/s^y ^*/y z Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/specialinstructi01sout )U IN- STATE OF SOUTH CAROLINA SPECIAL INSTRUCTIONS FOR THE Organization of Rural Graded Schools Prepared for the State Department of Education by the State Supervisor of Element- ary Rural Schools. Issued by J. E. SWEARINGEN, State Supt. Education 1914 To Trustees and Teachers: eoH L The growth of rural graded schools employing two teachers or\ V three teachers has brought better educational facilities to nearly 300 districts containing nearly 25,000 children. This bulletin is reprinted for four reasons : — 1. To emphasize the necessity of careful organization, especially in the first four grades. The daily programs for two-teacher and three-teacher schools are especially recommended for careful examination. Every school receiving State aid must file with the State Superintendent a copy of each teacher's daily program before this aid can be paid. 2. To call attention to the supplementary reading books, and, incidentally, to the 1914 Library List. 3. To urge proper equipment in each classroom. In many schools this minimum equipment can be improved, especially in blackboards, maps and desks. 4. In the hope of stimulating lagging communities to take advantage of the rural graded school Act. Each school should file at the end of the first month its applica- tion for State aid during the current year. All such applications should reach the State Superintendent between December 1st and December 15th. If principals and teachers would forward specimen programs without written requests, their co-operation would facilitate the handling of applications by the State Department of Education. At the close of the session each principal should file his annual report with the State Superintendent of Education, the County Superintendent of Education, and the Clerk of the Local Board of Trustees. Schools failing to forward this report are liable to forfeit their right to State aid the ensuing year. The three-teacher school guarantees adequate instruction. South Carolina needs at least 500 such educational centers. The present development points to the establishment of many addi- tional high schools and rural graded schools during 1914-15. Respectfully, J. E. SWEARINGEN, State Supt. of Education. THE RURAL GRADED SCHOOL At the annual session of 1912 the General Assembly of the State of South Carolina passed the following Act, which had been introduced by Eepresentative W. H. Nicholson of Greenwood. Rural Graded School Law. An Act to provide for consolidated and graded schools in country districts, and to appropriate fifteen thousand dollars to encourage the same. Section 1. Be it enacted by the General Assembly of the State of South Carolina, That not less than fifteen thousand dollars be appropriated annually for the purpose of assisting rural school districts in the establishment, maintenance and improvement of rural graded schools under the conditions and provisions of the following sections of this Act : Provided, That the amount hereby appropriated shall be expended from the sum appropriated under the terms of Term Extension Act of 1910, Act. No. 431, page 791. Sec. 2. When any rural district in South Carolina shall levy and collect a special school tax of not less than four (4) mills, and when a school in such district employs two certificated teachers for a school term of not less than six months, and when such school has an enrollment of not fewer than fifty pupils and an average daily attendance for the session of not fewer than thirty pupils, and when such school is taught in a comfortable and sanitary building provided with the minimum equipment pre- scribed by the State Board of Education, and when it uses a course of study and classification approved by the State Board of Education, it shall be entitled to receive State aid under this Act to the amount of $200.00 per year. Sec. 3. When any rural school district in South Carolina shall levy and collect a special school tax of not less than four (4) mills, and when such school employs three or more certificated teachers for a school term of not less than seven months, and when such school has an annual enrollment of not fewer than seventy-five pupils and an average daily attendance for the ses- sion of not fewer than forty pupils, and when such school is taught in a comfortable and sanitary building provided with the minimum equipment prescribed by the State Board of Education, and when it uses a course of study and classification approved by the State Board of Education, it shall be entitled to receive State aid under this Act to the amount of $300.00 per year. Sec. 4. No district which receives State aid under the provi- sions of the High School Act, or of the Term Extension Act shall receive aid under the provisions of this Act. No district which contains an incorporated town with more than three hundred inhabitants shall receive aid under the provisions of this Act. Sec. 5. It shall be lawful for the school trustees of a district to use the State aid obtained under the provisions of this Act to furnish public conveyance of children to the school, when in the opinion of the trustees and the County Superintendent such action is wise and expedient. Sec. 6. The State Superintendent of Education may refuse aid under the provisions of this Act, if it is made to appear to him that the expenditure would be unwise and detrimental to the interest of free school education in said district. Sec. 7. The State Superintendent of Education, with the State Board of Education, shall provide rules and regulations for the distribution of this fund, and shall publish such regulations to the various County Superintendents of Education, who, in turn, shall publish them to the various district trustees. Sec. 8. Applications must be filed in order of their receipt, and paid or refused in the same order. Sec. 9. All Acts or parts of Acts inconsistent with this Act be, and the same are hereby, repealed. Act No. 497, Statutes 1912. A clause of the Bill set aside $15,000 of the Term Extension appropriation for the purposes of this Act. In the Appropriation Bill of 1914 a special appropriation of $60,000 was made with which to carry out the provisions of this Act. On April 12, 1912, the State Board prescribed the follow- ing minimum equipment for schools receiving State aid under this Act : (1) Each teacher to be provided with separate room. (2) Comfortable desks for teacher and for pupils. (3) Proper ventilation and good heating in winter. (4) At least twenty lineal feet of good blackboard per class- room, with crayon and erasers. (5) Maps of the United States, South Carolina, North Amer- ica,. South America, Europe, Asia and Africa. (6) Library of at least one hundred volumes. (7) Two separate and well-kept closets. This Act was at once enthusiastically received by the County Superintendents and Rural School Boards of the State. Many of them have expressed the opinion that it is the most stimulating piece of legislation which has yet been passed for the advancement of the country school of the best type. The required four-mill special tax has already been levied in many districts in order that the rural schools in these districts might be enabled to qualify for recognition as rural graded schools. Each year will mark an increase in the number of schools which have been stimulated to increased activity and efficiency by this law, and it is confidently expected that the Legislature will continue to recognize its beneficent effects and will increase the appropria- tion to meet the needs. At the close of the scholastic year 1913- 1914 the following schools had complied with the provisions of the law and had received assistance from the State appropriation : LIST OF RURAL GRADED SCHOOLS RECEIVING STATE AID, JULY 1, 1913, TO JUNE 30, 1914. County. School. V 'C xa s Oi E-( d a "3 u a 0> o a Si a si Abbeville 20 39 3 2 5 6 7 8 13 16 18 19 21 28 32 33 35 36 48 50 51 52 53 56 57 58 64 68 69 11 16 10 23 31 47 6 35 11 18 20 29 10 19 28 29 39 14 20 26 27 3 5 20 26 30 44 8 11 12 13 18 19 20 24 26 27 28 30 2 3 3 3 3 3 2 3 2 2 2 2 3 2 3 2 2 2 3 4 2 3 4 2 3 2 2 3 2 2 2 3 2 2 2 4 2 2 2 3 3 3 2 3 3 4 3 3 3 2 2 2 2 2 3 2 4 2 3 4 7 2 3 2 2 3 4 3 140 160 120* 120* 140 140 160 160 140 120 160 120 120* 140 140 140 120 120 140 140 120 140 140 120 140 140 120 140 120 180 160 160 120 180 180 140 130 180 180 180 140 140 120 140 120* 160 135* 154 170 140 160 160 120 120 140 120 160 140 160 180 160 160 140 140 160 140 160 180 54 108 98 121 94 133 85 152 71 72 136 111 135 74 96 92 59 72 188 162 87 104 174 114 78 125 58 137 99 61 57 90 74 58 73 131 77 93 57 61* 124 83 98 164 101 124 92 143 87 60 104 103 75 72 102 60 122 75 76 71* 288 64 63* 78 65 128 128 86 30 72 74 Anderson 77 56 100 55 96 37 46 59 65 77 39 61 71 43 38 75 86 59 59 103 54 46 72 37 72 61 48 35 64 40 53 43 99 45 67 32 40 62 49 51 121 Ruby 75 98 63 82 Davis Station 52 Trinity 36 56 52 36 Ruffln 47 55 33 Swift Creek 90 48 High Hill 52 St. Davids 51 209 33 Philadelphia 40 51 34 65 Clyde 69 64 ♦The star indicates that the school has fallen below the standard in one or mora particulars during the past scholastic year. JULY 1, 1913, TO JUNE 30, 1914. — Continued. LIST OF RURAL GRADED SCHOOLS RECEIVING STATE AID, JULY 1, 1913, TO JUNE 30, 1914. — Continued. County. School. +j a a> a a 3 s? £ <-> u O) C3 a HQ H ft* ^ s a; Si Dillon Dorchester Edgefield . Florence Georgetown Greenville .. Hampton Horry . . Jasper . . Kershaw Little Rock Minturn Union Kemper Bermuda Manning Mt. Andrew Dalcho Oak Grove Pleasant Hill . . . Harlevville Flat Rock White Town Ebenezer Hvman Elim Coward Powell Prospect Good Hope Old Hundred . . . St. Albans East Gantt O'Neal Ebenezer Taylors Standing Springs Grove Berea Highland Double Springs . Chandler Pliney Reid Travelers Rest . . Columbia Hopewell W. A. Pepper. . . Mountain Lodge Bellvue Mitchell Golden Grove . . . Oak Grove Beaver Dam .... Tyger Early Branch . . Furman Evergreen Green Sea Little River . . . Socastee Wannamaker . . . Loris Sweet Home . . . Maple Toddville Spring Branch . Waccamaw Aynor Gillisonville Great Swamp . Trinity Blaney Three' C's Beaver Dam . . . Lugoff Stoneboro 4 6 13 16 17 18 19 21 22 30 9 4 7 13 19 37 39 51 54 23 2A 4A 6A 11A 12A 9B 3C 4C IOC 13C 11D IE 5E 9E 12E IF 3F 4F 9F 12F 13F 4G 7G 131 13J 4 21 180 109 160 79 160 129 120 73 120 57 170 86 160 81 160 89 160 88 140 69 160 90 120 56 130 61 180 68* 160 80 140 66* 160 157 100* 104 150 116 140 102 140 143 140 139 124 75 130 82 140 141 160 103 120 67 120 66 140 129 120 84 140 149 140 104 120 98 130 89 140 122 120 49* 150 96 140 116 119* 80 120 105 120 70 140 101 155 150 120 83 120 114 100* 142 140 90 120 77 140 172 120 62 120 96 120* 110 140 172 120 63 120 80 120 63 140 96 120 52 120 71 180 81 180 56* 125 69 180 127 120 73 140 69 140 59 160 58 72 45 67 42 36 58 70 55 56 45 71 38 41 52 60 44 86 70 76 81 88 76 47 46 72 72 34 36 107 68 92 74 48 64 82 33 54 72 35 51 31 60 121 53 58 88 54 44 103 42 77 56 97 36 32 31 55 32 49 67 34* 38 64 37 31 32 43 •The star indicates that the school has fallen below the standard in one or more particulars during the past scholastic year. LIST OF RURAL GRADED SCHOOLS RECEIVING STATE AID, JULY 1, 1913, TO JUNE 30, 1914. — Continued. County. School. « Lancaster Laurens Lee Lexington Marion . . Marlboro Newberry Oconee Orangeburg Pickens Saluda Spartanburg New Bethel Tabernacle Tradesville , Rich Hill Caston Pleasant Plain Antioch Green Pond (Dials) Shiloh (Dials) New Harmony (Dials).... Lanford (Lanford) Prospect (Laurens) Ora (Ora) Princeton (Sullivan) .... Poplar Springs (Sullivan) Waterloo (Waterloo) .... Friendship (Youngs) .... Huntersville (Youngs) ... Hebron Rock Hill Pelion Zion Brownsville Boykin Blenheim St. Luke's Pomaria Jolly Street Trinity Jalapa Zion Silverstreet Tokeena Providence Fair Play South Union Tabor Richland Oak Grove Clemson College Keowee Salem Ebenezer Earles Four Holes North Willow Neeses St. George Cordova Zion Vineland Dacusville Gates Oolenoy Montvale Holly Eulala Zoar Ward Providence New Pisgah Pauline Disputanta Gramling Wellford Cavins Gowensville Peru 10 11 12 24 32 33 49 1 3 4 10 2 12 1 3 14 2 4 18 26 25 31 1 11 15 13 26 33 45 48 56 58 2 3 6 7 10 19 22 32 35 42 69 71 3 44 68 74 75 3 16 17 22 36 56 7 8 14 17 46 4 20 27 31 48 51 52 63 125 120 120 120 160 100* 120 140 140 140 160 160 160 160 125 160 130 130 140 140 160 120* 140 160 160 130 160 120 140 160 160 160 120 120 140 160 140 128 140 180 140 160 140 120 160 140 160 160 180 130 120 140 120 140 120 120 90* 140 160 160 140 120 140 140 160 106 120 120 90 71 97 90 148 132 101 127 93 72 97 67 56 127 88 78 69 110 76 92 104 148 79 79 73 106 60 80 51 50 54 61 60 112 154 137 80 72 103 82 166 161 181 100 129 122 95 94 91 89 105 162 114 100 79 115 77 65 129 121 83 121 111 274 89 62 124 116 81 40 52 70 65 62 53 81 58 45 59 41 35 77 60 54 51 64 60 75 69 112 40 50 51 78 40 49 31 35 37 47 36 58 88 70 45 54 57 64 71 82 75 50 91 76 51 57 47 52 55 86 65 65 50 64 47 41 78 79 37 72 73 138 57 41 67 63 ♦The star indicates that the school has fallen below the standard in one or more particulars during the past scholastic year. LIST OF RURAL GRADED SCHOOLS RECEIVING STATE AID, JULY 1, 1913, TO JUNE 30, 1914.— Continued. County. +j Z> Q H HQ m « 68 2 120 64 48 75 3 180 135 74 76 2 120 81 53 78 3 140 171 71 80 2 180 69 32 82 3 140 101 59 88 3 160 82 40 91 2 140 56 34 93 2 160 74 35 95 3 140 102 53 2 3 148 74* 49 3 4 133* 137* 89 9 2 160 83 58 12 2 156 70 36 14 2 134 54 32 16 2 155 54 40 20 2 136 58 30 22 2 153 51 31 17 3 120* 74* 42 19 2 140 66 50 27 5 160 89 70 28 3 140 112 69 29 2 140 48* 24* 36 2 120 71 40 39 2 120 51 30 41 2 140 41* 24* 15 2 160 59 36 21 2 180 75 60 22 2 140 66 43 29 2 160 63 37 33 2 145 65 39 35 3 140 93 57 39 3 160 135 72 44 2 140 75 46 45 2 140 50 32 49 2 120 89 60 50 3 140 84 53 51 2 160 51 32 52 3 120* 69* 37* Sumter Spartanburg. . . . Rich Hill Duncan North Pacolet . Holly Springs Fernwood .... Glenn Springs Hobbysville . . . Lanham Green Pond . . Pelham Concord Bethel Dalzell Shiloh Trinity Oswego Pleasant Grove Baker West Springs . I Hebron i Indian Town . Cedar Swamp . Pergamos Earles Aimwell Trio York | Bullock Creek . I Filbert I Bowling Green I Bethesda I Philadelphia . . Tirzah Union Williamsburg Gold Hill .. . Smyrna Friendship .. Cotton Belt . Mt. Holly . . Guthriesville Lesslie ♦The star indicates that Ihe school has fallen below the standard in one or more particulars during the past scholastic year. 10 THE REASONS FOR THE LAW. In 1907 the General Assembly of South Carolina made a State appropriation for the encouragement of high schools. The State aid granted to high schools under this Act was conditioned on the attainment of prescribed standards of efficiency. The efficacy of the High School Act has been amply demonstrated. Under its influence the number of high school teachers and pupils has been doubled in five years. The provisions of the Act restricted the appropriation to smaller towns and country communities where limited resources would render it difficult to maintain the' addi- tional school facilities contemplated by the law. The State High School aid is now conditioned on a 2-mill special levy. Acting on the same principle, the General Assembly in 1909 passed the Garris, or Term Extension Act. This Act now pro- vides that a school district which is not able from the regular school funds to maintain a five months' term may, upon voting a tax of two mills or more, receive from the State Treasury a sum equal to that raised by the tax, not to exceed $100 to any district. The principle of State assistance conditioned on self-help has also in this law received ample justification. Under its provisions nearly fourteen hundred of the districts in South Carolina have voted special taxes for lengthening the school term, have raised the teachers' salaries, and improved the quality of the instruction. The State and County Building Acts constitute another exem-. plification of the wisdom of the same principle. Under these Acts the help of the State and county is extended to the school district willing to give of its own resources to erect a building which embodies the established principles of good school architecture and has been approved by the State Board of Education. In the administration of the High School and the Term Exten- sion appropriations it was discovered that there were cases which it was difficult to reach under these Acts. The limitation of the Term Extension appropriation to $100 for a district made it admirably adapted to serve the needs of the one-teacher country school. A country community thickly populated with white peo- ple and with a school enrollment which made necessary the employment of two or more teachers was evidently at a decided disadvantage, and these were the districts which needed most the stimulation of the State appropriation. Many such rural communities attempted to organize the rural high school, but in most this effort ended in failure or in partial success. It was 11 difficult to maintain the high school enrollment of 15 pupils which was required by the high school law, and it was not desirable that the principal should give all his time to the instruction of the small attendance in the high school department. There were numerous instances where a high school teacher receiving half the total salary paid in the school was giving his time to the instruction of 10 or 15 pupils in the high school department, while his two assistants were each struggling with an enrollment of 50 or 60. The Rural Graded School Act aims to give relief from these conditions. The rural graded school is not a high school. It does not con- template in any circumstance more than two years of high school work, and whether or not this is given should be governed by the best interests of the school, as a whole, and by its proximity to a regularly organized high school. If there is a high school within reach of the pupils, the good of the majority certainly demands that the time of the teaching force be devoted to the elementary work. It is distinctly understood that the principal shall not neglect the elementary work of the school in order to give his attention to the few pupils who may be taking the more advanced subjects. The State authorities will look with decided disfavor upon any schedule or division of work which places an over- whelming burden of numbers on the primary and intermediate grades of the school. Sometimes a principal fails to comprehend the spirit and pur- pose of the law. An application for admission has just reached the State Superintendent's office in which it is shown that a pri- mary teacher receiving $33 per month is endeavoring to teach more than 60 children ; an intermediate teacher at $10 per month has been assigned to more than 50, while the principal, receiving a salary of $85 ($12 more than the combined salary of the other two teachers) has taken the 14 pupils comprising the three higher grades of the school. Such a division of work is absolutely out of harmony with the spirit of the rural graded school. It is unjust to the teachers and even more unjust to the elementary pupils. The limited time which can be devoted to the lower grades under such an arrangement will effectually prevent most of the pupils from ever reaching the vacant places in the upper ranks. It may not always be possible to divide the pupils equally among the teachers, but the principal should have at least two- thirds as many pupils as any other teacher in the school. This 12 may shorten some of the recitation periods and may compel the combination of classes and other devices for saving time. It is easier, however, to do this with older pupils who are in a measure able to direct their own studies than with the small children who must work under the constant direction of the teacher. THE SCHOOL BUILDING. The regulations of the State Board of Education require that each teacher in the rural graded school shall be provided with a separate room. Rooms separated by a curtain will not suffice. If your present building is inadequate and does not conform to hygienic demands, the district should consider a thorough remodeling or the erection of a new building in accordance with the State plans. A bulletin issued by Clemson College for the State Department of Education may be obtained from the State Superintendent, and the blue prints for these designs and for other special designs may be obtained from the Engineering Department of the College. Trustees should consult with the County Superintendent of Education and should secure the approval of plans in order to secure any aid which may be granted under the State laws. FURNITURE. The requirements for recognition as a rural graded school require a building to be provided with comfortable desks for teachers and pupils. In order to conform to the size of the pupils the ordinary school building should be furnished with desks of four sizes: No. 5's, No. 4's, No. 3's and No. 2's. These desks should be carefully screwed to the floor with the following dis- tances between backs: No. 5's, 22 inches; No. 4's, 24 inches; No. 3's, 26 inches; No. 2's, 28 inches. Desks which are not fastened securely to the floor are very quickly shaken to pieces or broken. A comfortable desk and chair should be provided for the teacher. LIGHTING, VENTILATION AND HEATING. Good hygiene requires that the windows of a schoolroom should be about one-fifth of the floor space. All pupils should be seated so that the light comes from the left and rear. They should never sit facing the light. The windows should be provided with shades to control the direct sunlight. The shades should be 13 adjusted to suit the changing light. The writer frequently visits schoolrooms where shades are seemingly regarded as ornaments. They are frequently pulled down so as to cover half the win- dow and remain in this position throughout the school year obstructing the light which the window was intended to give. Used in this way they do vastly more harm than good. A jacketed stove with a fresh air intake and ventilating flue affords the best ventilation. Where this is not possible, an ordi- nary stove may be equipped with a sheet iron jacket and placed in the corner of the room where it will not interfere with the seat- ing. The teacher should constantly have in mind the ventilation of the schoolroom. As an additional precaution, the windows should be opened and the room given a complete airing at every recess period. BLACKBOARDS. The best school work demands good blackboards. The regula- tions provide for at least 20 lineal feet per classroom. Hyloplate or some other wood pulp composition makes the best blackboard for the country school. In order to secure durability this board should be held in place by moulding. MAPS, To aid the purchasers of school maps in securing excellent qual- ity at the lowest prices, the State Board of Education has approved the maps of Rand, McNally & Company, and recom- mends their use in the public schools of the State. The prices of these maps are listed below : Maps recommended by the State Board of Education. Prices f. o. b. Chicago. Universal Series Wall Maps, 41x58 and 41x52 inches — the East- ern and Western Hemispheres, United States, North America, South America, Europe, Asia and Africa — On common roller, each $1 00 On portable board, each 1 75 On spring roller, in diamond or steel case 2 00 Set of four in globe case 7 50 Set of eight in globe case 12 00 Set of eight in roller front case 15 00 14 Globe Series Wall Maps, hand-mounted, 41x58 and 41x52 inches — The Eastern and Western Hemispheres, United States, North America, South America, Europe, Asia and Africa — On common roller, each $1 50 On portable board, each 2 50 On spring roller, in diamond or steel case 3 00 Set of four maps in globe case 12 00 Set of eight maps in globe case 20 00 The best form in which to purchase the required maps is in separate steel roller cases. They may be taken to the different rooms as needed, and returned to a rack provided for them when not in use. THE LIBRAE Y. The library is perhaps the most important item in the equip- ment of any school. In many country homes there is a dearth of reading material. As a consequence many country children never form the reading habit. Most of the books should be simple and interesting, and adapted to the elementary grades. It is in these grades that the reading habit is usually formed. In addition to the regular circulating library, the school should, whenever possi- ble, be provided with sets of supplementary readers for class use. Every rural graded school should take advantage of the law which gives State and county aid to the enlargement of the library each year. Supplementary Reading. It is generally conceded that in the teaching of reading results have been less satisfactory than in the teaching of any other of the common school branches. The failure of many pupils to read thoughtfully and intelligibly, critics say, is due to the rapid pro- motion of pupils from one grade to another before sufficient familiarity with the reading texts is acquired. To improve the teaching of reading and to cultivate an interest in reading on the part of the pupils the Legislature passed, in 1914, an "Act to Provide Supplementary Reading for the Public Schools." This law is not intended to supplant or to interfere in any particular with the old library law that has been in operation for several years. It is like the former law in that it is based upon local self-help and in the method of securing the State and 15 county appropriations. It differs from the former law in the amount of State and county aid that can be secured ; that is, when any school has raised any sum of money from $5.00 to $25.00 for the purchase of supplementary readers, a like sum from the county and also from the State is available. It is greatly to be desired that the teachers of the State will begin at once to secure the benefits of this law in their respective schools. When the funds have been secured, the books should be selected in sets with the number in each set sufficient to supply each pupil of a reading class with a book, or two pupils with one book. It is intended that these supplementary readers should serve at least two purposes. They will afford the pupils more reading material without additional cost to their parents, and will enable the teacher to give the pupils of each grade more practice in reading before advancing them to the next grade. These books also will give opportunity for more sight reading. It is a helpful exercise and a delightful change for the pupils to have from time to time at the regular reading period a sight lesson from another book instead of the regularly prepared lesson. It is confidently expected that a judicious use of these books adopted by the State Board of Education in 1914 will greatly improve the reading in the public schools of the State. 16 SUPPLEMENTARY READING BOOKS. Author. Title. Beginners' Books- Publisher. Price to S. C. Schools Haliburton Primer D. C. H. Co . Banta & Benson .Brownie Primer A. F. Co. . . . Pox Indian Primer . . . A. B. Co ... . First Year Books — Holbrook Hiawatha Primer H. M. Co Stevenson Dramatic Readers, Book I .... H. M. Co Grubb & Taylor Industrial Primary Reader. . .D. C. H. & Co. Second Year Books — Wiltse Folk Lore Stories & Proverbs . . G. & Co Eugene Field Reader C. S. Sons Blaisdell Boy Blue and His Friends. . .L. B. & Co Gardner Nature Stories Mac. Co Turner Our Common Friends and Foes A. B. Co Norton Heart of Oak Reader, Book I.D. C. H. & Co. Stevenson Dramatic Reader, Book II .... H. M. Co Third Year Books — Godolphin Swiss Family Robinson for Young Readers E. P. D. Co Stevenson Children's Garden of Verses. .R., McN. & Co. . . Holbrook Book of Nature Myths ...... H. M. Co Baldwin Old Greek Stories A. B. Co Williamson Life of Robt. E. Lee B. F. J. Pub. Co. Norton Heart of Oak Reader, Book II . .D. C. H. & Co . . . Stevenson Dramatic Readers, Book III. .H. M. Co Fourth Year Books — Brown In the Days of Giants H. M. Co Williamson Life of Washington B. F. J. Pub. Co. Evans & Duncan Farm Life Reader, Book IV. .S. B. & Co Holbrook Northland Heroes H. M. Co Pyle Some Merry Adventures, of Robin Hood C. S. Sons Sneath, Hodges & Stevens . Golden Ladder Mac. Co Arabian Nights . . . H. M. Co Brown Stories of Woods and Fields. .W. B. Co Stevenson Dramatic Readers, Book IV. .H. M. Co Fifth Year Books — Scudder Book of Fables and Folk Stories H. M. Co Williamson Life of Stonewall Jackson. . . .B. F. J. Pub. Co. . Brown When the World Was Young . . W. B. Co Sneath, Hodges & Stevens. Golden Path Book Mac. Co ' Brown Stories of Childhood & Nature . W. B. Co Hawthorne Wonder Book II. M. Co Evans & Duncan Farm Life Reader, Book V. . .S. B. & Co Stevenson Dramatic Readers, Book V . . H. M. Co .25 .32 .23 36 .29 .30 .27 .37 .36 .35 .27 .20 .34 .38 .45 .41 .41 .31 .28 .38 .45 .35 .35 .32 .47 .35 .36 .38 .48 .41 .35 .38 .38 .38 .36 .40 .58 17 SANITATION AND HEALTH. The rural graded school should not only present a model in sanitation for the smaller schools of the county, but should assist in developing better sanitary ideals for the home. The well and water supply should be carefully looked after, and each school should have two well-kept sanitary closets built in accordance with the approved specifications of the State Board of Health. These plans and specifications may be obtained on request from the State Board of Health, Columbia, S. C. The building and grounds should be kept as clean as a well-kept home. A standard floor dressing will keep down dust. The school should see that each room is provided with a cov- ered water cooler with automatic faucet and pupils should use individual drinking cups. Instructions in practical sanitation should be one of the features of the school work. The State and County Medical Associations have kindly offered to co-operate free of charge with teachers and school trustees in the conserva- tion of the health of school children. The State Dental Associa- tion has made a similar offer. The teachers and trustees of the rural graded schools should consult with the local physicians and should be leaders in the movement for better public health. SUPPLEMENTARY EQUIPMENT. The good rural graded school should Jby no means be content with this minimum equipment. Its walls should gradually be ornamented with good pictures which will develop the esthetic taste of its pupils. The work room should be fitted with sim- ple, practical work benches and tools. A simple school kitchen may be fitted out at a nominal cost, and the laboratory may be easily supplied with inexpensive apparatus and illustrative material for use in physical geography, botany, agriculture, and physics. The school grounds should be fenced and should be ornamented with flowers and shrubbery. A good playground should be maintained with games for boys and girls, and every- thing should be done which will contribute to the beauty and attractiveness of the building and surroundings. SCHOOL GARDENS AND EXPERIMENT PLOTS. Several schools in South Carolina have successfully maintained school gardens. Mr. W. W. Long, the State Director of the Farm 18 Demonstration Work, has planned the establishment of experi- mental plots for demonstration of crop rotation in connection with five schools in each county. On these plots will be given a practical demonstration of the principles of soil building adapted to South Carolina. Every rural graded school in the State should plan to carry on this work in connection with the agricultural instruction. COMMUNITY ACTIVITIES. The rural graded school should endeavor to be a community social and educational center. By all means it should have an organized literary society in which its older pupils and the young men and women of the community may have an opportunity for exercise in public speaking and debate. An occasional entertain- ment based usually on the everyday work of the pupils will give an incentive to special effort on the part of the pupils and will afford a source of pleasure and interest to the parents. We strongly advise against the use of school study hours for the preparation of elaborate entertainments and plays not directly connected with the course of study. The entertainment should be such as to awaken the interest of parents and pupils in the regular course of study rather than to divert effort into other channels. AGRICULTURAL CLUB WORK. The rural graded school should be the recruiting station for the Boys' Corn Club and Girls' Canning Club. The success of these clubs will depend largely on the intelligent interest and enthu- siasm of the teacher. Even where there is no equipment for domestic science, the teacher may organize her larger girls into a Homemakers' Club, which will meet weekly at the homes of the members, and work along lines suggested by the Extension Department of Winthrop College. ATHLETICS. Most of the counties in South Carolina have now organized the County Field Day. The rural graded school should be pro- vided with a track and the home-made apparatus necessary for the practice in the running high jump, the pole vault, and the other events which make up the Field Day contests. The teacher should provide himself with the bulletins on school athletics 19 issued by the University and Clemson College. This athletic training appeals strongly to the older boys and will contribute to regular attendance and to good discipline. THE COURSE OF STUDY. The course of study approved by the State Board of Education and printed in the Elementary Manual and the text-books adopted by the State Board will form the basis of the rural graded school work. Modifications of this to meet local conditions must receive the approval of the State Superintendent of Education. DAILY PROGRAMS. The following daily programs are suggested for two and three- teacher schools. These programs will frequently require modifica- tion to meet special conditions. The programs of the teachers must be submitted to the State Superintendent of Education as a prerequisite to recognition and State aid. The assignment of grades to the several teachers will vary with conditions. As previously stated, there should be no great inequality in the size of the classes assigned to the several teachers. In one of the best schools which the writer has recently visited the principal has reached this end by taking the beginners in her room with the upper grades. SUGGESTED PROGRAM FOR A TWO-TEACHER SCHOOL. PRIMARY GRADES. Hour. Time Grade. Subject. 8:45- 9:00 15 All Opening. 9:00- 9:15 15 1 Primer. 9:15- 9:30 15 1 First Reader. 9:30- 9:45 15 2 Second Reader. 9:45-10:00 15 3 Third Reader. 10:00-10:15 15 1 Number Work. 10:15-10:30 15 2 Arithmetic. 10:30-10:45 15 All Recess. 10:45-11:00 15 3 Arithmetic. 11:00-11:15 15 All Stories and Conversation 11 :15-11 :30 15 All Writing. 20 Hour. Time Grade. Subject. 11 :30-ll :45 15 2-3 Spelling and Dictation. 11:45-12:00 15 1 Primer. 12:00- 1:00 60 All Eecess, play, school gardening. 1:00- 1:15 15 1 First Reader. 1:15- 1:30 15 2 Second Reader. 1:30- 1:45 15 2-3 Language Work. 1:45- 2:00 15 All Stories and oral reading by pupils. 2:00- 2:15 15 All Drawing. 2:15- 2:30 15 All Recess. 2:30- 2:45 15 3 Reading. 2:45- 3:15 30 All Nature Study and manual work correlating with Reading, Number Work and Drawing. 3:15- 3:30 15 All Hygiene. 3:30- 3:45 15 All Singing and Memory Gems. 3:45 Dismissal. At intervals between recitations teacher should direct the seat work of pupils. ADVANCED GRADES. Hour. Time Grade. Subject. 8:45- 9:00 15 All Opening. 9:00- 9:20 20 4 Reading. 9:20- 9:40 20 5 Reading. 9:40-10:00 20 6-7 Reading. 10:00- 10:15 15 4-5 Spelling. 10:15-10:30 15 6-7 Spelling. 10 :30-10 :45 15 All Recess. 10:45-11:10 25 4-5 Arithmetic. 11:10-11:35 25 6-7 Arithmetic. 11:35-11:45 10 4 Hygiene. 11 :45-12 :00 15 All Nature Study and Agriculture. 12 :00- 1:00 60 All Recess for dinner, play, manual work, school gardening and cooking. 1:00- 1:15 15 4 Language. 1:15- 1:30 15 5 Language. 1:30- 1:45 15 6 Grammar, Language. 1:45- 2:00 15 7 Grammar, Language. 21 Hour. Time Grade. Subject. 2:00- 2:15 15 2:15- 2:30 15 2:30- 2:45 15 2:45- 3:00 15 3:00- 3:15 15 3:15- 3:30 15 3:30- 3:45 15 3:45- 4:00 15 All Writing and Drawing. All Recess. 6 Hygiene. 4 Geography. 5 Geography. 6-7 Geography. 5-6 History. 7 History and Civics, PROGRAM FOR THREE-TEACHER SCHOOL. PRIMARY GRADES. Hour. First, Advanced First and Second. Time Grade. Subject. 8:45- 9:00 15 All Opening. 9:00- 9:15 15 1 Primer. 9:15- 9:30 15 Adv . 1 First Reader. 9:30- 9:45 15 2 Second Reader. 9:45-10:00 15 1 Number Work. 10:00-10:15 15 Adv . 1 Number Work. 10:15-10:30 15 2 Arithmetic. 10:30-10:45 15 All Recess. 10:45-11:00 15 All Stories and Conversation. 11:00-11:15 15 All Writing. 11:15-11:30 15 2 Spelling and Dictation. 11:30-11:45 15 1 Reading and Phonics. 11:45-12:00 15 Adv . 1 Reading and Spelling. 12:00- 1:00 60 All Recess for lunch, play, school gardening. 1:00- 1:15 15 All Stories and oral reading by pupils. 1:15- 1:30 15 2 Reading. 1 :30- 2 :00 30 All Drawing and hand work. 2:00- 2:15 15 All Supervised play in yard. 2:15- 2:30 15 All Recess. 2:30- 2:45 15 1 Word Drill and Reading. 2:45- 3:15 30 All Nature Study and manual work correlated with Reading, Numbers and Drawing. 22 Hour. Time Grade. Subject. 3:15- 3:30 15 All Health Lessons. 3:30- 3:45 15 All Singing. 3:45 Dismissal. THIRD, FOURTH AND FIFTH GRADES. Hour. Time. Grade. Subject. 8:45- 9:00 15 All Opening. 9:00- 9:15 15 3 Reading. 9:15- 9:30 15 4 Reading. 9:30- 9:45 15 5 Reading. 9:45-10:30 45 All Arithmetic (see notes). 10:30-10:45 15 All Recess. 10:45-11:00 15 All Nature Study. 11:00-11:10 10 3 Spelling. 11 :10-11 :20 10 4 Spelling. 11 :20-ll :30 10 5 Spelling. 11 :30-ll :45 15 3 Reading. 11:45-12:00 15 4 Hygiene. 12:00- 1:00 60 All Recess for lunch, play, school gardening. 1:00- 1:15 15 5 Language. 1:15- 1:30 15 3 Language. 1:30- 1:45 15 4 Language. 1:45- 2:15 30 5 History. 2:15- 2:30 15 All Story telling and oral reading. 2:30- 2:45 15 4 Geography. 2:45- 3:00 15 5 Geography. 3:00- 3:30 30 All Drawing and manual training. 3:30- 3:45 15 All Singing. SIXTH, SEVENTH, EIGHTH AND NINTH GRADES. Hour. Time. Grade. Subject. 8:45- 9:00 15 All Opening. 9:00- 9:15 15 All Spelling. 9:15- 9:45 30 6-7 Arithmetic. 9:45-10:15 30 8-9 Algebra and Arithmetic. 10:15-10:30 15 6-7 Riverside Selections for Sixth Grade, even years; Riverside Selections for Seventh Grade, odd years. Hour. Time Grade 10:30-10:45 15 All 10:45-11:15 30 8-9 11 :1 5-11:45 30 6-7 11 :4 5- 12:00 15 All 12:00- 1:00 GO All 23 Subject. Recess. Grammar, Composition, Litera- ture. Grammar and Composition. Writing and Drawing. Recess for play, cooking and manual training. 1:00- 1:30 30 8-9 Physical Geography, odd years ; General History, even years. South Carolina History. United States History. Civil Government, odd years; Botany or Agriculture, even years. Recess. Geography. Elective — Subjects to be selected by teacher from High School program of studies. Elective — Subjects to be selected by teacher from High School program of studies. Agriculture, odd years; Sanita- tion, even years. Assignment of work and dis- missal. NOTES AND SUGGESTIONS ON DAILY PROGRAM. Length of Daily Sessions. Teachers and school trustees will note the time suggested for opening and closing the daily sessions of the rural graded school. Country people are early risers and there is no reason why school should not open at 8:45. In the spring months, at least, it is advisable to open even earlier and dismiss at a correspondingly earlier hour. The State Department of Education has noted with disapprobation the tendency on the part of some country schools to shorten the daily session to accord with city customs. We feel that the best interest of the country school demands that teachers maintain the two daily sessions and observe the hours suggested 1:30- 1:45 15 6 1:45- 2:00 15 7 2:00- 2:15 15 8-9 2:15- 2:30 15 All 2 :30- 3:00 30 6-7 3:00- 3:15 15 8 3:15- 3:30 15 9 3:30- 3:45 15 6-7 3:45- 4:00 15 24 in the above program. Indeed, there is a marked reaction on the part of the city schools of the United States in favor of the longer day. Opening Exercises. Fifteen minutes has been assigned to the opening exercises. This should include the reading of a short appropriate selection from the scripture, the Lord's Prayer, and a hymn or song by the school. This introduction may be followed by such general exer- cises as will stimulate the interest of the pupils and secure prompt attendance. Short interesting readings and declamations, current events, songs, the recitation of memory gems, and nature study exercises adapted to the seasons and surroundings are all suita- ble for opening exercises. No other part of the school day is so good an index to the teacher's resourcefulness. Grouping the Subjects. It will be noted that the subjects of the course of study are given a certain grouping in the program. Although a definite number of minutes is assigned to each, it must not be construed that the teacher will divide his school into absolutely rigid groups, whose work is entirely separate. In the reading, for example, the teacher will frequently find it advisable to have the Second Grade read with the First Reader class, or she may combine the Third Grade and Second Grade into one reading class for variety or for review and for additional drill. The First and Second Grades, or the Second and Third Grades, or all of them, may sometimes put aside their school readers and may read' together as one class selections from a set of easy supplementary readers which have been placed in the school library. The same arrange- ment is possible with the arithmetic classes. The Second and Third Grades may recite together in an oral drill in addition or in the multiplication table, or in easy exercises for quick analysis. A pupil may recite in two arithmetic classes when he needs review and drill to secure thoroughness and accuracy. Especially in the advanced grades will the program naturally telescope in many places. In my visits among the schools of the State I have sometimes seen a teacher assign a problem in arithmetic or algebra and sit idly by while the pupils worked ten minutes at the board. Instead of giving 15 minutes to each of two classes, it is fre- quently better to give 30 minutes to the combined classes, assign- 25 ing exercises and giving explanations alternately to the two sec- tions. In this way the teacher can save time and lengthen mate- rially the recitation periods. After written exercises have been assigned to one class at the board or at the seats, the teacher may utilize the interval for the direction of the seat work of the pri- mary grades. In many instances the whole school will work together. The periods devoted to story telling, conversation, writ- ing, drawing, the recitation of memory gems, oral reading from the platform, and nature study will usually include all the pupils in the room. The teacher should regard it as a favorable symptom when any recitation becomes so interesting as to attract the atten- tion of the whole room. Pupils learn much by this process of absorption. Alternation of Years. One method of saving time in the advanced grades is through alternation of studies by years. There is no reason, for example, why the Sixth and Seventh Grades should not read one year the work assigned to the Sixth Grade in the State course of study and on the following year that assigned to the Seventh. In this way the pupils cover the entire course of study and one recitation period is saved. The same is true of spelling. In language, instead of giving 15 minutes each to the Fourth and Fifth Grades, the two may usually be united in the same way. The same thing is true of the Fifth and Sixth Grades in history and of the Sixth and Seventh Grades in geography. If high school work is attempted, it is absolutely necessary to employ this device. This question is discussed at greater length in the Elementary Manual. Utilizing the Noon Hour. In the country most of the children will bring their lunches to school with them and will remain on the ground during the noon period. In addition to dinner and play, profitable work may be done during this intermission. The school garden may be worked and the grounds put in order. If the school has a work room and is attempting some manual training, or cooking, many pupils will prefer to utilize some part of the noon hour to complete work in which they are interested. The teacher will also utilize occasion- ally part of the noon hour for teaching new plays and games which will become community social assets. LIBRARY OF CONGRESS 021 731 608 \\