation: (1) Rheumatism may be caused by bad teeth. (2) Deafness--may have been prevented. (3) Blindness or defective eyesight--may have been corrected. (4) Tuberculosis--may have been prevented in childhood. (5) Malnutrition may be corrected by a study of foods and food needs. (6) Adenoid and tonsil operation should not be neglected. b. Start weighing and weight chart as in previous years. 3. The Structure of the Body. Life and Health: a. A study of the cell, development of all parts of the body from the single cell. b. Caring for the body. c. Relation of knowledge and practice of laws of health to length of life. 4. The Skeleton: a. Uses of the skeleton. b. Most important parts of the skeleton. c. Sprains, dislocations and broken bones. 5. The Skeletal System as related to Hygienic Habits: a. Necessity for formation of posture habits in youth. b. The pliability of bones during youth. 6. The Muscles: a. Structure and location. b. Work of the muscles. c. Securing good carriage of the body. 7. The Muscular System: a. Effects of strain or fatigue. b. Methods of wholesome development. 311 Summary and review of the important points of work done during the quarter. Bring weight chart to date. 8. The circulatory system: a. How it works. b. The function of the blood. c. Plasma and corpuscles. Note: Read from available sources any information regarding the Selective Draft, and determine the number of young men who were rejected. From observation and questioning it will be found that there are children within the community who have one or more defects. 9. The Circulatory System--(Continued): a. The heart. b. Hygiene of the heart. c. How the heart may be injured. 10. The Lymph: a. The nature of the lymph. b. How it is circulated. c. Its use. 11. The Circulatory System--(Continued): a. The effects of drugs and stimulants. b. Discussion of various kind of drugs and stimulants and their effects. 12. The Nervous System: a. Structure and function of the nervous system. b. The three principal parts of the brain. c. Discussion of reflex and voluntary action. Importance of habit. 13. The Nervous System--(Continued): a. How it works. b. How it may be kept efficient Physiological effects of drugs. c. Care of the nervous system, The need of rest, fresh air, and peace of mind. 14. Tuberculosis: a. Sanitariums. b. Treatment, rest, food, outdoor life, avoidance of dampness, climate conditions. Review the work of the quarter. 15. The Digestive System: a. Parts of the digestive system. b. The function of the digestive system. c. The intestines and their work. 312 16. The Digestive System--(Continued): a. The food needs of the body. b. Substances, such as minerals, etc., that are necessary to health. c. Work done by enzymes. Carbohydrates and fats, proteins. d. Storage of food within the body. 17. The Digestive System--(Continued): a. Alcohol not a food. Its affects on the brain and the nervous and digestive systems. b. Reasons for eating slowly and regularly. c. Reasons for chewing food well, and being cheerful. 18. The Eye: a. The function and structure of the eye. b. How the image is formed. The lens and its function and how it accommodates. c. Care of the eyes. Note: Test the vision of each child using an eye test chart. If in doubt about vision urge child to see a physician. 19. The Eye-- (Continued): a. Defects of the eye. (1) Nearsightedness. (2) Farsightedness. (3) Astigmatism. b. Injuries done by disease germs. Effects of trachoma (sore eyes). e. Importance of securing spectacles when needed; necessity for good light when working or reading; practices that overtax the eyes. 20. The Ear: a. Divisions of the ear structure and function. b. How a sound wave starts a message to the brain. c. Care of the ear. Make tests for hearing. Note: Test the hearing. Hold a watch (a man's pocket watch) 20 feet from child and see if he can hear tick. Stand 20 feet away and speak in a distinct whisper. If child cannot repeat what you say, his hearing is defective. 21. Touch, Taste and Smell: a. How the nerves of touch receive messages. b. The nerves of taste; location of taste buds. Relation between smell and taste. c. The nerves of smell. Olfactory cells. Location. Discussion and reviews of the work covered during the quarter. 22. Food: a. Compare foods with foods used in an earlier time. b. Why plain food is better for health. c. Proper care of food. 313 (1) Refrigerator. (2) Keep covered. (3) Pure Food Laws. d. Why a variety of foods is better. Study food charts. e. School lunch. (1) Properly prepared. (2) Foods best for school lunch. 23. Foods that build the body: a. Those which build muscle. b. Those which build bones and teeth. c. Those which build blood. 24. Foods which furnish fuel: a. Sugars, starches, fats. b. Test for starch in potatoes, cornstarch flour by the iodine solution test. 25. Foods which keep the body in running order: a. Vitamins. b. Body cleaners. 26. Cost and nutritive value of foods: a. Calories furnished in different foods. b. Calories furnished in different meals. c. Calories required in a whole day. 27. Planning Balanced Meals: a. Quantitative studies of the amounts of different foods to make a well balanced diet. b. Estimation of food requirements, quantitatively making a schedule of the day's activities by minutes and calculating calories per pound per body. c. Calculation of different types of food found in individual diets. 28. Relation of Hygiene to Food Supply: a. Conditions favorable to action and growth of bacteria; yeast and mold on food in the home. b. Protection of foods. c. Raise and study yeast and mold. 29. Summarize the Work of the Quarter: Discuss and review important things covered during the year. 314 PHYSICAL EDUCATION PHYSICAL EDUCATION (Caution: Physicial examination should always precede participation in vigorous activities.) OBJECTIVES Definition Physical Education is education by means of physical activities. It is concerned with the big-muscle activities and related factors which influence the development of the child and the physical and social efficiency of the adult. General Objectives: The general objectives of Physical Education are: 1. The development of organic vitality. 2. The development of many specific neuro-muscular skills. 3. The development of proper ideals and attitudes toward physical activity. 4. The establishment of desirable habits of conduct. Specific Objectives: Some of the specific objectives of Physical Education may be stated as follows: To-- 1. Prevent handicaps and improve physical efficiency. 2. Improve the individual's posture. 3. Decrease mental strain and improve mental health. 4. Develop symmetry, control and grace of bodily movement. 5. Develop ability to meet physical emergencies. 6. Develop alertness and quick response. 7. Develop an active response to rhythm. Develop courage, self-control, self-sacrifice, courtesy, kindness, loyalty, obedience, honesty, cooperation and initiative. Create in youth an intelligent and healthful interest in physical activity and give to him a fund of activity material for use in leisure time. 10. Create an interest in the physical welfare of others. 11. Promote the desire for wholesome associations and recreation. 12. Develop the proper spirit toward victory and defeat. 13. Develop good character. 14. Develop the qualities inherent in leadership. Effects of Muscular Activity* Circulation is increased throughout the entire body, or through the part exercised. This circulatory activity increases carriage of food to the tissues, removal of wastes, distribution of the endocrine secretions and equalization of the water and heat content of the body. Report of the Joint Committee on Health Problems in Education of the National Education Association and the American Medical Association, pages 50-51. 316 Big-muscle activity increases the demand for oxygen and thus causes an increased respiratory activity with the resulting increase in the rate of oxygenation of the blood, increased rate of elimination of the carbon dioxide and increased oxygen supply to the tissues. This increased respiratory activity is the result of the demands made by the exercise, and deep breathing without the bodily exercise will not have the same results. During increased activity the respiratory apparatus naturally responds by frequent and deep respirations. Exercise stimulates the excretory system and increases the elimination of waste through kidneys, lungs, intestines and skin. Digestion is improved and assimilation is accelerated by exercise. Digestion is not only a chemical but a muscular process. If the musculature of the alimentary canal is flaccid, digestion is retarded amd impeded. Peristatic movements are more vigorous when the muscle tone of the alimentary canal is good. Exercise is essential in keeping the muscles in good condition. The constipation resulting from sedentary life is in large part due to inadequate muscular activity. Big-muscle activity stimulates growth and for the growing child is absolutely essential. The heart is strengthened by the exercise of the skeletal muscles of the body. The best known way in which some types of weak heart can be made strong is by gradual and increasing amounts of physical work of the skeletal muscles. Exercise for the person with a weak heart should be arranged by skilled specialists; it should not be prescribe'd by an untrained person. The muscles of the body are directly developed by physical activity. This is of great importance for health as regards the muscles of the trunk; the abdominal muscles must be in good condition for the maintenance of the upright posture which is necessary for the best position and functioning of the abdominal and pelvic organs and therefore of great importance for health. Rational exercise results in increased neural activity and in neuromuscular control which develops skill, accuracy, endurance, agility and strength. ORGANIZATION Physical Education Periods Instructional period. This is the period required by law, and is exclusive of noon and recess periods. It should be programmed daily as one period coming either in the morning session or in the afternoon. The division of the period into two periods destroys its usefulness for instructional purposes. It is the period when new types of activity are taught and practiced. The teacher takes the initiative and actually teaches the graded material which is to be practiced in the other play periods. The instruction should be scheduled definitely, the attendance of pupils regular, and the attitude full of purpose and enjoyment. Competition should not be the primary factor during this period, or the timid and poor performers will quickly lose interest. The teacher should explain to pupils that the purpose of the period is to learn the game and develop habits of good form in skills. Relief periods. A relief period of two minutes in length should be given when needed. The purpose of these relief activities is to counteract the ill effects of sitting long periods at school desks, stimulate the vital organs, re- 317 lieve fatigue, equalize and stimulate circulation, give postural change, exercise the large muscle groups and give mental relaxation. The activities used should be those previously learned during instructional periods. Running in place, running around the room, running around the schoolhouse, mimetic exercises, short games and story plays are well adapted to furnish relief. Formalized exercises to command are fatiguing and should not be used. The following points should be kept in mind: The activity should be conducted by the regular class teacher. If the class remains in the schoolroom, windows should be opened during the period. No time should be wasted in getting class into action. Coats and wraps should be removed before exercise. The activity must be vigorous in type to be effective. Supervised play periods. The periods before school, morning recess, noon, afternoon recess and after school should be considered as physical education periods and require constructive leadership and supervision by teachers. These periods offer an opportunity to extend the educational influences of the school into the play life of the child. The child here has the chance to practice the activities which are taught in the instructional period. Children need a great deal of vigorous activity for growth and development and need definite supervision of the right kind in order that their activities may contribute to their improvement. Intramural athletics should be emphasized in these periods. Specimen Programs The importance of making out programs in advance can not be overemphasized. In planning a program the teacher should select activities of the various types, so as to give a well balanced development. Activities, after being taught by the teacher, should be practiced frequently by the pupils until satisfying skills are acquired. The specimen programs which follow merely suggest a method which may be used. A--Yearly Program for Instructional Period (First Grade). Activities September Oct. Nov. Dec. Etc. Story Plays Rhythmical Activities Playground Day in the Country Sleeping Princess Circus Cutting the Grass Autumn in the Woods Etc. The Camel Cats and Rats Did you Ever see a Lassie Farmer in the Dell Mulberry Bush Etc. 318 Activities Hunting Games Mimetics September Brownies and Fairies Chase the Animal Around the Circle Crossing the Brook Jack Be Nimble Leader and Class Etc. Rabbits Birds Ferry Boat Cats Horse Galloping Etc. Oct. Nov. Dec. Etc. B--Weekly Program for Instructional Period (First Grade). Activities Monday Tuesday Wednesday Thursday Friday Story Plays Rhythmical Activities The (Review) Sleepins Princess Playground, The Playground Did You (Review) The Camel Ever See Did You Ever a Lassie See a Lassie (Review) Cutting Grass Sleeping Princess (Review) Farmer in the Dell Hunting Games Mimetics Brownies Chase the (Review) and Fairies Animal Around the Circle Rabbits Birds (Review) (Review) Magic (Review) Carpet Ferry Boat (Review Cats 319 SIXTH GRADE AGRICULTURE Basal Text: "Pleasant and Profitable Farming," Chapman and Sheffer, published by Smith, Hammond & Company. Supplementary Texts: None. Recommended in Addition to Above: None. Amount of Text to be Covered: Complete, if possible, if not, complete in seventh grade. Manual: Basal Text: None. Course of Study in Agriculture Text Book: PLEASANT AND PROFITARLE FARMING By Paul W. Chapman and L. M. Sheffer In the states of the South and West, agriculture in the elementary grades is absorbing increasingly the serious attention of those who are entrusted with planning and shaping curricular studies. The ideals of a course of study based on child and community activities can not be realized until agriculture, which employs more people than any other single industry in America, receives due recognition at the hands of educators by being incorporated as a basic curricular study for both boys and girls. From the standpoint of appreciation alone it is justifiable to incorporate elementary agriculture as a school study. Our geography course, in that part which is based on the lives and social activity of peoples living in distant lands, is justifiable only by the remote values information, concerning these peoples may have. But information that concerns the daily lives of our farming classes in respect of their business needs, their modes of living, and their economic relationships to other industries, is of practical and material value to merchants, bankers, students, and economists. FIRST MONTH Chapter I. Study the achievements during the twentieth century that have been made by the agricultural industry in regard to the improvement of farming methods, and the progress that has been made in growing better crops and better animals, and in improved market conditions. 322 Chapter II. Study the factors that make farming profitable and farm life attractive. Score one or more of the best farms in the local community by use of the Master Farmer Score Card on page 27. Chapter III. How Plants Grow. Study the structure of plants and learn the functions of leaves, stems, and roots in the growth of plants. Conduct class experiments with the exercises on page 36. Encourage the the girls to make home experiments with rosebush cuttings as directed on page Ot. Chapter IV. The soil as a Home for Plants. Study plant food elements, organic matter in the soil, and the work of bacteria in the soil. Give careful attention to soil depletion by the various causes, as for example, soil erosion. Make class experiments of exercises 2 and 4, page 47. SECOND MONTH How to Increase Soil Fertility: (a) By using natural methods (Chapter 5). (b) By using commercial plant foods (Chapter 6). Class experiment (for girls and boys) in soil innoculation with bacteria as directed in exercise 1 page 58. The appreciative study of cotton as to growth of the staple, and its manufacture in Georgia and the other southern states. Comparison of cotton sales abroad with its manufacture in the United States. Proportionate amounts manufactured between the North and South. Compare the value of cotton exported annually with the value of exports in wheat. In corn. In steel products. Discuss with the class the need for better farming and better markets. Invite the county agent, or some vocational teacher in your community, to speak to your class on the topics of study for this month. THIRD MONTH Introduce corn to the class as a plant found under cultivation when America was first discovered. In this connection associate the sweet potato, irish potato, and tobacco which, also, were found under cultivation when America was discovered. It will be interesting for class members to trace the extended use of corn and the irish potato in Europe and Asia as articles of food. Compare exports of these two products with the exports of cotton in terms of economic value. Select at least one of the exercises, page 99, as a class activity, preferable No. 1. 323 Develop the idea that sweet potatoes, like cotton, can be grown more profitably in the south than elsewhere, and the attendant idea that we should consume more at home and influence their use abroad by advertising, etc. Compare the dietary value of the sweet potato with the white potato. Ask a home economics teacher in your community to speak before your class showing the sugar, starch and vitamin content of sweet potatoes. Try Exercise No. 2, page 108, as a school activity for making money to buy a library. Study carefully the appreciation of the peanut, by Dr. Frank Crane, page 110. Make a drawing as directed, page 114, exercise 1. Write a description of this drawing for your English teacher and ask for credit on it instead of your daily recitation in English. Study the tobacco crop of Georgia as one of the cash crops. Find out its value in terms of the value of the melon crop. The peach crop. FOURTH MONTH Small Grains Study wheat from the standpoint of our chief breadstuff. Note the extent to which this cereal may be profitably grown in the South. Discuss the merits of whole wheat flour as compared with white flour. The first dictionary of the English language (Johnson's) defined oats as "a grain fed to horses in England and eaten by people in Scotland." See that the class get a correct idea of the nutritive value of oatmeal. Study the uses of rye as a food stuff, and as a winter turf crop to prevent soils washing, and as green forage for stock. Forage Crops of the South (a) Legumes. (b) Grasses. Show how bacteria by living at the roots of legumes enable those plants to obtain nitrogen which they can not get direct from the air. Explain inoculation of legumes by two methods. Classify the legumes as soil improvement crops and name the ones most important to the south. Make class experiments of the school exercises on pages 144 and 145. FIFTH MONTH The Livestock Industry in the South Establish an appreciation of this industry showing the extent to which live- stock are grown in the south; the methods of marketing livestock; the quantity of livestock products consumed; and the extent to which local production supplies the local markets. Discuss the appeal of the farmstead to the mind and the imagination of poets and artists. Study the paintings of Rosa Bonheur, or Turner, as reproduced in school readers. Notice the part played by farm animals in all their paintings: 324 Discuss the part that pasturage plays in the feed supply of farm animals. Discuss the value of green pastures in improving the general appearance of farm lands. Show how grazing farm animals dotting these pastures, further add to the beauty of the landscape. Ask each member of the class to write a short composition on this subject: The Place of Livestock on the Farm. Take a local census of the farm animals on each farm in your school community. Emphasize Chapter 16. "How Animals Grow." Show that the health principles observed in feeding and tending young animals are somewhat similar to those used in the care of children. Emphasize the necessity for, and value of, knowing how to cure meats. Advocate the curing of meats and advertising them for sale under trade brands and slogans to the effect that "Georgia methods of feeding and home curing guarantee hams that are delicious in flavor, fine in texture, and well preserved." "Georgia cured Hams," and "Georgia peanut-fed sausage" are better than others because feed conditions and curing methods make them so. Join a 4-H Club. SIXTH MONTH Milk and Dairy Products. Chapter 18. As an outcome of this month's instruction, give definite and abundant information concerning milk as a health food. Impress this fact upon the minds of all: "Georgia children are entitled to the quota of milk that is necessary for their health. If not produced at home it should be imported." Show that if each child in the state should have his quota of 1 qt. daily it would require the importation of much milk. As a class exercise find out if local farmers are producing the milk required for community needs. Discuss the care and handling of milk by sanitary methods. Both girls and boys should learn to appreciate the importance of safeguarding the milk supply. Discuss with them the best methods of cleaning the milk containers or other utensils in which milk is shipped or kept at home. Compare the per capita consumption of milk in your community with the national consumption chart, page 183. Invite a dairyman, the county home demonstration agent, or a teacher of home economics to speak before the class on the importance of milk in the human diet. A Poultry Flock for Every Farm. Compare the total annual receipts from poultry and poultry products raised on American farms with the money received from the sale of our cotton crop. Compare the use of eggs with the use of milk as food for mankind. Ask your horne demonstration agent or the county agricultural agent to appear before the class and demonstrate poultry culling. Learn the characteristics of the egg breeds and meat breeds. 325 Discuss milk feeding in order to hasten the development of "broilers." Study the record of the 318-Egg Hen, page 318. Notice the seasons when few eggs were obtained. Try to find out possible reasons why the hen was not laying at certain periods. It will be interesting and profitable for the class to study and observe the decreasing use of workstock and the increasing use of power driven machinery on the farm. A comparison of the relative expenses in the use of horse power and mechanical power, will prove a diverting exercise. SEVENTH MONTH Vegetables for Home and Market. Ask the teacher of English to give your class credit for a paper to be written on The Food Values of Garden Vegetables, and to excuse each pupil who writes a suitable paper from reciting at the next period for English. Make a study of the gardens in your community to see if ell the children have the vegetables needed for perfect health and to supply the minerals growing boys and girls need to insure bodies that are strong, well developed, and comely. The teacher should endeavor to overcome the natural prejudice that gardenchores create in children's minds. Children who work in the fields often feel an aversion toward garden work, because parents have thoughtlessly compelled them to devote some part of their holidays to weeding or hoeing in the garden. Lighter work, shorter hours, and relief from all field work, while working in the garden will transform the garden chores into specia^ privileges. The instruction outcomes most desirable for the Seventh Month should be to convince girls and boys that fruit and vegetables are indispensable if we wish to have good health. The home orchard and vegetable garden for home use should have preference over the raising of fruits and vegetables for commercial purposes. Mineral salts, iron, lime and iodin, as found in vegetables and fruits, are ready for use in the body. There is no other source of supply accessible to all people. Fruits and vegetables, together with fresh milk and eggs, constitute the chief source of supply for vitamins. The class would enjoy a talk by a home economics teacher, or a home demonstration agent on the health and growth values of minerals and vitamins. EIGHTH MONTH Unit I. Beautifying School and Home Grounds. Plan the work of this unit on the basis of activities using the school exercises 278, 279 and the home practice exercises page 279. Unit H. The Forest as a Farm Crop. Use the content of this unit as an informational and appreciative study. Every boy, girl, man, and woman of Georgia should read it. 326 Unit III. Our Bird Friends. The activities designed for this unit should be planned to precede any read- ing or study. Making the bird calendar should be the first step. Study of the laws for the protection of birds will furnish an approach for developing the helpfulness and usefulness of birds. The work of this unit correlates interestingly with the English work. Facts for themes and compositions may be developed in abundance. Unit IV. (a) Home Conveniences. Chapter 27. The Home demonstration agent, a home economics teacher, or some housewife in the community should be called upon to help with this unit. (b) The Ideal Rural Community. By tactfully handling the score card, page 342, step at a time and by occasional reference to the reading matter in Chapter 30, the teacher will be able to accomplish everything possible in the way of setting up the ideals for rural communities. NINTH MONTH Unit I. Labor Saving Machinery for the Farm. Chapter 26. Unit II. Marketing Farm Products. Chapter 28. Unit III. Cooperative Marketing. Chapter 29. For handling the work of the last month, arrangements should be effected with the county agent, or a competent teacher of vocational agriculture, to give three or more lectures. 327 DICTIONARIES Primary Edition of "Winston's Simplified Dictionary," published by The John C. Winston Company, is recommended for grades four, five and six; the Intermediate Edition of "Winston's Simplified Dictionary" is recommended for grades seven and eight of the elementary school, and Freshman year of the high school; the advanced Edition of "Winston's Simplified Dictionary" is recommended for Sophomore, Junior and Senior years of the high school A GUIDE FOR THE USE OF THE WINSTON SIMPLIFIED DICTIONARIES "The dictionary is a book which contains facts about words as they are used by the best writers and speakers. As the language grew words acquired new meanings, dropped old ones, or went out of fashion. In time, so many facts about words accumulated, that no one person could remember them. Among a large and scattered people, too, uncertainties concerning spelling and proper usage arose. A book which contained the facts about all our words became a necessity."--Lewis & Lynch--Grammar To Use. To meet this need, the dictionary was developed and has become an essential part of the course of study of the schools and an invaluable guide wherever the English language is spoken. A detailed account of many aims and purposes in using the dictionary is given in this outline. These should be of help to the teacher and pupil interested in vocabulary building, and should be enlarged upon when the time for instruction will permit. I. Purposes of Teaching the Dictionary in the Public Schools: 1. Enriching the Vocabulary. Enriching the vocabulary is enlarging the scope of usable words at the command of the individual for reading, hearing, speaking and writing. A word is usable in the reading vocabulary when its meaning is understood from its spelling or when it can be understood from context, in the hearing vocabulary when its pronunciation is recognized and its meaning understood from previous knowledge or from context, in the speaking vocabulary when its pronunciation and meaning are definitely known, and finally, in the writing vocabulary, when its meaning and spelling are known. It is therefore essential that the dictionary should be used freely to develop the meaning, pronunciation, and correct spelling of all words necessary for communication in the social and in the business world. Enriching the vocabulary means more than enlarging the scope of usable words; it consists in a discriminating knowledge of the exact shades of meanings. The English language is highly inflected and contains many irregularities in form and in spelling. A rich vocabulary can be developed only by acquiring definite knowledge of such facts concerning these unusual features of the language as may be found in a text of the quality of the Winston Simplified Dictionary, Advanced Edition. 328 2. Developing the Dictionary Habit. The pupil should be led by the teacher into the habit of using the dictionary freely in connection with spelling, reading, language drills, and in a general way with all subjects in the elementary and high school courses of study. This has the two-fold value of stimulating interest and skill in the research method of study and in fixing a habit that will be continued in the activities of the pupil in after life. No other text in the school curriculum lends itself to the idea of training the child to investigate for himself as does the dictionary. It develops the spirit of self-reliance and stimulates appreciation for thoroughness in whatever is undertaken. II. The Kind of Dictionary to Use. Although word-study is very essential in the primary grades, it is desirable that it should be directed by the teacher without reference to the dictionary. In these grades pupils should be encouraged to ask how to spell difficult words needed for their written work, as well as the meaning of words necessary to interpret their reading material. In this connection, the teacher should make liberal use of the blackboard. It is in the fourth grade that the pupil should be required to consult the dictionary for the correct spelling and meaning of words. Beginning with this grade and continuing through the sixth the Winston Simplified Dictionary--Primary Edition, defining 28,000 words, meets the needs. If, however, it is desired that a text desirable for a longer term of years should be purchased by the fourth grade child, the Intermediate Edition, defining 44,000 words, of the same series is preferable. In either case the Advanced Edition, denning 100,000 words, should be on the desk of every teacher who is interested in the instruction of the child in its uses. A text of this type should be in the hands of each child of high school grade. IV. Features of the Dictionary. Dictionaries differ in the method of presenting material, but the following definition from The Winston Simplified Dictionary shows how to find out the essential facts about a word: IN-TACT (in-tact), adj. [(Lat. intactus) in-nat+tangere (tactus], to touch., entire; unbroken; uninjured; untouched as by anything harmful. Syn. whole, unimpaired, perfect, entire, complete. Parentheses in which are enclosed the pronunciation of the word usually follow the word itself. At the bottom of each page in the dictionary is a key to the symbols found in the parentheses. The italicized letter, "adj." stands for adjective, the part of speech of the word. Placed somewhere in the definition is a set of brackets which contain information concerning the sources of the word. In this case you see that the Latin meaning of the word is "not touched," and that the English meaning is identical--untouched, uninjured. Below the various meanings of the word is the abbreviation, "Syn." standing for synonyms, and indication that words of similar kindred meaning are to be found under this heading. 329 Some words arc spelled in two ways both correct, but the preferable form is listed first in the column as: practice, practise; color, colour. The words listed are divided into syllables for assistance in pronunciation as well as to show the divisions of a word when part must be carried at the end of a line. Most words have more than one use and this is indicated by Arabic number 1, 2, 3, etc. The definition of the word most extensively used is placed first. All words are listed with small letters except those that regularly begin with capitals. A heavy hyphen is used for compound words, while a light hyphen is used to separate words into syllables. Words not in good usage are listed as obsolete, rare, slang, colloquial, etc. Current abbreviations and common foreign words and phrases are listed in special section, and in alphabetical order with words. Names of important persons and places are listed either in special section or alphabetical order with other words. Illustrations, drawn to scale, aid in giving a clear impression of the meaning of the word. Other information, as Signs and Symbols, Tables of Weights, and Concise Atlas of World will be found in special sections. Prefixes and suffixes are listed in alphabetical order and in separate sections. A brief account of the development of the English language is given in the preface. SPECIFIC HELPS FOR THE USE OF "THE WINSTON SIMPLIFIED DICTIONARY" IN GRADES 4, 5, AND 6 I. Finding Words. One of the first requirements for looking up a word and gaming skill in find- ing words is to learn the alphabet. A child should know which letter follows 'k' and if 'r' precedes 't' or follows it, and if 'al' comes before 'ar' or after. In a careful explanation and diagram showing "alter" and "always" as al:ter, al :ways, the child can readily see that alter will come first in the dictionary because 't' precedes 'w' in the alphabet. If there is no index, the child should be able to approximate about where to turn for a word beginning with 'r', T, 'm', etc. The exact place where the word is listed may best be determined through the two words, known as, "guide or key words," written in the margin at the top of each page; since these guide words are always the first word and last word listed on the page, a familiarity with the alphabetical order aids one in locating quickly any word coming between the two. The following are suggested helps for developing the ability to find words quickly: 1. A contest or drill on finding names in the telephone directories, encyclopedias, indexes, etc. 2. Arranging, alphabetically, a miscellaneous group of words beginning with different letters. 3. Arranging children alphabetically according to their names. 330 4. Arranging alphabetically a group of words each beginning with the same letter. 5. A contest for finding a given page in any book by turning the fewest pages. 6. Timed contest to locate words. II. Correct Pronunciation. A mispronounced word is as dangerous to use as a misspelled one. If the pronunciation of words is taught and the child becomes skilled in the use of the dictionary, both of these dangers will be removed. A child should know that: 1. Some words are pronounced correctly two ways and that the first listed is preferable. 2. Syllabication is an aid in pronouncing a word. 3. The syllable with the accent mark (') should receive the stress. All syllables not marked with an accent mark are pronounced in an ordinary tone. Syllables marked with primary accent (') are stressed and those marked with secondary accent (") are slightly higher than the ordinary tone. Sometimes the accent mark is used to change the word as de'sert (n), and desert' (v). Diacritical marks are very important and the sounds of the vowels with the different marks should be memorized. Key words at bottom of page will be found to remind one of the proper sound. Skill in the use of the above can be developed by the following drills: 1, Find words in dictionary with two pronunciations. 2. Class individually and as a group pronounce words from dictionary. 3. Drill on the important sounds of the vowels. 4. Have children mark written words. 5. Have children divide words into syllables. 6. Have children write the accent marks in words. III. Correct Spelling. Correct spelling should be emphasized in each grade and each subject. A teacher should accept only the correctly spelled words. Much research has been done so as to improve the spelling and great progress has been made in the last fifteen years. However, when a person is in doubt about the correct spelling of a word, he quickly uses the dictionary. Since this is true, the dictionary habit. "When in doubt, use the dictionary," should be acquired in school. If the teachers of each subject would encourage and demand perfect spelling, this habit would soon become a help.. _ Besides the directions in the modern spellers for learning to spell, the dictionary offers aid through syllabication, pronunciation, capitalization, and the use of the hyphen and words spelled more than one way. IV. Enriching the Vocabulary. A large number of words and their accurate use is indispensable to effective speech and writing, and to intelligent reading. Teachers should plan to aid children in mastering more words. This cannot be done quickly or easily. It 331 should continue through out a person's life, and the habit should be formed in school. Some of the methods that can be employed in developing the habits are: (1) rich and varied reading, (2) note the unfamiliar words, (3) using, a few times, those words to be added to one's vocabulary in writing and speaking, (4) completing objective tests and drills, (5) keeping words to be mastered in one's vocabulary list, (6) substituting synonyms for a specific word in sentences, (7) clinching more meanings than one for a word, (8) studying prefixes and suffixes with root words, (9) dictionary study at regular intervals. Some specific aids in developing a larger vocabulary are: I. Write on the board a list of words out of which a child should master or acquire the use of a certain number. 2 Each child keep a vocabulary note book in which he adds one or two words a day. These he should enter with the diacritical marks, the definition and the date acquired. 3. Use the dictionary as a text for a regular period each day and quickly the children will acquire new words. In English and other subjects, the use of these new words should be encouraged. 4. Study synonyms so as to be able to give a distinction between words. Through this a child will learn to express himself accurately. 5. A study of words often confused, as 'farther' and further', 'affect' and 'effect', with children using them correctly in oral and written English. 6. Give a list of words for a child to find as many substitutes for each week as he can. 7. Give a list of words each week for the child to find and use the syno- nyms. 8. A contest on who can find the largest number of words to fit a blank in a completion sentence, as: The day is . 9. Give true-false questions using definitions. 10. Give multiple choice questions using the definitions for choosing. II. Give a list of words with one syllable to be completed. 12. Lesson on "Enriching the Vocabulary" taken from "English for Use," Book III, pages 121-122, by Beveridge-Ryan-Lewis follows: "Arrange the following woids in alphabetical order, giving the correct syl- labication of each word." "Look in the dictionary for correct pronunciation and meaning of words." "Place a check mark after every word that you now use in your vocabulary. How many new words must you add today? Use them in sentences to assure yourself that the meaning is clear:" 1. whereas 2. difference 3. support 4. logical 5. vigorous 6. discussion 7. expression 8. caution 9. courteous 10. sportsmanship 15. demerits 11. underlying 16. propose 12. reflection 17. disapprov- 13. opinion ing 14. merits 18. standpoint V. Skills for Grades 4, 5, and 6. A child should be able to: 1. Repeat the alphabet. 2. Give instantly the letter preceding and following a certain letter. 332 Alphabetize a list of words. Divide a book proportionally according to letters as 'm' about one half, 'f about one fourth, etc. Use the guide words at top of page in margin as aids in locating words. Find quickly any word in the dictionary. 7. Use the diacritical marks over words both in reading and writing. Separate a word into syllables. Give the proper tone where the accent marks occur. 10. Pronounce a word when he sees it. 11. Choose the preferred way of pronouncing a word if more than one way is given. 12. Use the dictionary when in doubt as to pronunciation or spelling. 13. Use at least two synonyms--look, see, view. 14. Recognize prefixes and suffixes. 15. Add new words to his vocabulary each week. SPECIFIC HELPS FOR THE USE OF "THE WINSTON SIMPLIFIED DICTIONARY" IN GRADES 7, 8, AND 9 I. Enriching the vocabulary through a study of homonyms, synonyms, and antonyms. Lessons taken from "English For Use," by Beveridge-Ryan-Lewis, pages 171-174, follows: ENRICHING THE VOCABULARY Homonyms Homonyms are words which sound alike but have different meaning. In order to use such words correctly, you must know the meaning so as to be able to select the words necessary to give accurate expression to your thought. Your vocabulary should contain many homonyms. With the use of the dictionary, fix in mind the difference in meaning of this list of homonyms, then use them in sentences. 1. compliment, complement 2. currant, current 3. dying, dyeing 4. dews, dues 5. creak, creek 6. steal, steel 7. soar, sore 8. gate, gait 9. pain, pane 10. waste, waist 11. scene, seen 12. hare, hair 13. knight, night 14. air, heir 15. raised, razed 16. straight, strait 17. cereal, serial 18. to, too, two 19. stationary, stationery 20. forth, fourth 21. gild, guild 22. hew, hue 23. pair, pear, pare 24. idol, idle 25. need, knead 26. seam, seem 27. prey, pray 28. alter, altar 29. seller, cellar 333 Synonyms Find the word synonym in the dictionary. What does it mean? Dictionaries often give synonyms for impoitant words after the definition of the word. Exercise. Write as many synonyms as you can find for these words. You will find that no two synonyms have an identical meaning. There is always a shade of difference in meaning. The two meanings, however, must be almost the same. look help among little big timid brave pretty work Of what value are synonyms to you in composition? Write the following sentences in as many ways as you can by substituting as many synonyms for the italicized words as possible. 1. A pretty little girl ran to meet us. 2. He will not be able to fill the position because he is ignorant. 3. Mr. Burroughs compelled the laborer to finish his work before leaving. 4. He purchased the equipment at the stationery store. 5. An ancient tower defends the gate. Write all the synonyms you can find for said in a short story in your reader. Synonyms for said may express the speaker's feeling or condition, as: "Where am I?" he moaned. "Just try it," he grumbled. Write ten synonyms for said showing different feelings or conditions of the speaker. What is an antonym? following words: Antonyms Consult your dictionary. Write antonyms for the enemy beautiful good first brave clever doubt late earn day dark give Antonyms would be valuable in a composition when two characters or things are being contrasted. Practice in hunting synonyms will increase your working vocabulary. Insert the antonyms in these contrasts: 1. John is very clever but his cousin is rather . 2. Try the apples. They are sweet, but the plums are . 3. This merciful ruler was followed by a very one. 4. Why does he eat such food when there is so much that is delicious and wholesome. 5. I believe that Mr. Price will grant my request this term even if he did it last year." These lessons are suggestions that can be modified and used for drills on synonyms, homonyns, and antonyms. 334 II. Skills for Grades 7, 8, and 9. A child should have acquired the skills listed for grades 4, 5, and 6 and be able to: 1. Distinguish quickly which homonym, as there or their, to use. 2. Use at least four synonyms, as; help, aid, assist, befriend, encourage. 3. Give antonyms of words as brave, afraid, and use them in comparisons .4. Add three words a day to his vocabulary. 5. Give meaning of the common prefixes and suffixes. 6. Find abbreviations in dictionary. SPECIFIC HELPS FOR THE USE OF "THE WINSTON SIMPLIFIED DICTIONARY" IN GRADES 10, 11, AND 12 I. Etymology of Words. For further enriching the vocabulary, a pupil in high school should learn to trace words to their sources for the original meanings. In the Winston Simplified Dictionary the derivation for the word tel-e-scope is (tele'-skop) [(Gk. tele, far off +skopein, to look]. Thus the word has a Greek origin and literally means an instrument for viewing distant objects. Many of our words have been constructed by adding a prefix or suffix to a root word. There are some that we have accepted from foreign languages and changed the spelling and meaning very little, others we have accepted without change in spelling or meaning. This study of the derivation of words is profitable and the child is delighted with it. Some methods of developing skill in this follow: 1. Give a list of words for the child to find the language or languages from which they are derived. 2. Give a list of Greek and Latin root words for the child to find and learn the meaning. Have child give several English words that have these Greek and Latin root words for their base. 4. Give a list of prefixes and suffixes and have the child learn their mean- ings. 5. Drill in class on word building by adding the prefixes and suffixes to the root words. II. Grammatical Forms and Abbreviations. The dictionary lists directly after the word the grammatical form. These are indicated by the abbreviations such as; v, i, p. t., pi., adj., comp., etc. In the dictionary it is very easy to find the principal parts of a verb, the plural of a noun, the masculine or feminine form of a noun, the possessive or objective form of a personal pronoun, the comparative or superlative form of an irregular adjective or adverb. Drill on finding the principal parts of a verb, how an adverb is divided, plural of nouns, gender of nouns, case of nouns, etc., is very beneficial. ' 335 III. Skills for Grades 10, 11, and 12. A child should have acquired the skills listed for grades 4 through 9 and be able to: Use many synonyms with care as to the five distinctions. 2. Trace words to their sources for the original meanings. 3. Analyze words for meaning, breaking them up into their prefixes, root word and suffixes. 4. Use dictionary for finding grammatical forms of words, as part of speech, principal parts of verbs. 5. Use dictionary to find common foreign words and phrases. 6. Use current abbreviations. 7. Use dictionary to find names of important persons and places. 8. Use the dictionary to find historic and geographic information. 9. Use the dictionary to find tables of weights and measures. 10. Use the dictionary to find common signs and symbols. CONDENSED COURSES OF STUDY TO ACCOMPANY THE INDUSTRIAL AND APPLIED ART BOOKS AND GREAT PICTURES AND THEIR STORIES A SUGGESTIVE COURSE OF STUDY (Condensed) for THE INDUSTRIAL AND APPLIED ART BOOKS Note--Since Monthly Outline Lesson Plans are supplied by the publishers (Mentzer, Bush & Co., Chicago) free to teachers of each room or grade, for each month of the school year, no attempt will be made to suggest the length of lessons. The Lesson Plans give, step by step, the work of the consecutive weeks of the school year. USE OF THE BOOKS Showing the children a completed drawing or the object to be made in the lesson, arouses their enthusiam for the attempt; therefore, it is always best to study the text and illustrations in the Industrial and Applied Art Books before beginning the actual work of the lesson. The Industrial and Applied Art Books give examples of various kinds as outlined in the following 14 Courses which appear in each book: 1. Color Study and Application. 2. Flowers, Fruits, and Trees. 3. Civic Art--Beautiful Homes. 4. Design and Applied Design. 5. Lettering--Poster and Free-hand. 6. Poster Making. 7. Construction and Bookmaking. Picture Study--Art Appreciation. Industrial Processes. 10. Industrial and Applied Art. 11. Perspective and Free-hand Drawing. 12. Figure Drawing and Costume Design. 13. Bird and Animal Drawing, Toys. 14. Interior Decoration. Careful study of the examples and of the accompanying text (the text on each page of the book) will enable pupils to apply to similar materials in their own locality the methods that are employed here. If these lessons are presented with the idea of developing skill, observation, and imagination, the teacher as well as the pupils will find the periods devoted to drawing the happiest ones of the week. MATERIALS The materials to be used are: plain manila or white drawing paper--a cheap tablet paper for practice work is often used and the drawing paper kept for the finished work. A box of colored crayons and a lead pencil are necessary. 337 Water colors, if desired, may replace the crayons. In construction work backs of tablets and other materials are often used. TIME FOR LESSONS We suggest two lessons, at least, per week of thirty minutes each, depending somewhat on the age of the pupils. Small pupils tire easily and a twenty minute period may be better for them and thirty minutes for the older pupils. A regular day and hour should be kept for the drawing lesson. The hour following the morning recess is a good time for the lesson or the first period in the afternoon, as preparations for the lesson can then be made during the intermission. ENTIRE ROOM The grading and arrangement of the Industrial and Applied Art Books are such that all grades and all classes in the same room may recite at one time, each grade using the book selected for it. The illustrations may be different, but the topic and paging are the same. CARE OF BOOKS AND DRAWINGS Children should be required to keep books and drawings in good condition. The best drawings should be mounted. The drawing book may be used as a portfolio in which to keep drawings by pasting mounted drawings to stubs from which pages have been detached. PAGES 2 AND 3 Purpose: To teach the child to recognize, mix, and use: 1. The three primary colors, red, yellow, and blue. These are hues from which all other colors are made, but which cannot be made by mixing other colors. 2. The three secondary colors, orange, green, and violet. Orange is made by mixing red and yellow, green is made by mixing blue and yellow, violet is made by mixing red and blue. 3. The "partners" or complementary colors are those found opposite one another across the center of the color wheel. See page 2. The complementary color of red is green. The complementary color of blue is orange. The complementary color of yellow is violet. Study and follow text on pages 2 and 3. PAGE 5 REPRESENTATION--NATURE Purpose: To teach pupils to observe and then to represent nature forms. Study the illustrations in the book. Read and follow text on page 5. Dis- cuss the form of apples, pears, and other fruits. Make cuttings of the apple, 338 pear, turnip and pumpkin. With crayon or pencil draw fruits and vegetables. Study tree forms. Make freehand cuttings of trees. Try the same trees with your crayons. Discuss the direction taken by the limbs of the poplar, the pine, the elm, and the weeping willow. PAGE 7 REPRESENTATION--NATURE Purpose: To learn how to see and to represent objects, using various mediums. Follow the suggestions of the text on page 7. Cut and draw many of the various objects suggested by the illustrations. You may wish to make a drawing of a tree, fence, trellis, or house in pencil or colored crayon. PAGES 9 AND 11 REPRESENTATION--TREES AND HOUSES CIVIC ART--ATTRACTD7E HOMES Purpose: 1. To develop an interest in beautifying the home and its surroundings. 2. To see beauty in nature. Follow the directions of the text on pages 9 and 11. Make a simple home and perhaps a garage. Discuss the best location for trees, vines, flowers, shrubs, and plants. Use crayons, pencil, or water colors. Note: Perhaps you can make pictures of log cabins, or large colonial houses. CIVIC ART PORTFOLIO Collect and discuss pictures of interesting small homes with well arranged flowers, shrubs, trees, and vines and suitable fences, walls, or hedges. Mount the pictures on sheets of heavy neutral toned paper. Keep them in a Civic Art Booklet such as is described on page 23. PAGE 11 Follow the directions on page 11. Detach page; color and mount it. You might for an extra lesson make large cuttings of a flower box and fill it with flowering plants. PAGE 13 Design--Borders, surface patterns, and units of design. Purpose: 1. To develop a feeling for order and rhythm in design. 2. To be able to select better designs. Read text and follow suggestions. On page 13 of each of the 8 books illustrations are given suggesting how to make and apply designs for given spaces and purposes. These may be worked out in cut paper, crayon, or pencil. PAGE 15 REPRESENTATION--FREEHAND LETTERS Purpose: To teach the child to draw letters easily and quickly. Study page 15 and read the text carefully. Apply the principles learned to the freehand lettering of cards for bulletin board, labels for school supplies, lists of supplementary readers, etc. PAGE 17 DESIGN--POSTER LETTERS Purpose: To design good letters of any size. Study the letters and follow the text on page 17. Copy the alphabet. Study good show cards, advertisements, and posters. PAGE 19 DESIGN--POSTERS Purpose: To teach a good striking arrangement of letters and pictures in a poster form. Read the text and study the illustrations. Decide upon the subject and size of the poster. Observe the following rules: 1. Keep the picture and letter designs simple. 2. Have a strong contrast between values of the background and the de- sign shapes. 3. Plan interesting margins, making the margin of the lower edge wider than elsewhere. 4. Arrange the letters of a word close together. Place letters horizontally, and not too far from picture shapes. 5. The border lines should repeat the dominant colors in the poster. PAGE 21 CONSTRUCTION Purpose: To develop skill and accuracy in construction work. Follow the directions of the text after studying the pictures. Use either manila or light toned construction paper in working out the project you decide upon. Decorate with crayons or water colors. Books 1, 2, 3 and 4, page 21, give several sample projects in measuring, folding and pasting that any school can easily work out. PAGE 23 CONSTRUCTION AND APPLIED DESIGN Purpose: To gain skill and accuracy in constructing a book. Study the pictures; read the text and notes. Construct a similar book. Discuss the use of the book before you plan the cover. You might use it for mounting the pictures on page 26. Page 17 shows how to print the title. 340 Books 1, 2, 3, and 4 give simple booklets that can be made by any school and with no cost. PAGE 26 ART APPRECIATION--PICTURE STUDY "We should study great pictures as we study great books, not for the purpose of being able to pass learned criticism upon them, but for the purpose of appropriating and enjoying our share of whatever they have to give us." Read the text on page 26. Detach the page on the dotted line; trim the pictures carefully and mount them in a book similar to the one described on page 23. (In books 1, 2, 3, and 4, page 23, pupils are given a simple booklet to make. This would be a suitable booklet for mounting of pictures, size to be determined by size of pictures.) Collect other reproductions of famous pictures for the remaining pages of your booklet. Note: The pictures listed on page 26 can be secured in color from Mentzer, Bush & Company at about 2c each. GREAT PICTURES AND THEIR STORIES, published by the same company, give interpretations of the pictures and stories of the artists. PAGE 28 INDUSTRIAL PROCESSES Purpose: To develop an interest in the various Industrial Processes-- Wool, Weaving, Pottery, Building, Cotton, and Grains. Study the text and illustrations on page 28. Detach page on the dotted line; trim the pictures carefully and mount in a booklet. Page 19 will give you a suggestion for the letters to be used in the title of the booklet. A wool booklet, one of weaving, pottery, grains, etc., may be made. Collect other pictures for the remaining pages of your booklet. PAGE 30 APPLIED DESIGN Purpose: To teach pupils to select, make, and apply good designs. The illustrations on page 30 are intended as examples and suggestions for similar designs to be worked out and applied to the projects on page 32. Read the text on pages 30 and 32 and follow suggestions. PAGE 32 INDUSTRIAL ART Purpose: To develop an interest in the materials and process of industrial projects. Study the text and illustrations on page 32 Each book gives a different project to be worked out, and requires material adapted to the particular project. Note: In rural or small village schools only the simplest project should be attempted, one which would require but few materials. 341 PAGE 34 REPRESENTATION--FREEHAND DRAWING Purpose: To represent and recognize the appearance of objects. Study the illustrations on page 34 and follow the directions of the text. Practice on the blackboard will help the child to secure a better understanding of the object to be drawn. Discuss the proportions of the objects which are to be drawn and try to represent them. Books 1, 2, 3, and 4, page 34, give crayon and pencil holding or how to draw. These pages are very helpful as they show the how of simple drawing. Books 5, 6, 7, and 8, page 34, give the simple principles of perspective and their application to various objects. PAGE 36 REPRESENTATION FREEHAND DRAWING Purpose: To make beautiful drawings of objects. Study the pictures and read the text on page 36. Discuss these pictures and the mediums used for each. Draw from objects and from memory. Try to express true proportion and form. PAGES 38 AND 40 REPRESENTATION--FIGURE STUDY DESIGN--COSTUME STUDY Purpose: 1. To gain skill in figure sketching. 2. To develop interest in costume designs which show good lines and good color combinations. Study the text and follow the directions on page 38. Perhaps you can have the children, through the study of pictures, discover that oblique or slanting lines indicate movement, vertical lines suggest height or exaltation when arms and head are uplifted; bowed, bent, or drooping lines convey dejection, grief, or remorse, while horizontal lines suggest rest or calm. Be careful in all figure drawings to keep the relative proportions of the head, torso, arms, and legs. Dramatize stories and make silhouette drawings of the poses shown. Page 40--Read the text on page 38 and follow directions. Collect pictures from fashion magazines and design other costumes for them. In studying costume lines show how the fashions should be modified for extreme types. Stout girls should wear: 1. Long unbroken lines. 2. Quiet colors. 3. Unobtrusive, vertical stripes. 4. Shoes and stockings to match costume--plain, simple shapes of shoes. 342 Stout girls should avoid: 1. Flounces, tucks, and trimmings placed horizontally. 2. Coats ending at hips. 3. Plaids, broad stripes, or large designs on textiles. 4. Extremely tight or very loose garments. 5. Waists contrasting with skirts. PAGE 42 REPRESENTATION--PETS, ANIMALS, AND BIRDS Purpose: 1. To gain skill in modeling and drawing of birds, pets, and animals. 2. To study good pictures and see how artists have rendered the same subjects. Follow the directions of the text on page 42. Collect and discuss pictures and stories about pet animals. Translate prints of animals and birds into good pencil drawings. Note: Perhaps the pupils can write papers about some of the famous animal painters: Rosa Bonheur, French; Sir Edwin Landseer, English; Paul Potter, Dutch; and Henrietta Ronner, French. PAGES 44, 46, AND 47. INTERIOR DECORATION Purpose: 1. To teach the application of the principles of design and color when furnishing a room. 2. To give opportunity for social and dramatic expression. The three pages, 44, 46, and 47, should be studied together; the text read and the project worked out as far as practical for local situations. In Books 1, 2, and 3, page 46, the plan for making simple toy furniture is given. In Books 4, 5, 6, and 7, page 46, some good furniture designs are shown. The developing of the furniture on page 46 is given so that it will prove helpful when working out the outlined page 44. The color scheme used on page 47 may be used for page 44 or in a new page. Note: Collect pictures of beautiful interiors of modest homes; trim and mount them in a portfolio or booklet. Page 47 may also be detached and mounted on heavy paper to hang in your room at home or mounted in your booklet. Page 17 suggests the form of letters for your booklet. SPECIAL DAYS While this outline has covered the work of the year some direct references may be made to special days: Story Illustrations-- The Three Bears, Book 1, page 47. Little Red Riding Hood, Book 2, page 47. 343 Making Butter, Book 1, page 28. Holland Boys and Girls, Book 2, page 38. Pilgrims Going to Church, Book 3, page 38. Preparing and Weaving Wool, Book 3, page 28. Textiles, Book 6, page 28. Harvesting, Book 7, page 28. Thanksgiving-- Pilgrims, Book 3, pages 38, 40, and 47. Wigwam, Book 2, page 36. Pumpkins, Book 4, page 5. Basket of Fruit, Book 2, page 5. Clay and Toys-- Mother Hen and Chicks, Book 1, page 42. The Squirrel and the Cat, Book 2, page 42. Pets, Book 4, page 42. Pony, Book 5, page 42. Boat, Book 6, page 42. Christmas Problems-- Christmas Tree, Book 1, page 5. Fireplace, Book 3, page 47. Greeting Cards, Book 4, page 13. Christmas Tree, Book 5, page 5. Merry Christmas, Book 5, page 32. Merry Christmas, Book 8, page 13. The paper boxes in Books 1, 2, and 3, page 21, make excellent problems for Christmas. Decorate them with holly and other Christmas suggestions. A SUGGESTIVE COURSE OF STUDY for GREAT PICTURES AND THEIR STORIES ART APPRECIATION "It is better to know art through reproduction than not to know it at all. It is only the best that can bear reproduction, and a good reproduction is a better preparation for the enjoyment of the original than a thousand pages of art criticism. To go from the photograph of the Sistine Madonna to the painting itself, is to have a dream come true with magnificent distinction. It is to see beauty in full sunlight after many twilight glimpses." Picture study has become an important factor in public school education. Pictures are loved because they give pleasure. Pictures are valuable in education because they stimulate aesthetic feeling, and lead to an unfolding and enrichment of life through a realization and appreciation of beauty everywhere. Today the great pictures of the world are being reproduced in color. This element of color is the final contribution which science has made to picture 344 reproduction. It completes the picture. It leaves nothing to be desired, unless, indeed, the original masterpiece itself! Further, with an appreciation of color, line, and pattern as presented in color reproduction today, what joy awaits the student when he beholds "his friend"--the original! SPECIFIC AIMS A study of the world's masterpieces in painting and sculpture aims to develop not only pleasure and interest in the beautiful, but, as well, an intelligent understanding of the ART FORM of these masterpieces. The first appeal made by any great work of art is always emotional. We like it. We may not be able to tell why. Perhaps it is the story, the action, the color. It appeals to the senses, it recalls events in our own experience. These impressions give rise to certain feelings--the emotional response. Gradually a new interest develops and the question arises--"Why does a picture create certain feelings or mood?" This leads to an understanding of the simpler forms of art structure, or the WAY the artist has achieved certain effects or "feeling" in his picture. In other words, it leads to an understanding of the fine choices the artist has made in color, line, and pattern to express the beauty which he feels. It is this intelligent appreciation of art structure added to the mere emotional appeal that is REAL APPRECIATION. MUSIC AS AN INTERPRETATIVE AID Since the first appeal in both pictures and music is always emotional, the use of music with pictures is to be encouraged. Music, selected for the emotional quality only, leads to an appreciation of the "mood" or "spirit" which the artist has aimed to express. When used in this way, the emotional elements of the two great arts are coordinated and appreciated--the one expresses through musical tone, the other through fine choices in color, line, and pattern. True, indeed, is it that the arts have much in common. An appreciation of art form in painting and sculpture provides the pupil with a background for the intelligent appreciation of all the fine arts. CLASS ROOM PRACTICE The picture study hour should be one of pleasure. All study should be leisurely done for enjoyment. It should be a voyage of discovery--discovery of the fine choices the artist has made in color, line, and pattern in building up his masterpiece. PRIMARY GRADES GRADES I-II-III TO THE TEACHER: In presenting any picture to children for study ALWAYS encourage the pupils to give their own impressions, tell what they like in a picture, and WHY they like it before reading the text. By skillful questioning the teacher may easily bring out important elements which go to make any picture a work of art. After class discussion, and then only, the teacher may enlarge upon the ideas brought out by the class. 345 SUGGESTIONS FOR DEVELOPING LESSONS IN PRIMARY GRADES 1. Encourage pupils to tell what they think about a picture. 2. Encourage pupils to tell what they see in a picture. 3. Help pupils to see things that they might not see were they left to their own initiative. 4. Children may name colors. 5. Children may tell what they like about a picture. 6. Children may pose for the picture. GRADE I (All in Color) * 1. Baby Stuart 2. Nurse and Child 3. The Calmady Children 4. Madonna of the Chair 5. With Grandma 6. Children of the Shell 7. Children of the Sea 8. Feeding Her Birds 9. Infanta Margarita Theresia 0. The Holy Night Van Dyck Hals Lawrence Raphael MacEwen Murillo Israels Millet Velasquez Corrcggio Flemish Dutch English Italian American Spanish Dutch French Spanish Italian *These lists, if desired, may be supplemented by additional pictures. GRADE II (All in Color) 1. The Holiday 2. Artist and Daughter 3. Boy with Rabbit 4. Don Baltasar Carlos on Horseback 5. The Storage Room 6. The Pastry Eaters 7. Age of Innocence Home Work Children of Charles I 10. Sistine Madonna (Detail) Potthast Vigee-Lebrun Raeburn Velasquez Hooch Murillo Reynolds Carriere Van Dyck Raphael American French English Spanish Dutch Spanish English French Flemish Italian 346 GRADE IU (All in Color) 1. Angel with Lute (Detail) 2. Dancing in a Ring 3. An Aristocrat 4. Return to the Fold 5. Hearing 6. Miss Bowles 7. Carnation, Lily, Lily, Rose 8. Pilgrims Going to Church 9. Going to Church, Moravia Carpaccio Thoma Landseer Mauve Jessie Wilcox Smith Gainsborough Sargent Boughton Uprka 0. The Primitive Sculptor Couse Italian German English Dutch American English American English Czecho- Slovakian American INTERMEDIATE GRADES TO THE TEACHER: The story interest in picture carries over into the intermediate grades. Here the teacher will find helpful the same simple suggestions given for developing the lesson in primary grades. If, in the primary grades, pupils have been encouraged to express their ideas in reference to picture, the teacher will now find a growing readiness to touch upon the simplest elements of art form, i. e., center of interest, repetition of color, rhythm, light and dark, balance. These should be discussed only in a most elementary way. 1. Aurora 2. The Horse Fair 3. Behind the Plow 4. Venetian Waters 5. The Sheepfold 6. The Gleaners 7. The Solemn Pledge S. Preparing for Church 9. Going to Market 0. The Blue Boy GRADE IV (All in Color) Guido Reni Bonheur Kemp Welch Tito Jacque Millet Ufer Bloomers Troyon Gainsborough Italian French English Italian French French American Dutch French English GRADE V (9 in Color--Statue in Black) 1. Spring Dance 2: After a Summer Shower 3. Russian Winter 4. The Sewing School 5. Return of the Fisherman 6. Song of the Lark 7. Appeal to the Great Spirit 8. Lady with Lute 9. Galahad the Deliverer 0. The Santa Fe Trail Von Stuck Inness Grabar Artz Sorolla Breton Dallin Vermeer Abbey Young-Hunter German American Russian Dutch Spanish French American Dutch American English 347 GRADE I V (9 in Color---Statue in Black) 1. The Jester 2. The Mill 3. A Flower Girl in Holland 4. Dutch Interior 5. View of Ghent G. The Fog Warning 7. Joan of Arc 8. Joan of Arc 9. The Boy Christ in the Temple 0. The Angelus Hals Ruisdael Hitchcock Hooch Baertsoen Homer Chapu Lepage Hofmann Millet Dutch Dutch American Dutch Belgian American French French German French GRAMMAR GRADES GRADES VII-VIII TO THE TEACHERS: Although the story interest of pictures still carries over into the grammar grades, it is here that other elements in picture making begin to receive greater attention. Color, line, and pattern, plus inspiration, are the tools which the artist uses to express beauty. Through discussion of these elements and the part they play in giving design form to composition, the student begins to acquire new ideas. The emotional response of earlier years is tempered with a degree of understanding of those art elements which produce it. These new ideas, correlating as they do with the drawing and design work of grammar grade pupils, give the student a background leading him to an intelligent, hence a deeper appreciation of the fine arts. GRADE VII (9 in Color--Statue in Black) 1. Moonlight, Wood's Island Light 2. Dance of the Nymphs 3. Sir Galahad 4. The Vigil 5. Icebound 6. The Concert 7. Frieze of the Prophets (Detail) 8. Bartolommeo Colleoni 9. King Cophetua and Beggar Maid 10. Avenue of Trees Homer Corot Watts Pettie Metcalf Terborch Sargent Verocchio Burne-Jones Hobbema American French English English American Dutch American Italian English Dutch 348 GRADE Vin (9 in Color--Statue in Black) 1. George Washington 2. On the Stairs 3. The Artist's Mother 4. Cotopaxi 5. The Snydics 6. The Church at Old Lyme 7. The Last Supper 8. St. Genevieve 9. The Fighting Temerairs 10. The Victory of Samothrace Stuart Zorn Whistler Church Rembrandt Hassam Da Vinci Purvis De Chavannes Turner Sculptor Unknown American Swedish American American Dutch American Italian French English Greek Supplementary Aids to appreciation. 1. Note books (with mounted pictures and brief notes). 2. Visits to art museums and galleries. 3. Reference reading. Lectures or informal talks (with lantern slides). The Legislature of 1929 passed a law of which the following is an excerpt: SECTION 2 Be it enacted that in every public school of this State a period of not less than twenty-five minutes of each week during the entire school term shall be devoted to teaching the pupils thereof the practi- cal value of conserving and protecting birds, animals, fish, forest and other forms of wild life; also the humane treatment and protection of our domestic birds and animals, as well as the part they fulfill in the economy of nature. It may be optional with the teacher whether this period shall be a consecutive twenty-five minutes or be divided into shorter periods during the week, and it shall also be within the discretion of the teacher as to the method of instruc- tion to be employed. The instruction herein prescribed shall constitute a de- finite purpose of the curriculum of study in all the public schools of this State. SECTION 3 Be it enacted that each and every teacher in the schools of this State shall certify in his or her reports that the instruction provided for has been imparted in accordance with the provisions of this Act. A "Plan of Work for the Loyal Legion of Nature Guardians" can be had without cost upon application to Hon. Peter S. Twitty, Game and Fish Commissioner, Atlanta, Georgia. This little booklet and other teaching helps supplied by Mr. Twitty will be helpful in carrying out the requirements of the above law. 349 TEACHER'S READING COURSE Hall-Quest: Supervised Study, Macmillan Company, Atlanta, Ga., price $1.60, plus postage. Edwards: Psychology of Elementary Education, Houghton-Mifflin Co., Chicago, 111., price $1.60 each for ten or more copies from Georgia School Book Depository, Atlanta, Ga. Single copies, postpaid, $1.65. Reeder: Business Administration of a School System, Ginn & Company, Atlanta, Ga. Single Copies postpaid, $1.92. Note:--Teachers, particularly principals and superintendents, should assume local leadership in educational progress. It is therefore important that public school teachers desiring to serve their communities and the cause should seek information and training in the business side of local school administration as well as the educational phases. For this purpose "THE BUSINESS ADMINISTRATION OF A SCHOOL SYSTEM," by Ward G. Reeder, has been added to the Reading Course for Teachers. This book will be used in all of the summer schools in 1930 and 1931, and the questions in education in teachers' examinations will be based largely upon it. M. L. DUGGAN, State Superintendent of Schools. 350 COURSE OF STUDY FOR THE ELEMENTARY GRADES -GEORGIA SCHOOLS 1929-1934. FIRST GRADE BASAL Child's World Primer and Child's World First Reader. READING SUPPLEMENTARY WRrnNG ARITHMETIC Moore--Wilson Readers. Grade One. Book One, Primer. Moore--Wilson Readers. Grade One. Book Two. First Reader. Manly--Good Reading Primer. Manly--Good Reading First Reader. Lester--Great Pictures and Their Stories. Book One. Elson--Primer. Elson--Reader, Book One. Elson--Child Library Primer. Elson--Child Library Reader--Book One Progressive Course In Handwriting--W. S. Benson & Co. Standard EditionBook I. Record Edition--Book 1. Teacher's Manual to a Progressive Course in Counting and Writing Numbers. Simple counting by l's. 5's. and 10's to 103; telling time; playing store. No Text Reauired. Smith & Sutton -Open Road to Handwriting. Reading-Primer. Smith & Sutton--Open Road to Reading -First Reader. LANGUAGE and GRAMMAR SOCIAL SCIENCE HISTORY and CIVICS GEOGRAPHY Oral Language Lessons- Stories illustrating No text required - kindness, heroism, (See Language Ob- obedience, etc. No jectives in the first text required. (See grade course of study.) Course of Study.) Simple Oral Work In Home Geography. No text required. SPELLING HEALTH AGRICULTURE Select words from Lummis & Schawe-- The Safety Hill of child's own vocabulary and text books used. Health--Book One. Physical Training. Nature Study as outlined in the Manual, pages 164-166. SECOND GRADE Child's World Second Reader. Moore--Wilson Readers. Grade Progressive Course In Two. Second Reader. Handwriting--II. S. Manly-Good Reading Second Reader. Benson & Co. Lester--Great Pictures and Their Stories. Book Two. Elson-Reader. Book Two. Standard EditionBook 2. Morey's Little Folks Number Book. Record Edition--Book 2. Elson -Child Library Reader--Book Two. Teacher's Manualto a Smith & Sutton -Open Road to Progressive Coime in Reading -Second Reader. Handwriting, Howard--HawthorneHoward -The Language Garden. Stories of Great Men and Women. Reproduction and illustration. No text required. (See Course of Study.) Oral Work in Home Geography. No text required. Trabue-Stevens Speller- Lummis & Schawe-- Nature Study as out- Primary, pages 1 to 38 inc. Building My House of lined in the Manual, Health--Book Two. pages 164-166. Physical Training THIRD GRADE Child's World Third Reader. Moore--Wilson Readers. Grade Three. Third Reader. Manly-Good Reading Third Reader. Lester--Great Pictures and Their Stories. Book Three. Elson--Reader. Book Three. Elson--Child Library Reader- Book Three. Carpenter's Around the World with the Children. Smith & Sutton -Open Road to Reading-Third Reader. Progressive Ooursj in Handwriting-M. S. Benson & Co. Standard Edition- Book 3. Record Edition--look Teacher's Manuall;o a Progressive Ooujje in 3. Triangle Arithmetic. Without Color. With Answers in Book, Book One. Grade Three. Handwriting. Denny and Skinner-- Our English. Fables, Stories of Great Men and Women. Illustrations. No text required. (See Course of Study.) Knowlton--First in Geography. Lessons Trabue-Stevens Speller-- Primary. pages 39 to Lummis & Schawe-- The Road of Health to Grown-Up Town- 76 inc. Book Three. Physical Training. Agriculture as outlined in the Manual, page 164. FOURTH GRADE. Moore--Wilson Readers--Fourth Reader. Progressive Course n Manly--Good Reading Fourth Reader. Handwriting-W S. Lester-Great Pictures and Their Benson & Co. Stories. Book Four. Kendall Foarth Reader. Elson--Reader. Book Four. Elson-Child Library ReaderBook Four. Smith & Sutton--Open Road to Reading--Fourth Reader. Standard Edition Book 4. Record Edition--B)ok 4 Triangle Arithmetic. Without Color. With Answers in Book, Teacher's Manual t> a Progressive Ooursi in Handwriting. Book One. Grade Four. Modern Course In English-Book OnePart 1 to page 172. Stories from Bible and from Mythology, Brigham & McFarlane's illustrating unselfishness and other virtues. Dramatization. (See Course of Study.) --Essentials of Geography. Book 1 to page 90. Trabue-Stevens Speller- Griffith--Just Ten Primary, pages 77 to Minutes. 114 inc. Physical Training. Agriculture as outlined in Manual, page 165. FIFTH GRADE Kendall Fifth Reader. Moore--Wilson Readers--Fifth Reader. Manly--Good Reading. First Reader. Lester--Great Pictures and Their Stories. Book Five. Elson-Reader. Book Five. Elson -Child Library Reader- Book Five. Smith & Sutton--Open Road to Reading-Fifth Reader. Progressive Course n Handwriting--W.S. Benson & Co. Standard Edition- Book 5. Record Edition--Bjok Teacher's Manual o a Progressive Ooun.i in 5. Triangle Arithmetic, Without Color. With Answers in Book, Book Two. Grade Five. Handwriting. Modern Course In English-Book One-- Completed. Evans First Lessons in American History. Revised. Completed. Evans First Lessons in Georgia History. Brigham & McFarlane' - Essentials of Geography. Book 1 completed. Trabue-Stevens SpellerAdvanced, pages 1 to 23 inc. Calvert--Every Day Living for Boys and Girls. Physical Training. Chapman and Sheffer-- Pleasant and Profitable Farming, simpler parts. The State Manual, page 165. SIXTH GRADE Elson Sixth Reader. Moore--Wilson Readers. Sixth Reader. Minly--Good Reading. Sixth Reader. Lester-Great Pictures and Their Stories. Book Six. Elson-Child Library Reader- Book Six. Smith & Sutton--Open Road to Reading -Sixth Reader. Progressive Coursem Handwriting--W S. Benson & Co. Triangle Arithmetic, Standard EditionBook 6. Record Edition--E>ok 6. Teacher's Manual l> a Without Color, With Answers in Book, Book Two. Grade ' Six. Progressive Oours-in Handwriting Modern Course in English -Book Two-- to page 144. Evans First Lessons in Georgia History. Completed. Old Europe and Young America. Elementary Community Civics. Brigham & McFarlane's Essentials of Geography. Book 2 to page 218. Trabue-Stevens SpellerAdvanced, pages 29 to 56 inc. Ritchie-Caldwell-- Primer of Hygiene and Sanitation, Third Revision. Physical Training. Chapman and Sheffer-- Pleasant and Profitable Farming, complete. The State Manual, pages 165-166. SEVENTH GRADE Elson Seventh Reader. Getting Acquainted with Georgia--Seventh Grade. Hill & Lyman -Reading and Living-Seventh Reader. Lester Great Pictures and Their Stories. Book Seven. Elson Child Library ReaderBook Seven. Progressive Course n Handwriting--W S. Benson & Co. Standard Edition- Book 7. Triangle Arithmetic. Without Color. With Answers in Book. Record Edition-E-ok 7. Book Three, Grade Teacher's Manual t> a Prosressive Ooum in Seven. Handwriting. Modern Course In English -Book Twocompleted. Thompson's History of the People of the United States, completed. Elementary Community Brigham & McFarlane's Essentials of Geography, Book 2, completed. Trabue-Stevens SpellerAdvanced, pages 57 to 84 inc. Winslow's Healthy Living. Book Two. Physical Training. Civics. Agricultural Projects. The State Manual, pages 167 169. NOTE: 1. Basal Readers are to be used before the Supplementary. Require Composition work, letters, written exercises and declamations in connection with he regular lessons Teacher in each grade should have the Manual in Writing designated. Read one chapter ^"" fromw tlhuee BmiDbllee dailv oauy. ThseevSecnhthooglraLdaewanrenquuailreesxapmupinilastito"nst,akmeayalrlectheievestaudCieerstiifnictahue.ir respective grades, but it my be ne=c"e*ssari*y tlou a-"ltwerrnauatwe ssoommee ssuuhoijnecrttes min norrrdteorr fton g,,,,e*t fthv,orroTMu,,,gvh, w-_ork.. R,, eq,u,,ire examinations. Those pupils of the seventh grade who make an average of 75 per cent In the M. L. DUGGAN. State School Superintendent. BOOKS ADOPTED FOR THE ELEMENTARY GRADES, GEC RGIA SCHOOLS, 1929-1934. Retail Whol'e Retail Exch. Whol'e Exch. Price Price Price Price READERS: Primary Basal Child's World Primer, Johnson Publishing Co $ .40 Child's World First Reader 45 Child's World Second Reader. 50 Child's World Third Reader 55 Kendall Fourth Reader, D. C. Heath and Co .75 Kendall Fifth Reader 75 Elson Sixth Reader, Scott, Foresman and Co .72 Elson Seventh Reader .83 Supplementary Readers: The Moore-Wilson Readers, D. C. Heath & Co. Grade One, Book One, Primer .51 Grade One, Book Two, First Reader .55 Grade Two, Second Reader 62 Grade Three, Third Reader 69 Fourth Reader _ 72 Fifth Reader.. 75 Sixth Reader 75 Getting Acquainted with Georgia, Seventh Grade, Southern Publishing Co 60 Manly: Good Reading, Chas. Scribner's Sons: Primer (1928 Edition) 48 First Reader (1928 Edition) 52 Second Reader .59 Third Reader 66 Fourth Reader 72 Fifth Reader 76 Sixth Reader 76 Hill and Lyman: Reading and Living Seventh Reader, Chas. Scribner's Sons .83 ,reat Pictures and Their Stones, Mentzer Bush & Co. Book One 62 Book Two 62 Book Three 62 Book Four 69 Book Five .69 Book Six 69 Book Seven 69 Elson Readers: Scott Foresman & Company Elson Primer. .48 Elson Book One 52 Elson Book Two 59 Elson Book Three 66 Elson Book Four 69 Elson Book Five 72 Child Library Primer, Scott, Foresman & Co .48 Child Library Book One .52 Child Library Book Two 59 Child Library Book Three 66 Child Library Book Four 69 Child Library Book Five 72 Child Library Book Six...." 72 Child Library Book Seven .83 Carpenter's Around the World with the Children, American Book Company... .63 .32 $ .35 $ .279 .34 .393 .296 .42 .433 .365 .42 .48 .365 .68 .66 .62 .68 .66 .62 .63 -- .72 -- .48 .45 .42 .52 .48 .45 .59 .54 .51 .65 .60 .56 .68 .63 .59 .71 .66 .62 .71 .66 .62 -- .54 -- .45 .42 .39 .48 .45 .42 .56 .51 .48 .62 .57 .54 .68 .63 .60 .71 .66 .62 .71 .66 .62 .77 .72 .67 .58 .54 .50 .58 .54 .50 .58 .54 .50 .64 .60 .56 .64 .60 .56 .64 .60 .56 .64 .60 .56 .46 .42 .40 .49 .45 .42 .56 .51 .48 .63 .57 .54 .65 .60 .56 .68 .63 .59 .46 .42 .40 .49 .45 .42 .56 .51 .48 .63 .57 .54 .65 .60 .56 .68 .63 .59 .68 .63 .59 .79 .72 .68 .54 Retail Who! Retail Exch. Whol'e Excl Price Price Price Pric Smith and Sutton's Open Road to Reading, Ginn and Co. Primer $ .38 $ 36 $ .33 $ First Reader - -45 42 .39 Second Reader .49 45 .42 Third Reader.... 52 49 .45 Fourth Reader -56 52 .48 Fifth Reader - -59 56 .51 Sixth Reader 66 61 .57 ARITHMETIC: Morey's Little Folks Number Book, Chas. Scribner's Sons -42 39 .36 Triangle Arithmetics, Without Color, With Answers in Book, John C. Winston Co. Book One, Grades Three and Four .60 57 .53 Book Two, Grades Five and Six .. .60 57 .53 Book Three, Grade Seven 74 70 .64 GRAMMAR: Howard-Hawthorne-Howard: The Language Garden (Second Grade) The Macmillan Company ; .51 48 .45 Denny and Skinner: Our English (Third Grade) Chas. Scribner's Sons. . .35 32 .30 Modern Course in English, D. C. Heath & Co. Book One 49 46 .43 Book Two - 60 55 .52 GEOGRAPHY: Knowlton, First Lessons in Geography, The Macmillan Company .75 .70 .66 Brigham and McFarlane's Essentials of Geography, American Book Company First Book Second Book (With Georgia Supplement)-- 1.21 1.70 -- 1.05 1.47 HISTORY: Evan's First Lessons in American History, Revised, Benj. H. Sanborn and Co Evan's First Lessons in Georgia History, American Book Co Mace-Tanner Old Europe and Young America, Rand McNally and Co... Thompson's History of the People of the United States, D. C. Heath & Co.-. .75 __ .675 .73 .- .63 85 .71 .74 1.05 ] .00 .91 AGRICULTURE: Pleasant and Profitable Fanning, Chapman and Sheffer, Smith, Hammond & Co. 90 .80 .78 crvics: Hughes' Elementary Community Civics with Georgia State Supplement, Allyn & Bacon Co. 1.03 .96 .90 PHYSIOLOGY: Lummis & Schawe, The Safety Hill of Health, First Grade, World Book Company... .45 _. .405 Lummis & Schawe, Building My House of Health, Second Grade, World Book Company .49 .441 Lummis & Schawe, The Road of Health to Grown-Up Town, Third Grade, World Book Company .53 .477 .3 .3 .3 A .4 A .5 .3 .5 .5 .6 .4 .4 - _ .6. B .8i .7' .8 _ Retail Whol'e Retail Exch. Whol'e Exch. Price Price Price Price Griffith: Just Ten Minutes, Fourth Grade, Smith Hammond & Co $ .55 $ .52 $ .48 % .45 Calvert: Every Day Living, Fifth Grade, Smith Hammond & Co 60 .55 .52 .48 Ritchie-Caldwell: Primer of Hygiene and Sanitation, Third Revision, Sixth Grade World Book Co .75 .. .675 Winslow's Health Living, Book Two, Georgia Edition, Seventh Grade, Chas. E. Merrill Co.. .78 .72 .68 .65 SPELLING: Trabue-Stevens Speller, Row, Peterson & Co. Primary Grades 2-4.. Advanced Grades 5-7 40 .38 .36 .34 .35 .33 .32 .30 WRITING: A Progressive Course in Handwriting, W. S. Benson & Co. Record Edition, Books 1-7 Standard Edition, Books 1-7-- .09 .. .075 12 .10 RECOMMENDED: The Winston's Simplified Dictionaries: The John C. Winston Co. Primary Edition .69 .64 .60 .55 Intermediate Edition, Special 1.02 .97 .89 .84 Advanced Edition 2.28 2.20 1.98 L93 Advanced Edition, Indexed 2.48 2.40 2.16 2.10 Industrial and Applied Art Book Series, Mentzer Bush & Co., Books 1-7 .21 .. .18 . Ruch-Knight^Studebaker Work Book in Arithmetic, Pupil's Edition Grades 3-7, Scott, Foresman &Co . 31 .. .27 Geography Note Books, Iroquois Publishing Co., Inc. Iroquois Geography Note Books, Book I .35 .. .30 Iroquois Geography Note Books, Book II .45 .39 Progressive Music Series, Silver, Burdett & Co. Book I, Grades 2-3 59 .55 .51 .48 Book II, Grades 4-5 62 .58 .,.54 50 Book III, Grades 6-7 .66 .61 .57 .53 Manual I 1.38 .. 1.20 Manual II.. 1.38 .. 1.20 ,, Manual III... 1.38 .. 1.20 " One Book Course 66 .61 .57 .53 One Book Course Manual .52 _. .45 Victor Rural Unit Course No. 1 with the twenty lesson plans accompanying the course, Victor Talking Machine Company, Camden, N. J. Records, $10.00; Case, $1.50. LANGUAGE TESTS AND DRILL EXERCISES: By Allen and Murphy. Smith, Hammond & Co., Pub. Fourth Grade 15 .12 Fifth Grade 15 .. .12 '.'. Sixth Grade.. 15 .. .12 Seventh Grade .15 .. .12 Student's Spelling Manual and Term Record: By Algar Woolfolk. Smith, Hammond & Company, Publishers 15 .. .12 GEORGIA State School Items Published by the State Department of Education Vol. VI. OCTOBER, 1929 No. 9 Blank Forms for Keeping Permanent Cumulative Individual Records of School Progress and Physical Growth and Development of Elementary Pupils can be had from the State Department of Education by Application from all Elementary Schools that will keep such permanent records. M. L. DUGGAN STATE SUPERINTENDENT OP 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 SOME PRACTICAL AIDS TO HEALTH By J. O. MARTIN, State Supervisor of Schools from North Georgia and MRS. LURLINE PARKER MARTIN, Member of Extension Division, G. S. C. W., for North Georgia In order to help the classroom teachers the following suggestions are given, with the hope that their application may prove beneficial to child life in Georgia: POSTURE: The basis for seating should be considered with regard to the sizes of the children. Single, patent desks should be used and placed so that all the desks in a row will be the same size. The desks should overlap the seats at least two inches. The proper selection and placement of desks permit normal growth and development and will prevent postural defects. A desk which is too low for a child may cause kyphosis; one too high may cause scoliosis. Circulation is impeded by seats that are either too high or too low. A child's feet should rest on the floor, and the body should be kept erect. VISION: In classrooms where there are two or more grades, the grade of the youngest children should be seated nearest the windows. The aisles should not be more than nineteen inches wide. The front seats should not be farther than six feet from the front blackboard. The children who sit in the rear seats should not sit in a line beyond the range of the rear window. The classroom windows should be placed on the east or west side of the classroom. Windows should be placed approximately four feet above the floor, one-half foot from the ceiling, five feet from the front blackboard, one and one-half feet from the rear wall, with muilion width of one foot each. The children who sit in rooms lighted from the east should face the south; those in rooms lighted from the west should face the north. This condition should be considered before the windows are placed. The heater should be placed in the rear of the room, preferably in the corner farthest from the windows. Window shades should be used in those classrooms in which the rays of the sun fall across the desks. Double or adjustable shades of a tan color are the most saitsfactory. The shades should be drawn from the bottom or lowered from the top as the occasion demands. On dark days, and at other times when the rays of the sun do not enter the room, the shades should not cover the upper sash of the windows. It should be remembered that the inner half of the classroom is lighted from the upper half of the windows. God said, "Let there be light and there was light"--until schoolhouses were built and window shades were made to shut it out. Children who sit in the direct rays of the sun or in dark rooms suffer from eye strain. Children who are nearsighted or who have astigmatism should be placed near the front blackboard. The ceiling, walls and window frames should be painted New Ivory. The ceiling and walls of corridors and cloakrooms should be painted white. All wainscoting should be light Walnut or Flemish Oak stain. These colors give the best reflections for the eyes. NOSE AND THROAT: Children who breathe through their mouths should be examined for adenoids or other naso-pharyngeal obstructions. The operation for adenoids is minor and should not be delayed. If delayed, the effects may be noted in the mal-occlusion of the teeth, listless expression, defective articulation and impaired hearing. Upon examination many under-weight children and children with defective hearing are found to have diseased tonsils. Timely correction of this defect will, in many cases, prevent organic trouble. Children with adenoids and diseased tonsils may be grouped in community clinics or taken to convenient hospitals where operations may be performed at a minimum cost. This is made possible through the co-operation of the State Board of Health, Ellis Health Officers and local physicians. TEETH: The teeth of the children should be examined frequently by teachers, parents, and at least twice a year by dentists. Children should be taught to eat a sufficient amount of teeth building food-- such as leafy vegetables, fruits and milk. The temporary teeth should have proper care until they are displaced by the eruption of the permanent teeth. Special attention should be given the care of the sixth-year molars. Many parents and children do not seem to realize that these are permanent teeth. Through neglect they are often lost. Children should be taught to brush their teeth at least twice a. day -- brushing the lower teeth upward and the upper teeth downward. To prevent the spread of pyorrhea and other oral infections every child should be taught to drink from a sanitary fount or individual cup. NUTRITION: If children are found to be abnormal in weight, they should be examined by a physician, and special emphasis should be placed upon the correction of the contributing- cause or causes. In the Georgia Teachers Manual there are charts showing the normal weight of children according to age and height. CONTAGIOUS DISEASES: Certain skin affections--as scabies, ringworm and impetigo-- are highly contagious. The spread of such infections should be safeguarded by early diagnosis, isolation and avoidance of games which bring the hands of the children in contact. Many contagious diseases, notably diphtheria, smallpox and typhoid are preventable by immunization. Children of pre-school age should be given toxin-antitoxin. It is no longer thought necessary for young persons to have the so-called children's diseases. The tender tissues of the young child's body may show their ill effects throughout life. Sanitary toilets prevent the spread of such diseases as hookworm and typhoid fever. Wells and springs should be protected from surface drainage, thereby lessening the spread of disease through contamination of water. EXERCISE: Wholesome outdoor play is necessary for normal growth and development. Through proper groupings, organization and supervision, the entire student body of any school may be engaged in active games simultaneously. Short and frequent relief exercises within classrooms prove beneficial. MENTAL HEALTH: The mind has constant influence on the body. The proper direc- tion of thought and the protection of the psychic life of the child are important phases of child health. A healthy mind demands: 1. Clean mental food. 2. Exercise--perception through the senses, memory, reason, challenge with difficulties. 3. Orderliness in systematic study and application. 4. Variety of work. 5. Expression. 6. Pleasing environment. The application of psychological principles, the proper care and training in the formation of physical and mental habits will not only aid in overcoming certain elements of an unstable heredity or unsuitable training, but will give to the child such habits and attitudes as are indispensable in the normal person. GEORGIA State School Items Published by the State Department of Education VOL. VII JANUARY, 1930 No. 1 EDWIN ALDINE POUND Educator and Orator Born 1870; Died 1930 Georgia's First High School Supervisor and First Director of Teacher Certification Throughout his entire life he rendered unselfish and invaluable service to the cause of education. In him was exemplified the rare combination of thoroughness as a teacher and eloquence as a public speaker, both emphasized by an attractive personality. He spoke with a silver tongue out of a golden heart. All who knew him loved him; and those who knew him best loved him most. Georgia's State Department of Education has sustained a great loss. M. L. DUGGAN, State Superintendent of Schools. M. L. DUGGAN 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 RESOLUTION (Adopted by the State Board of Education, February 12, 1930) Georgia, her schools, and her boys and girls suffered an irreparable loss in the death of Dr. Edwin Aldine Pound which occurred at his home in Atlanta, Georgia, Thursday, January 9th, 1930. A student of human nature--shrewd yet kind; a refined gentleman-- lovable and generous; an eminent scholar--exacting and conscientious in his search for truth; a successful teacher who endowed his profession with the graces and refinement of a gentleman, with the knowledge and thought of a scholar, and above all, with the kindness and love of a big heart; an orator and lecturer--with worthwhile opinions and the heart to speak them; a friend--friend alike of the administrator, teacher, and children--all these and more was he and many, many years will pass before the extent of his impress on contemporary life in Georgia will be known. He was known by Georgians everywhere. Beyond our state his acquaintances were many, and acquaintance with him meant love and respect for him. In testimony to his value to the State and as indicative of our esteem, love, and affection for him, this Board has formulated this resolution deploring his death and expressing its sympathy to his family. CONSTRUCTIVE POLICIES OF THE STATE DEPARTMENT OF EDUCATION "Georgia's public school system is the State's most important public interest and should have the right of way." Through our 7,000 public schools the most vital interests of practically every family in the State is served, and the character of that service tremendously influences the future welfare of the commonwealth as no other state agency can. Supported annually by more than $7,000,000 out of the State Treasury, supplemented by approximately $14,000,000 from local levies against ad valorem property, these 7,000 schools served by 19,000 teachers for the training of 900,000 children, who are to constitute the future citizenship of the State, the importance of this great public interest can hardly be exaggerated. It is important that the people of Georgia who support and patronize this great institution should be kept constantly and fully informed of its needs and achievements and plans and progress and prospects. Realizing that it is incumbent upon the State Department of Education to supply such information I propose from time to time through the courtesy of the Georgia daily and weekly press to discharge this obligation in a series of short articles giving accurate information upon various phases of our public school work, setting forth for public consideration the needs, progress and the achievements of our public schools throughout the State, and particularly the definite plans and policies proposed and to be pursued by the administration. To aid in this important service the Georgia Education Association has appointed a committee, and active assistance will also be rendered by the State School Supervisors and other field agencies of the Department of Education. The members of both the weekly and daily press have very generously consented to carry information thus assembled to the people of the State; and we would ask from the taxpayers and patrons a careful and earnest consideration of the fadts to be presented to them. ORGANIZATION Proper organization is fundamentally essential to highest degree of economy and efficiency in a public school system as in any other big business. Recognizing this well established business principle the State Department of Education outlined a definite policy of consolidating small schools located too near each other into larger units with four or more teachers. This policy was not popular and met with many difficulties and much opposition at first. In 1919 a bill was passed by the General Assembly, commonly known as the "Barrett-Rogers Act," setting aside from the public school funds "one hundred thousand dollars, or so much thereof as necessary" as a bonus to encourage the merging of small schools into centrally located consolidated schools of four or more teachers meeting required standards." Stimulated by this hope of financial reward local communities raised the first year nine hundred thousand dollars to enable them to meet the required condition, and 220 small schools were displaced by 74 consolidated schools, measuring up to the greatly improved conditions required. Encouraged by results the Barrett-Rogers bonus has been increased by each succeeding Legislature until for 1930 it amounts to half a million dollars; and already approximately one thousand well-equipped consolidated schools have absorbed more than twenty-five hundred little one and twoteacher schools. Practically all opposition to any sane and conservative policy of consolidation has wholly disappeared, and the demand for consolidation has grown faster than the ability to provide proper housing facilities, thus creating a new problem. However, this new problem has been solved in nearly all communities through bond issues in amounts sufficient for the construction and furnishing of adequate, attractive and permanent school buildings that have become the pride of a thousand rural communities in the State. It will be a surprise to citizens who have not traveled widely over the State to learn that very many of our counties (at least forty or more) have no longer any one or two teacher schools, and many of these have completed their programs of consolidation as far as they should ever go. It is hardly necessary to call attention of Georgia citizens to the greatly improved educational opportunities afforded their children in these consolidated schools. They speak for themselves in every county in the State, and in every section of many counties. Special attention, however, is called to the significant fact that the State Department of Education has outlined and steadily pursued a definite policy in the fundamentally important matter of organization, and to the beneficial results to the cause of common school education. So also in other important phases of administration the Department has advisedly outlined and is consistently pursuing definite policies looking to the upbuilding and improving of our public school system. As already stated the purpose of this series of articles is to fully acquaint the public with the purposes and policies of the Administration, to give accurate accounts of the results and prospects of these policies, and to outline the most urgent needs of the schools. The next article will treat for most part of the policies and plans and results of school house construction and equipment in Georgia, to which particular attention is invited. ADULT ILLITERACY IN GEORGIA According to the United States census of 1920 there are at least ten nations ranking above the United States in the scale of illiteracy; and among the States in the Union Georgia ranks fifth from the bottom. In order to reduce illiteracy before the 1930 census writes the record again there has been organized at Washington under the Secretary of the Interior a National Illiteracy Crusade with Mrs. Cora Wilson Stewart, the originator of the Kentucky Moonlight Schools, as the active Director. The expenses of this National Illiteracy Crusade are borne by a very generous donation from Mr. Julius Rosenwald. On October 2nd, 1929, a circular letter was sent out to all Georgia Superintendents advising that the Rosenwald Foundation would donate one dollar for every two raised locally in Georgia for supporting an illiteracy campaign, and invited superintendents to undertake to raise the funds locally and at the same time organize illiterate adults into classes and begin the work without delay. On January 2, 1930, the state heads of fraternal, civic and patriotic organizations held a conference in the Senate Chamber at a call issued by the State Superintendent of Schools. At this conference, which was largely attended, the state heads of these several organizations agreed to interest their locals in the various counties in the proposed campaign and secure their active cooperation with the school superintendents in raising the necessary funds and in organizing the illiteracy classes. The daily and weekly press aided the movement very greatly by giving it wide-spread publicity and editorial indorsements. The State School Supervisors arranged their itineraries and held mass meetings during the month of January in all of the counties of the State and otherwise aided the local school officials in organizing the campaign. By the first week in February the Superintendents from many of the counties in the State had reported to the State Superintendent of Schools upon blanks furnished for the purpose, the various amounts locally contributed to the cause which totalled $33,492.31. This amount raised during the first month of the campaign was promptly reported to the Rosenwald fund together with a requisition for their proportional contribution amounting to $16,746.15, these together amounting to a total of $50,238.46 raised during the month of January towards the support of the illiteracy campaign. A Citizens Advisory Committee was appointed by the State Superintendent of Schools for the purpose of advising and assisting him in the prosecution of the campaign, and at their first meeting held at the State Department of Education on February 3rd the Governor gave this Committee a legal standing by appointing and commissioning its personnel as the "Georgia Illiteracy Com- mission" as authorized by an Act of 1919. The "Georgia Illiteracy Commission" thus legally organized is as follows: Governor L. G. Hardman, chairman; Hon. Cason J. Callaway, Hon. Mills B. Lane, Hon. P. S. Arkwright, Miss Katherine Dozier, Hon. C. J. Haden, Hon. R. W. Woodruff, Hon. Cator Woolford, Mrs. Allen J. Strickland, and State Superintendent M. L. Duggan, Secretary-Treasurer. The above is a very brief and abbreviated statement of the very many activities to reduce Georgia's high percentage of adult illiteracy as speedily as possible and gives some idea of how promptly, heartily and successfully the work has been carried on in so short a time. Thousands of illiterate adults have been organized in classes and are being regularly taught by competent teachers who are generally being paid small salaries for this purpose. The Commission has authorized and established a division of adult education (privately supported) in the State Department of Education with adequate and efficient office force. Reports are steadily coming in from the counties of additional amounts raised and classes organized. From present indications the Federal authorities will give to Georgia a very different illiteracy rating in the census of 1930 from that charged against us in 1920. There are still counties in which little or nothing has been accomplished but there is yet time for them to fall in line before the battle is won, and we trust that there will be no "slackers" in this war. Much can be accomplished before the enumeration of the United State census in April and May, but it is not proposed that this important work shall cease when the census is completed. The work should go on until there are no longer any adult illiterates in our State. It is earnestly hoped that practically all illiterate adults can be given the equivalent of third or fourth grade abilities under this campaign. Nothing short of this objective will satisfy our ambitions or their needs. OUR GEORGIA PUBLIC SCHOOL OFFICIALS CONVENTION Elsewhere there appears a program for the Georgia Public School Officials Association, which convenes in Macon, Georgia, April 16 and 17, and at which it is expected that there will be an unusually large attendance of both county and city superintendents and members of their boards of education. Particular attention is called to the character of the program arranged for this Convention. It will be observed that this program will bring to the attention of school officials subjects of current and future interest to the educational world. It will appeal to the interest and imagination of progressive superintendents, and we believe that no other State meeting anywhere will present a more forward-looking program for consideration and discussion. No ambitious superintendent or school official can afford to miss this important convention. Sufficient time is pro- vided on the program for any school official to present for consideration important problems other than those set out in the program. It is earnestly hoped that all superintendents and school officials who conveniently can will remain over to the meeting of the Georgia Education Association which immediately follows this Convention. THE AMERICAN SCHOOL OF THE AIR Headed by Dr. Ray Lyman Wilbur, Secretary of the Interior, a general advisory board for the recently announced "American School of the Air" will bring together one of the most distinguished groups of nationally-known educators ever assembled for a single purpose. At a recent conference of the State school superintendents in the office of the U. S. Bureau of Education, Miss Alice Keith, Director of the American School of the Air, detailed the plans for this educational series which will be nationally broadcasted twice weekly for seventeen weeks beginning Feb. 4, 1930. Dr. William C. Bagley, professor of Education, Columbia University, will head the faculty as its dean. Other equally well-known educators will compose the faculty. U. S. Commissioner of Education, Hon. William John Cooper, has asked the state superintendents of schools to serve in their respective states. It is said that "Radio broadcasting is soon to become one of the greatest assets to education since the invention of the printing press. This new agency will make knowledge available to all who have ears to hear, and even those who can not read can listen. The lessons in U. S. history, civil government, literature, art, music, nature study, etc., broadcasted regularly twice each week during school terms by master teachers of the nation will be "listened in on" by the largest classes ever assembled in the world's history. For receiving the benefits to be offered by the "American School of the Air" very many rural as well as city schools in Georgia will provide radio receiving sets. "The Voice of the Air", a fortnightly rotogravure magazine with 2,500,000 circulation, will carry in each issue stories and outlines of the courses to be broadcasted. This magazine may be had free of cost by addressing it at Box 100, Chicago, 111. Miss Alice Kieth, Director of the American School of the Air, has consented to deliver an address upon this new phase of education at the coming convention of Georgia Superintendents at Macon on April 17th. HIGH SCHOOL SUPERVISOR The appointment of Supt. W. L. Downs, of Vidalia, as High School Supervisor, to succeed Dr. E. A. Pound, was confirmed by the State Board of Education on Feb. 12th. Supervisor Downs will actively assume his new duties this summer. BICENTENNIAL OF GEORGIA By Willis A. Sutton Superintendent Atlanta Public Schools General Chairman Dr. M. L. Duggan has given me the privilege of saying just a few words to you with reference to the celebration of Georgia's 200th birthday. In the brief space allotted I must of necessity leave out details. The program as outlined below was agreed upon by a representative body of people from every section of the state. First, we wish it understood that this bicentennial celebration is not to be just one event in the year 1933, but is to be made up of a continuous series of events from now until 1933. May we not really call it a renaissance of Georgia? In the second place, it was decided that we would cooperate with every other organization in the state; that the celebration was not to be managed or controlled by any central committee, but that the central committee was to cooperate with every educational, historical, civic, business, industrial or agricultural organization; that every child and every man and every woman in the organizations of men, women and children were to be called upon to take part in this celebration. With these two general understandings we adopted a four-fold policy as follows: First, we would try to stimulate the historical societies, the business and professional organizations, especially the educational and welfare organizations of the state, to work to develop the people of the state. Georgia has accumulated in 200 years four billion dollars worth of property but she now has living three and one-half million people who, at the low estimate of $20,000.00 a person, are worth seventy billions of dollars, so that our people are worth nearly four times as much as all the property we have accumulated from the day of Oglethorpe to the present time. We wish to put on a program of educational and welfare work which will see that each of these three and one-half million people is made healthy, strong, intelligent, useful and reverent--a school for every child and every child in school; an opportunity for every adult and every adult trained to take advantage of his opportunity; a place for every individual and every individual in his place. In the second place, the program included the marking of his- 8 torical spots in Georgia, with appropriate and inspirational ceremonies. Every county in the state has its own heroes. Every county has scores of men and women who have contributed to the nation and to the world. To recognize our debt to the past, to use these lives and events to inspire the youth of the present and to preserve them for the future, every community is urged to write its history, to mark its historical spots and to teach the youth of today by the examples of these great men and great women to be better for tomorrow. In the third place, our program included the development of the natural resources of the state. Briefly stated it is this: That each school district shall take as its project the following subjects: The Resources of My Community. How I Can Help to Develop Them. With this as our project each community would try to enlist the children of that community in developing its particular resources. It may be that corn, cotton, poultry, peaches, hogs, pecans, clay, or minerals,--or any one of a dozen other resources, may apply to that particular community, but the idea would be to get the boys and girls of that section at work to develop the things that would be most profitable for the community. The winners in the local community contest would go up to the county; the winners from the County would go up to the Congressional District, and the winners in the Congressional District to competition for the final state honors. In the last place, our program contemplated the idea of beautifying the State of Georgia by the removal of all broken down and worn out houses, the planting of trees and shrubbery upon our highways and a general program of beautification. IMPORTANT NOTICE Under order of the State Board of Education at a meeting on February 12th, 1930, after September 1, 1930, the issuance of the Elementary Certificate, Class B, and the issuance of the Elementary Certificate, Class C, will be discontinued. Neither of these certificates may be renewed after September 1, 1934. However, both the Elementary Certificate, Class B, and the Elementary Certificate, Class C, may be converted to the General Elementary Certificate, Class A, in accordance with the regulations which obtained at the time of the receipt of the applicant's original application for a certificate. THIRTY-SIXTH ANNUAL CONVENTION OF THE GEORGIA SUPERINTENDENTS' AND PUBLIC SCHOOL OFFICIALS' ASSOCIATION (Composed of County and City Superintendents, Members of County and City Boards of Education and other School Administrative Officials of the State of Georgia) MACON, GEORGIA APRIL 16th and 17th, 1930 The sessions will be held in the Macon Municipal Auditorium on the afternoon and evening of the 16th, and the morning and afternoon of the 17th. These meetings will be immediately followed by the Annual Convention of'the Georgia Education Association which will begin in the same auditorium on the evening of the 17th. PROGRAM Wednesday Afternoon, April 16 2:00 P. M. (Eastern time) MUNICIPAL AUDITORIUM The meeting will be called to order by the State Superintendent of Schools, M. L. Duggan, Ex-Officio Chairman 2:00 Brief Statement M. L. Duggan, State Supt. of Schools 2:15 The Visiting Teacher's Work and County Supervision. Roland B. Daniel, Supt. Columbus City Schools Lucile Wilson, Visiting Teacher and Primary Super- visor, Gwinnet County Schools (Note: The subject will be open for discussion. Miss Wilson will have a related exhibit on display.) 3:15 The National Illiteracy Crusade and the Georgia Illiteracy Campaign Cora Wilson Stewart, Director, National Illiteracy Cam- paign Dr. Rufus W. Weaver, Secretary-Treasurer, National Illiteracy Campaign Hon. Cator Woolford, Georgia Illiteracy Commission Hon. Cason J. Callaway, Georgia Illiteracy Commission. (An opportunity will here be made for discussion by any school officials interested in the subject.) 10 Wednesday Evening, April 17th 8:30 P. M. MUNICIPAL AUDITORIUM 8:30 Address-, M. L. Duggan, State Supt. of Schools Address--Dr. William John Cooper, United States Commis- sioner of Education Address--Frank D. Boynton, Vice-President, Department of Superintendency, National Education Ass'n. "Sound Pictures--Their Educational Use and Value"-- An address, with interesting demonstrations-- --Howell Cobb Barwick Thursday Morning, April 17 9:30 A. M. MUNICIPAL AUDITORIUM 9:30 10:30 11:30 "How to Issue and Sell School District Bonds to Best Advantage"--Mrs. Ettalou C. Brenner, Manager, Bond Department, Trust Company of Georgia (An opportunity for discussion and for questioning this bond expert will be provided at the conclusion of her address.) At this hour an open forum will be conducted for the informal discussion of any current school problems that may be proposed by any school official. Radio and Education. Address--Warren B. Pierce, Business Director, American School of the Air Address--Alice Keith, Broadcasting Director, American School of the Air Thursday Afternoon, April 17th 2:30 P. M. MUNICIPAL AUDITORIUM 2:30 "The Georgia Health Garden Contest" (a) Its Purposes and Plans--Susan Mathews, Extension Nutritionist, State College of Agriculture (b) Open discussion relative to the contest 3:30 Business Matters-- All business matters which may be proposed by any of the public school officials for discussion or action may be presented at this time. Note: The meeting of the Georgia Education Association begins Thursday evening. It is hoped that all public school officials will attend these meetings. 11 DENTAL HYGIENE The very great importance of oral hygiene is not a mooted question. It is everywhere admitted that sound teeth are a fundamental requisite to good health. The Georgia State Dental Society through its oral hygiene Committee is advising their members throughout the State to cooperate with public school officials and give their services in examining the teeth of all school children free of charge whenever requested by public school officials. The State Superintendent of Schools, therefore, advises and strongly urges every city and county board of education to elect a responsible local dentist and request him to make a careful examination of the teeth of the children in all of the schools under their control. The Oral Hygiene Committee of the Georgia State Dental Society assures me of full cooperation by all dentists affiliated with the Society. After these examinations are made the principals of the schools should send the dentist's report upon each pupil to his parents with the advice that he consult the family dentist whenever the report indicates a need. With such hearty cooperation on the part of the Georgia Dental Society and its members it would be inexcusable negligence oh the part of any board of education to fail to avail themselves of the opportunity offered. 12 TEACHER'S READING COURSE Text-books for courses in education at summer schools and upon which teachers' examinations will be based: Garrison and Garrison: The Psychology of Elementary Subjects, Johnson Pub. Co., Richmond, Va. Single copies, $2.00; 6 or more copies at $1.50 each from Georgia School Book Depository, Atlanta, Ga. Reeder: Business Administration of a School System, Ginn & Company, Atlanta, Ga. Single copies postpaid, $1.92. Hall-Quest: Supervised Study, Macmillan Company, Atlanta, Ga., price $1.60, plus postage. 13 GEORGIA State School Items Published by the State Department of Education VOL. VII FEBRUARY, 1930 No. 2 Supplement to Yeomans Text-Book List M. L. DUGGAN 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. ALLYN AND BACON ALLYN AND BACON F. O. B. 249 I'eachtree, N. W., Atlanta Listing expires January 1, 1932 Title of Book ENGLISH Burleson--Applied English Grammar, Revised Wheeler--Grammar at Work, Revised Center and Holmes--Elements ot English, Book II~ Baker--Oral English Center and Holmes--Elements of English, Book I... Wisely-Gifford--Standardized English Exercises- SENIOR ACADEMY CLASSICS B'ranklin--Autobiography _ _ ___ Elliot--Silas Marner (Revised) _ __ Irving--The Sketch Book (Revised) _. Melville--Moby Dick ____ __ JUNIOR ACADEMY CLASSICS DeFoe- Robinson Crusoe _ Dickens --A Christmas Carol and Cricket on the Hearth _ Finney--Plays Old and New Gaston--Modern Lives Hall--Ballads and Other Narrative Poems _ _ Hermans--Stories from the Old Testament Herzberg--Myths and Their Meanings _ Obear--Book of Stories Garland--Prairie Song and Western Story _ McSkimmon and Delia Chiesa--This Interlocking World _ McSkimmon and Lynch--The Magic Spear HISTORY West and West--Old World Foundations __ Hughes--The Making of Our United States West's Story of World Progress (New Edition).. West--The American People - Magruder--National Governments and International Relations _ CIVICS Magruder--American Government in 1929 Hughes--Fundamentals of Economics VOCATION GUIDANCE Holbrook and McGregor--Our World of Work _ Holbrook and McGregor--Our Junior High School.. Usual List Price Lowest Lowest Whol'e Bxch. Price Price 1.00 .75 .70 1.20 .90 .84 1.20 .90 .84 1.40 1.05 .98 1.20 .90 .84 .80 .60 1.00 .75 .80 .60 .80 .60 1.00 .75 1.00 .80 .60 1.00 .75 1.00 .75 1.00 .75 1.00 .75 1.20 .90 1.00 .75 1.00 .75 .60 .45 .80 .60 1.40 1.05 .98 1.80 1.35 1.26 2.40 1.80 1.68 2.20 1.65 1.54 1.80 1.35 1.26 1.80 1.35 1.26 1.80 1.35 1.26 1.40 1.05 .98 1.20 .90 .84 ALLYN AND BACON Title of Book Usual List Price Lowest Whol'e Price Low.'st Exch. Price Scudder--Second Latin _ Smith-Thompson--Latin Lessons 1.80 1.35 1.26 1.40 1.05 .08 FRENCH Camerlynk--France, Au Pays de France The New Chardenal (Grosjean Ed.) Rosenthal and Perry--En Avant! 1.25 .93 .87 1.80 1.35 1.26 1.20 .90 MATHEMATICS Edgerton and Carpenter--Elementary Algebra 1.40 1.05 .98 Slaught and Lennes--The New Algebra ...- 1.25 .93 .87 Avery--Solid Geometry _ 1.40 1.05 .98 Edgerton, Carpenter and Glass--Second Course in the New Mathematics 1.20 .90 .84 SPANISH Pittaro--Cuentos de Espana _ Loly and Forrester--Vistas de Mexico 1.40 1.05 1.00 .75 SCIENCE Wood and Carpenter--Our Environment: Its Rela- tion to Us _ _____ 1.20 .90 .84 Wood and Carpenter--Our Environment: How We Adapt Ourselves to It 1.60 1.20 1.12 Brownlee and Others' Laboratory Exercises to ac- company Elementary Principles of Chemis- try, Revised _ l.oo .75 BnJwnlee and Others--Loose-Leaf Laboratory Ex- ercises in Chemistry 1.00 .75 Fuller, Brownlee and Baker--Loose-Leaf Laboratory Exercises in Physics .80 .60 Fuller, Brownlee and Baker--Laboratory Exercises in Physics __:_,,. .80 .00 Bailey and Greene--Laboratory Manual to accom- pany Smallwood's New Biology, Revised 1.00 .75 Bailey and Greene--Loose-Leaf Biology Manual. 1.00 .75 Greer--Foods and Home Making _ 1.80 1.35 1.26 Smallwood, Reveley and Bailey--New General Biology 1.80 1.35 1.26 Fuller, Brownlee and Baker--Loose-Leaf Laboratory Exercises in Physics, Revised 1.00 .75 Watson and Manley--Objective Tests to Accompany Wood and Carpenter: Our Environment: How We Use and Control It _ .40 .30 MUSIC McGehee--People and Music 1.40 1.05 AMERICAN BOOK COMPANY AMEBICAN BOOK COMPANY Thrower Building, North Forsyth Street, Atlanta, Ga. F. O. B. Atlanta, Ga. Listing Expires April 25, 1932 Title of Book ARITHMETIC Strayer-Upton Junior Mathematics, Book One - An swers _. Book Two Answers _. Usual List Price Lowest Lowest Whol'e Exch. Price Price .88 .60 .02 .12 .09 .92 .09 .05 .12 .09 BIOLOGY Wheat & Fitzpatrick Advanced Biology 1.35 1.20 BOOKKEEPING Bowman Bookkeeping and Achievement Tests Manual and Key _ .96 .72 .12 .09 CHEMISTRY Fletcher, Smith & Harrow--Beginning Chemistry Laboratory Manual _-- 1.00 1.20 1.12 .76 .57 CIVICS (VOCATIONAL) Smith & Blough--Planning a Career 1.44 1.08 ENGLISH LANGUAGE AND GRAMMAR Anderson--A New Study of English Words _ .72 .54 Pearson-Kirehwey--New Essentials of English, Six Book Edition: Book One .42 .40 Book Two .56 .42 .40 Book Three _ - .50 .42 .40 Book Four .00 .45 .42 Book Five _ __ __ .72 .54 .51 Book Six _ : .72 54 .51 Pearson-Kirehwey--New Essentials of English: Teacher's Manual for Lower Grade .48 30 Teacher's Manual for Middle Grade .48 30 Teacher's Manual for Higher Grade .48 36 Strong--The Use of the Dictionary .32 24 ENGLISH CLASSICS--ECLECTIC SERIES Eliot--The Mill on the Floss .88 .00 AMERICAN BOOK COMPANY Title of Book FRENCH READERS The letters "E" and "I" following the text titles below indicate the grades, Elementary and Intermediate, of the modern language association. Dumas La Tulipe Noire (Brandon & Skinner) I Labiche & Martin Le Voyage de Monsieur Perrichon (Dunlap) E Meras & Roth Petits Contes de France, Enlarged, E Usual List Price Lowest Lowest Whol'e Exch. Price Price .!)(! .72 .84 .03 1.00 .75 GEOGRAPHY Strayer, Mort & Dransfleld--Check Tests to Accom- pany Carpenter Around the World with the Children __ .30 GEOMETRY Nyberg--Plane Geometry Nyberg--Solid Geometry 1.24 .93 .87 1.24 .93 .87 GERMAN LANGUAGE Betz & Price--First German Book with Exercises 1.20 HISTORY--MEDIEVAL AND MODERN HISTORY Elson--Workbook for Elson Modern Times and Living Past 1.00 .75 Elson & Elson--Workbook for Elson Modern Times and Living Past, Part One _5 .50 .42 Part Two .64 .48 LATIN Hurlbut & Allen--Latin Vocabulary for First and Second Years __ -- .40 .30 Latin Vocabulary for Third and Fourth Years .40 .30 Pearson, Lawrence & Raynor--Latin I - 1.40 1.05 .98 Teacher's Manual and Key to Accompany Latin I -- 1.20 .90 Place--First Year Latin - _ 1.32 .99 .93 First Year Latin, Enlarged 1.40 1.05 .98 Intermediate Latin Lessons ...- .40 .30 ,28 MUSIC Bryant--Christmas Carols Dann--New Manual for Teachers .20 .15 1.00 .75 NATURE STUDY Gehr--Agricultural Nature Study, Book One .00 PEDAGOGY Moore--Citizenship Through Education _ .Myers & Harshman -- Training Secondary School Teachers _ 1.40 1.05 1.32 .99 AMERICAN BOOK COMPANY Title of Book READERS Suzzallo, Freeland, McLaughlin & Skinner--Fact and Story Readers, Primer White & Hanthorn--Do and Learn Readers--A First Primer--Boys and Girls at School Usual List Price Lowest Lowest Whol'e Exch. Price Price .00 .45 .42 .40 .30 .28 SUPPLEMENTARY READERS FAIRY TALES AND STORIES Ellingwood--Betty June and Her Friends _ Williams--Rohin and Jean in England McElroy & Younge--The Squirrel Tree 50 .42 72 .54 48 .36 GEOGRAPHICAL AND COMMERCIAL READERS Carpenter--Journey Club Travels: The Ways We Travel __ _ Carpenter--New Industrial Readers: How the World Is Fed How the World Is Clothed How the World Is Housed .92 .09 96 .72 96 .72 96 .72 HISTORICAL READERS Foote & Skinner--Explorers and Founders of Amer- ica, Revised Edition Makers and Defenders of America, Revised Edition _,, _ Halleck & Frantz--Founders of Our Nation Coe--Founders of Our Country, Revised Edition Makers of the Nation, Revised Edition .92 .92 .69 .66 .66 .66 SPELLING Ward--Junior and Senior High School Speller Manual for Teachers _ .60 .45 .27 TYPEWRITING Eldrldge, Craig & Fritz--The New Expert Typewriting __ Eldridge, Craig & Fritz--Record Card for New Expert Typewriting 1.48 1.11 .10 .12 D. APPLETON & COMPANY 35 West 32nd Street, New York City F. O. B. New York City Listing Expires May 18, 1932 FOB HIGH SCHOOL ENGLISH AND LITERATURE Ward--Essays of Our Day _. ... 1.48 1.11 BECKLEY-CARDY COMPANY BECKLEY-CABDY COMPANY 17 East 23rd Street, Chicago, 111. Listing Expires May 14, 1934 Title of Book ADVENTURE Nida--A Child's Robinson Crusoe Usual List Price .65 Lowest Whol'e Price Lowest Exch. Price 48% CHARACTER EDUCATION Smith--The Like-to-Do Stories .70 .52% . CONDUCT AND MANNERS Dunlea--The Courtesy Book _ Sindelar--Nixie Bunny in Manner Land .75 .50% _ .70 52% DRAMATICS Beard--Acting Plays for Boys and Girls 1.00 .75 Hofer--Festival and Civic Plays from Greek and Roman Tales -- -- 1.50 1.13 Whitney--Some Little Plays and How to Act Them _ .00 07% GEOGRAPHY Sindelar--Nixie Bunny in Faraway-Lands .70 .52% GOOD CITIZENSHIP Lawson--Better Living for Little Americans .70 .52% HEALTH AND HYGIENE Lawson--Better Health for Little Americans .70 .52% HISTORY Best--Steer for New Shores Dunbar--The Light Bearers. Stories of Old Greece.. Sindelar--Nixie Bunny in Holiday-Land .90 .07% . .80 .00 .70 .52% INDIAN LIFE Taylor--Two Indian Children of Long Ago.. INDUSTRY Sindelar--Nixie Bunny in Workaday-Land .. POETRY Cooke--Cheerful Children MISCELLANEOUS STORIES Andrew et al--Tiny Tail and Other Stories Arnett--The Brother Bears and Other Stories Ashton--Story-Book Tales -- Craik--How-Wow and Mew-Mew .70 .52% 52% _ .70 .70 52% .70 .52% .70 .52% .41% BECKLEY-CARDY COMPANY Title of Book Deming--Nonsense Rhymes and Animal Stories Ponahey-Baker--Teenie Weenie Land _ Donahey-Baker--The Teenie Weenies Flora--Animal Land Children __ Flora--The Tanglewood Animals _ Heath--The Hygienic Pig and Other Stories Lawson--A Pet Reader Reynolds--Shug, the Pup: The Story of a Real Dog Riehey--Stories of Animal Village Sloane--Animal Pets from Near and Far Taylor--Adventures in Storyland--a Primer ...Taylor--Adventures in Storyland--a First Reader, Taylor--Steps to Storyland--a Pre-Primer Usual List Price .05 .70 .70 .70 .70 .70 .70 .70 .70 .70 .00 .04 .30 Lowest Lowest Whol'e Exch. Price Price .48% .521/2 .52% .52% .52% .52% .52% .52% .52% .52% .4.T .48 22% THRIFT Sindelar--Father Thrift and His Animal Friends .70 .52% CORRECTED LISTING OF C. C. BIRCHARD AND COMPANY 221 Columbus Ave., Boston, Mass. Listing Expires November 17, 1034 Laurel Song Book ,,_ 1.50 Laurel Music Reader, Special _ 1.00 Laurel Music Reader, Complete 3.00 School Song Book, Students' _ _ 1.00 School Song Book, Complete :...- 3.00 Junior Laurel Songs, Special 1.00 Junior Laurel Songs, Complete 3.00 Laurel Songs for Girls, Students' __ 1.25 Laurel Songs for Girls, Complete 3.00 Laurel Unison Songs, Students' .80 Laurel Unison Songs, Complete 3.00 Assembly Praise Book .50 Twice 55 Community Songs--Brown Book, Vocal-. .15 Twice 55 Community Songs--Brown Book, Complete .75 Twice 55 Community Songs--Green Book, Vocal .25 Twice 55 Community Songs--Green Book, Complete... 1.00 Laurel Glee Book _ 1.00 Folk and Art Songs, Volume I, Students' .05 Folk and Art Songs, Volume I, Complete 2.50 Folk and Art Songs, Volume II, Students' . .78 Folk and Art Songs, Volume II, Complete _ 2.50 Senior Laurel Songs, Students' _ 1.08 Senior Laurel Songs, Complete 4.00 Laurel Leaves, Book I .40 Laurel Leaves, Book II .40 Laurel Leaves, Book III _ .40 Laurel Leaves, Book IV __ .40 Laurel S. A. B. Book, Students' 1.00 Laurel S. A. B. Book, Complete 3.00 Twice 55 Community Songs--Rose Book, Vocal-. .20 1.12% .75 2.25 .75 2.25 .75 2.25 .0334 2.25 .00 2 ''5 .37% .13% .75 .20 1.00 .75 .48% 1.87% .58% 1.87% 1.26 3.00 .30 .30 .30 .30 .75 2.25 .10 1.05 .70 .70 .70 87% .50 .35 .70 .45% .54 3/5 1.18 .28 .28 .28 .28 .70 10 C. C. BIRCHARD AND COMPANY Title of Book Usual List Price Lowest Whol'e Price Lowest Kxch. Price Twice 55 Community Songs--Rose Book, CompleteTwice 55 Community Songs--Orange Book Twice 55 Community Songs--Blue Book Twice 55 Games with Music--Red Book, Vocal Twice 55 Games with Music--Red Book, Piano 1.00 1.00 .50 .40 .50 .40 .15 .131/2 .75 .75 THE CEXTl'KY COMPANY 353 Fourth Avenue, New York F. O. B. New Nork or through the Georgia School Book Depository, Atlanta, Ga. Listing Expires October 3, 1034 MODERN LANGUAGE--SPANISH Lecutura y Conversacion para Principiantes, by Wol'sy .04 ENGLISH LITERATURE English Literature in Fact and Story, by Reynolds _ 2.00 1.50 1.40 AMERICAN HISTORY The Westward Movement, edited by Barstow .85 .04 DOUBLEDAY, DORAN & CO., INC. F. O. B. Garden City, New York Listing Expires February 5, 1934 Smith, Lowe and Simpson's Adventures in Reading, Book 4 Adventures in Reading, Book 5 Adventures in Reading, Book (5 _. 80 .00 .56 84 .63 .59 88 .66 .62 FOLLETT PUBLISHING COMPANY 1355 S. Wabash Avenue, Chicago, 111. ENGLISH Listing Expires May 11, 1934 Otis, F. I. & Wilson ,T.--Modern English Exercises, Grade 5 _ Otis, F. I. & Wilson J.--Modern English Exercises. Grade 6 _ _ Otis, F. I. & Wilson J.--Modern English Exercises, Grade 7 Otis, F. I. & Wilson J.--Modern English Exercises, Grade 8 __ .32 .24 .32 .24 32 .24 32 .24 FOLLETT PUBLISHING COMPANY 11 Title of Honk Usual T.ist Price "Lowest Whol'e Price Lowest. Kxcli. Price FRENCH Marinoni, A.; Passarolli, L. A., and Zacharie, J. B.-- An Elementary French Grammar 1.08 1.26 1.13 LATIN Davis, B. L.--Latin Hurdles (First Semester) .48 .30 rUBUIC SPEAKING Brees, P. E., & Kelley, G. V.--Modern Speaking 1.00 1.20 1.08 GINN AND COMPANY F. O. B. 165 Uuckle St., Atlanta, Ga. Listing Expires May 25, 1932 BOOKS FOR COMMON SCHOOLS ARITHMETIC Buckingham-Osbum--Searchlight Arithmetics: Book Three, Part One (Grade Five) _ .60 .45 .42 Book Three, Part Two (Grade Six) 04 .48 .45 Book Four, Part One (Grade Seven) (id .45 .42 Book Four, Part Two (Grade Eight) 00 .45 .42 Workbook for Grade Three - 36 .27 Workbook for Grade Four _ 3(1 .27 Workbook for Grade Five 30 .27 Workbook for Grade Six 30 .27 Smith-Luse-Morss--Problem and Practice Arithmetics : Walks and Talks in Numberland - -_ 72 .54 .50 First Book 80 .00 .50 Second Book _ 84 .03 .50 Third Book __ 88 .00 .02 CIVICS Turkington-Mugan-Pritchard--Lessons in Citizenship 1.32 .09 .92 GEOGRAPHY Atwood-Thomas--The Earth and Its People: Home Life in Far-Away Lands _ The Americas HISTORY Bishop-Robinson--American History Workbook Coddington & Long--Our Country LANGUAGE AND GRAMMAR Jeschke-Potter-Gillet--Better English : Better English for Beginners - Introductory Book -- .90 .72 .07 1.40 1.05 .98 .52 .39 1.08 .81 .70 .00 .45 .42 .84 .03 .59 12 GINN AND COMPANY Title of Book Usual List Price Lowest Lowest Whore Exch. Price Price Middle Book _ _ Higher Book _ _ Better English for Grade Four .. Better English for Grade Five _ Better English for Grade Six .... -Better English for Grade Seven Better English for Grade Eight .84 .63 .59 .96 .72 .67 .60 .45 .42 .ill) .45 .42 .00 .45 .42 .60 .45 .42 .72 .54 .50 PHYSIOLOGY AND HYGIENE Andress and Brown--Science and the Way to Health 1.00 .75 .70 READING Pennell and Cusack--The Children's Own Readers: Pets Friends Book One Book Two . Book Three Book Four . Book Five . Book Six ... Sutton--My Workbook (for First Grade) .12 .09 .60 .45 .42 .68 .51 .48 .72 .54 .50 .80 .60 .56 .84 .63 .59 .88 .66 .62 .92 .69 .64 .48 36 BOOKS FOR HIGH SCHOOLS ALGEBRA Betz--Algebra for Today 1.32 .99 .92 Smith-Reeves-Morss--Exercises and Tests in Algebra .60 .45 Hill--Community Civics -_ Hill--Vocational Civics Hill--Community and Vocational Civics 1.40 1.05 .98 1.28 .96 .90 1.92 1.44 1.34 ECONOMICS Carver and Carmichacl--Elementary Economics 2.00 1.50 1.40 ENGLISH Davis and Cunningham--English in School and Out 1.40 1.05 .98 Smith, Magee and Seward--English Grammar.. 1.40 1.05 .98 Tanner--Correct English 1.32 .99 .92 GEOMETRY Hawkes-Luby-Touton--New Plane Geometry 1.32 .99 .92 Smith-Reeve-Morss--Exercises and Tests in Plane Geometry _ .48 .30 DOMESTIC SCIENCE Brown--Clothing Construction 1.72 1.29 1.20 GINN AND COMPANY 13 Title of Book HISTORY Eugg--Introduction to American Civilization Usual List Price Lowest Lowest Whol'e Exch. Price Price 1.44 1.34 LATIN Gray and Jenkins--Latin for Today, Second-Year Course 1.80 1.35 1.26 Moore and Barss--Cicero, with Composition and Grammar 1.96 1.47 1.37 PHYSIOLOGY An dress- Aldinger-Goldberger--Health Essentials 1.60 1.20 1.12 SCIENCE--GENERA* Caldwell and Curtis--Introduction to Science 1.68 1.26 1.18 THE GREGG PUBLISHING COMPANY 20 West 47th St., New York Listing Expires June 1, 1932 COMMERCIAL LAW The Parliamentarian, Revised Edition (Cora Welles Trow) 1.00 .66 .50 MODERN LANGUAGE Modern Language Learning (J. J. Findlay) 1.00 .75 .50 OFFICE AND SECRETARIAL PRACTICE Fundamentals of Business Practice (C. E. Birch) .80 .60 .40 Secretarial Studies, Intensive Course (SoRelle & Gregg) _ .._ 1.60 1.20 .80 SALESMANSHIP Plays for Salesmanship Classes (Ruth E. Fortney)--- .27 .20 SHORTHAND Most Used Shorthand Forms for G. S. Junior Manual (High Frequency Words by Dr. Ernest L. Horn) _ _ .16 .12 .08 Use of the Blackboard in Teaching Shorthand (John E. Gregg) - --- 1.00 .75 Gregg Shorthand Manual, Anniversary Edition (John E. Gregg) --- 1.50 1.12 .75 Teacher's Handbook to Gregg Shorthand Junior Manual (John E. Gregg) _ _ 1.00 .75 Progressive Exercises in Gregg Shorthand, Anniver- sary Edition (John E. Gregg) .50 .37 .25 14 THE GREGG PUBLISHING COMPANY Title of Book SPELLING Words, Second Revised Edition (SoRelle & Kitt). Words, Exercises TESTS AND MEASUREMENTS Rational Objective Tests in Bookkeeping and Accounting Rational Objective Tests in Applied Business Calculation Stuart Objective Tests in Typewriting (Esta Ross Stuart) Rational Error Analysis Chart (Raymond & Adams) Typewriting Diagnostic Charts (C. D. Slinker) TYPEWRITING Rational Typewriting, Brief Course (R. P. SoRelle) __ MISCELLANEOUS Problems and Possibilities of the One-Teacher Commercial Department (Grace H. Callanan).... Per hundred. Usual List Price Lowest Whol'e Price Lowest Exch. Price .44 .33 .22 .25 .18 .12 .02 2/3 .02 .06 2/3 .05 .02 2/3 .02 .67* .50* .06 2/3 .05 1.00 .75 .50 .27 .20 HARCOURT, BRACE * COMPANY, INC. P. O. B. 383 Madison Ave., New York City Listing Expires June 29, 1930 Chapman--Using English 1.48 1.11 .99 Haulenbeek--Beginnings of Rome 1.60 1.20 1.07 Ross--Adventures in Literature, Book VIII 1.56 1.17 1.04 Schwartz--French Grammar Review 1.20 .90 .80 Walker and Bartel--Adventures Wise and Otherwise Walker and Bartel--Trail Fires .66 .66 .50 .50 .44 .44 Woolbert and Weaver--Better Speech, Revised Edition 1.52 1.14 1.02 HENRY HOLT & COMPANY, INC. 1 Park Ave., New York City F. O. B. New York Listing Expires March 21, 1933 Erckmann-Chatrian--Le Tresor Du Wieux Seigneur 100 Erckmann-Chatrian--Le Tresor Du Wieux Seigneur 1.00 *F. O. B. Atlanta. 75 .70 .80* .70 HOUGHTON MIFFLIN COMPANY 15 HOUGHTON MIFFLIN COMPANY F. O. B. 2 Tark St., Boston, Mass. Listing Expires .Tune 4, 1932 Title of Book Usual List Price Lowest Whol'e Price Lowest Exch. Price Perkins--Cave Twins Perkins--Eskimo Twins - Harris and Lacey--Everyday Foods _ Washington--Dp From Slavery Hutehinson--The New Handbook of Health Scott--The Open Door Language Series: Book I .._ Book II _ Book III Holbrook--Hiawatha Primer .88 .66 .88 .66 1.56 1.17 1.092 .96 .72 .96 .72 .672 .80 .60 .56 .84 .63 .588 .92 .69 .644 .84 .63 LAIDLAff BROTHERS F. O. B. 36 West 24th St., New York Listing Expires April 18. 1933 The Laidlaw Readers: Pupils' Workbook for use with the Laidlaw Primer _ - --- Pupils' Workbook for use with the Laidlaw Reader, Book One _. TM Pupils' Workbook for use with the Laidlaw Reader, Book Two 28 .21 .20 28 .21 .20 28 .21 .20 LITTLE, BROWN & COMPANY, INC. F. O. B. 34 Beacon St., Boston, Mass. Listing Expires May 18, 1933 ENGLISH Tanner--Modern Familiar Essays 1.75 LITERATURE Eliot--The Mill on the Floss 1.00 NATURE STUDY Burgess--The Burgess Bird Book for Children Burgess--The Burgess Flower Book for ChildrenBurgess--The Burgess Animal Book for Children.. 3.00 3.00 3.00 READING Bigham--The Bad Little Rabbit .75 SCIENCE Rush & Winslow--The Science of Things About Us.. 1.341/4 .75 2.25 2.25 2.25 50% .67% 16 THE MACMILLAN COMPANY THE MACMILLAN COMPANY 500 Spring St., N. W,, Atlanta, Ga. Listing Expires May 31, 1932 Title of Book FOB ELEMENTARY SCHOOLS ARITHMETIC Badanes and Badanes--Child's Number Primer: Part One ... Part Two __.. Usual List Price Lowest Lowest Whol'e Exch. Price Price .60 .45 .42 .51 .476 BIOGRAPHY Jackson--A Boy's Life of Booker T. Washington.. .66 SI I'PLEMENTARY READING LaRue--Little Indians, School Edition Evans--The Pathfinder Earle--Home Life in Colonial Days __ Howard--Sokar and the Crocodile Thompson--The Golden Trumpets .80 .60 1.20 .90 2.50 1.88 2.00 1.50 .80 .60 HAPPY HOUR BOOKS Chicken Little Three Little Kittens Story of the Three Bears The Three Little Pigs ...... .50 .38 .50 .38 .50 .38 .50 .38 HISTORY Marshall--American History 1.60 1.20 1.12 HISTORY--SUPPLEMENTARY Wilson--History Reader, Revised .96 .72 MUSIC Earhart and Sneath--Songs of Purpose--Advanced Music -- FOR HIGH SCHOOLS COMMERCIAL Goff--Self-Proving Business Arithmetic Admire--Progressive Typewriting Altmaier--Business Communication ENGLISH Moffett and Deffendall--Practice Leaves in the Essentials of English _ Gray--Short Scenes From Shakespeare Johnson-Searcy-Charters--Practical Studies in Com- position 1.60 1.20 1.60 1.20 1.12 1.60 1.20 1.80 1.35 1.26 .60 .45 1.60 1.20 1.12 1.48 1.11 1.04 THE MACMILLAN COMPANY 17 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price ENGLISH CLASSICS--Combination Volumes Longfellow--Evangeline and Whittier, and Snow- bound and Other Poems .60 .45 Longfellow--The Courtship of Miles Standish and Minor Poems; Lowell--Vision of Sir Launfal .60 .45 Coleridge--The Ancient Mariner, etc.: Arnold-- Sohrab and Rustum -- .00 .45 Scott--The Lady of the Lake, and the Lay of the Last Minstrel - .60 .45 Shakespeare--The Merchant of Venice, and a Mid- summer Night's Dream .60 .45 Shakespears--Julius Caesar, and As You Like It .00 .45 ENGLISH CLASSICS--Single Volumes Browning--Shorter Poems Eliot--Silas Marner Irving--The Sketch Book Scott--Ivanhoe Selections From the Old Testament Stevenson--Treasure Island __ HISTORY Beard and Beard--History of the United States, Revised ---- Hayes and Moon--Ancient and Medieval History Shortridge--Development of the United States .60 .45 .00 .45 .60 .45 .00 .45 .00 .45 .00 .45 1.90 1.47 1.37 2.00 1.95 1.82 2.00 1.50 1.40 LATIN Ullman and Henry--New Elementary Latin - 1.40 1.05 .98 Ullman and Henry--Second Latin Book, Revised 1929 Edition -- 1.08 1.26 1.18 MATHEMATICS Breslich--Eighth Year Mathematics DOMESTIC SCIENCE Fowler and Alexander--A Sewing Manual 1.12 .84 .784 1.40 1.10 REDUCTION IN PRICES Please note reduction in prices of books, as follows: FOR HIGH SCHOOLS CIVICS Edmondson and Dondineau--Citizenship Problems, Pupil's Work Book PHYSICS Black and Davis--New Practical Physics Through .72 .54 1.64 1.23 .504 1.15 18 THE MANUAL ARTS PRESS THE MANUAL, ARTS PRESS Pporia, 111. Listing Expires July 15, 1930 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price PRINTING Polk--"Elementary Printing Job Sheets" .08 .51 .41 MENTZER, BUSH & COMPANY 2210 South Park Ave., Chicago, 111. Listing Expires November 27, 1933 Practical Mathematics for Junior High Schools: Book 1 Book 2 Book 3 .88 .60 .02 .88 .00 .62 .88 .00 .02 CHARLES E. MERRILL, COMPANY F. O. B. 381 Fourth Ave., New York City Listing Expires August 13. 1933 HYGIENE New Healthy Living, Book One (Winslow and Hahn) .84 .03 .59 New Healthy Living, Book Two (Winelow and Halm) 1.00 .75 .70 Stories of Health and Happiness (Elizabeth B. Jen- kins) _. _ .08 .51 .48 MATHEMATICS A High School Algebra (Durell and Arnold) READERS The Study Readers, Pre-Primer--"Let Us Read" (Walker-Parkman-Summy) The Study Readers--We Three, The Primer 1.80 1.35 1.20 .24 .18 .17 .04 .48 .45 ENGLISH English Mastery--A Laboratory System (Bowlin) FRENCH A Complete French Course, Phonetic Edition (Green- (berg) 1.32 .99 .92 1.64 1.23 1.15 THOMAS NELSON & SONS 19 THOMAS NELSON & SONS 381 Fourth Ave., New York City Listing Expires June 25, 1934 Title of Book Usual List Price Lowest Whol'e Price Lowest Exch. Price Barton, F.--Mary and Peter in Italy Bailey, J.--A Shorter Boswell _ Batchelder--Adventures of Chippy Bobby Brooks, L.--Heidi __ Buchan, J.--Prester John Carroll, L.--Alice's Adventures in Wonderland Cofer, D. B.--Nineteenth Century Essays Dickens, C.--David Copperfleld's Boyhood Dixon, J. M.--English Idioms .1 Ellis, A. M.--Representative Short Stories Hewetson, E. M.--A Book of Ruskin - James, C.--Age Revealed Lang, A.--Approach to Shakespeare Lang, A.--Approach to Tennyson - __ Oakden and Stuart--Pattern Plays Shakespeare, W.--Julius Caesar Shakespeare, W.--Merchant of Venice -- -- Smith, E.--Plays from Literature (Jr.) Smith, E.--Little Plays from Shakespeare (Sr.) Stevenson, R. L.--Black Arrow --- Weston, W. H.--Five Lives From Plutarch Wilson, R.--Pattern Poetry, Part I _ - Wilson, R--Pattern Poetry, Part II Wilson, R.--Pattern Prose, Part IV (Anne Anderson Pictures)--Red Shoes - - .60 .45 .00 .45 .75 .56% .00 .45 .42 .00 .45 ,o .45 .42 1.00 .80 .75 .08 .51 1.00 .75 1.10 .88 .82% .75 .56y4 .75 .56% .52% .68 .51 .68 .51 .68 .51 .48 .60 .45 .42 .60 .45 .42 .75 .56% .76 .57 .60 .45 .42 .72 .54 .68 .51 .48 .76 .57 .53 .80 .60 .50 .76 .57 NEW SON & COMPANY 73 Fifth Ave., New York City Listing Expires July 13, 1932 ARITHMETIC Problems In Arithmetic, by Gilmartin and Russell _ .72 LANGUAGE AND GRAMMAR A Model English Grammar, by Buehler .88 A Modern English Grammar and Composition, by Buehler 1.00 54 .50 66 .01 75 .70 READING Newson Readers, by Bryce--Turpin : Book Four--Book Friends .92 .64 SUPPLEMENTARY READING Little Folk's Libraries, by Bryce--Turpin : First Series . - Second Series -_ 2.40 1.80 2.40 1.80 20 RAND McNALLY & COMPANY RAND McXALLY & COMPANY 536 South Clark St., Chicago, 111 Listing Expires May IS, 1932 Title of Book SUPPLEMENTARY READER The Real Mother Goose Usual List Price 2.00 Lowest Whol'e Price Lowest Exch. Price 1.50 REDUCTION IN PRICES Please note reduction in prices of books as follovv i: Mace-Tanner Story of Old Europe and Young America .85 .74 .039 (F. 0. B. Depository) ROW, PETTERSON & COMPANY Evanston, 111. Listing Expires May 17, 1932 THE MOTHER NATURE READERS Baby Animals--Book I ._._ .08 By the Roadside--Book II .70 In Field and Forest--Book III .80 SPELLING Trabue-Stevens Speller--Junior High School .50 HISTORY The Story of Our Nation--Barker, Dodd and Webb 1.28 MATHEMATICS Plane and Solid Geometry and Their Uses (Mirick, Newell and Harper) Plane Geometry and Its Uses (Mirick, Newell and Harper Solid Geometry and Ise Uses (Mirick, Newell and Harper) 1.00 1.24 1.24 ENGLISH Modern Lyric Poetry (Herbert Bates) 1.00 .51 .57 .0(1 .42 .90 1.20 .93 .93 1.20 .39 .90 1.12 .87 .87 1.12 THE H. M. ROWE COMPANY Harlem Square, Baltimore, Md. Listing Expires April 27, 1932 ARITHMETIC Applied Arithmetic Essentials, No. 30 .85 .63% 55% THE H. M. ROWE COMPANY 21 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price BOOKKEEPING Rowe's New Cost Accounting, consisting of: Text, No. 40 ._ Budget, No. 41 - Blank Books, No. 42 _ Outgoing Papers, No. 43 - Introductory Accounting, consisting of: Text (Artcraft binding) Working Papers _ --- Principles of Modern Bookkeeping, No. 25 1.00 1.08 1.20 .00 .45 .65 1.60 .75 .81 .90 .45 .34 .49 1.20 .05 1.04 SHORTHAND DICTATION Scientific Dictation Studies, No. 75 First Dictation, No. 169 .90 .67% .58% .25 .19 TYPEWRITING Letterhead Practice Pad, No. 35 ._ .20 New Intensive Typing (Paper-bound edition) ___ 1.00 Typewriting Office Practice, No. 99 .40 Business Papers for Typewriting Office Practice, No. 66-A _ _ .14 .15 .75 .30 .10% BEXJ. H. SANBORN & COMPANY 131 Clarendon St., Boston, Mass. Listing Expires May 23, 1932 BOOKS FOR JUNIOR HIGH SCHOOL ARITHMETIC Stone--The New Mathematics, Book III 1.20 .90 .84 SCIENCE Hessler--Junior Science Complete, Revised 1.20 1.12 MATHEMATICS FOR GRADES Stone-Hopkins-Brownfield--Objective Drills in Arith- metic by Grades--each year (complete) .30 .27 READING FOR GRADES Hanthorn--Billy Boy's Book Jones-Hanthorn Circus Fun - - Payne-Barrows-Schmerber: Elementary Science Readers, Book I _ Elementary Science Readers, Book II . Elementary Science Readers, Book III Elementary Science Readers, Book IV 72 .54 72 .54 72 .54 72 .54 76 .57 76 .57 22 BENJ. H. SANBORX & COMPANY Title of Book SPANISH FOB HIGH SCHOOL Espinosa Easy Spanish Conversation Usual List Price Lowest Lowest Whore Exeli. Price Price .84 .03 .588 FRENCH FOB HIGH SCHOOL Talhot Easy French Beading and Conversation. Espinosa--Sellard's Easy French Composition .... Belzac Le Cure de Tours, edited by Floyd Rogers Fluent French for Beginners Bolfe--Our National Parks, Book I Rolfe--Our National Parks, Book II 1.24 .93 .868 .96 .72 .672 1.08 .81 1.12 .84 .784 1.00 .73 1.00 .75 MATHEMATICS FOB HIGH SCHOOL, Stone--New Mathematics, First Year Algebra 1.30 1.02 .952 HOME ECONOMICS --' Kinyon-Hopkins--Junior Food and Clothing 1.60 1.20 1.12 Kinyon-Hopkins--Junior Home Problems __ - 1.00 .75 .70 GENERAL LANGUAGE Bugbee--An Exploratory Course in General Language 1.24 .93 .868 SCOTT, FORESMAN Si COMPANY 29 Pryor St., X. E., Atlanta, Ga. Listing Expires September 16, 1932 ARITHMETIC iwiight, Studebaker, Ruch--Standard Service Arithmetics: Grade III .80 .00 .56 Grade IV _ .80 .00 .50 Grade V _ .84 .63 .59 Grade VI _... .84 .63 .69 Grade VII .92 .69 .04 Grade VIII _ _ .92 .09 .64 CHARLES SCRIBNER'S SONS 274 Spring St., N. W., Atlanta, Ga. Listing Expires June 9, 1932 Read--Social Science Readers: An Airplane Ride A Story About Boats ... An Engine's Story Grandfather's Farm __ Hawksworth--Clever Little People with Six Legs.. Austen--Pride and Prejudice Galsworthy--Justice __ Lewis--Contemporary One-Act Plays Mikels and Shoup--Poetry of Today __ .00 .45 .80 .45 .60 .45 .60 .45 1.20 .90 1.00 .60 1.00 .75 1.50 1.12 1.20 .90 BENJ. H. SANBORN & COMPANY 26 Title of Book Usual List Price Lowest Lowest Wliol'e Exch. Price Price Labiche & Delacour--Les Petits Oiseaux - .88 .66 Troxell--Language and Literature in the Kinder- garten and Primary Grades -- --. 1-25 .94 Garrison--Permanent Play Materials for Young Children _ -- 1-23 -94 Hill--A Conduct Curriculum for the Kindergarten and First Grade - __ 1-25 .94 Mathias--The Beginnings of Art in the Public School 1.25 .94 MATHEMATICS Solomon & Wright--Plane Geometry - --- 1.40 1.05 HISTORY Clark-Gordy--What Men from Europe Brought to America -- - lu" "* Clark-Gordy--Early Story of Mankind -- -88 .66 SCIENCE Meister--Magnetism and Electricity 1.00 .75 Cook--English Exercises - -48 .36 Denney and Skinner--Our English, Grades Four and Five --- -- -60 .45 Denney and Skinner--Our English, Grades Six and Seven - -08 -54 REDUCTION" IN PRICES Please note redaction in prices of books as follows: Good Reading, Second Reader _ -- --- -59 .51 .48 Good Reading, Third Reader _ - .66 .57 .54 Good Reading, Fourth Reader .-- - -- .72 .63 .60 Good Reading, Fifth Reader _ -76 .06 .02 Good Reading, Sixth Reader __ -- - -76 .66 .62 SILVER, BURDETT & COMPANY F. O. B. 39 Division St., Newark, N. J. Listing Expires July 9, 1932 ELEMENTARY TEXTS HISTORY Jennie Hall--Our Ancestors in Europe 1.20 .90 .84 24 SILVER, BURDETT & COMPANY HIGH SCHOOL TEXTS SPANISH Title of Book Usual Lowest Lowest List Whol*e Exch. Price Price Price Lawrence A. Wilkins and Max A. Luria--Lecturas Faeiles con Ejercicios 1.44 1.08 1.01 The exchange price of each of the herein listed books is applicable only when the books is purchased for basal use. THE L. W. SINGER COMPANY 349-259 West Erie Boulevard, Syracuse, N. Y. F. O. B. Kingsport, Tenn. Listing Expires March 5, 1933 Prose and Poetry, Eleventh Year Prose and: Poetry, Fifth Year 1.70 1.36 1.202 1.00 .80 .70 Pease note that the address of the L. W. Singer Companv is Syracuse New Jtork, and that ail orders and communications should be sent to that address. FREDERICK A. STOKES COMPANY F. O. B. 443-449 Fourth Ave., New York Listing Expires July 19, 1934 Cloverfleld Farm Series--Four Books: Bobby of Cloverfleld Farm Prince and Hover of Cloverfleld Farm Summer at Cloverfleld Farm Winter at Cloverfleld Farm _ 1.00 .00 .00 l.oo .00 .00 1.00 .00 .00 1.00 .00 .00 CHARLIE X1LL1IAN SONG BOOK COMPANY Tillman's Crossing:, Lee St., S. W. F. O. B. Atlanta, Ga. Southern School Book Depository, Inc. Listing Expires January 2, 1934 REDUCTION IN PRICE Please note reduction in prices of books as follows: The Day School Singer, by Charlie D. Tillman: Manilla Binding Cloth Binding Printed in both round and shaped notes. .25 18.00* .55 48.00* Per hundred. UNIVERSAL TEXT BOOK COMPANY 25 UNIVERSAL TEXT BOOK COMPANY No. 9 South Clinton St., Chicago, 111. Listing Expires May 7, 1934 Title of Book William L. Musick--Standard Dictation, AmanuensisSecretarial, Gregg _ - Usual List Price Lowest Lowest Whol'e Exch. Price Price i.OO .05 THE UNIVERSITY PUBLISHING COMPANY Lincoln, Neb.--Chicago--Dallas--New York Listing Expires November 14, 1932 F. O. B. at New York City or Chicago, 111. Studies in Conduct, Book Three, for Seventh and Eighth Grades --- ----- 1.08 .81 .76 The Kinscella Music Appreciation Headers, Book Five .90 .72 .67 The Kinscella Music Appreciation Readers, Book Six 1.04 .78 .73 Thought Test Headers, by Prout and Others: Fourth Grade Reader .84 .63 .59 Testing Sheets for Fourth, per set .32 .24 Living English, by Driggs: First Book (Third and Fourth Grades) _ .92 .69 .64 Second Book (Fifth and Sixth Grades) _ 1.00 .75 .70 Third Book (Seventh and Eighth Grades) _ 1.20 .90 .84 Third Grade Book __ -- .64 .48 .45 Fourth Grade Book _ - Fifth Grade Book _ _ Sixth Grade Book -- _ .72 .54 .50 .80 .60 .56 .84 .63 .59 Junior High School, Book One (Seventh Grade) -- 1.00 .75 .70 Junior High School, Book Two (Eighth Grade) -- 1.08 .81 .76 REDUCTION IN PRICES Please note reduction in prices of books as follows: UNIVERSITY CLASSICS SERIES The Merchant of Venice _ The Tragedy of Macbeth Julius Caesar The Lady of the Lake Hamlet Midsummer Night's Dream As You Like It _ The Idylls of the King ,, Poe's Poems and Tales Browning's Selected Poems Wordsworth's Selected Poems Milton's Minor Poems .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 .40 .30 .28 20 D. VAN NOSTRAND COMPANY, INC. D. VAN NOSTRAND COMPANY, INC. 350 Fourth Ave., New York City Listing Expires March 17, 1931 Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price Harper--General Shop Mathematics Burns--Radio Emery and Jeffs--Algebra 1.50 1.12% 1J05 2.00 1.50 1.40 1.85 1.38% 1.2:;% WEBB BOOK PUBLISHING COMPANY 55-79 East Tenth St., St. Paul, Minn. Listing Expires May 28, 1032 Soils and Soil Management--Millar _ 2.00 1.50 WHEELER PUBLISHING COMPANY F. O. B. Chicago, 111. Listing Expires November 7, 1933 READING THE CHILD'S OWN WAY SERIES--By Marjorie Hardy Self-Directed Seatwork : My Book, Book I, for use with The Little Book .12 .09 My Book, Book II, for use with Wag and Puff - _ .24 .18 My Book, Book III, for use with Surprise Stories .lfi .12 My Book, Book IV, for use with New Stories .10 .12 My Book, Book V, for use with Best Stories .20 .15 Bulletin Board Material for use with The Little Book. Set of Pictures, each 11 inches wide, pages 1 to 15 (postpaid) .75 Sentences in 1%-inch type, pages 1 to 15 (postpaid) - . 1.25 THE SILENT READING HOUR--Library Edition Happy Days--For First and Second True Stories--For Second and Third Adventure Stories--For Third and Fourth Grades.. .(ili .50 .40 .72 .54 .50 .78 .59 SEATWORK MATERIAL MY WORKBOOK IN PHONICS--Marjorie Hardy Part I--First Grade Part II--Second Grade _ .20 .15 .20 .15 THE JOHN C. WINSTON CO. 27 THE JOHN C. WINSTON CO. Winston Building, Philadelphia 424-426 West Peachtree St., N. W., Atlanta Listing Expires August 11, 1934 F. O. B. Philadelphia or Atlanta Title of Book Usual List Price Lowest Lowest Whol'e Exch. Price Price READING The New Winston Readers--Firman and Gehres (Maltby) New Winston Second Reader Manual (inter- leaved) .96 Large Colored Pictures for New Winston Primer - _ 1.20 New Winston Primer Test Material ------- .20 New Winston Primer Practice Material .20 New Winston First Reader Test Material .20 New Winston First Reader Practice Material .20 New Winston Second Reader _- .08 New Winston Third Reader _ .72 .72 90 15 15 15 15 51 .48 54 . 51 THE CHILD'S GARDEN OF CHARMING BOOKS The Adventures of a Brownie--Mrs. Craik .52 .39 The King of the Golden River--John Ruskin _ .52 .39 The Nurnberg Stove--Louise de la Ramee _ -- .52 .39 Boys of the Bible--H. A. Snyder .52 .39 Girls of the Bible--H. A. Snyder _ _ .52 .39 Reynard the Fox--Sidney G. Firman - -- .52 .39 THE WINSTON CLEAR-TYPE POPULAR CLASSICS Dickens' Stories About Children--E. L. Merchant .06 Wings of the Morning--Louis Tracey - .66 Pilgrim's Progress--John Bunyan _ _ __ ARITHMETIC The Triangle Arithmetics -- Brueckner, Anderson, Banting and Merton : Answer Books for Three Book Edition, each .12 .09 Answer Books for Six Book Edition, each-- .12 .09 Diagnostic Tests and Practice Exercises-- Grades 3, 4, 5, 6, 7 and 8 .32 .24 Answer Books for Diagnostic Tests--Grades 3, 4, 5, 6, 7 and 8, each .05 .03% Curriculum Tests, Grades 3, 4, 5, 6, 7 and 8 (package of 12) _ .52 .39 HISTORY Stories of American Pioneers--Heard and King.. .60 .50 28 THE JOHN C. WINSTON COMPANY Title of Book MATHEMATICS Second Course in Algebra--Engelhardt and Haertter Solid Geometry--Strader and Rhoads - Teacher's Manual for Plane Geometry--Strader and Khoads - - Usual List Price Lowest Lowest Whol'e Exch. Price Price 1.36 1.02 .96 1.20 .90 .84 1.20 .90 CIVICS Our Economic Life--Carver and Adams -- 1.40 .98 PHYSICS First Course in Physics--H. Brownell 1.64 1.23 1.15 LATIN Second Year Latin--Fred S. Dunham 1.72 1.29 1.21 MODERN LANGUAGES Le Petit Chose--Charles Cestre, Ed _ .80 MISCELLANEOUS Story of the Bible--J. L. Hurlbut, Cloth Edition '.00 1.50 WORLD BOOK COMPANY 424 West Peachtree St., N. \V., Atlanta, Ga. Listing Expires June 16, 1934 REDUCTION IN PRICES Please note reduction in prices of books as follows: Ritchie--Primer of Hygiene and Sanitation, Third Revision --- Lummis-Schawe Health Readers: The Safety Hill of Health - __ Building My House of Health The Road of Health to Grown-Up Town .66 .48 .405 .441 .56 .477 GEORGIA State School Items Published by the State Department of Education Vol. VII MARCH-APRIL, 1930 No. 3 WE DEMAND That Legislative appropriations for support of the common schools be paid as promptly and fully as any other Legislative appropriations so that public school teachers can be paid as promptly and fully as any others who serve the State. 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. Supt. M. L. Duggan, Atlanta, Ga. Dear Mr. Duggan: In your letter you asked me to give briefly my opinion of several of the most outstanding phases of educational progress within the public school system during the past few years. In reply permit me to list the following items which I think have been outstanding items of the Department of Education: 1. The creation of the State Equalization Fund for public schools. 2. The accrediting of the elementary schoels. 3. The making of cumulative record sheets for the elementary schools. 4. The issuing of the course of study for elementary grades. 5. The establishment of a department of schoolhouse planning. 6. The establishment of the Department of Business Administration. 7. The general school improvement, such as consolidated schools and building new school buildings. Sincerely yours, J. 0. MARTIN, State Supervisor of Schools. ADDRESS DELIVERED BY M. L. DUGGAN, STATE SUPERINTENDENT OF SCHOOLS, AT GEORGIA EDUCATION ASSOCIATION AT MACON, GA., APRIL 19, 1930 A year ago upon occasion of the annual meeting of the Georgia Education Association in Savannah I outlined briefly a history of the State's support of its public school system. I pointed out how our common schools had suffered for full half a century from a policy and custom wholly without any sanction of law of paying all other legislative appropriations first and appropriation for the support of the common schools last of all. I then made the statement that after appropriations to all other causes for 1928 had been paid in full and the Treasury exhausted there still remained unpaid a balance of the 1928 appropriation to the common schools of $1,549,884.45. This unpaid balance on appropriation for 1928 increased by an unpaid balance of $1,699,954.55 on the appropriation for 1929 has remained unpaid until this week. For the years 1928, 1929 and 1930 up to this date nothing has been available for payments to the city or county school systems of Georgia directly out of the State Treasury, and every dollar which has been sent to them for either of these years was derived from loans from banks under the Governor's constitutional borrowing power for schools. Of course these loans have later been repaid or will be repaid to the banks from the State Treasury. By the end of the year 1930 unless new funds should come into the Treasury "available" for common school appropriations the State will be in arrears in its payments of legislative appropriations for the support of the common schools to the public school system and to the banks for money borrowed for the public school system and which must be paid to them out of the common school appropriations the aggregate amount of $8,072,454.10. Income Tax may reduce this amount. It is possible therefore that our common schools may face their most serious crisis during the next scholastic year unless the new sources of revenue furnish considerable relief. The Constitutional borrowing power for the prompt payment of teachers given to the Governor by overwhelming vote of the people of Georgia a few years ago was intended to supplement the insufficient revenues available from the State Treasury for this purpose during the early months of the year, but it has during these last three years been the sole source of revenue for the support of the schools during the year, while other objects to which appropriations were made were drawing their funds proportionately from the State Treasury according to its resources. During the last months of the year and the first months of the next year when tax moneys are flowing freely into the Treasury it has become custom to pay nothing to the schools directly from the Treasury on the grounds that notes made to the banks for money for the schools must be repaid out of the Treasury. Such policy has raised a serious question in the minds of the friends of the common schools as to whether the constitutional borrowing power for the schools, which was given the Governor, is a real or permanent help to the schools. For some years I have feared that the public generally could not be made to realize the importance of our common schools or the serious crisis threatening them until they could see the little children coming home with their books with the announcement that their school was forced to close for lack of funds from the State. What I have so greatly feared has happened to more than one hundred thousand rural school children in Georgia. In the matter of support we are approaching our darkest period. But I want to say to the teachers and school officials of Georgia, to the citizens whose children they teach, and to the 900,000 children dependent upon the public school system that the darkest hour of the night immediately precedes the dawn of a brighter day. Our General Assembly has been reasonably liberal considering existing circumstances in making appropriations for the support of our public schools, but the State has never been prompt in payment of these appropriations. The only prompt payments ever made to the common school system was from funds derived from the gas tax for the benefit of the equalization fund, and this alone has saved our public school system from a complete break down. All that we are asking for at this time, and what we should demand in the interest of 900,000 school children and the teachers charged with the responsibility of their education, is satisfactory provision for prompt payments of the legislative appropriations for the support of the common schools, and in addition thereto the poll taxes annually collected and paid into the State Treasury which have been definitely set aside for the benefit of the common schools both by the Constitution and in the Act of the Legislature commonly known as the Barrett-Rogers Consolidation Act. Georgia's public school system should and must be put upon a sound and satisfactory basis of support and its importance to every interest in the State is too great to be longer trifled with. Georgia's dire immediate need is to get out of debt and put its public school system, colleges and eleemosynary institutions upon a cash operating basis. Prompt payments assured to public school teachers would do more to stimulate and promote progress and efficiency in our public schools than anything else and certain provision for this is what we must insist upon and without which we cannot reasonably hope for satisfactory results. There are several ways by which this can be accomplished, probably none of them will be wholly 4 satisfactory to everybody and some of them unsatisfactory to all of us except as a last resort. By statutory action there could be provided: 1st. Taxation (other than ad valorem) which will produce sure and regular funds, such as luxury taxes, income taxes, etc. (This would probably be the least objectionable method.) 2nd. Or sell present value of future rentals on State property. Or by Constitutional Amendment. 3rd. A sufficient State Bond issue. (And no bond issue is popular in Georgia.) 4th. Or the sale of a part of or a part interest in the State's $40,000,000.00 worth of real estate holdings (which would probably be most objectionable of all.) A resort to either or all of the above suggested means would be far better than the slow starving and constantly threatening danger of a break-down in these institutions. One of the greatest statesmen of the Nation has said in a public address, "It were better that the mails should fall down, it were better that our government departments function inadequately, it were better that our laws be thin and futile, it were better even that our judiciary be weak than that the performances of the teachers of our children be less than the best obtainable." PROGRESS IN OUR PUBLIC SCHOOLS It is worthy of the attention and consideration of every citizen of the State that notwithstanding the serious handicap in the matter of delayed and uncertain financial support Georgia's public school system has accomplished remarkable development and progress under definite plans and policies consistently and persistently pursued by the State Department of Education. For information and encouragement it may be well to recall a few of the more important policies consistently and persistently pursued by the State Department of Education during recent years, to point out some of their remarkable results, and to call attention to other policies already determined or being considered looking to still further improvements in our public school system. CONSOLIDATION First among these I would call your attention to the policy and results of rural school organization. Proper organization is fundamentally essential to highest degree of economy and efficiency in a public school system as in any other big business. Recognizing this well established business principle the State Department of Education outlined a definite policy of consolidating small schools located too near each other into larger units with four or more teachers. This policy was not popular and met with many difficulties and much opposition at first. In 1919 a bill was passed by the General Assembly, commonly known as the "Barrett-Rogers Act", setting aside from the public school funds "one hundred thousand dollars, or so much thereof as necessary" as a bonus to encourage the merg- ing of small schools into centrally located consolidated schools of four or more teachers meeting required standards." Stimulated by this hope of financial reward local communities raised the first year nine hundred thousand dollars to enable them to meet the required condition, and 220 small schools were displaced by 74 consolidated schools, measuring up to the greatly improved conditions required. Encouraged by results the Barrett^Rogers bonus has been increased by each succeeding Legislature until for 1930 it amounts to half a million dollars; and already less than one thousand well-equipped consolidated schools have absorbed about three thousand little one and two-teacher schools. Practically all opposition to any sane and conservative policy of consolidation has wholly disappeared. It will be a surprise to citizens who have not traveled widely over the State to learn that very many of our counties (at least forty or more) have no longer any one or two teacher schools, and many of these have completed their programs of consolidation as far as they should ever go. It is hardly necessary to call attention of Georgia citizens to the greatly improved educational opportunities afforded their children in these consolidated schools. They speak for themselves in every county in the State, and in every section of many counties. BUILDINGS The success in better organization of our county school systems through policy of consolidation naturally created other and more or less difficult problems. Consolidated schools demand larger and better buildings and equipment and more efficient faculties, longer terms, etc. Soon after we began to have results from the 1919 Barrett-Rogers Act the building problem became acute throughout the State. To aid in its solution the General Assembly of 1921 provided legal means under which bonds could be issued by counties or consolidated school districts "for the purpose of building and equipping school houses." Taking immediate advantage of this Act election for bonds for building purposes were called in a great many local school districts throughout the State and these elections have been held with increasing frequency each year. Surprisingly few bond elections have failed, notwithstanding the required two-third majority. The total amount thus invested in better school houses during the nine years since this Act was passed has averaged more than one and one-third million dollars a year, aggregating for the nine years about $12,000,000.00. These better buildings for enlarged consolidated schools stimulated a worthy pride in the local communities, raised their expectations and naturally inspired a demand for improved and beautified 6 grounds, more and better teaching equipment, longer terms and professionally trained teachers. Minimum standards set up by the State Department of Education included all of these, and the necessary sacrifices on the part of the community naturally brought about a spirit of cooperation and greater interest in the local school which had become a real educational center. Still further promoting cooperative interest and efforts organizations were formed. Inside of the school organizations of many kinds were formed by the pupils and in the community by patrons and citizens, all centering around the school and its interests, but helpful in many wholesome ways to the entire community. In the spirit of competition and cooperation these schools have within recent years in many counties met together annually at the county seats and thus the influences of the better schools have increased and widened even beyond county limits until all parts of the State have been benefited. The progress in school house construction under local bond issues in rural districts has been so great that it became necessary to set up at the State Department of Education a Division of School Building service with minimum standards for school house construction. Upon an appeal made by the State Superintendent of Schools the General Education Board made a generous appropriation to extend over a period of four or five years sufficient to provide a Director with an assistant and secretary to meet this important demand. This new service under direction of Mr. J. L. Graham with his able assistant, through their free services offered to counties and local communities are not only saving annually many thousands of dollars to their school building funds but are assuring to them school houses better planned and constructed for the purpose to which they are to be used. TRANSPORTATION A new important but difficult problem created by consolidations" of smaller schools has been the necessity for supplying transportation of the children residing long distances from the central school. County Boards of Education therefore were given the legal right "to provide means of transportation for pupils and teachers to and from the schools." When the demand and necessity for such transportation in many counties had grown beyond the financial ability of county boards of education the Legislature in 1927 extended this authority to local district trustees. Supported by state and county and local district funds there are now considerably more than 50,000 children residing in remote communities being daily transported to efficient consolidated schools where they are afforded equal educational opportunities with children more fortunate in their residence. Nothing has done more towards equalizing educational opportunities than our policies of consolidation and transportation. BETTER TEACHING To meet the higher standards set up by the State Department of Education and the demands and expectations of the consolidated school communities it became evident that teachers in service should have opportunities for further professional training. To provide easy facilities for such training the State Superintendent of Education was authorized by the Legislature in its general appropriation bill in 1924 and each one of the subsequent appropriation bills to set aside $20,000.00 annually to provide summer schools for teachers, geographically distributed over the State. In addition to the many teachers taking advantage each year of the superior opportunity afforded by the summer schools maintained at the several colleges more than 2,000 other teachers, who for various reasons could not attend these, have been provided opportunities at nominal cost near their homes for making professional progress at these summer schools under the direction and personal supervision of the State Department of Education and the State School Supervisors. Thus at least eight or ten thousand Georgia teachers have been able to meet the higher standards required of the State Division of Certification and advance their state teacher's certificate to a higher grade. In order to afford additional opportunities to teachers-in-service and to bring such opportunities still nearer their homes the University of Georgia and several other colleges have organized and are promoting extension classes for teachers in most of the counties of the State. With all of these increased and constantly increasing opportunities extended to teachers-in-service and prospective teachers, together with still further opportunities offered through a few meritorious correspondence courses, no teacher can offer any valid excuse for failing to improve his professional standing or for not keeping up with the rapid progress in the profession of education. Better teaching is secured through proper and progressive required conditions for the certification of teachers. Much has already been accomplished through this means within recent years and it is proper for me to announce at this time that reasonable and progressive improvements in our plans and standards of certification are already under consideration and will be perfected and adopted at a reasonably early date. ACCREDITING ELEMENTARY SCHOOLS While through the Association of Colleges and secondary schools standards have for many years been set up for accrediting high schools in Georgia, no uniform standards were required of elementary schools until within the last three or four years. Now no accredited high school in Georgia will any longer be recognized as such unless and until its elementary grades meet the elementary standards set up by the State Department of Education. This policy has not only served to direct proper interest and attention and aid to the 8 elementary grades of our high schools but has stimulated ambition of rural communities throughout the State to meet conditions for accrediting their elementary schools. One of the very important conditions for accrediting is that permanent individual cumulative records of both the educational achievements and the physical growth and development must be carefully kept. The State Department of Education has supplied free of cost hundreds of thousands of blank forms for this purpose and for the first time in the history of Georgia schools these carefully kept records of the progress of the children in the elementary grades will be available as well as that of their later years in the high schools and in the colleges. A consciousness of constantly having a permanent record kept of our efforts and their results will always prove a strong incentive towards doing our best work whether it be teaching, learning or whatever it may be. SUPERVISION Under the six State School Supervisors, two of whom are supported by the General Education Board, and four assistants generously supplied the State Department of Education by the Georgia State College for Women at Milledgeville, greatly increased and very efficient supervision is now given all our schools. I can not speak too highly of the importance and helpfulness of this supervisory work and the credit for most of the progress recently achieved in our public school system is due and should be given to our supervisory forces. The value of the results of this service is too evident in every Public school in the State to necessitate calling further attention to it. COURSE OF STUDY The Georgia School Code specifically authorizes and instructs the State Department of Education to provide courses of study for both elementary and high schools. In an attempt to carry out these instructions, as well as an aid to improved instruction, the State Department has recently prepared and supplied to every elementary teacher in the State a course of study for elementary schools of some 350 pages. This is the first comprehensive course of study published by the State Department of Education and it has been most gratifying to learn that it has been generally appreciated and is being widely and profitably used in our elementary schools. It is the purpose and intention to follow this up at an early date with a similar course of study for our high schools and this will be available to all high school teachers within the next scholastic year. HEALTH It is worthy of attention that Georgia is probably the first of the states to provide a course of health education through all of the seven elementary grades with a series of modern textbooks. These textbooks for each one of the elementary grades were adopted after full indorsement and recommendation by the Governor and the State 9 Health Department. Good health is mainly a matter of education. The State Department of Education greatly appreciates the active cooperation received from the State Board of Health and the State Dental Society. We are wholly dependent upon these and the State Medical Association for medical examination of pupils in the schools. COOPERATION AND HARMONY A most encouraging and significant situation promising wholesome results is the earnest spirit of harmony and active cooperation existing in the State Department of Education and among all of educational institutions and welfare agencies of the State. Time is too limited to even name all of these now but because of their very active and helpful cooperation among the rural schools of the State I must call attention to and express my appreciation of the hearty cooperation from the State Board of Health, the Departments of Agriculture, Forestry, Geology, Game and Fish and State Library Commission. All other State Departments have been entirely willing to give us such aid as functions and limited opportunities would allow. The P. T. A., the American Legion and numerous civic, fraternal, and patriotic organizations have given much encouragement and aid to our public school system. I regret that time will not allow me to point out in detail the very great progress that has been accomplished in the several phases of vocational education and in Negro education. With the very considerable material aid from the Rosenwald Fund, the General Education Board, the Slater Fund, and some other outside help, all of which has been ably and tactfully administered and supervised by Mr. Walter B. Hill, negro education in Georgia has made remarkable advances along sane lines, generally approved by public sentiment in the several counties. ADULT EDUCATION Ignorance costs more than education; and one is never too old to learn. There has recently been set up at the State Department of Education a Division of Adult Education which is being supported through voluntary contributions. This new Division operating under an Illiteracy Commission appointed and commissioned by the Governor has promoted a vigorous and successful campaign to reduce adult illiteracy in the State prior to the taking of the United States census. The work in the counties has been supported by around $38,000.00 raised locally and supplemented with around $19,000.00 by the Rosenwald Fund. The campaign was promoted and supervised by our State School Supervisors and the local school superintendents. The tabulated results of this campaign will be published at a very early date. But there is no intention of limiting the efforts of the Division of Adult Education to the wholly illiterates or to slacken our efforts when the United States Census shall have been completed and published. We shall hope that an increasing public sentiment for adult education will enable us to carry on indefinitely in serving 10 such of our citizens as were deprived of educational opportunities while of school age. Why fix an arbitrary age beyond which our people shall no longer have educational opportunities? NEW TENDENCIES IN EDUCATION The last world-wide movement in education was vocational; the next in time and importance will be avocational--the wiser use of leisure hours--and this will be one of the phases of adult education. In the field of education the radio, visual education, sound pictures, and television challenge the imagination. One and a half million Georgians, fifty million Americans, have no easy access to public libraries. Liberal appropriations have been made available to State Departments of Education in Ohio, California, and a few other States for experimentations in radio education. In Georgia the use of the radio for short periods each Saturday afternoon has been courteously extended to the State Department of Education for broadcasting messages to teachers, pupils and the public over W. S. B., "the Voice of the South, the Atlanta Journal which covers Dixie like the Dew." "Listen in" around five o'clock Saturday afternoons. PARTY VISITS COUNTY SCHOOLS A day conspicuous in school history in Cobb county was Thursday of last week when Mr. Bernard Awtrey, county school superintendent, Mr. J. 0. Martin, state school supervisor, Mrs. Martin and Mr. Graham of the state department of education, accompanied by about fifty prominent citizens of Cobb county, made a tour of inspection of five of the consolidated schools of Cobb county. The day was replete with interest and inspiration, resulting in a justifiable pride and feeling of satisfaction on the part of officials as to the quality of work being done in the schools visited and at the same time " selling" the idea of consolidated schools to visitors from those parts of the county which are not yet so fortunate to have such schools in their communities. The schools visited were Smyrna, Olive Springs, Elizabeth, Blackwells and Mountain View. At each of these places were found beautiful modern brick buildings of an approved type of architecture, with scientific heating, lighting and seating, oiled floors, adequate auditorium with stage, and to a greater or lesser degree at the various schools visited, such school room equipment as is required of an accredited school. The school at Smyrna was visited at the hour of the opening exercises, where Prof. J. D. Self and his splendid corps of thirteen teachers presented their pupils in a program in which was emphasized various phases of the work being done in that school. The visitors were most enthusiastic in their comments on the program presented and on the poise, grace and happy spirit of the pupils and reluctantly left their first stop feeling that a very high type of school work was 11 reflected in the program heard and exhibits viewed at Smyrna. At Olive Springs where Prof. Osborne has a corps of unusually splendid teachers, especial attention was called to school room equipment, on which Prof. Osborne, assisted by the P.-T. A. and patrons, has concentrated. Here it was most gratifying to see that the equipment was well up to the very high standard set for accredited schools. In each room were standard pictures, grade libraries with reference books and supplementary reading, globes, maps, dictionaries, bulletin boards and other helpful equipment. The pupils presented in a most pleasing manner specimens of their work that indicated an exceptional quality of class-room activity. The school at Elizabeth, on account of a fortunate situation, boasts a modern water system along with its beautiful building and other equipment which was similar to that found at Smyrna and Olive Springs, but at this school especial attention was called to school ground decoration. Here a large amount of shrubbery, well selected and beautifully arranged, has been placed on three sides of the building recently, and this, together with the auditorium and its well equipped stage is the pride of the school. Here, a brief visit to the classrooms, indicated that the work was well in line with that observed at the other schools. Mr. S. D. Rickenbaker is the genial and efficient principal at Elizabeth. An outstanding pleasure in the day was the visit to Blackwells, where consolidation of schools in Cobb county was initiated three years ago. Here a delicious luncheon was served to the entire party in the domestic science department by Miss Free and her pupils and here we learned, in a very definite form, something of the worth while work being done in that department. The domestic science department and the vocational work in agriculture under the Principal, Mr. Clotfelter, are additional advantages offered by this school, which also meets a high standard of comparison in other lines as well. An impressive feature of the visit was the observation of playground activities where each group was observed in supervised recreation of a fitting type. The visit to the classrooms and auditorium was also most pleasing. From Blackwells, the party proceeded to Mountain View, where the principal, Mr. Frank Dillard, and his teachers conducted the members through the beautiful and well equipped building and an opportunity was given to see something of the splendid class work being done by the school as a whole. The party was also much interested in the many shrubs that beautify the grounds and in the transportation facilities which were viewed in operation, these facilities being of the same type of school buses that are used in the other schools visited. A kaleidoscopic view of the work observed during the day reveals that in addition to the regular academic curriculum, music and 12 expression, the children in the Cobb County Consolidated schools are being given the advantages of instruction in nature study, fores* try, art, current events and current history, book reports and supplementary reading, interior decorating, writing of newspaper articles and invaluable instruction in hygiene and health habits. Many times during the day there was evidence of the cooperation given the teachers and trustees by the various Parent-Teacher associations at each school, a great deal of the equipment and of the school ground decoration was done with funds raised by the original and ingenuous methods of the P.-T. A.--Marietta Journal. MAY 5-10 NAMED AS HEALTH WEEK Eighty-nine of the 161 counties in Georgia have formed organizations for active participation in Health Education Week, May 5-10, according to officials of the Medical Association of Georgia, in charge of plans for the week. Health Education Week is being promoted by the Medical Association of Georgia, the Georgia Dental Society, the medical colleges of the University of Georgia and Emory University, the State Board of Health and the Georgia Tuberculosis Association. In many of the counties, the medical societies will operate clinics for health examinations free of charge in an effort to reveal the defects existing in the people of those counties. The results will be forwarded to the Bureau of Vital Statistics of the State Board of Health for compilation and analysis. In this way a fairly accurate health survey of the state will be made. The Georgia State Dental Society has been especially active in the participation of Health Education Week. Members of this organization will have charge of mouth health examinations, which will be conducted free of charge. In all counties in which the dentists will participate clinics will be held in conjunction with the physicians. TEACHERS AND POLITICS The teachers of the state have been urged at more than one recent educational convention recently in Georgia to get out and get busy in "politics." It has been safely urged that by "politics" is first of all certainly not meant anything like partisan or personal politics. What is meant, and what was made clear, is that the teachers ought to get actively into that clean activity which intelligent and aggressive participation in governmental affairs signifies. They are leaders in their communities; they are positioned to have mighty influence not only directly but through the children of the home they are guiding for several hours every day of five days in the week. They can produce results in "politics," in the arousing of serious and honest thought in the minds of parents, in informing parents and the public of conditions, especially those conditions in 13 which the school system finds itself; they can urge that men of intelligence and integrity and honesty, men who know something about schools and their importance and needs and men who will take to the law-making and law-administering positions a real interest in favor of better schools. They can, without taking part in any sort of partisan warfare or any kind of personal races, exert a great influence for good upon the elections and upon legislation. The trouble has been mainly that many teachers were so absorbed in their work that they did not take active personal interest in these things; in some cases circumstances were such in their communities that they feared to join the activity because of prejudice and the too-ready possibility of somebody criticising their interest. There will necessarily be some risk; nothing is gained in real progress without risk: there may be some sacrifice, worthwhile achievements always mean sacrifice for somebody. But teachers as a rule have been trained to stand the risk, certainly the risk of not receiving their salaries; and teachers have been among the groups which sacrificed most for the good of others. Let the teachers take intelligent, unpartisan, impersonal, but aggressive part in the affairs of county and state, and help name representatives and officials who will stand by the children and school system in Georgia--Savannah Morning News. RESOLUTIONS Unanimously Passed at the Thirty-Sixth Annual Convention of the Georgia Superintendents and Public School Officials Association at Macon on April 17, 1930. ADULT EDUCATION Resolution No. 1 Through the generous contribution of public spirited citizens of the State of Georgia interested in the education of Georgians, through the cooperation of out-of-date state agencies laboring in the field of illiteracy and adult education, and through the tireless effort of people of our state an ideal of permanent work in adult education, growing out of the exigencies of a drive against adult illiteracy has materialized. The recent drive against so called "adult illiteracy" has been worthwhile and, we hope, successful. Its greatest value, however, lies in the impetus it has given permanent, continuing efforts in adult education. Be it, therefore, resolved that, this association, recognizing the value of the work already done and anticipating the need for its continuance, express its approval of the plan. Be it further resolved, that this association go on record as favoring the continuance of the work and as offering its influence, its support, and its efforts to the end that education may no longer be 14 considered only an obligation of youth but an opportunity of adulthood as well. N. E. A. PRESIDENCY . Resolution No. 2 Whereas Dr. Willis A. Sutton, superintendent of the Atlanta Public Schools, has raised the standard of efficiency to a very high plane; that this system has engaged the attention of the entire nation, thereby reflecting merited credit upon Georgia and the South; and whereas Dr. Sutton has proved his ability as a leader of national caliber and is a man of high educational achievement, a high toned Christian gentleman, and of unimpeachable integrity; and whereas the city board of education of Atlanta and the Department of Superintendents of the Georgia Education Association have indorsed Dr. Sutton as a candidate for the presidency of the National Education Association: Therefore, be it resolved that this body of educators now assembled, the Association of School Officials, does hereby present the name of Dr. Willis A. Sutton by acclamation to the National Education Association at its next annual convention as Georgia's choice for president of that association and in doing so commend him as president to the national body of educators. NECROLOGY Resolution No. 3 Whereas the Association of Superintendents and Board Members in Annual Session, April 16th and 17th at Macon, very deeply regrets the sad loss of some of its beloved members and leaders, it is hereby resolved: First, That; In the death of Dr. E. A. Pound of the State Department of Education we have lost one of the best educators of our State. He was a man of natural and acquired ability, capable and willing to perform his whole duty in every position he held. His character was of the highest type and worthy of our emulation. His soul has gone hence, but his life will ever remain in the hearts and lives of the citizens and educators of Georgia and other states, though we miss his voice in our meetings. Second, That; In the death of Superintendent John P. Allen of Glascock County we have lost a co-worker who always manifested an interest in the educational affairs of his county and state. He served several years as Superintendent of his county and was ever alert to the duties required at his hands. Another voice is stilled but his record is left as a monument to him. 15 GEORGIA State School Items Published by the State Department of Education Vol. VII MAY, 1930 No. 4 COMPARATIVE PUPIL ACHIEVEMENT IN RURAL TOWN AND CITY SCHOOLS OF GEORGIA By SARAH MELL DUGGAN EXTENSION DIVISION GEORGIA STATE COLLEGE FOR WOMEN Milledgeville, Ga. 1930 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. CONTENTS Preface Introduction Part I. Education Measurements in Georgia Schools Part II. Comparative Pupil Achievement in Rural Schools Part III. Comparative Pupil Achievement in Small Town Schools Part IV. Comparative Pupil Achievement in City Schools Part V. Comparative Pupil Achievement in schools in which tests were repeated Conclusion ___ Bibliography Page 5 8 11 20 27 PREFACE The achievement surveys here presented were made at the request of the superintendents of the several systems listed herein to determine the status of the grades of the systems and of the systems as wholes in regard to the achievement in the subjects taught. The purpose was to measure the results of teaching in these schools. Fifty systems scattered throughout nearly every county in the State were surveyed, thus making it a state-wide survey of attainment, as well as a research project. The wide administration of the testing program afforded a sufficiently large number of cases to insure the validity of the results beyond reasonable doubt and also a truly representative, quantitative notion of both the attainment among pupils and school systems of the State. In order to afford a basis for later comparisons the data of Chapters II through V is presented in detailed tables as well as summaries. The reader seeking only the conclusions derived from the data may omit an examination of these detailed tables except in so far as this may be essential to understand the content of the summary tables. The carrying out of the project on a large scale has involved the cooperation of many people. The author wishes to express gratitude to the Georgia State Department of Education, to the superintendents of schools and to the teachers in whose classes the surveys were conducted, for the administration and scoring of tests given in the rural, town, and city schools, and to the Georgia State College for Women, Milledgeville, Georgia, for the financial assistance and in- terest in the work. SARAH MELL DUGGAN. INTRODUCTION During the first quarter of the present century many changes have taken place in education. Consolidation of small rural schools into large graded schools, enforcement of the compulsory school attendance laws, length of school terms, and better training of teachers have contributed toward making educational progress move forward in one continuous unbroken line. But most far reaching in its consequence has been the development of a technique for measuring and evaluating the effects of these changes. The critical attitude of the uninformed has delayed progress but has been beneficial in that the technique of investigation has been refined and made more accurate. Since 1914 opposition to the scientific measurement of schoolroom product has rapidly melted away. No comprehensive school survey has been undertaken since 1919 without the use of achievement tests. "Scientific measurement in education is closely related to educational progress." Effectiveness in teaching any subject is decidedly reduced if we pay no attention to how well the children know their subject before and after they have been taught the subject. Teachers have always sought to measure the results of their work. "In America examinations appear to be as old as formal education itself." Practically within the past fifteen 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 an individual opinion, and to express such information in terms of grades (G scores). 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. . . . 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 attempt to make microscopic or chemical analysis 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."1 'Georgia State School Items: Vol. Ill, No. 6, November, 1926, 3. It must be kept in mind that educational measurements do not remedy educational deficiencies any more than medical diagnosis cures 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."1 Many requests have come from the superintendents of the schools wherein tests have been made to furnish data showing how his own schools or system compared with others. It is for this purpose and also to preserve records in a concrete and simplified form of the vast amount of work that has been done in the field of educational measurements that this study is made. "Superintendents' offices are sometimes filled with tests and the results of testing carefully arrived at and never used, at least to the extent of their possibilities. It is agreed that ninety per cent of the value of testing depends on correct interpretation of the results and remedial administration, supervision, or teaching that follow, will aid the children to learn more effectively." * 'McCall, How to Measure, 87. 2Smith and Wright, Tests and Measurements, 7. PART I EDUCATIONAL MEASUREMENTS IN GEORGIA SCHOOLS The following is taken from the Georgia State School Items, Volume III, No. 6, dated November, 1926, which publication is now out of print: "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 (M. L. Duggan) in the rural schools of Tift County in 1916, using Monroe's 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 result of this work is exhibited both by tabulations and by graphs, and its interpretation was discussed briefly. 'Similar results of their work in educational measurements were published in succeeding bulletins issued by the State Department of Education, covering the rural schools in the 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), Dooley County (No. 37), Bacon County (No. 38), Grady County (No. 39), Wilkes County (No. 40); in 1923 Seminole County (No. 41), Gwinnett County (No. 42). Since 1922 the Rural School Agent has been assisted in the work by Sarah Mell Duggan, Extension Department, G. S. C. W. 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. "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, Georgia, 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 Jacob, of Mercer University, and his Senior class in Education. We have also made three series of tests through the elementary grades of the Albany, Georgia, 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." The purpose of this report is to make a comparative study of the results obtained in the field of educational measurements in Rural, Town, and City schools of Georgia in recent years. This work extends over a period of four years, beginning with the survey made in the Carrollton schools in September, 1925, and including numerous succeeding surveys made in the interval from that date up to June, 1929. Detailed reports have been submitted to all of these places, but none of the results have been published. There are incomplete records in many places where the tests have been given; that is, either all grades were not tested, or variation in conditions made it impracticable to use the results in this study. The systems whose results are used are classified into four groups as follows: 1. Seven Counties, giving the results of Rural Schools. 2. Twenty-six towns, having only one elementary school. 3. Four cities or systems, having more than one elementary school. 4. Twelve towns and cities, wherein the tests were repeated after several months' interval. Group I. The counties having th( as follows: 1. DeKalb 2. Effinghan 3. Hart 4. Jefferson 5. Jenkins 6. Madison 7. Sumter tests are listed alphabetically Group II. The following is an alphabetical list of the towns with the name of the County in which each is situated: Town County 1. Adrian..-- Emanuel 2. Bartow Jefferson 3. Chickamauga _____ Walker 4. College Park Fulton 5. Cusseta Chattahoochee 6. Davisboro Washington 7. Evans Columbia 8. Part Valley.. Peach 9. Guyton Effingham 10. Hickox Brantley 11. Leesburg Lee 12. Leslie Sumter 13. Louisville Jefferson Town 14. Metter 15. Millen 16. Monroe 17. Plains 18. Stapleton 19. Summerville 20. Tennille 21. Thomson ._ 22. Trion 23. Wadley 24. Warrenton 25. Winder 26. Wrens County Candler Jenkins Walton Sumter Jefferson Chattooga Washington McDuffie Chattooga Jefferson Warren Barrow Jefferson Group III. The Cities or system, having more than one elementary school, in which the tests were made are: 1. Albany 2. Carrollton 3. Dalton 4. Waycross Dougherty County Carroll County Whitfield County Ware County Group IV. The systems listed below are the ones that had the tests repeated after interval of several months: 1. Bartow 2. Leslie 3. Louisville 4. Millen 5. Monroe 6. Plains 7. Stapleton 8. Summerville 9. Thomson 10. Wadley 11. Warrenton 12. Wrens - In order to arrive at some definite conclusions relative to the PUPIL ACHIEVEMENT for the Georgia schools as a whole the twentysix towns, four cities, and seven counties selected are scattered over the entire State. Geographical, economic, and other local conditions are reflected in the school of each community. In the detailed study that follows some of these most noticeable conditions which effect the final results of teaching are indicated as regards the locality so affected. The results obtained from each of the above groups are discussed in four parts. Actual achievement made by the several groups is set forth in accompanying tables. Comparisons within the groups are represented by tables, graphs, and otherwise. The test used in all of these schools was the Stanford Achievement 8 Test, published by the World Book Company. All the tests were administered by the writer, and the scoring done under her close supervision by the teachers of the schools in which the tests were given. The number of children whose scores were used in this study are: Group I. Rural Schools II. Town Schools III. City Schools IV. Schools with Tests Repeated No. Pupils 1,438 3,879 2,368 3,320 TOTAL 11,005 PART II. COMPARATIVE PUPIL ACHIEVEMENT IN RURAL SCHOOLS There are several factors that demand consideration in making an analysis and a comparative study of the achievement of pupils in the rural schools. Short terms, irregular attendance, more than one grade to the teacher, poorly trained and poorly qualified teachers are some of the causes of "wastes in education." Educational tests were given in the fourth and seventh grades of the rural schools of the seven counties. In DeKalk County, however, tests were given only to the seventh grade pupils. Tests made of the achievement of pupils in the fourth grade will give a check on the quality of work of the primary department, and tests in the seventh grade check the work of the elementary classes. It was for this reason that these classes were selected for the tests. The counties in which the tests were given are listed as follows: County DeKalk Effingham Hart Jefferson Jenkins Madison Sumter No. Schools 11 6 13 5 5 4 10 No. Pupils Tested 203 109 430 261 161 36 238 TOTAL 7 54 1438 With the exception of the four schools of Madison County the ma- jority of the others in which tests were given were consolidated schools, housed in modern buildings. In few instances have the pupils been long in the better schools. Most of their school life has been spent in small schools with short terms. The average amount in which the schools are behind in their achievement gradually increases from three months until this average amount is eight months. NOTE: In all the tables used in this study the following explanation of terms is necessary: I. Gr means Grade in Reading Ga means Grade in Arithmetic Gns means Grade in Nature Study and Science Gh means Grade in History and Literature Gl means Grade in Language Gs means Grade in Spelling Ge means Grade in Education (Average) II. G Scores mean Grade Scores. They are written in terms of Grade, meaning the grade and month of grade. Expressed as a whole number and a decimal, the whole number indicates the Grade and the decimal the month of that grade. For example a Gr Score of 4.9 means that is the score made in the Fourth Grade and ninth month of that grade. III. By subtracting algebraically the norm from the G scores of each grade there can be ascertained the number of months the grade is above or below the standard; or expressed otherwise, the Superiority or Inferiority of Achievement for the grade. /The following table is a statement of the median score for the fourth and seventh grades in each subject made in the rural schools: TABLE I Median Grade Scores for Fourth and Seventh Grade Pupils of Rural Schools Grade County IV. Jefferson Hart Sumter Jenkins DeKalb Effingham Madison VII. Jefferson Hart Sumter Jenkins Norm Gr Ga Gns Gh Gl Gs Ge 4.1 4.2 4.6 4.0 4.9 4.8 4.8 4.5 4.4 3.7 4.0 3.9 3.7 4.0 3.9 3.8 4.5 4.2 4.8 4.3 4.3 4.5 4.3 4.3 4.5 4.0 4.4 3.6 3.9 3.8 4.7 -- 4.7 3.8 4.5 4.0 3.6 4.3 4.2 4.0 4.8 4.1 5.1 7.1 6.5 7.2 6.3 6.3 6.9 6.9 6.6 7.4 5.7 6.3 6.0 5.5 6.0 6.2 5.9 7.5 6.4 7.0 6.3 6.6 6.7 7.2 6.6 7.5 6.0 7.3 6.5 6.9 6.2 7.7 __ 10 TABLE I (Cont'd) Median Grade Scores for Fourth and Seventh Grade Pupils of Rural Schools Grad^CountT" Norm Gr Ga Gns Gh Gl Gs Ge DeKalb Effingham Madison ~- Z?7?7 6.0 6.8 6.6 6.3^7.0 7.0 6.6 7.7 7.6 7.4 6.7 6.7 7.6 7.3 7.1 7.8 5.7 6.5 _- -- -- In this table the whole number indicates the grade and the decimal the month of the grade. A Gr Score of 3.7 indicates that the Median grade score in Reading for the Hart County Fourth Grade is equivalent to that of a standard Third Grade in the seventh month. The median scores of the fourth grades of all the counties are below the norm in all subjects, except the following: Jefferson County in Reading; Jefferson, Sumter, Madison in Arithmetic; Jefferson in History and Language; and Jefferson and Jenkins in Spell- ing. In the seventh grade all the counties in all subjects have median scores below norm. The rural schools show an average deficiency expressed in months in the several subjects as follows: Grade Read. IV. - 5 mo. VII. -13 mo. Nat. Study Hist. Arith. & Sci'ce & Lit. -0y2 mo. -5 mo. - 2 mo. -6 mo. -11 mo. -11 mo. Lang. -1 mo. -9 mo. Spell. -3 mo. -4 mo. From these figures it is learned that the rural schools are less proficient in Reading than in any other subject; next, in the subjects based upon Reading. If in the subjects the deficiency in the third grade goes unremedied until the seventh grade pupils are more than a year behind in three of the subjects. "Pupils are frequently pushed limpingly toward one goal before they have reached a prerequisite or more valuable goal in another goal series."1 For this reason many pupils, especially in the rural schook, become discouraged and quit long before they have achieved the mere rudiments of an education. The difficulties before them are not such as stimulate further effort, but are so overwhelming as to result in failure. There are evidences of lack of definite aims in all the rural schools one of which is irregularities in progress from grade to grade. This condition is probably due to the fact that the teachers did not have definite aims for the several grades and had not measured the results of their instruction to learn to what extent these aims were being realized. "McCall: How to Measure, p. 145. 11 Since most of these schools are now well organized, and since the results of these initial tests are available for the superintendents and teachers, a supervised program leading to better instruction should be instituted at once. The problems of the teacher have largely to do with instruction; and the teacher is interested in these tests to improve instruction. A teacher is concerned, in the last analysis, with the handling of the individual pupil in her class. By improvement in methods of instruction the level of attainment for our rural schools can be raised to that of the best schools of the country. PART III COMPARATIVE PUPIL ACHIEVEMENT IN SMALL TOWN SCHOOLS Measurement in school work involves an element of fairness to the pupil which is an additional demand for accuracy. It became apparent about two decades ago as a result of a number of studies, that educational measurements in form of teachers' marks and examination marks were exceedingly inaccurate. Terman says: "It can no longer be doubted that the recent development and widespread adoption of standard tests for measuring pupil ability and achievement marks the beginning of a new epoch in the history of educational practice." We use tests in order to determine the previous preparation of the class and their general achievement to date. Each system, each school, and each class has its own problem, in the solution of which tests will aid. We must know the facts of class achievement before further reasoning is possible; but let us clearly distinguish between the facts provided by statistics and further deductions. If a number of children have been together in the same school for a year, it would seem the part of wisdom to judge both of their general ability and their accomplishment and to compare one child with another by means of a good achievement test. The total number of children whose accurate scores are given for the twenty-six towns listed in this study is: Grade III 621 Grade IV 872 Grade V 906 Grade VI 76 Grade VII 718 Total 12 3879 A brief description of the schools will indicate in what respects the elements are unlike and cannot be disregarded in making comparisons. The personnel of the community may be that of a group that is predominantly rural. Too many times such a community is lacking in facilities in the school and home that will promote normal advancement in education. Too few books, magazines, and other kinds of reading material in the homes and schools definitely retard progress in all school work. Habits of regular attendance at school have oftentimes not been established because of the necessity of labor of the children to tend and gather crops. This especially applies to schools that have a large number of children in attendance who come on school busses. Long established consolidations do not have as many of these children as schools that have been recently consolidated. Some of the towns listed below should be credited with the fact that they are taking into their school many children who have not heretofore had advantages of a well organized school with one or more teachers to the grade. The scores from towns recently making consolidations with small outlying schools will necessarily be lowered until the children have made up the deficiency caused by short-term one-teacher schools. HTckox had the tests three weeks after the fall term opened in the first year of their consolidation. None of the children had ever attended a school of more than two teachers, and only schools operating six months or less. The school is a six-teacher one and is housed in one of the most attractive buildings in the State. With good teaching there should be every reason to expect rapid advancement on the part of the children attending this school. Bartow, Louisville, Wadley, Wrens, and Stapleton are in Jefferson County, and belong to a system that has completed its program of consolidation. The oldest consolidation of the county is the Wrens school, and the most recent one is the school at Louisville. At the time the tests were made at Louisville there were seven trucks coming to this school, several of them for the first time. Placing such a large number of children who had been attending six-months' schools in a group that had always attended a school running nine months each year necessarily lowered the norms made by that school. Trion is a mill town, and although the school is in the Chattooga county system, all of the children belong to families who work in the mill. They are crowded in an inadequate building, which is very poorly arranged and lighted. Under the conditions good work was being done by the faculty. The authorities have made possible many extra-curricula activities in this school, and have placed a reasonable amount of supplementary material for use in the grades. Summerville is the county high school of Chattooga County. It is not an old school as compared with some of the others. 13 Tennille is a school of the traditional type with one teacher per grade. The grades were small at the time the tests were made. At the time the tests were made the Adrian school was being taught in an old dwelling and a store. The building which had been in use only two years had been burned. There were many children coming to this school in trucks for the first time. The school at Cusseta is in a depopulated section of the State adjacent to Port Benning. There are a number of children in this school who belong to the tenant families on surrounding farms, and have absolutely no reading material in the homes. College Park is a high class residential suburb of Atlanta. There are two sections to the grade. The Metter school is the county high school of Candler County. There are trucks coming to this school from the surrounding territory. Millen has for a long time placed emphasis upon thoroughness in the school subjects. There are also some rural children coming daily to this school. Monroe and Winder are schools of the traditional type. Both of these schools have two sections to the grade. Thomson makes provision for a large number of children in the county. For a number of years they have had a rental system of text-books. The fee is nominal, and each grade has the advantage of about five supplementary readers a term. In addition there is some supplementary material for other subjects supplied. Leslie and Plains are in Sumter County. Plains is the older consolidated school. They serve the pupils of a fine farming section. Chicamauga is in the extreme northwestern part of the State. Much supplementary reading material is supplied the children of the elementary grades. The classrooms are badly overcrowded. Davisboro and Guyton have some pupils from the surrounding country who come on trucks. The former school lacked the organization and co-ordination of work to facilitate good classroom achievement. Evans is another recently consolidated school in a beautiful modern building and serves strictly rural community. Warrenton has recently taken in a number of pupils from small county schools that had short terms. Fort Valley has two teachers to the grade. This school furnishes free text-books. Leesburg, in the center of Lee County, has a large number of children coming to school on the school busses. The purpose of these tables is to make possible the comparison of Class Achievement in each subject of any school with any other 14 school. The items are listed thus: Number Children, Name of Town, Norm, Grade scores for each subject, and the Average Grade Score. The norms are listed consecutively. To make a comparison it is necessary to equalize the norms by adding their difference to the smaller norm, (or by subtracting the difference from the larger). This process must also be followed for each grade subject score that is used in the comparison. For example, to compare the Grade in Reading (Gr) of the Louisville school for the third grade with that of Guyton for the corresponding subject and grade this method of procedure is used: Norm Gr Louisville 3.1 3.3 Guyton 3.7 3.4 Add the difference between the norms 3.1 and 3.7 which is 0.6 to the Louisville norm, which raises it to 3.7. Also add 0.6 to the Louisville Gr score of 3.3, which results in 3.9. Therefore the difference between the achievement of the Louisville and Guyton schools in third grade reading is the difference between the new score of the former and the original score of the latter: 3.9--3.4=0.5. Or the third grade of the Guyton school is five months lower than that of the Louisville school. The same method of procedure is followed in making comparisons between the several subjects. These tables are given in detail so that one can make any compari- sons desired from the information here recorded as the results of the tests given in the schools. Some time spent in following the above procedure will lead to interesting and valuable information for the investigator. TABLE II Grade Scores for Third Grade Pupils in Town Schools NoT~ Child- ren Town 22 Hickox 20 Bartow 36 Louisville 27 Wadley 24 Wrens 26 Stapleton 20 Tennille 30 Adrian 22 Summerville 70 *Winder 13 Cusseta 29 Millen 78 'Monroe Norm Gr Ga Gs Ge ^ 3.0 2.8 3X~ 2.9 2.9 3.1 3.0 3.9 4.0 3.5 3.1 3.3 3.5 3.7 3.5 3.1 3.3 3.6 3.8 3.5 3.1 3.7 3.2 3.4 3.3 3.2 3.3 4.0 4.5 3.7 3.2 3.3 3.2 4.2 3.6 3.3 3.6 4.1 4.2 3.8 3.3 3.4 3.4 3.8 3.4 3.3 3.3 3.2 3.6 3.3 3.4 3.2 2.7 3.2 3.2 3.5 3.4 3.5 3.4 3.4 3.5 3.2 3.4 3.5 3.4 15 ^^^--m TABLE III (Cont'd) Grade Scores for Third Grade Pupils in Town Schools NoT Child- Town ren . ir~PlahS 35 Chickamauga 29 Davisboro 15 Evans 21 Warrenton 18 Guyton 64 *Fort Valley 11 Leesburg Norm Gr Ga Gns Gh Gl Gs Ge .4^T0~~379~ 4.0 3~^L0 4.2 4.0 4.6 5.0 5.5 5.4 5.0 5.5 5.2 5.2 4.6 3.8 4.2 3.9 3.9 4.0 3.9 3.9 4.6 4.3 4.5 4.1 3.7 3.9 4.4 4.4 4.6 4.1 4.9 4.4 3.3 3.4 4.7 4.5 4.7 3.8 4.4 4.0 3.6 3.9 4.0 4.0 4.8 5.3 5.6 5.2 5.1 5.5 5.4 5.5 4.8 4.4 4.6 4.1 4.2 4.8 4.8 4.6 *Two section in grade. TABLE IV Grade Scores for Fifth Grade Pupils in Town Schools No! Child- Town Norm Gr Ga Gns Gh Gl Gs Ge ren n Hickox 32 Bartow 28 Louisville 23 Wadley 24 Wrens 18 Stapleton 43 *Trion 24 Tennille 30 Adrian 37 Summerville 66 'Winder 6 Cusseta 95 'College Park 40 Metter 37 Millen 62 'Monroe 62 'Thomson 23 Leslie 16 Plains 45 Chickamauga 22 Davisboro 24 Evans 14 Warrenton 20 Guyton 83 'Fort Valley 15 Leesburg 5.0 3.4 4.1 3.7 8.8 3.9 4.3 4.0 5.1 5.1 5.6 4.9 5.2 4.9 5.3 5.2 5.1 4.5 5.1 4.3 5.1 5.2 4 8 4.9 5.1 5.8 5.9 5.4 5.3 5 7 5.8 5.7 5.1 5.3 5.7 4.8 5.3 5.3 5.7 5.4 5.2 5.4 6.6 5.0 5.3 5.8 5.8 5.7 5.2 5.7 5.4 6.1 6.3 7.0 5.9 5.8 5.2 5.1 5.7 4.8 5.3 5.6 5.4 5.3 5.3 4.9 5.9 5.0 5.3 5.4 4.4 5.2 5.3 4.9 4.8 5.4 5,,0 5.1 5.3 5.0 5.3 5.2 4.5 5.1 5.2 5 9 5 3, 4.9 5.4 5.4 5.6 5.3 5.6 5.6 5.8 5.6 5.5 5.6 6.0 5.7 6.0 6.6 5.8 5.9 5.5 5.0 5.2 5.3 5.5 5.2 5.4 5.2 5.5 5.6 5.6 5.3 5.2 6.1 6.0 5.5 5.5 5.6 5.7 5.4 6.2 6.2 5.5 5.8 5.5 5.3 5.8 5.1 5.1 5.3 5.4 5.4 5.5 -----5.5 4.9 5.6 4.7 5.5 4.9 5.9 5.3 5.9 5.1 5.5 5.1 5.5 4.9 5.5 5.6 5.7 5.8 5.2 5.9 6.0 5.9 5.6 5.6 4.4 5.1 4.3 4.8 4.5 5.1 4.7 5.6 5.6 4.7 5.4 5.2 5.5 4.9 5.2 5.3 4.9 4.3 62 5.1 5.8 5.0 5.4 5.7 5.2 5.4 5.1 5.8 5.8 5.4 5.4 5.8 6.1 6 6 5.9 6.0 6.3 5.9 6.3 5.8 6.2_5.8 6.3 6.3_g:6_6;0 6.2 'Two sections in grade. 17 TABLE V Grade Scores for Sixth Grade Pupils in Town Schools No7~ Child- Town ren Norm Gr Ga Gns Gh Gl Gs Ge 14 Hickox 26 Bartow 35 Louisville 25 Wadley 17 Wrens 21 Stapleton .._ Trion--No report 17 Tennille 28 Adrian 26 Summerville 69 *Winder 11 Cusseta 94 *College Park 28 Metter 38 Millen 36 *Monroe 44 Thomson 22 Leslie 17 Plains 39 Chickamauga 23 Davisboro 10 Evans 18 Warrenton 23 Guyton 66 *Fort Valley 16 Leesburg 6.0 4.1 4.9 4.9 4.4 4/L 57l 4~8 6.1 5.6 6.7 5.6 5.7 5.4 6.2 5.9 6.1 5.4 6.0 5.1 5.4 5.3 5.6 5.5 6.1 6.1 6.8 6.0 6.1 6.4 6.5 6.3 6.1 6.1 6.4 5.8 5.7 6.3 6.4 6.2 6.2 5.7 6.7 5.5 5.6 6.0 6.9 6.1 6.2 4.6 4.8 4.4 4.4 5.1 4.9 4.7 6.3 5.9 6.3 5.9 6.0 6.0 6.5 6.1 6.3 6.5 6.3 6.2 6.5 7.2 6.8 6.4 6.3 6.6 6.1 6.7 6.4 6.9 6.8 6.5 6.4 6.6 6.5 6.4 6.1 6.8 6.5 6.5 6.5 5.9 6.1 5.8 5.2 6.7 5.7 6.1 6.5 5.8 6.6 5.9 6.2 5.8 6.3 6.1 6.5 6.0 6.4 5.9 5.9 5.9 6.4 6ll 6.5 6.9 6.7 6.6 7.2 7.8 6.9 6.8 6.5 6.3 6.6 6.2 5.9 6.3 6.4 6.3 6.5 5.2 6.5 5.4 5.6 5.7 5.8 5.5 6.5 5.5 6.9 4.9 5.5 6.3 7.1 6.2 6.6 6.5 7.0 6.2 6.8 7.3 6.9 6.6 6.6 5.2 5.8 4.8 5.2 5.4 5.4 5.5 6.6 5.6 6.3 5.8 5.5 6.7 5.9 6.0 6.6 6.1 7.2 6.4 6.4 7.1 6.9 6.7 6.7 5.9 6.7 6.1 5.0 6.1 6.7 6.2 6.8 6.9 6.9 6.8 6.9 7.3 7.0 6.9 6.8 7.3 7.0 7.2 6.4 6.9 7.1 7.1 *Two sections in grade. TABLE VI Grade Scores for Seventh Grade Pupils in Town Schools No. Children Town Norm Gr Ga Gns Gh Gl Gs Ge 16 Hickox 32 Bartow 29 Louisville 26 Wadley ; 25 Wrens 20 Stapleton 30 Trion 7.0 5/7 5~4 5^9 574 5^2 (US 5^3 7.1 6.5 7.5 6.5 6.3 6.7 7.0 6.9 7.1 6.2 6.8 6.3 6.5 6.2 6.8 6.9 7.1 6.5 7.1 6.6 6.5 6.4 6.9 6.6 7.1 6.2 7.2 6.0 6.2 6.3 7.2 6.5 7.2 5.8 7.4 6.2 5.9 6.0 6.7 6.3 7.2 7.4 7.1 7.1 7.4 7.3 7.5 7.4 18 ___^__ TABLE VI (Cont'd) Grade Scores for Seventh Grade Pupils in Town Schools No. Child- Town ren STorm Gr Ga Gns Gh Gl Gs Ge Tennille--No Report 28 28 Summerville ____ 35 5 .__..7.3 6.4 7.0 6.4 6.3 7.0 7.2 6.7 7.3 6.8 7.1 7.0 6.6 7.7 7.6 7.0 7.3 7.7 7.4 7.7 7.6 7.8 8.1 7.7 .....7.4 7.5 7.8 7.4 6.9 8.8 7.3 7.5 56 College Park 39 42 34 50 18 11 39 Chickamauga 14 17 24 Warrenton 22 64 14 7.5 6.6 6.6 6.6 6.9 6.8 6.6 6.6 7.5 6.4 7.0 6.2 5.9 6.3 6.5 6.3 ... 7.5 7.5 7.3 7.0 6.9 7.9 7.9 7.5 7.5 7.6 8.1 7.8 8.2 8.6 8.0 8.1 . 7.5 6.9 6.5 6.5 6.9 6.9 7.5 6.8 7.5 6.0 6.2 6.1 6.3 5.9 6.6 6.5 7.5 6.0 7.4 5.7 5.8 6.9 7.3 6.6 7.6 7.4 8.3 7.9 7.9 8.2 8.0 7.9 7.6 5.6 7.2 6.2 6.1 5.8 7.3 6.5 . ...7.6 6.7 6.7 6.5 5.7 6.1 6.9 6.6 7.6 5.9 7.8 6.9 7.0 7.1 7.6 6.9 .. .7.7 6.9 8.1 7.4 6.9 7.6 7.3 7.3 7.8 8.0 8.1 8.1 8.0 9.0 8.1 8.1 _ -7.8 7.2 7.2 7.8 7.0 7.8 7.6 7.5 Two sections in grade. TABLE VII Relation of Schools to Norms Based on G Scores of All Subjects And Expressed in Percentages Grade "Hi. IV. V. VI. VII. 1. Percentage of Schools Above Norm. 2. Percentage of Schools Normal. 3. Percentage of Schools Below Norm. Gr Ga Gns Gh 12 3 12 3 38 14 48 27 12 61 42 8 50 24 8 68 16 4 80 46 12 42 50 12 38 52 12 36 40 4 56 23 12 65 23 0 77 12 8 80 16 8i 76 42 0 58 50 12 38 20 4 76 20 0 80 Gl 12 65 4 31 65 4 31 48 0 52 32 4 64 Gs 12 3 57 14 29 58 12 30 46 15 39 56 4 40 32 8 60 From this table by reading the percentages of the Grade in Reading (Gr) it is learned that in the Third Grade 38% of the schools are above norm in Reading, and 48% are below norm. In the Seventh Grade 16% are above norm, and 80% are below norm 19 GRAPH I Relation of Town Schools to Norms, Based on Ge Scores, and Expressed in Percentages VII 24% 4% 72% Note: The percentages on the left indicate the schools above norm; the middle percentages indicate the schools at norm; and the percentages on the right indicate the schools below norm. From the preceding graph we obtain the following information on a basis of Ge Scores: Grade HI. _ IV. -- V. VI. VII. % Schools Above Norm 43 ~ 38 34 36 24 % Schools Normal ~7i~ 12 12 4 4 % Schools Below Norm ^3^ 50 54 eo 72 A study of these tables and graphs reveals some pertinent facts as well as interesting information pertaining to these schools: 1. It is apparent that there are fewer schools behind in their third grade achievement. In other words while 43% of the schools in their third grades are above normal, this number decreases gradually until only 24% of them are above in the seventh. Contrasted with this, while 43 % of the schools are below normal in their third grades, the number increases until 72% of the schools in the seventh grades are below normal. 20 2 A large percentage of the schools show deficiency in certain subjects: namely, Nature Study, History, and Reading, as compared with the other subjects of Arithmetic, Language, and Spelling. It is evident that the majority of schools neglect Reading and the sub- jects based on Reading, and over emphasize other subjects. 3 By comparing the results with the norms one observes that an overlapping of scores of one grade on scores of the other grades is clearly shown. 4 The schools vary in the deficiencies in the several subjects to such an extent that some as much as 18 months ahead in one sub- ject while in another it is as much as 20 month, behind. Investiga- tion of the conditions leading to such discrepancies should be made, and remedial measures instituted at the earliest possible date. PART IV COMPARATIVE PUPIL ADVANCEMENT IN CITY SCHOOLS In the preceding chapter a study was made of the achievement in small town schools. By comparisons it was revealed that there is a lack of uniformity of standards for educational results of the different grades; and also over-emphasis in certain subjects as against under-emphasis in others. This chapter deals with well organized city schools, having more than one elementary school in the system. The schools are located as follows- One in Southeast Georgia, one in Southwest Georgia, and two in the Northwestern part of the State. Again, there is a representative group of larger towns of the State, and other places m the different sections are enabled to make comparisons of their schools with these city schools. Waycross has five elementary schools, the larger schools having six grades each. Therefore no tests were made at this place m the seventh grade which is a part of the Junior High School Tests were not made in the third grades of the Waycross schools Because this system has mid-term promotions the norms for the A and B sections are different, and the scores for the two sections are listed separately. The Crawford Street school has only one section per grade and only four grades. The Gilchrist School has no grade higher than the fifth grade. In Albany there are four elementary schools but scores for only three are given. As tests were made in the seventh grade in the Junior High School, results are also given for this grade. These schools have an annual promotion system; therefore, the different sections of the grades were combined and the resulting scores given. This was also done in giving results in the Carrollton and Dalton Schools. 21 In Dalton, the Port Hill School has seven grades, the North Dalton and City Park Schools have four grades each. Carrollton has two elementary schools. It was in this system that detailed results, such as are used in this report, were first worked out and proven practicable for measuring pupil achievement in Georgia schools. This was done with the aid of Superintendent Knox Walker and his corps of efficient teachers. In all of these schools there is at least one teacher to the grade, and in many instances two or even three teachers for a grade. The Albany schools have splendid grade libraries, and the other schools have some extra books. The technique used in making comparisons in the following tables is identical to that described in Part III. The number of children in these four cities whose scores are used in this study make a total of 2,368. Grade III. IV. V. VI. VII Total Albany 135 146 177 141 158 757 Carrollton 85 85 94 66 88 418~~ Dalton 91~ 126 151 88 83 539 Waycross Total 311 231 588 217 639 206 561 _... 329 654 2368 TABLE VIII Grade Scores for Third Grade Pupils in City Schools No. Child- Town ren CARROLLTON 42 College St. 43 Maple St. DALTON 49 Fort Hill 42 North Dalton ALBANY 31 Broad St. 32 Flint St. 72 Monroe St. Norm Gr Ga Gs Ge 3.1 3.5 3.6 4.3 3.6 3.1 3.3 3.8 4.2 3.6 3.2 3.2 4.0 4.9 3.7 3.2 3.4 3.6 4.4 3.6 3.7 3.6 4.1 3.5 3.7 3.7 3.7 3.5 3.5 3.7 3.7 3.6 4.2 4.7 3.7 Note: In this and succeeding tables the whole number indicates the grade and the decimal the month of the grade. The table should be read thus: For Carrollton, College Street School, Grade III, A Gr 22 score of 3.5 is interpreted to mean that the Reading Score of this grade in this school is equivalent to that of a standard grade in the fifth month of the Third Grade. TABLE IX Grade Scores for Fourth Grade Pupils in City Schools Cnild- Town ren CARROLLTON 48 College St 37 Maple St Norm Gr Ga Gns Gh Gl Gs Ge 4.1 4.6 4.7 4.2 5 0 4 7 4.7 4 7 4.1 4.6 5.4 4.5 5.1 5.1 5.3 5.0 DALTON 74 Fort Hill 52 North Dalton .... 4.2 5.0 5.3 4.6 4.9 5.2 5.0 5.0 z:4:^4:7^:l^:4__4^9_4:9_L7 WAYCROSS (B Sections) 23 sabella 32 Morton Ave 4.3 4.2 3.8 4.1 4.1 4.1 8.9 4.3 4.0 3.9 4.2 4.0 4.3 4.2 4.0 13 Quarterman 4.3 4.4 4.3 4.2 4.2 4.8 4.5 4.3 Ijjjilchrist^^^ ALBANY 36 Broad St. tn )n 4.7 4.8 4.9 4.6 4.4 4.7 4.2 4 6 34 Flint St 4.7 4.7 5.0 4.5 4 3 4.7 4 4 4.6 76 Monroe 4.7 4.9 S.l^^^L^T^S WAYCROSS (A Sections) 44 Isabella42 Morton Ave 95 Quarterman 15 Schr st ~" 24 Crawford St. .Q 4.8 4.9 4.8 4.7 4 6 4.8 4.6 4.8 4.8 4.8 4.7 4.7 4.3 5.0 4.8 4.7 --4.8 5.1 4.9 4.8 5.1 5.1 4.9 4.9 -4.8 4.6 4.7 4.4 4.5 4.6 4.5 4.6 4.8 4.a 4. i TABLE X Grade Scores for Fifth Grade Pupils in City Schools No. Child- Town ren CARROLLTON 49 College St Norm Gr Ga Gns Gh Gl Gs Ge 5.1 5.5 5.8 5.1 5.5 5.8 5.7 5.5 23 TABLE X (Cont'd) Grade Scores for Fifth Grade Pupils in City Schools No. Child- Town ren Norm Gr Ga Gns Gh Gl Gs Ge 45 MapTlee St. .____. 5.1 5.4 5.8 5.2 5.5 5.6 5.6 5 6 DALTON 151 Fort Hill 5.2 6.0 6.1 5.6 5.9 6.1 6.0 5.9 WAYCROSS (B Sections) 30 Isabella 23 Morton Ave. 9 Quarterman 11 Gilchrist ALBANY 37 Broad St. 37 Flint St. 103 Monroe St. 5.3 6.3 4.9 4.5 4.6 4.4 4.5 4.8 5.3 4.7 4.4 4.7 4.6 4.5 4.4 4.5 5.3 4.9 4.7 5.1 5.0 4.7 5.1 4.9 5.3 4.9 4.6 4.9 4.7 4.8 5.2 4.8 5.7 6.3 6.6 6.1 6.1 6.3 5.8 6.2 5.7 5.6 6.1 5.3 5.3 5.7 5.3 5.6 5.7 5.7 6.1 5.6 5.6 6.0 5.3 5.7 WAYCROSS (A Sections) 52 Isabella 38 Morton Ave. 22 Quarterman 8 Gilchrist 24 Crawford St. 5.8 6.2 5.7 5.7 6.1 5.8 5.7 5.8 5.8 6.1 5.9 5.7 5.7 5.8 5.6 5.7 5.8 5.5 5.6 5.6 5.9 5.9 5.2 5.5 5.8 5.5 5.4 5.2 4.5 5.3 5.8 5.4 5.8 5.1 5.5 5.0 5.4 5.4 5.6 5.4 TABLE XI Grade Scores for Sixth Grade Pupils in City Schools No. Child- Town ren ~CARROLLTON. 38 College St 28 Maple St DALTON 88 Fort Hill ..._. WAYCROSS" TB Sections) 21 Isabella 45 Morton Ave. 17 Quarterman Norm Gr Ga Gns Gh Gl Gs Ge 6.1 6.2 6.6 6.3 6.8 6.9 6.5 6.4 6.1 6.4 7.1 6.2 6.3 6.5 6.7 6.6 6.2 7.2 7.0 7.1 7.2 7.2 6.6 6.8 6.3 6.1 6.6 6.2 6.8 6.7 6.2 6.3 6.3 6.2 5.8 5.9 5.7 6.7 6.0 6.0 __ 6.3 5.8 5.9 5.8 5.8 6.0 6.1 5.9 24 TABLE XI (Cont'd) Grade Scores for Sixth Grade Pupils in City Schools Child- Town ren ALBANY 37 Broad St 31 Flint St 73 Monroe St < Norm Gr Ga Gns Gh Gl Gs Ge - 6.7 7.0 7.4 6.5 6.4 7.6 6.6 6.9 6.7 7.3 8.5 6.8 6.8 8.2 7,2 7.6 6.7 7.5 7.3 6.7 6.5 7.6 7.0 7.1 WAYCROSS (A Sections) 43 Isabella 45 Morton Ave 13 Quarterns 22 Crawford St 6.8 6.5 6.5 6.2 6.7 67 6.3 6.b 6.8 6.6 6.4 6.3 6.9 7.3 6.7 6.5 6.8 7.7 7.3 6.7 7.6 9.1 6.9 7.8 ^S^^e^^^T^T^ TABLE XII Grade Scores for Seventh Grade Pupils in City Schools Child- Town ren CARROLLTON 88 Junior High DALTON 83 Fort Hill _ ALBANY 35 Broad St 30 Flint St 93 Mclntosh : Norm Gr Ga Gns Gh Gl Gs Ge _.^JJJJA^_^_^_2^_21 n ,, ,,. ^J^l^l^JL^^^^L 7.8 8.6 8.9 7.9 8.3 8.9 8 1 8.4 7.8 7.5 8.3 7.6 .7.1 7.5 8.0 7.8 -7.8 8.2 9.0 8.0 8.0 8.3 8.7 8.5 TABLE XIII Relation of Schools to Norms Based on Grade (G) Scores and Expressed in Percentages 1. Percentage of Schools Above Norm. 2. Percentage of Schools Normal. 3. Percentage of Schools Below Norm. 25 TABLE XIII (Cont'd) Relation of Schools to Norms Based on Grade (G) Scores and Expressed in Percentages Grade III. IV. V. VI. VII. .. . Gr Ga Gns Gh Gl Gs 12 3 123 123 123 123 123 43 28% 28% 86 0 14 69 12 19 50 12 38 47 6 47 60 0 40 62 0 38 62 0 38 60 0 40 100 0 0 31 6 63 20 7 73 31 7 62 60 20 20 32 12 56 40 0 60 62 0 38 60 0 40 56 25 19 40 20 40 77 0 23 60 0 40 71 0 29 38 12 50 26 7 67 46 0 54 80 0 20 From this table by reading the percentages of the grade in Reading it is learned that in the Third Grade 43 7c of the schools are above norm in Reading, and 28V2% are below norm. In the Seventh Grade 60 7c are above norm in Reading, and 40 7c are below norm. GRAPH II Relation of City Schools to Norms, Based on Ge Scores, and Expressed in Percentages VII Note: The percentages on the left indicate the schools above norm; the middle percentages indicate the schools at norm; and the percentages on the right indicate the schools below norm 26 From the preceding Graph the following information is given on a basis of Ge Scores: rrade % Schools % Schools % Schools Above Normal Normal Below Normal ITT ZZIZO7~ 43 0 TV ---38 12 50 V """""" ..-27 13 60 Vi I... 54 7 39 ^^cho^h^e^in characteristic trends in their results that are similar to those found in the smaller schools which were discussed in the preceding part. The Third Grades have a larger percentage of the schools doing work at or above norm. But the Sixth and Seventh Grades in the city schools do not show a large decrease of schools below norm. The city schools therefore seem to have fewer failures in the upper grades than do smaller schools For some reason not very evident, the Fourth, and particularly the Fifth Grades do not make as good scores as other grades. In the Fifth Grade there are brought in each year numbers of pupils from the other schools of the city which have only three or four grades. The variation of scores in this grade show that there is lack of uniform standards as between the schools of the system. It is also interesting to note that the inexperienced or poorly trained teachers of the system are usually placed in charge of these classes. One prominent superintendent of schools recently stated that forty per cent of the applicants for places in his schools were teachers of this class. (I have not investigated the qualifications of the teachers used in this survey.) These city schools also show the same neglect of certain subjects that was noted in the study of smaller town systems The results from the Reading tests were better, but Nature Study and Science and History and Literature are not receiving due emphasis. In cases where the achievement scores are very high there is danger of too high promotion standards which lead to much retardation. '"Excessive retardation may raise almost indefinitely the levels of attainment of various school grades. A good showing created in this manner is most unwholesome as it ultimately leads to elimin;ataon of pupils long before they have completed the high school and have the advantages of a differentiated and partly elective curriculum. These fdvantages are of special value to the child who does not continue into high education."1 'Kelley, Interpretation of Educational Measurements, 56. 27 PART V COMPARATIVE PUPIL ACHIEVEMENT IN SCHOOLS IN WHICH THE TESTS WERE REPEATED Before educational tests were standardized, teachers and supervisors had no way of determining how much was accomplished by the classroom procedure. The purpose of educational tests is to measure what children have learned in school. By comparing children's scores with standards, the accomplishment of individuals can be compared with the scores made by many children at the same age or grade level. The entire range of distribution of scores must also be considered. Initial inventory tests will aid in eliminating "wastes" in education. "The correction of the defects revealed by the tests is the culmination of the preceding steps. It is in this step that the value of standardized tests is realized. Without this step standardized tests become mere "Playthings" and their use cannot be justified. The situation is similar to that which would exist if a physician examined a patient carefully and determined the nature of his ailment, but did not prescribe any remedial treatment."1 The initial tests that were given in the twelve schools listed below were followed after several months' interval to determine the improvement made during the intervening period. In most of the cases the first tests were not followed by any definite remedial work, as the results of the second series of tests show. Oftentimes it has taken the second measure over a definite period to reveal to the teacher or superintendent that there really has been no definite program of instruction, and that no adequate remedial work has been done. In Jefferson County in the schools of Bartow, Louisville, Wadley, Wrens, and Stapleton, after studying the results of the second test a real program for Reading was put on in the grades, which will aid materially in better Reading. "Grade Libraries in Each Grade" was the slogan. In one school, Wadley, $300 was donated by the P. T. A.'s for books for the elementary classes. This is an instance of benefits as a direct outcome of the testing program with the use of standardized tests. The tests were given at the places and on the dates as follows: Bartow--Oct. 1926; Oct. 1927; Oct. 1928. Louisville--Oct. 1926; Oct. 1927; Oct. 1928. Wadley--Oct. 1926; Oct. 1927; Oct. 1928. Wrens--Oct. 1926, Oct. 1927; Oct. 1928. Stapleton--Oct. 1926; Oct. 1927; Oct. 1928. 'Monroe, Measuring the Results of Teaching, 282. 28 1 Summerville--November 1927; October, 1928. Millen--January 1927; Sept. 1928. Monroe--January 1927; March 1928. Thomson--January 1928; February 1929. Lesiie_January 1928; March 1929. Plains--January 1928; March 1929. Warrenton--February 1928; March 1929. The total number of pupil tests in these schools was 3,320. The tables which follow are made up by Grades, and the scores are those made in each grade at the time the test was given. The pupils of a fourth grade at the time of the first test were in the fifth grade at the second test, and in the sixth grade at the third test. To find the amount of improvement or to make comparisons each grade on the first test must be compared with the succeeding grade on the next test. TABLE XIV Grade Scores for Fourth Grade Pupils in Schools in Which Tests Were Repeated NcT Child- Town ren ^^artow^T. 26 .. 19 .. Norm Gr Ga Gns Gh Gl Gs Ge 4.1 4.5 4.7 4Tl 4.9 4.5 4.8 4.5 4.1 3.5 3.8 3.7 3.7 3.8 3.6 3.6 4.1 3.5 4.0 3.4 3.4 4.3 3.7 3.7 30 Louisville 29 37 4.1 3.9 4.3 4.0 5.0 4.5 4.7 4.3 .......4.1 3.8 4.2 3.9 3.9 4.0 3.7 3.9 4.1 4.1 4.1 3.9 3.7 4.6 4.0 4.0 25 Wadley 25 25 .. 4.1 4.7 4.6 4.2 5.3 4.8 4.8 4.9 4.1 3.5 3.7 3.6 3.6 4.7 3.2 3.6 4.1 4.3 4.2 3.5 4.1 4.1 4.5 4.2 27 Wrens - 35 .. 28 4.1 4.1 4.4 3.8 4.8 4.8 5.0 4.4 4.1 3.7 3.9 3.7 3.8 4.0 3.9 3.8 4.1 3.9 4.4 3.7 4.0 4.3 4.0 3.9 25 Stapleton 26 13 " 4.2 4.2 5.0 3.8 4.8 4.8 4.9 4.6 4.1 3.4 3.8 3.6 3.7 4.0 3.9 3.6 4.1 4.3 4.2 4.5 5.7 5.5 4.7 4.2 26 Summerville 32 4.3 4.1 4.3 4.3 4.1 4.5 4.0 4.1 4.2 4.7 4.4 4.5 4.4 5.0 5.1 4.6 29 TABLE XIV (Cont'd) Grade Scores for Fourth Grade Pupils in Schools in Which Tests Were Repeated No. Child- Town ren 39 Millen 29 " 64 *Monroe 43 Thomson 51 29 Leslie 24 " Norm Gr Ga Gns Gh Gl Gs Ge 4.5 4.4 4.6 4.4 4.4 4.6 4.5 4.4 4.0 3.6 4.4 3.6 3.1 4.3 4.0 4.0 4.5 4.4 4.6 4.2 4.2 4.6 4.5 4.5 4.7 4.4 4.7 4.3 4.0 4.7 4.7 4.5 4.5 4.4 4.4 4.6 4.4 4.4 4.6 4.4 4.6 4.7 4.9 4.5 4.4 4.6 5.0 4.7 4.5 4.3 4.3 4.9 5.0 5.5 4.0 4.3 4.7 4.6 5.4 4.9 5.3 5.9 4.4 4.9 18 Plains 19 " 4.5 4.0 3.9 4.0 3.9 4.0 4.2 4.0 4.7 4.6 4.9 4.2 4.1 4.4 4.4 4.5 21 Warrenton 28 " 4.6 4.1 4.9 4.4 3.3 3.4 4.7 4.5 4.7 3.3 3.3 4.2 3.5 4.7 4.7 4.3 Two sections in grade. Note: The first rows across the page for each city are the scores made on the first tests; the next row the scores on the second tests; and the third row the scores on the third tests. Comparisons with the norms are made similarly to that on Table II. TABLE XV Grade Scores for Fifth Grade Pupils in Schools in Which the Tests Were Repeated No. --== Child- Town ren Norm Gr Ga Gns Gh Gl Gs Ge 32 Bartow 28 " 16 " 28 Louisville 43 " 23 " 23 Wadley 35 " 26 " 23 Wrens 34 " 26 " 5.1 5.1 5.6 4.9 5.2 4.9 5.3 5.2 5.1 4.3 4.8 4.5 3.8 4.8 5.0 4.6 5.1 4.6 5.0 4.8 4.5 4.8 4.7 4.8 5.1 4.5 5.1 4.3 5.1 5.2 4.8 4.9 5.1 5.0 4.8 4.8 4.3 4.9 4.6 4.8 5.1 4.8 5.3 4.7 4.7 4.5 4.8 4.9 5.1 5.8 5.9 5.4 5.3 5.7 5.8 5.7 5.1 4.7 5.0 4.4 4.4 4.6 4.7 4.6 5.1 5.6 5.7 5.6 5.4 5.6 5.6 5.6 5.1 5.3 5.7 4.8 5.3 5.3 5.7 5.4 5.1 4.2 4.9 4.3 4.1 4.6 4.6 4.5 5.1 4.7 5.1 4.5 4.9 4.7 5.4 5.0 30 TABLE XV (Cont'd) Grade Score, for Fifth Grade Pupil, in School, in Which the Te.t. Were Repeated ^ __ Child- Town ren i8 Stapleton - 3966 SSuummmmeerrvvUilllee Norm Gr Ga Gns Gh Gl Gs Ge ---- 5.2 5.4 6.6 5.0 5.3 6.8 6.8 6.7 5.1 4.2 4.7 4.2 4.3 4.4 4.6 4.1 .5.1 4.3 4.9 4.4 4.2 4.9 5.1 4.7 _ --5^ .3 4^.9 4^.8 5^.4 5.0 gQ 5^.1 5.3 5(; 5.0 &2 ,, Millen !I M ,, ""' -5.5 5.6 5.6 5.3 5.2 6.1 6.0 5.5 5.0 4.7 4.9 4.6 4.3 5.0 4.7 4.7 62 'M.,,onroe -----M 55 55.66 ^ 5.7 5^.4 6^.3 6^.2 5^.5 5^.8 n f; *> 3 5 8 5.1 5.1 5.3 5.4 5.4 62 Thomson -- --" Jj ^ 5.2 5.3 5.5 5.4 5.5 2233 LLeesslhiee ------ 5^-5 4^.5 4^.9 4.7 gQ 4.9 g fl 5.3 g2 5.1 51 48 52 16 Plaips 15 ,, 14 Warrenton 5.5 5.6 5 5 5.9 5 9 5.5 5 5 5.5 5.7 5.5 5.7 5.1 5.2 5.5 f>.& 5-4 5z.6R u 5.4 55 .55 5O.2j 4.9 6.2 5.8 5.4 5.7 5.4 6.0 5.6 5.5 6.0 5.5 b.t *Two sections in grade. TABLE XVI Grade Scores for Sixth Grade Pupil, in School, in Which the Tests Were Repeated No. Child- Town ren 26 Bartow 30 " 24 " 35 Louisville 29 " 31 " 25 Wadley 26 " 22 " 17 Wrens 29 " 29 " .Norm Gr Ga Gns Gh Gl Gs Ge 6-1 6'1 ---6'1 5.6 4.9 5.4 6.7 5.8 5.9 5.6 5.4 5.5 5.7 4.8 5.0 5.4 5.2 4.9 6.2 5.8 6.0 5.9 5.3 5.6 6.1 6-1 --6-1 -_-6.1 6-1 6-X 6>1 5.4 5.9 5.3 61 61 6.6 6.1 6.0 5.1 5.5 6.8 6.5 6.4 6.4 5.1 4.7 5.3 6.0 6.1 6.2 5.8 5.4 4.4 5.7 6.1 6.0 6.6 5.7 5.3 5.0 5.1 6.4 6.8 6.9 6.3 5.6 5.2 5.7 6.5 6.0 6.1 6.4 5.5 5.0 5.6 6.3 6.2 6.3 6.2 6-1 6-1 5.6 4.8 5.6 5.7 5.2 5.3 5.4 4.8 6.0 6.0 5.9 5.7 5.4 5.4 31 TABLE XVI (Cont'd) Grade Sjcores for Sixth Grade Pupils in Schools in Which the Tests Were Repeated No. ===== Child- Town ren 21 Stapfeton 19 16 22 Summerville 32 Norm Gr Ga Gns Gh Gl Gs Ge 6.2 5/7 677 575 576 (U) 6^9 6.1 6.1 5.1 6.6 5.6 5.3 5.9 7.7 6.1 6.1 5.2 6.5 5.7 5.4 5.9 6.2 5.5 6.3 6.5 6.3 6.2 6.5 7.2 6.8 6.4 6.2 5.8 6.3 5.9 6.0 6.5 6.1 6.0 38 Millen 37 " 36 Monroe 55 " 6.5 6.0 6.4 5.9 5.9 5.9 6.4 6.1 6.0 5.5 5.5 5.6 5.0 6.2 5.8 5.6 6.5 6.9 6.7 6.6 7.2 7.7 6.9 6.8 6.7 6.7 7.5 6.4 6.7 6.7 6.2 6.7 44 Thomson 61 6.5 6.3 6.6 6.2 5.9 6.3 6.4 6.3 6.6 6.5 6.7 6.3 5.9 5.9 6.3 6.3 23 Leslie 23 " 6.5 5.2 5.5 5.4 5.6 5.7 5.8 5.5 6.7 5.1 6.4 5.1 5.3 5.9 5.1 5.7 17 Plains 16 " 18 Warrenton ^ 6.5 5.5 6.9 4.9 5.5 6.3 7.1 6.2 6.7 6.7 7.4 6.9 6.7 6.3 6.2 6.8 6.6 6.1 7.2 6.4 6.4 7.1 6.9 6.7 6.7 6.6 7.7 6.8 6.6 6.3 6.9 6.9 TABLE XVII Grade Scores for Seventh Grade Pupils in Schools In Which The Tests Were Repeated No. Child- Town ren Norm Gr Ga Gns Gh Gl Gs Ge 32 Bartow 29 23 " 29 Louisville 38 *e 26 Wadley 25 22 " 25 Wrens 27 32 " 7.1 6.5 7.5 6.5 6.3 6.7 7.0 o79 7.1 6.0 7.3 6.2 5.3 6.1 6.5 6.3 7.1 6.2 7.2 6.7 6.0 6.0 7.7 6.6 7.1 6.2 6.8 6.3 6.5 6.2 6.8 6.4 7.1 5.6 6.5 5.3 5.2 6.0 6.1 5.9 7.1 5.9 6.8 5.5 6.4 6.2 4.9 5.9 7.1 6.5 7.1 6.6 6.5 6.4 6.9 6.6 7.1 6.6 7.4 6.9 6.1 6.7 6.9 6.9 7.1 7.3 7.6 7.5 7.4 8.1 7.8 7.5 7.1 6.0 7.2 6.0 6.2 6.3 7.2 6.5 7.1 6.1 6.6 5.8 5.2 6.2 6.3 6.1 7.1 6.8 6.7 5.7 6.7 7.4 7.4 6.8 32 TABLE XVII (Cont'd) Grade Scores for Seventh Grade Pupils in Schools in Which The Tests Were Repeated Child- Town ren 20 Stapleton 23 " --_-__-_ 12 " 27 Summerville 21 " 41 Millen 35 " 34 Monroe 40 " 52 Thomson 50 " 18 Leslie 23 U Plains 14 24 Warrenton 2i Norm Gr Ga Gns Gh Gl Gs Ge 7.2 5.8 7.4 6.2 5.9 6.0 6.7 6.3 7.1 5.4 7.0 4.8 5.1 6.1 6.6 6.1 7.1 6.5 6.5 6.8 6.3 6.5 7.0 6.5 7.3 6.8 7.1 7.0 6.6 7.7 7.6 7.0 7.2 7.5 7.4 7.3 7.7 8.3 7.4 7.6 1-7.5 7.5 7.3 7.0 6.9 7.9 7.9 7.5 7.0 6.1 6.4 6.2 5.8 6.8 6.4 6.4 7.5 7.6 8.1 7.8 8.2 8.6 8.0 8.1 7.7 8.1 8.7 7.9 8.0 8.0 8.1 8.2 7.5 6.9 6.5 6.5 6.9 6.9 7.5 6.8 7.6 7.4 7.5 7.5 7.0 7.0 7.3 7.3 7.5 6.0 6.2 6.1 6.3 5.9 6.6 6.5 7.7 7.4 7.9 7.8 7.7 7.8 7.1 7.5 7.5 6.0 7.4 5.7 6.3 6.9 7.3 6.6 7.7 7.3 7.9 7.1 6.9 6.9 6.9 7.3 7.6 5.9 7.8 6.9 7.0 7.1 7.6 6.9 7.7 7.7 8.5 8.3 7.8 7.9 7.6 8.0 From the tables erected- as they are it may be seen that for these years represented that the quality of work or achievement of each grade does not show improvement. In other words, in places where tests had been made more than twice the steps for achieving better results of teaching had not been in use long enough to show a noticeable difference. If the lines of procedure now adopted and in use are maintained another test will doubtless reveal much improvement in educational results. The foundations for the work have to be laid securely before an educational structure can be erected which will be permanent in value. It is noticeable in studying these tables that subjects which receive more emphasis than others are still receiving a large amount of emphasis. On the other hand, there are some that have heretofore received too little emphasis, and as a result of tests are now 33 given a more prominent place in the curriculum. Especially is this true of Reading. It must be borne in mind that the personnel of the classes changes each year to a certain extent. This will not materially affect the class scores in many cases. The real value of a testing program lies in the use that is made of the test results. Diagnostic tests should be given in order to find the specific weakness which it should be the teacher's special effort to remedy. Investigate the teaching methods employed in the various classes. Systematic practice exercises will assist and guide in any remedial instruction. It is not possible for the teacher to eliminate entirely the defects enumerated by these criticisms, but it is possible to reduce them. GENERAL CONCLUSIONS From the results of the study made of the comparative pupil achievement in rural, town, and city schools of Georgia there are deductions that can be made from each group of schools which are stated at the end of each chapter. Certain of these conclusions are also characteristic of all groups. 1. There are evidences of lack of definite aims for the several grades. Such aims are lack of definite standards for Classification, Promotion, and a Curriculum which provides for such Units of Achievement that will equalize the grade intervals. Periodical standardized tests have not been administered to determine the progress of the different grades. Actual achievement can be determined only by knowing the status of the grade at the end of the preceding year. Accurate, detailed, trained and experienced observation of pupils in the progress of normal work is one method of discovering the data upon which to base a diagnosis and prescribe corrective measures. 2. There is great overlapping of work in the grades. Definite standards for the amount accomplished in each grade have not been set up, and mass instruction which is highly inefficient has been the custom instead of individualized instruction. The interests of study, instruction, and supervision are identical and focus upon study which is highly individual. 3. Slight deficiencies in the lower grades gradually increase until in the seventh grade the pupils are very much behind in their work. An exception, to some extent, may be found in the seventh grades of the city schools. 4. Certain subjects are over emphasized, while other subjects do not receive due emphasis. Reading is neglected in practically all of the schools. The subjects based on Reading, namely, Nature Study and Science, History and Literature show the poorest results of teach- 34 ing of any topics in the curriculum. 5. The correction of defects revealed by the tests is the culmina- tion of the preceding steps. It is in this step that the value of standardized tests is realized. In order to prescribe the best corrective instruction the teacher needs to have as much information as possible. Diagnosis requires time, but it is justified by making possible the planning of more effective instruction. BIBLIOGRAPHY 1. Corning, After Testing--What?, Macmillan. 2. Georgia State School Items, November, 1926, State Department of Education. 3. Kelley, Interpretation of Educational Measurements, World Book Company. 4. McCall, How to Experiment in Education, Macmillan. 5. McCall, How to Measure. Macmillan. 6. Monroe, Measuring the Results of Teaching, Houghton-Mifflin Company. 7. Orleans and Sealy, Objective Tests, World Book Company. 8. Otis, Statistical Method in Education, World Book Company. 9. Paulu, Diagnostic Testing and Remedial Teaching, D. C. Heath & Company. 10. Pressey, Methods in Handling Test Scores, World Book Com- pany. 11. Ruch, Improvement in the Written Examination, Scott, Fores- man Company. 12. Ruch, The Objective or New-Type Examination, Scott, Fores- man Company. 13. Rugg, A Primer of Statistics, Houghton-Mifflin Company. 14. Smith-Wright, Tests and Measurements, Silver-Burdett Com- pany. 15. Trabue, Measuring the Results in Education, American Book Company. 35 GEORGIA State School Items Published by the State Department of Education Vol. VII. JUNE, 1930 No. 5 DIVISION OF ADULT EDUCATION REPORT OF THE ILLITERACY CAMPAIGN M. L. DUGGAN STATE SUPERINTENDENT OF SCHOOLS Entered as second-class matter October 5, 1923, at the Postoffice of Atlnta, Georgia, under the Act of August 24 1^2. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized October 5, 19A. ATLANTA, GA. GEORGIA ILLITERACY COMMISSION GOV. L. G. HARDMAN, Chairman HON. CASON J. CALLAWAY HON. MILLS B. LANE HON. P. S. ARKWRIGHT MISS KATHARINE DOZIER HON. C. J. HADEN HON. R. W. WOODRUFF HON. CATOR WOOLFORD MRS. ALLEN STRICKLAND M. L. DUGGAN, Sec'y-Treasurer ILLITERACY STATISTICS GEORGIA--1920 Total number illiterates Native white Foreign-born white Negroes Illiterate males voting age Illiterate females voting age Percentage in State '_ _ 328,838 gg 7gg ggl 261,115 131,003 130,291 15.3 In 1920 Georgia had 261,294 illiterates of voting age. . Statistics for 1930 will show a vast improvement in the above, but not a sufficient improvement. THE ILLITERACY CAMPAIGN On October 2, 1929, the State Superintendent of Schools sent out a circular letter to county superintendents advising that the Rosenwald Foundation would donate one dollar for every two raised locally in ' Georgia within a certain limit for supporting an illiteracy campaign and invited superintendents to undertake to raise the funds locally and at the same time began to organize classes of illiterate adults and began the work with them without delay. The immediate need was for the purpose of reducing our high percentage of adult illiteracy " before the taking of the United States census, but the more important need was to organize and begin a work of adult education for the ' sake of those who were denied educational opportunities before they had passed the maximum school age. In order to secure hearty state-wide cooperation in this undertak mg the State Superintendent of Schools invited the State heads of fraternal, civic and patriotic organizations to a conference in the ' Senate chamber at the Capitol on January 2, 1930. At this conference, which was largely attended, the state heads of these civic organizations manifested a live interest in the proposition and agreed to imme- diately interest their locals in the various counties in the proposed campaign and secure their active cooperation with the county school superintendents in raising necessary funds and in organizing the illiteracy classes. The State School Supervisors arranged their itmeraries and held mass meetings during the month of January in all of the counties of the State and otherwise aided the local school officials ' in organizing the campaign. The State Superintendent of Schools appointed a Citizens Advisory-Committee for the purpose of prosecuting the campaign, and at their first meeting held at the State Department of Education on February 3 1930, the Governor gave this Committee a legal standing by appointing and commissioning its personnel as the "Georgia Illiteracy Commission" as authorzed by an Act of 1919. At the first^meeting of this Commission held on February 3rd it was announced that there had been raised locally over the State a total amount of $33,492.31 to which the Rosenwald Foundation had made a contribution of $lo,746 15, together aggregating an amount of $50,238.46 available for work Since that time there has been raised locally a further amount of $5 076.14 which has been supplemented by a further donation from the Rosenwald Foundation of $2,538.07, representing a total amount of $57,852.67 available to this date (June 30, 1930) for the work. The Commission authorized and established a Division of Adult Education (privately supported) in the State Department of Education and Mrs. Inez Parker was put in active charge of the same. I he Division of Adult Education was set up for the purpose of prosecuting the illiteracy campaign until after the United States census was com- 3 pleted and to continue the work of adult education thereafer. The reports tabulated and published elsewhere in this bulletin clearly indicate that so far very remarkable results have been achieved and there is very great encouragement for continuing the work of adult education. It will be seen that 126 counties in Georgia have participated more or less in this work and that during this short period with very limited resources more than 40,000 illiterate adults have been reached. Classes were organized in school rooms, churches and homes. Many teachers went from house to house to teach those who could not be reached otherwise. Others sent large trucks into the country along regular routes at specified times and brought the adults to school. Many school children, under the guidance of their teachers, taught their parents at home. Forty thousand text-books, writing pads and pencils were placed in the hands of teachers and pupils. An eight lesson course for adult beginners, prepared by Mrs. Cora Wilson Stewart, was published in newspapers throughout Georgia. Under such procedure it was difficult for the counties to keep complete and accurate records and it is believed that, in addition to the 40,000 reported, several thousand were taught whose names were not recorded. Twenty states, including Georgia, have established Divisions of Adult Education; some having been operating successfully for from fifteen to twenty years and are permanently established. These divisions of adult education in other states are, in most instances, supported wholly or partially by their state. At the convention of the Georgia Education Association and the Georgia Public School Officials Association, held in Macon, Georgia, on April 16th through 19th, 1930, adult education proved an important part of the program. The enthusiastic speeches and reports of school superintendents at the convention, together with the tabulations and various testimonials and comments in this bulletin, are indicative of the need of and desire for established facilities for adult education in Georgia. TABULATED REPORTOFJLUTERACY1CAMPAJGN Appling ? Atkinson 8 Bacon ? Baldwin Banks 2 Barrow and City of Winder _- 9 Bartow 2 Ben Hill 3 Berrien 18 Bibb and City of Macon _. 26 Bleckley 15 Brantley 1 Brooks - 1 Bryan 23 Bulloch 30 Butts Calhoun Camden 24 Campbell - 36 Candler 14 Carrol and City of Carrollton -45 Charlton -.---. 5 Chatham 8 Chattooga 5 Clarke and City of Athens 8 Clay 24 Clayton ~5 Clinch 6 Coffee 9 Colquitt _. 2 Columbia 68 Columbus, City of-62 Cook - 9 Coweta 30 Crawford 6 Crisp and City of Cordele 25 225.00 600.00 750.00 25 25 10 630 640 3 48 6 77 83 42 44 86 25 25 503 503 313 "819~ 1132 40 175 215 10 590 600 36 36 235.50 390.00 150.00 900.00 375.00 "37)96764 750.00 2,122.50 310 316 40.50 T3 c tn ^ 0 U o Dahlonega, City rf 1 Decatur 44 Dekalb, Cities of Decatur and 13 Dodge ___ 2 Dooly 22 Dougherty ..__-- 6 Early Echols . 11 - .4 .18 Elbert and City of Elberton .28 ...50 Evans ..11 Forsyth, Ga. A. & M. School Franklin and City of Canon - 8 Fulton and City of Atlanta _57 Fulton, Jewish Edu- cational Alliance Glynn and City of Brunswick 30 Greene 3 Griffin, City of .. 5 Gwinnett ..12 Habersham Hancock . Haralson Hart Henry Houston ..... 5 ... 20 15 .30 ...15 .17 Irwin --- Jackson Jasper Jeff Davis Jefferson .....12 14 .11 ... 6 ..31 *-> 43 C in H w 6 6 1064 4c3 a fc-1 u H 6 1070 20 300 320 40 40 20 280 300 259 259 185 185 6 32 38 5 249 254 19 220 239 200 575 775 30 126 150 75 63 138 745 1404 2149 135 371 506 30 30 5 25 30 100 165 265 4 20 24 50 250 300 20 40 60 40 200 240 6 179 185 172 172 11 150 161 75 125 200 146 146 50 50 6 688 694 1,500.00 712.50 300.00 50.01 150.00 42.00 28.13 216.82 172.88 36.00 18,060.00 450.00 1,208.25 195.00 734.62 150.00 161.25 450.00 150.00 183.75 150.00 Maintenance Rosenwald F.iM 2-3 raised in Co. 1-3 received from Jenkins Jones Lilmar Lanier Lee 25 36 i--- 8 -~-- 8 --20 Liberty 36 Lincoln 17 Long 15 Lowndes -4 Macon 30 Madison ,4 McDuffie 7 Mclntosh 15 Meriwether 43 Milton : Morgan 37 Newton 10 Oconee 5 Oglethorpe 20 Paulding 3 Peach 17 Pickens 10 Pike and City of Concord 10 Polk and City of Cedartown 15 Pulaski 20 Putnam 4 Rabun 5 Randolph 32 Richmond 1 Rockdale 3 Schley 1 Screven 28 Seminole 9 Stephens and City of Toccoa __ 9' 36 6 33 25 83 10 6 1 284 86 589 454 103 90 661 281 338 46 80 630 65 88 293 1133 457 320 84. 100 18 165 75 234 416 450 100 19 1062 30 16 8 614 186 93 625 460 136 90 661 306 338 46 80 630 65 88 293 1133 457 320 167 110 18 171 75 235 700 450 100 19 1062 30 19 8 614 186 179 549.00 225.00 300.00 300.00 40.50 150.00 150.00 900.00 150.00 457.50 37.50 150.00 621.00 150.00 412.50 450.00 456.00 480.00 oS- -a c _c c c c"~ S^ O1 -*I a,.<.U o^E! I?SI o w 7ga^ Ofacw s -.2! 2 H2g w C8 ---=T3j2-- la |2l* I5 S,,^S Stewart Sumter Talbot Taliaferro Tatnall Taylor 32 ~ 3 - 20 15 32 1 Terrell 30 Tift 9 Toombs and City of Lyons 37 Towns 1 Treutlen 12 Troup and City of LaGrange ...15 Turner 15 Twiggs _ 31 Upson --31 Walton 3 Warren 7 Waycross, City of- 6 Wayne 11 Webster 4 Wheeler 10 Whitfield 1 Wilcox 15 Wilkes 43 Georgia Illiteracy Commission 27 ~~15^ 58 255 76 145 27 12 75 34 10 7 423 42 350 200 149 34 1428 58 275 , 8 156 429 407 196 347 78 147 164 178 50 75 9 103 863 423 42 350 200 176 34 1443 116 530 8 232 574 434 208 422 78 147 198 188 50 75 9 110 863 375.00 300.00 232.50 11L00 750.00 636.00 232.50 97.50 180.00 750.00 405.00 300.00 450.00 300.00 450.00 228.00 300.00 $ 1,186.50 TOTALS 1,962 4,282 32,313 36,595 $57,852.67 In addition to the foregoing, reports indicate that 4,253 adults were taught individually, at home; making a total of 40,034 adults who were taught to read and write during the campaign. 15,488 completed the 24 lesson course in Reading, Writing and Arithmetic. 2,305 teachers were engaged in the class work. In response to a request mailed them, 109 out of 161 counties stated that adult schools would be of much value to their communities and expressed an earnest desire to open schools for adults permanently. 8 SELLS COW TO BUY SPECS Since W E Bcmner of Dunson community has learned to read at the SZ sThool which has been held for the past eight week,.here is nothing more important in his life than has readmg and writing^ Justthe other day he sold the family cow to buy some spectacles m order to be able to read more comfortably. "How much did you get for your cow?" Mr Bonner was asked"Thirty dollars," he replied, and added, "the glasses cost $16,50 Then with Apparent pride, he added that he paad the school fees of Ins hun children with the balance. ,,, "Have you enjoyed coming to the night school here at Dunson? Mr Blnner was asked and his reply was accompamed bj, . shght auiver of lips that spoke more eloquently than any words could have. " "I have enjoyed our school here at Dunson more than anythmg that I have ever done in my life, and I wish that it could go on for I have just begun to learn." 2*7 ,&0 J&. mm oo OJIUUV** HScSSSS- i' BcrrJ^iU^- The picture is the check written by W. E. Bonner to pay for his glasses; the inset is a photograph of Mr. Bonner. Illiteracy Schools Opened in Waycross WAYCROSS, Ga., Jan. 22.-Six night adult schools, three for whites and three for negroes, have begun operation in Waycross. The opening enrollments were 13 white people and 65 negroes and authorities indicated that they expected considerable increases before the end of the week. Tl SIXTY-YEAR-OLD CRISP WOMAN LEARNS FROM ADULT CLASSES :W5SSWSWSWSSi MRS. J. V. PHIEL Mrs. J. V. Phiel, Route C, Cordele, has been a member of the Crisp County Adult Education Classes, conducted during the months of January, February and March, 1930. ,, Mrs. Phiel is sixty years old. She could not read nor write. She can now both read and write. In the picture she holds in her hand a third grade reader, from which she proudly reads fairly well. All classes in Crisp County were taught by loyal Crisp county teachers, free of charge. Nearly two hundred, white and colored, have learned to read and write, ac- cording to reports in the office of Superintendent J. W. Bivins. "NEVER TOO OLD TO LEARN" LaGrange, Ga. (By Harriet Edmonds) The patriarch of the night schools of the city is Jack Flournoy, age 73, who has been attending the school on Troup street and who is afeager to learn as any ambitious youngster. "They say," he remarked with a crinkle around his mouth and a twinkle m his eye, "that a fellow never gets too old to learn and I believe I can prove it. And with thlt he proceeded to read a story of Job, a long story, and ^ tJKte the honor of being the oldest man in the night schools of the city is W. I. Bolt, who insists that "he is a heap older than he is good," but nevertheless, is willing to have his age, 70 years, PUbhMredBolt has taken his attendance at the night school at Southwest LaGrange very seriously, with the result that he is beginning to enjoy reading more than he ever enjoyed anything. Both Mr. Flournoy and Mr. Bolt, who were among the pupils at the school on Troup street of which the teachers and school authorities were most proud attended despite obstacles that some folk would have called insurmountable. Mr. Bolt has been sick, but not too sick to go to school," as he said it himself. Mr. Flournoy has done the work at his house, looked after the cow and worked m the mill and then attended night school. And in addition, they both found time and an opportunity to study at home. They did not depend entirely upon the teachers, home study supplemented their lessons at school. "I am determined," said Mr. Flournoy, "that my little grandson, who lives with me, shall have an education, for nowadays it s the man who has been to school who can get a good job." "In my day," said Mr. Bolt, who is a man of whom every one speaks a good word' "it was no disgrace not to be able to read and write, for schooling was difficult to get. But today, when schools are right at our door and costs little or nothing, the boy or girl who does not get an education must be just plain sorry, or else his folks are When the close of the eight weeks' night school approached, Mr. Bolt and Mr. Flournoy began to issist that the night school be continued for they wanted to keep on going to school. To their pleas were added those of others of the Troup street school, and the result was, that the authorities decided to continue the work, for it is indeed work that goes on at Troup street school. "And, said Mr. Bolt, "I'll be there every time if I am able, and it I am not,'l'll just let them come after me." That is the spirit that characterizes the teaching force and the pupils. Both are willing to go any length to help those really interested in getting an education. 11 Class of Adult Negroes--Howard Night School Atlanta, Ga. ILLITERACY CAMPAIGN IN CALHOUN COUNTY, GEORGIA H. T. Singleton, Superintendent Enrollment Number Taught to Read and Write Number Schools Number Teachers Organizations Co-operating District Chairmen Amount Spent Visits to Schools Miles Traveled _ Number Preparation Meetings Number Present at These Meetings Number Talks 1,528 1,011 55 62 8 7 $1,500 421 3 IQQ 17 1,034 57 Joseph Turner, Leary, Ga., White, 50 years of age, was taught to read and write. Warren Livingston, Arlington, Ga., Negro, 87 years of age, was taught to read and write. Both County Board of Education and Board of Roads and Revenues unanimously voted appropriations of $500.00 each and Rosenwald gave $500.00. This $1,500.00 was not as much as we wanted but was all we could raise. 14 *^- Adult Beginners, Columbus, Georgia. HOW THE CAMPAIGN PROGRESSES The schools, operated in connection with the state department of education's intensive campaign against adult illiteracy, are being sponsored partially by civic organizations, but are being directed by public school authorities. Negroes Interested in Illiteracy Campaign GUYTON, Ga., Jan. 22.--The negroes of Effingham County already have shown marked interest in the adult illiteracy campaign that is on now. F. D. Seckinger, county school superintendent, has received more than a hundred letters expressing the wish to study. Monday afternoon, Jan. 27, there will be a meeting at both the Guyton and Springfield schools to plan the work of this campaign. Superintendent Monts of the Guyton school and Superintendent Eleazer of the Springfield school will be in charge, they having been appointed chairmen of the two districts in Effingham. Illiteracy Campaign Starts in Appling BAXLEY, Ga., Jan. 18.--The campaign to eliminate illiteracy in Appling county got under way today at a meeting of all the teachers of Appling county in the office of H. J. Parker, county school superintendent. Plans for the campaign were outlined and discussed and steps were taken to open schools for the Illiterates of the county during the coming week. Appling county in the last census ranked thirteenth among the counties in Georgia and it is hoped to make an even better showing in the next census. Schools are to be operated for both whites and colored with all the teachers of the county co-operating. Calhoun County Drive on Illiteracy a Success EDISON, Ga., May 1.--One thousand and eleven persons have been taught to read and write since the illiteracy campaign was inaugurated in Calhoun County a few weeks ago. The oldest person successfully attending the schools was Warren Levingston, 87-year-old negro of Arlington. Reducing Illiteracy Don't we want the census report of this county to show fewer marks, where signatures should be, this time? Well, you can help to reduce it. Teach one person to write name --just one, and you will have reduced it by that much. It is not hard to find people in this county who cannot write their names. There are many white and a great many more negroes. Do your bit.--Allendale Citizen. 16 Counties Planning Illiteracy Drive Eatonton and Putnam have entered enthusiastically into Georgia's state-wide campaign against illiteracy in response to the recent call from educational headquarters at the capitol and a visit from a representative of the State Department of Education (Eatonton Messenger.) Colored Teachers of Liberty County Combat Illiteracy The colored people of Liberty County are waging a vigorous cam- paign to wipe out illiteracy among the colored population of the county (Hinesville Herald.) White Teachers of Liberty County Fight Illiteracy According to reports received at the office of the county superintendent of schools, the illiteracy program is progressing nicely as put on under the direct supervision of the county superintendent ..... (Hinesville Herald.) Eliminates Illiteracy The man or woman who can read and write is capable of earning more money, is prepared to advance himself in the world of affairs. The city that has no paupers is the thriving city (LaGrange Shuttle) Start Move to Check Illiteracy Georgia Seeks Better Government rating in 1930. J. F. Cannon, Supervisor of Trades and Industries is in Savannah for a few days in connection with the campaign now under way to check illiteracy in Georgia (Savannah Morning News) Illiteracy Drive in Lincoln Open Board of Education and county teachers cooperating in work (Lincolnton Journal.) 17 Adult Beginners--Negro Class--Columbus, Ga. Illiteracy and Asparagus -f Columbia State: From Mrs. Florence Mims of Edgefleld, member of the State Board of Education and wife of the Editor of the Edgefleld Advertiser, J. L. Mims, The State receives an interesting foot-note on the question of literacy as affecting the desirablity of negro workers in the newer types of agriculture. Mr. Mims relates that at a recent meeting in Edgefleld, J. M. Vann of Trenton, one of the most successful growers of asparagus in that asparagus section, said that he had thought for many years that any workman, without educational qualifications, could do the farm labor, and this had largely been true in cotton culture; but that now, under diversified farming, an illiterate, white or black, was at marked disadvantage. In the cultivation and gathering of asparagus, a man with even three to four grades of schooling could perform his work much more satisfactorily. Economic change, then, increases day by day, the handicap of the illiterate, white or black. A Few of the Many Extracts From Georgia Newspaper Articles Georgia Illiterates Make Progress in School Work True stories of remarkable progress made by middle-aged Georgians illiterates in learning to read and write are told and illustrated this week in the lobby of the Hotel Dempsey, where a booth containing exhibits of this work is arranged .... (Macon Telegraph, April 17th, 1930.) Wayne County Fights Illiteracy Kiwanis Club unites with city and county. Illiteracy in Wayne County is to be wiped out as far as is humanly possible if the Kiwanis Club, cooperating with the city and school forces can do it .... . (Savannah Morning News, Jan. 18th, 1930.) Plan Campaign to Reduce Illiteracy Educational leaders and other interested citizens here, as a result of conferences held this week, are planning a drive in Grady County to reduce illiteracy (Cairo Messenger.) State Educator at Millen Urges Fight on Illiteracy Tells citizens that immediate action should be taken and points out low educational rating of State and County ..... (Augusta Chronicle, Jan. 31, 1930.) Group at Troop Street Night School, LaGrange 1 The Duty of Educated Georgians to Wipe off the Illiteracy Blotch Our very able and zealous state superintendent of schools, Dr. M. L. Duggan, is making a heroic effort to reduce adult illiteracy to a minimum in the state before the recording of the national census this year ..... (Sam Small--The Atlanta Constitution--Jan. 23rd) Georgia's War on Adult Illiteracy Begins in Earnest With practically every civic, fraternal, and patriotic organization in Georgia pledged to active support, the campaign of the State Department of Education against adult illiteracy will fire its opening guns with the appointment of a citizen's committee from the state at large by Dr. M. L. Duggan. (The Atlanta Journal, Jan. 6th, 1930) Senator George Sponsors Illiteracy Fight Bill asking for fund of $1,000,000.00 offered . . . Under the terms of the measure congress would approve a program for the appropriaation of $1,000,000.00 a year for a period of five years (Atlanta Constitution, May 7th, 1930) Georgia is Pressing Fight on Illiteracy State's Campaign is Reclaiming at Cost of $1.00 each, State School Head says. Georgia today is lifting men and women from a liability to an asset for $11.00 each (New York Times, Feb. 24, 1930.) 30,000 Grown-up Georgians Go To School for First Time Drive against illiteracy is sweeping state. A great cry for know- ledge has gone up from the red old hills of Georgia (Associated Press Staff Writer in Atlanta Constitution) Adult Illiteracy in Georgia, Banish it Now. It is cheering to learn from Dr. M. L. Duggan that the campaign to reduce Georgia's high percentage of illiteracy is progressing satisfactorily in most of the counties ..... (Editorial--The Atlanta Journal) Illiteracy Drive in Dodge County .... The teachers, by unanimous vote, pledged their service in whatever manner demanded, and signified their willingness to go into their districts and teach the illiterates to read and write (Eastman Times-Journal.) 21 LETTERS (Copy of a letter from Mrs. Lula Edwards, Macon, Georgia, to her teacher, Mr. Mays.) Dear Mr. Mays: Macon, Ga., April 10th, 1930. I thank you so much for helping me and mother and my children. Poor Ma could not write her name, and I never went to school a day in my life. Now she can sign her name and we all can read and write some and even keep our monthly expense account like you showed us. (Signed) Lula Edwards. Dear Mr. Duggan: Atlanta, Ga., April 2, 1930. I am glad to write you a letter. I could not write my name when I started to the mothers' class. I can now read, write and spell, and am so happy. Signed: Effie Hendley (A Mother) (Copy of a letter from P. M. Addleton, Macon, Ga.) To Whom It May Concern: Macon, Ga., April 10th, 1930. In a large measure I owe what I am and my present position as assistant foreman of the beaming and warping department at the Willingham Cotton Mills to the adult school here. Before attending the school I could neither read or write. Could not even work addition. I got a start in the adult school and later attended a pay night school until I learned to solve the many mathe- matical problems connected with my present position and later was promoted to it. Then I was receiving $10.50 a week. Now I am receiving $21.00 a week. At first I was greatly worried by the good men who kept urging me to attend this school, but now I thank them for their kind- ness and most heartily commend this adult illiteracy school to all who need it. Yours truly, P. M. Addleton. P. S. A kinsman of mine who attended the same school for adult beginners later completed a law course at Mercer and is now practicing law in Atlanta, Georgia. 22 ACKNOWLEDGMENT We acknowledge, with grateful thanks, our debt to those named below whose generous contributions have made possible the great success of the illiteracy campaign in Georgia. To the Julius Rosenwald Fund for a contribution of $19,284.22 to supplement double that amount raised locally by the counties of Georgia. To the Coca-Cola Company for the publishing of 50,000 textbooks. To the Georgia Power Company for the printing of posters and various signs in large quantities. To the Outdoor Advertising Association of Georgia for the distribution of 10,000 posters throughout the State. To the Stein Printing Company, the Himebaugh Press, and others for various printing. To the Metropolitan Life Insurance Company for writing pads and pencils. To the Atlanta Journal for photographs, and cuts of photographs appearing in this bulletin. To Georgia Baptist Publishers for the printing of this Bulletin and other printing. To WSB broadcasting station for the weekly allotment of periods on the air. To the members of the Georgia Illiteracy Commission who have generously contributed toward and guaranteed the maintenance of the Division of Adult Education. To the County Commissioners; county and city school superintendents, teachers, principals, school children; P. T. A.; Kiwanis and Civitan Clubs and all civic and fraternal organizations; to the Georgia Press; and to each and every individual; for the invaluable services rendered by them throughout the campaign. 23 X&ji&- .^M^.' ffer'r^t.n l^w-i ^<~i^jt:L>^3. -J M',; -^ifri-fc i-M.-t,;^.-.. ~i*~k'/~$icCX- .i W<^4^^ti^--:!a(.yr..Mi~L ttx^y^ffjJU S'A S.Jj.X.^ t/,-] Letter written by Mrs. Hortie Allen, a pupil at the Dunson Night school, LaGrange, Ga.; a photo of Mrs. Allen is shown in the inset 24 State of Georgia Department of Education Atlanta Report of the Survey of the Schools of Butts County, Georgia School Year 1929 -- 1930 Issued by the State Board of Education 1930 THE SURVEY STAFF J. C. DIXON, Supervisor of School Administration J. L. GRAHAM, Supervisor of Schoolhouse Construction COUNTY BOARD OF EDUCATION W. F. HUDDLESTON, President--Griffin, Georgia J. B. CHILDS--Jenkinsburg, Georgia J. E. MCMICHAEL--Jackson, Georgia R. W. WATKINS--Indian Springs, Georgia L. R. WASHINGTON--Jackson, Georgia T. J. DEMPSEY, JR., County Superintendent of SchoolsSecretary and Executive Officer FOREWORD The report and recommendations in this bulletin are based on intensive and comprehensive investigations which the State Department of Education has conducted in Butts County, Georgia, at the request and with the hearty cooperation of the Butts County Superintendent of Schools and Board of Education. The work has been done by Mr. J. C. Dixon of the Division of Educational and Business Administration. Mr. J. L. Graham of the Division of School Building Service is responsible for Chapter III and has rendered other considerable and very important aid. County Superintendent T. J. Dempsey, Jr., the County Board of Education, the very active Butts County Parent-Teacher Association, the Kiwanis Club, the teachers of the County and the citizens generally have been cordial and helpful in their cooperation and will create a condition of public sentiment that will make it possible for the local school authorities to carry out the recommendations indicated. While there are widely differing conditions among the many counties of Georgia, Butts County probably comes near furnishing typical conditions and difficulties existing in most of the counties. Therefore a careful study of this bulletin will prove helpful to officials and friends of public school systems in other counties of the State. In the interest of proper development and constructive progress of Georgia's public school system a careful consideration of this entire report is requested. M. L. DUGGAN, State Superintendent of Schools INTRODUCTION It is unnecessary to discuss the theory of educational surveys. It is sufficient to say that in this study an attempt has been made to ascertain facts and to recommend a program in accordance with the facts and to suggest the ways and means whereby the Butts County school system may be of greater service to the people of the county. Rural school systems in Georgia operate under certain positive limitations--legal and otherwise--and the survey staff has kept these in mind in making the study. This study points out certain salient defects in the system studied. It should be remembered, however, that similar defects in varying degree can be found in practically any rural school system in Georgia. Based upon the inquiry into the major features of school administration in Butts County, the program set up herein should cover probably ten years. It is now commonly accepted that better opportunities result from the larger schools. With this idea in mind a consolidation program is included. The survey staff desires to express its appreciation of the assistance of the various county officials who cooperated in this study. It appreciates, too, the wholehearted cooperation of the teachers and principals of the county without whom this survey would not have been possible. The wholehearted, courteous, and efficient service of Superintendent T. J. Dempsey, Jr. and the County Board of Education have added much to the pleasure and the value of this study. CONTENTS Chapter I. The Community and Its Population Climate Occupations Population Trends Trends in School Enrollment Pupil Residential Distribution II. Transportation, Roads, and Consolidation Transportation Route General Legal Provisions Concerning Transportation State's and School District's Legal Power What Persons are Entitled to Transportation Private and Public Ownership Selecting the Motor Bus The Road Problem Auxiliary Uses of School Conveyances Operation and Maintenance of Busses Drivers Contract for Operating School Busses Recommendations III. Future Outlook and School Building Program Introductory Statement Score Card Future Outlook School Organization School Population Recommendations for each school Building in Butts County: Cork Flovilla Iron Springs Jenkinsburg Pepperton Stark Towaliga Tussahaw IV. Administration of Schools General Administration The Board of Education The County Superintendent of Schools Proposed Organization for the School System The Records of the Board of Education The Minute Book Actions History Rules and Regulations The Administrative offices Public Schools--The Press--The Public Page 17 -- 17 17 20 22 32 33 36 37 37 38 38 39 43 44 44 44 45 47 52 52 52 65 66 66 66 67 68 68 69 69 70 70 76 76 77 79 80 82 82 83 83 83 83 Chapter Health Service Physical Education Census and Attendance Recommendations Records and Reports The Business Administration of Schools The School Budget Financial Records and Accounting Payroll Procedure The Collection of Taxes Financial Safeguards School Funds Surety Bonds Property Deeds Fire Insurance Supplies V. Educational Results Type of Organization Age and Grade Relationships Holding Power of Butts County Schools Promotions and Non Promotions Individual Differences Auditoriums Pupil Failures Pupil Progress VI. Scope of Educational Opportunities Age of Entrance to First Grade Problem Pupils Mental Defectives Physical Defectives Other Difficulties The Curriculum Recommendations Libraries VII. Classification of Pupils Kindergarten _ Age of Entrance to First Grade Classification VIII. The Teaching Personnel Training of Butts County Teachers Experience of Teachers Professional Growth Other Factors Affecting the Character of the Teaching Staff Men Teachers Age__ Married Women Teachers Page 84 85 85 86 88 89 90 91 91 92 93 93 93 94 95 95 98 98 99 100 101 102 103 103 106 113 114 114 114 -. 115 116 118 124 124 125 125 125 125 127 127 132 134 137 137 137 138 8 Chapter Page Local Teachers 139 Teacher Turnover 139 Teachers' Salaries 139 Living Costs 139 Teaching Load 147 Summary and Findings 149 IX. Financing Schools in Butts County 151 1. The kind of a School System Butts County is trying to Finance. 151 2. Increase in Butts County School Expenditures from 1918 to 1928 153 3. How the School Money is Spent 155 4. Sources of School Revenues in Butts County 157 5. Effort to Support Schools in Butts County 158 6. Cost of Survey Recommendations 159 7. How the Increases Could be Raised 159 8. Summary 161 TABLES CHAPTER I. THE COUNTY AND ITS POPULATION. Table Pa*e 1. Population Changes, Butts County and Jackson, Georgia 19 2. Statistical Facts Relative to Butts County 20 3. Population Growth in Butts County, Georgia Compared with The Growth in the State of Georgia 21 4. Enrollment Changes by Grade Groups--Butts County, Georgia 23 4-A. Enrollment Changes by Grade Groups--White 24 4-B. Enrollment Changes by Grade Groups--Colored 25 5. School Enrollment--Butts County--White and Colored 27 5-A. School Enrollment--Butts County--White 28 5-B. School Enrollment--Butts County--Colored 29 6. Total Population of Georgia 30 7. Butts County's Rate of Increase in Population as Compared with that of Georgia and the United States 30 8. Population Size and Rate of Growth of Selected Counties 31 9. The Composition of Population of Butts County 31 10. Population of Civil Divisions of Butts County, Georgia 32 CHAPTER II. TRANSPORTATION, ROADS, AND CONSOLIDATION. 11. Transportation, Georgia Public Schools 33 12. Transportation Data 42 13. Operating Expenses of Each Butts County School Bus for period July 1, 1929 to July 1, 1930 50 14. Cost of Transportation of Butts County Pupils, 1928 51 CHAPTER III. FUTURE OUTLOOK AND SCHOOL BUILDING PROGRAM. 15. Total Score and Sub-Item Scores of Butts County Elementary Schools 71 16. Total Score and Sub-Item Scores of Butts County Rural Schools 72 17. Enrollment and Capacity Comparison 73 18. Status of Buildings '* 19. Significant Items of Building Scores 75 CHAPTER IV. THE ADMINISTRATION OF BUTTS COUNTY SCHOOLS. 20. Fire Insurance Butts County Schools 96 10 CHAPTER V. EDUCATIONAL RESULTS. Table Page 21. Per Cent of High School Pupils Over-Age, Normal Age, and Under- Age 99 22. Percent of Elementary Pupils Over-Age, Normal Age, and Under- Age _ 99 23. Age Spread of Third Grade--Butts County 100 24. Holding Power of Butts County Schools as Compared with other Counties Based on the Percentage of School Enrollment in the High School Grades 100 25. Holding Power of Butts County Schools by Percentage of Pupils Enrolled in the Seventh Grade 101 26. Percentage of Pupils Repeating the Work of the Various Grades 102 27. Pupil Failures by Schools 104 28. Subject Failures by Grades and by Schools 105 29. Grade and Progress of Pupils in Grades 1 to 7 107 30. Grade and Progress of Pupils in High School Grades 108 31. Progress Record of Pupils in Grades 8, 9, and 10 109 32. Progress Record of Pupils in Grades 1 to 7 109 33. Elementary School Age-Grade Table 111 34. High School Age-Grade Table 112 CHAPTER VI. SCOPE OF EDUCATIONAL OPPORTUNITIES. 35. Age of Entrance to the First Grade, Butts County Schools 114 36. Physical Defects of Pupils 115 37. Problem Pupils 116 38. Difficulties 116 39. Adjustments 117 40. Number Minutes Devoted to Each Subject Per Week in Cork, Flovilla, and Stark 119 41. Number Minutes Devoted to Each Subject Per Week in Iron Springs, Jenkinsburg, and Pepperton 120 42. Number Minutes Devoted to Each Subject Per Week in Tussahaw and Towaliga 121 43. Comparsion of Time Allotments in Minutes Per Week, Butts County Average with Average of 49 Other Communities 122 44. Number of Volumes in School Libraries 124 CHAPTER VIII. THE TEACHING PERSONNEL. 45. Elementary School Training Received by Teachers and Principals of Butts County, Georgia 128 46. Years of Secondary Training Received by Teachers and Principals 129 11 CHAPTER VIII--Continued. Table Page 47. Secondary Training Received by Teachers and Principals 130 48. Training Received by Teachers and Principals -- 131 49. High School and Normal Class Training Received by Those Teachers and Principals Who Have Attended Normal School or College.-- 131 50. Experience of Teachers 132 51. Experience of Teachers and Principals 133 52. Years Principals and Teachers Have Taught in Present Positions.-- 133 53. Number and Percent of Summer Schools Attended by Teachers and Principals Previous to Teaching 134 54. Number and Percent of Summer Schools Attended by Teachers and Principals in Service 135 55. Educational Magazines Subscribed for by Teachers and Principals.. 136 56. Number of Educational Books Purchased During the Past Year 136 57. Sex of Teachers and Principals 137 58. Age of Teachers and Principals at Nearest Birthday 138 59. Number and Percent of Teachers and Principals Married or Single.. 138 60. Annual Cost of Teachers'Board 140 61. Amount Saved by Teachers and Principals 141 62. Amount of Life Insurance Carried by Teachers and Principals 142 63. Experience of Teachers and Principals in Country, City and Village . 142 64. Salaries of Teachers and Principals 143 65. Salary and Training of Teachers in Butts County and 21 other Com- parable Georgia Counties 144 66. Proposed Salary Schedule for Butts County, Georgia 145 67. Grade and Type of Certificate Held by Teachers and Principals 145 68. Average Salary for Each Grade of Training for Teachers Holding First Grade Certificates 146 69. Relation of Training to Salary for Teachers Holding State Certifi- cates 146 70. Relation of Experience to Salary for Teachers Holding State Certifi- cates 147 71. Number of Teachers Teaching One, Two, Three, and Four Grades.. 147 72. Four Factors Indicating the Teacher Load 148 CHAPTER IX. FINANCING SCHOOLS IN BUTTS COUNTY. 73. Butts County Compared with Thirteen Other Counties in Current Expenses for Day Schools Per Pupil in Average Daily Attendance. 152 74. School Expenditures in Dollars Per Pupil in Average Daily Atten- dance 153 75. Amount Paid Teachers 154 76. Percent for Function of Current Expense, Butts County and Thirteen Comparable Georgia Counties 155 77. State and Local Receipts for the Schools of Butts County 156 12 CHAPTER IX--Continued. Table Page 78. How the Tax Rate is Divided Between Schools and County Service, Butts County and Comparable Georgia Counties 158 79. Assessed Valuation of each of the Several Types of Property in Butts County Since 1918 160 80. Distribution of Functions of Expenditures for School Purposes, Butts County and Ten Other Comparable Georgia Counties 162 81. Distribution of Current Expense for White Schools Among Six Major Functions by Schools 163 82. Valuations of Taxable Property and of School Indebtedness Butts County and Ten Other Comparable Georgia Counties 164 13 MAPS CHAPTER I. Number 1. Map 1. 2. Map 2. 3. Map 3. 4. Map 4. Distribution of Pre-School Age Children Distribution of Elementary School Age Children Distribution of High School Age Children A composite of 1, 2, and 3 Between Pages 30-31 30-31 30-31 30-31 CHAPTER III. 5. Map 5, Showing Elementary School and Senior High School Location 70-71 14 CHARTS CHAPTER II. Number 1. Chart 1. Transportation-route or road study Page -- 35 CHAPTER III. 2. Chart 2. Strayer & Engelhardt Score Card for Rural School Build- ings. 53 3. Chart 3. Strayer & Engelhardt Score Card for Elementary School Building-- 57 4. Chart 4. Georgia School Survey Form No. 5, School Building In- formation -- 58 5. Chart 5. Georgia School Survey Form No. 6, School Building Data and Recommendations 60 6. Chart 6. Georgia School Survey Form No. 36, School Site Score Card 64 CHAPTER IV. 7. Chart 7. Present Organization and Administration of Butts County Schools 80 8. Chart 8. Proposed Organization and Administration of Butts County Schools. 81 CHAPTER IX. 9. Chart 9. Rank of Butts County Among Comparable Georgia Coun- ties 157 10. Chart 10. Distribution of Butts County Dollar of Tax Money Col- lected 1928 160 15 CHAPTER I THE COUNTY AND ITS POPULATION Description Butts County containing 186 square miles, or 119,040 acres, is situated northwest of the geographical center of the State of Georgia, lying between Atlanta and Macon. Jackson, the county seat, is midway between these two cities. The county lies wholly within the Piedmont Plateau region. The topography of Butts County is purely erosional, consisting of broad, undulating to gently rolling divides with long or short rounded slopes to the stream courses. The topography is smoother than that of the Piedmont region elsewhere in Georgia. With the exception of the comparatively narrow belts along the streams farm machinery, including tractors, can be used over much of the county. The county is thoroughly drained by an intricate network of streams that reaches practically every farm in the area. Butts County was formed in 1825 from parts of Henry and Monroe Counties. The 1920 census gives the population of the county as 12,327, of whom 2,027 lived in Jackson, the county seat. The density of population is 60.7 persons per square mile. The total population is classed as rural.1 Flovilla, a trading point in the southeastern part of the county, had a population of 371. Indian Springs, a small town, but an important summer resort, was formerly a reservation held by the Creek Indians. Railroad facilities are generally sufficient for the needs of the county. The Southern Railroad traverses the county from its southeast corner passing through Flovilla, Jackson, and Jenkinsburg. A system of public roads covers the whole county. These roads, for the most part are graded and of earth material. The county has very little macadam or surfaced road. Rural telephones are in general use, though their use has decreased during the last few years. Climate The climate of Butts County is characterized by short, open winters, during which the temperature may reach zero, and long, hot summers, with a maximum temperature above 100F. The mean annual temperature is above 62.' The mean annual rainfall is around 50 inches and is well distributed throughout the year. The fall months are the driest. Occupations Butts County is predominantly agricultural and, although a small county, is an average one in productivity. The lands of Butts County were originally forested, the uplands with post, black, red, and Spanish oak, some white oak, hickory, dogwood, shortleaf pine and chestnut, and the river bottoms with black 1-U. S. Department of Agriculture. "Soil Survey of Butts and Henry Counties." 17 and sweet gum, some white and chestnut oak, water oak, tulip poplar, oak, hockberry, shortleaf pine, willow, and alder. The lands were originally surveyed in tracts of 202J acres and about 1822 were opened for settlement through a lottery system. Settlers were attracted from other parts of the State and from the Carolinas and Virginia. The early agriculture was of a self-sustaining type, only such crops as were indispensable for the home needs being produced. Animal products were of considerable importance, and cattle, hogs, and sheep were raised on the open range. They were utilized for food and as commodities of exchange. Corn, wheat, oats, and barley were the first cultivated crops. Cotton was grown to a small extent and increased in importance as transportation facilities and markets developed. There were no commercial fertilizers in the early period of development, and it was a common practice to abandon old fields as their productiveness declined and take in new lands. This resulted not only in serious damage to the abandoned fields through erosion, but also in the loss of valuable timber in clearing the new land. The present forest growth consists almost wholly of second-growth shortleaf and loblolly pine, with some oak, hickory, and dogwood. Cotton gradually increased in importance until the close of the Civil War, when it became the chief source of income. During this period nearly all the land devoted to grain crops was put into cotton as well as all newly cleared land; commercial fertilizers became necessary to stimulate production; and foodstuffs and stock feed, as well as animal products, which heretofore had been produced in sufficient quantities for local needs had to be purchased outside the county. The agriculture of the county, as well as all business activities, such as credits, price of land, etc., is still centered about cotton production. In recent years, however, the diversification of crops is receiving favorable consideration, and there is a tendency among the farmers to make cotton a surplus crop in conjunction with a better balanced system of farming. Pimento peppers are now grown in the county on a large scale and a pimento canning factory is now located at Jackson. Facts and figures relative to the production of farm products and marketable live stock may be found in the "Soil Survey of Butts and Henry Counties, Georgia" by the U. S. Department of Agriculture. As mentioned previously, Butts County has very little hard surfaced road. The only paved highway in the county (1930) is the road from Jackson to Indian Springs. Other main roads are kept in passable condition during most of the year. School truck routes are feasible over these routes but those over other roads are nearly impassable during certain of the winter months. This will be discussed more in detail in the chapter on transportation. Manufacturing industries in the county are so few in number as to be almost negligible. The one manufacturing center, Pepperton, intensifies the education problem of the county. The taxable wealth of the county in 1928 was supposed to be $1,960,928. 18 The following Table 1 indicates population changes in the county during the last thirty years. TABLE 1 POPULATION CHANGES BUTTS COUNTY AND JACKSON, GEORGIA Year 1870 1880 1890 1900 1910 1920 BUTTS COUNTY JACKSON Population 6,941 8,311 10,565 12,805 13,624 12,327 Percentage of Growth 17.3 21.3 21.2 6.4 --9.5 Population 1,487 1,862 2,027 Percentage of Growth 2.52 8.8 The following Table 2 indicates certain statistical facts relative to Butts County.1 1-U. S. Decennial Census. 1920. Agriculture. 19 TABLE 2 STATISTICAL FACTS RELATIVE TO BUTTS COUNTY NUMBER OF FARMS. BUTTS COUNTY STATE Year Number 1920 1626 1910 1734 1900 1517 Number 310,732 291,027 224,691 LAND IN FARMS. Year Acres 1920 80,962 1910 107,937 1900 107,530 Acres 25,441,061 26,953,413 26,392,057 VALUE OF FARM PROPERTY. Year Amount 1920 $6,539,242 1910 4,094,722 1900 1,582,128 Amount $1,356,685,196 580,546,381 228,374,637 FARMS OPERATED BY OWNERS. Year Number 1920 319 1910 391 1900 416 Number 102,123 98,628 88,529 FARMS OPERATED BY MANAGERS. Year Number 1920 3 1910 10 1900 12 Number 1655 1419 1602 FARMS OPERATED BY TENANTS. Year Number 1920 1304 1910 1333 1900 1089 Number 206,954 190,980 134,560 POPULATION TRENDS Table 3 shows the changes in population during the last four decades. In order to be able to make some forecast of what the future growth is likely to be, careful consideration of past trends is necessary. 1 20 TABLE 3 POPULATION GROWTH IN BUTTS COUNTY, GEORGIA COMPARED WITH THE GROWTH IN THE STATE OF GEORGIA GEORGIA BUTTS COUNTY JACKSON CITY* YEAR Population Percent- Population Percent- Population Percent- age of age of age of Growth Growth Growth 1880 1,542,180 30.2 8,311 7.32 1890 1,837,353 19.1 10,565 21.3 1900 2,216,331 20.6 12,805 21.2 1,487 1910 2,609,121 17.7 13,624 6.4 1,862 25.2 1920 2,895,832 10.9 12,327 --9.5 2,027 8.8 An analysis of this table shows that during the decade 1880-1890, the population of the entire state of Georgia increased 19.1%; that of Butts County increased 27.1%; during the decade 1890-1900, the population of the entire state increased 20.6%; that of Butts County increased 21.2%; during the decade 1900-1910, the population of the state increased 17.7%; that of Butts County increased 6.4% and that of Jackson City increased 25.2%; during the decade 1910-1920 the population of the state increased 10.9%; that of Butts County decreased 9.5%; that of Jackson City increased 8.8%; Since the decade 1890-1900 the rate of growth in state population has slowed up each succeeding decade. This same thing has been true of the county and the decade 1910-1920 showed an actual decrease of county population. In other words, the percentage rate of growth in Butts County has been less than in the State of Georgia and the total population of the county was 9.5% less in 1920 than in 1910. The Federal Census of this year (1930) will indicate whether or not this decrease has continued over the decade 1920-1930. If it has done so, as is very likely, the problem for the county will be one of formulating a proper organization, increasing the efficiency of instruction, etc., rather than planning for increased enrollment. Even though the total population may have decreased since 1920 as it did during the period 1910-1920, the educational authorities of the county must consider the influence which caused the decrease of the 1910-1920 decade and attempt to formulate some idea of its probable con- tinuance. What are some of the factors that may have contributed to this population decrease? Two, one economic and the other social, are, it would seem, apparent. In the last two decades both the white man and the negro have left the farm the former for the towns and cities of his own state usually, the latter for the towns and cities of northern states. The white man is leaving the farm because of -Jackson City incorporated in 1901. 21 economic pressure and for social reasons, and in order that he, and his family may enjoy the better educational and social advantages of the city. The negro also is leaving the farm for economic reasons and for social reasons. The wages he may earn in industrial plants in the North are munificent when compared to the measly stipend he has eked out of his cultivation of the soil. This already too small wage has oftentimes been further decreased by unscrupulous dealing on the part of his landlord. Then too, and just as potent a reason, he has emigrated north in order that he may enjoy a different social status. The financial status of the Southern farmer today is eloquent testimony of some type of maladjustment which has not yet been isolated and defined. Or, as some contend, it is concrete evidence of unbalanced economic opportunities traceable largely to governmental tendencies. Whatever the explanation may be, a condition has been evolved which intensifies the job of the school man. In addition to his traditional duties he must now be a close student of economic and social conditions, population trends and probable school enrollment. FACTORS INFLUENCING FUTURE GROWTH IN BUTTS COUNTY 1. The strategic location of Butts County. Its proximity to Atlanta, Macon, and Griffin. 2. Probable improvement in type of highways. 3. Future status of agriculture. 4. Organization and development of manufacturing industries. At the present time it is almost impossible to say either that the population of Butts County will increase or decrease during the next one or more decades. The problem, then, for the Superintendent becomes, as stated above, one of unification. Trends in School Enrollment The trends in total school enrollment and in enrollment by grades are shown in Table 4. This table offers figures, more or less accurate, from 1910 through the school year 1927-1928, the year of the last available annual report. Certain variations occur in this table during the course of the span of twenty-six years for which figures are available. The exceptions, modifications, and variations are noted at the bottom of the table. In Table 5 are shown the enrollment figures by grade groups for the period 1910 to 1927-28. The significant facts concerning these tables are as follows: 1. Since 1920 the total enrollment (white and colored) of the public schools has gradually but steadily decreased. During the years 1911 to 1918 the total enrollment approximated 3,500. In 1927-28 it was 2,445. 2. This decline in total enrollment is just as pronounced in the white schools as in the colored schools-probably more pronounced. 22 TABLE 4 ENROLLMENT CHANGES BY GRADE GROUPS--BUTTS COUNTY, GEORGIA PUBLIC SCHOOLS White and Colored School Year Grades 1-7 Inclusive Grades 8-9 Inclusive Grades 10-11 Inclusive Grades 1-11 Inclusive Percentage of Percentage of Percentage of Percentage of Enrollment change over Enrollment change over Enrollment change over Enrollment change over 1910 1910 1910 1910 8 1910-11 3,123 108 1915-16 3,201 2.4 231 1920-21 2,988 -4.3 222 1921-22 2,331 -25 152 1922-23 2,212 -29 130 1923-241 1,001 140 1924-252 2,268 -27 214 1925-263 2,106 -32 163 1927-28 2,138 -31.5 179 30 113 85 105 99 40 64 20 92 87 98 103 50 123 65 128 3,261 183 3,517 7.8 230 3,309 1.4 113 2,547 -21 190 2,434 -25 1,228 240 2,585 -20 310 2,392 -26 326 2,445 -25 1-Oolored not reported (or this year. 2-Jackson schools made independent this year but Included with Butts County to make the figures comparable with past years. 3-Jackson not given lor this year. School Year TABLE 4A ENROLLMENT CHANGES BY GRADE GROUPS, BUTTS COUNTY White Grades 1-7 Inclusive Grades 8-9 Inclusive Grades 10-11 nclusive Grades 1-11 Inclusive Percentage of Percentage of Percentage of Percentage of Enrollment change over Enrollment change over Enrollment change over Enrollment change over 1910 1910 1910 1910 s 1910-11 1915-16 1,671 1,565 -6.3 100 225 125 29 85 1920-21 1,356 -18.8 204 104 99 1921-22 1,132 -32.2 152 52 64 1922-23 1,066 -36.2 130 30 92 1923-24 1,001 ^0 140 40 87 1924-251 1,104 -33.9 175 75 93 1925-262 1,039 -37.8 154 54 123 1927 & 28 1,008 -39.6 161 61 128 1,800 190 1,875 41 240 1,659 -7.8 120 1,348 -25 217 1,288 -28.4 200 1,228 -37 220 1,372 -23.7 324 1,316 -26.8 341 1,297 -27.9 1-Jackson schools made Independent this year but Included with Butts County to make the figures comparable with past years. 2-Jackson not given lor this year. TABLE 4B ENROLLMENT CHANGES BY GRADE GROUPS, BUTTS COUNTY Colored School Year Grades 1-7 Inclusive Grades 8-9 Inclusive Grades 10-11 Inclusive Grades 1-11 Inclusive Percentage of Percentage of Percentage of Percentage of Enrollment change over Enrollment change over Enrollment change over Enrollment change over 1910 1910 1910 1910 8 1910-11 1915-16 1,457 1,636 12 8 6 -25 1920-21 1,632 12 18 125 1921-22 1,199 -17 1922-23 1,146 -21 1923-24 No report ma de for this year. 1924-251 1,164 -20 39 387 1925-262 1,067 -26 9 12 1926-27 1,130 -22.4 18 125 1 1,461 1,642 1,650 1,199 1,146 9 900 1,212 1,076 1,148 21--JJaacckkssoonn sncohtogoilvsemn afdoer tIhnidsepyeeanrd.ent this year but included In Butts County to make the figures comparable. 10 10.5 -17 -17.5 -17 -26.3 -21.4 3. Enrollment in grades 10 and 11 has shown a slight increase, with rather wide variation between years. 4. Enrollment in grade 9 has remained fairly constant. 5. Enrollment in grade 8 varied very little. 6. Enrollment in the elementary grades has steadily decreased. 7. This total decrease in enrollment indicates again the problem now facing Butts County school officials-the unification of the present system-some modifications with few expansions. Tables 5A and 5B indicate white and colored enrollment respectively for the same years mentioned above. Table 6, showing the Total Population of Georgia, indicates both the numerical and percentage increase in Georgia's population from 1790 to 1920 and the percentage increase for the United States as a whole for the same period. This table in connection with Tables 3 and 7 furnishes us with the most dependable available data for prognosticating population changes in these political units. Table 7 furnishes comparative figures for the United States as a whole, for Georgia, and for Butts County. Approximately twenty Georgia counties have been selected for comparative purposes in this study. These counties are shown in Table 8 which indicates their census-year populations since 1890 and the percent of change of population over the decades or between the census years. It will be noted that only three counties lost in total population from 1900 to 1910, while eleven of twentytwo lost in total population from 1910 to 1920. Butts was one of these. Table 9 indicates a condition and a tendency all too prevalent in Georgia. Since 1880 the total white population has been decreasing regularly. In 1870 50.3% of the total population of Butts County was white; in 1920 only 46.57% was white. Correlative with this decrease in the percentage of the total population which was white was a concomitant increase in the percentage of the total population which was colored. The percentage the colored is of the total population has increased from 40.63% in 1870 to 53.42 in 1920. In other words, the white population of Butts County has decreased 3.8% while the colored population has increased a like amount over a period of fifty years from 1870 to 1920. The inference is very apparent if applied over a sufficiently long period of time. Table 10 indicates the population of the various civil divisions of Butts County for each decade from 1890 to 1920 inclusive. These figures indicate the size of the problem of education in each district as measured by population. 26 TABLE 5 SCHOOL ENROLLMENT, BUTTS COUNTY White and Colored School Year Grades 10 11 1910-11 1071 460 435 1911-12 1215 507 435 1912-13 1224 505 479 1913-14 1054 535 419 1914-15 904 395 319 1915-16 1125 632 431 1916-17 1120 639 430 1917-18 1070 666 427 1918-19 1126 767 434 1919-20 939 741 325 1920- 21 973 772 348 1921-22 705 396 339 1922-23 19231 19242 701 198 631 395 150 270 269 154 234 Jackson 112 51 54 1925-26 574 409 314 Jackson Not give this ye 429 392 434 370 270 386 349 388 320 339 362 296 262 138 216 54 274 314 291 268 260 223 239 251 258 219 184 200 264 233 132 203 44 209 225 245 192 172 152 224 230 224 208 157 168 192 204 119 171 42 190 189 184 182 142 122 164 181 177 152 152 165 139 148 110 150 36 136 76 86 62 77 67 152 116 128 136 125 130 107 72 90 96 34 93 32 44 47 69 59 79 65 72 73 88 92 45 58 50 55 29 70 23 20 17 46 30 58 58 49 53 59 63 45 51 66 44 26 62 7 12 12 8 5 27 55 41 38 33 36 19 41 21 9 24 61 1927-28 Jackson 536 315 41 228 49 234 40 220 48 146 42 119 32 73 36 48 22 48 38 42 1-Oolored not reported for this year. LE I'" 45 CHAINS TABLE 8 POPULATION SIZE AND RATE OF GROWTH OF SELECTED COUNTIES County Barrow... Butts Columbia. Douglas.. Fannin Forsyth.. Haralson. Heard Henry Irwin. Johnson.. Jones Lee McDuffie Oconee... Paulding. Pike Pulaski... Stewart.. Talbot... Taylor... Turner Population 1890 1900 1910 1920 Percent of Change 1900 Over 1890 1910 Over 1900 1920 Over 1910 188 10,565 12,805 13,624 327 21.2 11,281 10,653 12,328 718 -5.6 7,794 8,745 8,953 477 12.2 8,724 11,214 12,574 103 28.5 11,155 11,550 11,940 755 3.5 11,136 11,922 13,514 440 5.4 9,557 11,177 11,189 126 17.0 16,220 18,602 19,927120 420 14.7 6,316 13,645 10,461112 670 116.0 6,129 11,409 12,897 j 13 546 86.1 12,709 13,358 13,103| 13 269 5.1 9,074 10,344 11,679 904 14.0 8,789 9,804 10,325 509 11.5 7,713 8,602 11,104 067 11.5 11,948 12,969 14,124il4 025 8.5 16,300 18,761 19,495 21 212 15.1 16,559 18,489 22,835lll 587 11.7 15,682 15,856 13,43712 089 1.1 13,258 12,197 11,69811 158 -8.0 8,666 9,846 10,83911 473 13.6 10,075 12 466 6.4 15.7 2.4 12.1 3.4 13.4 0.1 7.1 -23.3 13.0 -1.9 12.9 5.3 29.1 8.9 3.9 23.5 -15.3 -4.1 10.1 -9.5 -4.9 17.0 -3.7 -1.5 6.9 -0.6 2.5 21.1 5.0 1.3 -6.6 11.5 -0.3 -0.7 8.8 -19.3 -10.0 ^.6 5.8 23.7 TABLE 9 THE COMPOSITION OF POPULATION OF BUTTS COUNTY Percentage Percentage Year Total White Colored white is of colored is of Population Population Population Total Total Population population 1870 6,941 1880 8,311 1890 10,565 1900 12,805 1910 13,624 1920 12,327 3,496 4,277 5,167 5,998 6,424 5,741 3,445 4,034 5,398 6,807 7,200 6,586 -Not created at time census was made. 31 50.3 51.4 48.9 46.8 47.15 46.57 49.63 48.53 51.0 53.2 52.8 53.42 TABLE 10 POPULATION OF CIVIL DIVISIONS OF BUTTS COUNTY, GEORGIA Division No. Name 1920 1910 1900 1890 Butts County 552 Iron Springs 12,327 13,624 12,805 10,565 1,128 1,452 1,095 1,054 609 Dublin 698 852 908 873 610 Towaliga 1,381 1,383 1,389 1,205 612 Including Jackson City and Pepperton town (Jackson City)1 3,732 4,071 3,663 2,316 2,027 (1862) (1487) (922) (Pepperton town) 381 (454) (500) 613 Coodys 614 Indian Springs, Including 1,236 1,231 1,162 1,089 Flovilla City^.. (Flovilla City)2 1,332 1,521 1,517 1,391 371 (495) (523) (422) 615 Buttrill, including Jenkinsburg_ 1,830 1,858 1,813 1,530 Jenkinsburg town 616 Worthville 300 (237) (255) 1,000 1,256 1,258 "1467" Pupil Residential Distribution Map 1 shows the distribution of all preschool age children in Butts County; Map 2 shows the distribution of all children of elementary school age; Map 3 shows the distribution of all children of high school age; and Map 4 is a composite of the three. A study of these maps makes fairly evident the proper school centers of Butts County. The Tussahaw school and the Towaliga school are seemingly well located and should serve the population of the northeast and southwest sections of the county. The Pepperton school should continue to serve the children of Pepperton village and its immediate vicinity. The Jenkinsburg school is slightly near the Henry County line but since the town is the most congested population center of the territory, is properly located. The Stark school does not have enough children in the locality to warrant its continuation. (See the chapter on buildings for other reasons for its discontinuance.) The children attending this school are well within the territory of Tussahaw or Flovilla.) The school now located at Flovilla can by absorption of Iron Springs, Indian Springs (already at Flovilla), Cork, and possibly Stark, and by relocation in the vicinity of the conjunction of the roads from Flovilla to Jackson and Indian Springs to Jackson serve the population of all these districts. 1-Incorporated 1901. 2-Incorporated 1907. 32 CHAPTER II TRANSPORTATION, ROADS, AND CONSOLIDATION "No movement in rural education within recent years has received greater impetus than that of school consolidation and probably no factor has contributed more to its success than the development of a successful plan for transporting pupils."1 The State of Georgia legalized the expenditure of school monies for transportation in 1911 and in that year spent $19,399 for that purpose. By so doing the State recognized the responsibility of the educational unit for the transportation of children to schools at public expense. The Georgia law is a permissive one however, reading thus: "Whenever the County Board of Education deems it for the best interest of the school, they shall have the right to provide means for the transportation of the pupils and teachers to and from said school."2 Table 11 indicates the fact that Georgia is definitely accepting transportation as a responsibility of its educational system. TABLE 11 TRANSPORTATION GEORGIA PUBLIC SCHOOLS Number of Year Cost Teams and Trucks 1911 (first year). $ 19,399.00 1912 1920 301,345.00 1924 402,364.00 1926 646,844.41 1927 709,139.21 1928 854,729.34 141 164 432 1,181 1,566 1,837 1,939 No. Pupils Transported Cost of Transportation per pupil trans- ported 1,928 $ 10.03 2,217 9.33 9,499 12.40 33,206 13.57 52,382 12.34 65,255 10.86 69,760 12.25 This table shows that Georgia transported 1,928 children in 1911 and 69,760 children in 1929. Expenditures for transportation from 1911 to 1928 increased from $19,399 to $854,729.34. In another table in this chapter will be shown figures indicating the size of the problem of transportation in Butts County and the extent to which the problem is solved. Transportation is a necessary adjunct to consolidation, If transportation fails the probability is that consolidation will fail. 'With reference to transportation, then, at least three things seem certain.3 1-Reeder, Ward G.. Business Administration of a School System, page 421. 2-Georgia School Code-Section 93. page 36. 3-Survey of Elmore County Schools, Alabama, page 82. 33 A county board of education contemplating a county-wide system of consolidated schools needs to assure itself of its financial ability to establish and maintain an adequate transportation service. 2. It must be sure that no transportation service is adequate unless it ca furnish reasonable guarantees to deliver children safely at school and at home. 3. It must be sure that safe deliveries of children are accomplished economically as to cost and without unreasonable loss in the way of prompt or regular service." Reeder states the following as the chief advantages usually claimed for the transportation of pupils:1 "1. The pupils are protected from the rain, snow, wind, and other elements; thus they are more comfortable and healthy. 2. The pupils have more time at home in the morning and in the evening; this is particularly true when motor transportation is used. 3. There is more regular attendance and punctuality of pupils. 4. There is supervision of pupils while going to and from school. 5. The pupils are not depressingly tired when they arrive at school and when they return home; thus they can spend their energies on their school work and on home duties." In any system of schools undertaking to transport children there are three primary factors which apparently determine the success or failure of the enterprise--roads, the vehicle used, and the drivers. If suitable roads are not available transportation may be achieved in spite of this condition but the cost is likely to be exorbitant and the excessive hazards may make the advisability of transportation questionable. Butts County has with the exception of the road from Jackson to Indian Springs no paved roads. It does have, however, a system of graded roads which are passable practically all of the year and it has two or three main highways through the county which can be used very conveniently in the matter of transportation. The survey staff has had no thought of looking into the road situation in Butts County from an engineering point of view. Its only interest has been in the adaptability of roads for transportation service such as the county now maintains and probably will maintain more efficiently with an enlarged program of school consolidation. All of the recommendations made in this chapter are made subject to the approval of highway engineers as to feasibility and cost of construction unless of course, in certain cases transportation service would have to be discontinued unless the recommended changes are made. At least one member of the survey staff has traveled over the entire length of each road now used and those likely to be used for purposes of transporting pupils. The hazards of each route have been checked very carefully and accurately and recommendations are made herein relative to these hazards. If these conditions are presented to the county commissioner or commissioners so that he or they may see why the roads are not satisfactory for the transportation of school children 1-Reeder. Ward G.. Business Administration of a School System, page 422. 34 there is no reason to expect other than that every effort will be made to improve the roads used for transportation of school children. The technique used in inspecting and rating the roads as to their adaptability for transportation is illustrated in Chart 1. Each road was checked thoroughly and specific recommendations made to the County Board of Education. School Survey Form No. 16. CHART 1 STATE OF GEORGIA DEPARTMENT OF EDUCATION1 Transportation Route or Road Study i County Checked by Date I. THE ROUTE A. From (School) To. . (Terminus) Miles B. Check which: 1. Actual Route 2. Potential Route Length of trip (To nearest one-tenth mile) 1. Distance from school to home of last pupil 2. Additional distance traveled by bus on trip (Total trip, "C," equals 1 plus 2) . Total D. Number of Bus or Route E Name of Driver. II. CLASS OR KIND OF ROAD From: To: Total: IV. CONSECUTIVE SUMMARY OF HAZARDS A. Hard Surfaced* B. Gravel or Chert _-. C. Sand Clay or Top Soil _.- .... D. Graded ...- E. Unimproved Tf State Highway check In this column Kind or Distance Nature of from Hazard* Beginning 1. 2. 3. 4. Recommendations and Comments** m. CONDITION OF ROAD A. Satisfactory (Broad and well-surfaced) B. Narrow (Less than Sixteen feet) C. Rough and Bumpy D. Needs surfaclng (Very muddy or slick and treacherous at times) V. SUMMARY: STATUS WITH REGARD TO TRANSPORTATION A. Well adapted in present condition B. Fair: Passable at all times C. Impassable after prolonged rains D. Treacherous after any rain E. Could be well adapted by changes indicated under "IV" on right F. Hazardous at all times G. Totally unsuited for transportation FURTHER COMMENTS: 10. 11. 12. The following key or guide may be used in describing the kind or nature of hazard: A. Blind Curves B-l Narrow Bridge B-2 Unguarded Bridge B-3 Unsafe Approach B-4 Needs Repairs C. Bad Culvert D. Deep Ditch or Wash F. Unguarded Fill G. Needs Gravel H. Dangerous Hill M. Bog or Mud Hole R. Dangerous Ravine S. Unbridged Stream T. Right Angle Turn X. Railroad Crossing Y. Highway Crossing "Key for Recommendations: 1. Urgent--Should be remedied at once. 2. Should be remedied as soon as practical. 3. Needs extra care and caution. 1-Courtesy, State Department of Education. Alabama. 35 TRANSPORTATION ROUTE The transportation route itself is the foundation of the transportation system and should be mapped out by the county superintendent, the district school principal, and the truck driver a few days or even weeks before the opening of school. Unless it is intelligently and carefully planned it may result in financial waste as well as in disaster on the part of patrons of the school being served. In order to plan routes properly a map of the school district should be available. This should be large enough to show road conditions in the district and should show if possible highways, curves, and turns in the road, railroads, and the homes of the pupils. On this map might be placed the transportation routes to be followed. This map might be hung in the principals and/or superintendent's office where it can readily be consulted by the superintendent, principal, truck driver, teachers, pupils, or patrons and changes should always be made on this map so that it could be kept up to date. Reeder gives the following directions for laying out transportation routes:1 1. Outline the school district on the map, placing the school building in the center of the map. Heavy lines may be used as one-half mile, one mile, or two miles, depending upon the size of the district. 2. Draw in the creeks, rivers, and railroads. 3. Draw in (to scale) the roads in the district, marking them A, paved road; B, good gravel road; C, fair road; D, poor road. 4. Mark bridges with A, fords with S, and grade crossings with X. 5. Locate the home of each family. Mark those homes that have children: (1) Where homes have pupils to be transported put the number of pupils inside the figure: (2) If children are not to be transported put the number at the right side of the figure: (1) If children are under school age, put the number at the left side of the figure 3. This will let one plan for the future at least six years. 6. Total the number of pupils to be transported. Using the spaces between the heavy lines as two-mile, one mile, or half-mile distances, determine the total mileage of the shortest routes to reach all these pupils. 7. Lay out on the trial map tentative routes. Avoid "back-tracking" wherever possible. Unless the school itself takes care of the busses over night, the starting point of the routes will be the homes of the drivers, which cannot be known until the drivers are selected. The routes, unless the school provides a garage for the busses, should begin as near as possible to the home of the farthest pupil. 8. Total the number of pupils on each route. This total will give the capacities of the busses required. Consider the advisability of getting bus bodies of larger capacity rather than smaller. The population is usually growing. Plan always for the future. 1-Reeder, Ward G.. Business Administration of a School System, pages 423, 424. 36 9. Check each route, adjusting if necessary to keep its length--depending upon the condition of the roads, etc.--within the time limit permissible. 10. Lay out the proposed routes on a new map, this map to be held as a master map by the superintendent. 11. From the master map, lay out separate route cards for each driver, marking the exact route of the driver in red ink. The conditions of the roads and number of stops to be made and number of pupils to be transported and the type of vehicle used for transportation all contribute to the determination of the length of the route. Most authorities agree that it should not require more than an hour for its transversence and say of course that the shorter time is more desirable. Winter days are sometimes very inclement in a county located even as far south as is Butts County and children and parents can decidedly object to a long period of travel. In fact the length of time that children are obliged to stay on the school bus during inclement weather is probably the main objection to transportation. It goes without saying of course, that those children who are farthest from the school should be collected first and the return trip should be made in reverse order. Another objection often made to transportation of school children is that it is often not safe. Newspapers quite often carry notices of a bus disaster in which one or more school children have lost their lives. Safety then in the operation of a school bus requires careful selection of drivers, the procuring and maintenance of first class equipment and close supervision. Even at additional cost safety should be the primary consideration in transportation. The distance children must live from the school building before they are transported varies very widely. Road conditions, climate and the age of the children affect this but busses should not be expected to drive up to the door of each home in order to transport the child, i to J mile is not too far for the child to walk in order to reach a school bus. If the bus can pass an individual's home however, without additional mileage it should be done. The superintendent and the trustees should remember that the route which is best for the current school year is not always the best for the next year. Shifting populations, changing road conditions, and other factors affect this and necessitate frequent revision of routes even during the school year. General Legal Provisions Concerning Transportation State's and School District's Legal Power The Georgia law authorizing transportation, as indicated at the beginning of this chapter, makes no mention of the district's part in its administration. The legality of transportation has been tested in the courts of our country. The general implication of most decisions relating to it seem to indicate that our higher courts have come to recognize transportation as an integral part of the maintenance and support of a system of free common schools wherein all children of the state may be educated and that it is necessary in order that our system of common schools may be "as nearly uniform as practicable." 37 Transportation in Butts County is administered by the county board of education through a committee of two--the superintendent and one board member. What Persons are Entitled to Transportation? "In most cases where legislation has been enacted providing for the transportation of pupils, the statute gives wide discretion to school officers as to when such transportation shall be provided. For example, where a statute provided that the district should make high school subjects available within four miles of the child's house or provide transportation to a school where such subjects were available, the choice was with the board as to the course to pursue."1 The law in our state does not stipulate the distance a child must live from the school building before he is entitled to transportation nor does it set up any conditions which makes the administration of transportation other than discretionary with the authorities. The minimum distance, from the home of the pupil to the school, where transportation is made mandatory or permissive in five states is one mile. In three states it is one and a half and in eight it is two miles. In the other states the school authorities are permitted to regulate the distance, which is usually two miles. Pupils2 who live on the regular transportation routes but at a less distance from the school building than the minimum are frequently given permission to ride PROVIDED the conveyances are not overcrowded. Private and Public Ownership One of the first questions to arise in connection with transportation is whether the administrative school unit, district, town, or county, shall own and operate i ts own busses or shall let contracts at a certain amount per day, per route, or per pupil, to persons who agree to furnish all the means of transportation. If the former course is followed the school must invest funds in vehicles, arrange to house them and keep them in repair, employ drivers, and assume all the responsibilities of investment and management of a business. It may be that the school does not have available the amount of money necessary for the initial outlay, or that transportation is something of an experiment in that particular locality, and the controlling board prefers to try it out for a year or two before adopting it as a regular policy. These and other considerations lead many boards to follow the latter plan and let contracts. In this case the burden of investment and most of the details of management are assumed by the contractor. Both plans, and combinations of the two are used in Butts County. In either case, the board of education should see that the most economical transportation is being used and the school should be responsible for the welfare of the children from the time they leave their home in the morning until they are returned in the evening. If contracts are let it is the duty of the board to see that they are let to 1-Punke. H. H.. Elementary School Journal. September. 1928, page 17. 2-Muerman. J. C, Rural School Leaflet 2, 1922. page 1. 38 responsible, careful persons who have the confidence and respect of the community and who can give a sufficient bond for the faithful performance of the contract during the entire term. The following arguments * relative to ownership (public or private) are those most often used: (a) The private plan relieves the school of putting out money in equipment, buying supplies and repairs, and taking care of the many details of the operation. (b) The owner takes better care of his own vehicles than a driver will of publicly owned conveyances. (c) Private control seeks out efficiency to attain profits. (d) Cheaper to school district under private control. (e) Control generally goes with ownership. The superintendent may wish to change the route. Owners are not always willing to meet adjustments. (f) It is sometimes very difficult to find the right kind of a driver to invest his money in a bus. (g) If transportation is let out to a bidder, the incompetent cannot be easily dismissed, and it is more difficult to find another who is willing to risk his money in the undertaking. (h) School ownership usually means better and more comfortable busses since making money is not the object of the school. (i) If properly managed the cost of transportation is generally cheaper under school control. (j) The number of instances of breakdowns and delays is fewer under public ownership. The busses are usually kept in better repair and can be frequently and uniformly inspected. (k) Drivers can be secured more cheaply under school ownership, In many schools the teachers or janitors do the driving of the busses. (1) The method of competitive bidding does not insure the best drivers. It would be as reasonable to hire teachers by letting the instruction out to the lowest bidder. (m) There is a tendency throughout this country toward changing from private to public ownership. Selecting the Motor Bus Five important provisions2 should be considered in selecting and purchasing the school bus. They are: 1-Almack-Bursch, Administration of Consolidated and Village Schools, 1925, page 152; Consolidated Rural Schools and the Motor Truck, 1920, pages 32-33: Muerman, J. C, Rural School Leaflet 2.1922. pages 3-4. 2-Lathrop. E. A., Rural School Leaflet 8,1922, page 7; Muerman, J. C. Rural School Leaflet 2, 1922, page 2: Almack-Bursch, Administration of Consolidated and Village Schools, 1925. page 159. 39 1. Durability and dependability. 2. Standard and prompt part replacement and repair. 3. Safety. 4. Comfort and convenience. 5. Economy. Speed is less essential in motor busses than is power and steady performance. The motor in school busses must meet the test of extremes in temperature and road conditions. It must be capable of carrying a maximum load every day. It should have thoroughly proved its ability to stand up under commercial conditions. Reeder 1 says that a good school bus should have the following general qualities: 1. It should afford the driver a clear view in every direction. There should be a driver's mirror to enable the driver to see the traffic and to observe the conduct of the children in the bus. 2. It should have sufficient aisle space for the occupants to pass through readily. 3. It should afford protection from the elements. Provision should be made for heating the bus and for robes, if in a climate where needed. 4. It should be provided with ample ventilation and light. 5. There should be ample head room, while still permitting as low a center of gravity for the bus as possible. 6. It should ride comfortably and be of good appearance; for example, the seats and bus body should have good springs. The bus should be well painted inside and out. 7. It should be economical to operate and should be durable. Repair parts should be promptly available. These should be kept in mind by a board of education when purchasing busses or when contracting for transportation. Practically every bus operated in Butts County during the school year 1929-1930 was deficient in one or more respects. Some of the busses used in the county are not even enclosed enough to protec children from bad weather. Some have glass windows others have only a sand screen wire with canvas drops. Those busses which had glass windows had one or more windows out. In some instances these openings had been closed with sheet tin or tin signs; in others the opening was not closed. Those busses which have only canvas drops must of necessity be dark and extremely cold in winter. If a child is transported to school he should be transported in a comfortable conveyance. Five of the fourteen conveyances transport daily more children than can be seated comfortably; two transport the number the bus was constructed to trans- 1-Reeder. W. G., Business Administration of a School System. 1929. page 435. 40 port; and seven transport less than a comfortable load. It is suggested that the superintendent and board contract for transportation on a basis of the number of children to be transported. By careful planning of the transportation route and an accurate check of the number of children to be transported over-crowding of busses and uneconomical transportation due to less-than-normal loads may be eliminated. If possible to do so, transportation vehicles should be shifted from one district to another to meet varying conditions. This can be done only when the county owns the busses. Only one bus (excepting the two passenger automobiles) used in the county had spring seats. This is a privately owned bus which has been running since 1920. The other busses have board seats, padded slightly and covered with canvas. These run lengthwise the bus. These seats could and should be more heavily padded. Spring seats should be provided if possible. The seats in the center of the busses are altogether too narrow to accommodate two rows of pupils as must be done usually. Backs of all seats should be more heavily padded. None of the busses used in the county have properly controlled openings at the rear. Every bus should have an opening here which can be controlled from the driver's seat and only from the driver's seat. This is essential for two reasons. This opening should be so made that it cannot be opened except from the front and it should be made so that it opens easily. It goes without saying that every bus should be provided with not less than two exits. An accident or wreck might completely obstruct one. Some of the busses used in Butts County have no doors at the back but have the upper half of the center of the rear of the bus open. A door is preferable. None of the busses have drops at the rear doors and in some cases the floor of the bus is thirty-two inches above ground. As far as could be determined only one entrance--the one at the right of the driver is regularly used in loading and unloading children. Those who have made this survey have, however, in some instances seen children climb in and out of rear windows. In most cases the busses were properly equipped with a spare tire, chains, tools, windshield wiper, rear view mirror, horn, light, etc. but not in all. These are devices which contribute to the safe transportation of the child and each one of them should be present and in good working order. The methods of ownership of busses used in Butts County make it difficult to discuss repair and upkeep. Contracts with individuals who furnish the means of transportation, contracts with individuals who furnish only the chassis (the board of education furnishing the body), and contracts with individuals to drive busses owned by the board--all three of these methods are used in Butts County. The county school authorities should, if feasible, standardize on the most satisfactory and economical plan. This table 12 indicates most of the conditions (except roads, weather, etc.) relating to transportation in Butts County. The following comments seem not unreasonable. It is questionable whether a transportation route of 2.9 miles is justifiable. 41 Driver Beginning of Route (District) TABLE 12 TRANSPORTATION DATA Terminus (School) Length of Running Capacity Route Time of Bus Average No. of Pupils Transported Daily Elem. H. S. Total Tom Mann's ... Cork 4.8 f hr. 10 6 3 9 W A Smith Pope's .. Cork 2.9 ihr. 10 J T Chambers Mt. Vernon_ . Flovilla 7.4 f hr. 20 Van White Holl's Bridge Iron Springs 22.0* 21 hrs. 40 River Iron Springs 15.0 11 hrs. 40 F. S. Bohannon Rob. Dempsey . Jenkinsburg __ Jenkinsburg. _ - 10.2 Jenkinsburg . 11.4 1J hrs. 11 hrs. 30 40 Towaliga 9.4 I hr. 35 5 15 35 10 13 30 20 4 5 10 5 6 10 5 9 20 45 15 19 40 25 L L Colwell John Pettigrew J. W. Welch L. L. Washington John McKinley. C. L. Maddox Finchersville Worth ville Four Points . Towaliga Tussahaw.. Tussahaw 13.0 li hrs. 22 20 11.3 II hrs. 40 20 5.4 fhr. 40 10 10.1 I hr. 50 40 12.9 II hrs. 50 50 11.2 1 hr. 36 35 5 25 5 25 7 17 19 59 10 60 10 45 -Two trips daily. Trip Average Trip.. 9.8 Miles Minimum 2.9 Miles Maximum 15.0 Miles AVERAGES Running Time Average 1 hr.--8 minutes Minimum._0 hr.-30 minutes Maximum. 1 hr.-30 minutes Load Average..27.5 pupils Minimum 9.0 pupils Maximum60.0 pupils Pupils should not be in conveyance longer than an hour unless under exceptional conditions. Seven of the fifteen routes require more than one hour. Loads are not properly adjusted to bus capacity. The Road Problem The road problem becomes an insistent one to the principal engaged in transportation of pupils. With the advent of pupil transportation, and especially motor transportation, the road becomes one of the controlling factors of the success of his school. Good roads and good consolidated schools go hand in hand--one is the inevitable compliment of the other. "Ease of communication makes for education and education makes for ease of communication."1 The principals and the superintendent should secure reports from drivers, from children and from patrons relative to road conditions and these should be passed on to the proper officials. The local press should also be enlisted in a campaign to secure good transportation routes. Good roads undoubtedly contribute to improved attendance and principals should recognize the necessity for their interests in them. As has been stated formerly, members of the survey staff have ridden every mile of every transportation route in Butts County. The roads over which these routes go have been checked carefully and the results of the study of each route have been given to the superintendent. In each instance detailed suggestions as to the improvement of the routes have been made. Recommendations were made under three headings: 1. Urgent--should be remedied at once. 2. Should be remedied as soon as practical. 3. Needs extra care and caution. The kind or nature of the hazard and the number of miles from the starting point of the route were classified under the following headings: A. Blind Curves B-l Narrow Bridge B-2 Unguarded Bridge B-3 Unsafe Approach B-4 Needs Repairs C. Bad Culvert D. Deep Ditch or Wash F. Unguarded Fill G. Needs Gravel H. Dangerous Hill M. Bog or Mud Hole R. Dangerous Ravine S. Unbridged Stream T. Right Angle turn X. Railroad Crossing Y. Highway Crossing It is recommended that the superintendent discuss each transportation route with the commissioner of roads, point out to him the existing hazards, and suggest to him what should and might be done to make the route a satisfactory one for 1-AbeBl.uJr.eFau.. oCfoEndsoulciadtaitoino,n 1o9f23S. cphaogoels3a5.nd Transportation of Pupils. Bulletin 41, 43 the transportation of school children. The superintendent will be furnished with the suggestions of the survey staff. Auxiliary Uses of School Conveyances Butts County owns outright only a very few of its school conveyances but does own the body on most of the other chassis. This increases the diff.culty of formulating a policy governing auxiliary use of the school busses. Their use, other than for transporting pupils to and from school, should be strictly hmited. There are however, some legitimate purposes for which they may be used. A good rule to follow would be to use the busses for any strictly educational work which takes the pupils some distance from school. The difficulty here, however, is most evident. Except in one or two instances the county does not own the busses outright. They cannot then be used for such varied purposes unless the contract with the owner so stipulates. The busses are not used for transporting children to and from school during the summer time. The owners naturally want to use and have the the right to use the chassis. The body is not removed during this period. The result is that it is used for common hauling purposes to some extent. Evidence of this has been seen by members of the survey staff. Operation and Maintenance of Busses As has already been stated, principals should have delegated to them by the superintendent complete supervision over the operation of busses which transport children to their school. This is not now done in Butts County. The contract for operating school busses in Butts County is so drawn up that the driver has official connection with and responsibility to the local principal, the county superintendent, the local board of trustees and the county board of education. This results in unsatisfactory control. The contracts should indicate a definite line of responsibility from driver through principal to superintendent and the county board of education should become involved only in matters of policy or appeal. A different set-up might be necessary if the districts levied a local district school tax. The local district trustees might then have some part in the supervision of transportation. More attention should be given to the care and maintenance of busses. None of the transportation vehicles were properly maintained. Drivers So far as could be determined the superintendent and the board of education have selected the bus drivers very carefully. The importance of the driver cannot be over-emphasized. He is responsible for the morals, the government, and the lives of the children who ride with him. This responsibility should be legally recognized, should be direct and should be secured by a bond. Since it is generally held that a county board of education 44 in Georgia is not liable for damages in ease of the injury of a child due to an accident while being transported, very few counties of the state require either a bond or an insurance policy of th driver. Both can be done, however, and can be so worded that the driver will be responsible. This should be done. If it does nothing more than assure added carefullness on the part of the driver the expenditure will be warranted. Physical fitness, experience, moral character and ability to control children should be set up as the qualifications of the driver. The rules under which the driver is to operate his bus should be definitely stated as part of the contract. CONTRACT FOR OPERATING SCHOOL RUSSES RUTTS COUNTY, GEORGIA The following contract is this day entered into between the Trustees of School and Mr , both of Butts Coun- ty, Georgia, subject always to the approval of the County Superintendent of Schools and the Butts County Board of Education. It is agreed, however, by all parties concerned that the Principal of this school and the Local Board of Trustees shall have immediate regulation of and assume responsibility for the proper operation of the busses for their school. They shall refer only mooted questions to the County. Superintendent and the County Board of Education of Butts County as final authority in all cases. The Butts County Board of Education agrees to pay and the said Mr agrees to accept the rate of dollars per school month for operating a school bus for said school during the school year 19__--19-_ according to the following conditions: The Board of Education of Butts County shall furnish the bus body making all major repairs thereon. The said agrees: 1. To furnish everything necessary for the regular and safe operation of the bus at his own expense. 2. To keep the bus in a clean and sanitary condition and to provide shelter for it when not being used for school purposes. 3. To keep his bus in good mechanical condition and tires in good shape so as to be able to run a prompt and regular schedule. Especially does he agree to use chains, where there is any doubt as to the condition of the roads, and to inspect his brakes daily so as to keep them in good working order. 4. To operate the bus along the route designated by the Trustees, or the County Superintendent and Board of Education of said county, picking up all the children for the said school along this route and returning them to the points of origin after each school day. 45 5. Barring providential delays, he shall ran on a regular schedule and leave the starting point of his route at such a time that he may arrive at the school building not over fifteen minutes before the school day begins there nor later than the school begins. On bad days, he shall leave the point of origin of his route a few minutes sooner so as to allow for the slow condition of the roads and for careful driving. He shall notify all patrons of his route of these matters and they shall be required to co-operate by having their children all ready at the stations where they are to be picked up. 6. To operate the bus with great care (realizing that he holds the safety of many persons in his hands) and at a speed not to exceed twenty miles per hour. 7. To bring his bus to a full stop whenever children are entering or leaving it; and, when approaching a railway crossing, he shall have one of the larger boys to flag the crossing. 8. To report to the Principal of the school, or the teacher in charge, immediately upon arrival and register the hour and minute of arrival as directed by same. 9. To assume and exercise full control of the children under his care and be responsible for their good conduct while in his charge. It is suggested that the driver notify the parents of any misbehaving children, first, and then notify the Principal or the Board of Trustees of that school, if there is further disorder, so that discipline may be enforced. 10. To perform personally all the duties set out in this contract unless written approval for a substitute is endorsed on the back of this contract by the majority of the Trustees of the school. 11. To be financially responsible for any damage to the bus or the children in his care, or to any one else, due to carelessness or negligence of himself or his substitute. 12. Not partake of any intoxicating liquors, nor be under the influence of same, at any time while driving the bus; also, to see that no intoxicated person nor disorderly person is allowed around the bus in the presence of the school chil- dren. 13. Not to "pick up" others than school employees or children while operat- ing the bus for the Butts County Schools. 14. To make any reports called for by the Principal of School or by the County Superintendent of Schools of Butts County and to cooperate generally with the school authorities for the welfare of these schools. 15. To refer any matter that should arise, which is not provided for in this contract, to the County Board of Education and the County Superintendent of Education of Butts County for adjustment. To all the above we do hereby agree by signing our names on this the day of 1929. Trustee Trustee Trustee Operator of Bus. 46 CONTRACTS Contract for Operating School Busses Butts County, Georgia Legal Provisions As has been stated before, the Georgia law relative to transportation is merely a permissive one. It does not set up any of the conditions of the performance of the contract and the board of education and the school districts would not be liable unless there was a statute which by its express terms imposed such liability Ihere is not such statute in Georgia. There would therefore, be no liability Ihe courts hold this for various reasons, some on the ground that the relation of master and servant does not exist, others that the law provides no funds to meet such claims, still others that the school trustees in performing the duties required ot them exercise a mere public function and agency for the public good for which they receive no private or corporate benefits. Cost of Transportation (A discussion of this wiU be found in the Chapter on Finance.) RECOMMENDATIONS It is recommended that: l.f Contracts with drivers be made so that the superintendent (or other responsible party or parties) can change the routing of the truck at any time; 2. This change be made when road conditions or population shifts necessitate such; 3. The principals be given more supervisory control over the busses and drivers; 4. The superintendent keep his spot maps of pupil distribution as near upto-date as possible and that he designate transportation routes only after careful study of these and a road map; 5. The county board of education, if the expense is not too great, make more nearly uniform the contractual arrangements with drivers and/or owners of busses; 6. The county board eliminate, as far as possible, short trips off the main route to pick up one or two children; 7. Realizing that control goes with ownership, the board of education provided the expense is not prohibitory, assume full ownership of busses. -Detaroiluetde rheacvoembmeeenndtraatniosnmsitwteidthtoretshpeecbtotaordeoafchedbuucsatiaonnd. each t"r"annswpoorrttaartiioonn 47 CONSOLIDATION As is indicated in the chapter on Buildings some of the buildings in Butts County are hardly worth repairing; others, even if repaired, would not have sufficient enrollment to warrant the expenditure of much money on them. The consolidation program which follows, and the building program set up in the chapter on buildings bears these facts in mind. In proposing the consolidation program herein the condition of buildings, the condition of roads, and the number and location of children have all been given careful consideration. A study of the map of Butts County showing the location of schools readily shows the improper placement of some of them. The following program is proposed as the basis for future building plans and policies. The program gives not only the proposed centers, but also the plans for consolidations and abandonment of unsatisfactory buildings. (1) Five school centers are recommended to serve in place of the eight now used. (2) The centers recommended are Jenkinsburg, Towaliga, Tussahaw, Pepperton and a new center near the conjunction of the Flovilla and Indian Springs roads. (3) Jenkinsburg, Towaliga, Tussahaw, and Pepperton should serve the same centers they are now serving. (4) Stark should go to Tussahaw. (5) Iron Springs should go to a new consolidation approximately at the June tion of the Flovilla and Indian Springs roads. (6) Flovilla should go to the new consolidation referred to in (5). (7) Cork should go to the new consolidation referred to in (5). It is the opinion of the survey staff that: (1) The Jackson schools and the Butts County schools should consolidate and that a County High School should be operated in Jackson. One truck from each of the schools--Jenkinsburg, Tussahaw, Towaliga, and the new FlovillaIron Springs-Cork School could transport all of the high school pupils to Jackson. The advantages of having all high school children in one school are evident and need no defense and the plan is entirely feasible. About the only thing that stands in the way is an inexplicable misunderstanding between the town and the county. This enmity or jealousy now existing between the town and the county operates to the detriment of both. Butts County is one of the most ideal counties in Georgia for a county unit organization. Jackson, is very near the geographic center of the county and is hardly more than twelve miles from the county line at the farthest point. Adults control the activities of political divisions. Where the schools are involved, however, adults should determine what is for the best interests of the children. If the people of Jackson and Butts County will do this, the merger of the two school systems will be practically assured. 48 Elementary schools would be operated at Jackson, Pepperton, Jenkinsburg, Tussahaw, Towaliga, and the new center. (2) In the event the Jackson and the Butts County systems cannot be merged, the city and the county should still consider the high school proposition. An act of the legislature1 providing for the "Issuance of Bonds for School Buildings for Use of City and Rural Children" makes this possible. The city and the county may, under this law, contract with each other for the joint buildings and maintenance of high school buildings, to be located within such municipalities. They may contract to issue bonds to erect such buildings and, since the county is not now bonded, it seems feasible to do so. Under either of these two methods a most excellent high school could be organized and maintained. It is suggested that the county school authorities through the proper individuals in the state department of education approach the city authorities on the proposition. 1-Georgia School Code-pages 73 and 74. TABLE 13 OPERATING EXPENSES OF EACH BUTTS COUNTY SCHOOL BUS FOR PERIOD JULY 1, 1929 TO JULY 1, 1930 School Driver Chassis Owned By Body Owned By 8 Months Salary Gas & Oil Repairs Total Jenkinsburg. . ... Jenkinsburg . -- Iron Springs Iron Springs Towaliga Towaliga Towaliga Towaliga. . . . Flovilla Cork Cork Tussahaw Tussahaw - Tussahaw F. S. Bohannon T. J. Dempsey Jr Van White R. L. Fears C. F. Carter J. E. Pettigrew. . Geo. Harkness L. L. Colwell J. T. Chambers W. A. Smith Dave Long . J. W. Welch L. L. Washington J. E. McKinley Driver.. Driver. Driver . Driver. . Driver Driver.. . Driver . Driver.. . . Driver Driver . Driver County .. . County- County . County . $ County . .. County . . County County County _-.--- County County Driver .. Touring Touring County. . . County . . County 560.00 560.00 560.00 560.00 560.00 560.00 560.00 560.00 600.00 240.00 240.00 200.00 200.00 160.00 $6,120.00 Driver Driver Driver Driver Driver Driver Driver Driver Driver Driver Driver 105.70 103.74 92.19 301.63 $ 15.00 15.00 15.00 15.00 15.00 16.00 15.00 40.00 None None None 41.25 42.35 37.55 $ 267.15 $ 575.00 575.00 575.00 575.00 575.00 576.00 575.00 600.00 600.00 240.00 240.00 346.95 346.09 289.74 $6,688.78 TABLE 14 COST OF TRANSPORTATION OF BUTTS COUNTY PUPILS, 1928 School Driver Chassis Owned By Body Owned By Cork Cork Flovilla Iron Springs Iron Springs Towaliga _. Towaliga Towaliga Towaliga Tussahaw Tussahaw Tussahaw Smith, W. A.*.. Long, Dave* Chambers, J. T. White, Van Fears, R. L Carter, C. F Pettigrew, J. E._ Harkness, Geo... Colwell, L. L..__ Welch, J. W Washington, L.L. McKinley, J. E._ Driver Driver Driver Driver Driver Driver Driver Driver Driver County County County *-Touring Car. (l)-Depreciation not included. Driver Driver Driver Driver Driver County County County County County County County Eight Months Salary Cost of Gas and Oil Cost of Repair Total Cost of Opera- tion Number Pupils Transported Cost Per Pupil Transported 240.00 Furnished by Driver By Driver $240.00 9 $27.44 240.00 Furnished by Driver By Driver 240.00 9 27.44 600.00 Furnished by Driver 00.00 600.00 20 30.00 560.00 Furnished by Driver 15.00 575.00 45 12.77 560.00 Furnished by Driver 15.00 575.00 15 38.33 560.00 Furnished by Driver 15.00 575.00 17 33.82 560.00 Furnished by Driver 16.00 576.00 25 23.00 560.00 Furnished by Driver 15.00 575.00 25 23.00 560.00 Furnished by Driver 40.00 600.00 25 24.00 200.00 105.70 41.25 346.95 59 5.88(1) 200.00 103.74 42.35 346.09 60 5.75(1) 160.00 92.19 37.55 289.74 45 6.43(1) CHAPTER III FUTURE OUTLOOK AND SCHOOL BUILDING PROGRAM Introductory Statement A great deal of money has been spent in Butts County for improving school housing facilities, but they must spend more and do it at an early date, or many school children will not be adequately housed. Some of the present buildings are modern buildings and compare favorably with the best in Georgia. There are several buildings, however, which must be altered and some abandoned. Score Card The ordinary person thinks of a school building as good or poor, in terms with which he is familiar. Each building however, needs careful scrutinizing, and the elements which go to make up a satisfactory building must be separately scored and evaluated. A very satisfactory means of comparing existing school buildings of various types with what is accepted as the ideal has been developed during recent years. This comparison is made through the application of certain scoring or measuring devices known as "Score Cards", which are accepted and used throughout the United States for this purpose. A score card can be used advantageously to score a building in the light of accepted standards, and also in the checking of elements which need altering. Without score cards it would be impossible to make comparative statements in regard to the schools of a county, or with similar schools in other counties. The score card is made out and the value of different points is determined on the basis of judgments of a great many people of school experience. In other words, you have the average judgment of several competent people in judging the amount of natural illumination and other important elements. The use of a score card tends to make the score of your school building objectives in nature and to give a scientific value to the results. In studying the school buildings of Butts County, the Strayer-Engelhardt score cards and standards were used as a basis for scoring. In addition to StrayerEngelhardt score cards, Georgia School Survey forms, numbers five, six, and thirty-six were used. Georgia School Survey number five was filled out by the Principals and gave general school building information. Form number six was filled out by three men of the State Department of Education and contained school building data and recommendations as to alteration and improving each school building. Form number thirty-six was a special score card for scoring the school building sites. Three scorers were used with the school building forms in studying the buildings of Butts County. A final score was determined by adding the three scores and taking the average of them for the final allotted score. For example, in scor- 52 ing the site of the building, the maximum allowed by the score card is one hundred and sixty. That score indicates that the building was perfectly located, and that no improvement could be made. If three people scored the building, one allowing a score of seventy, another scorer allows eighty, and a third scorer allows seventyfive, the average for the three scores would be seventy-five, and this would be the score alloted for the site of the building. The building score cards used for this survey and other forms used follow: CHART NO. 2 RUR.M. SCORE CARD SCORE CARD OF VILLAGE OR RURAL SCHOOL BUILDlWGS OF FOUR TEACHERS OR LESS By GEORGE D. STRAYER and N. L. ENGELHARDT Teachers Collete. Columbia Uaiveiity This score card may be utilized in judging existing school buildings and grounds or in rating the plans of proposed school buildings. A distinct advantage accrues from the use of the score card in that it fixes attention upon all the details of the building. The total score is the composite of the scores on all the individual items The score card should only be used in conjunction with the bulletin which outlines the building standards which have been determined upon by the authors. The score on any subdivision is based on conditions found as contrasted with these standards. The score card may be used in making build- ing surveys of school systems or as a filing record. , frame'of School-. Date. Year Boys Girls .-. District. ENROLMENT I OB A 5-YKAK PERIOD ..Village.. ..State.. AVE RAGK DAILY A TTENDANCB FO A 5-YEAR PER OD Lost of Site Length of Site Width of Site Area of Site Cost of Building Year of Construction Length of Building Width of Building Area Occupied by Building Chief Material Used Number of Stories Length of Playgrou d Width of Playgroun d Area of Playground Original * First Second Addition 1 Addition s * ft. ft. ft. ft. ft. ft. sq. (t. sq. ft. sq. ft. * t I I ft. ft. sq. ft. ft. ft. sq.ft. ft. ft. sq. ft. it. ft. sq. ft. ft. ft. sq. ft. ft. ft. sq.ft. Total sq. ft. sq. ft. _ ft. sq.ft. Accessibility: Percentage of patrons residing within 1 rafle radI<........Froni 1-2 mile radius. - From 2-3 mile radius........Above 3 miles from school.. PERCENTAGE OF StTB USED TO*: Lawna and Landscapes Name the kinds of playground apparatus and number of each.. List the attractive'features of the environment.. the unattractive and unsanitary' features.. TfiTeli Distance from nearest rural school. ; second nearest rural school ; third nearest rural school......; from s Cfte evidences of general character of community, covering Buildings and Improvement.. .---... Highways.... -.--...-- - ..........Productivity- Progressive methods. .............j....----,.--....---------..--...-,"----------->------.--*--*-- t rouge school.. Fire Protection: - List the r< i which any of the following fire apparatus is found: Fire extingTusher*.. Date of last filling of fire extinguishers............. ......Fire hoi ..Automatic sprinkles.. Is building fireproof ; basement isolated from first floor .... ; basement ceiling fireproof_. Cheating apparatus m fireprtw* enclosure... combustible and inflammable material stored in building........... * T TKACHia* U9LL1CE. 53 STAIRWAYS To basement To second floor Number Are handnails provided Kind Hv.ght of \\,dth ol i read Length ol irrad No ol Maximum capacit / at: Basemen! Second floor Are stairways enclosed Fireproof Of what mater.al constructed Has basement outside exit List important locations where doors open inward Dates of last 5 fire drills Are outer doors equipped with panic bolts Time required to empty building Arc outside fire escapes provided Fire gongs Are outer doors locked during school hours. Janitor Serrieei Does janitor remain on premise* during school hours Method of cleaning: Dry sweeping Vacuum cleaner Frequency of mopping Sweeping compound used Oiled floors Frequency of cleaning Before school hours After school hours During school hours How long before or after Dusting Dry cloth Oiled cloth Not at all What evidences of efficient cleaning service prevail Check type of Artificial Lighting System used: Oil lamps gas electricity Is the lighting direct, indirect, or semi-indirect Number of electric outlets in classrooms Corridors Is artificial lighting provided in toilets Adequacy . Schedule of Emergency Equipment! Type of bell used Is community telephone connection provided Check type of Water Supply: Community water system Deep driven or bored well Dug well Spring Neighbors well Has pressure tank been installed Gasoline pump Motor Date of last scientific testing of water supply Results Name locations of drinking fountains Are these fountains sanitary In good operating condition Number of washbowU Location Soap provided Toweb Kind Hot water Baths Kind Location Toilet System i Location Sanitary condition - No. of boyi* toilet seats Urinal* No. of girls' toilet seats Toilet provisions for teachers Janitor Type of seats Arrangement Type of urinals Arrangement Seclusion Entrances] Number of Type Condition . Type of foundation ....Condition ........~.. Type of roof.... -- .Condition . Ha* the building a baaensent What is the depth below grade Ratio between window area and floor area of basement List the use* made of basement Has the building a vestibule List the use* made ol vestibule Is vestibule painted Color Are separate cloakrooms provided Number Are hooks adjusted to height of children Is natural light provided in cloakrooms Are cloakrooms under teacher control Are cloakrooms pah ted Color CORRIDORS First floor Width Length Lighted Used as Cloakroom Obstructions Check kind ol Heating System: Wood stove Is it reported satisfactory By whom What are the causes of unsatisfactory heating Is thermostatic control provided Gaa stove Jacketed heater Hot air furnace......Steam boiler Hot water boiler.. List the rooms which cannot be satisfactorily heated................. Date of last official boiler inspection Check kind of Ventilating System: Natural circulation Window ventilators Gravity system without exhaust accelerators.. Mechanically furnished fresh air supply Mechanical exhaust of foul air Is the system reported satisfactory By whom'-....... List the rooms not satisfactorily ventilated...... ................................................................................. Name of Room or Part of Building Repairs Needed i 54 DETAILS OF THE CLASSROOMS AND SPECIAL ROOMS 1 R.o i .Cr,d. I. Room 26. Width of mullions--inches .... 27. Distance-lst window-front wall 5. Dimensions Length, ft & Width, ft 28. Height of windows from floor.. 20. Ht. of windows from desk top* . 30. Distance-Window top to ceiling 7. Height, ft 31. Finish of wall B. Floor area, sq. ft J2. Color of wall 9. Area per child of pupil capacit> 10. Area per child of enrollment 34. Height blackboards from floor . If, Area per child. 40 in class . . 12. Total cubical contents, cu. ft .. 13. Cu, ft pcrchildof pupilcapacity 11. Cu. ft. p?r child of enrollment 35. Window shades--Type 36. --Color 37. Book closet 1 38. No. adjustable desks 1 V Cu. ft. per child, 40 in class . . 39, No. non-adjustable desks 16. Number of windows, front 40. No.siKsnon-adjustabledesks . 17. left 1*. rear Wi risht . . 20. No. of windows iiie x 41. Kind of teacher's desk 42. Check rooms having clocks ( /) 43. Qitck roomi Wing tre minguulieri 44. Check roomi hiting iitinod light. . 21. x 45. Check roomi hiving thermonwtcn. .. 22 x n. x 46. List othercquipment here 21 Window Rlasi area--sq ft.,... 25. Kain window area to floor area r-- pTf Draw a plan of the school grounds and 3 floor plan for each floor of building. Name all rooms on floor plans. Indicate doors by "d". windows by "w", stove by "&", heater by "h", teacher's desk by "Ed", blackboards by "bl", etc. Locate all buildings and appurtenances according to code. Indicate a!e. (Sc^e*^T Ccet= K tnclt. Code; l = flagpole. !=well or pump. 3=(uet shed. 43girls' toilet. 5=boyV toilet. 6= horseshed. Name environment o( school grounds, such as forejt, swamp, field, barns, lawns, etc. 55 I- SITE A Location I. Accessibility 2. Environment fi. Drainage 1. Elevation 2. Nature of Soil C. Sire, Form and I'm D. KUgpok II. BUILDING A. Placement I. Orientation 2. Position an Sue It. Gross Structure 1. Type 2. Material 3. Height 4. Roof 5. Foundation 6. Walls 7. Entrances 8. Aesthetic Balance 9. Condition C. Internal Structure 1. Stairways and Corridor; 2. Basement 3. Color Scheme 4. Attic III. SERVICE SYSTEMS A. Heating and Ventilation 1. Kind 2. Installation and Distribution 3. Air Supply 4. Fans and Motors S. Temperature Control B. Fire Protection 1. Apparatus 2. Fircjiroolness 3. Exits 4. Light Installation C Cleaning System 1. Kind and Equipment 2. Efficiency D Artificial Light 1. Gas or Electricity 1. Outlets and Fixtures i INnunriofl t 30 15 20 20 a 10 23 IS 2(1 10 10 S 10 10 10 S 10 IS N IS ta 10 IS 5 5 5 S S 5 10 15 S 10 5 ; CARD FOR RURAL SCHOOL BUILDING Score of Building: ' -- " ..-.. . --- 3 1 160 ',- , III E. Schedule and Emergency Equipment 1, Clock 2. Bell " 3. Telephone 4. First Aid $! F. Water Supply System 1. Drinking 20 4i 2. Washing 15 to 3. Bathing 8 20(1 4. Hot and Coid 10 to G. Toilet Systems 1. Placement 15 2. Fixtures 10 90 3. Adequacy 10 a 4. Seclusion. Sanitat'n and Condit'n IV. CLASS ROOMS A. Arrangement 10 B. Construction and Finish I. Size 20 2. Shape IS 3. Floors 10 4. Walls 5 S. Doors 5 70 6. Closets J 7. Blackboards and Bulletin Boards IS 8. Color Scheme s C. Illumination 1. Glass Area 30 2,^0 2. Window Placement -'0 ss 3. Shades 10 D. Cloakrooms and Wardrobes 20 E. Equipment 1. Seats and Desks so 2. Teachers' Desks i 3. Other Equipment N N V. SPECIAL ROOUS A. Rooms for General Use 1. Play Room 20 2. Community Room 30 3. Library 20 S 4. Lunch Room 10 B. Officials' Consultation Room 20 C. Other Special Service Rooms 20 1. Industrial Arts JO 2. Household Arts ,10 3. Fuel Rooms ! Totals 10'..;' 2 20 SO GO II' to 60 ZO SS i 20 IS 1(:00 J -j 225 IG 1000 TOU.lLnti,t lbeSouPrJe*. *"'-\1!), JWShcrrFocrrtd..lf^ n ailio,whfn'iVfo*r ,aunny,n!sm*e7lt .it"m*wnol-l (wWrehnille aancdtunanllty nrirtdtwAorlka oan builbduifnl4i 1dnrtawonlay ctihrceleGIrtW* lnptj*4alh * r?Y **" *un'll/d* ua,nM in **< W. The Suaycf-Enjclbanii Score Card for Rural Scb*ol ftudduci. Bureau of P!r*- 56 STRAYER-ENGELHARDT SCORE CARD FOR ELEMENTARY SCHOOL BUILDINGS II--Building , Score of Building '1 3 1231 "I 35 JO | 10 10 40 "1 "1 -- 13 10 Ml ! 60 | 3 10 3 3 5 5 10 3 10 Ml JS 20 15 7. Blackboard. n 1 2 13 "I 3S ;^i--| ur 30 3. Fire doora. and partition* D. Artificial Lighting Syitem ... 1. Cu and electricity . . . s 80| 15 15 15 10 10 10 3 63 | 10 13 20 3 10 3 | 3 10 w| 3 23 1. Seats and desk* 35 3 3. Library 10 10 10 10 3 C. Other Special Seme* Room* 20 3. General science and Drawing. , .. 3 3 23 -- 30 65 | 33 1 ' | 3. Illumination... , S I0O0 1000 1000 E. Electric Service System .. .i"| 2. Belli and Gongs . . GrfkM. CoWb rJmirMw. N. Y i i ] Taj, 1000 panu (li POT Kdrtat i m uluaoi mn tilimd ntasdMvil)Wwhitmliucdtsdinit it alla-ed tot tht bttlkwa: While tct-j*llr tl < i Bureau irf PiMtcuiau.' Tcadus* 57 CHART NO. 4 STATE OF GEORGIA DEPARTMENT OF EDUCATION, ATLANTA School Survey Form No. 51 SCHOOL BUILDING INFORMATION (To be furnished by Principal or Teacher) I. GENERAL 1. Name of School 3. Name of Individual Reporting 2. Race -4. Date 5. Location of School a. Place - b. District No c. Lot No II. BUILDINGS AND GROUNDS 1. Year of Construction a. Original building b. Additions 2. Number of stories 3. Who owns the building? 4. Width of corridors 5. Area of site acres 6. Sketch below the shape of your site and the location of the building thereon, jiving all dimensions. Indicate which is the front of the building and the direction it faces. III. TRAVEL AND TRANSPORTATION 1. Number of children riding to this school: a. At public expense. 2. Number of children attending school last year who were b. At private expense. a. Transported b. Not Transported- _ 3. Total average daily attendance last year of the pupils who were a. Transported b. Not Transported- _ IV. WATER SUPPLY 1. Indicate the location of your water supply: a. On school ground b. If off of school ground state distance in yards 2. Indicate the source of your water supply: a. Pressure system c. Dug well (1) Community - d. Artesian well (2) Private e. Spring b. Deep driven or bored well 3. Method of drawing water from the well: a. Pump b. Windlass and bucket c. "Hand over hand" 4. Is the water supply tested annually? By whom? 5. Is water for drinking purposes supplied to pupils from an open contain- er? By drinking fountains? 6. What washing facilities are provided? _ 1-Oourtesy Alabama State Department of Education. 58 V. JANITOR SERVICE a. Is a janitor employed? b. How many days each week? c. How many weeks each year? d. Does janitor remain at school during entire school day? e. If not, during what hours is he present?. VI. OTHER SERVICE ITEMS Fire Protection: a. No. of fire extinguishers c. Date extinguishers were filled. b. Is there a fire hose? Artificial lighting: a. Type of illumination: (1) Oil lamps (2) Gas (3) Electricity b. No. of light fixtures in each Are there lights in (1) Toilets.. class-room (2) Hallways (3) Auditorium 3. Heating and Ventilating: a. Jacketed heater Hot water system b. Unjacketed heaters Steam system c. Hot air furnace _ 4. Toilets: Is it adequate or satisfactory? a. Is there a boys'toilet? Location (1) in building (2) outdoors b. Location of girls' toilet _ (1) in school building (2) outdoors c. Are these surface, "dry" or "flush" toilets? VII. DETAILS OF THE CLASSROOMS AND SPECIAL ROOMS 1. Sketch the floor plans of your school building in the space below. Number the rooms and use corresponding numbers in giving data regarding the rooms requested below: In the proper space below supply the information requested. 1. Room Number 2. Grade 3. Pupil enrollment 4. No. of seats provided.. . .. 5. Dimensions: Length in ft 6. Width in ft 7. Height in ft 8. Numbers of windows: Front... 9. Left.. 10. Rear 11. Right 12. Height of window sill from floor... 13. Distance from window top to ceiling 14. No. of single patent desks 15. No. of double patent desks . 16. Room has thermometer (check) 17. List other equipment in room below 1 234567 School Survey Form No. 6 CHART NO. 5 STATE OF GEORGIA DEPARTMENT OF EDUCATION School Building Data and Recommendations1 County Date Name of School Checked by I. GENERAL CONDITION OF THE BUILDING WITH RECOMMENDATIONS A. *Should be abandoned B. *Might be temporarily retained with only emergency repairs C. Should be carefully repaired and improved as indicated under II below D. In satisfactory condition *If building is recommended for abandonment (A or B) indicate reasons below: 1. Site: a. Too small b. Too low c. Bad surroundings 2. Building seriously defective in following respects: a. Foundation e. Lighting b. Walls c. Floors d. Roof f- Afire trap g- Arrangement h. Uneconomical to repair E. Approximate score F. Further Comments: *If building is checked under (A) above (To be abandoned) the following items need not be checked; if under (B) check only emergency repairs; if under (C) check all items carefully. II. DETAILED ANALYSIS WITH RECOMMENDATIONS FOR REPAIRS AND IMPROVEMENTS* A. The School Grounds: 1. General condition a. Totally unimproved *** b. Some attempt at improvement but needs more attention (1) To lawns (4) To walks (2) To Shrubbery (5) To drives (3) To trees (6) To surfacing c. Carefully improved 2. Size a. Entirely too small ,-- (1) Cannot be enlarged b. Rather small (2) Might be enlarged c. Satisfactory (3) Can readily be enlarged, -Use Strayer-Engelhardt School Building Standards as basis for rating and recommendations. , ., ., . "-"a" under each Item Indicates a condition in urgent need of Immediate atten- tion. 1-Courtesy Alabama State Department of Education. 60 3. Contour a. Too hilly or gullied b. Rather rough c. Satisfactory (1) Cannot be suitably leveled (2) Might be leveled (3) Can readily be leveled 4. Soil and Drainage a. Too low and wet b. Muddy in wet weather c. Well drained (1) Cannot be suitably drained (2) Might be drained (3) Can readily be drained 5. Surroundings or environment a. Most unattractive or in- (1) Cannot be remedied sanitary (2) Might be remedied b. Some unattractive features (3) Can readily be remedied c. Attractive and desirable (4) Unsatisfactory features: (a) Swamp (b) Railroad (c) Noisy Street (d) Factory (e) Dump (f) Houses 6. Location of Building on site a. Unsatisfactory b. Poor. . c. Satisfactory. 7. Playground a. Unimproved b. Improved space too small c. Adequate Equipment a. None b. Insufficient c. Satisfactory B. THE BUILDING 1. Paint a. None 2. Foundation . b. Needs repainting a. Should be replaced c. Satisfactory c. Satisfactory. b. Needs repairs 3. Walls a. Dangerous b. Need repairs c. Satisfactory. 4. Roof a. Should be replaced c. Satisfactory b. Needs repairs 5. Lighting a. Inadequate c. Satisfactory b. Needs alterations. 6. Entrances a. Insufficient b. Need repairs c. Good condition.. (1) Steps should be replaced (2) Entrance should be widened. (3) Should be rearranged 7. Corridors a. Entirely inadequate b. Alterations needed c. Good condition (1) Too narrow (2) Too dark (3) Obstructions.. 61 . Stairways a. Entirely inadequately. Need repairs c. Satisfactory (1) Improperly located. (2) Too narrow (3) Firetraps Basement of furnace room a. None b. Needs alterations c. Good condition (1) Damp (2) Dark. (3) Needs fireproofing (4) Classrooms should be removed C. SERVICE SYSTEMS 1. Heating and ventilating (a) Unjacketed (b) Jacketed. (c) Furnace a. Entirely inadequate b. Needs repairs c. Satisfactory 2. Cleaning system a. Unsatisfactory in all parts of building b. Certain features need more attention c. Building clean and attractive (1) Floors dirty (2) Litter in closets, etc. (3) Equipment needed 3. Toilet systems Boys a. None b. Open c. With septic tank d. Flush e. Outside building f. In building Girls Boys (1) Should be replaced (2) Need repairs to build- ing (3) Need repairs to fixtures. (4) Not well secluded (5) Not very clean (6) Sanitation bad Girls . Water supply Drinking Washing a. None (on grounds) b. Not in operation c. Not well located d. Outside building e. In building (1) Dug well (2) Driven well and pump (3) Pressure system (4) Drinking fountains (5) Wash basins 5. Artificial lighting a. None b. Adjustments needed. c. Satisfactory 6. Fire protection a. None b. Insufficient--... c. Satisfactory 7. Signal system a. None b. Inadequate c. Satisfactory 62 D. CLASSROOMS (INCLUDE AUDITORIUM, ETC.) Repairs or attention needed to: 1. Paint 2. Floors 3. Walls 4. Ceiline.. .. 5. Doors 6. Cloakroom 7. Closets 8. Windows 9. Lighting 10. Heating 11. Blackboard 12. Pupils'desks 13. Teachers' desks 14. Shades __ _____ _ ._ _ _ 1 a. Open inward __ { b. Need repairs. _ ' a. Dark.. b. Repairs needed _ b. More space needed a. Eemoved from end b. Additional needed--. c. Should be rearranged a. None _ b. Insufficient c. Not in operation- d. Needs repair a. Tnariequaf.fi _ .__ b. Repairs needed _ _ ._ c. Thermometer needed - ' a. b. Moreneeded Should be replaced.. ___ a. Moreneeded b. Repairs needed a. None _ __ \ b. Need repairs.. __ c. Chairneeded j 1 b. In poor condition E. SPECIAL ROOMS 1. Auditorium a. None 2. Offices a. None b. Too small b. Poorly equipped c. Poorly equipped RECOMMENDATIONS FOR ADDITIONAL ALTERATIONS OR REPAIRS: ROOM NUMBER 1 2 3 4 5 6 7 8 9 10 11 12 -" -"-- ----------""_. -- School Survey Form No. 36 CHART NO. 6 STATE OF GEORGIA DEPARTMENT OF EDUCATION ATLANTA School Site Score Card School District Date Names or Location of Sites A B C I. Accessibility Total II. Surroundings Total III. Soil 2. Free from decaying organic matter Total IV. General 2. Cost 3. Contour for buildings and grounds 7. Aesthetics. . Total Grand Total Remarks ABCDE 65 85 85 65 300 40 50 60 60 80 40 330 45 30 25 100 35 35 40 20 80 40 20 270 1000 64 Scorer Future Outlook During the two decades between nineteen hundred and nineteen twenty the population of Butts County decreased four hundred and seventy-eight. The census of 1910 showed that the population increased 6.4 per cent over that of 1900. The census of 1920 showed that Butts County population decreased 9 per cent over 1910. The indications are that the census of 1930 will very likely show that the population of Butts County has decreased slightly over that of 1920. If this is true there seems to be little need for expansion in the problem of buildings, but rather that of consolidating, remodeling, and replacing the out-of-date buildings they now have. The future outlook is treated more fully in Chapter I under the following headings: The Community and its Population, Population Trends, and Trends in School Enrollment. There seems to be nothing which indicates that Butts County will have need for more than the following new buildings within the next decade: They should be erected in the order given. 1st. A consolidated elementary school which will result if Flovilla, Cork, and Iron Springs consolidate (later recommendation.) 2nd. The replacing of Jenkinsburg building in the immediate future. 3rd. The building of a new plant in Jackson shortly after the county and city merge. The Jackson plant can accommodate the 10th and 11th grade pupils of the entire county for a few years following the merging of the Jackson and County schools. Chapter 11 of this survey, Transportation, Roads, and Consolidation, contains the recommendations relative to combining the county school system and the Jackson school system into a county unit system. The cost of erecting these buildings should be taken care of by bond issue. The new consolidated building and the Jenkinsburg plants should be built by bonding the districts which compose them. The high school building should be built by a county wide bond issue. The amount of the bonds, and the floor plans for each building should be scientifically determined immediately prior to calling for the bond election. The interest which these bonds carry should be determined by the condition of the bond market when the election is called. The bonds for the new consolidated elementary building should be of one thousand dollar denomination, bearing 6 per cent interest semi-annually. These bonds should be paid off within a twenty-five year period. This building should contain six classrooms, library, office, space for science laboratory, space for domestic science laboratory, space for vocational work, and an auditorium to seat about four hundred. The direction which this building will face and the type of building will depend on the final selection of a site for the plant. This building could be substantially built and equipped now for about seventeen thousand dollars. 65 School Organization The type of school organization recommended for this county will be found in Chapter V under Educational Results. School Population The school population of Butts County will be found in Chapter I, The Community and Its Population. RECOMMENDATIONS FOR EACH SCHOOL BUILDING IN BUTTS COUNTY Cork The Cork school should be consolidated with Flovilla and Iron Springs. The building should be located in a neighborhood close to where the Flovilla and Indian Springs roads meet. There are two desirable locations in this neighborhood. Either location would not make any material change in the bus route. There should be very little discussion as to the desirability of such a change, especially since the Iron Springs School has burned. A consolidation at the point suggested would not necessitate any new busses. At present there are two short bus routes leading to Cork, one of only 2.9 miles length. These routes cost too much for the people they now serve. A consolidation of the above mentioned schools would offer all of the communities better educational opportunities in a good new building, properly lighted, orientated, and ventilated. If the Cork building is used next term a great deal of money, in proportion to the value of the building, should be spent in making it comfortable for the children. For instance, there are no facilities for inculcating principles of sanitation and hygiene. The toilet (there being only one, a girls') is outdoors and is positively a menace. The boys have to seek the woods. This, and other conditions precludes the teaching of healthy standards of living. Timid youngsters will really do themselves injury rather than seek the woods in rainy, cold weather. Permanent relief will never come to Georgia in the extermination of the hookworm disease and eradication of typhoid fever as long as we have our rural schools and homes so poorly cared for in the matters of drinking water and insanitary toilets. Both of these dreaded diseases take a heavy toll in our State annually. We know that we can absolutely eliminate both if we follow proper health standards. We swallow typhoid germs, that being the only way they can get into our bodies. The hookworm disease is caught by the hands or feet coming into contact with the eggs discharged in human excreta. Sanitary toilets are absolutely the only way to eliminate the hookworm disease. The following is quoted from Strayer & Engelhardt Score Card: "A school building that scores less than five hundred points can seldom be reconstructed or repaired so as to make it a satisfactory school plant. A building which scores less than five hundred is insanitary and dangerous." We concur with the makers The Survey recommends that these Buildings be abandoned. 1. Flovilla. 2. Jenkinsburg. 3. Stark. 4. Cork. The Survey recommends that buildings like these be erected as soon as possible. r 1. New Elementary School. 2. Jenkinsburg. 3. County High School. of these building standards. When a building scores less than five hundred points on the basis of a thousand as perfect it should be abandoned, or greatly improved, and that for temporary use. The students from Iron Springs must be taken care of before a new school term begins, and it would be wise for Cork patrons to encourage consolidation at a suitable point. A consolidation of Cork with later named schools, at a point near where the Flovilla and Indian Springs roads come together would help insure better advantages to all of Butts County high school students. This will be brought out more clearly at a later discussion of the high school sutuation in the county. The reference standards of a common system of measurements have been determined either arbitrarily by a constituted authority or upon a basis of convenience or tradition. We accept without question the idea of distance in terms of inches, feet, and miles; of weight in terms of ounces, pounds and tons. The school score card represents an evaluation of the various elements of a school building in terms of the standard embodied, in a perfect plant on the basis of their relative importance. One thousand points is taken as the score of a school building which embodies all of the elements contained in a perfect plant. All measurement lies somewhere between perfect objectivity and perfect subjectivity. Three people measuring a large plot of land will seldom get exactly the same figures. A score card is the most objective standard for determining what should be done with a school building. Since the Cork score by the use of this objective measure scored three hundred and eighty-five points on the basis of a thousand points for a perfect plant, IT SHOULD BE ABANDONED. Flovilla What has been said relative to Cork may be said about Flovilla. About the only thing in the Flovilla School plant that is in good shape is the roof. The site for this school scored seventy-eight, and the ideal is one hundred and fifty points. The glass area is sufficient, but in some rooms windows are placed on three sides. Windows should be placed on one side of a classroom. Light should enter the classroom so that it will come over the pupils' left shoulder. There is no telling how many old people today are suffering because they were required by law to study in improperly lighted school buildings. The State law requires a child to go to school, yet it doesn't see to it in many cases that the child is comfortable after he arrives at school. The building is an old home, which is in no wise suited for school purposes. The school building at Flovilla scored three hundred seventy-four out of a possible one thousand points. We do not feel that this building could be profitably altered and for that reason we recommend that it be abandoned. We believe that Flovilla should consolidate with Iron Springs and Cork at a point close to where the Flovilla and Indian Springs roads meet. 67 Iron Springs Iron Springs must house its students for the coming school year as its building has burned. The transportation routes, density of population, and other factors indicate that it would be best for the Iron Springs children to consolidate with Cork and Flovilla at the point suggested for these schools. Jenkinsburg The schools of Butts County for scoring purposes were grouped under two isses. The schools of less than four teachers are called rural schools, and those of four or more are classed as elementary schools. The Jenkinsburg school plant scored the lowest in the elementary class of buildings. The score for Jenkinsburg is four hundred twenty-three points. This building is not satisfactory for a modern school plant. At an early date it should be replaced with a new modern plant. The Jenkinsburg building does not compare favorably with Tussahaw and Towaliga. These buildings are strong, have jacketed heaters, are well ventilated, have unilateral lighting, and are in many ways comparable with the best in Georgia. We do not feel that it would be wise to abandon the present plant at this time. We feel that there are several alterations which should be made at once so the pupils will be more comfortable when they resume their work in the fall. To insure health safety the spring from which you secure your drinking water should by all means be enclosed to protect it from animals. It is safer as a usual thing to have a good enclosed dug well close to the school building. The facilities for pupils to wash their face and hands should be enlarged. You should install at least three chemical fire extinguishers in your building. One should be placed in each room upstairs. The fire escapes which have been erected are very poor ones, and for that reason should be tested regularly, or better, replaced with two outside stairways. Jacketed heaters should be installed in those rooms which do not now have them. The installation of these heaters guarantee a change of air in the classrooms every few minutes in the winter time, and will add greatly to the comfort as well as health of the children. The present heaters that are found in some rooms help to spread cold germs in the winter. The upstairs part of the building that is not ceiled should be ceiled at once. Beauty in a school plant has a good effect upon the life of its occupants. The rafters that are now showing mar the interior materially. The double desks in the building should be replaced as soon as possible. Thermometers should be placed in all classrooms to help insure a suitable classroom temperature. The interior and exterior need painting. The School Building Division of the State Department of Education will be glad to furnish a selection of proper color schemes. The Trustees should install a first aid cabinet in the Principal's room. The black boards should be resurfaced (a very inexpensive, but a highly important alteration.) The present insanitary and poorly secluded toilets should be replaced with at least a substantial pit type toilet. The school grounds should be improved as soon as possible. Another important item (about the most important) the lighting cannot be altered. All 68 Pictures of schools consolidated into Tussahaw, and the Tussahaw School. 1. Worthville. 2. Fincherville. 3. Cedar Rock. 4. Tussahaw. Pictures of schools consolidated into Towaliga School, and the Towaliga School. 1. Sandy Plains. 2. West Butts. 3. Grady School. 4. Oak Grove. 5. Beulah School. 6. Plains School. 7. Towaliga School. of the classrooms have windows on two sides when they should have them on one side. Cross lighting in a classroom is injurious to a school child's eyes and should not be permitted. If the alterations suggested are made to the Jenkiusburg plant it will be usable and comfortable for two or three years. Pepperton The Pepperton School is well located, serving a good area, and should be continued approximately as it stands. The score for the Pepperton school was the highest for any of the four rural schools in the County. The score for Pepperton was five hundred sixty-one. While the score approached the dead line of five hundred there are but a few items about the building which are not desirable. A combination of elements which can be remedied with little expense will very materially raise the score for this school plant. The following is a list of things which should be altered at Pepperton during the summer. The front porch floor needs some work done on it. The building needs repainting. The classrooms are painted the wrong color. Several rooms have ceilings which are badly smoked. The heaters in these rooms should be cleaned out, worked on, and the ceilings repainted a white color. This will make the rooms lighter. Possibly the greatest trouble with this school plant is the condition of the outdoor surface toilets. They are unsightly, too close to the buildings, poorly secluded, and uppermost they are insanitary. The building needs shade, and the windows should be cleaned. If the aforementioned items are suitably altered the building will be in excellent shape. Stark There is very little discussion needed for this school. The building scored three hundred thirty-six points out of a possible one thousand, the poorest in the County. The score is one hundred seventy-four points below the five hundred points, which is the point where a building might be repaired and temporarily used. This plant should be abandoned and the pupils carried to Tussahaw. During the past year two teachers were employed for this plant and the average daily attendance was less than thirty. There is no real reason why this school couldn't be consolidated with Tussahaw. Tussahaw can absorb all of the pupils without the addition of an extra teacher. We do not feel that the county or local Trustees could justify the expense of a new building. The present building does not belong to the County, nor does the lot belong to the County. The building is seriously defective in the following respects: Foundation, walls, floors, roof, lighting, needs painting, has only one toilet (girls'), service system entirely inadequate, the well isn't in operation, and the building is a two story fire trap. It should be against the law for children to be forced to go to such a poor building. The county authorities should condemn the building at the earliest moment possible. Towaliga The Towaliga School building as a whole is in excellent shape. The score for this building was six hundred fifty-two points. This can be materially raised by making a few repairs to the building. The following are suggested alterations and repairs needed for the Towaliga School: The grounds should be improved. The building should be repainted. The problem of heating the rooms would be helped if the foundation was enclosed so the winter winds couldn't sweep under the buildings. The windows should be cleaned, and shades installed on the east, west and south sides. There is no need for shades on the north side of a school building. Coal bins are needed for the building. The jacketed stoves need some repairs. The present toilets are not in good shape, and should be repaired or replaced. No provision is made for washing face and hands. There should be at least four chemical fire extinguishers placed in the building. The cloakrooms need some light and ventilation. More desks are needed for the pupils. Tussahaw The Tussahaw school building has the best score of any school building in the County. The score for this building is seven hundred and fifteen points. This is an excellent score for this type of building. There are very few things which are needed for this plant. Such elements as the water not being in the building, not having indoor toilets, lavatories, grounds should be larger, playground equipment needed, and a few other things that are fairly good but not perfect, kept the building from making a perfect score. The only new school plant that Butts County has immediate need for is one on the Indian Springs and Jackson highway. As previously stated in this report, there are two beautiful sites for such a building at points close to where the Flovilla Road comes into the Jackson and Indian Springs Highway. 70 MAP DF BUTTS COUNTY TABLE 15 TOTAL SCORE AND SUB ITEM SCORES OF BUTTS COUNTY ELEMENTARY SCHOOLS School Districts Rank in County Perfect Score is 1000 Allotted Score 646 423 652 715 SUB ITEMS 1 Site 125 2 Building 165 3 Service Systems 280 4 Classrooms 290 5 Special Rooms 140 96 133 166 222 26 95 81 92 133 32 90 134 170 217 41 98 150 172 273 46 TABLE 16 TOTAL SCORE AND SUB ITEM SCORES OF BUTTS COUNTY RURAL SCHOOLS School Districts Cork Flovilla Pepperton... Stark Rank in County Perfect Score is 1000 Allotted Score 385 374 561 336 1 Site 160 70 75 125 100 2 Building 200 110 100 158 72 SUB ITEMS 3 Service Systems 250 4 Classrooms 225 70 115 90 80 126 137 48 87 5 Special Rooms 165 20 29 15 30 Enrollment Capacity on Floor Area ## Capacity on Glass Area ** Cork Flovilla Jj Jenkinsburg. . Pepperton ._. Stark_._ Towaliga ... Tussahaw ..... TABLE 17 ENROLLMENT AND CAPACITY COMPARISON mm mm mm -42 I ****** ****** **52 #####8 0 ! m****m** m****m** (j m****m** 0mm 61 mm ###### 122 mm mm mm ****** ****** 4*4*4*4**4*4 #*#*#*#*#**# ****** 4*4*4**4*4*4 4*4*4**4*4*4 444441 *****i 60 60 mm mm mm mm -113 1 ****** ****** ****** #*#*#*#**#*# ****** #*#*#**#*#*# #*#*#*#*#**# ###### **154 ###### #####2 00 mm mm -113 { ****** ****** #*#*#*#**#*# #*#*#*#**#*# #*#*#*#**#*# #*#*#*#*#**# ##128 ***132 mm mm mm --30 1 ****** ****** #*#*#**#*#*# *****n ##88 0 mm mm mm -168 1 ****** ****** ****** #*#*#**#*#*# #*#*#*#**#*# #*#*#*#*#**# #*#*#*#**#*# #*#*#*#**#*# #*#*#*#**#*# #*##*#1#9# ###### 6 ###230 mm mm -186 { ****** ****** #*#*#*#*#**# #*#*#*#**#*# #*#**#*#*#*# #*#*#*#**#*# #*#*#*#*#**# #*#*#*#**#*# #*#*#*#*#**# #*#*#*#*#*#2 ###### 00 ###230 0 20 40 60 80 100 120 140 160 180 200 220 240 Cork Flovilla Iron Springs TABLE 18 STATUS OF BUILDINGS Condition Enrollment of Building Repair Date of Erection Estimated Amount of Value Insurance No. of Teachers .-- 42 Poor 1922 2,500.00 2,000.00 2 60 Poor 1900 1,000.00 3 118 Fair 1922 7,000.00 2,000.00 4 2,000.00 1904 113 Fair Addition 2,500.00 2,000.00 5 1918 113 Fair 1920 5,000.00 4 30 Unsatisfac- 1895 500.00 2 tory- 168 Fair 1924 10,000.00 2,000.00 6 3,000.00 2,000.00 186 Good 1928 10,000.00 2,500.00 6 2,500.00 Grades Taught 9 10 10 10 7 8 10 7 Score 385 374 646 423 521 336 652 715 TABLE 19 SIGNIFICANT ITEMS OF BUILDING SCORES Cork G Site -- -- P G F Heating __ F F Water Supply u Toilets u Condition of Bldg. (as to p p G U Flovilla D P U P u u F u Iron Springs Jenkinsburg G P G F G F F P G U G P F u F F Pepperton G F G F F F F P Starke U F U U u u D u p F F F D F F F F F F F F G F U U U U U G-(Good) i-(Fair) P-(Poor) U-(Unsatisfactory) Towaliga G F G F F F F F Tussahaw G G G F F F F F F G F G G G U U CHAPTER IV THE ADMINISTRATION OF BUTTS COUNTY SCHOOLS General Administration The Constitution of the State of Georgia, Article VII, Section IV as amended in 1920, states that "authority is granted to the counties and municipal corpora- tions upon the recommendation of the corporate authority to establish and main- tain public schools in their respective limits by local taxation." Section 12, Article 1, page 8, of the Georgia School Code further says that "each county in the State shall constitute a school district and the public school funds shall be apportioned among the several districts by the State Board of Education as now provided by law." Quoting further from Article VII, Section IV, as amended in 1920, we find reference to " independent local systems, municipalities or school districts " We also find references to local and/or independent school systems in section 47, page 20; section 77, page 30; section 162, page 57, and else- where. These sections of the Constitution and the Statutes of the State of Georgia indicate the legal status of a county school system and of an independent system within a county, that is, the status of the school systems of Butts County and of Jackson City, in Butts County. The administration of public education in Butts County rests with a board of education of five members1 and its chief executive, the superintendent of schools. The following are the legal provisions of sections 77 and 78, of Article V, page 30, of the Georgia School Code, stipulating board constituency and membership qualifications of a county board of education in Georgia: 1. Five members--"freeholders." 2. Appointed by grand jury. 3. Term--four years. 4. Member cannot reside "within the territory covered by--local system." 5. Two members cannot come "from the same militia district or locality." 6. Appointees shall be men "of good moral character." 7. Appointees "shall have at least a fair knowledge of the elementary branches of an English education and be favorable to the common school system." The county board of education is, within the limits of one and five mills, in- dependent of the county authorities, so far as the amount of levy is concerned. The county board of education determines the budget2 and fixes the appropria- tions to be spent in each field. This budget is submitted to the State Depart- ment of Education whose authorized agent, the State School Superintendent, then sends to the county or independent system "such funds as may be in his hands to the credit of the county, or independent system3 "" such County, or independent system shall, _ _ .conform to said budget."' Under the provisions of this law (Section 2, page 77) the county or independent 1-See Georgia School Code. Section 77, page 30. 2-1925 Acts of the General Assembly. Ga. School Code, page 77. 3-Section 3, pages 77 and 78. Ga. School Code. 4-Ibid. pages 77 and 78. 76 system is required to "properly systematize and classify the estimated receipt* leTrndLT^f^8 *tf year" SeCti0D 75' TM 29 and section g ports responsibility of the county superintendent relative to r^ tend^d^'' ^ ^ ^^ SuPerint-dent, Indies all business, attendance, clerical, supemsion and other matters related to the public schools. Mult*iTfZ f a rh01 8yStem f "V ^"Portions is a task of some W , .tlU9 Work~budget control, care of the plant, the adminis- Itd of dr r /r ^^-^^ ^ m. e n p sion he work f the Board of EEducatmn and the people of Butts County should be fullyedawsare of Tthhe hara ter ,,f^ I * administerillg a s<*ool system and of the professional character of the work required if the school system is to serve the people ade- The Board of Education theTJirmbe7 f the BoardofEdu^on of Butts County are appointedjby the grand jury for a erm of four years. These members are paid "a per dfem not to exceed two dollars for each day's actual service1 " commhLBOarn0f EdUCatin PerateS nly t0 a limHed extent thrugh standing chuTen !h 1 HT^ T the reCrdS StUdi6d that transportation^ of school chi dren is handled largely through a small committee. If the Butts County school system was large enough to require the services of a business manager or assistant m charge of business he might logically handle all business pertaining to snhoIluHldhha^ndrle-^it.VTThe06cotmWmeitt1eSenplanne6odf forrgaSnUizhataionn 0ifsfiaciadIe' trtihme e-nPterraitnhteerndtheannt an aid to the Board of Education in the administration of a school system. Standing committees are minority committees and since the tendency exists to adopt committee recommendations, often without adequate discussion and proper understanding, control by committees rather than by the board results. Then, too, standing.committees create confusion and musunderstanding with regard to the duties of the Board of Education and its executive officer. The Board of Education should serve largely as a legislative body-a body to determine policies, estabhsh rules, and formulate regulations. When the services of a committee are needed, the chairman should appoint a committee which should automatically dissolve when its report is rendered to the board. Theisen' has studied the work of the school board very closely and has listed its duties as follows: 1. Pass upon the annual budget for maintenance prepared by the chief executive and his assistants ("budget including sources and amount of revenue available as well as expenditures"). J"!f^TM]l3,,,p^ees ^djil, Georgia School Code. 3-TT!efsenPW W ^hpn1Trai1Spoita,Uon of School Children. Bureau 77 2. Debate and pass upon recommendations of chief executive for additional capital outlays--buildings, sites, improvements, and determine the means of financing such outlays, e. g., bonds, loans. Advise with the chief executive, affording a group judgment, on his recommendations for extensions or readjustments of the scope of educational activities. Elect--upon nomination and recommendation of the chief executiveteachers, principals, and supervisors. 5. Determine after consultation and discussion with the chief executive, the schedule of salaries. 6. Require and consider report of the business transacted or pending and of the financial status of the system. Require and discuss report of the chief executive concerning progress of the schools--in terms of achievements of pupils, teachers, and super- visors. Adopt, upon consultation with the chief executive, a set of by-laws or rules for the government of the school system, i. e., designate authority of executive and administrative officers and duties to be performed by the board or its committees. 9. Pass upon architect's plans, approved by the chief executive and his assistants, for buildings that have been authorized. 10. Represent needs of the schools before city authorities or the legislature. 11. Approve the list of bills for expenditure previously authorized and approved by executive officers. 12. Consider recommendations of executive officers on legal matters, decide steps to be taken, e. g., suits to quiet title, condemnation. 13. Represent needs of the schools before the public, e. g., press, platform. 14. Serve as laymen, ready (even after retiring from the board) to champion school needs and to further public support of the schools, e. g., as others champion good streets, parks. 15 Act as a court of appeal for teachers, supervisors, and patrons in cases which the superintendent has not been able to dispose of, or which may be appealed from his decision. 16 Hear communications, written or oral, from citizens or organizations on matters of administration or policy. 17 Visit the schools, observe or investigate the efficiency of instruction. The Board of Education as a whole or in groups should visit the schools frequently. These should not be inspectorial visits, nor should the board attempt to pass on the teaching qualifications of teachers through them. Continued visits over a period of months should, however, afford some idea of the type and character of the work being done by members of the staff. School board members should not be expected to do nor should they attempt to do administrative work. Relieving them of committee duties does not, however, relieve them of their responsibilities and obligations. The policies of public 78 education in the division over which it has regulative control should be the main interest of a Board of Education. The board should make a clear distinction between policy making legislation and administrative acts. All members of a Board of Education might profit from a study of Olsen's "The work of Board of Education."1 Cubberley2 states his idea as follows: "Boards of Education should act as legislative, and not as executive bodies, and a clear distinction should be drawn between what are legislative and what are executive functions. The legislative functions belong, by right, to the board, and the legislation should be enacted, after discussion, by means of formal and recorded votes. The board's work, as the representative of the people, is to sit in judgment on proposals and to determine the general policy of the school system. Once a policy has been decided upon, however, its execution should rest with the executive officer or officers employed by the board, the chief of whom will naturally be the superintendent of schools." The County Superintendent of Schools Sections 146, 148 and 149 of the Georgia School Code deal respectively with the election of the county superintendent, the filling of the office when a vacancy occurs during the term of office, and the qualifications of the candidates. The duties of the superintendent are stated in section 154 of the Georgia School Code. In the immediately preceding section of this report on the Board of Education a distinction was made between the duties of the Board of Education and the superintendent. Those distinctions and differentiations apply here. As stated previously, the superintendent is or should be the executive officer of the Board of Education. All administrative acts should be performed by him. This report recommends that, in the future, all administrative duties be performed by the superintendent. This of course, supposes that the superintendent will recognize the duties and responsibilities of his official position and will attempt to furnish the requisite guidance. A study of the minutes of the Board of Education for recent years indicates that no professional report as such has been made to the board. Board meeting minutes have been read, the payroll has been presented for approval, and the outstanding bills have been read for approval for payment. These are purely business matters and include no consideration or report on professional and/or administrative problems or improvement. We suggest to the superintendent that he have regularly in progress some study or progressive piece of work and that he report to his board and to the people of the county on this at regular and stated intervals. The superintendent is legally ex-officio secretary3 of the Board. A study of the minutes of the Board of Education indicates that some administrative and some supervisory responsibility is placed in the hands of persons other than the superintendent. For example, the matter of transportation is delegated by the transportation or truck committee of the board very largely to the local trustees. In fact, the solution of local problems is left very largely to local trustees. The superintendent and board are wise to arouse the interest of local trustees but should retain in the hands of the superintendent the reins of all administrative details. 1-Olsen.H.O "The Work of Board of Education and How It Should be Done " 9_n >ur,eau of,Publications, Teachers' College. Columbia University pa8gesn^l2r0d P'' "PUbUc ScUo01 Administration." Houghton Mlfflln. 3-Sectlon 82, page 31, Georgia School Code. 79 The Proposed Organization for the School System Chart I indicates the present organization and administrative set-up in Butts County. Chart II indicates the proposed set-up as recommended by the survey staff. The organization in this county is necessarily small and limited. In fact, the law, in most instances, stipulates both powers and responsibilities. Chart II complies with the law in every respect. As already stated we recommend the elimination of the standing committee on transportation. Section 93, page 36, of the Georgia School Code, states the permissive law allowing transportation, but this law does not say how it shall be administered. Transportation is admittedly an administrative duty which should be handled by the superintendent. CHART 7 PRESENT ORGANIZATION AND ADMINISTRATION OF BUTTS COUNTY SCHOOLS State Board Voters COUNTY Grand Jury State Supt. of Schools =1 BOARD OF EDUCATION i \ [Transportation] ] County Superintendent Attendance Officer District Trustees 1^ zrz Principals Teachers ZEZ Pupils (dottedline) indicates local practice, not necessarily mandatory. -- (black line) indicates practice mandatory under the law. 80 CHART 8 PROPOSED ORGANIZATION AND ADMINISTRATION OF BUTTS COUNTY SCHOOLS Voters Grand Jury State Board State Supt. of Schools COUNTY BOARD OF EDUCATION County Superintendent Attendance Officer 3 Principal Teachers Pupils Chart I indicates further that the local or district trustees have delegated to them much authority over the selection and service of teachers. The nature of the work involved in the selection of teachers is of such a nature that it is patently a professional matter. Only a professionally trained individual such as a superintendent of schools can bring to this task the professional knowledge required. Section 121, page 43, of the Georgia School Code, states, as one of the duties of district trustees, that they are "to aid, by recommendation of desirable applicants, the county Superintendent and Board of Education in securing teachers." In volume 160, page 480 of the "Reports of Cases decided in the Supreme Court of the State of Georgia" in the case of Orr et al., trustees, v. Riley it was ruled: 81 "1. The county Boards of Education have the exclusive power and right to employ teachers to serve in the schools under their jurisdiction. In local school districts which do not levy an educational tax, the trustees can recommend to the county board of education desirable applicants for teachers' places, and in districts which levy such tax the trustees can make such recommendations and fix the salaries of the teachers, but in neither case can such trustees employ teachers and make with them contracts for their services as such. 2. The trustees of a local school district, where the county Board of Education fails to act, are not authorized to employ teachers, although such employment is authorized by the county school superintendent; neither the trustees nor such superintendent having authority to employ teachers." The initiative, then, in the selection of teachers may and should begin with the superintendent. The Butts County Board of Education has already taken a forward step in connection with this problem by requiring a teacher's qualifications to be filed with the superintendent before being eligible to election. They should now take the next step of depending on his recommendation and holding him responsible for the success or failure of teachers elected upon his recommendation. The district trustees have been omitted from the proposed organization as indicated by Chart II. This is done under authority of Section 120, page 42, of the Georgia School Code, which says that " said Board may or may not order the citizens of the several school districts to hold an election for the purpose of electing three trustees for each district in the county." Only the county-wide tax of 5 mills is levied in Butts County; no district levies any tax either for main- tenance or building purposes. Since the districts of Butts County exercise neither of the two major prerogatives of districts, it seems that there is very little, if any, need of the services of district trustees. The Records of the Board of Education Minute Book The adequacy of the records and reports in use in a school system is one measure of the efficiency of the administration. The minute book is probably the most important single record kept by school officials. All official acts of the board should be recorded in it and it should show in detail the steps through which policies developed. The superintendent should depend on the minute book as the source of authority for his administrative acts. The minutes of the Board of Education should, if possible be more comprehensive than at present. Then, by all means, the minute book should be indexed. Each paragraph should deal with a separate item or act and a marginal index should give the main topic of the action. Each page should be dated. A cumulative index maintained in a card catalogue form may be used to make the minutes accessible. The superintendent is referred to "Records and Reports" by Strayer and Engelhardt for further explanation. Actions History This constitutes an exceptionally valuable record for educational authorities. It may take the form of a scrap book, for example, in which are placed in chronological order motions and actions of the Board of Education. This history should and will, if properly kept, show the local histories of teachers' salaries, bond-issues, textbook adoptions, staff appointments, and the like. Rules and Regulations The rules and regulations of a Board of Education should be set up in simple form and should be as brief and as concise as is consistent with their aims. Instead of mandatory rules use suggestions as much as possible. Most teachers will respond generously. Those who do not may be made to do so. Rules and regulations sometimes prevent executive officers from handling administrative problems as seems best when they arise. No board or official ruling should be so inflexible that it cannot be modified when the need for modification arises. As a general rule the board should depend on the advice of the superintendent relative to rules and regulations. The Administrative Offices The office of a superintendent of schools should be open all the time under the supervision of a competent person. This applies to Butts County as well as to other counties and cities of Georgia. This person may be either a clerical assistant or a combination clerical and supervisory assistant. The latter is recommended for Butts County for the present. This one individual added to the executive staff will or could render service in the following fields now entirely or partially neglected: Secretarial-clerical Supervisory Attendance Continuing census Care of property. The installation of this individual in the office of the superintendent will make it possible for the executive officer to render the type of service he is supposed to render. Then, too, there is an actual economic advantage in the arrangement. A Board of Education can hardly defend its business administration when it requires a superintendent to do the work of an office clerk. Discussion of needed office equipment and its set-up will be found in another section of this report. Public Schools--The Press--The Public Schools serve their purpose and their products are properly utilized only as the people know them. The public should be kept constantly informed concerning the progress of the schools. Education apparently costs more now than ever 83 before. There's a reason. The people should know it and can know it only through properly organized publicity. It is rather difficult, if not impossible, to explain why a city school system needs and gets more publicity than a county system. True, the people demand it but the inhabitants of rural sections can be trained to want to know about their schools. If they are not given accurate information through proper publicity channels they will get inaccurate information from partisan sources. Education today apparently costs more than ever before. Increased enrollments, enlarged and more varied curriculum offerings, decreased purchasing power of the dollar--all of these when considered suggest that the increased cost is more apparent than reai. The public should know this. The public can know it only by proper contact through the medium of publicity. If this is properly done the people will more and more appreciate the value of an education. Educational enthusiasm will result and should develop into a program for continuously interpreting the schools to the people. Most amicable relations seem to exist between Butts County school officials and the press of the county. The editor of the paper in Jackson has been most generous in his support of the program and his attitude should be appreciated. School authorities should always be mindful of the fact that newspapers want news, not propaganda. HEALTH SERVICE Health Education. A definite program for health and physical education must be drawn up and carried out by Georgia communities in order to insure having strong, healthy children. Section 19, page 11, sections 169 and 170, page 59 and 60, and sections 170a, b, and c, page 60 of the Georgia School Code state the laws relative to health and physical education. These laws, while not suggesting a definite program, provide for one to be formulated. Such a program inevitably embraces three elements: 1. Health service (agencies aiming to improve health directly, such as physical examinations and remedial treatment.) 2. Health education (educational work aiming through knowledge and the inculcation of habits to attain the same results.) 3. Physical education (education through big muscle activities sufficiently complex to keep a child mentally alert.) There should be effective co-operation in working out this triangular program. Only in this way may a community secure the results of health and physical education of its children which are desirable. There are agencies in the state which will and do gladly cooperate with school authorities in school health work. Among these are the State Board of Health in Atlanta, the Medical Association of Georgia, and the Georgia State Dental Society. Butts County has no definite health and physical education program. For that matter, very few counties in Georgia have one. It appears not unreasonable 84 to say that the administration of schoois in Georgia is as weak, if not weaker, in this one respect than in any other. It has long been recognized that the child s achievement in school is to a very large extent dependent upon his physical efficiency. The human machine does not stay efficient without care but needs the closest care and attention in the way of examination, diagnosis and treatment. This is a highly specialized work which should not be attempted by people other than those specifically trained for the job--physicians and nurses. Every school child in the State of Georgia is entitled to and should have, whether he wants it or not, health service, health education, and physical education. Recent reports of the State Board of Health indicate that thirty-four counties and six of the larger cities of the State of Georgia employ full time health officers. These specia;ists are cooperating most heartily with public schooi officials and the service that they are rendering Georgia's children can be estimated only over the span of a lifetime. The State Department of Education has recently formulated and is now furnishing free of charge elementary pupils' cumulative records. Practically one half of this record is devoted to the consideration of the pupil's health and physical well-being and if properly used should mean much to the child in his efforts to prepare himself for adult life. It is suggested that the commissioner or commissioners and the Board of Education of Butts County consider ways and means to cooperate to the extent of having a county health officer who will devote time to the public school child. School authorities in general now recognize the fact that expenditure of public school funds for this type of service is valid and valuable. PHYSICAL EDUCATION Practically the same recommendations made with respect to health education in Butts County may be made with respect to physical education. Section 170a of the Georgia School Code specifically directs the placement of physical education in the elementary school program. Rural schools may organize this work on the basis of open air classes with very little if any costly equipment and the average intelligent teacher can handle the work so that it would be worthwhile. Physical education should be corrective as well as recreational and teachers in doing this work should secure very close cooperation of the health department particularly with respect to the individual child who for any reason may need corrective calisthenics or gymnastics. CENSUS AND ATTENDANCE Sections 71, 72 and 73, page 28 of the Georgia School Code contain the Georgia laws relative to the enumeration of school children. The last school census was made in 1928 and the next one will be made under section 71 of the law, in 1933-- an interval of five years. This type of school census of course is better than none but a continuing census is preferable. It is utterly impossible to administer school attendance service without proper continuing census data. Bermejo in his study of the census lists the following uses for the school census which is adequately kept:1 1-Bermejo, F. V., "The School Attendance Service In American Cities." George Banta Publishing Company. 1923. page 83. 85 1. Provides a complete enumeration of all children of compulsory school age as a basis for enforcing the provisions of compulsory education and child labor laws. 2. Provides a reliable means of identification of children within the compulsory age period. 3. Aids in discovering possible low ratio between (a) school population and total population; (b) school population and school enrollment; and (c) school population and average daily attendance. 4. Promotes expeditious and effective treatment of attendance irregularities. Children and parents easily located. 5. Aids in planning a school building program. Bermejo's suggested uses of the school census indicate the need and value of the continuing census by which is meant uninterrupted and constant individual record of every child between the ages of one day and eighteen years inclusive. This will enable the superintendent to know how many pupils of each age group he is going to have to provide educational opportunities for in any year. The members of the survey staff have provided this service as of the fall of 1929. Every child from one day to five years eleven months of age inclusive, every child of probably elementary school age, and every child of probable high school age to eighteen years of age inclusive has been enumerated and placed on a map of Butts County as near his exact residence in the county as was possible from available data. This information will enable the board of education and its executive officer to deal intelligently and constructively with the problem of school placement, the problem of school development, the problem of transportation, the problem of consolidation and many other administrative problems often dealt with haphazardly. RECOMMENDATIONS It is recommended therefore that the census work on a permanent continuing basis and the attendance work be combined. In other words make the attendance officer also the officer in the school in charge of census work. The clerk in the superintendent's office--an addition to the executive staff which has already been recommended--could be appointed to assume the responsibility of these two types of service. Article II, sections 171, 172, 173, 174, 175, 176 and 177 of the Georgia School Code contain the Georgia laws relative to compulsory school attendance. At the present time the county superintendent of schools secures from the principal of each school a weekly compulsory attendance report. This is well and the superintendent should be commended for the service but attendance service has come to mean far more than the simple rounding up of truant pupils and returning them to school. Emmons1 says that the modern interpretation of attendance service includes the keeping of a continuing census, the use of medical and nursing aid to remove causes of absence; the actual study of the child's problems by knowing the child, his home and his environment; close study of the delinquent child 1-Emmons. F. E.. City School Attendance Service. Bureau of Publications. Teachers" College 1926. in order in time to prevent his becoming a court case; and a detailed study of causes in attendance and truancy in order that all of the facilities of the school and the community may be brought to bear on the individual needs of the pupil. Apparently, as may be expected, attendance is not as big a problem in a rural community like Butts County as it would be in an industrial center like Atlanta. The problem, though existing on a different scale, exists nevertheless in a rural community and instead of being a problem of the whole year is largely seasonal. Children are kept out of school at certain seasons of the year for farm work. We recognize very readily the existence of the economic problem in the rural community which causes the existence of this administrative problem and recognize fully that it is one which must be handled tactfully and delicately. School people should, however, attack the problem as vigorously as possible because the effect of inattendance on achievement is too well known to need discussion. The superintendent says that illegal absence and truancy are of such magnitude as to be serious problems. Although absences caused by children who are legally employed are very closely checked so that the problem of work permits and child employment is adequately cared for those children who are out of school for no valid reason are often not properly directed by the attendance service. It appears to us that children of the upper ages are not properly accounted for. As soon as a child in the State of Georgia reaches fourteen years of age he is entitled to a work permit allowing him to withdraw from school on the supposition that he will become employed. The superintendent of schools and those concerns in the county which employ children cooperate very effectively up to a certain point that is, the child is not employed until the work certificate is filled out in triplicate as required by law. But just here it appears that the contact of school authorities with the individual child ceases. This should not be. Even though this child has a work certificate his actual continued employment should be verified, and when he is not employed as is very often the case school authorities should make every effort to have him enrolled and attending regularly. Attendance records of Butts County show that the attendance percentage varies very widely between schools. The average monthly percent of attendance varies from 78 to 92.5. This variation in attendance could not be accounted for and since no case records of individuals were kept it is impossible to explain it. It is suggested however, that the administrative authorities study this problem very closely so that they may determine the factors which cause a variation of approximately 15% in percentage of attendance. From available records it appears that 10% of primary pupils, 40% of the upper elementary pupils, and 25% of the high school pupils of Butts County enrolled from three to six weeks after school had commenced in the fall. It is probably true that these pupils are promoted generally on the same basis on which those children who are enrolled for the maximum time are promoted. This is apparently a poor promotion policy. Assuming that we are dealing with the average child it is unreasonable to expect that one pupil will do in five or six months the same amount of work as another one will do in seven or eight months and if close check is made on the achievement of these pupils during the period of the whole school year undoubtedly it will be found that there is more difference in the 87 actual achievement than would be expected. It is recommended that unless a pupil is enrolled for most of the school year or unless he is by actual tests and measurements a pupil of exceptional ability he be given examinations covering the whole year's work (certainly not less than the whole term's work) to determine his achievement as related to the average member of his class. The administration of Butts County schools is commanded for its efforts to verify children's ages. This is a commendable practice and should be developed to the highest degree of certainty. Birth certificates should be used wherever possible. The teacher should be sure of the child's age before it is put on the elementary pupils cumulative record form. This record then should follow the child through his elementary school career. This will eliminate necessity for a continued and recurring verification of his chronological age. It appears that indigency is a problem in the Butts County school system. If this is true school authorities should make a contact with the proper social agencies. These agencies are glad as a rule to cooperate in making it possible for the child to attend school. The extent to which public school authorities themselves should enter into this matter is questionable and controversial but one statement may be made which relates to this factor of economics and distribution of wealth. It is the school's duty to teach the child; he cannot be taught without being enrolled; sometimes he cannot be enrolled without having been provided for economically. RECORDS AND REPORTS The efficiency of the administration of a school system is measured to some extent by the adequacy of the system of records and reports in use. Proper forma for keeping records and for making reports are prerequisite to intelligent policy making and program adaptation. Without proper records and reports it is impossible to keep an accurate check on progress or the lack of progress. No accounting system is used in Butts County with connection with pupil failure; no records are available by which the holding power of the system can be measured; no attempts have been made to make adjustments to meet the individual differences of pupils and no records are available which would indicate that proper classification has been utilized. The record for elementary pupils recently prepared by the State Department of Education is used and constitutes a history of the child's school life. This record to a certain extent meets the deficiency mentioned above but should be supplemented particularly in the case of problem pupils and failures. The administrative officers of a school system must have the proper records and reports from which they may secure the facts essential for program and promotion policies. The work of the modern school system cannot progress satisfactorily without a thorough knowledge of the basic underlying factors which contribute very largely to the determination of the results. Through the use of properly formulated tests properly applied the element of human judgment in the classification, promotion, and adjustment of pupils has been largely eliminated and supplemented by facts resulting from scientific measurement. Butts County should do this same thing and should see to it that no pupil is recorded as a failure unless the facts indicating that are supplemented by reliably scientific data taken from his school record. 88 The Butts County records and reports score approximately 256 out of a possible 1000 points on a reliable score card. This is altogether too low and indicates the need of reorganization of the reporting system. It is recommended that a complete reorganization of the record system of the county be made and that the administrative authorities of the county consult with the proper authorities at the State Department of Education for making this. THE BUSINESS ADMINISTRATION OF SCHOOLS The chief concern of the school administrative organization is to secure efficient instruction of children. This is dependent to a large extent on the administration and management of the schools and should in every instance be based on sound business principle. There is just one secret of efficient business administration in any school system; careful, detailed, and systematic planning."1 More time spent in planning administrative procedure would save time in the long run. The same principles which apply in a business organization today should apply in the management of a school system. Every administrative and executive step should be carefully thought out and thoroughly planned before any attempt is made to put it into execution. The work of business administration includes all phases of financial accounting, the maintenance and operation programs, office procedure, administration of buildings, supply management, the administration of a budget and the like. The county school organization of the State of Georgia undoubtedly suffers from a lack of this careful planning. The members of the State Department of Education cooperating in this survey have studied the business management of the Butts County school system very closely. The superintendent here as in other counties in Georgia is the secretary of the Board of Education and is practically the business manager of schools. He is responsible for the formulation and administration of a budget and the distribution of school monies. The county commissioners upon request of the county Board of Education levy a county-wide tax. In Butts County this is five mills, the constitutional limit. As is indicated elsewhere in this study no district school taxes are levied within the county. This has meant that the county has had only five mills for operating purposes in addition to state and equalization funds. Butts County at the present time is not in debt except for operating expenses which have not been received within the last year or two. The county has issued no bonds for school building purposes but has constructed several buildings through the combined plan of given labor, public contributions and the use of current school funds. Evidently the present and past Boards of Education of Butts County have been very diligent in the business administration of schools but the practice of constructing buildings from current funds is illegal and cannot be defended. The county gets just barely enough money to operate the schools (in fact the school budget should contain a larger amount) and by no means should any of the current funds be used for building purposes. 1-Eesearch and Survey Series Number 1, State of Alabama. Dept. of Education. The money expended for education in Butts County has been well spent. Salaries paid teachers and the superintendent are extremely low and in reality the county has gotten all if not more than it has paid for. The state laws with respect to expenditure of public school funds have been adhered to it seems, except in the expenditure for buildings. THE SCHOOL BUDGET Georgia law1 requires "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." The budget is and should be very important in administrative control and in safeguarding expenditures. The necessity for careful planning of the financial program grows each year. Sound budgetary procedure is basic to the success of government, industry, and education. But the budget is not something to be formulated simply because the law stipulates that it shall be done. It should be used and used properly. Pope states the solution of its use very aptly when he says: "For forms of government let fools contest; What'er is best administered is best." Ex-superintendent F. E. Spaulding of Cleveland says2 "The school budget is the most influential factor in educational procedure. It determines organization, methods, and results; the size of classes; means and materials of education; and educational values; in fact, no phase of education escapes the influence of the budget--whether a budget is made or not." Reeder lists the following as some of the fundamental principles of school budget making: 1. There should be full cooperation between the Board of Education, the superintendent of schools, and his co-workers in preparing the budget. 2. The budget should be inclusive and analyzed in detail. 3. The budget should be well proportioned. 4. The budget should not be padded. 5. Sufficient revenues should be listed. 6. The budget should be made a few weeks before the beginning of the fiscal year.3 Engelhardt and Engelhardt in their "Public School Business Administration" say that a good budget, broadly conceived, includes "A work plan, a financing plan, and a spending plan." It considers "past performance, present conditions, and future possibilities." 1-Sections 1, 2. 3 and 4. pages 77 and 78. Georgia School Code. 2-The Making of a School Budget--School Review (November, 1918) Vol. XXVI. page 686. 3-The Business Administration of a School System--Reeder, pages 46 to 52: Ginn and Company. 90 A reasonable degree of rigidity in administering the items of the budget must be adhered to or one of the major purposes, namely, control will be defeated. Both the authority for and the act of transfer should be a matter of record. It is recommended that the budget for the operation of the Butts County schools be prepared carefully and intelligently, that it be adhered to, that expenditures be checked against it regularly, and that variation between budget estimates and actual expenditures be eliminated as far as possible. Financial Records and Accounting Financial records should be such that a complete history of each financial transaction will be readily available. Section 75, page 29, of the Georgia School Code, permits the State School Superintendent "to require the County School Superintendent to make such reports as he (the State School Superintendent) may prescribe and in default of complying as far as may be practicable with this requirement, the County School Superintendents shall not be entitled to compensation for their official services." The section also applies to "the president of the Board of Education, or the chief executive officer of any public school organization in this State, operating under any special law." The essential forms for financial accounting are prescribed and formulated by the State of Georgia. The complete and accurate recording of financial transactions does not, however, embrace the full purpose of school accounting. The accounting must show that expenditures have been honestly and properly made, that extravagance is eliminated and real economy practiced. In order to do this it is necessary that accurate cost accounting be done and done in such way that examination and auditing are facilitated. Cost accounting requires that the expenditures in any accounting system be definitely allocated according to function, purpose, and character. In order to secure good business administration it is necessary that cost comparisons be made. The present system of financial records and accounts as kept in Butts County and as recommended by the State Department of Education are adequate but it is recommended that the county superintendent or other official intrusted with the job of financial accounting extend these records for his own information and guidance, for the purpose of educating the public, and in order to keep the Board of Education thoroughly familiar with financial transactions. Financial records should be available and should be used not for one year only but for as many years as possible. Only in this way can the requisite comparable figures be secured. It is suggested that the superintendent watch very closely the comparative cost of any one item of service or a supply over as many years as possible. It is suggested further that the accounting records be such that true unit cost facts may be secured by them. Only in this way may the superintendent justify himself in specific expenditures. Payroll Procedure The last budget for Butts County submitted to the State Department of Education showed that 65.69% of total expenditures were for personal services 91 of instructional nature. That is, salary payments constitute a large percentage of the monthly accounting. This does not constitute as big a problem in a school system the size of that of Butts County as it does in a system with a hundred or more teachers but even here the proper plan for the administration of this duty will facilitate the work. It appears from our examination of the records and from our study of the procedure that the teachers themselves report on their monthly report the number of days they have taught. When this monthly report of the teacher is received by the superintendent he immediately, accepting the teacher's report of number of days service, calculates the amount due her and formulates the payroll. This is then submitted to the Board of Education for its approval and after being approved the superintendent issues the checks to each individual employee. These are then sent to the principal who distributes them to the teachers. (The teachers pay their own substitutes.) It appears that no counter signature by any member of the Board of Education is required. A sound business policy demands that this be done and it is recommended that immediate steps be taken to have no checks issued without the signatures of the superintendent and one member of the Board of Education. It seems that teachers select and pay their own substitutes. This means that it is almost impossible from the records to check up on the number of days teachers have been absent. It further means that the superintendent has practically nothing to do with the selection or rate of pay of substitute teachers. The principals, cooperating with the superintendent where it is possible, should always select substitute teachers, should always make out the payrolls for every individual school and should pay teachers only for the days taught unless sick leave is to be allowed. Substitute teachers should be paid directly from the office of the superintendent just as regular teachers are paid. This enables the superintendent and Board of Education to fix the rate of pay of these teachers rather than to leave it in the hands of regular teachers. It is recommended that a teachers' salary schedule be adopted for Butts County. A proposed schedule will be found in the chapter on The Financing of Education in Butts County. The Collection of Taxes Under existing Georgia laws the county property assessment list is prepared by the county tax assessors, the total levy is set by the commissioners, the tax collector collects the tax and remits to the designated official of the school board the school's pro rata part. Butts County levies a five mill county-wide tax for school purposes but does not levy any district tax. Under the law this five mill tax can be administered only as it is administered at present but it appears that the schools of Butts County and for that matter the schools of most other counties of the State, lose tax revenue on uncollected taxes. It has been pretty definitely established that schools often fail to get their share of taxes collected through and after the issuance of tax fi fas. After the tax books of Butts County are closed and the tax fi fa is 92 issued the tax collector sets these up on the list which he designates as "Not On Digest". When these fi fas are collected the school's pro rata part is remitted to the proper official. This is properly handled and the school authorities and the tax collector are to be commended for the method of handling it. All local and county school superintendents in the State of Georgia should watch this very closely because school appropriations are undoubtedly materially decreased through loss of money not remitted after collection of tax fi fas. Financial Safeguards "As a means of safeguarding school funds against loss, proper accounting, auditing, and bonding are indispensable. If any one of these three is absent the value of the other two is impaired. If proper accounts are not kept, there can be no valid audit. If a proper audit is not made, losses may not be uncovered. If an audit does uncover losses and the defaulting officials are not bonded, the public may find itself unable to recoup the lost funds."1 School Funds Since there are no school bond issues, no special school funds existing for the support of the Butts County schools, no funds from endowment sources and no special school funds of any kind from which periodic income accrues, the matter of administration of these funds is not a problem in Butts County and requires no consideration. Surety Bonds "Every individual who is directly responsible for the collection, care, custody and disbursement of school funds, and by whom an act of negligence or wrongdoing may result in a monetary loss to the school district, should be bonded."1 Section 150, page 54 and an act, page 76, of the Georgia School Code, of the General Assembly of 1925 amending section 150, states the law relative to the bond of the county school superintendent. The superintendent of Butts County schools is bonded for $10,000 and a certified copy of said superintendent's bond is filed in the office of the state superintendent of schools as required by law. Since there are no trust or revolving funds or bequests of any kind which are not handled by the county school superintendent it is unneccessary that any other school official of the county be bonded. As stated in a previous section of this report there are no district treasurers. This phase of the board's activity in safeguarding funds is to be commended. Financial safeguards of this type serve another important purpose in that they are means of protecting school officials against unfair charges of incompetency and financial irregularities. Every school official owes it to himself, to his board, and to his people to see that an adequate check is made of his books and records at periodic times. 1-Linn, H. H., Safeguarding School Funds. Bureau of Publications, Teachers' College. Columbia University. 1929. 93 Property Deeds Boards of Education have very often been extremely careless in the matter of securing deeds for property on which school buildings are being constucted. Quite often land is deeded to the Board of Education for school purposes and for school purposes only. Deeds of this kind very often carry a reverting clause. That is, the property reverts to the original owners if not used for school purposes. This is particularly true of school sites which have been in use in the State of Georgia for many years. A deed of this kind means one of two things to the Board of Education--either that it must continue to operate a school on the site or that it must lose money because of having used the site for school purposes. Population shifts and reorganization of schools makes it impossible to say that one site will be used perpetually as a school building site. If Boards of Education are not able to give away the value of even district school buildings the Board of Education then should accept nothing but an absolute title in fee simple to property which is to be used for school building purposes. In many instances neither the county superintendent nor the county Board of Education has deeds to school property. It is recommended that the superintendent and the Board of Education of Butts County take steps immediately to secure the deed for every piece of property on which they have a school located and have these deeds recorded. It is suggested further that they immediately take steps to get the present property owners to give them deeds in fee simple to the sites which are at present deeded to them with a reverting clause. At the present time the following conditions obtain with respect to the ownership of the school buildings and grounds of Butts County: (1) Cork--Deeded "to the officers of the Cork Alliance who shall act as trustees, and their successors in office." Reverts to estate of J. T. Carson if unused for space of one year "for school purposes or as a meeting place for said alliance." (2) Flovilla--no information available. (3) Iron Springs--The site cost $350.00. The title is through a Warranty Deed in Fee Simple to the County Board of Education. A clause is included which provides that the grantor shall have the opportunity to purchase the above described property" if and when it is put up for sale. (4) Jenkinsburg--The site contains five acres and cost $250.00. The title is through a Warranty Deed in Fee Simple to the trustees of the Jenkinsburg school. (These trustees should transfer the title to the county Board of Education.) (5) Pepperton--Building and land on which it is located belong to the Pepperton Cotton Mills. (6) Stark--no information available. (7) Towaliga--Six and nine-tenths acres sold to county board for "five dollars and interest in public schools and education." The title is through a War- 94 ranty Deed in Fee Simple to the County Board of Education. A clause is included which provides that the grantor "shall have the opportunity to purchase the above described property" if and when it is put up for sale. (8) Tussahaw--Five acres sold to the county board for $250.00. No provisionary clauses. Fire Insurance Table 20 indicates the amount of fire insurance carried on various school buildings of Butts County. This table indicates that 50% of the insurance or $10,000 insurance is carried in the Farmer's Co-operative Insurance Company of Butts County. In addition to this $10,000, $10,000 more in old line insurance companies is carried on school buildings. Two of the school buildings namely, Cork and Jenkinsburg are insured only in the Farmer's Co-operative Insurance Company. Three of them, Tussahaw, Towaliga, and Iron Springs, have both the Co-operative and old line insurance. No insurance of other kinds is carried on these buildings. The most recent report of the Farmer's Co-operative Company to the insurance commissioner in the office of the Comptroller-General of the State of Georgia indicated total assets of approximately $5,500. This company carries $10,000 insurance on school buildings in Butts County alone so that the loss of any two school buildings would absorb almost the total assets of the company. The general opinion is that cooperative insurance is not a satisfactory type of insurance to carry on public property risks. Since the beginning of this survey one of the school buildings in Butts County has burned. On this building the Board of Education had placed $5,000 fire insurance, $2,000 of this in an old line company and $3,000 with the Farmer's Cooperative Insurance Company. The face value of the policy of the old line company was collected as soon as proof of loss could be established but last reports, April 10, 1930, showed that only slightly more than $2,000 of the $3,000 has been collected from the Co-operative Insurance Company. The Board of Education of Butts County was assessed on the other four buildings on which they carried cooperative insurance to pay themselves for the loss of the one that burned. In other words they are insuring themselves. It is recommended that if the board desires to do this that they do it entirely and through means of a reserve set up annually for this specific purpose. It is recommended further that even though the cost will be approximately $500 more per annum that they insure in old line insurance companies only. Supplies Board members, local trustees, teachers and the county school superintendent under various conditions at varying times are authorized to give and send orders for materials, supplies, labor, etc. This should be changed immediately and all such business matters should be handled through one channel, preferably the county superintendent of schools. 95 TABLE 20 FIRE INSURANCE, BUTTS COUNTY SCHOOLS Sept. 13, 1929 School Location Name of Company No. of Policy Risk Begins Risk Ends Coverage Coverage Premium Building Content Jenkinsburg. Frame Jenkinsburg. . Farmers Co-operative. 39379 Oct. 6, 1928 Perpetual $ 2,000 Tussahaw 5 mi; N. E. Jackson Farmers Co-op 39379 Oct. 6, 1928 Perpetual 2,000 $ 1,000 Frame-metal on Covington U. S. Fire 842411 Oct. 12, 1928 Oct. 12, 1933 2,500 $ 143.00 s roof. road. N.Y. Underwriters 21026 Oct. 16, 1928 Oct. 16, 1933 2,500 143.00 Iron Springs.. .- 4 mi; east of Jack- Farmers Co-op Frame-metal son on Montieello American Eagle 39379 Oct. 6, 1928 Perpetual 2,000 2421 June 19, 1925 June 19, 1930 2,000 1,000 100.80 roof. road. Cork Frame. Cork, Ga Farmers Co-op 39379 Oct. 6, 1928 Perpetual 2,000 Towaliga 7 mi; S. W.Jackson Farmers Co-op. Frame-metal American Eagle roof. 39379 Oct. 6, 1928 Perpetual 2,000 2383 Jan. 14, 1925 Jan. 14, 1930 3,000 1,000 151.20 Estimates for supplies are based on the preceding year, are made out by the superintendent and are purchased as a rule either at the latter part of the summer or for early fall delivery. No requisition forms for the six divisions of supplies are used by the various principals. It is suggested that the supply lists be made up from the requisitions presented by the principals in duplicate or triplicate and that these be purchased at other than the rush seasons from the concerns from which they are purchased. This will assure more prompt and more accurate service and delivery and often times a better price. The superintendent of schools is to be commended on the publication of a textbook list. This was well worked up and made available to teachers at the beginning of the scholastic year. From the minutes of the Board of Education it appears that the superintendent recommends the textbook to be used and the board adopts where the state adopted texts are not used. This procedure is fair so far as it goes but the classroom teachers and principals should by all means have some voice in the selection of textbooks. In fact the superintendent's first consideration of textbooks should be subsequent to consolidation with teachers and principals. 97 CHAPTER V EDUCATIONAL RESULTS The ultimate measure of the degree of success of any school system must be found in the achievement of individual boys and girls when their grades, ages, and mental capacities have been taken into account. In the chapter on Classification of Pupils the statement was made that this study was inadequate in that it included no testing program. Educational results are discussed in this chapter, then, not as actual scientifically measured products but as both cause and effect of certain facts and conditions relating to and emanating from the schools of Butts County. Educational results of a school system are indicated through such measures as those used to measure classification, progress, and achievement. Investigations into these indices of educational results often answer such important questions: 1. To what extent are the schools enrolling and holding all boys and girls required by law to attend school? 2. To what extent are the schools serving boys and girls who are below the compulsory age--four, five, six and seven years old? 3. To what extent are the schools leading pupils to continue their education beyond that required by law? 4. How well are pupils progressing through the schools? 5. How effectively from day to day and from year are the needs of individual boys and girls met by the schools? 6. Do the boys and girls of any given age or grade have the degree of mastery of school subjects that may fairly be expected? Most of these questions, save the last, are answered by various sections of this chapter. In another chapter may be found a discussion of the attendance service. This relates to the first question stated above. It has been found that the Butts County school system succeeds in enrolling most of its pupils required to be in school by law, but sometimes fails to follow up properly pupils of school age who have left school with or without work permits. The schools of Butts County succeed in enrolling children when they become of school age, but they do not succeed in holding them as long as they should. Type of Organization The schools of Butts County are organized on the 7-4 plan; that is, seven years for the elementary grades and four years for the high school grades. The present organization, however, results in three types of schools--the elementary school of seven grades, the school of nine grades, improperly called "junior high schools", and the schools having ten grades. None of the schools of the county have eleven grades. Jenkinsburg, Iron Springs, Towaliga, and Tussahaw have ten grades. Reference to the map of Butts County will show the location of these schools in the county. In the chapter on buildings will be found spot maps of pupil dis- 98 tribution and suggestions relative to future buildings. It is the opinion of the survey staff that there should be only four school centers in the county outside of Jackson--Tussahaw, Towaliga, Jenkinsburg (approximately), and Flovilla-- Indian Springs (approximately). Age and Grade Relationships The age of a child and his relative grade position is an index of the efficiency of a public school. If the entrance age is kept more or less uniform and if a child progresses normally through the grades, he will always be normal age for his grade. The inclusive ages of the entrance grade in Georgia are such that very little underor over-ageness would be expected. However, there is quite a bit of under-and over-ageness in the grades. 39.2% of all elementary children and 42.4% of all high school children in Butts County are over-age by age. Approximately similar percentages are over-age by grade. The percent of over-ageness by age ranges from 16.6% in the Cork elementary school to 53.9% in the Pepperton elementary school and from 30.7% for the high school grades in the Towaliga school to 75.0% for the high school grades in the Flovilla school. In other words, only 52.5% of the elementary school children and 55.3% of the high school children of the county are normal age for the grades. Tables 21 and 22 which follow indicate the percent of over-, normal-, and under-age pupils both in the high schools and in the elementary schools of Butts County. It can be seen from these tables that about 50% of all Butts County pupils are normal age for the grade, about 40% are overage, and about 8.5% are under-age. TABLE 21 PER CENT OF HIGH SCHOOL PUPILS OVER AGE, NORMAL AGE, AND UNDER AGE NOVEMBER 1929 Grade Percent Under Age Percent Normal Age Percent Over Age 8 12.8 45.7 41.4 9 0 56.4 43.5 10 13.3 43.3 43.3 Average _ 9.3 48.2 42.4 TABLE 22 PER CENT OF ELEMENTARY PUPILS OVER AGE, NORMAL AGE, AND UNDER AGE NOVEMBER 1929 Grade 1 2 3 4 5 6 7 Average. Percent Under Age 11.9 9.0 7.6 5.0 9.0 10.0 1.3 7.9 Percent Normal Age 69.7 60.0 49.0 45.0 46.5 46.4 46.6 52.5 99 Percent Over Age 18.3 30.0 43.3 50.0 44.3 42.8 52.0 39.2 The elementary age grade table included in this chapter indicates that children entered the first grade in the schools of Butts county in the fall of 1929 at various ages ranging from h\ to 10 years. The results of the policy of having no definite age of entrance and of the retardation present are shown in the spread of ages in the third grade. Table 23 follows. TABLE 23 AGE SPREAD OF THIRD GRADE, BUTTS COUNTY Ages 7 8 g 10 11 12 13 14 15 Number of children. . . 8 32 34 16 2 6 3 TABLE 24 HOLDING POWER OF BUTTS COUNTY SCHOOLS AS COMPARED WITH OTHER COUNTIES BASED ON THE PERCENTAGE OF SCHOOL ENROLLMENT IN THE HIGH SCHOOL GRADES. Counties Total White School Enrollment Talbot Henry. _ Lee . .. Stewart ... . . Columbia . Pike - Oconee Jones BUTTS Taylor Heard Paulding Forsyth McDuffie Irwin Fannin . Johnson. ._. . ._ 677 1,634 489 619 911 1,561 1,040 953 959 1,685 1,679 2,164 3,532 1,669 3,553 1,797 2,824 441 1,970 2,567 1,378 Enrollment in High School 187 447 118 144 200 304 196 168 161 280 276 330 478 214 441 181 274 33 106 113 12 Per Cent High School is of Total Rank 27.6 27.3 24.1 23.2 21.9 19.4 18.8 17.6 16.7 16.6 16.4 15.2 13.5 12.8 12.4 10.0 9.7 7.4 5.3 4.4 .08 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 ! Holding Power of the Butts County Schools. The efficiency of a school system may be measured by its holding power. The holding power of a school shows how well the school is really serving the needs of the community by keeping its boys and girls interested in school and providing them with proper educational opportunities. Table 24 shows the holding power 100 of the Butts county schools as compared with other counties of the state. Butts county ranks ninth in a group of twenty-two Georgia counties in her ability to hold pupils until they reach the high school. That is, eight counties retain more of their elementary pupils for high school work than does Butts county. Thirteen retain less. Butts county's high school enrollment is only 16.7% of the elementary enrollment. Table 25 rates the holding power of the Butts County schools by those enrolled in the seventh grade. It is seen that the county is practically at the state average. It is therefore not serving its community as well as a large number of the counties of the state. Conditions are such that the holding power of the county should be much higher. It is particularly evident that the schools are not holding the older pupils as they should. TABLE 25 HOLDING POWER OF BUTTS COUNTY SCHOOLS BY PERCENTAGE OF PUPILS ENROLLED IN THE SEVENTH GRADE Average Daily Attendance Of All Pupils No. of Pupils Enrolled in Seventh Grade Per Cent Butts County All counties of Georgia. 874 355,322 94 10.7 37,037 10.4 Promotions and Non-Promotions As is the case in most counties in Georgia, Butts County has annual promotions. Other than at the end of the school year there are practically no changes in grade placement of pupils. Promotion is by grade rather than by subject in both the elementary and the high school. As a general rule the child who has as many as two or more failures is required to repeat the grade. The subjects he has passed are considered only incidentally. Table 26 indicates the rate at which retardation is accumulating. All of these percentages are unreasonably high. 25% of the first grade pupils, or one out of every four, is repeating the grade. 56.1% of the seventh grade, or one out of every two, is repeating the grade. 41.2% OF THE TOTAL NUMBER ENROLLED IN THE BUTTS COUNTY SCHOOLS ARE REPEATING THE GRADE. THIS IS WASTEFUL, UNECONOMICAL, AND INDEFENSIBLE AND IS PARTLY DUE TO A FAILURE TO ADJUST THE SCHOOL WORK TO FIT THE NEEDS AND CAPACITIES OF PUPILS. 101 TABLE 26 PERCENTAGE OF PUPILS REPEATING THE WORK OF THE VARIOUS GRADES 1929--1930 Grades Number Enrolled Number Repeating Percent of Pupils Repeating First Second Third Fourth. Fifth Sixth Seventh Eighth Ninth.. Tenth Eleventh.. . Total 88 22 111 41 102 37 106 54 87 33 78 30 73 41 68 30 38 20 24 12 No eleventh grade in county schools. 775 320 25.0 36.9 36.2 50.9 37.9 42.8 56.1 44.1 52.6 50.0 41.2* Part of this non-promotion is due to a lack of proper medical inspection service resulting in impaired working efficiency and briefer attendance. Much of this non-promotion is due to inadequate formulation of promotion standards and inaccurate methods of measuring results. Promotion standards are evidently formulated by the individual teachers even though the superintendent sets these up tentatively during the summer of 1929. No uniformity in measuring results exists as between the schools or as between the teachers of one school. Without the administration of the proper testing program it is impossible to ascertain the injustice which has been done the children of this county1. The personal factor in grading has apparently been very potent. No effect has been made in the county to measure mental ability and those measures of attainment which have been used are very inaccurate. It is recommended that the superintendent and the principals formulate a promotion policy which will meet the needs of Butts County. Individual Differences It is true that small classes do not lend themselves to ability grouping as readily as do larger classes. The existence of small classes, however, should not entirely eliminate a consideration of this administrative and teaching device. Teacher judgment alone as a basis of grouping is most unreliable. Provision should be made for caring for differing abilities, aptitudes, and interests on a much sounder basis. Curriculum requirements should be variable and "-This Is per cent total number repeating Is of total number enrolled. 1-A complete testing program is planned for this county for the school year 1930-31. 102 flexible. The school should adjust itself to the needs, interests, and abilities of individual pupils. Mass teaching should be eliminated. Differentiation in curricula adjustments should be both quantitative and qualitative. New subject matter fields as well as a wider range of the traditional subjects should be introduced. Very little organized effort has been made to correct individual pupil deficiencies, although a few of the teachers have done something along this line. Modern educational theory demands that each pupil be recognized and treated as an individual. One evidence of a lack of effort along this line is indicated by the lack of the requisite teaching materials, supplies, and facilities. This1 should be provided in abundance and much of it can be supplied at little cost. Auditoriums Most of the schools of the county have auditoriums of one kind or another. Only two of them can be considered adequate in size and equipment. In progressive schools the auditorium is recognized and used constantly as a special type of classroom. Large group activities of a social nature--dramatics, debating, public speaking, visual education, music appreciation, etc.--require the constant use of an auditorium designed and equipped for the purpose. It is well enough for the auditorium to be a community room as it is in most rural sections, but it should also be a classroom. The auditorium in the average six classroom, H type frame school building is equivalent to two and one-half classrooms or approximately 30% of the total size and cost of the building. The economic loss resulting from failure to use the auditorium is evident. Principals should see that the educational program calls for the utilization of the auditorium as it does for the use of classrooms. Pupil Failures Table 27 indicates the number of pupil failures by schools. This table is interesting in that it indicates the percentage of the total failures who are boys and the percentage who are girls. The records show that in some of the schools three boys fail for every girl who fails--a ratio of three to one. In most of the schools the ratio is two to one. 67.5% of all the failures in the county were boys and 32.4% were girls. This is a condition which appears to be general. More boys than girls fail in their studies. It has not yet been substantiated that girls are more capable mentally than boys. There must then be other reasons why there is a larger percentage of failures among boys than among girls. The mortality in the Butts county schools, as indicated by these tables and others later on on grade-progress, is alarmingly high and constitutes a definite challenge to the superintendent and teachers. 1-Smith. H. X, "Teaching Aids for the Asking," Univ. of Minn. Press Knox. R. B.. School Activities and Equipment. Houghton-Mifflln Oo. 103 TABLE n PUPIL FAILURES BY SCHOOLS School Number Number Number Percent Percent Failing Boys Girls Boys Girls Cork 10 Flovilla 11 Jenkinsburg . 21 Iron Springs. 14 Pepperton 9 Towaliga - . 27 Tussahaw.. ._ -- 16 108 Percent No. boys & No. girls is of Total 6 7 15 10 6 20 9 73 67.5 4 4 6 4 3 7 7 35 32.4 60% 63.6 71.4 71.4 66.6 74.0 56.2 40% 36.3 28.5 28.5 33.3 25.9 43.7 The superintendent should ask himself if the proper educational offerings are found in his curriculum. The teachers should ask themselves if they are using proper pedagogical methods in their classrooms, whether they are doing mass teaching or individualized instruction. Slightly more than ten percent of all enrolled white children failed. The people of Butts County have already evidenced their faith and belief in the need of an education. Too large a percentage of their children are not getting it and they have a right to know why. They know the results and they want to know the causes. This high percentage of pupil failures may tend to develop inferiority complexes in the children themselves. It is certain that they increase the cost of education in the county. Of the 108 pupils who failed to achieve a promotion some few will be casualties and drop out of the picture. Those others who return simply increase the load by the number of returned failures and by the special problem created by a "repeater". What are the causes of such a high percentage of failures? From the point of view of the child--Are his home surroundings such that he is not properly encouraged? Does he lack personal incentive? Is he operating under the handicap of economic disadvantage? Is he hindered by some chronic sickness or disease or some physical handicap? Is his possible subnormal mentality given due study and consideration? From the point of view of the teacher--Is individual attention given the child? Are his problems given study and consideration as those of an individual? Are teaching facilities adequate and adequately used? Is the teacher a trained teacher? If so, is she making the proper effort to get this boy or this girl through the fray without fatality? It goes without saying, that in the last analysis, the difference between the good teacher and the sojourner-on-the job is the difference between good and bad teaching, achievement on the part of the pupil and the lack of it, pupil progress and pupil casualty 104 TABLE 28 SUBJECT FAILURES BY GRADES Language and Grammar No. Discontinued by Grade Grade a JCD < re -Q < < *^ u3 TM eon> o bo c LU aca; i. Li. ->toaaecr_>e:n.. a> o O C5 re X oe o.> too I c 1-1 e re s gc "n3. to s 5 _S3o 1 2 3 4 5 6... 7 g 8 9 10 .. TOTAL BY SCHOOLS Cork Flovilla Iron SpringSPepperton Towaliga . Tussahaw TOTALS 2 3 4 11 12 9 14 4 9 5 1 55 15 4 500 310 7 (i 2 13 2 2 .. . _ 5 .. _ 15 2 74 55 15 4 3 77 5 24 18 1 32 9 6 3 22 2 36 2 24 8 11 11 8 10 2 68 6 73 3 7 8 49 56 4 55 5 9 58 1 57 4 53 5 11 10 7 14 3 17 5 76 8 2 13 2 5441 31 5 3 2 4 1 15 2 21 2 1 1 8 1 41 1 41 2 30 49 11 9 34 48 2 26 368 56 203 44 144 4 31 5 4 3 2 2 122 0 20 5161 6 1 225 0 44 18 11 1 11 13 0 2 8 13 1 7 102 1 2 2 0 002 0 12 8 6 9 8 10 5 3 11 13 1 8 91 16 5 7 7 12 3 79 7 68 27 41 1 41 2 30 49 11 9 34 48 2 26 368 56 Table 28 furnishes figures pointing to the same problems as did the immediately preceding one. These tables indicate the failures by subjects, by grades, and by schools and the number who discontinued by grades and by schools. These tables indicate the highest mortality occurs in arithmetic, Language, Geography, History and Civics, and Spelling. They also indicate heavy mortality in grades four and seven particularly. The percentage of failures is too high throughout the whole system. The child, the teacher, the subject matter, and the teaching conditions are the components of this problem of pupil failure. As stated in another section of this study every child, and particularly those who are failing, should be studied as an individual. His home, his environment, his mental ability, his physical condition--all of these should be known before passing judgment on his case. It is not without the bounds of reason that the teacher may also contribute to this educational statement. Inadequate preparation, deficient personality, maladjusted technique cast their shadows on the "failures" of our educational regimen. The superintendent and his principals should, before stigmatizing a pupil with the appellation "failure", weigh carefully and considerately the teacher's contributions. After all he is a very important factor in the child's achievement or lack of it. In the instance of a failure one may well ask if the teacher has brought to the problem a full measure of ability, integrity, and study. Subject-matter does not necessarily make a failure nor does it cause one. The method of application of the subject matter, however, may either guarantee some success or preclude any possibility of it. The State sets up the subject matter content of the elementary grades. This is done through a legal provision stipulating what is to be taught and through administrative suggestions as to the general method. Nowhere in the conditions and requirements, however, is due cognizance taken of the exceptional child. The inference is obvious. The teacher should exercise good judgment (based on thorough knowledge) in adjusting the child's educational load to his mental ability. It is probably true that a large percentage of the so-called "failures" in the public schools of Butts County are the result of the teacher's failure to secure this adjustment. The county board of education, the local trustees, the county superintendent of schools, and the teachers make and control the teaching conditions. It is impossible to include here a full discussion of all the contributory factors for that is in reality the scope of this study as a whole, but an enumeration of them may not be amiss. Teaching conditions are constituted of the physical set-up or surroundings (the building and its equipment), the teacher (his ability and energy), the teaching paraphernalia (its adequacy and its use), and the child. Pupil Progress Tables 29 and 30 indicate the progress of elementary and high school pupils respectively. Examination of both of these tables shows that very few children make rapid progress. From the results of these tables one might assume that there are no children in Butts County above the average in ability, that all pupils were of average or below average ability. This is probably so far from the actual 106 fact that one is obliged to assume that the super-able children have never been located and are therefore being penalized heavily. Only 1.3% of the elementary pupils and .7% of the high school pupils have progressed more rapidly than the average. TABLE 29 GRADE AND PROGRESS OF PUPILS IN GRADES ONE TO SEVEN Number of1 Years GRADES Total in School 1 2 3 4 5 6 7 Less than 1 1... 66 66 2. 19 70 89 3 ____ 2 32 65 1 100 4 1 5 26 49 1 82 5 3 8 32 53 5 101 6 2 16 15 43 2 78 7 1 1 7 12 22 30 73 8 1 6 4 25 36 9 4 12 16 10 4 4 Total 88 Number making slow progress 22 Number making normal progress.. 66 Number making rapid progress 0 Per cent making slow progress 25 Per cent making normal progress.. 75 Per cent making rapid progress... 0 1-Including present year. 111 102 106 87 78 73 41 37 56 33 30 41 70 65 49 53 43 30 0 0 1 1 5 2 36.9 36.2 52.8 37.9 38.4 56.1 63.0 63.7 46.2 60.9 55.1 41.0 0 0 9.4 1.1 6.4 2.7 107 645 260 376 9 40.3 58.2 1.3 TABLE 30 GRADE AND PROGRESS OF PUPILS IN HIGH SCHOOL GRADES Number of Years1 in School 8 GRADES Total 9 10 112 7 1 8 37 9 23 10 5 11 1 12 1 13 Total 68 Number making slow progress 30 Number making normal progress.. 37 Number making rapid progress 1 Per cent making slow progress 44.1 Per cent making normal progress-- 54.4 Per cent making rapid progress. __ 1.4 11 20 6 1 38 27 11 0 71.0 28.9 0 12 5 6 1 24 12 12 0 50.0 50.0 0 1 37 34 37 12 8 1 130 69 60 1 53.2 46.1 .7 On the other han<1, and supplementing the statements on pupil failures in the immediately precediig section, 40.3% of the elementary pupils and 53.2% of the high school pupils are making slow progress. These percentages are unreasonably high and suggest to the superintendent an immediate study of his curriculum and pronlotion policies. It is probable that steps should be taken immediately which would lead to complete reclassification. This should be done however only after t horough testing. It is recommended that the county au- 1-Including present year. 2-No eleventh grade: n the countsr schools. 108 thorities make provision for a complete testing program to be conducted next year. The elementary grade-progress table indicates a definite problem during the transition from the third to the fourth grade and at the end of the seventh grade. Slow progress in the fourth grade is almost 20% higher than in the preceding grades and is some higher in the seventh grade than in the others. A disproportionate percentage of the elementary school children of Georgia are enrolled in the first three grades but this condition should not exist. Teachers, school officials, and parents of Butts County should see that children stay in school. Georgia laws place the compulsory school age limits at eight to fourteen years.1 Most children enroll at approximately six years of age but even if they don't do so the six years of compulsory attendance should carry them through the first six elementary grades. Very few children reach fourteen years of age at the end of the third grade. Proper entry ages, adjusted curricula, and stringent attendance service should do much to remedy this situation. Tables 31 and 32 present the same figures as tables 29 and 30 except that the three groups of children--those making rapid, or normal, or slow progress--are divided into groups indicating the numbers of years they are deviating from the normal. As may be seen from the tables some pupils are retarded as much as five years. TABLE 31 PROGRESS RECORD OF PUPILS IN GRADES EIGHT, NINE, AND TEN Children Making Rapid Progress Children Making Normal Progress Children Making Slow Progress Years 1 1 2 3 4 Year Yrs. Yrs. Yrs. Number 1 Percent 0.7 60 48 17 3 1 46.1 36.9 13.0 2.3 0.7 TABLE 32 PROGRESS RECORD OF PUPILS IN GRADES ONE TO SEVEN Children Making Rapid Progress Children Making Normal Progress Children Making Rapid Progress Years 2 1 Years Year 1 2 3 4 5 Year Yrs. Yrs. Yrs. Yrs. Number Percent 9 376 171 59 27 2 1 1.3 58.2 26.5 9.1 4.1 0.3 0.1 1-Georgia School Code, Article XI. Section 171, page 61. 109 What are some of the worst features of this condition of slow progress? Teaching difficulties in the lower grades are increased because of too large classes, wide diversity of ages and the resultant social problems. Pupil mortality is increased because the pupil who drops out is generally the one who is maladjusted. The operating cost of the school system is materially increased by the presence of these repeaters. The practice is also economically unsound from the point of view of the child since his total life wage earning is decreased by every year he has to repeat a grade. Comments similar to those made on grade-progress relationships may be made relative to age-grade relationships. Tables 33 and 34 indicate this. Approximately 9% of all pupils in the county are under age for their grade, 51% are normal age and 40% are over age. This condition may be due to a lack of a proper enrollment policy or poor promotion policies, or both. The major problems for the educational authorities of the county relative to age-grade-progress conditions seem to be: 1. more certain enrollment at the lower permissive enrollment age, 2. better attendance conditions, 3. proper promotion policies, and 4. adjusted curricula. 110 School Survey Form No. 23 TABLE 33 ELEMENTARY SCHOOL AGE-GRADE TABLE (Ages Computed as of September 1, 1929.) BUTTS COUNTY. ALL SCHOOLS. WHITE AGES 1 GRADE GRADE III GRADE IV GRADE V GRADE VI GRADE VII GRADE TOTAL UH 1 J K L B GT B GT B G T B G T B GT B GT B G T BG T 5i Or Under 3 10 13 6 "21 "15 "36 1 1 2 6} 12 11 23 3 5 8 7 10 7 17 -16" "14" "29" 1 1 1i 88J 9 4 4 3 1 3 2 1 5 7 5 1 10 10fi 5 14 4 9 1 nr 24 4 3 7 14 ""8" "19" fi1ft 9 7 16 6 10 16 11 1 45 9" --(T -\T 1 1 M 10 112 11 2 15 8 3 3 18 11 10 9 6 in 16 19 1 67 6" --4- "III 33 10i 11 -\v 1 1 3 2 5 3 5 8 8 10 18 5 1 6 2 2 1 1 ?. 5 4 9 6 7 13 --5" io- Hi 22 5 5 10 6 7 13 6 7 13 2 12 4 4 8 4 12 ?, 4 6 4 12 16 3 12J 1 12 2 10 2 12 1 3 4 2 6 8 3 13 3 3 5 1 6 7 1 8 7 3 10 7 134 3 3 I i 2 1 3 5 4 9 6 14 1 1 1 1 1 345 Hi 1 1 2 2 221 23 1 15 11 223 15J 4 16 i 16i 17 Or Over 1 1 1 3 10 13 13 23.2 22 16 38 2 36 3.5 9.b lb 16 31 8 23 14.2 6.1 26 21 47 1 46 1.7 12.2 18 19 37 8 24 5 14.2 6.3 1.9 25 lb 40 33 7 8.8 2.7 19 22 41 5 16 20 8.8 4.3 7.8 21 20 41 1 33 7 1.7 6.4 2.7 28 16 44 7 34 3 12.3 8.9 1.2 23 21 44 3 29 12 5.8 7.7 4.7 19 19 38 6 18 14 10.6 4.8 b.5 19 17 36 23 13 6.1 b.l 2 19 21 40 2 13 2b 3.5 3.5 9.8 9 12 21 29 50 2H 22 7.5 8.6 7 10 19 18 37 10 27 2.7 10.5 b 12 29 10 89 12 27 3.2 10.b 6 12 18 11 29 29 11.3 2 7 7 6 13 13 5.0 4 5 5 8 13 13 b.O 25358 8 3.1 26426 6 2.3 2 3 1 23 3 1.1 12 2 2 TOTAL 57 52 109 59 51 110 67 37 104 70 50 120 41 47 88 36 48 84 36 39 75 366 324 690 56 378 256 8.1 54.7 37.1 A 3 10 13 4 6 10 5 3 8 1 5 6 2 6 8 5 4 9 2 2 22 34 56 690 B 43 33 76 35 32 67 26 25 51 28 24 52 20 21 41 15 24 39 13 21 34 180 180 360 C 11 9 20 20 13 33 36 9 45 41 21 62 19 20 39 16 20 36 21 18 39 164 110 274 D 5.2 19.2 11.9 6.7 11.7 9.0 7.4 8.1 7.6 1.4 10.0 5.0 4.8 12.7 9.0 13.8 8.3 10.7 5.6 2.6 6.0 10.4 8.1 E 75.4 S3.4 69.7 59.3 62.7 60.9 38.8 67.5 49.0 40.0 48.0 43.3 48.7 44.6 46.5 41.6 50.0 46.4 36.1 53.8 45.3 49.1 55.5 52.1 F 19.2 17.3 18.3 33.8 25.4 30.0 53.7 24.3 43.2 58.5 42.0 51.6 46.3 42.5 44.3 44.4 41.6 42.8 58.3 46.1 52.0 43.7 33.9 39.7 A--Number of Under-Age Children by Grades E--Per Cent of Normal-Age Children by Grades I--Number of Over-Age Children by Age B--Number of Normal-Age Children by Grades F--Per Cent of Over-Age Children by Grades J--Per Cent of Under-Age Children by Age O--Number of Over-Age Children by Grades G--Number of Under-Age Children by Age K--Per Cent of Normal-Age Children by Age D--Per Cent of Under-Age Children by Grades H--Number of Normal-Age Children by Age L--Per Cent of Over-Age Children by Age 1 School Survey Form No. 24 TABLE 34 HIGH GRADE AGE-GRADE TABLE (Ages Computed as of September 1, 1929.) BUTTS COUNTY. ALL SCHOOLS, WHITE AGES 1 HIGH SCHOOL II III TOTAL IV GH 1 J K L B GT B G T B GT B GT B GT _ M 10 104 11 114 12 124 13 134 14 144 154 16 164 17 174 18 184 19 194 20 204 21 TOTAL 11 4 --i~ --$4 - _180~ 12 12 3_ 7_ _10_ --5- -- - --T~ 1 3 4 1 5 8 4 9 9 2 2_ 3 8_ 5 _10_ --l- 4~ --5_ 213213112 3 3 3 3 6 2_ _4_ 6_ 2 21 1 1 1415246 11 1 1 2 4 1 5 22 22 47 69 20 19 39 11 19 30 11 448 4 6 10 12 12 9 12 21 3 11 14 8 16 24 538 5 10 15 3 3 7 5 12 11 527 22 1 7.7 8 60.8 10 14.9 12 17.9 4 17 30.4 25.3 59 7.4 15.5 15 9 22.3 15.5 26 2.9 10.3 69 8.9 15.5 3 5.1 12 20.6 1 1.7 7 12.0 2 3.4 53 85 138 13 67 58 9.4 48.5 42.0 A 459 134 B 7 25 32 9 13 22 4 9 13 0 11 17 28 11 6 17 6 7 13 5 8 13 20 47 67 28 30 58 D 18.1 10.6 13.0 9.0 15.7 13.3 E 31.8 53.1 46.3 45.0 68.4 56.4 36.3 47.1 43.3 F 50.0 36.1 40.5 55.0 31.5 43.5 54.0 36.8 43.3 9.4 9.4 9.4 37.7 55.2 48.5 52.8 35.2 42.0 A--Number of Under-Age Children by Grades E--Per Cent of Normal-Age Children by Grades I--Number of Over-Age Children by Age B--Number of Normal-Age Children by Grades F--Per Cent of Over-Age Children by Grades J--Per Cent of Under-Age Children by Age 0--Number of Over-Age Children by Grades G--Number of Under-Age Children by Age K--Per Cent of Normal-Age Children by Age D--Per Cent of Under-Age Children by Grades H--Number of Normal-Age Children by Age L--Per Cent of Over-Age Children by Age CHAPTER VI SCOPE OF EDUCATIONAL OPPORTUNITIES Age of Entrance to First Grade Optimum educational results cannot be expected for every boy and girl until all conditions affecting their educational progress operate harmoniously. The opportunities offered at present, those that should be discontinued, those that should be included-all these determine the full aspect of a community's educational offerings. Compulsory attendance is not as strictly enforced as it might be in Georgia or in Butts County. Table 35 indicates that 19.4% of all first grade children in Butts County are over-age; 15.5% are under-age; and 65.1% are normal age for the grade. This percentage of over-ageness is not as high as is found in some counties but is higher than it should be. The accessibility of the Butts County schools and the transportation as now administered makes it possible for every child in the county to have a school available. The school authorities, then, should make every effort to see that every child enters school at the optimum age. What is the optimum age and is it the same as the legal entry age to the first grade in Georgia? Section 171, page 61, of the Georgia School Code states that "a child between the ages of eight and fourteen years, who is not exempted or excused as hereinafter provided, shall--be enrolled in and --attend continously for six months of each year a public school of the district or of city or town in which the child resides; which period of attendance shall commence at the beginning of the first term of said school year." Although the compulsory attendance law of the State of Georgia cannot, therefore, be invoked to obtain the enrollment of children at an age considered the optimum for first grade work, the school authorities can take further steps at the beginning of each term to encourage the enrollment of all pupils who have reached the age of five years, nine months.1 There may be no legal obligation to enroll these pupils, but there is a moral one. All over this country this optimum age rather than the legal age, when not the same, is used for the enrollment age. Many of the pupils who remain out of school for a year after they reach the optimum age are likely to sacrifice a year of schooling in the junior or senior high school. Section 110, page 39, of the Georgia School Code says: "Admission to all common schools shall be gratuitous to all children between the ages of six and eighteen years inclusive, residing in the subdistricts in which the schools are located." It is recommended to the Butts County school authorities that the percentage of over-age and under-age pupils entering the first grade be decreased; that children who are socially and mentally mature be accepted at five years, nine months of age, and that every effort be made to enroll children at the optimum age. 1-Page 2, Survey of Newburgh Schools, Teachers' College, Columbia University. New York, N. Y. 113 . TABLE 35 AGE OF ENTRANCE TO THE FIRST GRADE, BUTTS COUNTY SCHOOLS, 1929--1930 Age S oO > o u. eO) C n. CO c o Ql .n CBO 3c CD --1 C CO .2* CD Q n.. ca CD 0. CO ~3 io 1- | ai 3 1- 8o H c CBD E CCD 5| or under --- 2 6 6 7 6 3 12 8 6 2 13 12.0 6 36 33.3 6i 4 4 2 1 10 23 21.2 7 2 6 323 1 17 15.7 74 4 1 5 4.6 8 2 3 2 7 6.4 84 1 2 9 1 1 1 5 4.6 1 0.9 91 1 1 0.9 10 1n04 ill 12 12| 13 Total 3 9 21 13 20 6 13 23 108 99.68 Under Age 2 6 12 2 13 Percent - 22.2 46.1 16.6 15.2 8.6 12.0 Normal Age Number 2 6 17 7 13 4 10 17 76 Percent 66.6 66.6 80.9 53.8 65.0 66.4 70.6 73.9 70.3 Over Age Number 1 1 4 711 1 4 19 Percent 33.3 11.1 19.0 35.0 16.6 7.6 17.2 17.5 . PROBLEM PUPILS Mental Defectives No mental tests have been given to the pupils of Butts County. There are likely to be some few pupils who are misfits because of their mental deficiencies. These children cannot be handled in the regular classroom. They must have work adapted to their abilities. The teachers reported several pupils who had difficulty because of low I. Q. s and yet there is no evidence that this handicap has been considered either in the child's program or in the teacher's grading of his efforts. Sufficient standard adapted mental and achievement tests should be given the pupils of Butts County to locate all mentally deficient pupils and they should receive the special attention they merit. In studies made of mental 114 deficiency, it has been found that between 2 and 3 per cent of the school population may be classed as being of very low mentality. Butts County's school population probably is not an exception. The teachers' reports on "Problem Pupils" seem to bear out this conclusion. Physical Defectives Data were gathered as to the reasons why children failed in the schools of Butts County. Bad health and physical handicaps contributed to the number of these failures and problem pupils. Table 36 below, though not complete indicates a problem demanding attention. TABLE 36 Physical Defects Malnutrition Defective Vision Defective Hearing Defective Speech Other Physical Defects Total Number Pupil? 1 5 1 10 1 18 These^data are not based, as they should be, on strict physical examinations but are teachers' opinions. When it is remembered that teachers with very few exceptions, are not in any way competent to pass on a child's physical condition it is not unreasonable to assume that there are many more physically deficient children in the Butts County schools than the 18 reported. The school has a definitely peculiar responsibility to every child laboring under the handicap of malnutrition, or defective vision, or defective hearing, or defective speech, or any other physical disability. Elsewhere in this report it is suggested and recommended that the Board of Education of Butts county secure the cooperation of the other requisite county and/or civic authorities to the end that a full time health officer may be available. Economic loss from physical handicap or disability is wasteful and often inexcusable. The schools of Butts county cannot longer afford to open their doors to the mentally incompetent or the physically handicapped without assuring him of the fullest of adjusted opportunities. This is not now done. He's doomed to failure through no fault of his, even when he enters the classroom. The State Board of Health will co-operate with the county, school and other authorities in this problem. 115 School Cork Flo villa Iron Springs _ Jenkinsburg.. Stark1 Pepperton Towaliga Tussahaw Total. OTHER DIFFICULTIES TABLE 37 PROBLEM PUPILS No. Boys 13 8 14 11 13 24 No. Girls 91 34 TABLE 38 DIFFICULTIES Scholarship Marked deficiency in Arithmetic Marked deficiency in Spelling Marked deficiency in Reading Marked deficiency in Language Marked deficiency in Writing Marked deficiency in Grammer Superiority in Arithmetic Superiority in Spelling Superiority in Reading Superiority in Language Superiority in Writing Superiority in Grammar Failure of bright pupil to work to capacity level of class not challenging work not appealing to ability would do better in other classes or groups Foreign language difficulties Bad study habits Other difficulties, low I. Q., inattention poor background Too far advanced Social Adjustment Behaviour interferes with class work Anti-social Abnormal _- : Undeveloped in moral, ethical traits Pupil considered queer Emotionally unstable Self-conscious Feeling of inferiority Day dreams too much._. Undersirable nervous habits Abnormal home conditions-parent does not cooperate. Other social difficulties-- 1-Incomplete report. 116 Total 17 14 21 17 16 30 10 125 Number of Pupils 21 24 21 14 27 "i 2 2 1 1 1 2 1 6 4 4 13 10 2 1 5 2 3 2 1 6 4 4 3 12 1 TABLE 39 ADJUSTMENTS Type Number Variation in extent of assignment to meet the needs and 1 6 17 5 37 4 33 29 12 Encouragement and guidance in free reading . 16 If the pupil is above the average of his class excusing him from part of the regular class work to provide him time for 1 Assigning the pupil additional responsibility such as libra2 Conference with: 5 3 8 24 For physical defects, remedial measures distinctly suited to 6 8 Other adjustments; as trying to develop proper study habits, 9 The three tables immediately preceding indicate that the teachers of Butts county are giving intelligent consideration to those individuals who, for one reason or another, they have classified as "Problem Pupils". This is a commendable activity and should be continued. Two types of services, however, are needed in Butts county before this work can be done adequately and before the maximum benefits can be derived from it, namely, health service (including medical attention and physical examinations) and a proper educational and mental testing program. Table 37 indicates that the teachers considered approximately one out of every ten pupils a problem pupil and that nearly three boys were so classified to every one girl. It is very likely that there is a definite connection between this reported problem and the problem of immature teachers discussed on the chapter on teachers. Table 38 indicates that the teachers consider the pupils' major difficulties to be a resultant of marked deficiency in the tool subjects. In another section of this report, "Educational Results"-the total number of failures for all schools in each subject is given in a tabular form. Teachers reported 463 subject failures, 117 119 of which were in the seventh grade. The teachers have attempted to make adjustments to meet the need of each individual pupil but with the meagre information they have had available the results cannot have been the best which could be obtained under other conditions. It is suggested that a Classification Card be used for this purpose.1 The Curriculum No course of study for the Butts County schools prior to the scholastic year 1929-1930 was available. Other than the general state requirements, then, there is neither any knowledge of what has been included in the curriculum nor any information as to the time alloted to each subject. In order to secure comparability the schools of the county have been divided into three groups. Cork, Flovilla, and Stark have been placed in group one; Iron Springs, Jenkinsburg, and Pepperton in group two; and Towaliga and Tussahaw in group three. The daily program of each teacher and of each grade in each group was secured. These programs showed the subjects taught by each teacher, the daily period at which it was taught, the number of minutes alloted to it, the number of weeks offered, whether it was required or elective, the grade or grades in which offered, the total number of pupils enrolled, the number of periods per week devoted to the subject, and the length of the period in minutes. During the summer of 1929 the superintendent issued a circular of "Regulations, Requirements, and Suggestions for Butts County Schools Effective Fall 1929 and Until Further Notice." This circular sets up a course of study in outline for the elementary grades. This was a commendable first step and offered many valuable suggestions to the teachers. It by no means, however, standardized the course of study even in comparable schools, as is indicated by results of this study. Some of the teachers were using the recently published State "Course of Study for Elementary Schools." Others apparently had no need for it. It should be mentioned here that the State Course of Study for Elementary Schools is not expected to and should not supplant the textbook and the teachers' ingenuity. It is intended merely to supplement these two, and it must be remembered that any general publication of this type requires adaptation to local conditions. It is not intended as a complete course of study; but can be used as a general guide. Some few of the teachers were getting help from material not at all adapted to the population and essential conditions of Butts county. For example, there are no vocational offerings which tend to prepare the children of the county for the adult vocations they are most likely to follow. Table 40 indicates the subjects required in each grade (there are at present no optional courses in the elementary curriculum), the number of minutes per week devoted to each subject, and the total number of recitation minutes per grade in the Cork, Flovilla, and Stark schools; Table 41 furnishes the same information for the Iron Springs, Jenkinsburg, and Pepperton schools; and Table 42 the same information for the Towaliga and Tussahaw schools. 1-See Srayer-Engelhardt-Mort Card. 118 TABLE 40 NUMBER MINUTES DEVOTED TO EACH SUBJECT PER WEEK Grade Subject 1 2 3 4 5 6 7 School a 8 o U o a8 ) Oo!_ *o> Lv. *a- C/3 o o >o b. v8> o o > o li. Arithmetic. . 75 200 100 75 75 100 75 75 100 75 100 Agriculture .. Civics or Citizenship., 75 50 ____ 30 50 ____ 10 50 .... 10 Current events. .. Drawing 45 10 100 100 75 75 100 75 100 History _ Hygiene or Health - 50 50 75 10 50 75 100 75 .... 100 75 30 100 30 50 100 30 10 75 75 100 75 125 100 Manual Training or In- dustrial Arts Music _ _ Nature Study or Science... Phonics . ... .... 75 75 100 --- 15 100 .... 10 100 ____ 10 Physical Education ... Reading _ _ __ 75 200 125 75 100 100 45 150 75 45 100 Spelling Writing 75 75 75 50 125 75 50 100 75 100 ._ 75 75 166 75 50 100 75 50 75 75 50 All Others 75 100 75 100 75 100 75 a c/3 co U > o u. 80 100 100 80 80 150 60 80 100 60 80 40 60 80 125 100 40 80 90 100 80 150 60 100 20 8 8 si- etO > e LL. a C/3 oo > o Lu <8n 80 100 100 80 125 100 80 40 20 60 40 -aas 80 60 50 80 75 60 80 80 50 80 100 60 a 80 30 50 80 30 40 > 80 75 100 80 75 100 C5 O 80 30 80 15 80 60 ~60~ 80 60 75" 60 30 30 10 Totals 450 820 825 525 425 1025 525 665 875 525 680 640 855 600 640 535 470 560 570 475 TABLE 41 NUMBER MINUTES DEVOTED TO EACH SUBJECT PER WEEK Grade Subject Arithmetic _- Civics or Citizenship _. 1 2 3 4 5 6 7 School CO CO fein *nC . Cfl c | 2 J33 CcO 1c3 CD -1 Ic CaaD.. aCD. Ol .E "t. a. CO c o I- Ol 1-- .3a sCcO e CD --1 co C CaD . a. CD Q. CcOn JC *C a. CO c o 1- Ol C -3a CcO 1c2 CD --I tec CaaO.. aCD. CO CD C Tai . CO c co Ol CO .3a co c *C CcO 2c CD C a. CaoD . . CO CO c o Q. c -3a CcO c CD -*< CO h sCD a S r- CO cae . "t3z a. CD CO c"Cuc 4c-< McMe gfe o r- Q. So- Q. 0.CD1^ o 0 1 2 3 4 6 No data Total Average 1 4 6 13 1 25 3.28 4. 1 4.0 3 7 16.0 6 24.0 3 16 52.0 1 1 1 4.0 7 32 3.43 3.32 3. 4. 3.125 3.125 42.8 21.875 25.000 18.750 43.750 42.8 50.000 93.750 14.3 3.125 96.875 3.125 100.000 Table 46 indicates the number and percentage of Butts County teachers who have had certain number of years of high school training. 43.84% of all Butts County teachers have less than four years of high school training. Three of the seven principals (42.8%) have had only two years of high school training; three have had four years; and one has had six years. The combined figures for principals and teachers indicate that 96.875% have had some high school training. Of this number who received high school training, 3.1% have had one year; 21.875% have had two years; 18.75% have had three years; 50% have had four years; and 3.1% have had over four years. 93.75% of all teachers and principals have had four years of high school training. These data indicate that Butts County teachers have had more high school training than the principals. In some cases, the teachers and principals have supplemented their high school training with normal class training. Eleven teachers and three principals have had normal class training in addition to high school training. This is indicated by Table 47. 129 TABLE 47 SECONDARY TRAINING* RECEIVED BY TEACHERS AND PRINCIPALS OF BUTTS COUNTY, GEORGIA C_O Highest Grade of Training Received xCD: a CD h- 00 aa. 'a5 a. 00 CD C3aO, m CO =1 c CD.-- CO o a!.- a"c.oa^. ,2 a.CD1^ None ...... __ 1 year of High School - 1 Normal class 1 year of H. S. and Normal Class 2 years of High School 3 2 years of H. S. and Normal Class 1 3 years of High School 3 3 years of H. S. and Normal Class 3 4 years of High School 7 4 years of H. S. and Normal Class 7 5 years of High School and over Total 25 1 4 3.12 1 4 12 14.2 12.48 2 3 4 28.4 9.36 3 12 9.36 3 12 9.36 2 9 28 28.4 28.08 1 8 28 14.2 24.96 1 1 14.2 3.12 7 32 Table 48 indicates the number and percentage of teachers who entered normal school or college adequately prepared. 87.5% of all teachers and principals entered normal school or college with less than four years of high school preparation as indicated by Table 49. 49.9% of all teachers and principals in Butts County have had no normal training. The indications from these tables are, that the larger the school, in general, the more training the teachers and principals have had. -No normal class training Is included In this table unless the course was completed. 130 TABLE 48 TRAINING RECEIVED BY TEACHERS AND PRIN- CD?ALS OF BUTTS COUNTY, GEORGIA 1929--1930 Highest Grade of oca C(_O CO CO 1C1O 1- CD 1 2 CO CO CD a. gjs 5c 5 a Training Received 3 CD JZ ** ac 4BI C c CD CD-O 0. \- o at- c aCD. 0. a. Elementary and Rural 1 Year of High School 1 Year High School and 2 Years of High School. 2 Years High School and 3 Years High School and 1 4 2 3 4 Years High School _ _- 2 5 4 Years High School and 1 1 7 3 Years Normal School 3 4 Years Normal School . 1 1 5 16 14.3 15.6 2 3 "u 28.6 6.2 9.4 7 16 28.6 21.8 1 1 To 14.3 3.1 3.1 7 28.0 21.8 3 12.0 9.4 2 4.0 14.3 6.2 4 Years College 1 1 4.0 3.1 --- -- - Total 7 25 32 TABLE 49 HIGH SCHOOL AND NORMAL CLASS TRAINING RECEIVED BY THOSE TEACHERS AND PRINCIPALS WHO HAVE ATTENDED NORMAL SCHOOL OR COLLEGE Years 0 1 2 3 4 5 L. CD aa 1- a S Q. a t- I_ = CO a Q. CCD .c5 DCrD.Q. ** -- a.CD1^ s >CD '3 *- C u 10 3 13 40.0 42.8 40.6 40.6 3 2 5 12.0 28.5 15.6 56.2 7 7 28.0 21.9 78.1 3 3 12.0 9.4 87.5 2 2 4 8.0 28.5 12.5 100.0 Total.... 25 Average.. 1.36 7 32 1.43 1.37 .... -- 131 EXPERIENCE OF TEACHERS There is no accurate measuring rod available for evaluating the experience of teachers. Some undoubtedly continue to improve indefinitely with experienceothers reach their maximum efficiency at the end of five or six years and then either cease to improve or actually retrograde. It is usually believed that most teachers reach their maximum efficiency at the end of approximately ten years of experience. Still another group of teachers develop wrong teaching habits during their first year or years of teaching and experience only tends to increase their mefficiency. Inadequate supervision is usually found where a representative of this latter group is found. This only emphasizes the positive necessity of supervision of the young teacher by trained supervisors. A lack of wise supervision probably more than any other one factor, explains poor teaching in Georgia. An experienced group of teachers have usually achieved an efficiency which those with a less mature point of view find impossible. Furthermore, experienced teachers are necessary to the realization of a continuous program of education. In other words, there must always be a large enough percentage of "carry over" of teachers acquainted with the policies and goals of the school to "break in" teachers new to the profession. Most of the teachers of Butts County do all or some elementary work. No division of teachers into high and elementary school teachers is made in this study. TABLE 50 EXPERIENCE OF TEACHERS, BUTTS COUNTY, GEORGIA 1929--1930 Years Taught Rural Town Total Percent Rural Percent Town Percent Total 0_-__ 3 1 2 5 3 4 4 5 2 6_-__ 7_.__ 2 8____ 1 9 2 10___. 1 1 12_._. 1 I3____ 14 1 15 and over__ 1 1 1 1 1 2 1 4 13.05 12.5 12.88 1 12.5 3.22 6 4 1 21.75 17.40 . 12.5 . 18.32 12.88 12.5 3.22 3 8.70 12.5 9.66 25.0 6.44 3 1 8.70 12.5 9.66 4.35 3.22 2 9.70 6.44 1 1 4.35 4.35 --- 3.22 3.22 1 4.35 3.22 1 4 "35 3~22 --- ---- Total... 23 Median 3.0 8 31 4.5 4.0 132 TABLE 51. EXPERIENCE OF TEACHERS AND PRINCIPALS BUTTS COUNTY, GEORGIA 1929-30 Years Taught Principals Principals and Teachers Percent Principals Percent Principals and Teachers 0 1 4 "[" . 2 2 1 7 3 .... 4 4 2 5 3 6 .... 2 7 4 8 .... 1 9 3 10 .... 1 11 2 12 1 13 14 1 15 and over. ~ l 1 14~2 14.2 14~2 14~2 14~2 14~2 14~2 10.52 5.26 18.41 10.52 5.26 7.89 5.26 10.52 2.63 7.89 2.63 5.26 2.63 2.63 2.63 Total 7 Median... 7 38 4.5 TABLE 52 YEARS PRINCIPALS AND TEACHERS HAVE TAUGHT IN PRESENT POSITIONS BUTTS COUNTY, GEORGIA 1929--30 CO CD Number of Years aa. ""cCo Q. CO %m C CtDt CIS CD Q. CD 5 gs != o co*^ CD1^ 1- Q. Q. o Beginners.- 5 5 20.0 15.4 15.4 1 2 3 5 28~5~ 12.0 15.4 30.8 2 3 4 9 13 57.0 36.0 41.4 72.2 3 3 12.0 9.4 81.6 4 2 2 8.0 6.4 88.0 5 6 7 8 9 10 11 1 1 4.0 3.0 91.0 .... .... \\'.i~ 3~6~ U.O -- -- .... .... -- 4~6~ 3~0~ 97~6~ No Data... 1 1 -- 4.0 3.0 100.0 Total..._ 7 25 32 ---- ---- ---- 133 It is interesting to note that the typical teacher in the rural schools of Butts County has had 4 years of experience. Table 50 indicates this. Table 51 indicates the median experience of principals and of principals and teachers combined. Seven years of experience for principals indicates that on the whole Butts County principals are mature and experienced. Table 51 indicates, however, that one of these principals has had one year of experience, one has had two years of experience; one has had four; and the others have had experience ranging from 7 to 15 years and more. Table 52 indicates the experience of principals and teachers in Butts County. A glance at this table indicates a relatively high percentage of turnover. By all means should the tenure of teachers, and'particularly principals be increased. PROFESSIONAL GROWTH During recent years the fabric of education has taken on a different aspect here. Tradition as a criterion of merit has been supplanted by experimental evidence; opinion has been superseded by investigation. A real Science of Education has developed from the polyglot interests and activities we once termed education. This science of education, as has been said, has developed in comparatively recent years. This rapid development has been both the cause and the result of the work of the public schools. Various agencies have contributed to this. Constant study is positively necessary if one is to keep well informed. For the teacher in service, attending summer school is a way of achieving this objective. Extension courses designed especially for public school teachers, also contribute to this objective. Some of the Butts County teachers have taken advantage of both of these agencies. Three principals and four teachers have had summer school experience previous to teaching. This summer work was probably done in order to secure a degree. Table 53 indicates the amount of work of this type which has been done by teachers. TABLE 53 NUMBER AND PERCENT OF SUMMER SCHOOLS ATTENDED BY TEACHERS AND PRINCIPALS PREVIOUS TO TEACHING, BUTTS COUNTY, GEORGIA 1929--1930 Number of Summer Schools CO 1CD |2xC:D ua Z CO |fS zi a CO E CD m TO CO |18e, *c- --a i- O r- *eo- Q- CD1^ 1 3 3 6 12.0 42.8 18.75 2 1 1 4.0 3.12 3 4 Total attending 4 3 7 16.0 42.8 21.9 Total not attending 21 4 25 84.0 57.2 78.1 Total. 25 7 32 134 Twelve teachers (48%) and five principals (71.4%) have attended summer schools since they have been teaching. These teachers and prinicpals have attended from one to three summer schools. 31.2% of both teachers and principals have attended one summer school; 15.6% have attended two; and 6.2% have attended three. This means that 46.9% of all Butts County teachers have not attended summer school. In other words, only 53.1% of the Butts County teachers have recognized the necessity of keeping up with the modern methods of education. (See Table 54.) Attending summer school is a sign of growth and development which should be encouraged as an important step in increasing the efficiency of a school system. The courses which Butts County teachers take in summer sessions should be very carefully supervised. Summer work should not be taken simply for professional "credits" and without regard to the type of work the teacher must do during the school year. The study done during the summer should contribute to greater efficiency in the teaching during the school year. The simple fact that a teacher takes just any course in education is by no means a guarantee that she is a better teacher of arithmetic--a subject in the methods of teaching in which she may have been weak. Haphazard training on the part of the teacher should not be recognized by the administrative officers. The training should be in the field in which the teacher is working. The superintendent or his supervisors should approve all courses, particularly when any salary recognition is made. A definite program of improvement in service, tied up with a salary schedule, should be developed and carefully followed in Butts County. TABLE 54 NUMBER AND PERCENT OF SUMMER SCHOOLS AT- TENDED BY TEACHERS AND PRINCIPALS IN SERVICE, BUTTS COUNTY, GEORGIA 1929--1930 Number Principals Percent Total Number of Summer Schools CO 3 CD cd .o cd = CD z|H CO CO CD coS . m TO fig o r- 3i>- Q. aCD. 1 2 3 4 5 6 and over 8 2 10 32.00 28.5 31.2 3 2 5 12.00 28.5 15.6 1 1 2 4.00 14.25 6.2 Total attending 12 5 17 48.00 71.4 53.1 Total not attending 13 2 15 52.00 28.5 46.9 Total 25 7 32 Professional reading affords one way of keeping up with educational thought. A study of Table 55 will indicate the number of professional magazines the teachers of Butts County are reading. Most of the teachers are members of the Georgia 135 Education Association and, therefore, receive its Journal. One or more teachers have subscribed to the following professional magazines: The High School Journal, Journal of the N. E. A. (1 member), Normal Instructor and PrimaryPlans, The Grade Teacher, and Progressive Teacher. In addition to the educational magazines, The American, Child Life, Child Welfare Magazine, Country Gentleman, Current Events, Current History, Georgia Parent-Teacher, Literary Digest, Nature Magazine, and Pathfinder are among those which are subscribed to by various teachers. The county educational authorities should encourage this practice on the part of teachers by supplying educational books and magazines in the school library. Table 56 indicates the number of educational books purchased by teachers during the past year. This is a sign of professional interest. Every teacher bought one or more books during the year. A professional library should be developed in every school in the county. TABLE 55 EDUCATIONAL MAGAZINES SUBSCRIBED FOR BY TEACHERS AND PRINCIPALS, BUTTS COUNTY, GEORGIA 1929--30 Name of Magazine Percent Ga. Educational Journal High School Journal Journal of the National Education Association. Normal Instructor and Primary Plans The Grade Teacher Progressive Teacher None. Combinations: G. E. Journal, The Grade Teacher G. E. Journal, Journal of the N. E. A G. E. Journal, Normal Instructor and Primary Plans G. E. Journal, Normal Instructor and Primary Plans and the Grade Teacher G. E. Journal, Progressive Teacher Normal Instructor & Primary Plans, Progressive Teacher, The Grade Teacher 15.1 3.03 9i09 ~3~03 6.06 3.03 3.03 36.36 15.1 3.03 3.03 TABLE 56 NUMBER OF EDUCATIONAL BOOKS PURCHASED DURING THE PAST YEAR, BUTTS COUNTY, GEORGIA 1929--1930 Number of Books Purchased No books _ . One book . Two books Three books Four books _ Five books More than five _ . Total Number of Teachers 21 4 2 5 32 136 Percent of Teachers 65.6 12.5 6.25 15.625 OTHER FACTORS AFFECTING THE CHARACTER OF THE TEACHING STAFF Men Teachers The teaching profession is often criticised for being "over-feminized". As a matter of fact, there is very little if any evidence pointing to the superiority of either sex as teachers. There are, however, in the public schools of America approximately the same number of boys and girls and to place these boys and girls under the tutelage of men teachers exclusively or women teachers exclusively for the years of their school life is to create an artificial environment unlike that of life outside of the classroom. Both men and women have contributions to make to boys and girls during these important years of their life. Exclusive of principals Butts County does not employ a single man for teaching. Five of the seven principals are men. 16% of all teachers in this county at present are men. 16.1% of Butts County's teachers and principals are men and to some extent this is a satisfactory ratio since the principals do full or nearly full-time teaching. Table 57 indicates the sex of teachers and principals. TABLE 57 SEX OF TEACHERS AND PRINCIPALS, BUTTS COUNTY, GEORGIA 1929--1930 Persons Men Women Total 5 1 0 25 5 26 16.1 83.9 Age Age must be considered in any study of the teaching staff. The best work can usually be expected from teachers who are neither too young nor too old. The median age of Butts County's teachers is 28 years; of Butts County's principals is 27 years. This is an unusual condition. The average age of principals is usually above that of teachers. The median age of teachers for the country as a whole is approximately 30 years. Butts County teachers are somewhat younger than the average American teacher. Nearly fifty percent of the Butts County teachers are under 25 years of age and the average age is only raised by the excessive age of a few teachers. Table 58 gives the above facts. 137 TABLE 58 AGE OF TEACHERS AND PRINCIPALS AT NEAREST BIRTHDAY, BUTTS COUNTY, GEORGIA 1929--1930 E AGE Ba r- CO CaO . *<5 .2ilS" 17g5 W'Cc CDO. 1- CD 0 CD CD1^ CO 0. g-1 D _ * CO -- o 'c 5 CD fidS 1- Butts -- Pike Talbot 1,623 $ .65 1,453 1.77 1,871 .66 2,899 .65 2,972 1.13 2,080 .97 1,726 .84 1,849 1.20 1,244 1.09 2,122 .95 1,499 2.00 1,811 1.40 1,818 .72 2,210 1.10 % 14.40 $ .68 15.33 18.41 .93 21.91 1.21 17.09 10.63 29.27 .83 13.42 21.93 .75 18.12 1.00 19.27 .05 18.37 .46 10.29 13.49 Butts County's Rank Median* 11 13 11 10 --BSuotmtseCQouuensttiyonnoats Itnocvluadlieddi.ty of these figures. $ .23 .48 2.14 1.03 2.58 .25 .74 .71 .50 .22 .33 10 $ .25 .38 .17 .41 .13 .32 .26 .24 .19 .24 1.23 .27 .31 18 $ 8.46 3.82 3.00 1.14 4.74 2.12 2.90 4.44 1.93 2.48 2.87 7.20 4.84 1.37 1** $ 24.67 $ 9.45 21.78 25.31 .03 26.35 5.33 25.67 1.61 14.29 13.27 34.84 9.33 20.01 1.85 26.39 1.21 22.79 4.96 25.42 27.92 2.26 16.16 .20 16.29 .19 8 2** $ 4.89 $ 39.01 2.25 24.03 3.40 28.74 1.89 33.57 1.97 29.25 1.39 28.95 1.27 45.44 21.86 9.16 36.75 13.28 41.03 25.42 3.10 33.28 16.36 .36 16.84 5** 3 TABLE 81 DISTRIBUTION OF CURRENT EXPENSE FOR WHITE SCHOOLS AMONG SIX MAJOR FUNCTIONS* BY SCHOOLS, BUTTS COUNTY, GEORGIA 1928 School 9 Qa S.1 l 1- C jO S i-- *-* t= o. cd Ccac9d z*C4 s e .rg2i5 ssen Mm = CO X s> <5 *CSJ*- *- CO =1 c O _ 0-->-* o Cork s Flovilla - 48.6 $ 58.54 $1,285.64 S 60.45 $ 20.90 $ 22.17 $ 755.22 $2,202.92 80.1 97.93 2,150.51 101.12 34.97 37.09 1,263.26 3,684.88 101.7 123.45 2,711.54 127.50 44.09 46.77 1,592.81 4,646.16 106.2 129.83 2,851.78 134.11 46.37 49.19 1,675.19 4,886.47 125.0 153.25 3,366.02 158.29 54.75 58.06 1,977.27 5,767.64 Stark -- - 63.9 79.81 1,753.14 82.43 28.51 30.26 1,029.83 3,003.98 175.5 212.84 4,675.04 219.83 76.02 80.66 2,746.23 8,010.62 171.9 208.59 4,581.53 215.43 74.50 79.05 2,691.30 7,850.40 Grand Total ...,,.- 873.9 1,064.24 23,375.20 1,099.16 380.11 403.25 13,731.11 40,053.07 -These figures represent cost per pupil in average daily attendance. TABLE 82 VALUATIONS OF TAXABLE PROPEBTY AND OF SCHOOL PROPERTY, SCHOOL TAX RATES, AND SCHOOL INDEBTEDNESS. BUTTS COUNTY AND TEN OTHER COMPARABLE GEORGIA COUNTIES 1927--1928 Valuation of Taxable Property 1928 School Tax Rate Total Indebtedness Per $100 of Tax- for School able Property Purposes Value of School Property 1928 CD S County Butts Barrow Douglas Haralson Henry --- Irwin Johnson Jones Oconee Pike Seminole Stewart Talbot Turner -Figures not available Q- "> 2 1927 1928 * a a. "--2o- cs 2 - g,* *- CO = - o S3 .? s o CCDO=TM 3 3 rt