preg oI eR eS eet ed petal EDUCATION coskany Ohio Rural and Village Elementary School Standards State of Ohio Pe SEN Y OF EDUCATION Columbus 1927 Ohio Rural and Village Elementary School Standards Ahem ¢ — = A Manual of Suggestions For Elementary Teachers, Administrators, Patrons of the School, and Pupils Prepared by GeorcE M. Morris Rural School Supervisor Issued by Jo. ChEPTom Director of Education COLUMBUS, OHIO THE F. J. HEER PRINTING CO. 1927 Bound at the State Bindery ¥ : a ” on -- ad Foreword This bulletin has been prepared and issued in the hope of meeting a demand for better elementary school conditions throughout the state of “Ohio. It has been found that in the graded schools of two and more rooms, ‘the course of work is richer, and the progress of pupils is more rapid than in the one-room, one-teacher schools. In this bulletin the attempt is made to show that if the course of work, in the eight grades of the one-room schools be properly organized and carried out, the pupils of these schools will make much miore rapid and satisfactory progress than has been made in the past under the old system or no system of such schools. Standardization of the rural and village elementary schoolsl is advo- cated by the State Department of Education, as a feasible means of reach- ing the desired ends. To assist in reaching a conclusion in standardiza- tion of the schools, a Score Card has been prepared and is a part of this bulletin. Its potentialities can be realized by the combined efforts of the teachers, school, and the patrons. The people of most communities are well able, and they desire to have the best in everything relating to home and school, and especially do they want a good school, since it plays such a large part in the civic and social life of the community. : The State Department of Education is anxious and ever ready to assist school officials in the improvement in school architecture and sanita- tion, beautification and comfort, a school library and other needed equip- ment, and all other needs and requirements of schools in which the youth are trained in citizenship, without which education will be a failure and the provisions of the Constitution of the state of Ohio for a “thorough. efficient system of schools” be defeated. In the preparation of this bulletin, credit is given to other state de- partments of education for thoughts, expressions, and some materials em- bodied in their bulletins relating to rural schools. The following is the wording of the Certificate that the State of Ohio will award to Standard Elementary Schools. (8) 453702 THE STATE OF OHIO Department of Education of the State of Ohio. CERTIFICATE OF STANDARDIZATION This is to certify that this elementary school, known as a 0 «6 seve @ ee eue Preraiases ec care SCHOOL IN. «1s ena bv ewk en's 010) aus eee Mende oe SCHON Chien een SERN eee pee er county, state of Ohio, has met the requirements for a Standardized Elementary School of the........... Class or Grade. This Certificate is awarded in recognition of the interest manifested by the school patrons, pupils, teacher, and supervising authority of this school. Dated at Columbus; Ohio, this. 2. <7 acess sone day of 192.... Director of Education Table of Contents PAGE ue EGC EE TCO Rit oe Pos cic sede SU e Dy My buy OSs e Wa oe Ng ens 6 a ee UL Be oR Re ee Ect HE UPAR ee OR RS Cala Oe Le 8 er Fe SAT CHOGIS Vie oak wien 62 covey caters OWEN ens oars sage ls CT SE OUP etn nce ind hoy bE IST Ce Pao A eas 12 Biem@O rt GS eem ee CTClyee net mune oe mak eser ee ccuc reat ok txts, coor a tek A rend Fs ce WE ifs fetes Dative orostam- Of VWiork-tor-Ome=loom: Schools. .20se.05 552 .0k s ohewe teens 18 DCR SS OSTA Se Nt I FASE eile the ee ee ve Rae a RN le ae BT Bemomanitl Gmudunity.Proeraiis:.. fs. s3 sc oc). love oe acces os aval pele 29 Sree Pr trent envied MOO athe AP fa) tan stele § ctw ceca rts dite Ew veh Sab OREM 32 TEN SIE 1 ges eo a ee a a A a ee sae) Spee reer latices SCOTE GATT pares Was ae 6a d.i ae a ee 38 nN ie PANS seo os gusedlv oy Soucek aes se hee weet n ik OPE 40 Meee ey Hida hy ay ese i < . e 58 (5) Thoughts on Education “Education is the preparation for complete living.” —Herbert Spencer. “The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable.”—Plato. “Education is the preparation of the individual for reciprocal union with society ; the preparation of the individual so that he can help his fel- lowmen, and in return receive and appropriate their help.” —W. T. Harris. “To meet the needs of the present social conditions and to maintain the proper balance between the vocational and the cultural phase of educa- tion, our educational system must have the following aims: (1) voca- tional training, (2) training for home-making, (3) training for citizen- ship, (4) training for the use of the mother tongue, (5) training for health conservation, (6) training in the right use of leisure time.”—Pres- ent Day Tendencies in Education — Bizzell-Deircan. “Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened —George Washington. (6) Ne OR eee ey WE aPE eC eS 0 ae Ee ee Te eee eee eee a ee eS eS Constitutional Provisions For Education In Ohio Ohio is one of the five states in the Northwest Territory provided for in the Ordinance of 1787. The fathers of our country in their wisdom enunciated in the laws to govern this territory at least two immortal declarations. They are, (1) no slavery nor involuntary servitude, and (2) encouragement forever of “Religion, Morality and Education.” The framers of the Constitution of Ohio were mindful of educating for good citizenship. This is the constitutional provision for schools throughout the state: ARTICLE VI.— EDUCATION . “Section 1. The principal of all funds arising from the sale or other disposi- tion of lands, or other property, granted or entrusted to this state for educational and religious purposes, shall forever be preserved inviolate and’ undiminished: and the income arising therefrom shall be faithfully applied to the specific objects of the original grants of appropriations. “Section 2. The General Assembly shall make such provisions, by taxation, or otherwise, as, with the income arising from the school trust fund, will secure a thorough and efficient system of common school throughout the state; but no religious or other sect, or sects, shall ever have any exclusive right to, or control of, any part of the school funds of this state. “Section 3. Provision shall be made by law for the organization, administra- tion and control of the public school system of the state supported by public funds; provided, that each school district embraced wholly or in part within any city shail have the power by referendum vote to determine for itself the number of members and the organization of the district board of education, and provision shall be made by law for the exercise of this power by such school districts. “Section 4. A superintendent of public instruction, to replace the state commis- sioner of common schools, shall be included as one of the officers of the executive department, to be. appointed by the governor, for the term of four years, with the powers and duties now exercised by the state commissioner of common schools until otherwise provided by law, and with such other powers as may be provided by law.” Ohio is one of the leading states in the Union because the people have always stood for the best in Education, the Church, and the Home, but in the march of progress the log schoolhouse of the pioneers gave way to better frame houses and brick houses; all of which were in keeping with all other living conditions and social needs. In the last ten to fifteen years the automobile, good roads, change of population, improved living conditions, higher social standards, a greater (7) 8 demand for higher standards of education, promotion of good health and disease prevention, and the like, have caused the people to cry out against school conditions in rural districts, especially where the one- teacher, one-room schools are being carried on. The old objectionable conditions have been so much at variance with the improved situation in other aspects of modern life that there has arisen a keen desire to, better the opportunities for the education of the youth of the state, and to re- move some of the financial inequalities, at least, so that good teachers may be employed and the schools generally be brought up to a standard corresponding to the present day ideals of living and social conduct. STANDARDIZATION In recent years nearly all the states through their respective depart- ments of education have been stressing standardization of the rural schools, especially the one-teacher type, and bulletins for the guidance of boards of education, the people, teachers, and supervisors of schools, have been issued. Marked improvement in school conditions has been the result. “Defimtion of standardization — The following definition is arrived at from a study of the plans of standardization submitted by the 34 states included within this study : “Standardization is the establishment of a definite level of school attainment through the adoption of certain minimum requirements authorized either by law or by the chief school administrative head of the State; these requirements relate either to the physical plant or to the management of the school, or to both. Schools that meet the requirements are usually rewarded in one or more of the following ways: By honorary mention in reports issued by the State departments of education, or by receiving tablets, certificates, or money appropriations from the State.” —The Improvement of Rural Schools by Standardization, U. S. Bureau of Education, No. 32. Leaflet No. 32 is the result of a survey and study of data of 34 states by Edith A. Lathrop, Assistant Specialist in Rural Education, Washing- ton, D. C. It concerns Standardization of the rural schools. In 15 and more states, the school score card stressed the following items: Tisai Sites Area of playgrounds. Ornamentation. II. Buildings: Exterior structure. Condition of repair. Interior structure. Walls—finish and color scheme. Floors—material, finish and color scheme. 7 P * E vot ee Ill. Lighting: Placement of windows. Glass area. Shades. IV. Heating and ventilation: Jacketed stove, standard heating and ventilating plant, or furnace. V. Equipment: Outdoor — lag. Playground apparatus. Indoor — Pupils’ desks—material and kind. Blackboard—amount of space. Dictionary—kind. Maps—kind and number. Library—care in selection. Globe—kind and size. Musical instruments—phonograph, organ, or piano. Wily -sTescher: Academic and professional qualifications. VII. Organization: Average daily attendance. Length of term. Daily program—posted and followed. State course of study to be followed. VIII. Hygiene of the school plant: Seating of pupils— With reference to size of seats. With reference to light. Individual drinking cups or sanitary bubblers. Toilets — Number—two. Typ& eS IX. Community: Frequency of community meetings. Community spirit. In the enactment of the “Ohio School Code” in 1914, provisions were made for standardizing the rural and village elementary schools of the state, as well as that of the high schools. C ge) Following are the sections of the law: Section 7655-1. Every one room school in any rural school district where the school. house and outbuildings are kept in proper condition and ‘repair, buildings and yard clean, and separate screened privies are main- tained for each sex, shall be considered a rural elementary school of the second grade. * Section 7655-2. Each one room school in any rural school district which shall fulfill the requirements of this section shall be considered a rural elementary school of the first grade. Such requirements are as follows: (a) Clean buildings and yard. (b) Building in good repair. (c) Separate screened privies for each sex or inside toilets. (d) Maps of Ohio and United States. (e) Library of not less than 50 volumes. (f£) 100 square feet of slate or composition blackboard. The lower margin of not less than twelve lineal feet of which board, shall be within two feet of the floor. (g) se cae sees poe He > baiidinesnidelaced... 20 eo rcs 3 2. ADULTS. 28 Points. (a) (b) (c) (d) School board members visit the school at least twice a year to learn about the school work: and building conditions ..2. A... <5. At least one-half of the parents of the pupils visit the school at least once a year to ob- serve the work of the pupils and other school (Loss Vequlos sey mee 8 ceri pul COCO There is a community organization to pro- mote the general welfare and the patrons participate in programs intended for the school and community betterment.......... A suitable home near the school if needed, is provided for the teacher: .. 1.5 4c... 009%, II. Organization of the School. 60 Points. 1. There is a course of study for the work of the year, stressing pupils rather than the textbooks eee eee eee 2. The daily schedule of the recitations and work, Score Powmts Perfect Score 12 12 12 rare ~“ 10 The School Points eee er eee eeere eee eee ee oeee eee tee ee eee sere cere rore eeeeeveceecere cree reeseoee ee ec} ee eee eee ee cese eee eee rerone cee eee rene er ry Cr eC ee a | ITI. 5. 14 posted and observed, provides as follows: (a) Grouping of pupils in classes according to ability, so that the number of recitations will be near to 20 or fewer per day.......... ets (b) Lessons in the textbooks are supplemented and subject matter is correlated......... aor (c) Daily lesson plans are prepared and observed bythe féschet. 3.4... atone ae eee (d) Teacher and pupils organize to raise the school: Standintey <<. 33/5 uke coos nc cee (e) Time is devoted each day to physical educa- tion including directed out-door play....... (f) Time daily is devoted to at least one of the following: (1) music, (2) nature, (3) handwork, (4) drawing, (5) hot lunch...... (g) Time is given for the rendition of literary programs at least once a month............ The Teacher. 100 Points. TRAINING. 9 Points. (a) One year or more of normal and college.... (b) Two years or more of normal and college.... CERTIFICATE. 12 Points. (a)-2 One tyeati.. 3. ne, Ada eel ee eee (b)>“Three-dr five: vearss 222. Sie aie (c) State provisional, or life converted from a five Vedr ti5 ota d es hea ee (d) Life converted from a state provisional or credentials and fifty months teaching experi- ONCE is AG ween ee he chee ae oe ee eee Teaches and directs pupils: well... ......0..¢005. Has had more than two years of successful ex- perience?in ‘school works... <2. os tee eee xe Ie ac good wisciplinarian; +cat ke eee Reads the O. T. R. C. books and at least two good educational magazine: (a)< ‘The* current: ‘school vyear 27530225 eee eee (b) Has read at least two years...:............ (c) Has read at least four years... ..é. ‘One-half to*one acre. oe ete ee ee (b) One and a half to two acres................ (c). Two. anda half to three acres... ....i5....5 (d) Trees and shrubs are growing.............. (e) Flowers and grass are cared for............ (£)-Grounds are stented) ithe cis oe eee (g) Walks, at least of cinder or gravel, lead to all bulidingiens. cuss cs. ante eee eee (h) A supply of pure water is on the school lot or is: easily accessible @s 3 55.ee eee ee 2. The school building is: 32 Points. (a) Well built on a good foundation............ (b) Painted and in good repair inside and out.... (c) A tan or gray colored inside decoration...... (d) Floors and windows are kept clean.......... (e) Liglt is from the left or from the left and réar) ofthe. pupils seated =... 22%... .cuva 2 ebay (f) The window light area is one-fifth or more of the floare area oie b ces ie eats b eee ee (g) The stove is jacketed to protect the pupils if EHEVESASENO-TOLNACE Ss iviis onan eee ep ee (h) The doors have locks and keys............. (i) The window sashes are movable for venti- RAMON. 2. 264s «tere bin AS aloe a on Rs oe (j) Translucent buff-colored, light gray, or dark cream adjustable window shades are in- Stalled’: jit. sab Rack cian tals Quetieeeaeiees (k) There are separate cloak rooms for boys BN SIS aro sees ote Oe ee (1) The toilets meet the state requirements...... VI. The Superintendent. 20 Points. 1. Visits the school at least once a semester......... 2. Has a conference of all the teachers of the county once a month, as a whole or in groups............ 3. Furnishes the teachers. mimeographed and printed directions and supplementary work for the pupils 4, Gives standard tests and makes,comparisons of the results of the schools of the districts in the county 5. Furnishes questions for the examination for the 6th, 7th and: 8th- grade. pupils... ..... 24. 6 INSTRUCTIONS. Score Points Perfect Score DD op WD Cte Dw The School Points 00’ 0,0 8 » a, es phe «obs eve «6 ele" ols eee eee ere eee a eo wey seers er reese a ed 6; #48 8 00) as) 6. a ae C.g Cee os Se wee <6 wel és) « a ©. 84088 ee ee eee rere C6 -01 0.6 0) ws emere es eres « Se ee 6a Pe ee ee eee were w eens dnb: 0 epee un ane ae ee Pia ir 0 ee Yer an We oe © 266s. 0) ah aris) « 0. e\svele.6 @ ae eit a Pe ee 400 points are a perfect score. Only the whole of a score card point is to be 360 and more points put the school in the FIRST CLASS, or GRADE. 320 to 360 points put the school in the SECOND CLASS, or GRADE. 17 280 to 320 points put the school in the THIRD CLASS, or GRADE. The total score contains not less than 50% of the number of points in any subdivision for a third class school; 60% for a second class school; and 70% for a first class school. In schools, other than the one-room, one-teacher schools, there are score points that shall be counted for eachof the rooms, when they jointly apply to the school condition, e. g. under “Adults” (C) and (D); under “The Teacher”, (7); under “Furnishings and Supplies,” (5) (6) (7) (11) (18) (14) (15) (20). The “School Plant”, all points, (g) or furnace. Hang the score card on the wall, where all can study it. Check the points often to see if objections can be removed. Let the Standardization Bulletin be the guide. Make the “Certificate” be the objective and goal to be reached as soon as possible. Confer often with the superintendent. The good services of the janitor will have a strong bearing on the rating of the school building. THE-COURSE-ORsSTUDY “A curriculum of the school is a living thing. It is constantly undergoing readjustments. Its content is drawn from the social life to which it introduces pupils, and its arrangement depends on the ability of pupils of different ages and different capabilities to grasp this constantly readjusted content”. ee Os say) | “There is large place for uniformity in an educational system; uniformity in business matters; uniformity of aims and -principles for the school as a whole; uniformity of aims and principles for particular subjects of study; and uniformity in many practical matters touching instructions”. —Frank McMurray. “Section 4737 G. C. of Ohio. The county board of education shall publish with the advice of the county superintendent a minimum course of study which shall be a guide to local boards of education in prescribing the courses of study for the school under their control. The county board may publish different courses of study for village and rural school districts.” “Section 7645 G. C. of Ohio. Boards of education are required to prescribe a graded course of study for all schools under their control in the branches named in section 7648, subject to the approval of the superintendent of public instruction. The course of study mentioned in this section shall include American government and citizenship in the seventh and eighth grades. As an additional study the subject of thrift shall be taught for at least thirty minutes each week in each grade of the elementary and high schools of the state. The superintendent of public instruction shall prepare an outline for a course of study in thrift for both the elementary and the high schools of the state.” The purpose of the state, no doubt, in requiring both state and county courses of study is to cause intelligent uniformity of educational activity throughout the state of Ohio. In preparing the courses of study, the children should be magnified and not the textbooks. The page-to-page course invites teachers to use 18 the textbooks too slavishly and to neglect the rich fields of useful mate- rials outside of books and in other books. For the rural schools, espe- cially, the teacher should be clearly kept in mind, and the course should be such that the teachers can use it intelligently and effectively. Vitalized courses of study with which teachers are familiar and direct supervision of the teachers will without question result in good for the schools. | The following on page 17, of Bulletin No. 42, 1922, U. S. Bureau of ' Education, is quoted: “The dominant purpose of a course of study may be considered that of pro- moting good teaching in every possible way. As a means to this end the following provisions are suggested: (a) Influence of the course extended through effective supervision. (b) Helpful general suggestions on important school problems. (c) Chief aims of the school, reinforced by adequate detailed recommendations. (d) Standards of achievement provided for each class in each subject. (e) Teaching materials especially valuable to rural children. (f) Organization adapted to rural school conditions. (g) Prominence given to the best teaching methods. (h) Definite directions in the use of teaching materials. (i) Preparations of outlines, followed by assignment of page reference.” The county course of study should be in possession of the teacher for study and guidance. The superintendent should frequently call atten- tion to certain phases of the course to be stressed. THE DAILY PROGRAM OF WORK FOR A ONE-ROOM SCHOOL, EIGHT GRADES “Each period of life has its own peculiarities, rights, and needs. Childhood has its place in the order of humanity, and manhood has its place. The child must be treated as a chi'd, end the man as a man. The child must not be forced prematurely into the world of adult concerns”. —Rousseau. “A system of general instruction which shall reach every description of our citizens from the richest to the poorest, as it’ was the earliest, so will it be the latest of all public concerns in which I shall permit myself to take an interest”. —Thomas Jefferson. In Ohio for many years past the course of work in the one-room type of school embodied the completion of the first eight years of school work, This traditional school practice is still in vogue, but there is an increasing tendency in recent years to break away from the old custom of eight grades or groups of pupils and to consider the special needs of the boys and girls enrolled in the one-room, one-teacher schools. Pupils in such schools should be placed in groups according to the 19 ability to do, rather than in rigidly organized grades running from one to eight. A proper grouping of pupils, under the charge of teachers thoroughly prepared to direct the work, will enable them to make more rapid advancement in subjects they like and can do, than in subjects they ‘dislike and perhaps cannot master. There is no reason for requiring pupils . to remain in the elementary schools for the period of eight years if the work can be done by them in six or seven years; neither should pupils be held back with the class because of a failure in a subject or two, but they should be advanced in any subject that has been reasonably well com- pleted. Pupils in the first and second years of school possibly should be taught in separate groups. The other pupils should be grouped in nearly all of their studies. The more intelligent pupils should be assigned ad- vanced work and be directed by the teacher in this work. Pupils should be promoted in any subject as soon as they can do the work satisfactorily. Flexibility is an important factor in a good school program, and all good school courses embody this element. — There should be free periods for the teacher to help, suggest, and encourage pupils to go on and to finish work begun. SCHOOL AIMS Courses of study should contain general and specific aims of teach- ing for the proper direction of instruction throughout each year of work. Among the teaching aims the following should be included: (1) To give children a practical, useful education. (2) To promote their health and maintain their physical strength. (3) To know the world of facts with which they must cope. (4) To train children for efficient citizenship in our democracy. (5) To train children to deal justly with their fellows. (6) To give right direction to the best methods of earning a living. (7) To promote happiness through the right use of leisure. The State Department of Education is an advocate of the following planks in the school platform”: (1) Adequate high schools for all children. (2) Junior high schools for all adolescents. (3) Americanization schools and classes. (4) Part-time, or continuation, schools. (5) A flexible system of promotion. (6) Courses of study and methods adapted to the scientifically studied capacities of children rather than to tradition and personal opinion. 20 (7) Special classes or schools for special types of children. (8) Definite measurement of results. (9) Adequate provision for health education. COURSE: OF 7S LUDDY The course of study for the one-room, one-teacher schools should recognize the importance of saving time and intensified work. More time should be given by the teachers to directing pupils in their work instead of using all the time, or nearly all, in recitations. Usually the ratio of time is about I to 4, and I to 3. School people who have given much study to the grouping of pupils, agree that the following subjects should be combined and correlated: I. English: Reading, language, spelling, handwriting. II. Mathematics: Arithmetic. III. Citizenship: History, civics, morals and manners. IV. Elementary science: Geography, nature study, hygiene, physical education. V. Industry and art: Agriculture, household arts, manual arts, drawing, music. The Department of the Interior, Washington, D. C., issued Bulletin No. 42 in 1922, which is an analytic survey of state courses of study for rural elementary schools. The following program of correlation is found on page 62 of the bulletin and meets with the endorsement of the State Department of Education of Ohio: CORRELATED SUBJECTS Grades Subjects Correlated Subjects. 1 to 8 IRCadinonntraskentecs Spelling, phonics, word study — Grades 1 and 2. Literature — Grades 5 and 6. 1 to 8 Weanotiacemae aetna History, civics —Grades 1 to 4; hygiene — Grades 1 to 5; picture study, composition, handwriting, grammar — Grades 7 and 8. nebo Spellings iv ias aden Word study. Three outlines for three classes. 1 to 8 Arithmetic ......... Thrift, seat work, industrial arts. 5 to 8 History wonder ncete Civics, manners, morals. 4 to 7 Geography <1. stuns The industries, social and community life. 6 to 7 Eivcienes = se aene -eroen Physiology, sanitation, physical education. 1 to 4 Nature study....... Home geography — Grades 1 to 3; industrial arts, construction work, home making. 5 to 8 PASTACUITALE Tee e.terele Industrial arts, manual arts, household arts, club work, school lunch. 2I Outline Handwriting ....... Upper-grade children excused when standards are for the reached and maintained. school as a whole HO anvil icaee ware ntee oer Correlated with other subjects, particularly with geography, arithmetic and agriculture. IVE NSS Moers or ty cence sacar As community singing and with phonograph records. In opening exercises frequently. Bplivsicalemes miss. nc.35 As organized play at play period. Education Seat work correlated with each subject as a definite part of each outline. Manners and morals correlated with all activities in both work and play. A careful study of the above program will convince any teacher who has an open mind and a will to improve the work in the one-room, one- teacher schools, that such a program is workable. ‘The school should be so organized that not more than 25 classes or groups be heard each day in recitations. The following daily schedule which has been tried and is pronounced not wanting is recommended to be tried by the teachers of Ohio in the one-room, one-teacher schools. THE DAILY: SCHEDULE The daily program of work should clearly set forth the recitation time, the pupil study and occupation time, time for the teacher to direct pupils in work, grouping the pupils, correlating subject matter, and per- mitting and urging pupils to advance at individual rates of achievement. (1) Italics indicate reciting class. (2) Grades in groups—Grade one is Group I, Grade two is Group II, Grades three and four are in Group III, Grades five and six are in Group IV, Grades seven and eight are in Group V. First table. (3) In making a permanent program, the characteristics of the school should first be studied. (4) The textbook should not be too rigidly adhered to, but cor- related subjects should be studied and recited by pupils of two or three grades in groups. (5) Knowing what to teach is important. Creating in pupils a fervent desire to learn is equally important. Much drill may be waste. (6) Be prompt to follow the daily time schedule. It is as important as keeping a business engagement. (7) There should be a good working library and aching SE each school. ‘ “What shall the harvest be?” To answer this question will. require much thinking, adel hard work. a (8) Pupils will learn more effectively ey doing. ‘hetlide is not z always good teaching. Program I. Five divisions. 23 ‘Nydpsboab 40 KA0jSIT yIOM puey IO AreiqryT y4om puny 40 ysybuz yIOM puery JO YsI[suq jeuondo f4ojystpy 40 hydvsboa Aydeis0ar) Aydeis00+) Ayde1309+) onewyyy SELEY, INIULY Ap A dno1rn yIOM -puey 10 AreIqry yIOM -puey Jo Areiqry tydos -Boa6b 40 K4s0jSt Ayde1s0ar) Ayde1300+) abonbuoT asensuey guamy yay sou o1aUUYAIIY burpoay SUIPeoyy SUIPPO yy sdnois [Je “oyo ‘ouarsAzT AJ dno fydvsboab 40 f404StTT fygosboab 40 haojsryy ysJompuey Jo AseiqryT Aydeisoas 10 AJOSIFT A10\SIFT Apnjs prom pure surjeds Apnjs piomM pue suryjeads abonbunT asensuey osensuey Iyauy nay oHowyyNITy Hem burpoay Sulpeay Apnjs oinjen II] dnosy YIOM 3eIS YIOM 3eIS YIOM 3eIS yIOM 3e9S jp4auay dn om} sopeis [je ‘SUIPIIM pue Sul[[ads burppay SUIPeday SSIWUSIC] YOM 39S YIOM 3eIS tL ints bad oHOUyyLIy oHeUyBIIy bupoay disnyy ‘auTNOY | J] dnoin *SsTUSsIq YIOM yeas YOM 3eaS YIOM 3eaS YIOM }eIS [D4aUad+) sopeis [je ‘uoljyeonpa [eoisAyg YIOM puepT yIOM pueTzy burpoay woON, SSIWISI, YIOM 3eaS YIOM yeIS muaMYy yay $S9992J Rd suadwels Ue SUIPeay burpo2ay J dnoryn crs 06: € CI:€ 00: € 06:6 C13 00°36 06: T ST: T 00-T 00: éT cr IT 06: IT ST: TT 00: TT OF: OT 06: OT ST OT 00: OT 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} 0} Sasiojaxo SuruedQ eI:6 0} On pages 96, 97, 98, and 99 of “Rural Education,” 24 a Complete Course of Study by A. E. Pickard, Webb Publishing Company, are “Division Programs” for the one-room schools. By permission, the following Four Division Program is used: FOUR DIVISION PROGRAM, II Time First Division Second Division Third Division Fourth Division (1-2 years) (3-4 years) (5-6 years) (7-8 years) 9:00 to 9:25 Opening Exercises (Songs, Current Events, Hygiene, etc.) 9:10 to 9:25 Reading Reading Arithmetic Arithmetic 9:25 to 9:40 Reading Reading Arithmetic Arithmetic 9:40 to 10:00 Seat Work Seat Work Arithmetic Language 10:00 to 10:20 Seat Work Seat Work Reading Arithmetic 10:20 to 10:30 Phonics Phonics Reading Reading 10:30 to 10:40 Recess (Super vised ) 10:40 to 10:45 Oral Arithmetic 10:45 to 11:00 Language and Language and Spelling Spelling Literature Literature 11:00 to 11:15 Language and Language and Spelling Spelling Literature Literature 11:15 to 11:30 Seat Work Seat Work Reading Reading 11:30 to 11:45 Seat Work Seat Work General Hist. Reading Stories i=45 ctor Ll od Written Spelling 11:55 to 12:00 Preparation for Luncheon 12:00 to 12:20 — Luncheon 12:20 to 1:00 Games (Super- vised ) 1:00 to 1:15 Numbers Numbers Geography Geog. or Hist. 1:15 to 1:30 Numbers Numbers Geography Geog. or Hist. 1:30 to 1:50 Seat Work Seat Work Geography Geog. or Hist. 1:50 to 2:10 Reading Seat Work Reading Geog. or Hist. 2:10 to 2:20 Reading Reading Language Language 2:20 to 2:30 Seat Work Reading Language Language 2:30 to 2:40 Recess (Super- ane vised ) 2:40 to 3:00 Industrial Work Language Industrial Work 3:00 to 3:20 Muscular Writing, Monday, Tuesday and Thursday 3:20 to 38:40 Dismissed Group Reading, Monday and Thursday 3:20 to 3:40 Dismissed Oral Spelling Every Thursday 3:40 to 4:00 Dismissed Industrial Work Language—Mon. 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He knows just the material that will be needed to secure the desired effect, and the kind of workmanship which is necessary to the completion of his plans. : “Every lesson plan should provide some means of checking results for teacher . and pupil, to see to what extent the purpose of each has been fulfilled.” —Ruby Minor. The State Department of Education advocates Lesson Planning by all teachers as an essential to good teaching and progress of pupils in their school work. All good teachers do this. In visiting schools, it 1s often found that teachers have plan books, in which lessons have been analyzed and notations made far in advance of the lessons for “today.” Many times the assignments for the upper four classes are made for work a few days in advance; this gives the industrious and intelligent pupils an opportunity to work ahead of their classes and gain time for promotions. Teachers who practice daily planning make assignments ahead, and direct the work of the pupils at all times, show growth in their profession and are among the class of thorough teachers. Such teachers think of _ the individual pupil rather than the class in which the pupil is enrolled. No lock-step classes are found in their schools. Of course, there are proper times for class drills, written tests, and oral quizzes for the pur- pose of checking on pupil achievements. A Lesson. Plan...What is a lesson plan? It is a unit of material properly organized for the purpose of good teaching. The material may be a complete poem, a chapter, a page or more, a book or out-door material of whatever kind; but whatever it may be, it should constitute a unit of work requiring coherent study and recitation. An outline or notes do not constitute a Lesson Plan, but even these will help the teacher in the preparation of the Plans. It is not always necessary to have a Plan for each recitation as the time is often too short for complete development and the goal is too far away. It may require several recitations to bring about a complete under- standing of all the materials that make up the lesson unit. The superintendent of schools should place his approval on planning and assist the teachers, through suggestions, in plans to be used. The embodiment of sound pedagogy in planning and lesson plans will contribute to the success of both the teachers and the pupils in their work. It is the duty of the teacher to teach pupils how to study, what to study, how long to study, and independent study. All questions asked by the teacher should be thoroughly studied before putting them to the pupils. 28 Pupils, also, should be taught to prepare and ask questions concerning the lessons. Very few questions should require a “‘yes” and “no” answer. A Model Lesson Plan. The following “Geography Lesson Plan” for the “Seventh Grade” was prepared by Jno. M. Foote. It has been used by classroom teachers and is approved by them. Problem: Why is most of Egypt a Desert? I. Assignment: 15 Locate Egypt with reference to Africa —the zones. Fig. 473- % 2. Read p. 453 of text. 3. Note population distribution, location and number. Fig. 471. Table, p. 452. 4. What does Fig. 468 tell of the climate? 5. What does Fig. 469 tell of the rainfall? 6. Note the location of Egypt with reference to the windbelts. Fig. 242. 7. Note the conditions for rain in this wind belt. Read p. 236, first column. Tls-geotuidy.: 1. Pupils study assignment under direction of teacher, or, 2. They may study at their seats or at home after the teacher is satisfied that the assignment is understood. IlI. Test (written or oral): i 2. % 4. os 6. Wr NE OOS Tr 2. Comment : Tee In what zones is Egypt? What is the population? Where do the people live? Which of these statements is correct: a. Egypt has mild summers and cold winters. b. Egypt has extreme summers and mild winters. How much is the rainfall? In what wind belt is Egypt? Give two reasons why these winds are dry. ummary — Discussion — Application : Summarize by stating why Egypt is mostly a desert. Discussion. Why is the Sahara generally barren and unproductive? How could much of it be made productive? This outline conforms to the assign-study-test-review type of lesson plan. 29 2. The pupils do most of the work — the teacher assigns the ‘lesson and directs. It is supervised or directed study. It teaches pupils how to study. 5. It illustrates how a problem lesson in geography can be worked out. 6. It concludes with a summary and discussion which “round ww out” the work. SCHOOL AND COMMUNITY PROGRAMS “Such a lofty aim for the community center can usually be approached only by the simplest beginnings. The people must first get the habit of meeting together in a neighborly manner in the enjoyment of spelling-bees, literary exercises, debates, sociables, etc. By such meetings they will have acquired certain community in- terests and accumulated some social capital, which together constitute the social machinery to community betterment. In time they will become ready to begin some constructive work in the community.” —L. J. Hantfan. “Wise and judicious modes of education, patronized and supported by com- munities, will draw together the sons of the rich and the poor, among whom it makes no distinction; it will cultivate the natural genius, elevate the soul, excite laudable emulation to excel in knowledge, piety, and benevolence ; and, finally, it will reward its patrons and benefactors by shedding its benign influence on the’ public mind.” —John Adams. All programs rendered in the school building should be both enter- taining and instructive. If properly and skillfully directed they will serve to establish the right kind of community spirit that will ultimately result in the community’s welfare. The following programs and similar ones will serve as models. PROGRAM Song. Current events. Is the farmer his own boss? Why I like the country life. Some of the pitfalls of city life. Song. Improvement of our country homes. Labor saving devices in the country homes. Some beauties of country life. Songs and readings. SO MI ARR HY DH Ll cee Se nen Daria IE ees a | lee gon ot ee RONG OF Rete 2S! whet a ae 30 PROGRAM Song by school choir. Current events. Our public roads. A map of same. What is the loss to the community because of poor roads. Song by the school. _ The best means of improving our roads. The cost per capita. Songs and readings, PROGRAM Song, led by the school. Debate — Resolved, That country life is preferable to city life. Song or music by the school orchestra. Current events. Report of committee on Songs, readings and orchestra. PROGRAM — MOTHER’S DAY Songs. Devotional exercises. Our grandmothers. What mother means to me. Song. How I help my mother. Do we fully appreciate our mothers. Songs. An address. Read the proclamation of the Governor of Ohio. Songs and a social hour. PROGRAM — HEALTH Song. Current events, Disease prevention. The house fly as a spreader of disease. How to exterminate the fly. Discussion of ventilation, colds. Some causes of disease. Debate — Resolved, That vaccination for smallpox should be enforced. Songs, readings and school orchestra. A Social hour. or Saye 31 DEBATES “Debating affords perhaps the best opportunity to emphasize the essential steps in all English work — investigation, organization, and presentation; for debating teaches a pupil to master his material, to arrange it logically with the best possible evidence, and deliver it effectively.” —E. R. Musgrove. “Oratory is the art of influencing conduct with truth sent home by all the re- sources of a living man.” Henry Ward Beecher. “T care not how hard the case is; it may bristle with difficulties. If I feel that I am on the right side, the case 1 win.” —Rufus Choate. QUESTIONS FOR DEBATE 1. Resolved, That the United States should join the World Court. 2. Resolved, That capital punishment should be abolished. 3. Resolved, That federal aid should be provided to equalize educa- tional opportunity in the various states of the United States. 4. Resolved, That the federal government should own and operate the coal mines. 5. Resolved, That the high school papers of the county should be consolidated. 6. Resolved, That Latin should be a prescribed study in the high schools. 7. Resolved, That interscholastic football should be abolished. 8. Resolved, That secret societies in high schools should not be permitted. g. Resolved, That the railways in this country should be owned and operated by the government. 10. Resolved, That there should be an educational qualification for voting. 11. Resolved, That the President of the United States should be elected for a single term of six years. 12. Resolved, That boys and girls have a better chance of success in the country than in the city. 13. Resolved, That the election primaries should be abolished and the conventions be restored. 14. Resolved, That art is more attractive to the eye than nature. 15. Resolved, That Washington did more for his country than Lincoln. 32 16. Resolved, That we receive more knowledge through reading than through observation. 17. Resolved, That fire is more destructive than water. The old-time “Debates” might well be revived. Debating is bene- ficial both to the debater and to the listeners. It will cause the debater to search for material in books, magazines, and to consult others ; it will help in the betterment of oral English, and the growth of a vocabulary ; it will drive away embarrassment and assist one properly to face and address an audience ; it is a school in which to learn “Parliamentary Procedure” ; it will enable those participating to broaden their general knowledge of the world’s past and present doings. The listeners will also be benefited in receiving the information gathered by the debaters and presented to the auditors. , The field is rich in social and economic problems to be solved. These problems concern the community, the county, the state, and the nation, and will not be solved until the people have an understanding of them. There is a great need of a fuller discussion of vital issues, and there is no better place than in the community school building, where the De- bating Society should bring the information to the thinking and seek- ing public. SUPERVISION “The function of supervision is the improvement of instruction, the encourage- ment of good work, and the constructive elimination of ineffective efforts and mis- applied energy. Expert supervision should lead teachers to a broad vision of teach- ing problems, to a broad range of experience, so that the work of one grade may be seen in relation to the work of other grades, to an understanding of needed revisions, of necessary growth, and of the final outcome of instruction.” —W. S. Gray. “Supervision is concerned with improving the teaching act, selecting and or- ganizing subject matter, testing mental fitness and instructional results, improving teachers in service, and the rating of teachers.” —William H. Burton. There is a need of more supervision and better supervision of the rural schools. There is a difference between supervision and inspection. Supervision leads; inspection drives. Supervisors say, “Come on, let’s go’’; inspectors say, “Go on.’”’’ Much of the superintendent’s time is given to inspection, because of not having enough time to do real supervision work. He knows, however, that supervision is his most important work to improve school room instruction. The inexperienced teacher, espe- cially, needs the superintendent’s help. Many a teacher has failed be- cause of not receiving the right kind of help in a time of need. hese \™ 33 All visits of the superintendent or supervisor should result in carry- ing out the valuable suggestions and course of work, having a definite aim and purpose. The teacher should have fore-thought and use tact in directing the pupils to see the goals which they daily strive to reach. The good superintendent and supervisor will make comparisons of his visits to the schools and learn, by means of tests, about the achieve- ments of the pupils, and he will tactfully acquaint the teacher of the re- sults of the tests whether they be satisfactory or not. There should be repetition as often as is needed. The supervisor should have had teaching experience and fully know how to assist teachers with their instructional problems and school man- agement in such a way as to cause the schools to function satisfactorily in the community where they are situated. It is a mistake to employ a superintendent of a county and require his services in the office as stenographer and clerk, instead of requiring him to make the greatest use of his knowledge and ability in the field supervising teachers and organizing the work of the pupils. It is the most fruitful field of work for the superintendent and supervisor of any school district ; the schools should be visited often and comparisons of the work be made and the results be reported to the teachers of the schools. A competent clerk and stenographer should be employed by every county board of education to assist the superintendent to manage the affairs of the county office, and the county board of education. THE SCHOOL LIBRARY “Books are the legacies that a great genius leaves to mankind, which are de- livered down from generation to generation, as presents to the posterity of those who are yet unborn.” —Addison— The Spectator. The books that charmed us in youth recall the delight ever afterwards; we are hardly persuaded there are many like them, and deserving equally our affections. Fortunate if the best fall in our way during this susceptible and forming periods of our lives.” “That is a good book which is opened with expectation, and closed with profit.” —Alcott— Table Talk. “All that mankind has done, thought, gained, or been, it is lying as in magic preservation in the pages of Books. They are the chosen possessions of men.” “If a book corhe from the heart, it will contrive to reach other hearts; all art and authorcraft are of small amount to that.” —Carlyle — Heroes and Hero Worship. 34 “Reading maketh a full man.” —Bacon — Of Studies. “The first time I read an excellent book, it is to me just as if I had gained a new iriend. When I read over a book I have perused before, it resembles meeting with an old one.” oon > —Goldsmith — The Citizen of the World. “The good education of youth has been esteemed by wise men in all ages as the surest foundation of happiness both of private families and of common- wealths.” —B enjamin Franklin. It is an o!d saying that a person is judged by the company he keeps; an estimate can fairly be made of a person by the literature he reads. Good books and magazines are essential factors in the education of all. There should be a library of well chosen books in every school for the pupils and patrons to use. This library should be supplemented by books from the State Library. The “State Traveling Library” is for the use of those who need this service. The books for the school library should embrace poetry, stories, his- tory, geography, science, nature study, health, art, household art, manual art, agriculture, and such other subjects as will edify and interest the patrons, as well as the pupils. To the school library each year should be added the books adopted by the “Ohio State Teachers’ Reading Circle Board.” For the convenience and help to those interested in the school and community library the following publishers are listed: The Abingdon Press, 420 Plum Street, Cincinnati, Ohio. Allyn and Bacon, 1006 South Michigan Avenue, Chicago, Illinois. Henry Altemus Company, 1326 Vine Street, Philadelphia, Penna. F. M. Ambrose Company, 14 Beacon Street, Moston, Mass. American Book Company, 300 Pike Street, Cincinnati, Ohio. American School of Home Economics, 58th St. and Drexel Ave., Chicago, Il. American Technical Society, Drexel Avenue and 58th St., Chicago, Illinois. The American Viewpoint Society, Inc., 13 Astor Place, New York City, N. Y. D. Appleton and Company, 29 West 32nd Street, New York City, N. Y. Arlo Publishing Company, Newton Upper Falls, Boston, Mass. Art Publication Society, 4517 Olive Street, St. Louis, Missouri. The Atlantic Monthly Press, Inc., 8 Arlington Street, Boston, Mass. Augsburg Drawing Company, Morristown, Tenn. Richard G. Badger, 100 Charles Street, Boston, Mass.. . The Arthur J. Barnes Publishing Company, 709 Pine Street, St. Louis, Mo. A. S. Barnes & Company, 7 West 45th Street, New York City, N. Ys Beckley-Cardy Co., 17 East Twenty-Third Street, Chicago, Illinois. 35 C. C. Birchard & Co., 221 Columbus Avenue, Moston, Mass. P. Blakiston’s Son and Co., 1012 Walnut Street, Philadelphia, Penna. The Bobbs-Merrill Company, 18 East Vermont Street, Indianapolis, Indiana. Boni and Liveright, 61 West 48th Street, New York City, N. Y. Milton Bradley Co., Arch and 17th Streets, Philadelphia, Penna. The Britton Printing Company, 812 Huron Road, Cleveland, Ohio. The Bruce Publishing Company, 354 Milwaukee Street, Milwaukee, Wisconsin. Bureau of Industrial Education, 1003 Park Avenue, Plainfield, New Jersey. The Burrows Brothers Company, 633 Euclid Avenue, Cleveland, Ohio. ‘A. L. Burt Company, 114 East 23rd Street, New York City, N. Y. The Century Company, 2126 Prairie Avenue, Chicago, Illinois. Cherry and Fouse, 350 Ido Avenue, Akron, Ohio. The John Church Company, 109 West Fourth Street, Cincinnati, Ohio. Lillian P. Clark, 13507 Cormere Ave., Cleveland, Ohio. C. H. Congdon, 200 Fifth Avenue, New York City, N. Y. D. W. Crist, Music Publisher, Alliance, Ohio. Croker, Jones and Pratt, 225 East 23rd Street, New York City, NY Thomas Y. Crowell Publishing Company, 426 West Broadway, New York, Cupples and Leon, 470 Fourth Avenue, New York Gity Nee Daughaday and Company, 168 North Michigan Avenue, Chicago, Illinois. Degan Publishing Co., 1956 Irving Park Blvd., Chicago, Illinois. Oliver Ditson Co., 178-179 Tremont Street, Boston, Mass. Dodd, Mead and Company, Inc., 1218 Fulton Bldg., Pittsburgh, Penna. George H. Doran Company, 244 Madison Avenue, New York City, N. Y. Doubleday, Page and Company, Garden City, New York. E. P. Dutton and Company, 681 Fifth Avenue, New York CitycNex: Frank D. Dykema, 110 Iona Avenue, S. W., Grand Rapids, Michigan. Educational Publishing Company, 2457 Prairie Avenue, Chicago, Illinois. Ellis Publishing Company, Battle Creek, Michigan. The A. Flanagan Company, 920 North Franklin Street, Chicago, Illinois. Franklin Educational Publishing Co., 152 S. Garfield Avenue, Columbus, Ohio. Franklin Publishing and Supply Co., Inc., 1931 Cherry Street, Philadelphia, Pa. Funk and Wagnalls Company, 354 Fourth Avenue, New York City, N. Y. Ginn and Company, 199 East Gay Street, Columbus, Ohio. Globe Book Company, 175 Fifth Avenue, New York City, N. Y. Rebecca and Josephine Godchaux, 2620 Buchanan Street, San Francisco, Calif. Goodheart-Wilcox Company, Inc., 2009 Michigan Avenue, Chicago, IIlinois. Goodyear Business Training Company, 5425 College Ave., Indianapolis, Indiana. -Goodyear-Marshall Publishing Company, Cedar Rapids, Iowa. Andrew J. Graham and Company, 1133 Broadway, New York City, N. Y. Gregg Publishing Company, 623 South Wabash Avenue, Chicago, Illinois. Hall and McCreary Co., 430 South Wabash Avenue, Chicago, Illinois. Ralston R. Hannas, 226 Harrison Avenue, New Brunswick, N. J. Harcourt, Brace and Co., 383 Madison Avenue, New York ‘City, Na ¥. Harper and Brothers, 49 East 33rd Street, New York City, N. Y. Haywood Institute of Universal Song, 109 West 76th St., New York City, N. Y. D. C. Heath and Company, 1815 Prairie Avenue, Chicago, IIlinois. Heyenga Publishing Co., Litchfield, Illinois. Hinds, Hayden & Eldredge, Inc., 11 Union Square West, New York City, N. Y. Historical Publishing Company, Topeka, Kansas, 36 Godfrey Holmes, 10628 Euclid Avenue, Cleveland, Ohio. Henry Holt and Co., 2451 Prairie Avenue, Chicago, Illinois. Houghton-Mifflin Company, 2451 Prairie Avenue, Chicago, Illinois. Institute of Public Service, 1125 Amsterdam Avenue, New York City, N. Y. The International ‘Textbook Company, Scranton, Penna. Iroquois Publishing Company, Inc., Syracuse, New York. Jennings Publishing Company, Newtonville, Mass. ~ " Johnson Publishing Co., Lock Box 1458, Richmond, Virginia. Marshall Jones Company, 212 Summer Street, Boston, Mass. L. E. Knott Apparatus Co., 79 Amherst Street, Boston, Mass. Laidlaw Brothers, 2001 Calumet Avenue, Chicago, Illinois. Laird and Lee, Inc., 1223 Wabash Avenue, Chicago, Illinois. La Salle Extension University, 4050 South Michigan Ave., Chicago, Illinois. Laurel Book Company, 325 South Market Street, Chicago, Illinois. G. W. Lewis Publishing Co., 4710 Grand Boulevard, Chicago, Illinois. J. B. Lippincott Company, 2126 Prairie Avenue, Chicago, Illinois. Little, Brown and Company, Inc., 34 Beacon Street, Boston, Mass. Longmans, Green and Co., 221 East 20th Street, Chicago, Illinois. Lothrop, Lee and Shepard, 275 Congress Street, Boston, Mass. Lyons and Carnahan, 221 East 20th Street, Chicago, Hlinois. The Macmillan Company, Prairie Avenue and 25th Street, Chicago, Illinois, The Manual Arts Press, 257 North Monroe Street, Peoria, Illinois. March Brothers, 208 Wright Avent, Lebanon, Ohio. McGraw-Hill Book Company, Inc., 370 Seventh Avenue, New York City, N. Y. McIndoo Publishing Co., New York Life Bldg., Kansas City, Mo. McIntosh Publishing Company, Dover, New Hampshire. Frances McKeen, Clarke School, Northampton, Mass. McKnight and McKnight, Normal, Ulinois. John Joseph McVey, 1229 Arch Street, Philadelphia, Penna. Mentzer, Bush and Company, 2210 South Park Avenue, Chicago, Illinois. Charles E. Merri!l Company, 440 Fourth Avenue, New York City, N. Y. Metropolitan Text Book Co., 37 South Wabash Avenue, Chicago, Illinois. Modern Eloquence Corp., 13 Astor Place, New York City, N. Y. Neilson Drawing Book Company, Pocatallo, Idaho. Newson and Company, 73 Fifth Avenue, New York City, N. Y. Nichols C. A., Publishing Company, 356 Main St., Springfield, Mass. Noble and Noble, Publishers, 76 Fifth Avenue, New York City, N. Ne Ohio Teacher Publishing Company, 71 East State Street, Columbus,Ohio. F. A. Owen Publishing Co., Dansville, New York. Oxford University Press, American Branch, 35 West 32nd Street, New York. L. C. Page and Company, 53 Beacon Street, Boston, Mass. The A. N. Palmer Company, 2128 Calumet Avenue, Chicago, Illinois. The A. H. Pelz Company, 102 St. Clair Avenue, Cleveland, Ohio. The Phonographic Institute Company, Cincinnati, Ohio. Isaac Pitman and Sons, 2 West 45th Street, New York City, N. Y. L. L. Poates Publishing Co., Inc., 4-6 Washington Place, New York C@itvaNes Ys Practical Drawing Co., 1512-1516 South Wabash Avenue, Chicago, Illinois. The Prang Co., 2001 Calumet Avenue, Chicago, Illinois. Theo. Presser Company, 1712 Chestnut Street, Philadelphia, Penna. 37 Hugh C. Pryor, Head of Dept. of Education, N. N. I. S., Aberdeen, S. Dakota. Public School Publishing Co., Bloomington, Illinois. G. P. Putnam’s Sons, 2 West 45th Street, New York City, N.Y. W. F. Quarrie and Company, 86 East Randolph Street, Chicago, Illinois. Rand-McNally and Company, 536 South Park Street, Chicago, Illinois. Ransom H. Randall, 6928 Wayne Avenue, Chicago, Illinois. The Ronald Press Co., 28 Vesey Street, New York City, N. Y. The H. M. Rowe Company, Harlem Square, Baltimore, Md. Percy E. Rowell, 5336 Thomas Street, Oakland, Calif. Row, Peterson and Company, 623 South Wabash Avenue, Chicago, Illinois. Benj. H. Sanborn and Company, 221 East 20th Street, Chicago, Illinois. W. B. Saunders Company, West Washington Square, Philadelphia, Penna. G. Schirmer, Inc., 8 East 48rd Street, New York City, N. Y. The Arthur P. Schmidt Company, 120 Boylston Street, Boston, Mass. The School Arts Magazine, The Davis Press Co., 44 Portland St., Worcester, Massachusetts. Charles Schovanek, 2172 West 14th Street, Cleveland, Ohio. Scott, Foresman and Company, 623 South Wabash Avenue, Chicago, Illinois. Scott-Mitchell Publishing Company, 803 Manhattan Bldg., St. Paul, Minn. Charles Scribner’s Sons, Fifth Avenue at 48th Street, New York City, N. Y. A. G. Seiler, 1224 Amsterdam Avenue, New York City, N. Y. A. W. Shaw Company, Cass, Huron and Erie Streets, Chicago, Illinois. ! Silver, Burdette and Company, 221 East 20th Street, Chicago, Illinois. Simmons-Peckham Co., Inc., 112 East 19th Street, New York City, N. Y. Small, Maynard and Company, 41 Mt. Vernon Street, Boston, Mass. Southwestern Publishing Company, Third and Vine Streets, Cincinnati, Ohio. Christopher Sower Company, 124 North 18th Street, Philadelphia, Penna. The Standard Publishing Co., 8th and Cutter Streets, Cincinnati, Ohio. Stanton and Van Vliet Company, 2537 South State Street, Chicago, Illinois. Frederick A. Stokes Company, 443 Fourth Avenue, New York City, N. Y. Clayton F. Summy Company, 429 South Wabash Avenue, Chicago, Illinois. Svehla’s Music House, 1872 West 25th Street, Cleveland, Ohio. Syntactic Book Co., 2088 Lunt Avenue, Chicago, Illinois. Taylor-Holden Company, 53 Hillman Avenue, Springfield, Mass. Horace F. Temple, West Chester, Penna. Bertha A. Thompson, Struthers, Ohio. Universal Text Book Company, 9 South Clinton Street, Chicago, Illinois. University of Chicago Press, 5750 Ellis Avenue, Chicago, Illinois. University of Chicago, Dept. of Education, Chicago, Illinois. University Publishing Co., 2126 Prairie Avenue, Chicago, Illinois. Louise Upham, Cresheim Hall, Mt. Airy, Philadelphia, Penna. D. Van Nostrand Company, 8 Warren Street, New York Cry SCS ee Frederick Warne and Company, Ltd., 26 East 22nd St., New York Citys INeee Webb Publishing Co., 55 East Tenth Street, St. Paul, Minn. Joel E. Werda, Assyrian American Press, Hartford, Conn. Wheeler Publishing Company, 352 East 22nd Street, Chicago, Illinois. .John Wiley and Sons, Inc., 440 Fourth Avenue, New York City, Ny. Willis Music Company, 137 West 4th Street, Cincinnati, Ohio. The John C. Winston Company, 1006 Arch Street, Philadelphia, Penna. World Book Company, 2126 Prairie Avenue, Chicago, Illinois. 38 Yale University Press, 148 Elm Street, New Haven, Connecticut. The Zaner-Closer Company, Columbus, Ohio. TEACHERS’ SELF-RATING SCORE CARD SUCCESS “He has achieved success who has lived well, laughed often, and loved much; who has gained the respect of intelligent men and the love of little children; who has filled his niche and accomplished his task, whether by an improved poppy, a perfect poem, or a rescued soul; who has never lacked appreciation of earth’s beauty, or failed to. express it; who has always looked for the best in others and given the best he had; whose life was an inspiration and whose memory is a benediction.” —Bessie A. Stanley. “Know Thyself.” Teachers will find it beneficial to check occasionally on themselves to determine their good points and bad points, if any, and rate themselves in their chosen profession. Would it not be well for teachers to take time in seclusion to medi- tate upon their work, and try at least to answer satisfactorily the follow- ing questions : 1. What is my greatest strength? 2. What was the best piece of work that I did todayé 3. Did I succeed in all my efforts today? 4. Was the attitude of the teacher and pupils right toward each other today? Were my questions well prepared, and rightly directed.to the pupils today? 6. Did I give the pupils their right to tell what they had learned or did I tell too much to them? 7. Were my lesson assignments today, good? 8. Do I take notes daily of my failures and successes? 9. Do I encourage my pupils to ask prepared memory questions and thought questions? 10. Other questions will arise to require answers. a Y After scoring and arriving at a conclusion, the teacher“ will profit by taking the matter up with the superintendent for an honest opinion and a friendly discussion relative to the score card points. The teacher having the right attitude toward improvement in teaching service, will do this. By permission, the following score card prepared by Dr. F. C. Land- sittel, Ohio State University, is offered to assist the teacher to arrive at a conclusion : on 6 esate ) ae wy 39 \ “BUIYIOM oq ABUT JOyoeI} 9Y} YOIYM jsulese sdeoipuey Wo1y Surstie JOII9 4091109 0} syaas TA uora9g 4 000T 24098 patTIIg stent rene ese (Qp)ecrctesereeseceeseeres quOUTUsISSY Eve 'e ao, ee)8 18 SA TODS [210.L Pe Re EGE D Cv ek iis oats ee al eS AWOU0IH Diecbtat te ania, cy bits dart ema oe ate Gla ‘sSoudAISN[IUO7) See AEN EMRE Dec Scie eis pi at hac REL Jo A}IOLIIJUT 6) SR ee aay SoNTRS Ss” Te ARO et Ss IUOO [ewe as anes sae i neal <° * CA CeET jesrshyd Axeis0dura J, , Sipe < heeeS pe (eN «ites text * > <5: OTSOU Se ul AYOe phe pe Ms 649 Vint gO Sg ahd ait ay SUOT}IPUOD tae nae Ses 8 ORY SEO SanD ul quowspnt pue EIS dAIpIye IO auaisAY snorsa}a]9q "e asset Sse = 2 meee rey Cerise tent qoqyeur poor teereeeseses (QT)***suolRjal [BUOIssefoId Surssaidaq °Z -qns JO uol}ezIuesIO pue UOT}DIIag “T rrsereessees(QT) ++ **quauMMOITAUa ]BIOOS a[qeIOARyUA) “| | 00 GOHLAN ‘III 001 SHOLOVA DNILOVUALNNOD TAP (gp) ttt speapr onsejoyss -¢ sence Swe (ry te 2 5 SAR IOISET aue13AYy aqeyjomucy ¢ solr a eo ee ome nai) CEE aay jO puewu0) ‘Ff Cbg sie PRO Gp (Cadi ker Ney at aa ire SSOUDAIPLINY $s eis seve gene em ieee. Sree 3 jeuoIssajo1g “¢ what Oa Gc Beageaetae as ea Japio jusua SuelIy i Bora eke ney neaitalines SS. psy ale Mone NEAT CLA yeroads % COT SNOILIGNOD WOOW “A fy POS oR Saar exer gies ON ey Ae Ure meee tn de [etoues) oT ase bs dear tc @ | +o) scales he eh dee aay aa ds s][Eqs [etsedsS ay 022 dIHSUVIOHOS al trrerteseses(Qge)ysss***zoAvapua pue Ambul jo yaidSg ° seseeercoeoe(apyrsssss**** SATIBIWUL ‘SSOUdAISSOISSY 9 ene car OCR) o* SAT BIIIOL *[0.1]U09-] [as o17e1D0WIIC xe Bate eee Tani CHV Coen ari, gee Pee yaids [BUOISsoTOIg Tee Sree (GRE nhs Sr +sOneIsIede Pure: SOjSe yp trrssreessss (Q@) SySaJa}JUI SNOISI[aI pue [eIs0s-[e1OVy OU a al Ao aaa gee ld St ea oSpoyMouy Suls(.) "e ere sae aai each (f= Shika cir crn tags hea osuas jerorpnf eRe ache sess GW inw se. Mae inate dk ae oie uoIsseidxo sa eget dt GL uk Cah eran. Naan uoljyeuue ‘yyeoH jo $Sou}oeII09 pue ssauayaduioy % ORs Mar Ray EE ere ae aslog nie sete ae (og yrs tro eats Qne jo puewwo0) ‘| a Susls cahole fe cae ete (0g) ° Dict harsher Oca ete heiet te wen ahataydes cs aouvivaddy 4 066 NOILOvaa WdNd ‘AI ‘ 0c6 ALTIVNOSHHd JI ta Sra ew ere ha oeam VO HY, eee eee PAA ape Free Sra aCe ‘ UOTJEUIST A, jo out T° a ae thd aah ala Nia) Wer ge ates iS Dew SAS Hes a Qi Hid oO ke . No tig wor Auer pue sjoafqns eee ereeer esr eowrereer see se eee eee esse eevnoseee bee eee wee ee ee Coe eee reer rer teres eeeeeeeessereereeee uol}eI0'T jooyss Joyoeay, Jo owe N Cy Ce eee rere meen eres es ene rs eeeteerereeeee rere erereeesr eer eH Feeeeset Hee esees ee SFFesee eet esses sees sene eves see A}ISIOATULE) 3383S O14YO TALLISONV’] “D “J Aq pestaog dav) aYOOS ONILVA-YAHOVAL II. III. VI. Co bo Do ot A ai ane —e bo wr AS oaP- w Cr Co-po ™ oO 40 DEFINITIVE TERMS Personal attractiveness, cleanliness, neatness, dress. Posture, dignity, grace, self-command, composure. Physical vigor, wholesomeness, buoyancy, hygienity. Rational behavior, freedom from impulsiveness and irascibility. Moral character, spirit of reverence, tendency teward social service. Temperament, attitude toward pupils, co-operative tendencies, open-mind- edness. Command of subject-matter, stock of general information, breadth, ac- quaintance with current happenings. Specialized scholarship, adaptedness to position. Special studies in education and training in teaching, experience under competent supervision. Clearness, fluency, accuracy. Scholarship standards, conception of educational aims and values. Adaptations, sequence, correlation, rational procedure. Speed, manner, form of questions, treatment of answers. Illustration, analysis or synthesis, use of devices. Motivation, attention, cooperation, suggestion. Effectiveness, finish, definiteness and sufficiency of modification in pupils. Absence of non-essentials, completeness of utilization of time.’ Time, adequacy, definiteness, clearness, motivation. Command and evaluation of knowledge materials, sensing meaning, re- flective think'ng, success in reaching independent conclusions. Habits of response, use of language, quality of written work, respect for proprieties in discussion. Application of knowledge to life situations. Refined permanent interest, ideals. Responsiveness to social demands, social habits. Alertness, concentration, self-activity, relevant questions, criticism. Study, reading, speaking, writing, handicrafts, fine arts. Seating of pupils, convenience of furniture and equipment. Interior furnishings, decorations. Cleanliness, light, temperature, ventilation. Low standards of life in the community, bad home conditions. Poor supervision, annoying colleagues, insufficient salary, poor equipment. Unfit schoolroom, bad weather conditions, distractions. Indisposition, exhaustion, personal injury. Subnormality, poor previous teaching, under-nourishment, insufficiency or unfitness of clothing. SCHOOL BUILDINGS AND PLANS The purpose of this chapter is to suggest to ‘boards of education and others of the state of Ohio a few building plans for-guidance. In all cases of new buildings, additions to buildings, or material changes in buildings, an architect and builder should be sought for ad- vice. Blue prints of the structure plans should be made and submitted 4I to the State Department of Industrial Relations for approval. The State Department of Education will, upon request, render as- sistance to boards of education in all matters pertaining to the school plant. The object in submitting these plans is to illustrate the practical ap- plication of the Building Code relating to school house construction, of the one story type especially. A good school house should be large enough to accommodate all the pupils in the school district and have room for a few more, should be properly and adequately lighted ; should be comfortably heated ; should be scientifically ventilated ; should be adequately and properly equipped; and should be attractive. SCHOOL BUILDING DESIGNS A One-Room Building oe 99 DESIGN “A General Description: Design “A” is for a one-room school building suitable for a small community or small school district, which can be a construction of frame or a better grade of construction. As the school room is lighted from one side only, the plan should be so arranged as to place the most ornamental and attractive exposure of the building towards the public highway or principal approach. The heating apparatus being placed within the room to be heated and ventilated no cellar or basement is necessary. SO PCS: The school room is lighted from one side only; this is more effective than the system of placing windows at the left and rear of the pupils. Entrance and Exits: Two means of egress are provided from the school room, one is the main entrance; the other an emergency exit placed at the opposite end of the room, both of which should be protected from the weather by vesti- bules with recessed outer doors. Heating and Ventilating: The room should be heated by a standard ventilating stove and ven- tilated by a masonry flue extending above the roof. A small fuel room directly connected with the school room is pro- vided, the same being located close to the stove. Closets: A closet for books and other supplies has been provided, but is not required by law. Design B is simpler than the design A, and needs no further de- scription. ER nt OLS x Ber ROOM: Z22Z-0"*.30-0" CEILING HEIGHT 1-0" MAXIMUM SEATING: CAPACITY: 48: PUPILS = (e} 0% vy pss Het <0 O'n a VU > ENTRANCE: Pe) Bos Os On N Ui ew em OROR oT DESIGN: A Si OH ge MO ROOM ZB-0 « 32-O" CEILING HEIGHT I1-¢” MAXIMUM SEATING CAPACITY: 48 PUPILS "LOM ROvuOrM TENTRANCE O Noo OO MS CaO ees DESIGN BD 43 A TWO ROOM BUILDING Cr da DESIGN C General Description: Design “C” is for a one-story two room school building suitable for a small community or small school district which can be constructed of frame or a better grade of construction. As the school rooms are lighted from one side only, the plan should be so arranged as to place the most ornamental and attractive exposure of the building towards the highway or principal approach. The heating apparatus being placed within the rooms to be heated, no cellar or basement is necessary, however, if a furnace or other heat- ing system is desired, such could be placed in a basement located under the cloak rooms; and the flues for heating and ventilating placed in the walls separating the school rooms from the cloak rooms. A small voca- tional room is provided. Entrance and Exits: Two means of egress are provided for each room, one is the main entrance and the other is an emergency exit placed at the opposite end of the room. The main entrance is. protected from the weather by a vestibule and all entrances and exits are recessed for protection from storms. Heating and Ventilating: Each room is independently heated by a standard ventilating stove. A masonry ventilating flue is placed in each cloak room to ventilate the clothing by drawing the vitiated air from the school room, through the cloak room to the ventilating flue. Closets: Each room is provided with a closet for cloaks. Design “D” consists of two class rooms which may be thrown together for an auditorium. A small room for the library is provided: Ned i Oa Sete De Se 4 go op ee Oy Na .O-bZ « 0-21 INE OLOSS = EWN Oar We OO SAN OTD ee ee sliand pS ONILV3AS- WOON - SOVID “RYVWIdG- et7iaand Sb ONILVAS LOrle « 0-2 Z WOO? SAS lh A a UN VN at), -O-6Z x 0-27. 45 Ss PR WF ee oh 1 aT es eRe Ss Ads = eed ai at: eile! WO OFSSs 0-0/5 WiO Orsi et On ertdnd Sb ONIivac ~O-1E * D-ZzZ LR ONS OR ahha fe ee Eck 8 a gh Bes *STldNd- brs ONILVaAe > .0O-6Z * (0-22 VAIO GR SeSs vy Sarre clay Natt 46 A THREE ROOM SCHOOL oe 99 DESIGN “E General Description: Design “E” represents a three room grade school building for primary and grammar pupils, and is suitable for a consolidated school district: The building is designed to be built for composite construction; viz., masonry walls with the floor and roof construction of wood beams or joist. The basement will contain the heating apparatus and play rooms; and, if a water supply and sewerage system are available, the toilet ac- commodations for the building. Optics: Each class room is lighted from one side only, as this system is more effective than the system of placing the windows at the left and rear of the pupils. All shadows would be eliminated and neither the pupils nor the teacher would be compelled to directly face the glaring light admitted through the windows. Entrance: tits The building is designed to have but one entrance placed on the front of the building, the same being protected from the weather by recessed doors and a vestibule. . Means of Egress: The building being designed for composite construction, each class room, in order to comply with the law, must be provided with two sepa- rate and distinct means of egress, one the usual means of ingress, the other an emergency exit. Heating and Ventilating: The heating system is designed to be placed in rooms but it may be installed in the basement and the same can be either a furnace, steam or hot water; however, if a steam or hot water system is used, provisions must be made for heating the proper amount of fresh air required for ventilating purposes. Samtation: If a water supply and sewerage system are available, drinking foun- tains and sinks should be provided. Toilet accommodations may be located in the basement. Otherwise such conveniences must be provided on the school building site in the form of pumps and outhouses. A Community Room has been provided to include a stage. Design “F” is not difficult of understanding and is not described. 47 GE spa EOP KS. a Cae Vou ac) ate Sak SE Grae NO One Oy ile aN ROMO prs | elt mS EL sonvuin2f SDNVYILNG = Oo r sivac .O-8Z« 0-02 se] os Civic .O-G6C * 9-OF Z oO WOO SEL Vt a@owfouvom o 23 | ! S404 03VM 3aOWwdIvn aixa -Lixa .0--9Z x0-0% SoC sili): ——— deg EH Sa oh ORO ep aS 6 a OO ae © ie appr ae Cale [ests hPa mPa ~ I9@OYUdC awmM - <= > Pr o ~ o v a SAZOYVABYM 49 ‘ DESIGN “G”’ General Description: Design “G” represents a combination grade and high school build- ing and contains class rooms for primary and grammar pupils, accommo- dations for high school pupils and an auditorium for school and other gatherings, Such a building is suitable for a centralized school district or a village. This building is designed to be built of fireproof construction, viz., incombustible, fire and w ater proof materials, with all metal parts thoroughly fireproofed; except, the finished floors, doors, windows and the usual trim of the rooms may be of wood construction. The basement will contain the heating apparatus and play rooms, and if a water supply and sewerage system are available, the toilet ac- commodations for the building, and if desired, rooms for domestic science and manual training. This grade school building provides for 240 pupils, an auditorium seat'ng 342, a balcony on the second floor, and a large stage. A kitchen and stozage room are connected with the auditorium ; rest room and office are complete. Total cost, including heating and ventilating, sanitary work, electric wiring, etc., $53,849.00. 50 General Accommodations: The building is equipped with an office and rest room. The high school department is provided with a study room seating pupils, recitation rooms each accommodating pupils and laboratory. Auditorium: The auditorium-gymnasium is provided with a raised platform and is designed for a level floor, elevated seats and stage. Heating and Ventilating: The heating system is designed to be placed in the basement and the same can be either a furnace steam or hot water; however, if a steam or hot water system is used, proper provisions must be made for heating the fresh air necessary for ventilating purposes. baal rh feu eee ee MADISON TOWNSHIP GRADE SCHOOL BUILDING LICKING CO OHIO ais 25 xs = Vs _ an Ss = be f= 51 AUDITORIUM 38-01 45-0" CORRIDOR ww pS CLASS eO0.M H ‘< MOFTICH = FOxO RIEBEL SONS SMATHENY ARCHITECTS COLUMBUS OHIO Sa pe Poe 3 S | a Cy Sa 4 ¥) CLASS ROOM 2-0 % 30-0 OE KONE | noda Cv | E WMAOLIA AY a Lavd Addl 52 Sanitation: If a water supply and sewerage system are available, drinking foun- tains and sinks must be provided in each story, and toilet accommoda- tions should be located in the basement; otherwise, the same must be provided on the school building site in the form of pumps and outhouses. That there should be an understanding of the state requirements for school buildings, the following sections of the building code are hereby submitted : “Sec, 12600-274. It shall be unlawful for any owner or owners, officers, board, committee or other person to construct, erect, build, equip or cause to be con- structed, erected, built or equipped any opera house, hall, theatre, church, schoolhouse, college, academy, seminary, infirmary, sanatorium, children’s home, hospital, medical institute, asylum, memorial: building; armory, assembly hall or other building used for the assemblage or betterment of people in. any municipal corporation, county or township in this state, or to make any addition thereto or alteration thereof, except in a case of repairs for maintenance without affecting the construction, sani- tation, safety or other vital feature of said building or structure, without comply- ing with the requirements and provisions relating thereto contained in this act.” “Sec. 12600-279. Whoever being the owner or having control as an officer, or as a member of a board or committee or otherwise of any opera house, hall, theater, church, schoolhouse, college, academy, seminary, infirmary, sanitarium, chil- dren’s home, hospital, medical institute, asylum, memorial buildings, armory, assembly hall or other building for the assemblage or betterment of people in any municipal corporation, township or county in this state, violates any of the provisions of the foregoing act or fails to conform to any of the provisions thereof, or fails to obey any order of the state fire marshal, unless the court shall sustain the appeal, the de- partment of industrial relations, unless on appeal the court shall set aside such order, or building inspector or commissioner in cities having a building insvection depart- ment, or the state board of health in relation to the matters and things in this act contained shall be guilty of a misdemeanor and upon conviction thereof shall be fined not more than one thousand dollars and stand committed until said fine and costs be paid or secured to be paid or until otherwise discharged by the due process of law.” “Sec. 12600-296. Section 138. Before entering into contract for the construc- tion or erection of any public building to be used or that may be used as a place of resort, assembly, education, entertainment, lodging, trade, manufacture or repair, storage, traffic or occupancy by the public the owner or owners thereof shall, in addition to any other submission of plans or drawings, specifications and data required by law, submit the plans or drawings, specifications and data prepared for the construction, erection and equipment thereof, or the alteration thereof, or addition thereto to the municipal building department having jurisdiction, if such there be; otherwise to the chief of the division of workshops, factories and public buildings, for its or his approval. No owner or owners shall proceed with the con- struction, erection, alteration or equipment of any such building until said plans or drawings, specifications and data have been so approved.” el Ribs 53 “Sec. 12600-49. Basement Rooms. Rooms used for school purposes may be placed not more than half the height of the story below the grade line providing they are properly damp proofed, heated and ventilated, and have the required glass area above the adjacent finished grade line without the use of areas or retaining walls.” “Sec. 12600-50. Dimensions of School and Class Rooms. The minimum floor space to he allowed per person, in school and class rooms shall be an area sufficient to accommodate seats, desks and’ chairs used with aisle spaces as provided under sec- tion 12600-53 G. C. “Toilet, play and recreation rooms shall be not less than eight (8) feet high in the clear measuring from the floor to the ceiling line’ “The height of all other rooms shall be not less than one-half (14) the average width of the room, and in no case less than ten (10) feet high in the clear. “In laboratories, drafting rooms; domestic science rooms, manual training rooms and shops, lighted from two or more sides or by means of skylights, with not less than one (1) square foot of glass area to each five (5) square feet of floor area, the requirement for minimum ceiling height may be disregarded. The plans shall be clearly marked showing the maximum number of pupils or persons to be ac- commodated in each room.” “Sec. 12600-51. Rest Room. In all school buildings of grade “A” containing four and not more than eight school or class rooms a rest or hospital room shall be provided and in all school buildings of grade “A” containing more than eight school or class rooms, two such rooms shall be provided. “These rooms shall be provided with a couch and supplies for first aid to the injured, and where water supply is available shall be provided with water closets and sinks.” “Sec. 12600-53. Class Room Seats and Aisles. All school and class rooms shall have aisles at both side walls and at the front and rear of the room, or on all wall sides. “All school and class rooms shall have not less than six (6) feet between the front row of seats or desk and the wall, for the entire width of the room; no furniture of any kind to be placed in this space except the necessary desk and seat for the instructor. Center aisles shall be not less than seventeen (17) inches wide in primary rooms, eighteen (18) inches wide in grammar rooms, twenty (20) inches wide in high school rooms and twenty-four (24) inches in all other school or class rooms. “Wall aisles shall be not less than twenty-eight (28) inches wide in primary rooms, thirty (30) inches wide in grammar rooms, thirty-six (36) inches wide in high school rooms and all other rooms. “The above aisle widths shall be clear widths from the side of the adjacent seats or desks to the nearest fixed wall, radiator, unit ventilator or other furniture or apparatus, and no such radiator, unit ventilator or other furniture or apparatus, shall project from the wall toward the aisle space more than. fourteen (14) inches.” “Sec. 12600-54. Optics. There shall be provided not less than one (1) square foot of glass area to each five (5) square feet of floor area in each class, study, recitation, school room and laboratory and not less than one (1) square foot of 54 glass area to each eight (8) square feet of floor area in each domestic science, manual training room or shop. Each gymnasium, play, recreation and toilet room, shall have not less than one (1) square foot of glass area to teach ten (10) square feet of floor area. “Windows shall be placed either at the left, or the left and rear of the pupils when seated, except in laboratories, drafting rooms, domestic science rooms, manual training or other rooms in which desks, benches, tables or machines can be placed to secure proper lighting otherwise. In no case shall more than fifty (50) per cent of the light be placed at the rear of the pupils when seated. “Tops of windows shall be placed above the finished floor line at a height equal to not less than half the average width of the room minus eight (8) inches. The width of the room shall in every case be measured at right angles to the source of light. “All windows shall be placed in the exterior wall of the building, except for halls, corridors, stock and supply closets which may be lighted by ventilated sky- lights or by windows placed in interior walls or partitions. Museums, libraries, art galleries, laboratories, drafting rooms, domestic science rooms, manual training rooms and shops may be lighted by skylights or clere-story windows.” “Sec. 12600-55. Grade A Building of Composite Construction, Each room in the superstructure used by pupils as a class or school room shall have at least two separate and distinct means of egress. “No class, school or high school room shall have more than one door or open- ing between it and the main hall or corridors of the building. “Communicating doors between two class or school rooms shall not be con- sidered as a means of egress. “The proportion of exits to the seating capacity shall be not less than three (3) feet to each one hundred (100) persons to be accommodated. “One exit door from each rcom shall lead to the main corridor and all other exits shall lead to standard inclosed fireproof stairways. “All such exits not more than eight (8) feet above the grade line may lead to fireproof outside steps or stairs and thence to the grade. In no case shall an exit be less than three (3) feet or more than six (6) feet wide. “Fach room in the basement used by pupils shall have a direct exit not less than three (3) feet wide, with stone, cement or iron stairways leading up to the grade line. Stairways shall be not less than three feet six inches (3’6”) wide. “Areaways around such stairways shall have substantial hand and guard rails on both sides. “These exits shall be provided in addition to the usual service stairways and means of ingress.” Grade A. and B. Buildings of Frame Construction. Each room shall have at least two, three (3) feet exits; one leading to the open with steps to the grade, and the other the usual means of ingress; and all steps shall have hand rails on both sides. “Grade A. Buildings of Composite Construction. Basement stairways shall be enclosed with either brick walls not less than nine (9) inches thick, concrete walls six (6) inches thick, or hollow tile walls twelve (12) inches thick. “All openings in these walls shall be provided with standard self-closing fire doors. The width of stairways required under this classification shall be equally is Lt »> Pao Ne eer Tw eo M4 errs. Te or Tee i‘, aya 7 3 : E 55 divided, one-half being placed in the main service stairways and the other half in the enclosed fireproof stairs or fire escapes.” “Sec. 12600-58. Passageways. No hall or passageway leading to a stairway or exit shall be less in width than the stairway or exit, as the case may be. “Halls and passageways shall be so designed and proportioned as to prevent congestion and confusion.” “Sec 12600-62. Special Construction. All floors to toilet rooms, lavatories, water closet compartments, or any enclosure where plumbing fixtures are used within the building, shall have a waterproof floor and base made of non-absorbent in- destructible water-proof material, viz.: asphalt, glass, marble, vitrified or glazed tile or terrazzo, or monolithis composition. “Base shall be not less than six (6) inches high and shall have a sanitary cove at the floor level. “All basement rooms used by the pupils or public shall have a damp or water proof floor. “All basement ceilings except where fireproof construction is used shall be lathed with metal lath and plastered.” “Sec. 12600-64. Heating and Ventilation. A heating system shall be installed which will uniformly heat all corridors, hallways, play rooms, toilet rooms, recrea- tion rooms, assembly rooms, gymnasiums and manual training rooms to a uniform temperature of 65 degrees in zero weather; and will uniformly heat all other parts of the building to 70 degrees in zero weather. “Sec. 12600-65. Sanitation. Water Closets and Urinals Required ‘For Male Pupils For Female Pupils No. of Pupils Water Closets Urinals No. of Pupils Water Closets 50 2 3 50 4 100 + 5 ' 100 7 200 rj 9 200 12 300 9 13 300 16 400 11 15 400 9°: 500 12 17 500 21 1000 19 27 1000 34 2000 32 48 2000 59 “Toilet accommodations for males and females shall be placed in separate rooms, with traveling distance between the entrance doors of not less than twenty (20) feet. “Juvenile or short closets shall be used for primary and grammar grade schools. This does not apply when latrine closets are used. “In buildings accommodating males and females it shall be presumed that the occupants will be equally divided between males and females. “Where water supply and sewerage systems are not available no sanitary equip- ment shall be installed within the building, but pumps in lieu of drinking fountains, closets and urinals in the above proportions shall be placed upon the school building 56 grounds, and no closets or urinals shall be placed nearer any occupied Bice, than fifty (50) feet. “Where pumps or hydrants are used the outlet shall be inverted. “Buildings more than three (3) stories in height shall be provided with toilet rooms in each story and basement, and in these shall be installed water closets and urinals in the above required ratios in proportion to the number of persons to be accommodated in the various stories. “Toilet rooms for males shall be clearly marked ‘BOYS’ or ‘MEN’ and. for females ‘GIRLS’ or ‘WOMEN’.” “Sec. 12600-66. Gas Lighting. A system of gas lighting if used shall be installed as follows: “All outlets in class and recitation rooms shall be dropped from the ceiling and be equally distributed so as to uniformly light the room. “The number of burners provided shall not be less than the following: “In auditoriums one, three (3) foot burner to each fifteen (15) square feet of floor area. “Tn halls and sew aye one, three (3) foot Sanne to each twenty-four (24) square feet of floor area.’ “Sec. 12600-67. Electric Work. An electric lighting system if used shall be installed as follows: “All wiring shall be in conduit. All materials, devices and installations shall be as recommended by the National Board of Fire Underwriters 1923 National Electric Code. “All stairways, corridors, passageways, hallways and other parts of the build- ing used as a means of ingress or egress shall be adequately lighted by artificial light at all times when the building is occupied after dark. Such lights shall be con- trolled by switches, accessible only to those_in authority. “Assembly halls in connection with or as a necessary part of a school building shall be provided with exit lights properly located and wired with only one fuse be- tween the lights and the main fuse.” “Sec. 12600-69. Fire Extinguishers. Standard standpipe and hose shall be provided in basement of grade A buildings and in each story and basement of grade B buildings with sufficient length of one and one-half (144) inch hose to reach any part of the story. “Hose lengths shall not be more than seventy-five (75) feet, and where hose of such length will not reach the extreme portions of the story additional standpipes and hose shall be provided. “Where water supply is not available, standard chemical fire extinguishers shall be provided in the proportion of one (1) extinguisher to each two thousand (2,000) square feet of floor area or less. “Standard chemical fire extinguishers shall be provided in each story above the basement of grade A buildings in the proportion to one extinguisher to each two thousand (2,000) square feet of floor area, or less. “All fire extinguishers shall be prominently exposed to view and always ac- cessible.” “Sec. 12600-70. Fire Alarm. All buildings containing more than two (2) school rooms or having a basement, shall be provided with manually operated trip Fi a | 57 “fire’ gongs not less than eight (8) inches in diameter with incombustible con- nection enabling the ringing of an alarm from each story in the building. “In buildings where the distance from the manually operated gongs to the furtherest point in the building in the same story is greater than one hundred (100) feet there shall be installed, in addition to the manually operated system, a closed circuit supervised system, consisting of alarm sending stations, sounding devices, and control equipment whereby the operating of a sending station shall automatically sound a pre-determined code on all sounding devices. Any disarrangement that will cause the system to become inoperative shall sound disarrangement bell at the control panel. The supervisory current shall be a separate source of supply so that failure of one supply shall ring warning bell from the other. “Alarm sounding devices shall be provided and distributed so as to be effectively heard in every room. Such sounding devices shall be distinctive in pitch and quality and shall be used for fire alarm purposes only. “Alarm sounding stations shall-be provided near all the main exits and in the natural path of escape from fire, at readily accessible and visible points which are not obstructed. “The arrangement of sending stations and the manner of their connection with sounding devices shall be such there shall be no difference between the sounding of actual alarms and drill signals. “Systems shall be so arranged that no manual intervention will be required, following the actuation of a sending station, for causing effective response of all required sounding devices, nor shall facilities be provided whereby such response can be controlled or modified. “Where it is desired alarm systems may be arranged to cause automatic trans- mission of alarms to fire departments upon operation of any alarm sending station. Such connections shall be so arranged as to permit drills to be conducted by those in authority without calling out the fire department. “In semi-detached buildings gongs shall be provided for each section and shall be connected so as to ring simultaneously from each story of each section. “Gongs shall be centrally located in the main halls and the operating cords shall be placed so as to be always accessible.” Should more knowledge of the requirements of the “School Building Code”’ be desired the State Department of Industrial Relations, Columbus, Ohio, will, upon request, send ‘Bulletin, Ohio State Building Code, School Buildings,” which deals with the following subjects: INDEX SECTION PAM SEPA Cece sehr ks ask) Aes et) he WK « co-a w is am iba 12600-274-5-6-7-8 Re Peee POM AIINS we tr he re ecient li-sip Lig aod eR se 12600-279-80-1-2-8 PASI ORUMBIN Ath Re AMen ee tN Oe gk PK Out oo on oy eh koh ee 12600-29-7, 1036 Peete veer eit ceInenteront eet i. bicae hing aire todas se ehmee es 12600-1 S24 16 RRS Es a FL VA ae i 12600-44 BSE Oe CONStTICCIO I RGCUIEE( : fi si. c+ vise som Se ound Gave eee 12600-45 DMA BO OPES ic Artie araig Sao anys Swi as Acs hu ee ew eee hes 12600-46 cay Mb. ahisly 7 (ara jugs tatu Ad 2p a (0) 9 a 12600-47 PISA t eto OCIS eee man Pe antot Vn Sicilia Seen tra ohare sto tbior seats 12600-48 58 : Basement Rooms." 5.) saw at ee a a 12600-49 3 Dimensions of School and Class Rooms............+...000eeee 12600-50 4 Reet AROOUIS > Gis 5. 3G diate ange Pas POR le ee ae 12600-51 ; PeneeHiey: SLOIIS lr sive Vi ee hee Sa ets dae aces ce ae 12600-52 § Silass' Room Seats-and: Aislessx2..55 st) ra ee ee 12600-58 | RIDERS G3 soos ne Seid ba SUS mew snls 2 oh POS ¥ RRA ee ee BOE } Meenas aie EStessy. 2%, ica hcles cecesnan len ce Re ee 12600-55 4 CAMMY Sie as ys ales et Chau SAA ES oe RI SA ee 12600-56 eadients !. 2 sc.s%: ho» wWiBly See a Ghats Gi mts Orv AGRE ee aia eRe eae 12600-57 . PANE WAVS ah yt oie fe cane Re oe A ee a RR Ae 12600-58 | RUMEN AIOE So Nich 4.55 sien extla g Ghee Sd eh Whee UN RE oe ee 12600-59 : Sexiest s Gand sWindowsss .1o.4.0 cy oe ee eee 12600-60 RANG Mcp Gian oss Me a hdw o's Dina Phale nar aes See ee 12600-61 ; Brreial: Ca tst PACER —fcsees ae facex asc 2s oa bas ene tig. 12600-62 j Pasaer atid S008 LOAGS vie. 05 Sas cae se onlere a cinta ved. Meee 12600-63 ; Brescia ealid “Ventilation <5 iret gv oss e (ayes wach ae ee OP 12600-64 i PROMPTS Arias aly os Wie hai Gots SR Doe a ES 12600-65 : Ree DPN IOMUELENES Ga x ack ee dese SoMa oa Eee ee ee ee een 12600-66 4 RetemER CW OTe is A Biay bs hanes Oat ie og oh CURA Aba 12600-67 Merritt Far Ware Myint tcc cas eh ae Oe eR ee 12600-68 ; apm eetineaishers: 2% Sets | oe am, Riiaenec Kee a ee ae 12600-69 . OTe nla gees reel wc heen oR ee eae 12600-70 ‘” BOUELS “11 VY OFKSHOPSi.c aa oo eee shes are eR ee 12600-71 ~, Goarding Machinery. and Pits.:. 5. focissc seis aoe ees eae ewe 12600-72 ; A SCHOOL SURVEY BLANK County... eo: Nea Name*otv. School son. new as. pee Disty.u nee F The Teacher — 4 NAMCT OL “dL CACHEP Sst foc ee Address tcc 2en tomes ee F Years Experience (including this year).......... Years in present i position (including this year)......... Did you get your elemen- j tary education in a rural school?........ How many years of high school preparation have you had?........... Number of years ‘ preparation above high schools?........... What kind of a cer- iameate-do yor hole f= Sic. sce ee malaty te aac Number months school............ Pupils — r Barollments\: 2.53555 Number of families represented.......... Number of grades.:...:.... Number of classes daily.......... Grounds — How large is the school ground? (sq. rds.)............ Is it well ; ayrained.2 .i%,%. auoe sie Fenced Psi awe ese Is there a good well onthe grounds? :. 72.4445 How many growing trees?.......... 59 Is the front sodded?.......... Does the school have a flag and a TIONG Yess tcrs vee #5 Play ground equipment?.......... Totlets — Are the toilets separate?.......... Cleatir ac ou oe oes Inside or BUITGHIE Cotten c- alee ales If outside, how many feet apart?............ INTOTINEY OTL Sit. om vie ss Wrell- lente ?5-23..0 sess Are they in BOO Fepair 26s: Are entrances protected from view?........ How far from school building?.............. Buildings — When was the school house built?.......... Is the foundation of the school house in good condition’.......... Is the roof in good CONGHION fechas crs. x5 Are the windows in good condition?......... Is the building well painted?.......... Light — Does the light come from the left only?............ From left and POAT ONE tess Vas. From. both sides?........<. Do the chil- dren face windows?............ Do the windows have shades? Sep ei ae Are they adjustable’. ......... Heat — Is the room heated by basement furnace?.......... Room heater? ert ewe yackéted Stovery .0.3 32.02 unjackéted Stover. 5 ae Length of school room?............ Weir, ota Height ? Equipment — How many lineal feet of blackboard?........ Is rit slate tis. aes Is it composition board?....... Does the school have single desks? fee Are they adjustable?....... How many sizes?....... Is there a good teacher’s desk?.......... -Leacher‘s:chairit. 40a ee VEST WARSI horny 205 Ses Migfonee tinea. Towels? 25. ee Does the school have a drinking fountain?.......... A covered cooler or stone jar?........ Does the school have a piano?........ Organ’... asc: Talking machine?......... Does the school have a good dictionary?.......... Book: case?) s¢50 Globe? Battie on cares Encyclopedia?.......... Reference books?......... Set Of wall ‘maps?fs. 0.5.2. Is the floor oiled ?... 0.6.24. or is sweeping compound used daily?.......... Are damp or oily cloths The teacher is asked to fill in the above questionnaire for the county superintendent’s information and as a help to the State Department of Education. in standardizing the school or schools. a WW ae sSercebr sent ree mag