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Educational Publication No. 154 Division of Publications No. 47
COURSE OF STUDY
FOR THE
ELEMENTARY SCHOOLS
OF
NORTH CAROLINA
READING
LANGUAGE
SPELLING
HEALTH
ELEMENTARY SCIENCE
CITIZENSHIP
published by the
State Superintendent of Public Instruction
Raleigh, N. C.
PRESS OP
Observer Printing House
charlotte, n. c.
CONTENTS
Page
Introductio n 5
General Statement 7
Reading 1 1
Introductory Statement 12
Part One: The Needs of the Teacher 12
Part Two: The Program of Reading Instruction Within the
Classroom . 21
General Discussions of Important Factors in the Reading
Program 22
Suggested Outline for the Reading Program in:
Grades I to VII, Inclusive . 38
The First Grade 38
The Second and Third Grades 72
The Fourth, Fifth and Sixth Grades 101
The Seventh Grade 111
Part Three: Further Steps in Unifying and Broadening the
Reading Course Through the Grades 117
Language 119
Part One: Basic Principles Underlying the Making of the
Course of Study in Language 119
Part Two: General Suggestions Concerning Language Instruction 122
Part Three: Language in the Primary Grades 133
Introduction 133
First Grade 139
Second Grade 1 46
Th ir d Grade 156
Part Four: Language in the Grammar Grades, Four to Seven 166
Introduction 166
Fourth Grade 178
Fifth Grade 185
Sixth Grade 192
Seventh Grade 205
Part Five: Language Forms According to Grade 211
Part Six: Follow-up Work in Course of Study Making 221
Spelli ng 223
The Course in Spelling 223
First Grade Spelling 236
Second Grade Spelling 238
Third Grade Spelling 241
Fourth Grade Spelling 247
Fifth Grade Spelling 249
Sixth Grade Spelling 251
Seventh Grade Spelling . 253
Bibliography 255
Health 257
Part One: Introduction 257
Part Two: Health Education Procedures 271
Analyses of Some Factors and Situations Which Influence
Health Study 271
Outline of Work by Grades for Period to be Given to
Definite Instruction 278
Grades One, Two and Three 278
Grade Four 318
Grade Five 337
Grade Six 353
Grade Seven 365
How May Health Achievements be Measured 378
Part Three: Reference Materials 386
Page
E LEME N TAR Y S CIE N CE 395
Introduction 395
The Subject Denned 395
Aims of Teaching Elementary Science 396
Methods of Teaching Elementary Science 399
Science Concepts to be Gained 414
The Curriculum 415
Utilize Nature Material of Local Environment 421
Restricted Lists of Nature Phenomena Common to North Carolina 422
General Information 424
Citizenship 429
Meaning of Citizenship 429
General Objectives of the Course in Citizenship 429
Specific Objectives of the Course in Citizenship 430
Some Suggestions for Reaching These Objectives 439
General Procedure 439
Materials and Period for Definite Instruction in Civic
Information 439
Remedial Work With Problem Cases 448
Grades One, Two and Three 449
Grades Four ad Five 460
Grades Six and Seven 464
Teaching Units Illustrating Phases of Citizenship Training
in the Intermediate and Upper Elementary Grades 470
Measuring Growth in Citizenship 485
Bibliography and References 490
Addresses of Publishers . 493
INTRODUCTION
Only a few elementary texts can now be changed in any one year. This
makes necessary the division of the course of study into two or more parts.
The present volume treats the subjects in which new texts have been
adopted since the last course of study was published, and two subjects
in which no text is required.
A special committee from the staff of the State Department of Public
Instruction has had direct responsibility for this work. This committee
consisted of James E. Hillman, Chairman; Juanita McDougald, Secretary;
L. C. Brogden, Nancy O. Devers, G. H. Ferguson, Susan Fulghum, M. C.
S. Noble, Jr., and Hattie S. Parrott.
Associated with this central committee were school people in this State
and elsewhere who assisted directly in the study of the various subjects.
Acknowledgment is given to these friends and students of education who
have rendered this help.
FOR READING:
P/" J?. 1 ?? W ' Carr ' Associat e Professor of Education, Duke University, Durham, N. C.
Miss Sibyl Henry, Graduate Student, Duke University, Durham, N. C.
Miss Annie M. Cherry, Supervisor Halifax County Schools, Roanoke Rapids, N. C.
leachers, supervisors and other educators who read and evaluated the course.
The Curriculum Committee preparing the Elementary School Curriculum for the public
schools in the State of Minnesota.
The Curriculum Committee preparing the Course of Study in Reading for Fresno, Cali-
fornia, public schools.
Other State Courses of Study used for checking on present-day trends in curriculum
making and contents of courses of study.
Charles E. Merrill Company, Publishers, New York, N. Y.
Johnson Publishing Company, Richmond, Va.
FOR LANGUAGE:
Dr. Carl Adams, Director of Instruction in Education and Psychology, E. C. T. C.
Greenville, N. C.
Dr. John W. Carr, Associate Professor of Education, Duke University, Durham, N. C.
Miss Frances Whitney, Department of Education, Lenoir Rhyne College, Hickory, N C.
Miss Evelyn Weaver. Critic Teacher, Appalachian State Teachers College, Boone, N C.
Miss Nora Beust, Specialist in Children's Literature, Chapel Hill, N C.
Miss Annie Ray, Critic Teacher, Western Carolina Teachers College, Cullowhee, N. C.
Miss Annie Cherry, Supervisor Halifax County Schools, Roanoke Rapids, N. C.
Miss Myrla Morris, Critic Teacher, N. C. C. W., Greensboro, N C
Miss Nan Lacy, Primary Teacher, Raleigh, N. C.
Mrs. A. E. Gouge, Instructor in Teacher Training, Bakersville, N. C.
Miss Mary Johns, Grammar Grade Teacher, Raleigh, N C.
Miss Nannie Mae Tilley, Grade Teacher, Bahama, N. C.
Miss Bettie Aiken Land, Critic Teacher in Primary Grades, N. C. C. W., Greensboro, N. C.
Miss . Salhe B Marks, Associate Professor of Elementary Education, U. N. C, Chapel
Hill, N. C.
Miss Martha Ray, Grade Teacher, Concord, N. C.
Miss Mary Hyman, Supervisor Orange County Schools, Hillsboro, N. C.
Miss Miriam MacFadyen, Critic Teacher in Primary Grades, N. C. C. W., Greensboro,
Miss Ida Seidel, Supervisor Pitt County Schools, Greenville, N. C.
Dr. L. R. Meadows, Head of English Department, E. C. T. C, Greenville, N. C.
FOR SPELLING:
Miss Mary Blackstock, Supervisor Buncombe County Schools, Asheville, N. C
Miss Clyde Fields, East Elementary School, Statesville, N. C.
Miss Margaret Gustin, Supervisor Carteret County Schools. Beaufort, N. C.
Miss Ruth Heilig, Principal Innes Elementary School, Salisbury, N. C
Miss Mamie Howard, Principal Elementary School, Candor. N. C
Miss Vera Keech, Supervisor Perquimans County Schools, Hertford, N. C.
Miss Ethel McNairy, Primary Supervisor City Schools, Statesville, N. C
Miss Edna Morgenthaler, Supervisor Elementary Schools, High Point, N. C
Dr. K. C. Garrison, N. C. State College of Agriculture and Engineering, Raleigh, N. C.
Dr. h. H. Koos, Assistant Superintendent City Schools, Winston-Salem, N. C.
FOR HEALTH:
Consultant— C. E. Turner, Professor of Health Education, Institute of Technology.
Cambridge, Mass.
Miss Nettie Brogden, Rural Supervisor Guilford County, Greensboro, N. C.
Miss Helen Burch, Instructor Teacher Training, Franklin, N. C.
Miss Berta Coltrane, Instructor Teacher Training, Whiteville, N. C
FOR HEALTH (Continued):
Miss Nena DeBerry, Principal Frank B. John School, Salisbury, N. C.
Mr. J. H. Epperson, Superintendent of County Health Department, Durham, N. C.
Miss Ruth Gunter, Supervisor Lee County, Sanford, N. C.
Miss Emily Johnson, Instructor Teacher Training, Grassy Creek, N. C.
Miss Mary Moyle, Instructor Teacher Training, Linwood, N. C.
Mrs. Hildred E. Wessel, Instructor Teacher Training, Murphy, N. C.
Miss Carrie Wilson, Supervisor Nash County, Nashville, N. C.
Miss Helen Dunlap, Supervisor Edgecombe County, Tarboro, N. C.
Dr. C. O'H. Laughinghouse, State Board of Health, Raleigh, N. C.
Dr. G. M. Cooper, State Board of Health, Raleigh, N. C.
FOR ELEMENTARY SCIENCE:
Mrs. M. Louise Bullard, Grammar Grade Teacher, Raleigh, N. C.
Dr. J'>hn W. Carr, Associate Professor of Education, Duke University, Durham, N. C.
Dr. Bert Cunningham, Professor of Biology, Duke University, Durham, N. C.
Miss Flossie Martin, Science Teacher, Winston-Salem, N. C.
Dr. C. E. Preston, Associate* Professor of the Teaching of Science, University of North
Carolina, Chapel Hill, N. C.
Dr. R. J. Slay, Director of Science Instruction, East Carolina Teachers College, Green-
ville, N. C.
Dr. L. H. Snyder, Associate Professor of Zoology, N. C. State College, Raleigh, N. C.
Dr. B. W. Wells, Professor of Botany, N. C. State College, Raleigh, N. C.
FOR CITIZENSHIP:
Miss Gladys Boyington, Teacher Social Studies, N. C. C. W., Greensboro, N. C.
Mr. LS. D. Bunn, Superintendent Puolic Schools, Lillington, N. C.
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Elementary Schools of North Carolina 391
V. Some Specific Cleanliness Techniques.
A. Methods of Hand-Washing:*
1. With Running Water Installed:
Wetting — child forms cup shape with hands and allows water to run over the
hands and wrists.
Soaping — (a) If powder or liquid, cup shape as in "wetting"; (b) if cake, rub
between hands.
Lathering — by rubbing hands over each other and over wrists.
Cleaning Nails — by use of toothpick or individual orange-stick.
Rinsing — by allowing water to run over the hands and wrists while continuing
the motions as in "lathering."
Drying — with individual towel until all moisture is gone. Be careful to dry the
cuticle thoroughly, pushing it back gently with the towel.
Tidying — (a) if bowl is used, rinse with clean water and wipe dry with used
towel; (b) deposit towels in proper waste towel basket.
2. Without Running Water Installed:
Equipment
Two large pitchers (gallon pails with one side bent to form spout).
Liquid soap container (old perfume or hair tonic bottle) .
Liquid soap.
Paper towel (each must use just one towel).
Flat toothpicks.
Two large buckets for waste water (for indoor use) .
Waste basket for used towels and toothpicks.
Supervisors
Teacher for soap monitor.
Two pupils for water monitors.
Method — Indoors
Place the waste buckets on a bench or stools about six feet apart.
A water monitor stands behind each stool.
Soap monitor stands between the buckets, nearer the first bucket.
Children form in line and approach first bucket, passing on as each step is
completed.
Wetting — child forms cup shape with hands and receives water over the bucket
so as not to spill on the floor. Rubs water over hands and wrists so entire
surface is wet.
Soaping — child again cups hands and soap monitor shakes soap over hands.
Lathering — by rubbing hands over each other and over wrists.
Cleaning Nails — child takes a toothpick with which to clean nails.
Rinsing — at second bucket, water is poured over hands and wrists for rinsing.
Drying — with individual towel until all moisture is gone. Be careful to dry the
cuticle thoroughly, pushing it back gently with the towel.
Tidying — deposit used towels in waste basket.
3. Method — Out-of-Doors :
Children form in two lines facing each other.
Wetting — children form cup shape with hands and water monitor passes down one
line and up the other, spilling a little water over each child's hands. Children
rub water over hands and wrists so entire surface is wet.
Soaping^children cup hands again and soap monitor passes down lines shaking
soap into hands.
Lathering — by rubbing hands over each other and over wrists.
Cleaning Nails — children take a toothpick with which to clean nails.
Rinsing — second water monitor passes down lines and pours on rinsing water.
Drying — with individual towel until all moisture is gone. Be careful to dry the
_ cuticle thoroughly, pushing it back gently with the towel.
Tidying — deposit used towels in waste basket.
Note: The habit of washing the hands before meals is one of the most vital of health
rules. Making this drill a part of the school routine immediately preceding the noon
lunch will be_ valuable in establishing this habit.
The entire time for this drill in a room of thirty pupils should not exceed five
minutes — and through practice, it can be done more quickly.
Washing to be done out-of-doors when weather permits.
B. Care of the Nails:*
1. Articles needed:
a. Basin with warm water, soap, towel, nailbrush, nail file, orange-stick, scissors.
2. File the edge of the nail until it has the curve of the end of the finger.
3. Place the hands in the basin and scrub thoroughly with soap and brush. Rinse well.
4. Dry hands thoroughly; be sure to dry the cuticle thoroughly, pushing it back gently
with the towel. Do not cut the cuticle.
^Course of Study in Cleanliness — Cleanliness Institute.
392 Course of Study for the
C. Care of the Hair:*
1. Articles needed:
a. A wash bowl.
b. Plenty of hot water.
c. Some cold water.
d. A mild soap.
e. One or two large towels.
2. Rub the scalp gently with the finger tips, then brush the hair thoroughly.
3. Fill the bowl with warm water, making a good soap lather and rub it thoroughly into
the scalp and through the hair.
4. For rinsing a warm spray is best. If this is not available, rinse several times in
clear, warm water, followed by a dash of cold.
5. Be sure no soap remains in the hair. Wipe thoroughly with towels. If possible dry
in the sun.
D. Method of Dish-Washing:*
1. To be thoroughly clean, dishes must be washed in hot, soapy water.
2. Articles needed:
a. Plenty of hot water.
b. A pan for washing and one for rinsing.
c. A wire basket for draining.
d. A clean dish cloth or dish mop.
e. Plenty of clean, dry towels.
Some authorities consider it best to drain the dishes and not wipe them.
3. Procedure:
a. Scrape food from the dishes into container.
b. Wipe off grease with soft paper, or flat rubber scraper.
c. Stack similar dishes together.
d. Wash dishes with soap and hot water, using mop on handle.
e. Rinse dishes in very hot v, ater.
f. See that pans, shelf, sink, table, etc., are clean.
g. Towels and dish cloth should be washed thoroughly in clean, hot water.
VI. North Carolina Laws Affecting Health Teaching and Super-
vision.
Consolidated Statutes — Section 7152: Parents required to report communicable diseases.
"It shall be the duty of every parent, guardian, or householder, in the order named, to
notify the county quarantine officer of the name, address, including the name of the school
district of any person in their .family or household about whom no physician has been con-
sulted, but whom they have reason to suspect being afflicted with whooping cough, measles,
diphtheria, scarlet fever, smallpox, infantile paralysis, typhoid fever, Asiatic cholera, typhus
fever, bubonic plague, yellow fever, or other disease declared by North Carolina State Board
of Health to be infectious or contagious."
If you do not obey you may be brought to court.
Penalty for Violation — Consolidated Statutes, 71S5:
"Any person willfully violating . . . any of the rules and regulations adopted by the
North Carolina State Board of Health for the control of the diseases mentioned in this
act ._ . . shall be guilty of a misdemeanor, and fined not exceeding fifty dollars ($50.00) or
imprisoned not more than thirty days, at the discretion of the court. In case the offender be
stricken with the disease for which he is quarantinable, he shall be subject to the penalty on
recovery, unless in the opinion of the Secretary of the North Carolina State Board of Health
the penalty should be omitted."
Sec. 5779. State Board of Health and State Superintendent to make rules for physical
examination. It shall be the duty of the_ State Board of Health and the State Superintendent
of Public Instruction to prepare and distribute to the teachers in all public schools of the
State instructions and rules and regulations for the physical examination of pupils attending
the public schools.
1919, c. 192, s. 1.
Sec. 5780. Teachers to make examinations; State covered every three years. Upon receipt
of such instructions, rules, and regulations, it shall be the duty of every teacher in the
public schools to make a physical examination of every child attending the school and enter
on cards and official_ forms furnished by the State Board of Health a record of such ex-
amination. The examination shall be made at the time directed by the State Board of Health
and the State Superintendent of Public Instruction, but every child shall be examined at
least once every three years. The State Board of Health and the State Superintendent of
Public Instruction shall so arrange the work as to cover the entire State once every three
years.
1919, c. 192, s. 2.
Sec. 5780 (a). Record cards transmitted to State Board of Health; punishment for
failure. The teacher shall transmit the record cards and other blank forms made by him or
her to the North Carolina State Board of Health, and if any teacher fails, within sixty days
after receiving the aforesaid forms and requests for examination and report, to make such
examination rnd renort as herein provided, the teacher shall be guilty of a misdemeanor and
subject to a fine of not less than ten dollars nor more than fifty dollars or thirty days in
prison.
1919, c. 192, s. 3.
^Reprinted from cleanliness outline by courtesy of the Cleanliness Institute.
Elementary Schools of North Carolina 393
Sec. 5780 (b). Disposition of records; reexamination of pupils. The North Carolina State
Board of Health shall have the records filed by the teacher carefully studied and classified,
and shall notify the parent or guardian of every child whose card shows a serious physical
defect to bring such child before an agent of the State Board of Health on some day desig-
nated by the State Board of Health between the hours of nine a.m. and five p.m. for the
purpose of having said child thoroughly examined; and if, upon receipt of such notice, any
parent or guardian shall fail or refuse to bring said child before the agent of the State
Board of Health without good cause shown, he shall be guilty of a misdemeanor, and shall
be fined not less than five dollars nor more than fifty dollars or imprisoned not more than
thirty days: Provided, that the distance the child must be carried shall not exceed ten miles.
No pupil or minor shall be compelled to submit to medical examination or treatment
whose parent or guardian objects to the same. Such objection may be made by a written
and signed statement delivered to the pupil's teacher or_ to any person who might conduct
such examination or treatment in the absence of such objection.
1919, c. 192, s. 4.
Sec. 5780 (c). Treatment of pupils; expenses. Within thirty days after the completion of
the examination of the children by the agent of the State Board of Health, and after written
statement of the proper authority hereinafter designated, a sum not exceeding ten dollars per
hundred children enrolled in the county or city shall be paid to the State Board of Health
to be used exclusively for the purpose of treating school children for defects _ other than
dental, the same to be paid by the county commissioners of the county, and in cities or
towns having a separate school system, to be paid by the city manager, city council, city
board of aldermen, or city commissioners. Any funds so paid and not needed in enforcing
the provisions of this article shall be returned to the county or city from which it was
received.
1919, c. 192, s. 5.
Sec. 5780 (d). Free dental treatment; appropriation. For the purpose of providing free
dental treatment for as many children as possible each year, and to aid the State Board of
Health in making the examinations as provided for in this article, a special appropriation
not to exceed fifty thousand dollars per annum shall be set aside from the State Public
School Fund, and shall be paid by the Treasurer of the State of North Carolina on properly
signed requisition forms to the treasurer of the North Craolina State Board of Health.
1919, cc. 102, s. 14; 192, s. 6.
AN ACT TO PROTECT SCHOOL CHILDREN RIDING IN PUBLIC SCHOOL
BUSSES UPON THE PUBLIC ROADS AND HIGHWAYS OF THE STATE.
The General Assembly of North Carolina do enact:
Section 1. That no person operating any motor vehicle on the public roads shall pass,
or attempt to pass, any public school bus while the same is standing on the said public roads
taking on or putting off school children, without first bringing said motor vehicle to a full
stop at a distance not less than fifty feet from the said school bus.
Sec. 2. That any person violating the provisions of this act shall be guilty of a mis-
demeanor, and upon conviction shall be fined not to exceed fifty dollars, or imprisoned not
to exceed thirty days.
Sec. 3. That all laws and clauses of laws in conflict with the act are hereby repealed.
Sec. 4. That this act shall be in force and effect from and after its ratification.
Ratified this the 10th day of March, 1925.
1925, c. 265.
AN ACT TO REGULATE THE SPEED OF BUSSES CARRYING SCHOOL CHIL-
DREN.
The General Assembly of North Carolina do enact:
Section 1. That any person operating a bus carrying school children to or from the
schools of this State who shall travel at a greater rate of speed than twenty-five miles per
hour along any public street or public highway in the State of North Carolina shall be guilty
of a misdemeanor, and shall be punished by a fine not in excess of the sum of fifty dollars.
Sec. 2. That this act shall be in force from and after its ratification.
Ratified this the 10th day of March, 1925.
1925, c. 297.
Section 159. Health certificates required for teachers. Any person serving as county
superintendent, city superintendent, teacher, janitor, or any other employee in the_ public
schools of the State shall file in the office of superintendent each year, before assuming his
or her duties, a certificate from the county physician, or other reputable physician of the
county, certifying that the said person has not an open or active infectious state of tubercu-
losis, or any other contagious disease.
The county physician shall make the aforesaid certificate on a form supplied by the State
Superintendent of Public Instruction, and without charge to the person_ applying for the cer-
tification, and any person violating any of the provisions of this section shall be guilty of
a misdemeanor and subject to a fine or imprisonment in the discretion of the court.
394 Course of Study for the
an act to require the public schools of the state to furnish
adequate and scientific instruction in the subject of alco-
holism and narcotism.
The General Assembly of North Carolina do enact:
Section 1. In addition to health education, which is now required by law to be given in
all schools^ supported in whole or in part by public money, thorough and scientific instruction
shall be given in the subject of alcoholism and narcotism.
The State Superintendent of Public Instruction is hereby authorized and directed to pre-
pare, or cause to be prepared, for the use of all teachers who are required by this act to
give instruction in the subject of alcoholism and narcotism, a course of study on health
education, which shall embrace suggestions as to methods of instruction, outlines of lesson
plans, lists of accurate and scientific source material, suggested adaptations of the work to
the needs of the children in the several grades, and shall specify the kind of work to be
done in each grade, and the amount of time to be devoted to such instruction, which shall
in no case be less than ten lessons in any one grade in any one year on the subject of the
effects of alcoholism and narcotism on the human system. The work in this subject shall be
a part of the work required for promotion from one grade to another; provided, however,
nothing contained in this act shall be construed as requiring any additional text books, but
the instruction required shall be from text books already adopted and now in use in the
public schools of the State.
Sec. 2. In all normal schools, teacher-training classes, summer schools for teachers, and
other institutions giving instruction preparatory to teaching or to teachers actually in service,
adequate time and attention shall be given to the best methods in teaching health education,
with special reference to the nature of alcoholism and narcotism.
Sec. 3. It shall be the duty of all officers and teachers, principals and superintendents
in charge of any school or schools, comprehended within the meaning of this act, to comply
with its provisions; and any such officer or teacher who shall fail or refuse to comply with
the requirements of this act, shall be subject to dismissal by the proper authorities.
Sec. 4. This act shall be in full force and effect from and after its ratification.
In the General Assembly read three times and ratified, this the 6th dav of March. 1929.
1929, c. 96.
Elementary Schools of North Carolina 395
ELEMENTARY SCIENCE
INTRODUCTION
"In early American history, nature education went hand in hand with
the three R's. To the pioneer, food and shelter, even life itself depended
upon keen observation of nature's ways. The American frontiersman
learned to know thoroughly the trees, the stars, even the habits of the
smallest animals and birds; and the obtaining of that knowledge, the
acquisition of that experience often necessarily took the place of other
education. Today it is not necessary for us to understand the ways of
nature to protect our lives from wild beasts and marauding Indians, but
dangers quite as great threaten society as a whole — dangers which can
likewise be met only by a careful study of nature and nature's ways." —
The Nature Almanacs — Pack and Palmer. While this quotation may have
come from an ultra-enthusiast, it nevertheless is indicative of the im-
portance of this subject in modern life. In this wonderful age of scientific
discoveries and inventions, where success and happiness depend much on
one's ability to know, understand and appreciate nature and nature's
laws, no subject could be made to contribute more to the education of the
elementary school child than science. Whatever differences of opinion
there may be with reference to this subject they would all deal with the
specific content of the course and the methods to be employed in its treat-
ment, rather than with the importance of the subject. It is not necessary,
then, to make a defense for the inclusion of the subject in the curriculum
of the elementary school.
THE SUBJECT DEFINED
Elementary Science is quite definitely related to many subjects of the
elementary school. It constitutes a large part of the knowledge side of
hygiene and health education, physical education, geography and civics.
It could form a basis for much in reading, language, art, etc. It is as-
sumed that much in the field of science will be treated directly or in-
directly in many subjects of the elementary school. With that under-
standing, science as here considered will be restricted to those general
fields which come rather definitely within the scope of pure science, and
which is therefore, least likely to have been duplicated or adequately
cared for in other subjects. Broadly speaking, the following categories
constitute a rough basis about which the science material may be organ-
ized or grouped:
1. Astronomy, which deals with the observable phenomena of the
earth in relation to the sun, moon, stars, planets and the inter-
stellar spaces.
2. Biology, dealing with the phenomena of living things.
3. Geology, which has to do with the earth and its rocks, minerals,
soils, etc.
4. Physics and Chemistry, which have to do with science phenomena
not included in the other groups, including those knowledges which
have to do with the laws observable in ail the other categories.
396 Course of Study for the
In view of the place which Nature Study has occupied in the cur-
riculum of the elementary school, it may be well to say a word about
that subject here. The general emphasis placed upon nature study, and
the point of view held with reference to it, restricted it largely to bio-
logical science. It has had to do with birds and flowers, with the chief
emphasis placed upon identification. Because of the sentimental attach-
ment which has grown up about nature study it has seemed wise not to
use that term, but to call the subject elementary science. It is under-
stood that this embraces all that has ever been included in the term
nature study, but at the same time makes it possible to ascribe a broader
interpretation to the field of knowledge which is represented by the sub-
ject under consideration. Those who have been accustomed to think in
terms of nature study may know it has been cared for in the term
elementary science, which it has seemed wise to use.
AIMS OF TEACHING ELEMENTARY SCIENCE
The Fourth Yearbook of the Department of Superintendence says:
"The ultimate aim of education to which nature study and elementary
science contribute is to produce a well-rounded individual, capable of liv-
ing a wholesome, happy life, and contributing worthily to the welfare
and happiness of others." In this same publication there appears a list
of aims which, while not belonging exclusively to nature study and ele-
mentary science, are nevertheless well fulfilled by the subject. All these
aims have merit and coincide with, supplement, or interpret the general
aims advocated in this course of study. Since that is true, and since
the detailed treatment and analysis given in that publication would prove
helpful to the teacher, they have been accepted in their entirety and
appear as follows:
A. Ethical Aims:
1. Ability to perceive the truth.
2. Belief in the value of the truth.
3. Desire to follow the truth — moral uprightness.
B. Spiritual Aims:
4. Realization of one's relationship to all other living things and to
the universe as a whole, and of one's dependence upon his fellows,
upon other forms of life, and upon the forces of nature.
5. Realization of the wisdom of nature's laws and of one's dependence
for successful living upon obedience to them.
6. Sense of companionship with outdoor life, and abiding love of
nature.
7. Establishment of clean, wholesome interests.
8. Ability to catch glimpses of the cosmic forces as revealed in natural
manifestations, in living creatures, in mankind, in man's highest
examples, in the record of man's thought and action and aspirations
as presented in nature, in literature, music, and art dealing with
nature and in science.
9. Reverence for the wonderful universe, for its mysterious forces,
and for life.
10. An attitude and desire for obedience to the law of love. Confidence
in and habitual practice of sympathy, humaneness, kindness, regu-
larity, patience, persistence, diligence, care, steadfastness, self-con-
trol, industry, thrift, and intellectual honesty. Desire to create
happiness.
Elementary Schools of North Carolina 397
C. Aesthetic Aims:
11. Ability to create beauty and to use it.
12. Ability to see and appreciate beauty.
13. Habitual conservation of natural beauty.
14. Ability to interpret nature in a manner productive of aesthetic ap-
preciation.
D. Intellectual Aims:
15. Acquaintance with the environment in which one lives, through
direct observation of: (a) man; (b) plant life; (c) animal life;
(d) physical phenomena; (e) geological phenomena; (f) astro-
nomical phenomena; (g) sound and music as related to nature
study and elementary science; (h) language and literature as re-
lated to nature study and elementary science; (i) form, color, and
visual art as related to nature study and elementary science; (j)
man's inventions and creations; (k) the world in composite forms:
woods, hills, streams, lakes, oceans, farms, cities, etc., and (1) the
world of myth, legend, folklore, fairy tale, as related to nature
study and elementary science.
In each of the above fields the teacher should seek to awaken
interests, tendencies to greater attention, deeper appreciations, and
normal emotional reactions.
16. Sustained interest in the phenomena of nature and science, ever
increasing, broadening and deepening.
17. Automatic watchfulness or attention to the things involved.
18. Habit of observing keenly, independently, patiently and correctly.
19. Ability to exercise and control one's imagination.
20. Right evaluations, attitudes, and appreciations of things involved,
for example: (a) attitude of habitual curiosity concerning truth;
(b) ability to differentiate between useful and injurious forms;
(c) elimination of impulses of fear and the desire to kill unneces-
sarily; (d) appreciation of the importance of agriculture and the
dignity of labor, and (e) ability to think straight, and draw correct
conclusions.
21. Normal and healthy emotional responses to the things, situations,
and experiences, involved in nature study and elementary science,
enjoyment of the pleasures of the senses.
22. The specific habits and skills which are necessary for easy and
effective performance of the activities of nature study and ele-
mentary science.
23. Self-direction and self-control in performing specific activities. De-
velopment in initiative.
24. Habits of planning action prior to execution.
25. Habit of keeping abreast of developments, discoveries, or inven-
tions. Development of the scientific attitude of mind.
26. Ability to give accurate expression to the result of one's obser-
vations, experiences and emotions.
27. Ability to determine what constitutes proof.
28. Recognition of defects, errors, or shortcomings in conditions, pro-
cesses or results.
29. An abiding and impelling confidence in the worth of one's labors.
30. Development of poise and common sense.
31. Use of nature study and science interests as mental relaxation
throughout life to aid in keeping mentally fit.
32. Ability to use language in all ways required for proper and effect-
ive participation in the community life.
33. Acquaintance with the most common scientific terms which are apt
to occur in reading.
34. Maintenance of interest and vitality in all school work, especially
as a basis of expressive studies, as writing, reading, drawing,
manual arts, and oral expression. (Correlation.)
35. Habit of experimentation in school and out for the purpose of
learning first hand from nature.
398 Course of Study for the
E. Social Aims:
38. Reverence for human life.
37. Habit of cooperation with others in worthy undertakings.
38. Ability to make use of nature's forces for social betterment.
39. Sincerity, honesty, straightforwardness, truthfulness, fair-dealing,
steadfastness, and reliability in one's dealings with others.
40. Desire to contribute to community and national welfare by con-
serving natural beauty and natural resources, including human
health and energy, and controlling injurious forms.
41. Desire to contribute to home life by growing gardens, improving
lawns, and understanding and properly using the household and
other equipment of daily life provided by science.
42. Building of ideals of home life, of family ties and of the love and
duties of parents and children.
43. Appreciation of obligations to succeeding generations.
F. Civic Aims:
44. Acquisition of knowledge that will make one a better citizen, living
in a better and more convenient home amid more beautiful and
attractive surroundings.
45. Ability to participate intelligently in matters of public opinion
where knowledge of science is necessary, as city water supply sys-
tems, street lighting, street and road construction, ventilation of
public buildings, fire protection, gas supply, ice supply, etc.
46. Correction of superstitions, fallacies, prejudices, sentimentality, and
the like.
47. Realization of the importance of the conservation of natural re-
sources including human health and energy.
48. Ability to differentiate between the injurious and the good in one's
environment.
49. Ability to discern the social obligations and individual rights of
one's self and others.
50. Habitual practice of thrift.
51. A sufficient knowledge of the laws which one is expected to obey.
Examples: Bird laws, game laws, wildflower-protection laws, forest-
protection regulations, fire regulations, etc.
G. Economic Aims:
52. Conservation of useful forms and control of the injurious.
53. Reduction of cost of living through gardening.
54. Ability to live intelligently amid present day surroundings, such
as telegraph, telephone, etc.
H. Vital Aims:
55. Keeping one's physical well-being at the maximum through: (a)
understanding and following nature's laws; (b) habitual physical
exercise out-of-doors; (c) finding sane mental occupation out-of-
doors; (d) deriving relaxation from nervous tension out-of-doors,
and (e) acquiring a background for the facts of sex instruction
when the time comes for their presentation.
56. Ability to protect one's self from micro-organisms and poisons
from plants, venomous snakes, etc., and to deal with them and
their products effectively in case of attack.
I. AVOCATIONAL AlMS :
57. Ability, disposition, and habit of taking up occasionally the syste-
matic study of some new thing in the line of nature study or
science.
58. Habit of prolonging and repeating the enjo3 T ment of nature and
science through meditating upon one's experiences.
59; A disposition toward experimentation, exploration, discovery, and
invention in the fields of nature study and science.
60. Ability, profitably to utilize the observational opportunities of
travel.
Elementary Schools of North Carolina 399
61. Ability to utilize music for a helpful, abundant and varied awaken-
ing of one's emotional nature.
62. Ability to utilize the products of the visual arts as sources of
enjoyable and profitable aesthetic experiences.
63. Amateur ability in the field of the fine arts.
64. Ability to participate in desirable activities of social clubs.
65. Ability and disposition to engage with pleasure and profit in a
sufficient and varied amount of games, sports, athletics, and out-
door recreation.
66. Ability and disposition to utilize outdoor life in the midst of natural
surroundings as recreation for mind and body.
J. Vocational Aims:
67. Experience, self-confidence, initiative and knowledge of how to do
things.
68. Ability to supplement one's income.
69. Background of knowledge aiding in a wise selection of one's
vocation.
K. Practical Aims:
70. Ability to make use of the forces of nature and science for per-
sonal betterment.
Special attention is directed to the economic, practical and vocational
aims as set forth in the yearbook. These have peculiar application to
the "Live-at-Home Program," which is being so fervently advocated by
His Excellency, Governor O. Max Gardner, and which is meeting with
such popular favor throughout the State. Science instruction in the
elementary schools may be made to contribute directly to this program.
What possibilities there are for advancing economic well-being through
the school and home garden; the study of soils in relation to agriculture;
biological life in its relation to gardening and other phases of agriculture;
simple understanding of farm machinery, the automobile, the electrical
and mechanical appliances of the home; the conservation of natural re-
sources such as forests, minerals, plant and animal life, soil fertility,
et cetera! It is hoped every teacher will see these large, practical, and
fundamental possibilities in this subject.
METHODS OF TEACHING ELEMENTARY SCIENCE
The place of methods in science teaching is quite important. In view
of that fact a rather detailed treatment is given to this topic.
Downing, in his "Teaching Science in the Schools"* says: "Science-
teaching should give the child the habit of scientific thinking, should im-
press the growing boy and girl with its value, and should make him
realize that all problems to be solved effectively must be solved by this
same method — by reasoning to correct conclusions on the basis of ob-
served fact." True the problems must be simple at first and increase in
difficulty as the child increases in capacity. The problem method is very
essential in all good science teaching. The early problems will likely be
largely of the "what" variety. "What bird is that?" "What tree is this?"
Later they will be "How" problems. "How does a windmill work?" "How
does a cricket make its chirp?" Finally, they will be largely "Why"
problems. "Why does a snake shed its skin?" "Why is the new moon
always seen in the west?"
*The Teaching of Science, E. R. Downing, University of Chicago Press.
400 Course of Study for the
What Downing is emphasizing here, of course, is the scientific method
of study. It is surprising how infrequently decisions are made in adult
life through the process of reasoning to conclusions on a basis of facts.
Prejudices, emotional attitudes, personal opinions, conventions, too often
are the governing factors. A man is a Democrat or Republican, a lawyer,
doctor or bricklayer "not through any process of reasoning but because
his father was such before him." Downing says: "If teachers and parents
but realized their opportunity to help children form good habits of think-
ing; if they would but lead them to see problems, to define them clearly,
and to attack them scientifically, by collecting the necessary facts, mak-
ing a guess at the solution then either proving or disproving it by ex-
periment and patient observation, and finally arriving at correct solution,
what a help it would be to them in thinking out their life problems! If
science-teaching can habituate pupils to careful scientific thinking and
point the way to carrying the habit over to the citizen, it will do a great
service to the individual and to the nation." It is hoped teachers will
realize the possibilities of elementary science in making direct contribution
to the scientific method of thinking and study. This fundamental con-
ception of the nature and function of science instruction should strongly
influence all techniques and methods of teaching the subject.
With this understanding of the importance of scientific method of
thinking as a general outcome of science instruction, it is in order now
to discuss a few specific points of technique and special method.
A. Use Material That is Concrete and Objective
The Fourth Yearbook, Department of Superintendence, says: "As
many as possible of the nature lessons should be given outdoors, if only
in the schoolyard or school block. The next best thing is to have real
material in the schoolroom." This emphasizes the importance of the
concrete and real. Every effort should be made to study the nature
materials at first hand, and in their natural setting or environment.
Trafton, in his book, "The Teaching of Science in the Elementary
School,"* lists the following types of materials:
1. Living things in their natural environment.
2. Living things in the schoolroom.
3. Preserved material.
4. Pictures.
5. Apparatus for demonstration and experiments.
These types of material have particular reference to biological science.
It is understood the physical, chemical and other phases of science would
be just as concrete and real.
B. Field Trips
Field trips and excursions are necessary in studying most science
material in its natural environment. They should consist of observations
made by the individual student under the guidance and supervision of
the teacher or group excursions personally conducted by the teacher.
Both types are valuable. The individual observation or tour should lead
to habits of accurate observation and should therefore, contribute defi-
nitely to the child's scientific equipment as well as his recreational re-
*The Teaching of Science in the Elementary School, G. H. Trafton. Houghton.
Elementary Schools of North Carolina 401
sources. The possibilities for educative value from group excursions are
great, but the real outcomes will depend upon the care with which the
teacher has planned the excursion. Because of the importance of this
some suggestions have been taken from the "Elementary Science Course
of Study," Baltimore, and from Burton's "Supervision and Improvement
of Teaching."*
Preparation for the Excursions:
Teacher's preliminary visit to ascertain:
Data available for study.
Essential points of emphasis.
Best places for class and individual observation.
Safest, quickest route to traverse in making the excursion.
Teacher's preparation of the pupils to give them:
Live motive for observing.
Ideas in mind to serve as means of explaining new facts ob-
served.
Definite assignment to group as a whole and to individuals.
Hopeful expectancy that their "special interests" will be satis-
fied.
Right and opportunity to ask questions "on the spot."
Signal for summoning the group for general discussion and for
emergencies.
Conduct of the Excursions:
Divide observers at some points into smaller groups under other
teachers or reliable pupil leaders who have made the trip in
advance with the teacher.
Discourage attention being ,paid to irrelevant and unusual elements
in the situation.
Check success of pupils' observation while on the spot. Do not
allow serious misconceptions to pile up for the classroom clearing
grounds. Be sure the children see the essential features at least.
Encourage the exchange of ideas on the spot.
Have as much note-taking as seems consistent with the particular
pupils' temperaments and the teacher's desire to associate satis-
faction with their experience.
Suggestive Questions for Evaluating an Excursion Lesson:
Is the place, activity, or organization to be visited worth observing?
Will the excursion illustrate or contribute to a larger issue in the
pupils' regular work? If it is a part of a project is it well-
placed? Is there a careful preparation on the subject-matter
side?
Do pupils know what they are going to see, and why?
Are they prepared to understand it?
Is an aim set up?
Is careful preparation made on the routine side?
Clear explanation of where to go, how to get there, how to con-
duct themselves while there, how to return?
All signals worked out and explained for moving class from
place to place, gathering it together, etc.?
Has the teacher been over the ground beforehand and made
sure of all arrangements?
Are there individual and group assignments in addition to the
big aim for all? Instructions or note-taking?
Is there careful preparation for a summarizing lesson to be_ held
next day, or on the return, involving reports and discussions?
^Supervision and Improvement of Teaching, W. H. Burton. Appleton.
402 Course of Study for the
C. Utilize Children's Questions and Natural Interests
Children's questions and spontaneous interest in the phenomena of
nature should be utilized fully in the teaching of elementary science.
Perhaps more than in any other subject these would be criteria of im-
portance and dependableness. On any grade level, the teacher often
would find a child's question to be the convenient and natural way to
begin a unit of work, or the basis for selecting a unit. The importance
of children's questions in the methods of teaching, and the implied im-
portance in the selection of the subject matter itself, may be seen from
this statement from Caldwell and Meier, "Open Doors to Science With
Experiments."* "Children ask all kinds of questions about natural
phenomena. Many of these questions are not easily answered; some can-
not be answered at all with our present knowledge of science, but many
more of them than is usually supposed may be answered by the use of
a little careful thought. It is highly important that such questions be
asked and that many of them be answered, since constant failure to
secure answers to questions gradually weakens the habit of inquiry, and
inquiry is essential to education. Perhaps the greatest service of ele-
mentary science is to keep the tentacles of inquiry alive and operating."
D. Vocabulary Needs
Teachers should be conscious of the vocabulary needs that are peculiar
to a proper understanding and appreciation of science. Adaptation, pol-
lination, dispersal, reproduction, hibernation, et cetera, are terms which
have special significance in the study of science. It seems only necessary
to remind teachers of the importance of being aware of the child's needs
in this matter.
E. Individual Differences
Every possible effort should be made to care for the individual needs
and abilities of the children. Children on any grade level or within any
unit of study will vary greatly in their acquaintance with facts of science,
or in their ability to learn the subject. Opportunity should be given to
each child to profit most from his experiences. Breaking the class into
groups might help to do this. Added responsibilities and extra assign-
ments for the gifted and for those more advanced may aid in caring for
the needs of that group. The resourcefulness, ingenuity and the imagi-
nation of the teacher will be taxed to the limit if the problem of indi-
vidual differences and needs is met adequately.
F. Correlation With Other Subjects
The importance of this topic was implied in an earlier discussion in
which an attempt was made to define the subject of elementary science.
The material for English, reading, spelling, arithmetic, geography, his-
tory, health, art and other subjects should often grow directly out of the
problems of the science program. Skill in reading, proficiency in oral
and written composition, the appreciation of art and the ability to draw,
*Open Doors to Science With Experiments, Otis W. Caldwell and W. H. D. Meier. Ginn.
Elementary Schools op North Carolina 403
the understanding of scientific principles of health, and the interpretation
of much in geography — all these may be served through proper utilization
of the content of Elementary Science. Often a complete unit or activity
in science would include within itself all the major subjects of the ele-
mentary school curriculum. The possibilities of correlation and relation-
ship of a unit in science to other subjects may be illustrated by the
following chart from Trafton's, "The Teaching of Science in the Ele-
mentary School":*
""The Teaching of Science in the Elementary School, G. H. Trafton. Houghton.
404
Course op Study for the
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Elementary Schools of North Carolina 405
G. Problem Method of Instruction
The problem method should be employed in science teaching. The prob-
lems may be simple or involved. They may be solved at a single class
period, or the solution of them may extend over a long period of time.
How the house fly is able to crawl on a perpendicular window pane may
be determined after slight investigation but to answer the query as to
what preparation plants or animals make for winter may require several
weeks' study and a long series of careful and varied observations.
In connection with the problem method or with problem solving, a
word of caution is given.
The ability to realize intellectual problems and to solve them requires
a wealth of information. Children cannot see problems in science unless
they have had many experiences in the observation of real scientific facts.
Problem-solving lessons of an intellectual nature should follow rather
than precede an intensive study and observation of the facts in a given
unit. A concrete illustration of how this may be done follows: The
children in a third grade became interested in the study of birds. They
observed birds on field trips, they collected pictures of the common birds
of North Carolina, they made collections of last season's birdnests, they
read books about birds — their food, their habitats, their natural enemies.
After such an intensive study of this subject this third grade became
interested in solving intellectual problems about birds. The following
are some of the questions which were raised:
How are birds built so that they can get their food from the places
in which they live? What protection do birds have against their natural
enemies? How do some birds help man? What birds hinder man more
than they help him?
The children were able to discuss such complicated problems because
they had been given a wealth of experiences relating to birds before
problem-solving was undertaken.
H. Illustrative Types and Units of Instruction
To make more meaningful the discussion on method, a few types and
units of instruction are given. These are illustrative of the organization
of material and the methods employed in the teaching of science units.
They give concreteness to the problem and should afford helpful sug-
gestions to the teacher in organizing and in teaching her own science
material. The exact method employed will be the one which most nearly
meets the teacher's needs and which she can most effectively follow.
TYPE I— FIRST GRADE*
Moon and Stars
Children are intensely interested in the moon and conspicuous stars.
Through following suggestions given below they gain experiences valuable
later in the understanding of the movements of the earth.
Study of the moon can be made at any time when it is conspicuous
in the sky.
Study of stars should be made only in the winter months when they
are conspicuous before the child's bedtime.
"Course of Study, Minneapolis, Minn.
406
Course op Study for the
Objectives: Skills, Hab-
its, Abilities, Attitudes,
and Appreciations.
1. Skills:
a. Taking and recording
observations. This skill
is developed when the
child is trained.
(1) To look for results
of each activity.
(2) To express these
results in simple,
accurate statements.
2. Habits:
a. Making patient, careful
and correct observa-
tions.
b. Experimenting in order
to learn first hand.
Every observation made
with the idea of find-
ing out the truth is a
simple experiment.
3. Attitudes:
a. Realization of forces of
nature. The activities
of 1 and 2 will lead to
some understanding that
moon and stars move in
accordance with some
kind of law.
4. Appreciations:
a. Beauty.
b. The wonderful and per-
fect mechanism of the
universe. (These ap-
preciations should be
spontaneous on the part
of the child.)
Activities and Procedure.
1. Observe the moon:
a. Shape.
b. Color.
c. Position in the sky.
2. Observe bright and con-
spicuous stars.
Principles to be Discov-
ered, Facts to be Gained,
and Information to be
Given.
1. The moon is not always
round.
2. The moon is sometime in
the day sky and sometimes
in the night sky.
3. The moon is white in the
daytime and yellow at
night.
4. The moon is not always
in the same place in the
sky.
5. Some stars are brighter
than others.
TYPE II— SECOND GRADE*
The Rainbow
STIMULATION OF THE TOTAL SITUATION
1. A schoolroom situation already set up with such materials as: an
easel, various colors of water paints, colored chalk, crayons, many-
colored sewing materials, etc.
2. A daily period when the children are allowed to manipulate these
materials creatively for the satisfaction of worthwhile purposes
which are their own.
3. A daily period when questions, problems, and results of this work
are brought before the whole group for discussion, criticisms, sug-
gestions, and further planning.
4. An open-minded attitude on the part of both teacher and children
which encourages the sharing of all experiences and which recog-
nizes the value of every contribution sincerely given, however
humble its origin.
POSSIBLE INITIAL INDICATIONS OF INTEREST
1. May come as an outgrowth of the use of various colors in paint-
ing and drawing as: many colors together remind one of a rain-
bow; an attempt to paint a sunset looks like a rainbow; etc.
2. May follow the experience of having seen a rainbow.
3. May come as a result of experience with a prism or with a piece
of glass. (Observation of colors in a piece off a chandelier, floor
lamp, curtain pulls; or of colors in broken bits of glass from tele-
phone pole, broken bottle, or broken bits of mirror with bevelled
edge.)
"Training School, East Carolina Teachers College, Lucy Nulton,
Teacher.
Elementary Schools of North Carolina 407
4. May be the outcome of blowing bubbles and seeing rainbows in
them.
5. May come from the experience of helping water the lawn and
seeing the rainbow formed.
6. May be the result of observing spiderwebs covered with dew.
PROBLEMS AND QUESTIONS WHICH MAY ARISE
How many colors are there in the rainbow?
What color comes first in the rainbow? What comes next?
Do they always come that way?
How do you know which comes next?
There isn't any orange paint? How can I paint a rainbow without
orange paint? What makes green? What makes purple?
What makes little balls of color stand up on the water?
What makes a rainbow?
Where is the end of the rainbow?
Why doesn't a rainbow go straight across the sky? Why is it like
a circle?
Why is a rainbow sometimes high up in the sky and sometimes low?
Sometimes rainbows are bright and sometimes they aren't very bright.
How can I make mine not so bright?
Why does the sun make a rainbow through a prism when it doesn't
through other glass?
What happens to the sunlight that comes through the prism?
(At conference one child gave this statement of a solution and the
question asking for verification. "When the sun shines on the
other side of the prism it is whole — all together. And when it
comes through it separates up into all the different colors on this
side. Isn't that so?")
Does the rainbow always come in the east? (Position in the sky with
relation to the sun.)
ADDITIONAL MATERIALS CONTRIBUTING TO THIS PARTICU-
LAR UNIT
1. Pictures of rainbows — prints, magazine pictures, advertising pic-
tures, copies of masterpieces. (Rubens, The Rainbow.)
2. Posters showing color relationships and how light is refracted by
prism.
3. A color top. (This can be bought or made. A flat cardboard disc
which fits over an axis so pointed that it will spin evenly; round,
accurately, colored discs of paper which will fit upon this card-
board disc; and a clip to hold them in place are all that are neces-
sary. The color discs should be slit down one side so that two or
more colors may over-lap, leaving sectors of each exposed. By
spinning two or more colors together the children can see the
mixture of colors.)
4. Books and reading materials:
Persing and Peeples — Elementary Science by Grades, Book II.
Aldis, Dorothy — Anything and Everything poem, "Skipping
Ropes."
Longfellow, H. W. — Hiawatha (reference to rainbow).
Bible — The story of the first rainbow.
The Book of Knowledge.
Charts growing out of the children's experience.
CONTROLS AND OUTCOMES
Knowledges
Science
The number of colors in the rainbow, their arrangement and
relationship.
What causes a rainbow and that it appears only under these
conditions.
408 Course of Study for the
The reason for its shape, for its position relative to the sun,
and for its position relative to the horizon.
That other objects of nature have some of the rainbow colors.
(Observation of autumn leaves, flowers, grasses, insects, birds,
sunsets, etc.)
That there is a reason for many of the colors of nature. (Pro-
tective coloration, attraction.)
The refraction and reflection of the sun's rays by a prism.
Thy psychological effect of color — red means danger, blue is
quiet, green is cool, etc.
Scientific combination of colors.
Art
Knowledge of fundamental colors, color relationships, the mix-
ing of colors, and color harmonies.
Experience in the use of color as a means of expression.
Perspective — the rainbow which is far away is higher on the
paper.
Proportionate width of colors to sky when painting.
Acquaintance with masterpieces relating to child's own ex-
perience.
Language and Literature
Knowledge of the story of the first rainbow.
Reading of related materials.
Realization that one can find information and pleasure in books
and the use of books for those purposes.
Pleasant experiences with poetry, which may, in some cases,
result in memorization of poems.
Writing their own poems and stories which express this rain-
bow experience.
Ability to converse freely and to exchange ideas or supply
information.
Music
Singing of songs related to this experience.
Composition of airs for their own poems.
Rhythms and musical dramatizations.
If possible, manipulation on the piano until those who desire
can play their own airs.
Habits
Sharing discoveries and experiences with the group.
Observation of things in one's daily environment.
Seeking for desired information from people, by experimenta-
tion, and from books.
Carefulness and neatness in manipulation of materials.
Making exact statements when telling a fact.
Sticking to a piece of work until it is finished.
Attitudes
An alert curiosity and a spirit of investigation.
A questioning of experimental attitude — a willingness to try out
the new and prove it which involves the withholding of opinion
until a fact is proven.
Willingness to accept criticism and suggestions and to utilize
them.
Fair play in sharing materials and pleasures.
Appreciation of color as a medium of expression.
Appreciation of the beautiful and harmonious coloring of nature.
Skills
The mixing of colors to obtain desired results.
So manipulating the prism as to throw the rainbow where one
desires.
Elementary Schools op North Carolina 409
Choice of colors and their use in a harmonized whole.
Handling of brush and paints.
Manipulating the color top to obtain desired observations of
color-mixing.
Manipulating a hose in sunlight to obtain rainbows.
POSSIBLE FURTHER ACTIVITY GROWING OUT OF THIS UNIT
("Activity which leads to further activity.")
1. Frequent and intelligent mixing of paints when needed.
2. Keen observation of colors of nature in trees, flowers, sky, etc.
3. Blowing of bubbles and seeing rainbows in them.
4. Experiences with reflection.
Recognizing color in things about us, leading to the noticing of
color reflections in water and in glass.
5. Experimentations in dyeing rags for rugs, wall hangings, scarfs,
etc. Use of nature materials in this activity.
TYPE III— FIFTH GRADE*
Economic and Aesthetic Values of Insects to Man
OBJECTIVES
1. To know the life cycle of insects in adapting themselves to their
environments.
2. To know that the activities of insects greatly influence the activities
of man.
3. To know and appreciate the aesthetic qualities of insects.
LARGER OBJECTIVES OF WHICH THESE OBJECTIVES ARE A
PART
1. Survival of the fittest..
2. The balance of nature.
3. Species have survived because in adaptations and adjustments they
have become fitted to the conditions under which they must live.
4. The place of parental care in the survival of the species.
SITUATION OR POSSIBLE SITUATION LEADING TO THE STUDY
1. Nature table with cases of specimens and reference materials
furnish much stimulation.
2. Caterpillars that children bring to school in fall may serve as a
lead into such a study.
3. Study of silk in geography could lead into a study of insects in
their relation to man.
4. A nature excursion in the fall in which many butterflies were seen
would furnish interesting stimuli.
ACTIVITIES OF THE CHILDREN
1. They made observations of their environment looking specifically
for insects.
2. They read and studied pictures of many nature books.
3. They searched readers and other books in the library for stories
and poems about insects.
4. They watched the bulletin boards for pictures of and articles con-
cerning insects.
5. They brought suitable materials for the bulletin boards.
6. They brought magazines and books from home that gave classi-
fication of and articles on insects.
7. They went on excursions.
8. They brought in many specimens of insects in different stages:
eggs, caterpillars, cocoons, chrysalis, butterflies, moths, crickets,
grasshoppers.
"Training School, East Carolina Teachers College, Cleo Riinwater, Teacher.
410 Course op Study for the '
9. They studied the cases of insects, comparing with reference books,
and classified the insects.
10. They participated in conversations about insects asking and answer-
ing questions.
11. They drew pictures of and worked out designs from insects.
12. They wrote poems about insects.
13. They looked at butterflies' wings through a magnifying glass
brought by a member of the class.
14. They watched caterpillars spin cocoons.
15. They listened to victrola records and orchestral pieces concerning
insects.
PROBLEMS SET UP AND SOLVED BY THE CHILDREN
1. What do butterflies eat?
2. Where do butterflies stay at night?
3. Where do butterflies stay in winter?
4. What is that on their wings that rubs off on one's fingers? What
makes their wings stiff?
5. Do little butterflies grow into big butterflies?
6. What are the differences between a butterfly and a moth?
7. What do grasshoppers eat?
8. What are the antennae for?
9. Where do grasshoppers stay in the winter?
10. What do they lay their eggs on?
11. Do grasshoppers help or hinder us?
12. What makes a grasshopper able to hop so far?
13. Will a praying mantis hurt us?
14. How do people make silk out of cocoons?
15. Why do some moths form a chrysalis while others spin cocoons?
16. How can a big moth stay in such a little cocoon?
OUTCOMES IN KNOWLEDGE
1. Science
a. Stages in the life of an insect:
(1) Egg
(2) Larva
(3) Pupa
(4) Imago or adult
b. Life history of a butterfly:
(1) Characteristics of insect at each stage.
(2) Where each stage is spent.
(3) Stages in which food is taken.
(4) Colors of butterflies. (Protective coloration.)
(5) Length of life.
(6) Classification of different species.
(7) Relation of butterflies to man.
c. Characteristics of a true insect — grasshopper as study:
(1) Divisions of body:
(a) Head: Antennae; compound eyes and simple eyes; pro-
boscis of butterfly, biting mouth parts of grasshopper.
(b) Thorax — Wings.
(2) Legs:
(a) Number.
(b) Value to grasshopper and other insects.
(3) Spiracles or breathing pores.
(4) Ears of grasshopper.
(5) Sound organs of grasshopper (comparison with cricket).
(6) Abdomen:
(a) Segments.
(b) Oviposits-
Elementary Schools of North Carolina 411
d. Comparison and contrast of butterfly and moth:
(1) Similarities:
(a) Life stages are the same.
(b) Characteristics of body are same.
(2) Dissimilarities:
(a) Butterfly flies by day, moth by night.
(b) Butterfly holds wings together.
(c) Butterfly has slender body, moth has large pursy body.
(d) Most butterflies have bright colors, moths have rich
colors but subdued ones.
(e) Pupa stage of butterfly is chrysalis, pupa stage of most
moths is cocoon. Over back when at rest, moth holds
wings outspread.
e. Life history of grasshopper:
(1) Incomplete metamorphosis:
(a) Egg
(b) Baby grasshopper
(c) Adult grasshopper
(2) Way the mother grasshopper deposits the eggs.
(3) Place where eggs are deposited.
(4) Economic relation to man.
f. Comparison of other insects with butterflies, moths, and grass-
hoppers:
(1) Praying mantis
(2) Cricket
(3) Dragon fly
(4) Katydid
(5) Mosquitoes
(6) Flies
2. Art — Fine and Industrial
a. Realistic drawing of simplest butterfly in collection (a yellow
sulphur), placing it in a triangle as an aid in getting correct
shape.
b. Realistic drawing of a more complicated butterfly (a swallow-
tail), using same method.
c. A study of designs worked out from butterflies by American
Indians and Chinese. The working out original designs from
insects.
d. Application of this design to something they can keep — a card-
board box to be used as a bank for Christmas.
e. Making of butterfly net, cage for specimens, cases for mount-
ing specimens.
f. Unraveling of silk of cocoon.
3. Music
a. Listening to the victrola record The Flight of the Bee.
b. Listening to Damrosch's orchestra play The Tarentella.
4. English
a. Much reading of both informational and literary types.
b. Conversation about insects.
c. Telling of stories and reporting information concerning insects.
d. Addition of many expressive words and terms to vocabulary.
e. Group composition of poetry.
f. Individual composition of poetry.
412 Course op Study for the
Example of poem composed by the group:
THE GAUZY BUTTERFLY
Butterfly, butterfly, on gauzy wing,
You come to us in the lovely spring,
Sipping nectar from the flowers
That grow beneath the April showers.
Butterfly, butterfly, you fly so high,
Your colors shine against the sky.
You flit around with the sunshine bright
And fold your wings at night.
When at night you go away,
I always wonder where you stay.
SKILLS
1. Observing and interpreting surroundings.
2. Collecting and using reference materials.
3. Collecting and mounting specimens.
4. Reading for answering definite problems.
5. Caring for specimens.
6. Handling equipment.
7. In reading and organizing information to present to the group.
ATTITUDES
1. Being curious about all things in nature.
2. Collecting.
3. Of not taking life unnecessarily.
4. Searching out the aesthetic values in nature.
5. Handling specimens without squeamishness — the scientific attitude.
HABITS
1. Looking for sources of designs.
2. Being accurate in giving information.
3. Observation.
4. Sharing materials, information, and experiences.
5. Setting up a hypothesis for oneself.
6. Following a problem through to its logical conclusion.
7. Recognizing man's actual and possible applications to his needs.
POSSIBLE FURTHER ACTIVITIES
1. Ants and wasps are examples of social insects.
2. Flies and mosquitoes in relation to health.
3. Silk worm and honey bee as domesticated insects.
4. Insects in their relation to flowers.
5. Economic value of birds in holding insects in check.
BIBLIOGRAPHY
1. Comstock, Anna B. — Handbook of Nature Study. Cornstock.
2. Holland, W. J.— The Butterfly Guide. Doubleday.
3. Porter, Gene Stratton — Moths of the Limberlost. Doubleday.
4. Patch, Edith M. — First Lessons in Nature Study. Macmillan.
5. Knowlton, Philip A. — First Lessons in Geography. Macmillan.
6. Chase, A., and Clow, E. — Stories of Industry, Vol. II.
7. Cooke, Arthur O. — British Insects. Nelson.
8. The Life History of a Butterfly (pamphlet). The Press of the Hampton Normal and
Agricultural Institute, Hampton, Va.
9. Carpenter, Frank G. — New Geographical Reader, Asia. (See Silk.) American.
10. Carpenter, Frank G. — The Clothes We Wear, Chap. VII. American.
11. Weed — Butterflies.
12. Persing, Ellis C, and Wildman, Edward E. — Elementary Science by Grades, Book
Four. Appleton.
13. Compton's Pictured Encyclopedia, Vol. IV. Compton.
14. The Book of Knowledge, Vols. 17 and 18. The Grolier Society, New York, N. Y.
15. Our Wonder World, Vol. 2 and 3. George L. Shuman & Co., Boston.
16. The World Book, Vol. 5. Quarrie.
Magazines :
1. Nature Magazine, 1214 Sixteenth St., Washington, D. C.
2. The National Geographic Magazine, National Geographic Society, July, 1929, Vol. 56.
Elementary Schools of North Carolina 413
TYPE IV— FIFTH GRADE*
Maple Tree
Suppose a maple tree is growing in the school yard. A second grade
class may visit this tree in the early fall, and their attention be directed
to the following points, with a careful discussion of each before taking
up another one: The general shape of the tree, the color of the bark, the
shape of the leaf. Children should be asked to examine the tree and
observe these points. They should visit other trees of the same species
if possible, so as to recognize the species at sight. It is advisable that
a drawing of the tree be made in the field.
In the schoolroom, the children may give an account of their field
trip. If the sentences are written on the board, as the children give them,
an interesting story may be the result. Should the children desire to
write sentences of their own, a written language lesson will evolve from
this work. The words they wish to know how to spell may form a list
for a series of spelling lessons. A single leaf, a twig, or the tree in its
environment may furnish interesting material for a drawing lesson. As
to what is used depends on what the child desires.
Stories and poems about the maple tree are found in many of the
readers. The teacher may help the child use the table of contents to find
them for himself.
This same tree may be studied in the winter, so the children will
recognize it without its leaves. In the spring, its flowers and seeds may
be studied. This method may be used in studying other trees, and each
child may keep his sentences and drawings in a record book.
Suppose a fifth grade should desire to carry on a study of trees. If
they do not know anything about trees, they should begin in the same
simple way that the second grade does. They can use their material in
school work in the same way, but they should elaborate on it. For ex-
ample, a study of the physiography of the country in which the tree
grows may be studied. The different kinds of maples that grow in the
community may be learned. With the use of reference books, the class
may find what use is made of maple trees and in what different parts of
the world the maple trees grow. This phase of work furnished geography,
history, language and spelling material. The drawing may be left to the
discretion of the teacher and the child.
The language lesson may be a letter, asking permission to study in
some special area, or a letter to a manufacturing establishment asking
for literature. It may be a descriptive paragraph or a story giving an
account of the excursion. It may be that some child may wish to express
himself through a poem, or talks may be made by the different class
members. All forms of language work may be taught through the study.
Spelling, of course, is a part of the language, and when the need arises
for use of certain words, that the child does not know how to spell, these
words may be written on the board and then be assigned for a drill
lesson.
History may be taught through various means, depending of course
on the species of trees that are being studied. The historical incidents
connected with the tree, its economic importance in the past and present,
and work regarding its conservation will furnish topics for much history
material.
A study of its distribution throughout the world in regard to climatic
regions, locations of industries due to its presence, in certain sections
and the habitat of the tree will furnish many geographical problems
through the school year.
The reading activities may take different trends depending of course
on the purpose for which the material is to be used. If the children are
planning a program for the room, recreational reading may be desired
by the pupils who are taking part in the activity. During the recreation
period the same type of material may or may not be needed. In pre-
paring geography or history, informational type of reading is needed.
*Raleigh City Schools, Mrs. M. Louise Billiard, Teacher.
414 Course of Study for the
The child is thrown on his own resources again and many learning situ-
ations arise here. First, learning how to use reference books, second,
organizing material, third, making bibliographies and other phases of
work may arise as different avenues are opened up.
In the health work a study of trees from the standpoint of materials
they furnish in the way of food, clothing, shelter, or substances for the
preparation of these such as nut trees for food, rubber trees and trees
used in preparation of leather, and various kinds of wood for building
purposes presents several worthwhile activities.
The suggestions mentioned in this paper have been successfully carried
out in different grades.
Practical problems in arithmetic have arisen in classrooms concerning
the size, height and value of trees. These problems of course depend
on the type of tree being studied, the method of approach, and available
literature. A study of the distribution of the sugar maple tree, the value
of its products in the New England states, the climatic conditions of that
section and its effect on social life, shows to the child the interrelation-
ship of the different school subjects. Different trees may be studied from
the same viewpoint and furnish material for every subject in the ele-
mentary school.
Conservation of trees becomes an interesting phase of civics. Through
this study another subject is introduced and tree-planting may become
a worthwhile activity to the group and to the community.
SCIENCE CONCEPTS TO BE GAINED
The course of study in elementary science should guarantee that the
child understand and grow familiar with a few scientific concepts. It is
understood that for the elementary school child these concepts would
be relatively simple but yet fundamental. There is danger that the
teacher will think of these concepts from an adult viewpoint and either
impose upon the child a mature conception of a scientific principle or
fail to see the significance of a simple concept to the understanding and
life of the child. Neither of these conditions should obtain and will not
if the teacher understands child life and child nature, and is consciously
aware of the place of science in the development and education of the
child.
For reasons which have been given elsewhere the content of ele-
mentary science as here treated relates to those organized bodies of
knowledge which may be classified as astronomy, biology, geology, physics
and chemistry. The science concepts to be acquired would, therefore,
relate to these categories. In The Teaching of Nature Study and Ele-
mentary Science, New Jersey Course of Study, definite science concepts
are given. They are presented here as being representative and indicative
of what is desired. They may be modified, rejected or added to as the
judgment and sound experience of the teacher dictate.
ASTRONOMY CONCEPTS
1. There are many other heavenly bodies in the universe.
2. There are vast distances between the bodies that we see.
3. Our system of reckoning time is based on our relation to the sun
and the stars.
4. The earth and some other bodies of the universe are surrounded
by a gas called the atmosphere.
5. The earth is one of the planets of the solar system.
Elementary Schools of North Carolina 415
BIOLOGY CONCEPTS
1. Life appears on the earth in a great variety of forms.
2. Certain life processes or functions are common to all living things.
3. All forms of life react to their surroundings.
4. Living things are interdependent and interrelated.
5. Life comes from life.
6. Living things reproduce their kind.
7. The young of living things tend to be like their parents.
8. Living things pass through periods of growth commonly referred
to as youth, maturity, and old age.
9. Successful living is dependent upon the application of laws of life
and growth.
10. "Man exercises a controlling influence on his environment," Get-
man. Man exercises a continuously increasing control over his
surroundings.
11. Living things on the earth are greatly influenced by the sun and
its relation to the earth.
12. "Living things on the earth are dependent upon their available
food supply," Getman.
13. Life has existed on the earth for long periods of time.
GEOLOGY CONCEPTS
1. The earth is full of natural resources.
2. The relief features of the earth's surface are due to continuous
movements of the materials of which the earth is composed.
3. There are different kinds of rocks due to the methods of formation.
4. Those rocks are made up of different minerals.
5. The remains of plants and animals found in formations have a
historic interest.
6. Erosion is largely responsible for soils.
7. Present movements and eruptions are responsible for the theories
of the development of the earth.
PHYSICS AND CHEMISTRY CONCEPTS
1. The facts involved in physics and chemistry are important factors
in the every-day life of the home and community.
2. Heat is a form of energy.
3. Light is an energy of importance to all life and there are different
forms of light.
4. Mechanical laws are applied to toys and household equipment.
5. Electrical energy is an active factor in modern social and economic
life.
6. Matter assumes different states according to temperature and
pressure.
7. When two elements combine to produce a new substance, a change
has occurred.
8. One form of energy can be changed into other forms of energy.
9. Science is fundamental to many occupations.
10. Universal law and order controls the natural world.
THE CURRICULUM
The content or the subject matter of the science curriculum manifestly
would be that which contributed directly or indirectly to a realization of
the aims of education in the elementary school, and which would result
in the child's acquiring the science concepts which are held to be desir-
able. Both the aims of elementary education and the science concepts
have been stated. It remains for the teacher to select and evaluate the
material in relation to these aims and concepts.
416 Course op Study for the
While what has just been said is true still it seems desirable to sug-
gest certain criteria which may be used in the selection and organization
of the material. These have pedogogical and psychological significance
and should be helpful to the teacher in selecting and organizing the sub-
ject matter of science. The utilization of these criteria should aid the
teacher in making elementary science contribute its share toward realiz-
ing the aims of elementary education and toward a full understanding
of the science concepts desired.
Criteria for Selecting and Organizing Subject Matter
In their Teachers' Guidebook for Everyday Problems in Science, Pieper
and Beauchamp,* propose these criteria:
1. Does the subject matter appeal to the interests of boys and girls
as worthwhile and real in their daily lives?
2. Is it possible to organize the subject matter in such form that
the method of study gives proper training in desirable attitudes,
habits, skills, and ideals ?
3. Is the subject matter such that the knowledge gained has a real
positive value in the life of the pupil?
4. Are the subject matter and the method to be employed of the
proper degree of difficulty so that the pupil can understand the
content and its meaning in life only through serious study?
In the Fourth Yearbook of the Department of Superintendence these
principles are set up for the selection of material:
1. The material should belong to the activities and experiences of
childhood, and to the child's biological and physical environment,
leading from the familiar to the unknown.
2. The material should arouse the interest and the curiosity of the
child, and at the same time be such that he is able to see and
determine most of the facts concerning it for himself.
3. As soon as the child's interest and comprehension make it suit-
able, material having social value should be given preference over
that which is interesting for itself alone.
4. The material should be seasonal.
5. The material should form a progressive and unified course and
should be of sufficient variety to afford as broad an outlook upon
the child's environment as the consideration of the four principles
stated makes practicable.
Downing, in his Teaching Science in the Schools,f discussing the prin-
ciples of organization, gives the following statements as principles to be
followed in organizing the subject matter:
1. The subject matter should be so organized that it will have de-
pendent continuity.
2. It should be organized in such manner that the course will increase
in difficulty commensurately with the pupil's increasing capacities.
3. It should be organized in reasonably small units that are within
the grasp of the pupils so that each student will have a constant
sense of mastery.
a. Each of these units should have a title or an introduction that
challenges attention.
b. Each unit should in the lower grades result in clear-cut pre-
cepts, in the upper grades, in the comprehension of an im-
portant principle or law, important from the point of view of
the pupil's needs.
*Teachers' Guidebook for Everyday Problems in Science, C. J. Pieper and W. L. Beau-
champ. Scott.
tTeaching Science in the Schools, E. R. Downing, University of Chicago.
Elementary Schools of North Carolina 417
c. In the organization within the unit, adequate provision must be
made for drilling pupils on carrying such principles over into
life situations.
d. Some units or parts of units should be organized into problem
or project form so as to insure training in scientific thinking.
e. Organize one unit or parts of several so as to treat of the his-
tory of science and the biographies of notable scientists with a
view of obtaining an appreciation of the value of science and
the devoted labors of its workers.
f. Introduce as an element in some units correlated art and liter-
ature to develop the aesthetic appreciation of nature and the
moral import of her laws.
4. The subject matter should be organized so as to facilitate super-
vision.
An analysis of the criteria and principles recommended by the authori-
ties quoted shows that:
1. The materials should be so organized as to afford dependent con-
tinuity from unit to unit or from grade to grade.
2. They be within the scope of the child's capacities.
3. The interests and needs of the child be taken into account.
4. The material be arranged seasonally.
5. The knowledge gained have a real positive value in the life of the
child.
6. To some degree the problem or project method be employed so as
to insure training in scientific thinking.
Aside from these criteria and principles attention is called to the
illustrative type units which appear under the discussion of methods. In
these are found not only typical problems or units of work but also some
application of the criteria which govern the selection and organization
of subject matter.
The Curriculum a Series of Well Organized Units
The curriculum should consist of a series of well organized, sequential
units, embodying scientific concepts and principles and contributing toward
the realization of the aims of elementary education. One now finds a
number of courses of study so organized. While this is true much ex-
perimental work needs to be done before there can be scientific grade
placement of units. In view of that fact, no attempt is made to pre-
scribe a sequence of units by grades. In light of the general criteria
which have been suggested, and in the exercise of their best judgment,
teachers will select their units. A careful record should be kept of these
units and activities. It is recommended that all elementary teachers in
a particular school unit, in cooperation with the principal, determine the
science units which will be taught in all the grades. This cooperative
enterprise would enable each teacher to know what every other teacher
was doing, and would, therefore, reduce duplication of material from
grade to grade and sooner or later would result in a well organized
unified science program throughout the whole school. Within a few
years, from definitely and recorded experiences such as these, a rather
uniform and specific curriculum could be evolved and developed on a
state-wide basis. The importance of cooperation of all teachers within
a given school unit and the keeping of a detailed record of all that is
done can not be too strongly emphasized.
418 Course of Study for the
Suggested Units From Horace Mann School
Craig,* in the Course of Study in Elementary Science in the Horace
Mann School, lists the science units by grades in grade 1-6. As a helpful
suggestion his list is given:
First Grade Units
Change in Appearance of Landscape Due to Seeds Start New Plants.
Change of Season. An Effect of Cold Weather.
Effect of Seasonal Changes Upon Trees. Influence of Weather Upon Man.
Effect of Seasonal Changes Upon Plants There is Water in the Air.
Other Than Trees. The Schoolroom is Filled With Air.
Migration of Birds. A Fire Must Have Air in Order to Burn.
Insects in the Various Seasons. Wiring Doll Houses and Toy Villages for
Winter Birds. Electric Lights.
Other Animals in Winter.
Second Grade Units
Plants During Winter. There is Dust in Air.
Man and Seasonal Change. A Fire Must Have Air.
Insects and Seasonal Change. There is Water in Air.
Migration of Birds. We Receive Heat and Light From the Sun.
Other Animals in Winter. Plants Need Sunlight.
Ice Forms at the Top of Water. Seeds Start New Plants.
Observation of Change of Weather. A Magnet Picks up Nails and Tacks.
Water Can be Turned Into Ice and Steam. Spiders — Source Material.
Our Schoolroom is Filled With Air. Moths and Butterflies — Source Material.
Third Grade Units
How Animals Protect Themselves. Differences in Air Breathed In and Air
How Animals Care for Their Young. Breathed Out.
How Seeds Are Scattered. Some Objects Float and Some Sink.
Animals Are Dependent Upon Plants. Water Dissolves Some Substances.
Man is Dependent Upon Plants and Other Effect of Light Upon Some Plants.
Animals. The Rainbow.
Molds. Cause of Day and Night.
Magnetism. Turtles — Source Material.
Water in Air. Setting Up and Care of the School Aqua-
Plants Give Off Water. rium — Source Material.
Air Pressure. Domestic Animals — Source Material.
Fire Needs Air.
Fourth Grade Units
Community and Social Life of Animals — Plant Growth Depends Upon the Kind of
Source Information Concerning Ants, Soil.
Bees, and Beavers. Gardening.
Economic Values of Animals. The Early History of the Earth at New
Water Dissolves Some Substances. York City.
The Air About us Has Force. Molds.
We Live at the Bottom of an Ocean of Wiring an Electric Bell.
Air — the Sky. The Sun is the Source of Light and Energy.
Cause of Winds. The Sun is Larger Than the Earth.
How Soil is Made From Rock. Revolution of the Earth About the Sun.
The Moon.
Fifth Grade Units
Cause of Fogs and Clouds. Insects and Their Value to Man.
Migration of Animals. Insects as Competitors of Man.
Hibernation of Animals. Elements and Conditions Necessary to Life.
Some Animals Change Their Forms and The Last Ice Age.
Appearances. The Balance of Nature.
What Are the Stars? How Some Animals Are Protected by the
Cause of the Phases of the Moon. Way They Are Colored.
A Leaf is a Factory — Photosynthesis. How Plants Grow.
Conservation of Forests.
Sixth Grade Units
Vital Activities of Plants. The Balance of Nature.
Physical Properties of Air and Ventilation. Telephone.
Water and Its Importance to Life. Extermination of Pests.
Weather Bureau — Change of Seasons. The Story of the Earth.
Fire and Burning. Extermination of Species.
The Earth a Terrestrial Magnet. Planets.
Production and Transmission of Sound. Man's Methods of Adaptation Compared
Electromagnets. With That of Plants and Other Animals.
Electricity Cr.n be Used to Produce Heat.
*Tentative Course of Study in Elementary Science, G. S. Craig, Teachers College.
Elementary Schools of North Carolina 419
The curriculum material has not been arranged with a grade sequence,
but it is assumed the teacher will have a grade consciousness, and will,
therefore, think of science with reference to the needs of children in her
particular grade. The cooperative plan of attacking this problem which
has been mentioned elsewhere will help to bring this condition about.
Definite objectives should be set up for each grade and definite standards
of achievement should be expected. This does not mean necessarily that
the objectives for each grade would be entirely different, rather it is
assumed they would not be, but it does mean that what the objectives
are for each grade would be known and understood. In a number of
courses of study the same general aims are set up for all primary grades
(1-3) and a separate general set for all intermediate and grammar grades
(4-7). This may be illustrated from the St. Louis course of study in
science, which follows:
Objectives for Primary Grades
To become acquainted with the environment in which one lives through
direct observation of man, plant life, animal life, and physical
phenomena.
To attain the habit of accurate observation through the use of one's
own senses.
To attain an appreciation of the beauty and interesting facts of
nature.
To attain habits of thinking in an effort to explain the "how" and
"why" of organic and inorganic phenomena.
To attain the habit of being guided by reason, thus discarding super-
stitious and biased opinions.
To become familiar with the law of cause and effect.
To acquire reverence for, companionship with, and love of nature.
To attain desirable attitudes and habits of humane treatment of
animals.
To attain wholesome recreational habits through contact with nature.
To acquire first-hand and meaningful experience with objects and
materials in order to interpret references to nature in music, art,
and literature.
Objectives for Elementary Grades
To acquire a love for and a joy in nature through observation and
discovery.
To acquire a habit of accurate observation and investigation of natural
phenomena.
To acquire a realization of the inter-relation of man, plants, animals,
and inorganic phenomena.
To develop an appreciation of nature.
To acquire the desire and the ability to use one's knowledge of nature
for the improvement of oneself and his environment.
To acquire the desire to protect and to preserve wild plant and animal
life.
To acquire wholesome recreational habits through contact with nature.
While there would be much duplication of general objectives in certain
grades, as illustrated by the St. Louis course of study, yet there would
be definite standards of attainment in knowledge gained, skill acquired,
et cetera. The teacher, then, should set up definite standards of attain-
ment for each grade.
Suggested Outline of Science Topics
For reasons which have been stated, the science material will deal
with those topics which may be catalogued under the headings of as-
tronomy, biology, geology, physics and chemistry. The material sug-
420
Course of Study for the
gested in the Fourth Yearbook of the Department of Superintendence,
while broken up into a number of separate topics, in reality belongs to
these four categories. In that yearbook, topics are given by grades for
the kindergarten and first six grades. The material suggested here fol-
lows the classification of units which are recommended in that publication.
Instead of outlining the material by grades, an abbreviated digest is made
and the material grouped under Primary Grades (1-3), and Intermediate
and Grammar Grades (4-7).
Classification op
Topics
Batrachians
Birds
Fish
Primary Grades
(1-3)
Frog and Toad— recognition, activi-
ties, etc.
Pigeon, domestic fowls, robin, — re-
cognition, activities, nest building,
migration, etc.
Goldfish — recognition, activities, etc.
A common fish of local waters.
Insects
Other Invertebrates
Caterpillar and bee — recognition, etc.
Moths and butterflies — recognition,
activities, etc. Fall insects, three com-
mon to locality.
Intermediate and Grammar
Grades (4-7)
Frog and Toad — review of previous
work, etc. Economic value, salaman-
der.
Ground and water birds — woodpeck-
ers, swallows, kingfishers, etc. Winter
birds — six common to locality. Return-
ing birds, etc.
A breeding aquarium fish (as stickle-
back). Fish common to local waters.
Salmon.
Water snail, spiders and spider web.
Land snail, slug, thousand legs.
Caterpillars and butterflies continued.
Cicada, locust, leafgalls, water insects
(as mayfly, dragon fly, etc.), leaf
miners, aphids, ants, water insects,
insect friends of the garden, enemies
of the garden, disease carriers, insect
enemies of man, of trees, etc.
Thousand-legs — review and expansion,
cray fish, fresh water mussel, earth-
worm, spiders, lobster, oyster, etc.
Mammals
Squirrel — recognition, etc. A pet
(rabbit) . Three or four farm animals,
animals of zoo or circus; cat and its
wild relatives; chipmunk.
Dog, different kinds, etc. Wild rela-
tives of dog. Wild relatives of farm
animals studied. Animals that hiber-
nate — bear and ground hog. Muskrat
and beaver, the bat, rats and mice,
burrowing animals, fur bearers, game
animals, game preserves, etc.
Reptiles
Turtle (land or water.) Lizard.
Review and enlarge on land and water
turtle. Alligator, giant land turtle,
snakes, etc.
Wild Plants
Fall and Spring wild flowers common
to locality. Coloring of flowers. Con-
servation of one Christmas green.
Continuation of Fall and Spring wild
flowers. Ferns, mushrooms, bracket
fungus, moss, lichens. Study of com-
posite and simple flowers. Seeds and
seed dispersal.
Cultivated Plants
Fall and Spring Garden flowers. A
few flowers common to the locality.
Observation of insects on flowers.
Recognition of whole plant. Flower-
ing shrubs, fruit blossoms, simple and
composite flowers. Pollination, seed
dispersal. Names of a number of
flowers.
Plants in General
Seed germination. Recognition of
common vegetables. Plants whose
fruits are eaten; whose roots are
eaten. Plant forms. Vines, shrubs,
grasses, water plants, etc.
Seed travelers continued. Weeds of
garden and lawn. Types of fruits,
berry like, stone, core, citrus, melons,
duration of plants, annuals, etc. Water
plants, poisonous plants. Weed
enemies of the garden. Plant adapta-
tions, etc.
Trees
Autumn leaves, Christmas tree. Fall
and Winter appearance of "Class
tree." Nut tree. Opening of buds.
Identification of few trees common to
locality.
Trees common to community.
Changes in trees, Fall, Winter, and
Spring. Shade trees and forest trees.
Tree transplanting. Forest protection
and conservation. Life cycle of trees.
Tree propagation. Relation of forests
to human life. Special uses of wood of
various trees.
Elementary Schools op North Carolina
421
Classification
of Topics
Primary Grades
(1-3)
Intermediate and Grammar
Grades (4-7)
Gardening
How to plant a bulb. Germination
of seeds. Home garden. School
garden. What plants need to grow.
Plants that grow from bulbs. Plants,
that grow from seeds.
Home and school garden. Growing
vegetables, flowers, etc. Harvesting.
Care of garden through Winter and
preparation for next year's work.
Rocks and Soil
Common building stone, recognition
and uses. How rocks were made.
Soils — kinds, and how made. Soils in
relation to gardening.
Sky and Weather
Signs of Autumn; of Spring. March
winds, April showers. Weather cal-
endar. Snow, frost, clouds.
Frost, dew, rain, temperature. Ther-
mometer, winds. Characteristics of
seasons. Causes of weather variations.
The weather map.
Star Study
Moon, sun, the dippers, milky way.
North star.
Orion and dog stars, more careful
study of milky way. Importance of
the sun. What stars are. Life story
of star. Comets and meteors. First
magnitude stars • Polar constellations.
Planet — theories of formation, etc.
Eclipses of sun and moon.
Toys, Inventions, etc.
Paper pin wheel. Swing, hammock,
pendulum, seesaw, scales, rubber
balls, bow and arrow, bat and ball,
tennis racquet, leather sucker, siphon,
inverted glass, etc. Mother's canning
in preparation for Winter.
Magnets and iron fillings. Comb
rubbed with silk and bits of paper.
Whistle tops, giant stride, water wheel,
kites, balloons, local water supply,
milk supply, electric bell, telephone,
telegraph, radio.
Utilize Nature Material of Local Environment
Fullest use should be made of the nature material found in the local
environment. If the migration of birds is being studied, the principle
should be illustrated through study of birds that are common to the local
community or to North Carolina. The pollination of flowers or the con-
servation of forests would be studied alike through the use of nature
material indigenous or common to this state. No subject affords a better
opportunity to know North Carolina than comes through a proper study
of elementary science. That the maximum may be accomplished toward
that end a brief list is given of certain nature material that is either
peculiar to or common to the state. Every elementary school child by
the time he finishes the seventh grade should be able to know the phe-
nomena mentioned.
422
Course of Study for the
RESTRICTED LIST OF NORTH CAROLINA PLANTS
Trees
*Balsam — Fir
*Spruce
*White pine
Hemlock
*Chestnut
Black oak
White oak
Northern red oak
Beech
*Sugar maple
Service-berry
*Yellow birch
White hickory
Black walnut
Tulip poplar
Black locust
*Cucumber tree
American elm
Mountain and Piedmont Regions
Shrubs
Alder
*Flame azalea
Spice bush
N. J. tea
Virgin's bower
Hazel nut
Wahoo
Winter green
Witch hazel
*Wild hydrangia
Laurel
*Dog hobble
Sour wood
Rhododendron
Sassafras
Elder berry
Sumac
Dogwood
Blueberry
Herbs
Wake robin
Hepatica
Spring beauty
Golden rods
Asters
Bluets
False fox glove
Buttercup, Skull cap, Meadow-rue
Horse mint
Wild phlox
Milk weed
Cow slip
Indian pipe
Jack-in-the-pulpit
Violets
Wood sorrel
Wild strawberry
Foam flower
Stone crop
Christmas fern
False Solomon's seal
True Solomon's seal
Coastal Plain
Trees
Swamp maple
Swamp gum
Chinquapin
Dogwood
Persimmon
Swamp ash
Beech
Holly
Tulip poplar
Sweet bay
Mulberry
Princess tree
Long leaf pine
Loblolly pine
Pocosin pine
Sycamore
White oak
Spanish oak
Black Jack oak
Turkey oak
Willow oak
Water oak
Black willow
Red cedar
Winged elm
Shrubs
Choke berry
Swamp azalea
French mulberry
N. J. tea
Pepper bush
High bush blueberry
Gallberry
Myrtle
Loblolly bay
Honey cup
Leucothoe
Fetter bush
Huckleberry
Farkleberry
Herbs
Bog dandelion
Fly poison
Trumpets
Pitcher plant
Venus fly trap
Sundew
Queen's delight
Red hot poker
Boneset
Pyxie _
False indigo
Atamasco lily
Dwarf in'3
Yellow fringed orchid
Blazing star
Star grass
White bracted sedge
Hat pins
Blue-eyed grass
Snowy orchid
White violet
Blue gentian
Meadow beauty
RESTRICTED LIST OF REPTILES AND AMPHIBIANS COMMON
TO NORTH CAROLINA
Snakes
Green snake
Black snake
Garter snake
King snake
Ground snake
Brown snake
Common water snake
Red King snake
Turtles
Box turtle, box tortoise
Mud turtle
Snapping turtle
Painted turtle
Lizards
Fence lizard
Red-headed scorpion
Green lizard or chameleon
Sand lizard
Frogs, etc.
Cricket frog
Tree frog
Leopard frog
Bull frog
Common toad
Toad
Water dog, mud puppy
Spring lizard
Spring frog
Newt
Slimy salamander
Dusky or common desmognoth
""Not common in Piedmont.
Elementary Schools of North Carolina
423
RESTRICTED LIST OF BUTTERFLIES, MOTHS, AND INSECTS
COMMON TO NORTH CAROLINA
(Swallowtails)
Ajax swallowtail
Tiger swallowtail
Common eastern black
swallowtail
Spice-bush swallowtail
Pipe-vine swallowtail
Orange-dog
(Blues)
Common blue
Eastern tailed blue
American silkworm
Cecropia moth
Luma moth
Butterflies
(Yellows)
Common sulphur
Eurytheme
Small sulphur
Large sulphur
(Whites)
Cabbage butterfly
Orange-tip
Moths
Promethea
Regal walnut moth
Yellow emperor
(Much Orange or Brown Color)
Monarch
Viceroy
Silver-spots
Southern silver-spot
Pearl crescent
Comma butterfly
Hunter's butterfly
Red admiral
Buckeye, peacock butterfly
Harvester
(Miscellaneous Color)
Mourning cloak
Red-spotted purple
Hawkmoths
Sphinxes
Underwings
Iiisccts and Moths
Where to Find Them
-Apples
Codling moth
Mexican bean beetle . Beans
San Jose scale Apple, peach trees
Round-headed borer Apple trees
Cabbage worm Cabbage
Plant lice Apple, rose
Potato beetle Irish potato
Curculio Peach trees
Tree borer . - Peach trees
House fly Houses
Boll weevil Cotton
Grasshoppers Grasses
Lincoln or terripan bug Squash
Squash bug
Tobacco fly
Lady beetle
June bugs
Crickets (field)
Praying mantis
Walking sticks
Dragon flies
House ant
Argentine ant
Honey bees
Hornet
Wasp
Where to Find Them
Squash
Tobacco
Leaves
Foliage
In grass
Twigs
.Foliage
_Near moist areas
TWENTY-FIVE COMMON NORTH CAROLINA BIRDS
Bluebird
Wood thrush
Tufted titmouse
Brown thrasher
Mocking bird
Chipping sparrow
Meadow lark
Blue jay
Red-headed woodpecker
Turkey buzzard
Oriole
Crow
Wood pewee
Robin
Chicadee
Carolina wren
Catbird
Cardinal
Goldfinch
Starling
Flicker
Downy woodpecker
Dove
Quail
Towhee
Extension Circular No. 170, of North Carolina Agricultural Extension
Service, State College Station, Raleigh, is a bulletin entitled "Common
Birds of North Carolina." This publication contains the names and
descriptions of one hundred common birds, and includes the twenty-five
whose names have been given.
FISH, MOLLUSCS, CRUSTACEA, ETC., COMMON TO
NORTH CAROLINA
Fish
Shad
Trout
Blue fish
Top minnow
Mackerel
Bass
Butters
Croakers
Herring
Mullets
Rock
Drum
Flounders
Perch
Jack
Molluscs
Clam
Oyster
Mussel
Snail
Slug
Scallop
Crustacea
Cray-fish
Lobster
Crab
Shrimp
Sow-bug
Myriapods
Millipeds
Centipedes
424 Course of Study for the
MAMMALS COMMON TO NORTH CAROLINA
Rabbit
Squirrel
Deer
ROCKS AND MIN
Minerals
Quartz
Magnetite
Feldspar
Hemotite
Muscovite mica
Limonite
Biotite mica
Pyrite
Hornblende
Kaolin
Augite
Talc
Garnet
Calcite
Cyanite
Raccoon
Chipmunk
Opossum
Mink-
Skunk
Muskrat
iS FOUND IN NORTH
CAROL]
Rocks
Granite
Diorite
Gabbro
Conglomerate
Sandstone
Shale
Clay
Limestone
Gneiss
Schist
Slate
Marble
Quartzite
Soapstone
The Department of Conservation and Development, State of North
Carolina, Raleigh, will identify and name any unknown rock or mineral
which may be submitted to it. This service is given without cost, except
the postal charges involved. Write this department for literature and
other services.
SCIENCE EQUIPMENT
Teachers should cooperate in use of the science equipment. Under ideal
conditions there would be a science room in which all science and related
work would be taught. Where a special science room cannot be provided,
there should be in each classroom, space available for nature material
and science equipment. To stimulate interest this might be called the
"Nature or Science Corner." The equipment and material here would
grow as the work progressed and the experiences of the children
broadened.
In schools in which both high school and elementary departments are
found, the high school teacher of science should cooperate with the
teachers of elementary science. In so far as practicable laboratory equip-
ment in the high school should be available to science teachers in the
elementary school. With no thought of standardization, it may be as-
sumed there should be a minimum physical equipment for effective science
instruction. In ''The Teaching of Nature Study and Elementary Science,"
New Jersey Department of Education, this list of simple equipment is
suggested:
1. An aquarium.
2. Shallow trays of growing seeds and plants.
3. Window boxes to supplement the second item.
4. Glass tumblers, for various purposes.
5. A rubber hose, for use with the aquarium.
6. Wooden boxes or glass jars, for the study of worms.
7. Shallow metai pans, for holding water.
S. An insect cage — this may be made of a lantern globe and wire screening or cheese-
cloth screening.
9. A collection of bottles with large mouths.
10. A ten-quart galvanized pail.
11. Nets for obtaining frogs' eggs.
12. A flashlight.
13. Dry cells and wire.
14. A magnetic compass.
15. A magnet.
16. A table with waterproof top. about 28x50 inches.
17. A globe, for study source of light, day and night, etc.
18. A wall cabinet with glass doors, for keeping collection's.
19. A storage cupboard, for materials not in use.
20. A thermometer.
21.- A barometer.
22. Small electric stove or hotplate.
23. A wetplate battery (upper grades).
24. It is desirable for children to have individual work lockers, especially in primary
rooms, for their work, built preferably under the windows, with doors. These are
useful for other purposes than that of the science work.
Elementary Schools of North Carolina 425
REFERENCE MATERIAL
The fact that there are -no state adopted texts for the subject of Ele-
mentary Science emphasizes the importance of library and other reference
material. A rather detailed list of books and magazines is, therefore,
given. Every effort should be made to secure an adequate number of
these or other suitable publications. Science instruction cannot be made
effective unless the teacher is familiar with the field of science, and the
children have some opportunities to become acquainted with the subject,
both through the printed page and a study of the phenomena themselves.
A. Helpful Science Magazines
Title Publisher
Bird Lore Audubon Society, Harrisburg, Pa.
National Geographic Magazine. -National Geographic Society. Washington, D. C.
Nature Magazine..... 1214 16th St., N. W. Washington, D. C.
Current Science American Educational Press, Inc., 1123 Broadway, New York City
Popular Mechanics Popular Mechanics Press, 200 E. Ontario Street, Chicago, 111.
Popular Science .Modern Publishing Co., 250 4th Ave., New York City.
Science News Letter. Science Service, Inc., 21st and B Streets, N. W., Washington D. C.
The Science Classroom Popular Science Publishing Co., Inc., 250 4th Ave., New York City.
Travel Magazine Robert M. McBride, 7 W. 16th St., New York City.
B. Nature and Science Reference Books for Teachers and Older Pupils
Author Title Publisher Date
Animals:
Animals of North America National Geographic Society
Stone and Cram Animals of North America Doubleday 1905
Birds:
Baxter.. Bird Houses Bruce 1920
Chapman. Handbook of Birds of Eastern North
America Appleton 1900
Dearborn Bird Houses and How to Build Them.. U. S. Dept. of Agriculture 1923
Doubleday Birds of Town and Country Doubleday 1899
Grant Our Common Birds, How to Know
Them Scribner's.. ..1898
Pearson .Stories of Bird Life World 1924
Reed.... Bird Guide Doubleday 1923
Seipert Bird Houses Boys Can Build Manual Arts 1916
Snyder.. .Common Birds of North Carolina Extension Div. State Col., Raleigh 1927
Fishes:
Smith Fishes of North Carolina. ...State Dept., Conservation and De-
velopment, Raleigh, N. C 1907
Flowers:
Dana How to Know Wild Flowers. Scribner's 1900
Doubleday... Wild Flowers, Nature Library, Vol. IX Doubleday 1907
Matthews Field Book of American Wild Flowers Putnam 1902
Book of Wild Flowers National Geographic Society 1924
Reed Flower Guide Doubleday... 1925
Insects:
Brues, C. T. .Insects, Injurious and Beneficial Harvard University 1926
Fabre, J. H... ..Book of Insects Dodd 1927
Holland, W. J Butterflies— Nature Library, Vol. VI. ..Doubleday 1907
Moths— Nature Library, Vol. VII Doubleday 1926
Howard, L. C. Insects— Nature Library, Vol. VIII Doubleday 1926
Lutz, F. E.. Field Book of Insects Putnam 1918
Root- A. I., and E. R. A. B. C. and X. Y. Z. of Bee Culture.. Root Co 1923
Scudder, S. H Brief Guide to Common Butterflies of
United States Holt 1899
Weed, C. M Butterflies Worth Knowing. Doubleday .1919
Insect Ways Appleton ..1930
Minerals:
Watson, T. L. and Building and Ornamental Stones of State Dept. of Conservation and
Laney, F. B North Carolina, (N. C. Geo. Survey) Development, Raleigh, N. C 1906
Sea:
Bridges, T. C. Young Folks Book of the Sea.... .Little - 1928
Dixon, R. and Eddy, B. Personality of Water Animals Holt... .1928
Rogers, J Shells— Nature Library, Vol. XV Doubbday.— - 1908
426 Course of Study for the
Author Title Publisher Date
Stars:
Ball, Sir Robert ...Starland - Ginn __ 1922
Collins, A. F Book of the Stars.. Appleton 1917
McFee, I. M Secrets of the Stars Crowell ...1922
Proetor, M The Young Folks Book of the Heavens Little .1929
Trees:
Apgar, A. C ..Trees of the Northern United States.. American 1920
Bruncker, E North American Forests and Forestry-Putnam 1900
Coker, W. C. and
Totten, M. A .Trees of North Carolina .University of North Carolina Press 1916
Harris, G .Elements of Conservation Johnson 1924
Holmes, J. S Forest Conditions in Western North State Department of Conservation
Carolina and Development, Raleigh, N. C. 1911
Keelor, H. L Our Native Trees and How to Know
Them Scribner 1900
Newhall, C. S Shrubs of Northeastern N. America. .Putnam 1899
North Carolina Forest Fires and Their Protection, State Department of Conservation
Geological Survey Bulletin 51 and Development, Raleigh 1921
Pack, C. L Our Vanishing Forests Macmillan 1923
The School Book of Forestry... American Tree Association.. .1922
Rogers, J. E ...Tree Guide .Doubleday 1924
Trees Every Child Should Know Grossett.. .1909
Trees— Nature Library, Vol. I Doubleday 1907
General:
Caldwell, O. W Introduction to Science Ginn 1929
Caldwell, O. W. and
& Meier, W. H. D Open Door to Science Ginn. 1926
Champlin, J. D Young Folk's Cyclopedia of Common
Things Holt 1920
Downing, E. R Our Living World .Longmans. ...1924
Our Physical World Longmans 1924
Farquhar, and others The New Human Interest Library,
(Editors)... Vol. II Midland Press 1928
Green, G. R A Survey of Nature, Book I Comstock 1926
A Survey of Nature, Book II Comstock 1926
Hillegas, M. and others The Classroom Teacher (Vols. 5, 8
(Editors) and 9) The Classroom Teacher 1928
McFee, I. N The Wonderful Story of Science ,-Crowell 1929
Patterson, A. J The Study of Nature (Teacher's
Manual)... ...Public School Pub 1923
Encyclopedia:
O'Shea and others
(Editors) The World Book (12 Vols.) Quarrie 1929
C. Books Especially Suitable for Children
Primary Grades
Author Title Publisher Date Grades
Albright, N. B. and Nature Stories for Children: Book I... Mentzer 1927 1-2
Hall, J Book II 1927
Gordon, E. L. and An Autumn Book 1926 1-2
Hall, J A Spring Book 1927
Bailey, C. S Forest, Field, and Stream Stories Flanagan.. __ _1928 2-3
Garden, Orchard, and Meadow Stories Flanagan _1929 2-3
Brown, E. C Green Gate to the Sea.... Silver 1924 3-5
[Burgess Bird Book for Children 1 f 1919 2-6
Burgess, T. W ^Burgess Animal Book for Children.. [Little 1920 2-6
[Burgess Flower Book for Children... J { 1923 2-6
Dopp, K. E /Early Cave Men IRand f 1904 2-3
ITree Dwellers ( \ 1904 2-3
[Mother Nature Series: 1
Dunn, F. and I Baby Animals f 1928 ,1-2
Trosell, E [By the Roadside Row { 1928 2-3
[In Field and Forest J 11928 2-3
Johns, L. M. and
Averill, M Moths and Butterflies Owen 1929 2-3
King, J Birds in Rhyme Nelson .1926 1-4
Lewis, M. R ...At the Zoo Nelson 1927 2-3
[The Outdoor Book 1 f 1917 2-3
In the Green Wood. 1921 2-4
Meyer, Z \ Field and Tree [Little \ 1923 2-3
In Green Fields 1919 2-4
[Under the Maple Tree J [ 1927 2-3
1928 1-3
1928 1-3
1928 1-3
1928 1-3
Elementary Schools of North Carolina 427
Author Title Publisher Date Grades
[Science Readers: 1
Nida, W. L. and S. H. ^Trailing Our Animal Friends ^Heath.. / 1928 2-3
[Baby Animal Zoo .... J \ 1926 3-4
I Story of Man Series: ]
The Tree Boys f 1929 1-3
Fleetfoot, the Cave Boy Laidlaw { 1929 2-3
Taming the Animals J [ 1930 3-4
Persing, E. C. and [Elementary Science by Grades: 1
Peeples, E. K ^Bookl... }AppIeton.. . ../ 1930 2-3
[Book II J 1 1928 3-5
1 Grandfather's Farm.. ]
An Engine's Story.. (Scribners
An Airplane Ride f
Story About Boats J
Shillig, E. E Four Wonders: Cotton, Wool, Linen,
Silk ..Rand 1913 2-4
Zirbes, L. and
Keliher, A... ...Book of Pets Keystone.... 1928 1-2
and
Wesley, M.. ..Story of Milk Keystone 1928 2-3
Grammar Grades
Author Title Publisher Date Grades
Allen, N. B. Cotton and other Useful Fibers Ginn... 1929 4-6
Our Cereal Grains Ginn.. 1928 4-6
Bachman, F. P Great Inventors and their Inventions American. 1918 4-6
Bassett, S. W Steam and the Steam Engine Little. 1921 4-5
Bragg, W. H World of Sound Dutton. 1928 6-7
Carpenter, F. G .New Industrial Readers (3 Books) American 1929 5-7
Carpenter, F. G. and
Carpenter, F Journey Club Travels (3 Books) American 1925-26 3-5
Carpenter, H. A. and
Wood, G. C Our Environment Allyn 1928 6-8
Chant, C. A.. Our Wonderful Universe World 1905 6-8
Chamberlain, J. F Home and World Series Macmillan 1923-24 4-5
Collins, A. F Radio Amateur's Handbook Crowell. 1930 6-8
Craig, J. B /Nature Study for Boys and Girls IMcIndoo 1920 3-7
[Books for Grades 3-6. /
Crump, I Boy's Book of Airmen Dodd 1927 7-12
Daglish, E. F Reptiles Morrow 1929 4-7
.Fishes and Sea Animals Morrow 1929 5-7
Darrow, F. S. Thinkers and Doers. Silver 1925 5-7
Dorland, G. W In the Open Air.... ...Mclndoo 1924 4-6
DuPuy, W. A. .Odd Jobs for Uncle Sam... Heath 1927 5-7
Eaton, J .City and Country Series (4 Books) Harper 1927-28 4-7
Fabre, J. H. C Insect Adventures World 1918 5-7
Fox, F. C. How the World Rides Scribners 1929 3-6
Gehrs, J .Nature Study, Book II American 1930 5-7
Hawksworth, H Year in the Wonderland of Birds.. Scribners 1926 6-8
Hawksworth, H .Clever Little People with Six Legs Scribners 1924 6-8
.Strange Adventures of a Pebble Scribners 1921 5-7
Iseman, J. W Book of Airplanes Oxford 1930 5-7
Jenkins, O. P Interesting Neighbors Blakiston 1922 3-5
LePage, W. L A B. C. of Flight Wiley 1928 7-11
Maeterlinck, M... The Children's Life of the Bee Dodd 1927 4-7
Martin, J. L. and
Hay, J.... The Wayside Inn for Birds Heath 1929 6-7
Mellen, I Young Folks Book of Fishes Dodd 1927 5-7
Mooney, J. E.. Air Travel.... Scribners 1930 5-9
Moseley, E. L.. Trees, Stars, and Birds World 1919 5-7
1 Science Readers: 1
Animal Life IHeath j 1926 4-5
Makers of Progress | 5-7
Early Men of Science J [ 6-7
Parker, B. M .Book of Electricity. Houghton ...1928 5-7
and Book of Plants Houghton ...1925 4-7
Cowles, H. C.
Patch, E. M... Hexopod Stories.. Little 1928 4-7
Bird Stories Little 1921 4-7
First Lessons in Nature Study Macmillan 1928 3-6
Payne, E. G. and others Elementary Science Readers: Bks. 1-4 Sanborn 1928 4-8
Elementary Science by Grades:
Book III [1929-30 4-5
Book IV lAppleton. ....{ 5-6
BookV ( 6-7
Book VI I 6-8
Persing, E. C. and
Peeples E. K
428 Course of Study for the
Author Title Publisher Date Grades
Phillips, M. G._ Honey Bee and Fairy Dust Heath 1926 4-7
Spider Webs and Sun-Flowers Heath 1928 3-5
Rochelean, W. F Great American Industries (4 Books). .Flanagan 1927 4-6
Rush, C. E., and
Winslow, A... The Science of Things About Us Little 1930 5-7
Slusser, E. F ..Stories of Luther Burbank Scribners 1920 4-7
Speed, J -Billy and Jane, Explorers. (2 Vols.).... Heath 1922-24 3-6
Thomas, R Living Things Around Us Lippincott 1928 6-8
Thompson, J. M ..Water Wonders Every Child Should
Know Doubleday 1907 6-7
Trafton, G. H .Nature Study and Science Macmillan 1929 5-7
Washburne, C. W .Common Science. World 1926 5-7
Elementary Schools of North Carolina 429
CITIZENSHIP
MEANING OF CITIZENSHIP
In this course of study the word citizenship is interpreted as a term
covering whatever relationship the individual bears to the group of which
he is a part or to any phase of his life which affects both his own wel-
fare and that of the group to which he belongs. The institutions de-
veloped by society for affecting proper social adjustments are the home,
the school, the church, the government, and the occupation. It is first
in the home and then through some form of these other expressions of
group life that the individual must make his social adjustments; there-
fore, the content of such a course must necessarily deal with everyday
life experiences growing out of group life. The first training in citizen-
ship occurs in the home. The child comes to school his first day with a
definite set of habits, attitudes, and understandings related to home-life.
He immediately begins to acquire others about school-life which in turn
modify those connected with the home. The quality of adjustment re-
flected in standards of behavior is the quality of citizenship attained.
There have been many attempts made to define the good citizen. For
our purposes, this simple one should suffice. A good citizen in the school-
room, on the playground, on the street, at his home, or that of someone
else, or in strange surroundings freed from safeguards in the form of
friends and social standards, is the one who sees what should be done
to bring the greatest good to the most people, who can do it, who wishes
to do it, who will do it, and who having done it will judge the results
as impartially and constructively as possible. The problem of citizenship
training, therefore, simplifies itself into these steps: inspiration, infor-
mation, and participation. (Hatch. In Training for Citizenship. Scrib-
ner's.) Generally speaking, the educator's prime concern is making such
effective use of the total environment as will insure desirable dynamic
emotionalized behavior patterns which are satisfying to the individual.
Whatever integration the whole personality reaches through these experi-
ences is the quality of character, the foundation of good citizenship,
attained.
GENERAL OBJECTIVES
Recognition of the laws governing full and desirable growth and of
the conduct needs* in civic affairs suggests that the Elementary School
strive to realize the following objectives on the habit, understanding,
'Researches! reveal the following causes of inefficient social adjustments:
Failure to understand the economic and social value of health.
Failure to understand how to select one's life work.
Failure to know essential elements of success in one's life work.
Failure to handle one's income effectively.
Failure to grasp the meaning of citizenship in terms of actual specific conduct ele-
ments, skills, habits, understandings, and appreciations.
Failure_ to have cultural resources — such as music, painting, physical recreational
activities, etc., upon which to draw for leisure entertainment.
Failure to have "good manners" as a part of the personal equipment.
Failure in ability to reorganize real and superficial values characteristic of variety
of interests, activities, attitudes, etc., afforded by life of today.
tBobbitt. Curriculum Investigations. University of Chicago.
tMahan. An Analysis of Characteristics of Citizenship. TeLchers College
tGermane and Germane. Character Education. University of Chicago.
430 Course of Study for the
and appreciation level corresponding to the child's or group's capacity
and interests:
To focus attention of pupils, teachers, and parents on their own
civic and character problems and purposes as reflected in the home,
school, and community.
To develop a sensitive personal feeling on the part of each which
will result in the creation of a successful positive program for living
together happily and effectively to the end that stable character results.
To show the interrelation and interdependence of individuals of many
groups, so as to help the child make satisfactory adjustments to mass
units and situations having widely differing purposes and requiring
varying needs.
To supply such necessary contacts with the community life as ex-
pressed in the school, home, neighborhood, nation, and world as permit
the child to know that any government should
Be a means of protection from forces that handicap or destroy.
Be a means of cooperation to secure a worthy end.
Result from group agreement directly or indirectly or from an
acceptable authority.
Afford opportunities for the participation of all.
Offer greater opportunity for advancement than one would other-
wise enjoy.
Be subject to any needed changes.
To help supply contacts with other such social factors as the church,
civic clubs, etc., in school and outside of school which make for present
and later social efficiency.
To help supply such experiences and information about the work of
the world as will acquaint the pupil with vocational opportunities and
standards of efficiency to the end that he can and will enter upon some
profitable life career.
To acquaint the child with the worthy race achievements — fundamental
learnings and emotionalized ideals — and lead him to an appreciation
which demands that he treasure them so long as they shall fill racial
needs but willingly discards outworn customs, ideas, and institutions
when a real or possible substitute has been or can be worked out.
(This objective should result largely from a study of the Social
Sciences — history, geography, science, etc. The outline in 1923 Course
of Study is recommended until a revision is worked out.) •
SPECIFIC OBJECTIVES TO BE EMPHASIZED IN
CITIZENSHIP TRAINING
Grades One to Seven
A. Information and Understandings — These are developed in connection
with the grade outlines as separate units or in connection with pro-
cedure and content.
B. Traits and Trait Actions — The following limited list of traits has been
made to assist teachers in selecting guiding civic purposes for empha-
sis in the activities of the Elementary School: cleanliness, cooperation,
courage, courtesy, generosity, gratitude, health, initiative, kindness,
obedience, perseverance, responsibility, reverence, respect for rights
of others, and self-control. The treatment is not exhaustive; nor are
the items mutually exclusive. No attempt has been made at grada-
tion. The needs should govern conscious emphasis. For example, if
the survey reveals that all boys remove hats on entering building,
one should not center attention on this item of courteous behavior.
The analyses given below are suggestive of some desirable practices
Elementary Schools of North Carolina 431
which contribute to happy efficient social adjustments and these prac-
tices should be made at the time, in the place, and under the circum-
stances needed, regardless of the age or grade of pupil. The alert
teacher will not hesitate to add others and to lead her class to do so.
SAMPLES OF DESIRABLE TRAIT ACTIONS THAT MAY BE
PRACTICED IN THE HOME
Cleanliness — See Course of Study in Health Education.
Courage) — Bravely facing circumstances which cause physical or mental
pain:
Standing for what one believes is right when older brothers and sisters
dominate.
Enduring physical illness with patience and consideration of others.
Going to sleep in the dark away from parent or nurse.
Refraining from meddling with others' things or affairs (e.g., sister s
dolls, brother's skates, father's spectacles). .
Leading other children to respect his home property and rights of its
members (e.g., playing out-of-doors in good weather to avoid likely
disturbing noises, refraining from playing victrola or radio until
invited, etc.).
Acknowledging mistakes in the home.
Co-operation — Doing what one can and should to promote the group pur-
poses in family, school, or community:
Being on time at every meal.
Responding promptly to request of older persons — father, mother,
nurse or others.
Refraining from burning lights unnecessarily.
Refraining from running water unnecessarily.
Performing cheerfully and promptly those house duties which he is
capable of executing (setting table, running errands, caring for
younger children, getting fuel, sprinkling lawn, cutting grass, get-
ting a meal, or any other activity suited to the child's capabilities).
Accepting pleasantly reasons mother and father offer for denials to
their roouests.
Keeping quiet during the rest periods for father, mother, baby, or
self.
Putting personal belongings in their places to save mother, maid, or
sister from extra labor and waste of time.
Caring for furniture and floors (e.g., playing in suitable places, not
on sofa, beds, etc.).
Waiting cheerfully one's turn (e.g., to be served at the table, to talk,
for a bath, to go to the show, to make a visit, etc.).
Courtesy — Outward acknowledgment of the feeling of good-will for group
and group purposes:
Listening without interrupting.
Speaking in a pleasant, well modulated voice.
Closing doors quietly.
Rising upon the arrival of guests.
Offering chair to mother and father or older people.
Giving others preferences (e.g., giving largest piece of cake, and
prettiest flowers to others).
Using "please" to preface a request and "Thank you" to acknowledge
a favor.
Greeting father, mother, brothers, and sister cheerfully in the morning.
Welcoming visitors into the home (e.g., receiving at door pleasantly,
seating guests, and calling parents).
Expressing pleasure for a good meal, a new dress, or like favor.
432 Course of Study for the
Offering to care for younger children while mother attends a club,
calls, or takes a nap.
Greeting mother on return from school and putting one's things away
carefully.
Lending one's toys and other belongings in an agreeable way.
Refraining from borrowing each other's things without permission.
Entertaining younger children with story or older person with account
of day's happening.
Avoiding quarreling and fault-finding with members of the family.
Generosity — Expressing sympathy for individual and group purposes
through contributions:
Making presents to mother and father voluntarily, particularly on
Mother's Day, Thanksgiving, and Christmas.
Giving time patiently to younger brothers and sisters.
Giving and lending to others — books, ■ tools, etc.
Yielding pleasantly to authority making for the right.
Giving due credit to others for victory in game, debate, or any other
piece of work deserving praise.
Gratitude- — Feeling thankful for the good one receives from the group
and members of the group :
Appreciating clothes, food, shelter, amusements as a gift from mother
and father directly.
Acknowledging attentions and small courtesies.
Enjoying visits of neighbor's children and developing into real hosts
or hostess.
Health — See Course in Health Education.
Initiative — Thinking of, proposing, and working out plans to effect
worthy individual or group purposes:
Helping mother water the garden without being told.
Making sister a carriage for her doll.
Planning any pleasant surprise for members of family.
Recognizing any need and trying to meet them (e. g., bringing father's
slippers in the evening, getting the morning paper, bringing in the
milk, etc.).
Being resourceful in solving own problems (e.g., mending broken toys,
earning spending money, doing one's school tasks).
Seeing the possibility in materials and objects for play.
Asking for needed help when solution of problem is really beyond his
ability.
Knowing in what ways or affairs to follow leadership of mother,
father, brother, or sister and in what he is free to carry out (e.g.,
should not spend mother's money without her approval for other
things than those she suggested when she sends him to the grocery
store).
Kindness — Remembering in act and thought the rights, feelings, and
weaknesses of both members and contributors to group life:
Treating courteously the old and helpless.
Treating courteously the cook, the maid, the butcher, grocer, milk-
man, garbage collector, ice man, policeman, postman, etc.
Attending to food and cleanliness needs of all animals which are a
part of the home.
Protecting all animals from abuse.
(Note: See Courtesy and Cooperation.)
Elementary Schools of North Carolina 433
Obedience — Recognizing by appropriate action the will of the group or
proper authority until ability to make right choice is reached:
Accepting mother's decision that another day would be better for a
picnic, the show on another day is better, a certain book is prefer-
able, etc.
Performing health practices as outlined by mother and teacher.
Playing in certain places as directed by father.
Securing parent's approval of a proposed course of action involving
others (e.g., visiting the neighbors, bringing home company, spend-
ing one's savings).
Perseverance — Holding to individual and group purposes until achieve-
ment is made or seasoned advice or reason shows such a course of
action inadvisable:
Sticking to a thing until finished (e.g., child undertaking to keep the
baby for mother should do it at a regular time and always as care-
fully as possible; practicing the piano without being coaxed, paid,
or reminded, drinking milk after eating a good meal, etc.).
Responsibility — Being dependable in the execution of duties assigned or
assumed in behalf of the purposes of the group or for one's self as
evidenced in proper use of materials, time, and money:
Keeping promises made to mother, father, brothers, sisters or servants.
Carrying on one's own work faithfully without remindings (e.g., milk-
ing the cow, tending the garden, sweeping the stairs).
Protecting others from carelessness (e.g., not leaving pins where babies
can get them).
Entering an honest protest when younger or older child refuses to ob-
serve a rule or rectify a wrong (e.g., playing on the highway, re-
turning "purloined" property) .
Making helpful suggestions to guide future behavior of an offender.
Knowing when to report his own or the actions of others to parents
or to others who may be in authority.
Reporting happenings accurately.
Reverence) — Feeling and acting with respect for the verities of life:
Participating appropriately in prayer-life as an individual or as one
of a group upon his level of understanding and according to highest
standards of community.
Knowing and appreciating the meaning of motherhood and fatherhood.
Respecting one's parents.
Accepting and treating one's body and mind as gifts to be treasured
for future parenthood.
Feeling that creation is so much a sacrament as to forbid irreverent
attitudes.
Finding beauty in music, painting, sculpture, nature and work of
world.
Respect for Rights of Others — Yielding and providing opportunities
for members of group to realize their purposes:
Suspending judgment and actions until mother, father, or other mem-
bers of the family have the chance to explain.
Overcoming disappointment when special favors or privileges are not
granted.
Playing out-of-hearing of guests when mother has callers.
Protecting flowers and shrubs by playing in right spots, picking only
those flowers which should be, etc.
Staying off the lawn of others unless invited.
(Note: See also Cooperation, Kindness, and Responsibility.)
Self-Control — Inhibiting undesirable reactions toward members or ac-
tivities of group and expressing positive contribution to them:
(Note: See Perseverance, Courtesy, Generosity, and Cooperation.)
434 Course op Study for the
SAMPLES OF OPPORTUNITIES FOR PRACTICING DESIRABLE
TRAIT ACTIONS IN SCHOOL
Cleanliness: See Course of Study in Health.
Co-operation :
Helping the janitor, principal, teacher and other pupils to keep build-
ing and grounds clean and to protect school property (e.g., putting
trash and waste in baskets or garbage can, flushing the toilets,
picking up bits of paper, putting away crayons or other materials
not in use).
Distributing materials promptly and in an orderly way.
Helping to maintain quiet in the halls, toilets, and places near the
building.
Assisting the home room to carry out at least a few principles of
pupil government or control.
Being at school on time and ready for work.
Observing safety rules (see Health Course).
Following directions for the group and for individuals.
Using material at proper time (keeping hands off crayons, scissors,
etc.).
Setting up standards for work and play situations.
Bringing flowers and decorating at any time and for special occasions
such as programs.
Saving assignments for pupils who have been absent.
Returning equipment to regular place.
Courage :
Coming to school alone and returning home alone.
Defending one's rights on the playground by argument and with sup-
port of proper official if necessary — not by fighting if so doing
means violating school regulations.
Willing to take a little push or knock good-naturedly.
Standing up for one's ideas in classroom discussions by presenting
real evidence or logic.
Giving in gracefully when one's ideas are disproved.
Admitting failure or dishonesty in work, play, or speech and making
proper amends.
Keeping promises in spite of handicaps.
Playing a losing game well to the finish.
Keeping one's spirits up and putting forth real effort after repeated
discouragements in writing, in making a talk, working out a prob-
lem, getting a job, etc.
Courtesy :
Waiting turn in class discussions, cafeteria, classroom routine, etc.
Saying "I beg your pardon" when passing in front of a person, when
failing to hear, when accidentally bumping into someone.
Paying attention to the topic (important enough for group consider-
ation) without digressing until points have been settled satis-
factorily.
Practicing classroom manners (e.g., greeting one's teacher and class-
mates politely, keeping away from teacher's desk if she is having a
personal conference with another child).
Developing a pleasing voice in all discussions with pupils and teacher.
Feeling and expressing appreciation for the work of the faculty and
school officials.
Helping to care for the younger children of the school.
Greeting and assisting visitors to find seats in auditorium or rooms
in the building.
Closing doors quietly.
Elementary Schools of North Carolina 435
Observing, bowing and other like courteous, gracious expressions at
opening and closing of school day.
Removing hats and wraps.
Allowing girls and elders to pass ahead.
Assisting others with wraps.
Introducing oneself or friends properly.
Generosity:
Giving needed help to classmates in school activities.
Acknowledging the value of good work done by one's class and school-
mates.
Sharing the use of tools and materials.
Listening to ideas of others and giving them consideration.
Gratitude :
Appreciating one's school environment, library, desks, physical com-
forts through heat, water, etc.
Appreciating these as gifts from parents and other families of the
community.
Appreciating services of principal, teacher, and janitor.
Health: See Course of Study in Health.
Initiative :
Thinking for himself and carrying out his plans in preparing lesson
assignments or other projects such as: (1) making travel booklets
and bird booklets, (2) contributing to school museum, (3) planning
and making picture shows in geography, history, etc., (4) plan-
ning and making contributions to doll house furniture or parts of
the equipment for sandtable scenes, (5) preparing stories to read
to class, (6) leading songs or games, and (7) participating crea-
tively in dramatizations.
Kindness:
Being friendly and helpful to the poor children, the lame children,
the "slow" children, the people who are ill or hurt, or frightened,
or unhappy in the school surroundings and to all dumb animals.
Being helpful and tactful to those who are unable to progress at the
normal rate.
Obedience :
Obeying without coercion the necessary rules for the group unless
granted special privileges (e.g., using certain entrances to building
to expedite administration).
Reporting promptly to work or study from play periods.
Being careful to reach school on time.
Observing rules about passing in and out of the building and about
the use of equipments and responding to bells or other signals.
Securing approval of teacher, principal, or proper group for a pro-
posed course of action affecting others (e.g., taking an excursion,
practicing in auditoriums).
Perseverance:
Persevering without being prodded when materials are hard to find
for museum, booklets, costumes, and properties for plays and other
work. , ,
Persevering when recitations are difficult to prepare or make (the
teacher must be careful not to give so much work, the child cannot
experience success in realizing the goal).
436 Course of Study for the
Responsibility:
Pulling on, taking off, and hanging up out-of-door wraps.
Observing the rules of waiting one's turn in conversation, use of
materials, etc., so as to contribute to the happiness and success of
group work.
Feeling the responsibility to oneself and group for mastering the
recitations, completing the booklet, finishing the piece of furni-
ture, etc.
Knowing the difference in fact and fancy in stories, occurrences, etc.
Showing pride and orderliness in ownership of proper use of school
materials and those of other children such as doing good writing
and drawing instead of scribbling and correcting first efforts in-
stead of throwing away papers and materials — using both sides of
paper with first efforts.
Knowing that it is proper to report a wrong-doer who breaks into a
school building and molests school records or property and will not
admit the act himself, and does report it.
Knowing that to report a pupil's spoiling a piece of paper, or crayon,
or wood in an honest effort to create something is very unnecessary,
and does not report it.
Helping and directing young children (in courtesy and kindness, using
carefully time, money, and supplies) .
Returning found articles.
Going directly home after school to avoid worrying parents.
Reverence: (See also analysis of this trait for home practice.)
Observing quiet and attention during devotional exercises.
Experiencing deep and abiding wonder and pleasure in looking at the
type of Madonnas which are supposed to typify Mary and the Christ
Child (example — The Sistine Madonna) when listening to stately
music such as Hallelujah Chorus or Largo, or a fine church hymn,
or when witnessing the dawn or blossoming trees or productive
fields of grain, mountains, or ocean, a great city, a mighty ship, or
in following man's great adventures, in the air (Lindbergh's flight,
Byrd's exploration of polar regions), the records of Christ's un-
selfishness and kindness, the kindliness and goodness that can be
found in one's family, friends, and business or school associates.
Respect for Property and the Rights of Others:
Playing the game according to the rules set up by group or an
authority.
Keeping buildings free from crayon and pencil marks.
Taking turns.
Handling books with clean hands; opening them properly.
Returning borrowed property promptly.
Talking quietly so that others may not be disturbed.
Taking just that part of the teacher's time which belongs to the
individual.
Using other pupil's time sparingly on individual projects.
(Note: See also Courtesy, Cooperation, and Responsibility.)
Self-Control :
Sitting on chairs in a way that does not interfere with others.
Feeling and expressing good will when one's team loses to another.
Rejoicing in good fortune of another.
Doing one's work when one does not wish to "carry on."
Taking one's turn in line at the drinking fountain, lunch counter,
or ticket booth.
Observing good sportsmanship qualities even when opposite team does
not.
Walking through halls instead of running.
Refraining from meddling in other people's affairs and things.
Elementary Schools op North Carolina 437
SAMPLES OP OPPORTUNITIES FOR PRACTICING DESIRABLE
TRAIT ACTIONS IN THE COMMUNITY
Cleanliness: See Course of Study in Health.
Courage :
Entering an honest protest to the child violator of community laws
and demanding that the wrong be rectified (e.g., a child breaks a
window-pane in a public building, sneaks fruit at the grocery, does
not pay for street car ride, crosses road or street in front of
vehicles, etc.).
Persisting in reforms in the face of indifference (e.g., participating
in clean-up campaigns, etc.).
Co-operation: (See also Obedience and Courtesy.)
Obeying the traffic laws about speeding, crossings, parking, and signal-
ing; looking to right and left before crossing.
Observing safety measures. (See Course of Study in Health.)
Playing games likely to break panes or cause other damage away from
public or private buildings (e.g., baseball, cat).
Picking only those flowers in public places which are designated for
that purpose.
Leaving things in order and giving orders quickly when shopping or
visiting the library.
Throwing all waste (fruit skins, clay, pasteboard, hair, paper, etc.)
into the garbage can.
Helping to make the lives of unfortunates happy (e.g., carrying bas-
kets to the poor at Thanksgiving and Christmas) .
Participating in community drives and special programs (e.g., Red
Cross, Clean-Up, Swat-the-Fly) .
Writing neatly and addressing letters carefully.
Patronizing local farmers, merchants, and doctors.
Attending church, Sunday School, and meetings of civic organizations
regularly.
Courtesy :
Entering all public buildings quietly and in a basiness-like way.
Removing one's hat (if a boy) in church, theater, or other building
where there are ladies (if a girl, in a theater or other crowded
hall).
Removing one's hat (if a boy) in an elevator in which there is a
woman.
Greeting those one meets and lifting one's hat (if a boy) to a girl,
woman, or older person.
Holding the door and allowing women, girls, and older women to pass
through.
Welcoming visitors to community first (if a boy).
Giving directions or other information clearly and pleasantly when
requested, refraining from saying unpleasant things about others.
Refraining from talking or whispering in the church, movie, library,
or other public places where speaking or other forms of entertain-
ment is going on.
Participating by listening to preaching and joining in the singing
or other activity going on at church or other public meeting.
Keeping engagements promptly.
Expressing pleasure of company, good foods, enjoyable entertainment,
things of unusual beauty and charm.
Being on time at Sunday School, church, a concert, meeting of the
Scouts, rehearsals, etc.
Passing to the right when meeting someone.
Awaiting one's turn and refraining from pushing or crowding at a
game, on a train, before a concert, etc.
Greeting the worker's of the community pleasantly.
Observing same manners for eating in public places as are set up
for good home practice.
438 Course of Study for the
Generosity :
Acknowledging merits of another community.
Contributing time and services to community projects.
Contributing funds and gifts to sick, poor, etc.
Gratitude :
Expressing appreciation of small favors and attentions of others.
Expressing appreciation of services rendered by the farmer, grocer,
milkman, baker, laundryman, teacher, banker, lawyer, preacher,
dentist, physician, undertaker, etc.
Expressing appreciation of the services of the policeman, patrolman,
fireman, street-cleaner, garbage collector, commissioners and other
county, state and national officials.
Health: See Course of Study in Health.
Initiative :
Organizing camping, fishing trips, or other recreational activities.
Buying and caring for a pet.
Selecting and following good leadership.
Finding a job for "after school hours."
Kindness: See Generosity, Courtesy and Cooperation.
Obedience :
Crossing intersections on "go" signals.
Observing "Keep Off," "No Trespassing," "Danger" signs.
Fishing, hunting, and trapping in season.
Observing the prohibition amendment and the law prohibiting sale of
cigarettes to minors.
Perseverance: See Courage.
Responsibility: See also Obedience.
Picking up paper and other trash in public parks, etc.
Acting in accordance with standards set up for behavior in church,
at the theater, in the library, on the street.
Helping others to cooperate in observing community laws.
Exercising thrift in use of money.
Exercising thrift in use of public materials.
Paying bills promptly.
Reverence: See same topic for Home and School.
Respect for Rights of Others: See Cooperation and Courtesy.
Knowing and recognizing values of trials.
Suspending judgment until facts are obtained and understood.
Overcoming disappointment when special favors (e.g., attempting to
get more favored parking spot which is forbidden).
Refraining from tipping public servants to get first place.
Refraining from trespassing on public or private property forbidden
to public.
Refraining from taking short cut paths across the lawns of other
people.
Reporting children who should be in school to teacher if they stay
out or do not enroll.
Self-Control : See Courage and Courtesy.
Being courteous to visiting teams.
Taking irritability and inefficiency of others quietly (e.g., clerks, tele-
phone operators, etc.).
Keeping cool in a "traffic jam" or fire.
Refraining from outbursts of temper where nothing can be gained
thereoy.
Refraining from making plans which will interfere with meeting one's
obligations (e.g., purchasing new things when old ones are unpaid
for).
Elementary Schools of North Carolina 439
SOME SUGGESTIONS FOR REACHING
THESE OBJECTIVES
GENERAL PROCEDURE
A. Study the natural tendencies of childlife; learn why children behave
as they do, how they grow; apply these principles to school life* in
planning with the help of the individual or group, when practical,
such a positive program of activities having intrinsic value for the
pupils that the members of the group, individually or collectively, are
constantly confronted with the genuine problems of life, and see that
they courageously meet these until a satisfactory adjustment is made.
B. Utilize as much as possible (without "preaching") the wealth of life-
enriching material found in language, art, music, literature, history,
geography, nature, and science. Some suggestions are made under
Materials and Special Period for Civic Instruction below, but as
there is a need for a unified Social Science course a committee is
now at work with a view to producing this within the next two years.
The 1923 Course of Study in geography and history is still sug-
gestive. Illustrative units from teachers will be welcomed by the
council on Course of Study Revision, State Department of Education.
C. Make case studies of problem children; get background of heredity
and environment, conduct history, scholastic record; try out various
solutions until a workable one is discovered. (See Remedial Work for
Problem Cases.)
D. Teachers should exemplify such traits as those listed under specific
objectives. Then they will promote through imitation and suggestion
these qualities in others.f
MATERIALS AND PERIOD FOR DIRECT INSTRUCTION
IN CIVICS
The time to be given to instruction in civic information is indicated
in the General Introduction, but because of the apparently crowded
schedule in the Elementary School, it is necessary to discuss the period,
or periods, to be used. By carefully checking through the topics covered
in the subject matter of the course in citizenship the teacher will find
that these can and should be cared for principally in the courses in read-
ing and literature, geography, history, language, and health. These are
indicated to a limited degree along with the topics as they are discussed
in the grade outline; incomplete but suggestive examples are given from
recommended basal and supplementary texts.
Arithmetic: Thrift and accuracy through personal budgeting, record
keeping, types of investments, etc.
Geography and History: See grade outlines.
Reading and Literature: See all lists in connection with language and
reading.
*See General Discussion of Method and the Course of Study in Health.
tSee Course of Study in Health and Waring's "Relationships Between Early Language
Habits and Early Habits of Conduct Control."
440 Course of Study for the
Moralizing in connection with literary works is not advocated as a
regular procedure. Usually they speak their own language and inspire
individuals to a variety of actions. However, when there is a definite
need for clarifying the pupil's thinking as to the right course of action,
it may be wise to find in literature a story illustrative of the desired
point. The following list is suggestive in a very limited way as to how
the state basal and supplementary reading material may be used
occasionally:
The Elson Reader, Book Two, page 75— The Rabbit Who Wanted White
Wings. (Contentment: doing what one can with what one has.)
heading Literature — Second Reader, page 11 — The Wind and the Sun (it
is better not to boast). Page 24 — The Lion and the Mouse. (Grati-
tude: doing a "good turn" for a "good turn.") Page 241 — Joseph.
(Kindness to one who has mistreated others.)
Child's World, Third Grade, page 9 — Philemon and Baucis. (Sharing
with another brings pleasure and creates willingness to serve.)
Studies in Reading, Fourth Grade, page 158 — King Solomon and the Two
Mothers. (Love: "Actions speak louder than words.")
Child Library Readers, Fourth Grade, page 187 — Laetitia and the Red-
coats. (Courage in presence of physical danger.)
Studies in Reading, Fifth Grade, page 235 — A Little Sermon. (Helping
the older person.)
The Silent Reader, Fifth Grade, page 107 — It Takes Two to Make a
Quarrel. (Self-control when another angers one.)
Days and Deeds, Fifth Grade, page 24 — The Scout Trail. (Scout Code
Traits.)
Music and Art:
Pictures and music should make a definite contribution to character
for through them children may come not only to recognize and appreciate
the beauty in rhythm, tone, pictures, in architecture, and nature, but
they may also gain clearer ideals and increased inspiration toward right
conduct. This will tend to influence them to want and make artistic
homes — beautiful public buildings, and highways — clean streets, play-
grounds and parks; to want and seek worthy amusements. Some of the
pictures, properly presented which might be used in this connection are
listed on the following page. Accompanying each is a suggestive musical
composition. As it is desirable to have many pictures and many musical
selections to allow for individual choices and tastes, it is taken for granted
that the teacher will greatly extend and make adaptations of this list.
Elementary Schools of North Carolina
441
Trait
Cleanliness
Co-operation
Courage
Courtesy
Generosity
Gratitude
Health
Initiative
Kindness
Obedience
Perseverance
Victor Records (Arabic)
Pictures Progressive Music
No Title Grade Series (Roman)
3— Children of the Sea 1-4 The Song Sparrow's Toilet (I ) .
33— Dutch Interior 4-7 1326.
92-Washerwoman 1-7 Volga Boat Song.
119— The Holiday 1-7 20440 (Second Garotte-Sapellmikoff).
15— The Blue Boy 1-7 20161.
9 — Age of Innocence.. 1-7 6622.
95-Summer Shower 1-7 20442-20173.
602— Independence Hall 5, 6, 7 Star Spangled Banner (III).
H4_Feeding Her Birds 1-3 20215.
7-Children of the Shell 1-3 22169
156-The Wheelwright 4-7 The Blacksmith (IV).
157-Going to Work 4-7 The Glory of the Game (IV).
601-The Capitol 5-7 America for Me.
50— The Solemn Pledge 4-7 90983.
127-The Fog Warning.. 5 20319 (Storm. Rossini)
207-Northeaster. 5 9275. Lead Kindly Light (III).
4 — An Aristocrat 1 6835.
106 The Vigil - --- - 6 6791.
113— The Boy Christ in the Temple 4-7 35958 (Largo-Handel).
256— Quest of the Golden Fleece.. 7 Upidee
502— The Minute Man 4-7 Soldier Boys (I).
503-The Protest — - 4-7 The American Hymn (III).
181— Boyhood of Raleigh 6 The Sea Princess (III).
129-Christ at Emmaus 1-7 He Shall Feed His Flock (III).
81— King Cophetua and the Beg- ,.,.„. ,
lar Maid — 4-7 20750 (Love's Greeting Elgar).
30— The Artist's Mother 5-7 776 or 1286 (Mother of Mine Tours).
221— Modern Cinderella. 1-3 Polly s Bonnet (I)
279— Old Market Woman 1-7 Hot Cross Buns (I).
86— Breakfast 6261.
162-Saying Grace - 1-3 gappy Thought (I).
129— Christ at Emmaus Praise to God (III).
149— Spanisn Beggars 3-7 1153.
106-The Vigil 4-7 6791
93— The Last Supper 5-7 21254
271— The Art Jury 5-7 The Glory of the Game (IV).
69— Going to Church 4-7 20805
45— The Jester 22163 : B.
162-Saying Grace Russian Harvest Hymn (IV).
2-Holy Night 1-3 20150.
901— Hearing 1-3 Hearing (Meisner).
2 202-seeing g :::::::::::: 1-3 pretty Me gouiu. ©.
203-Tasting 1-3 Cherries are Ripe (I).
904— Touching 1-3 Blowing Bubb.es (1).
205-Smemng g ::::::::: l-3 Will you Come with Me? (I).
119-The Holiday 1-4 The Holiday (I).
72— The Dance Carmage 7 A Spanish Dance (II).
1QQ— The Whistling Boy 4-7 Betty and Billy (1)-.
27-Spring Dancl . 4-7 20121 (Rustle of Spring; Come Lassies and
Lads) .
20-Dancing in a Ring 1-5 20169 (Armaryllis-Old French Song).
In Wooden Shoes (I).
146-The Torn Hat.. £&7k" B-
28— Lavinia 22075.
41— Joan of Arc 6577.
118— The Primitive Sculptor nns
^Mi5 S at Wyk--^:::::::::."" I.":::: The Mill Fairy (ID. Back of the Bread (III).
64— Water Carrier 21781.
151— In the Country 1-3
167-The Two Sisters 1-5 Sleep Little Treasure (I).
Tfiij— Ohums — ■ 4-7 Hail to Our Class (IV).
270-Mother'andChTldV.;::--:.-.. 1-3 33958 (Jewels of the Madonna Ferrari).
91— Washing the Diciples' Feet .. 1-7 The Immigrants (IV).
107— Boy with Rabbit 1-4 20203.
94— St. Francis 1-7 57180.
21— The Horse Fair 4-7 6246 (Festival at Bagdad)— Korsakow.
34-Behind the Plow" 4-7 35767 (Plowing Song)-Chadwick.
114— Feeding Her Birds 1-3 20215.
94— St. Francis 1-7 57180.
606-Lincoln Memorial 6-7 See the Conquering Hero Comes (III).
508— End of the Trail 5, 6, 7 Integar Vitae (III).
505— Roosevelt S?/ 6 -^ , T ,
34— Behind the Plow The Farmer (I).
280— Prophets 35873
281— Prophets 201150.
442 Course of Study for the
Victor Record (Arabic)
Pictures Progressive Music
Trait No. Title Grade Series (Roman)
Responsibility 50— The Solemn Pledge 4-7 90983.
601— The Capitol 4-7 Columbia, The Gem of the Ocean.
221— A Modern Cinderella 1-3 A Carriage to Ride In (I).
13— Homework 1-5 Chant D'automne— Tschaikowsky.
64 — The Water Carrier 1-3 Dancing Raindrops (I).
116— The Santa Fe Trail 4-7 21169 (Oh Susannah) (II).
28— Lavinia 5-7 Wishing and Working (II).
Come Ye Tankful People (III).
39— Return of the Fishermen. A Sailors Life— Van Lussenbrock.
Fisherman's Song — Parker. (III).
Fisherman's Prayer — Myrberg (III).
47— The Gleaners 4-7 81603: Song of Rest (IV).
114— Feeding Her Birds. 1-3 Morning Song (II).
112— Holland Morning 6590 (Spring Flowers)— Saint-Saens.
35839 (Spring Song)— Mendelssohn.
Reverence 41— Joan of Arc. 5-7 6599 (Elegie)— Massenet.
22053 (Le Marsaillaise).
32— Preparing for Church 6093 (Cavatina)— Roff.
600— Arlington Amphitheater 5, 6, 7 See the Conquering Hero Comes (IV).
37— The Angelus 4-7 6691 (Ave Maria)— Schubert.
Evening Bells (III).
74— Women in Church 5-7 Now with Creational Morning Song (III).
122— The Infant Samuel 1-5 Children's Hymn (II).
500— Appeal to the Great Spirit... 4-7 Integer Vitae (III).
2— Holy Night 1-7 20150.
Self-Control 166— Blue Flowers To the Fringed Gentian (IV).
Dandelion (I).
34— Behind the Plow— In the
Cornfield (II).
41 — Joan of Arc 6577.
106— The Vigil 6791.
27— Spring Dance 6576.
116— Santa Fe Trail... 5-7 22174.
14 — Dance of the Nymphs 6576.
Note: — These pictures may be secured from Art Extension Press, Inc., Westport, Conn., or from Gray-
Creech Company, Winston-Salem, N. C.
OPENING EXERCISES:
Teaching and practicing flag salutes, and holding flag-raising;
checking one's record on observance of trait actions; presenting special
programs on the traits; presenting activities that mark the culmination
of a unit of work.
OBSERVING SPECIAL DAYS AND CHARACTERISTIC IDEALS
SUCH AS THOSE LISTED HERE:
Hallowe'en: Respect for property and rights of others, encouraging
generosity, etc.
Armistice Day: Sacrifice for an ideal, love of country.
Thanksgiving Day: Any phase of service.
Christmas: Sharing gifts, time, talents, etc.
Lincoln: Maintaining good humor, kindliness.
Washington: Being truthful and fair.
Flag Day: Meaning of flag, correct usage.
(Note: See Curtis, "Why We Celebrate Our Holidays." Lyons, 750.)
ENCOURAGING SUCH EXTRA CURRICULAR ACTIVITIES AS
FOLLOWS:
Scouting, traveling, fishing, reading, gardening, etc.
KEEPING A GOOD SUPPLY OF ILLUSTRATIVE MATERIAL:
Books listed after various topics.
Maps of town, district, state, nation, world. (See County Superin-
tendent of Schools for local maps; write State Highway Commission
for outline maps; cheap traveling, pocket-size may be secured from
most gasoline stations.)
Copies of the constitution of state and nation.
Collier's Code, Collier's Weekly, New York City.
Elementary Schools of North Carolina 443
Hutchins' Code and the Iowa Character Education Plan, Character
Education Institute, Chevy Chase, Washington, D. C.
Junior Red Cross Magazine, Washington, D. C.
A bulletin board.
Collection of good music, records, books, etc. (List furnished by
State Department of Public Instruction upon request.)
Collection of famous people who were good citizens for the local
community, state, nation, and the work.
Collection of pictures of beautiful homes,- schools, public buildings,
parks, trees, roadsides, etc. (Note: Back numbers of National Geo-
graphic, Washington, D. C, may be secured very cheaply. Dow's
The American Rennaisance, published by Comstock and Co., is ac-
companied by a wealth of pictures illustrating gradual evolution of
social life from colonial days until the present.)
Bulletins and pamphlets on North Carolina — write State Depart-
ments of Conservation and Education, Chambers of Commerce in the
various cities and the North Carolina Library Commission.
Play Materials — See "Course of Study in Physical Education" and
"Permanent Play Materials for Young Children," by Garrison (Scrib-
ner's), "Flags of Various Nations" — J. W. Van Kirk, Youngstown,
Ohio. Bulletins of the Committee on Public Information, Washington,
D. * C. Bulletins on special days — Arbor Day, Safety, Clean-Up,
Temperance, American Education.
GENERAL DISCUSSION OF METHOD
In general we may say that citizenship training is a matter of method
which, whether we will it or not, is serving as a binder for the subject
matter content of experiences — assignable knowledges and skills and those
non-assignable emotionalized ideals, attitudes, and appreciations. What-
ever is learned is colored by the emotions of the pain or pleasure, the
success or failure, connected therewith. To build right attitudes, the
teacher, then, must acquire a technique encompassing the whole of learn-
ing. Below are listed practical suggestions which are in harmony with
child characteristics of growth.
A. Essential Steps for Teacher to take in planning any school ex-
perience that will contribute in a worthwhile way to citizenship
growth :
1. Studying the immediate objectives sought, the suggested major
problems, and the subject matter outlined as contributory to the
solution of the problems and objectives set up.
2. Making a tentative survey of the class and list their interests, their
past and present activities, so as to get an intelligent knowledge
of what they will likely wish to do that will fit in with the scheme.
3. Deciding upon some problem, project, center of interest, or uni-
fying topic or question, which will most nearly result in attaining
the objective set up.
a. See that it meets the following criteria:*
(1) Is it related to the present living experience of the
children?
(2) Does it give promise of outcomes relatively valuable in
life today?
(3) Will this work contribute to some of the larger essential
goals of education?
(4) Will it give fuller meaning to the experience of child in
this particular environment?
(5) Is it hard enough to challenge?
(6) Is it easy enough to insure some degree of success?
(7) Will it lead on to something more worthy?
"Lois Coffey Mossman, Professor of Education, Teachers College.
444 Course of Study fob the
(8) Does it come out of the children's previous experience?
(9) Will it foster an inquiring, investigative attitude?
(10) Will it teach the children method in ordering their ex-
periences
(11) Will it develop relationships leading to organization of
experience
(12) Is the experience involved socially constant or socially
variable?
(13) Are the fields of subject matter involved worthwhile repre-
sentative of the big aspects of life?
(14) Is it related to other interests of the children?
(15) How often and how recently have similar activities been
experienced?
(16) Will it contribute to the child's efficiency?
(17) Is it in line with the theory of increasing difficulty?
(18) Is it practicable under school conditions?
(19) Are materials and helps needed available?
(20) How fully can the purposes be carried out?
(21) How much time will it consume?
(22) What difficulties may arise in carrying it out?
b. If it seems to meet immediate objectives, list probable .values
in terms of outcomes and decide whether or not the proposed
experience is worthwhile.
4. Reading up on available materials and work up list of those needed.
5. Taking stock of all the various approaches that can be made to
lead the pupils to see relation of the new experience or idea to
the old.
6. Trying out the selected approach or approaches with the class.
7. Through thought-provoking questions and information helping the
class to state and define their problem or problems.
8. Challenging the initiative of the pupils in suggesting the material
necessary to solve the problem, and
9. Helping them to make a plan of procedure that points to the
accomplishment of their purpose, the solution of their problem,
taking care of the following items:
a. Available sources of information — books, pictures, supplies,
people, observations, excursions, experiments, etc.
b. Needed equipment.
c. A suitable working set-up:
(1) If it be a study and appreciation activity — will there be
need for demonstrations, excursions, interviews, lectures,
experiments, investigation of source material, discussion
and reports, wide and intensive reading? Should they
work as individuals, or in group committees, or as a whole?
(2) If it be a drill activity — will it be conducted for needs
of individual, group, or class as a whole? Should original
or standard material be used? What time should be
utilized and standards attained? Will standards set by
course of study be well taken care of?
d. Through thought-provoking questions on the part of teacher
and pupils challenge reflective thinking of the pupil to see
whether or not the essential facts, the accomplishment, etc.,
constitute an adequate solution to the problem.
10. Measuring results of work. (Study suggestions made for each
outline in course.)
B. Types of Approaches that tend to focalize attention and interest in
the desired directions.
1. Providing a rich and stimulating environment of beautiful pic-
tures, interesting exhibits, challenging tools, inviting books, aquari-
ums, etc.
Elementary Schools of North Carolina 445
2. Encouraging initiative and freedom of language expression as
reflected by:
a. Questions.
b. Involuntary attention to certain ideas or things.
c. Expressions of desires to perform certain acts, make certain
things, find out reasons for, go certain places, etc.
3. Seeing to what extent there are common interests and setting
about making them active through such means as reading a poem,
telling a story, informal group discussion, exhibiting related ma-
terial, etc.
4. Building the desired experiences in child life which lead to the
projected experiences (e.g., before the Newson Primer is to be
really vital every child should have a carefully planned birthday
experience).
C. Ways of Keeping Effort Moving in the Right Direction
1. Through group discussion.
2. Through study and investigation.
3. Through excursions.
4. Through creative expression.
5. Through culminating organizations, (e.g. — See unit on Art Ap-
preciation, page 475.)
Group discussions play an important role from the initial point to
the final step of the experience. They are needed for pooling ex-
periences, planning steps of an undertaking, exchanging ideas and
materials, evaluating same, solving problems and difficulties, checking
accomplishments, and determining next lines of attack.
A successful group discussion or lesson requires skill and careful
planning. It is a technique which permits the greatest waste of time
and effort if definite standards are not taken into consideration by
the teacher who is a guide and director and who is ultimately re-
sponsible for the success or failure of the procedure. Always the
form the discussion takes should be determined by needs. They may
vary from a few minutes to an hour or more while solving a difficulty
or presenting material of interest to part or all of the class.
Criteria for Evaluating Group Discussions:*
1> Is the situation a genuine social one?
a. Does the subject matter under discussion seem worthwhile to the child?
b. Is the group seated socially?
c. Do pupils address remarks to the group as a whole, to each other, or to the
teacher, as the occasion demands?
d. Is the teacher a member of the group?
e. Do children base discussions upon their own experiences whenever appropriate?
f. Does every child feel responsible for some contribution?
g. Do pupils make voluntary contributions?
h. Are pupils courteous to each other? Do they address each other naturally?
i. Do pupils exchange materials?
j. Is the class aware of individual or small-group related interests which arise as
the problem progresses?
k. Do pupils have frequent opportunities for exercising leadership?
1. Is the teacher quick to recognize and utilize intelligent questions of pupils and
not substitute those of her own making?
m. Does the teacher talk unnecessarily?
n. Is the teacher flexible in her plan and adjustable in changing situations?
The socialized recitation or discussion is a spirit which permeates the classroom, not
a form to be learned and used mechanically. It is the natural way to proceed when a
group of people interested in the same subject come together for discussion. A discussion
is socialized just to the extent that children are allowed and encouraged to exercise the
social qualities of self-control, initiative, cooperation, personal responsibility, critical judg-
ment, clear and independent thinking, and courtesy.
2. Is reflective thinking stimulated?
a. Is ample provision made for building clear and vivid images through rich and
colorful contributions from teacher experiences; recalled experiences of chil-
dren; reading materials full of episodes rich in detail; excursions, demonstra-
tions, observations, blackboard sketches, exhibits, maps, graphs, pictures?
*Note: Practically all of the remaining discussion or method is adapted or taken directly
from the Ann Arbor Course of Study in Social Studies through permission of Superintendent
of Schools, Ann Arbor, Mich.
446 Course of Study for the
b. Is constant attention given to enlarging the meaningful vocabulary of children?
c. Are new meanings always accompanied by the written or printed symbol ?
d. Are opportunities found and utilized for making worthwhile generalizations?
e. Are generalizations made only after adequate data and experiences are at
hand?
f. Are pupils held to the point in the discussion and do they grow in power to
recognize relevant and irrelevant contributions?
g. Are summarizing statements made from time to time?
h. Does the group hold itself responsible for definite accomplishments at the close
of a discussion? In other words, do they ask, "Have we arrived?" "What's
next?", etc.
i. Do the pupils exercise critical judgment? Do they challenge statements? Do
they evaluate data?
j. Is sufficient time given for reflective thinking and full replies from pupils?
k. Is a reasonable amount of time given to questions and difficulties of indi-
viduals?
1. Does the discussion leave the pupils with a desire to study further?
m. Do specific learnings come out of the discussion?
The Conduct of a Study and Investigation, too, is successful to
the degree that the teacher recognizes and promotes right practice in
mastering the skills, habits, and knowledge most useful in the study
of technique. This phase should care for training in the work-type
reading and lead to the pursuit of personal, permanent reading
interests. Definite library hours should be set aside to work with
books. These should be as carefully planned as any other phase of
activity. The following questions will suggest criteria for evaluating
the study procedure:
1. Are the independent study and reading expected of pupils well
within their powers?
2. Are assignments adjusted to individuals needs and interests? Does
the assignment provide for skills on increasingly higher levels?
3. • Is ample material on the child's level available?
4. Does definite training in the technique of study keep pace with
the demands of the problem?
5. Are various study procedures required, such as reading accurately
and carefully or reading to answer specific questions?
6. Are pupils given definite help in putting the results of study and
investigation into proper shape for group discussion or presen-
tation? Do pupils become increasingly independent in this respect?
7. Are pupils given help in knowing where to go for information and
how to use the sources? Is sufficient practice given in available
sources? Is provision made for increasing ability in locating
material through the use of such mechanics as a table of con-
tents, an index, and an appendix?
8. Are specific individual purposes apparent during the study exer-
cises?
9. Are the physical conditions during the study period hygienic, and
are they conducive to concentration?
10. Is the teacher conscious of the study practices of the individual
pupils?
11. Is every child challenged to the limit of his capacity?
12. Does every child feel the satisfaction which comes from successful
accomplishment?
13. Is the teacher wise in giving or withholding individual assistance?
An Excursion must be carefully thought through in terms of pur-
poses such as: (1) gathering data, (2) approaching problem, (3)
organizing information and ideas already obtained. Probably no ex-
cursion should be undertaken if the teacher does not already know
in advance what the class will likely see. There should be a clear
understanding on the part of the teacher and pupil as to what they
are looking for. Organization and detailing of leadership should be
worked out ahead of time with leadership, time, and routing made
clear to all.
Follow-up work is even more important than the set-up, for while
children get details, they do not easily see relationships and need to
have certain misunderstandings and false conceptions cleared up.
Elementary Schools of North Carolina 447
There will be need for organization and application of facts. Any
new interests should be given due consideration inasmuch as they
may be the source of new purposes.
Creative Expression, the highest level of interest, effort, and at-
tainment of any unit of experience or study, may come often, and at
various intervals of time. In the truest sort of sense to follow one's
real interest and to clothe it with meaning by setting-up a plan of
procedure is as creative as the writing of an original song, poem,
or story — as the molding of a vase — as the painting of a mural.
This truth must be realized, but the use of plastic materials will
always have a definite place as a medium for clarifying ideas and is
just as important as any other.
The following questions are suggestive of standards for conducting
the period for free expression:
1. Is purposefulness apparent in each pupil? Are absorption in the
test, interest, and self -direction apparent?
2. Are opportunities given for individual purposes as well as for
group purposes?
3. Is the technique such that proper emphasis is placed upon plan-
ning?
4. Are all materials and tools at hand when needed?
5. Are pupils held individually responsible for caring for unfinished
work and unused materials?
6. Does mastery of technique keep pace with the increasing demands
of the task? Is it given when the need for it is recognized?
7. Are the pupils aware of the kind of conduct required by the
situation?
8. Is the pupil held to an individual project until some profitable
learning has been derived? Are pupils at times permitted to
abandon purposes which in their development have proved unwise?
9. Are results judged in terms of growth, in terms of purposeful-
ness, resourcefulness, mastery of technique, creative power, order-
liness, industry, self-control, and leadership rather than in terms
of the finished product?
10. Are pupils stimulated and encouraged to find expression through
various media?
11. Is the situation such that individual creative powers have freest
possible expression?
Perhaps no Outcome is as Important as the Finding of New Pur-
poses, new directions for interesting pursuits. Other culminating ac-
tivities may take the form of assembly programs, plays, pageants,
festivals, posters, booklets, maps, and charts. Evaluate this type of
activity according to the following principles:
1. Does the culminating activity come as a spontaneous and natural
outgrowth of the work of the group?
2. Are the forms of expression used childlike rather than adult?
3. Are plans made cooperatively and is there a proper balance be-
tween pupil and teacher suggestions?
4. Does the culminating activity have intrinsic worth; that is, is it
interesting, stimulating in content, and controlled by worthwhile
purposes?
5. Does it at the same time operate as a means of integrating and
organizing past experiences?
6. Does the activity call for the participation of all members of the
group?
7. Are the content values of the previous experiences made apparent
in the culmination?
448 Course of Study for the
REMEDIAL WORK WITH PROBLEM CASES
Investigations of problem cases in behavior made through the assist-
ance of teachers show that these are surprisingly similar throughout the
grades. The sixteen most frequently mentioned types were: theft, lack
of interest, disobedience, selfishness, poor sportsmanship, lying, cheating,
mischievousness, discourtesy, lack of self-control, stubbornness, disregard
for property, anti-socialism, bullying, near-incorrigible, truancy, unadjust-
ment. A study of these cases to discover causes produced the following
list: a new experience, past environment, wrong habits from associates,
lack of moral concepts, natural impulsive and emotional disposition, en-
vironment of self-control lacking, pampered, petted, spoiled, had not been
taught to think, needed constructive criticism, desired success without
effort, listened .to wrong counsel, destitute home life, could not stand
temptation, low mentality, no idealism in home, lacked self-confidence, did
not know how to study, work unsuited to individual needs, never per-
mitted to "shine," had nagging father, wanted to play all the time,
conceited, deserted by parents.
In the method used to help the child form the right response some
of the following proved effective for several cases: discussion, appeal to
reason, honor, pride, etc., coercion, letting him work it out after dis-
cussion, having him consult others, making it a group project, calling
attention to rules violated, reading or picture study, cooperation with
parents, searching members of group, duties demanding honor and
honesty, application of golden rule, inspection of lunches, praising efforts,
threatening with reform school, showing him that we cared, responsibility
of handling money, inducing mother to buy glasses, kindness, having him
arrested, winning his confidence, praising the truth, eliminating need of
theft, encouraging him, appealing to officers of law, showing sympathy,
prayer, appeal to fair play, trusting him, giving a chance to earn money.
"Big Sister" movement, definite assignments, showing interest, winning
his confidence, helping unfortunate classmate, giving constructive work,
changing his seat, restoring his confidence, interest in wholesome activi-
ties, giving him part in play, letting him choose work, making him leader,
letting him "shine," helping him help himself, getting him a job, with-
holding privileges, winning his admiration, isolating him, admission to
vocational school, ousted from office by class, citizenship talks, medical
attention, citizenship organizations, introducing a new moral code, bar-
ring unfair players, supervising play, requiring less class work, extra
work in which he excelled, avoiding harsh criticism from class, more
shop work, seeing the humor in situation, having study hall patrols,
asking for his help, recognition of good work, outside civic enterprises,
plenty of reading material, more parties at school, more guests of child
in the home, greater consideration for his ideas, more music, tools, play-
things, etc., regular sleeping hours, wholesome food, better associates,
more knowledge of child life by teacher, more knowledge of child life by
parent, fewer playthings, more exacting parents, less loafing, better home
environment, more parental care, dishonesty in the home, respect for
authority, more home training, more interest in the home, more re-
sponsibility, a mother who stays home, allowance for the child, fewer
iron-clad rules, greater faith in the child, someone to understand and
Elementary Schools op North Carolina 449
help him, curriculum made from pupil viewpoint, less corporal punish-
ment, cooperation of home and school, higher ideals in home, more super-
vised games, free discussion of problems by pupils, more individual at-
tention, more patience with them, more praise of success, more comrade-
ship, more group activities, student participation in government, teacher
with strong personality, more manual work, more supervision of school
work, less pampering in home, honor system, more activities child likes,
lessons in unselfishness, supervision of leisure, special attention to choice
of leaders, more team work in room, organization for pupil participation.
When a child becomes a problem the teacher must discover the cause
and attempt to supply the need or needs which underlie the violation
of laws governing group life and his own worthy growth. These needs
are rooted deep in his instinctive life and directing them into desirable
expressions is the first duty of the teacher. Unfortunately, lack of space
forbids detailed accounts of specific examples of corrected behavior.
References :
Bobbitt. Curriculum Investigations.
Gregg. A Course of Study in Character Education. Lincoln School Supply Co., Lincoln,
Nebraska.
Mahan. An Analysis of the Characteristics of Citizenship. Teachers College.
Germane and Germane. Character Education. Silver, 1930.
See references in Course of Study in Health and those at end of this course.
GRADES ONE, TWO AND THREE
Text: Not required.
Time Allotment: See General Introduction and page 439.
Specific Objectives: See Traits and Trait Actions (page 430), and
Information and Understandings (page 430).
School Situations, Experiences and Procedures That Afford Oppor-
tunities for Arousing Interest in, Practicing Desirable Trait Actions, and
Mastering Supporting Civic Information:
A. PLAYING HOUSE
Playing with large dolls — holding, rocking, dressing, and undress-
ing them; selecting clothes that fit, making clothes, taking care of
doll's clothes by folding them and putting them in proper places;
bathing _ dolls ; taking them for a walk.
Playing housekeeping — protecting clothing, sweeping with a small
broom, making beds, dusting, washing clothes, ironing clothes; pre-
paring and serving a meal; setting the table; washing and drying
dishes; making and caring for a garden; entertaining callers, house
guests, etc., caring for pets.
The following illustrates this type of activity:
Playhouse and Flower Garden*
the beginning
A doll in a cradle was part of the equipment of the room when the beginner
entered school for the spring term. The children named the doll Peggy and played
with her for several weeks, just enjoying her. Finally they decided Peggy needed a
house. A chair was made for a girl to sit in to rock the cradle. A table and two
doll chairs were also made. A bed was made for visiting dolls. Dishes were made
so Peggy could have a party. A cupboard was made to keep the dishes in. Toys
were made for Peggy to play with. A flower garden was made and cared for by
children. A vase was made to put flowers in for Peggy's house.
*Adapted from report of Miss Virginia Eldridge, First Grade Teacher, Raleigh Public
Schools.
450 Course of Study for the
materials
1. For Construction: Orange crates for walls; large boxes and chalk boxes for furni-
ture; clay for dishes, toys, vase; cold water and shells; paint for dishes, toys, vase;
paint for furniture; paper for mats for dining table; seeds, plants, fertilizer for
flower garden.
2. Tools: Saw, hammer, nails, scissors, yard stick, garden tools; broom, duster and
dust pan.
3. Readers and Special Reading Selections Used in Connection With Unit:
Playtime "(Newson) : "Ted's Birthday," "Toys and Play," etc.
Playfellows (Johnson) : "What I Do For Polly," etc.
Friends to Make (Johnson) : "The Thanksgiving Dinner."
Jimmy Crow's Garden. Brooke.
Pathway to Reading, Primer (Silver) : "The Little Red Apple," "The Apple Man."
Pathway to Reading, First Reader (Silver) : "The Dinner Party," "The Pet Shop,"
"Hop, Skip, and Jump," "The Wee Nest," "The Little Pig With the Curly Tail."
Child Story Primer and First Reader. (Lyons.)
Wag and Puff. Hardy. (Wheeler.)
Surprise Stories. Hardy. (Wheeler.)
Everyday Doings at Home. Serl. (Silver.)
Work-a-day Doings at Home. Serl. (Silver.)
Work-a-day Doings on the Farm. Serl. (Silver.)
Literature and Living. Lyman and Hill. (Scribner's.) Part One: "Making Homes."
Rabbitville. Serl. (American.)
Smedley-Olsen Primer and Book One (Hall) : "The House That Father Made,"
"The Doll House," etc., and "The Frog That Went to School," etc.
The Singing Farmer. Tippett.
4. STORIES TOLD FOR APPRECIATION:
Bailey. Friendly Tales. "The Guest in the Playhouse," "Little House Neighbors,"
"Saving Brother," "The House That Went Downhill."
Bailey. For the Children's Hmr. "The Fairy Who Came to Our House," "Who
Ate the Dollies' Dinner?", "The Elder Brother," "The Little Gray Grandmother."
Dunn, Baker, and Thorndike. Everyday Classics. "The Three Pigs," "The Three
Bears."
Lindsay. Mother Stories. "Dust Under the Rug," "How the Home Was Built."
5. PICTURES USED FOR APPRECIATION:
Baby Stuart, Van Dyck; Feeding Her Birds, Millet; The First Step, Millet; Can't
You Talk?, Holmes; A Helping Hand, Renouf.
6. MUSIC:
Progressive Music Series. Book One. "My Dolly," "Oats, Peas, Beans, and Barley
Grow."
7. POEMS:
Field. Taxis and Toadstools. Doubleday.
Milne. When We Were Very Young. "The Wrong House."
--- - Now We Are Six. "Busy."
Tippett. I Live in a City. "Apartment Houses," "Inside Houses," "Groceries."
Wynne. For Days and Days. "Mother's Fingers," "Sleepy Time," "Mothers," "When
the Day is Over," "Suppose You Were a Little Seed," "The Little Seed Speaks,"
"In the Garden."
Stevenson. A Child's Garden of Verses. "Morning."
SUBJECT MATTER OUTCOMES
Reading, language, literature.
1. Stories about the doll, her house, the garden, were made by the children. These
stories were read from charts, and later put into little books, each pupil having one.
Sample story:
"We have a little doll. She is pretty. Her name is Peggy. The children learned
to read the names of the flowers in the flower garden. Stories and poems about
dolls, houses, family life, and nature were read and told by the teacher."
2. Stories read by children from primers.
3. NUMBER — The yard stick was used to measure the first leg of chairs, table, and
bed. The other legs were measured by these.
The dishes were made in sets of six because their mothers bought dishes by the
half dozen.
4. MUSIC — Many lullabies and flower songs were sung. The children composed the
words to the following lullaby. It was sung to the tune of the "Mother's Song," a
Columbia record :
"Go to sleep my Peggy dear,
Go to sleep and do not fear,
Go to sleep my dolly dear,
Go to sleep, mother is near,
Good night, good night, my Peggy dear,
Good night, good night, my dolly dear."
The pupils compared several flower songs which they played on the bottle chimes,
e.g.:
"One, two, three,
Come and see,
Where the pansies like to be."
h.
Elementary Schools of North Carolina 451
DRAMATIZATION — The doll and play house suggested many dramatizations. One
morning the children played that Peggy had measles. The doctor was a boy who
had brought a little satchel to school. There were the brother, who went for the
doctor, the mother and the father. , . „
This playing with the doll led to many other dramatizations — e. g., Uean feter.
FINE ARTS — Pictures of mothers and babies and nature were enjoyed by the
children A picture of the "Madonna of the Chair" on the classroom wall, also a
French print showing children working and watering flowers have been greatly
Many flower and nature pictures were drawn and painted. The children learned
how to put on crayons and paint smoothly, how to make the sky and ground meet,
how to draw trees, houses, etc.
CITIZENSHIP — Growth in and practice of the following citizenship traits were
noted during these activities:
a. Cooperation — helping in work and play. .
b. Courtesy— The children tried to observe the rules of courtesy in the play house
that they would observe in the home and in listening.
c. Cleanliness and health in keeping doll and play house clean and furniture
arranged, and in stressing proper food, rest and ventilation.
d Friendliness and generosity in sharing dolls and toys, also tools and materials.
e. Initiative in planning play house, furniture, in planning dramatizations ana
games. .
f. Patience in waiting turn to use tools, play with doll, etc.
Perseverance in finishing a piece of work.
Responsibility for bringing boxes and other materials, for care of house ana
doll and the flower garden.
Self-control — The children decided those who were boisterous could not play
in plav house. The children decided that they could enjoy their work and
play more if they worked and played quietly. The interest in the flower
garden led to an interest in nature of all kinds, e.g.— Some girls voluntarily
cared for garden all summer. The interest in the play house led to an
interest in the home, family life, pets, etc.
Some of the flowers that bloomed in the flower garden were pressed and made
into a flower book; some were carried to sick classmates.
At the close of the activity the mothers were invited to a party. A program was
given which explained the unit. Refreshments were served.
CHECKS
1. Tests of the YES and NO type— e.g., Should you cry when you don't get your way?
2. Does the unit check by the laws of learning? .
a. Readiness. Will the appreciation of citizenship traits carry over into home liter
b. Exercise. Will activities similar to or suggested by those at school be carried
on at home? , . . . . ,
c. Effect. Does the pupil have satisfaction that comes as a result of helpfulness,
obedience, cooperation, accomplishment, etc.
REFERENCES
Art in the Elementary School. Mathias. Scribner's.
Industrial Arts in the Elementary Schools. Bonser and Mossman. Macmillan, 19J7.
A Conduct Curriculum. Burke and Others. Scribner's, 1923.
Curriculum Bulletin, No. 2. Raleigh Public Schools. »,-„-i
Kindergarten — Primarv Activities Based on Community Life. Clouser and Millikan.
Macmillan, 1929.
The Primary School. Annie E. Moore. Houghton, 1929.
Curriculum Making in an Elementary School. Tuppett and Others. Ginn, 1927.
Socializing the Child. Sarah A. Dynes. Silver.
How the World is Fed. Carpenter.
How the World is Housed. Carpenter.
How We Are Clothed. Chamberlain.
How We Are Fed. Chamberlain.
How We Are Sheltered. Chamberlain.
Home and Community Life. Hartman.
Open Door Languages, Book One, Chapters I and II.
B. FREE PLAY BASED ON HELPERS OF THE COMMUNITY
Playing farmer, trucker, etc.; animals in the environment; play-
ing fire department; playing postman; playing milkman; going to
market for supplies; playing store or market; playing patrolman
(highway); playing grocery store or market; building the store,
keeping the store, buying the store.
References: Sies. Spontaneous and Supervised Play in Childhood. Macmillan.
C. GIVING A PARTY, LUNCH, OR DINNER
Deciding on guests; planning decorations suitable for occasion;
choosing and preparing foods; choosing entertainment of worthy pic-
tures, songs, stories, dramatizations, etc.; finding out the number of
guests; making and sending invitations to guests; making and deco-
452 Course of Study for the
rating napkins; making and decorating favors; choosing games to
play; setting the table; arranging chairs; welcoming guests; placing
guests at table and seeing that all are seated; sitting quietly while
eating; conversing quietly while eating. This unit is illustrated
below by an adaptation of a report made by Harriet Mellon, First
Grade Teacher, Taylorsville, N. C.
Entertaining the Beginners
origin of the interest and activity:
In April our county superintendent of schools introduced a physical examination
clinic for the children who are to enter school this fall. He asked the first grade
teachers to plan work for these children such as would lead them to spend a happy
day. I took up with my first grade class the problem of what we could do to make
them glad they came. As it was just two weeks before Easter a party was proposed
and agreed upon enthusiastically on Monday morning at our general conference period
opening the day's work. What we should do was left for discussion on Tuesday.
GENERAL AIM STATED FOR THE GROUP BY THE TEACHER:
To work well together in planning, practicing and preparing in a correct, original
and an attractive way, according to the group standards we adopt, all the things that
are necessary for an interesting, enjoyable Easter party for the visiting beginners and
to check carefully on the extent to which we approach these standards in each of these
things we need to know and do for the party.
HOW THE ACTIVITY PROGRESSED:
Problem One (set up by teacher Tuesday morning): What shall we do at our party?
Pupils' suggestions: "Let's have an Easter egg hunt"; "Let's have ice cream"; "Let's
decorate our boards and sandtable"; "Let's make some eggs and biddies for them."
Teacher's suggestion: "Maybe they would like to make some for themselves." Pupils'
suggestion: "We can help them make things." Teacher's suggestion: "Why do we have
eggs, rabbits, and chicks at Easter time? Perhaps our visitors would like to know.
Would you? If you find out you could tell them." Pupils' suggestion: "We can tell
some stories, sing songs, and play, too."
Problem Two (discussed Monday at the art period) : What materials do we need
that we do not have?
The class had crayola, drawing paper, and materials for construction, and their
texts and library books for songs, poems, and stories. They agreed to search at home
for others, but they would have to provide eggs for the hunt, and ice cream for
refreshments.
Problem Three (settled at the same period) : What things shall we do first and
when?
They decided to work on decorations at the art period, stories and poems during
the reading period, songs at the music hour, games at the play period, refreshments
at the time set aside for health discussion and how to behave at a party at one of the
morning exercises.
Problem Four (worked out in art class for the remainder of two weeks preceding
Easter): What kind of border shall we put above our board? What story shall the
sandtable tell ? Do we need other decorations ? What would be best to give a five-
year-old to carry home as a remembrance? Before we begin what do we need to know?
There was a dearth of suggestions. Finally one said, "Let's make something like
the one in Miss X's room." The teacher asked, "How would you like to visit all of
the rooms to get ideas?" They were eager to do this.
Teacher: It may not be convenient now.
John: May I go see?
Henry: May I gc too?
Teacher What will you say? They planned together what they were to say as follows:
We wish to plan an Easter party for the beginners.
May we come see your borders and sandtable?
The visit was made and they saw the usual symbols of Easter — chickens, lilies, rab-
bits, eggs. They decided to have some of all and each child selected the part he wished
to work up a model for.
Teacher: Can you make a good rabbit, Harold? Can you make good eggs, Ellen?
etc., etc. What would help you? Here are some large drawings I will post on the
board, so all may see. Here are some drawing books and magazines on the table. You
may find time to visit the stores this afternoon. They have toy chicks and rabbits.
Do you know of any real ones you might visit?
They returned next day with many pictures, toy chicks, and a real rabbit that was
so glossy and fat as to call forth spontaneous comment from the children. Two standards
were set up for selecting the best product in the art work: the one "most like what
it is" and the "neatest." These served as patterns for the" border motifs of the frieze
to be made on green burlap above the board and for those to be colored by the begin-
ners when they came. A basket of green construction paper filled with candy eggs were
the favors.
On the first Tuesday at the story hour, the teacher told them "The Story of Pros-
erpina" and "The Coming of Spring." They decided that the sandtable should be a
spring garden with both vegetables and flowers. This project occupied our spare time
and some recesses. Each child contributed services or materials. There was a lake
made of glass bordered by blooming wild violets and green moss, tiny toy ducks swim-
ming upon it — daffodil and tulip bordered walks — cunning nests of wee Easter eggs — a
perky rabbit. In the seed bed the beans had just sprung up ready to discard their
"baby coats" (cotyledons) when the visitors came.
Elementary Schools of North Carolina 453
The glossy, fat rabbit gave rise to a change in our refreshments. It developed that
he was so because he ate foods that were good for rabbits and because he was kept
so clean; the little beginners would be so hungry a mid-morning lunch should be better
than ice cream. Our menu became a glass of milk with a generous egg sandwich. The
home economics teacher gave us the recipe and supervised the preparation of the sand-
wiches early Easter Monday, the day the guests arrived.
The activities in detail follow with the definite standards of attainment (objectives),
materials, and procedure.
SUMMARY OF ACTIVITIES, SPECIFIC OBJECTIVES, MATERIALS, AND
PROCEDURE:
Activity One: Deciding on a program for an Easter party which would effectively
entertain the beginners. Objective: To work out a varied, interesting, appropriate Easter
program suited to these visiting beginners, which will show them the types of work
we have been doing and which will stimulate their hearty participation and enjoyment.
Materials: See each item below. Procedure: Asked pupils to suggest what they would
like to have in the program. Wrote items on board and had children to pick out four
of the best. Had children with teacher to add any new ideas that would help to make
it an enjoyable program. Had programs that children have brought to school. Best
ones selected. Reported to the class and the teacher adding items the pupils liked.
Led pupils to see need for selecting the best of these. Decided on materials needed and
time to get ready each item.
Activity Two: Making drawings of rabbits, chicks, and eggs for the border and con-
structing a basket for the favors. Objectives: (1) To make a border of rabbits, chicks,
and eggs, which are lifelike in shape and which are beautiful in color; (2) to make a
neat basket strong enough to hold a few candy eggs; (3) to please visiting children
with the decorations in whole room. Materials: Real rabbits, eggs and chicks; pictures
of drawings made by others; pictures of rabbits, eggs and chicks in lifelike poses; draw-
ing and construction paper; painting materials; standards for judging drawings; standards
for governing right proportions and colors of rabbits and chicks; standards for deco-
rating room. References: The Classroom Teacher, Vols. IV, V; Denison's Easter Book,
Practical Drawing Books; Normal Instructor, Easter Number, 1929; Child Life, Easter
Number, 1927; Easter Entertainments for Little Folks, J. S. Latta Co., Huntington,
W. Va.; Primary Education, March, 1926; Progressive Teacher, April, 1930, p. 19;
Art in the Elementary School — Mathias; How Children Learn to Draw — Sargent and
Miller. Procedure: Discussion of kind of room they think would be most appropriate
for an Easter party and most pleasing to visiting children. Children made reports of
what they saw when they visited other rooms. ^Teacher and children evaluated these,
deciding which of these things they would use in decorating their room. Pupils sug-
gested where they could get additional ideas for decorating room. Teacher suggested
additional things they might use. Divided the class into groups to find out these things.
Each group reported to the class and the teacher added items the pupils failed to give.
Pupils led to see the need for selecting the best of these. Pupils (aided by teacher)
decided upon standards: (1) have colored objects which look pretty together in the same
section of the room; (2) have a few of the best objects on display; (3) select burlap
which will look pretty with drawings; (4) place baskets where visitors can see them
easily. Pupils worked in groups arranging material attractively. Aroused pupils'
interest in drawing through a desire to make their drawings attractive to the visitors.
Had pupils suggest what they would like to draw. Teacher and pupils discussed and
evaluated these suggestions. Pupils discussed the kind of drawings the visitors would
like. Pupils suggested additional places where Easter drawings may be found. Teacher
suggested additional sources. Children made drawings according to their best knowledge.
Children and teacher judged drawings according to standards set up.
Activity Three: Making the Easter Garden. Objectives: (1) To have the sandtable
reflect the spirit of Easter, the season of flowers; (2) to have the sandtable show use-
fulness in addition to beauty by having a section for zinnias and beans. (This section
was later separated.) Materials: Drawing materials: construction paper, colors, paste,
scissors, etc., for garden seats; clay for rabbit, ducks, and chicks; shellac for clay and
paper objects; story books containing stories related to Easter; magazines — Easter num-
bers; seed catalogs; holiday cutouts — Easter sections; experiences and pictures as to
Easter sandtables and real gardens they have seen; stories centered around the Easter
garden idea. References: Milton Bradley, Atlanta, Ga.; Gray and Creech, Winston-
Salem; Practical Drawing Co.. Dallas, Texas; Classroom Teacher, Vol. 4, Child Life,
March, 1926; Normal Instructor, April, 1928, Progressive Teacher, April, 1929; Pri-
mary Education, March, 1929, American Childhood, March, 1925; School Arts Magazine
and Youth's Companion, April, 1928. Procedure: Placed pictures and stories of sand-
tables and gardens in a prominent place in the classroom where thev would attract
attention. Allowed interest and curiosity to develop naturally. Guided the discussion
to secure, as much as possible, the present level of pupils' experiences. Led them to
ask questions which they wished to raise regarding further information. Had the
children, with the teacher, set up plans from suggestions made in the discussion:
(1) place rabbits near carrots; (2) place colored eggs in baskets on rabbits' back:
(3) place chicks in green grass; (4) near by chick, place eggs in nest. Had special
group committees to be responsible for various natural flowers. Had children make a
study of forms, color and proportion of objects to be used. Worked out in detail with
them the specific steps needed in actually making them. Secured suggestions from
pupils as to best articles and their arrangement on the sandtable. Had children arrange
the sandtable and judge the effect of the finished garden.
Activity Four, Five and Six: Securing a number of Easter stories, poems, and
songs that would interest the visitors. Objectives: (1) To find a storv containing
language expressions the visitors would understand and full of action, feeling, and
humor to be read; (2) to find a song (or two) to be sung and learn to sing it well;
(3) to find a poem or two to be read well to visitors. Materials: Stories told by
teacher — "The Coming of Spring," "Proserpina," "The Little Red Hen," "The Lost
454 Course of Study for the
Egg," "The Easter Rabbit"; poems — "What Does Little Birdie Say?," "The Kite and
the Butterfly," "An Easter Surprise," "Daisies," "Market Square," "Daffodowndilly,"
"The Wrong House"; music — "A Surprise," "Little Sister's Lullaby," "The Violet."
References: Bailey and Lewis — For the Children's Hour; Bailey and Lewis — Merry
Tales; Bailey — Tell Me Another Story; Bailey— Friendly Tales; Evans — Worthwhile
Stories for Every Day; Child Life Magazine, April, 1929-30; Pictures to Illustrate
Easter; Experiences of Visiting Pupils; Grade Teacher, April, 1930; The Progressive
Teacher, April, 1930; American Childhood, April, 1930; The Pathway to Reading—
Cateman; When We Were Very Young. A. A. Milne; Progressive Music Series, Books
I, II. Procedure: Led children to suggest the kind of story, poem and song the visitors
would be interested in. Children brought in Easter stories they have read or heard
read from books or magazines (environment arranged by teacher) ; also encouraged
original stories. Pupils reported to class on different stories. Led pupils to see the
need for selecting the best of these stories (pupils and teacher set up standards for
selecting the best story). Had pupils and teacher select the story according to the
standards set up: (1) start with something that visitors know about and are interested
in; (2) keep before you one important thing you want them to know about and re-
member; (3) have interesting, funny happenings and stunts in story; (4) leading up
to an exciting point and closing story.
Activity Seven: Planning the games. Objective: To plan and work out appropriate
Easter games which will be full of action and fun and which the visitors can under-
stand and play well enough to want to join in the play. Materials: Judgment and play
experience of first grade children; A list of games — Games for Children's Parties — pp.
446-448, Bancroft; Pictures of children playing games; Story plays by Lewis C. Wright,
pp. 94-95-126; Normal Instructor and Primary Plans, April, 1930, plate 2; Books and
Magazines Containing Easter Games — Graded Games for Rural School, by Ross, 1-14;
Woman's Home Companion, Jr. Department, April, 1930. Procedure: Teacher found
out what members of her class had brothers and sisters coming and what games they
played. Decided all the children should take part in the game and the game should
be one they knew. Decided on the "Rabbit and the Tree" as the game to be played.
Practiced the game until it was learned thoroughly and several children could lead it.
Decided on Egg Hunt Management and practiced with peanuts.
Activity Eight: Bringing and dyeing eggs for hunt. Objective: To dye eggs beauti-
fully and smoothly. Materials: Red, yellow, blue, orange, green and purple dyes; five
dozen eggs; six big kettles; six large ladles for placing in and removing eggs from
kettle; directions for dyeing. Procedure : Collected eggs donated by class members;
decided on colors and divided class into six groups; teacher demonstrated and the class
watched; class dyed remainder of eggs.
Activity Nine: Preparing refreshments. Objective: To prepare a wholesome, health-
ful, enjoyable lunch. Materials: Two and one-half dozen eggs; six loaves of bread;
60 pints of milk; 60 napkins; 60 straws. Procedure: Decided to serve milk with egg
sandwich; had Home Economics teacher talk and demonstrate; estimated cost and pre-
pared bill for the county superintendent; divided up work among committees for pre-
paring food, for serving, for greeting, for acting as hosts and hostesses at each table;
practiced seating guests first; practiced serving to the left (milk and sandwiches); pre-
pared sandwiches; decorated napkins with Easter chicks; folded and placed them
correctly.
Activity _ Ten: Practicing the program to insure effective presentation of the whole
party. Objective: To practice and prepare, according to group standards set up by the
pupils and teacher, all the features that go to make up an enjoyable Easter party and
to check carefully up on the extent to which we approach these standards in each of
the things we need to know and do at the party. Materials: Indicated above. Procedure :
Children from second grade played guests; committee received guests at doors; com-
mittee showed display of work; committee invited visitors to seats. Standards of con-
duct to be used during programs were set up — (1) see that everyone has a chair, (2)
play with everyone, (3) take them to rest room, (4) let them wash their hands; re-
hearsed program; children demonstrated best way to serve refreshments and bid their
guests good-bye. Gave the following program :
The Little Red Hen (story told with dramatic reading of parts)
Mid-morning Lunch
a. A Surprise (Song) Class
b. The Rabbit (Poem) Pupil
c. Informal Conversation Host or Hostess at Table
Our Work by a Committee (border, sandtable)
Visitors Colored Rabbit or Chick
Play Games and Have Egg Hunt
SOME EVIDENCES OF GROWTH IN RESPONSES WHICH HELP ONE TO
GET ON BETTER WITH HIS FELLOWS:
Teamwork in planning and presenting the program and in planning and serving the
refreshments.
Working quietly together while using others' materials (such as paste, scissors, etc.).
Responsibility for such tasks as decorations, entertainment and social committees
assigned to groups.
Judgment in selecting by definite standards for the best drawings for the room the
most interesting story and the most able story-teller.
Self-reliance in entertaining the expectant visitors.
Self-expression in planning the program.
Neatness in work such as drawing, written work, and decorations.
Cleanliness in care of paste and scrap paper and special attention to clean hands and
dress while serving refreshments.
Politeness to visitors as hosts and hostesses.
Elementary Schools of North Carolina 455
SOME EVIDENCES OF GROWTH IN MASTERY OF FUNDAMENTAL TOOLS
OF LEARNING:
The enjoyment in reading stories of rabbits and chicks.
Reading stories quickly in order to get main thought of each story.
Better technique in the expression of pupil's experience and reciting that which pupils
have read.
Better understanding of the harmony of color.
Better construction of objects for the sandtable. . .
Better understanding of numbers and their uses in planning and serving ot guest.
Better knowledge of bringing work up to standards made by children.
SOME THINGS THE CLASS SAW GREATER NEED FOR:
Further practice to secure complete learning.
Further reading for speed, accuracy and thought.
Further knowledge of art principles to insure harmony in other work.
Further knowledge of games and the best ways to play them to get enjoyment.
Further information so as to be at ease at social occasions outside of school.
SOME RESULTING INTERESTS WE COULD HAVE PURSUED PROFITABLY:
Poultry unit.
Nature study as to early spring flowers.
Art exhibit of work done by first grade pupils. _
May Day festival including games, exercises and dramatization on first grade pupil s
level.
Pageant of the Spirit of Easter.
Chapel programs given, showing costumes for school, for play and parties.
D. MAKING REMEMBRANCE CARDS AND PRESENTS (Christmas,
Thanksgiving, Easter, Valentine, Mother's Day, etc.) — Looking at
samples; talking about colors, shapes, pictures, verses related to the
subject; planning original ones; printing (if any); making envelopes;
building a post office for mailing the cards; visiting real post office
and an airport to see arrival of mail plane; building a post office
using large blocks, boxes or tables; building windows for buying
stamps; making mail boxes; making a bag and cap for postman;
making a mail truck or car; mailing the cards; playing postman by
turns; collecting stamps; making rural mail boxes; making streets
and names; numbering desks for houses or boxes.
Poems: Stevenson's "The Cow of Bouton's," "The Policeman"; Wynne's The Post-
man"; Rosette's "The Postman." .
Music: Progressive Music Series, Book One, "Postman, Valentine, etc
Books and Stories: Child Story, First and Second Readers (Lyons); The Happy Children
Readers (Ginn) ; Child's Ozvn Way Reader; Friends to Make; New Stories; Open
Door Language, Book III.
E. DRAMATIZING RIGHT WAYS OF BECOMING CHARMING SO-
CIALLY — e.g., Going to church, theater; receiving guests; listening
to right ways told by teacher and pupil or watching her do it;
looking at pictures; playing various parts; costuming (if desired);
making scenery (if desired) ; selecting the cast from those who play
best; presenting the play. Open Door Language, Book One, Chapters
I, II, III, IV.
F. CELEBRATING GEORGE WASHINGTON'S BIRTHDAY
Looking at Washington's pictures.
Looking at pictures of soldiers.
Looking at pictures of the present president of the United States.
Observing, discussing and saluting the flag.
Memorizing a simple flag rhyme.
Listening to The Star Spangled Banner.
Planning costumes for a parade.
Decorating the room.
Hearing stories of his childhood and youth.
G. CELEBRATING MAY DAY
Hearing stories, songs and poems of May Day.
Planning the May Day festival.
Planning the processional.
Choosing the queen (by good citizenship standards).
Making plans for crowning.
Choosing someone to crown her.
456 Course of Study for the
Choosing attendants.
Learning a May Day song to sing at the festival.
Choosing suitable songs (e.g., spring songs).
Dancing simple ring dances or games.
Working out and learning a May-pole dance so simple that all
may participate.
Gathering or making flowers.
Making wreaths, a crown, garlands, standards, the throne.
Making baskets to hang on doors.
Gathering flowers and filling the baskets.
Hanging baskets on the doors of the schoolrooms, the principal's
office, and those of neighbors.
H. TAKING EXCURSIONS TO NEIGHBORHOOD PLACES (See Gen-
eral Discussion of Method.)
Discussing reasons for taking the excursion.
Setting up standards of proper conduct.
Getting the principal's permission.
Getting the permission of the managers or owners of any private
property to be visited.
Making the trip and collecting any desired information.
Relating experience in oral and written form.
Reference for Pupil: Trips to Take (Johnson), etc.
I. PLANNING A PICTURE OR PUPPET SHOW (See Course of Study
in Health.)
J. PLANNING A READING PARTY (See Courses of Study in Read-
ing and Language.)
K. MAKING KITES, BOATS OR AIRPLANES
Picture books and stories — A limited suggestive list of reading
materials :
Dobias — The Picture Book of Flying, Macmillan.
Hader — The Picture Book of Travel, Macmillan.
Read — An Airplane Ride, Scribner's.
Read — An Engine's Story, Scribner's.
Read — A Story About Boats, Scribner's.
L. STUDYING AND ILLUSTRATING THE WORK OF, ALL OF THE
COMMUNITY HELPERS— Baker, milkman, grocer, farmer, dairy-
man, patrolman, etc., after some such manner as this — Outline for
studying the baker:
Studying and collecting pictures.
Discussing value and labor involved.
Getting permission from principal and baker to take trip.
Planning a trip to bakery by street car, private car, highway or cross country
hike.
Observing traffic rules.
Introducing themselves and getting instructions.
Introducing an idea of steps in bread-making: mixing the dough; kneading the
dough; allowing the dough to rise; carrying the loaves on belts tp the oven;
placing the loaves in the oven by means of a large wooden shovel; wrapping
the bread in waxed paper; making bread; accepting gift of bread; writing
"Thank You" letters to baker; discussion of trip; recording experiences in a
booklet, play, frieze, picture show, etc.
Note: Social Science Readers (Scribner's) make good collateral reading.
M. STUDYING CHILD LIFE IN PIONEER AMERICA AND OTHER
LANDS. (See State courses of study in history, geography, and civics,
1923; Open Door Language, Book One, Chapter V; Ann Arbor, Mich.,
Course of Study in Social Studies; State Approved Library List for
Elementary and High Schools. For a limited cross section of read-
ing, see page 461.)
Elementary Schools of North Carolina 457
N. DEVELOPING PUPIL SELF-GOVERNMENT IN HABITS AND
STANDARDS OF CONDUCT
1. Through clubs.
2. Through self -measuring of citizenship practices (see page 486).
3. Through routine and unusual life situations in the school schedule
as illustrated in the following records of typical teaching units
and those given in connection with the Course of Study in Health.
"OUR NEW SCHOOL"*
A. SITUATIONS SUGGESTING ACTIVITY:
1. A desire to know our new building, a gift to us from the people of the com-
munity. .
2. A wish expressed by the children of first grade that their parents might know
all about our new school, especially our own rooms.
B. STATEMENT OF PROBLEM TO BE UNDERTAKEN:
1. A party to be given the parents, with a booklet, "Our New School," as a
souvenir.
C. TEACHER'S OBJECTIVE IN USING PROJECT FOR GROWTH AND DE-
VELOPMENT OF THE CHILD:
1. Development of civic pride in such an addition to our campus and community.
2. Respect and appreciation for those who made our new school possible.
3. A feeling of personal responsibility for proper care of our building.
4. To further cooperation in our form of school government.
5. To enlist the interest and cooperation of parents.
6. To vitalize required work in language, art, reading, and other regular school
subjects.
D. PLAN OF WORK TO CARRY OUT OUR PROJECT:
Suggestions from children growing out of class conference and discussion:
1. To visit different parts of the building to learn more about it ourselves.
2. To tell parents about it.
3. To write down what we want them to see especially.
4. To draw a plan of our own room.
5. To invite parents to visit the new building.
6. To decide how to make our room more attractive.
7. To put plans and writing into a book.
8. To have a party for the mothers (to see our room, to meet teachers, to know
each other) .
9. Plans for the party.
Entertainment — readings, songs, a play.
Refreshments — tea, sandwiches, mints.
Decorations — flowers, pictures, place cards, baskets for mints, souvenirs.
Give booklets, "Our New School," as souvenirs.
Contents of booklets suggested as the project grew.
a. Picture of new building from newspaper.
b. Plan of our five rooms.
c. Rule for keeping materials in order.
d. How to decorate our room.
e. Gifts to our room.
f. "Birthday" wishes for the n;w building.
g. How second grade children should act.
E. TYPES OF EXPERIENCES— Subject Matter Outcomes.
1. Arithmetic.
Measurement for book covers — use of one inch and one-half inch.
Proportion, spacing, arrangement in lettering on cover design.
Use of terms square, rectangle, twice as long, etc., in discussing plans of room.
The idea of drawing to a scale.
Number on doors of rooms and offices were read and written when children were
taken on an excursion around building. Later some were sent to various
rooms with messages.
Measuring and sewing chair covers.
2. Art and Handwork.
"Our New School" booklet.
a. Cover design — lettering cut out and pasted.
b. Selections of colors for cover and lettering.
c. How to tie in leaves, using three-hole tie.
Baskets for mints at party.
a. Folding square basket, green, with handle.
b. Cutting "pumpkins" to paste on two sides.
Place cards for party.
Columbus boats — "The Santa Maria." _
White background, blue sea, black ship.
Print "Mother" on back, also children's initials.
Chair covers of flowered cretonnes measured and sewed.
*Myrla Morris, Critic Teacher, N. C. C. W.
458 Course of Study for the
3. Spelling and Writing.
Pages of booklet.
Page 1. Picture of school from newspaper.
Page 2. "We have a new school building."
Page 3. "The Second Grade has five rooms."
Page 4. "We made a plan."
Page S. The plan.
Page 6. "We will keep it clean." "We will put up pictures."
Page 7. "We will bring flowers." "We will put things in the right place."
Printed names of rooms on plan.
Copied a page a day to put in booklet.
Invitations to parents to party;
Letters of thanks for gifts for our room.
SAMPLES OF LETTERS
Dear Mother:
Come to see our new school. We have made a plan of our rooms.
Dear Mother:
Come to our party — at three o'clock.
Second Grade.
Second Grade.
Dear Mrs. Sutton:
We thank you for the flowers for our Mother's party.
Second Grade.
The words italicized were used for spelling drill, one a day for three weeks
with a daily review of old words.
4. Reading.
a. A chart was printed of "Rules for Our New School" as suggested by the
children. This was typewritten and pasted in the booklet.
RULES FOR OUR ROOM
Pick up our chairs the best way.
Put our chairs down right.
Do not run in the halls.
Wait our turn politely.
Get in line to wait our turn.
Stop, look and listen at signal, "Attention," or sound of triangle.
Never walk in front of class or visitors.
Use the right door.
Try to keep voices soft.
Do not talk when it disturbes others.
Look and listen when anyone is speaking to us.
Follow rules for care of toilets and wash basins.
b. The birthday wishes were dictated to the teacher, typewritten and pasted in
the booklet.
WISHES FOR OUR NEW BUILDING
We wish it wouldn't burn up.
We wish that no one will break windows or doors.
We wish no one would mark the walls.
We wish everyone would help to keep it clean.
We wish all will help to keep it beautiful.
We wiih all the children will be happy.
We wish the college girls will enjoy their work here.
c. Preparation of stories to be read to mother's at the party. One selected from
each group of readers by vote of his class.
5. Language.
a. Many opportunities for contributions of ideas, for organization of suggejstions,
for judgment and decisions (as outlined under IV).
b. Working up a simple play from their reading of library books.
c. See also under spelling and writing.
6. Music.
Songs from regular class work that "mothers will like."
F. HABITS IN WHICH THE CHILDREN HAD PRACTICE:
Perseverance over a long period of time.
Working toward a definite goal.
Group work — cooperation.
Observation of detail.
Responsibility for success of books and party.
Ability to follow directions.
Accuracy and neatness.
Orderliness, care of property.
Correct forms for oral expression of ideas.
Self-control in keeping quiet, in walking through building.
■ Consideration of others, taking turns, etc.
Elementary Schools of North Carolina 459
G. ATTITUDES IN WHICH CHILDREN HAD PRACTICE:
Happiness in work and spirit of helpfulness.
Satisfaction in doing something worthwhile.
Responsibility for care of school building, for our room, for mothers party.
Pride in participating in making and keeping rules of school, in planning and
giving party, in care and beautifying our room.
Respect for school property and rights of others.
Note- The activity units listed below have been tried out by the Raleigh Public Schools and
seem to have supplied natural situations for mastering needed civic information,
practicing desirable habits, and inspiring worthy ideals and attitudes. Bulletins giving
details may be secured at cost by writing Miss Mildred English, Assistant Super-
intendent, Raleigh Public Schools.
First Grade Fourth Grade Sixth Grade
(1) Playhouse (D Circus (1) School Newspaper
(2) Rarnvard (2) Birds (2) North Carolina
3 Garden (3) A Museum (3) Study of City Water
c j r a System
Second Grade
(i! HX."* U) RalXh and Wake J^f .^
(3) Store County (1) Health
-T7 • Tr a (2) Study of Oak and (2) Transportation . .
Third Grade Pine Trees (3) Ways of Communication
(1) Library (3) Banking
(2) Toy Shop
(3) Indians
Information and Understandings That Should be Obtained by the End
of the Third Grade
People must work together to obtain food, clothing, shelter, and to
be comfortable and happy.
The home is dependent upon the farmer, the farmer upon the home,
the factory upon home and farmer, etc.
The meaning of Thanksgiving and Christmas.
The idea that time passes and conditions have changed with the pass-
ing of time. ,
The topographical features of his neighborhood — valleys, hills, rivers,
creeks, etc. — and the location of roads or streets, public buildings, etc.
A slight acquaintance with the following heroes: George Washington,
Abraham Lincoln, Robert E. Lee and any local hero or tale of heroism.
Home life is different according to time and place.
Facts covering services, dependence, interdependence, and duties about
the following workers: the farmer, the trucker, the dairyman, the milk-
man, the grocer, the patrolman, the policeman, the highway repairers,
street cleaners, garbage collectors, laundryman, postman, clerk in store,
janitor, school principal.
Sample Outline of Concepts
The Postman or R. F. D. Mailman
Services: Brings letters and packages from post office, takes letters to the post office
regardless of weather, cares for mail.
Individual's Duty to Postman:
To respect the service and the one who renders it.
To treat him with courtesy.
To answer his questions promptly and courteously.
Avoids unnecessary complaint.
The Postman's Duty to the Community:
To be honest in word, in time, and in making deliveries to and trom the post
office.
To be faithful in doing his work.
To be clean and neat.
To be polite.
To keep his goods in an orderly pack.
References for the Pupil: See "State Approved Library List" and list at end of this section.
References for the Teacher: See list at close of this section.
Beeby. Community Life Today and in Colonial Times. Charles L. Merrill.
Dunn. The Community and the Citizen. Heath.
Judd and Marshall. Lessons in Community and National Life — Series A, ±5, ana C.
Government Printing Office, Washington, D. C.
460 Course of Study for the
GRADES FOUR AND FIVE
Text: No text required for pupils.
Time Allotment: See General Introduction and page 439.
Specific Objectives:
To supply such experiences as will give pupils information and
understandings of individual and group behavior that increases
human efficiency and happiness in the home, school, and local
community.
To help them develop skill in solving civic-moral problems.
To inspire in them a dynamic desire for good behavior as opposed
to bad.
To furnish opportunities for practicing good habits and attitudes
in and out of school.
Suggested Procedure and Content for Fourth Grade
A. MAKE A STUDY OF PUBLIC SERVANTS
1. The Policeman or the Constable
a. Use stories of their heroism.
b. Develop idea of services: protects homes, gives fire alarm,
keeps watch on street or highway, reports landslides, cave-ins,
etc., protects at street or road crossings.
v. Develop idea of how we may aid the policeman or constable.
(See Traits of Cooperation, Courage, Responsibility in connec-
tion with community, pages 437-438.)
d. Develop ideas of why the policeman or constable succeeds.
2. The Fireman (if any) and Prevention of Fires (Get material from
North Carolina Department of Insurance. Follow same general
plan as suggested for the postman.)
3. The Postman or Mail Carrier (R. F. D.)
a. How often he comes; how his day is spent.
b. The post office and the work of sorting, stamping, etc.
c. The story of a letter-writing, posting, collecting, stamping, its
travels, restamping at destination, final delivery.
d. Why he is a success.
4. The Street Cleaner (if there is one) or Sanitary Inspector (Fol-
low same general plan as suggested for the postman.)
B. MAKE A STUDY OF PUBLIC UTILITIES
1. The government, food, and food producing occupations.
Review sources of food.
How does the government protect the food supply? (Examine
labels or canned goods, flour, etc.; interview grocers and store-
keepers; watch the process of pasteurization and inspect the
premises' of dairies, etc.)
Review idea of interdependence of the farmer, storekeeper, dairy-
man, etc., through units studied in geography and health courses.
Prepare probable life histories of typical foods common to com-
munity (e.g., certain vegetables) and those not common (e.g.,
sugar).
Teach thrift, conservation and gratitude as relates to food. (See
Specific Objectives.)
2. Water
In the country: (See Course of Study in Health Education.)
How do people get their supply?
What precautions should they take to keep it pure?
In the city: Find out source of supply, ownership, how it is kept
pure, regulating rules, how to save the supply; what would hap-
pen if the supply gave out (soiled clothes, homes and persons;
no cooking, thirst, dirty streets; parched lawns; dry hydrants);
Elementary Schools of North Carolina 461
visit the source of supply; trace water by an illustrative map
from source to home; purify some water; find out how the work
and plant are paid for; set up rules to follow for conserving
water and making it safe.
3. Light (Follow same procedure.)
4. Fuel (Follow same procedure.)
5. Clothing (If there is a factory in town or the community.)
The Government's relationship here is concerned with working
hours for employees, conditions of heating, lighting and venti-
lation under which they work.
6. Telephone (This may be developed in lower grade to advantage.)
Story of invention or introduction to the community — write Bell
Telephone Company for their materials.
Its usefulness.
A visit to telephone exchange.
Any town or regulations of telephone company.
Courteous telephone relationships. (Open Door Language, Gr. V.)
7. Transportation
a. Streets or Roads — Who is responsible for cleaning, paving,
dragging, repairing, parking?
b. Railroads and Busses — Ownership, regulations governing, serv-
ices rendered by each?
c. Other forms of transportation.
d. Relationship of all these to Cooperation, Responsibility, Self-
Control, etc.
References: Open Door Language, Grade Four, Chapters I, II.
See State Approved Library List for Elementary and High Schools.
"Mainstreets of the Nation," Bureau of Education, Bulletin No.
38, Dept. of Interior, Washington, D. C. 10(J.
Maps and pamphlets from North Carolina State Highway Commis-
sion, Raleigh, N. C.
8. Health (See Course of Study in Health Education.)
9. Library (Follow same general plan as suggested for telephone.)
10. Playgrounds or Parks (Follow same general plan as suggested
for telephone.)
C. PRACTICE TRAITS in school, home, and community situations as
suggested by those set up as specific objectives and the needs of the
individual pupils and group as a whole. Check for growth. (See
pages 486-489.)
D. ADAPT ACTIVITIES SUGGESTED FOR LOWER GRADES TO
THIS LEVEL (e.g., The story of the American flag. Open Door
Language, Grade V, Chapter VIII.)
E. CONTINUE STUDY OF CHILDREN OF OLDEN TIMES AND
OTHER LANDS, EMPHASIZING HOME LIFE
REFERENCES:
Organization and Method
Outline for geography in North Carolina State Course of Study, 1923 — p. 434.
(Secure from County Superintendent.)
Social Studies in the Public Schools — Grades 3-6. Board of Education, Ann
Arbor, Mich. $2.50. (Excellent)
Curriculum Making in the Elementary Schools. Bureau of Publications, Lincoln
School, Columbia University, New York City.
Sources of Information for Teacher and Pupil
Book of Knowledge.
Compton's Pictured Encyclopedia.
Stoddard's Lectures on Travels Abroad and in America.
World Book (encyclopedia).
Andrews. Little Journeys Series. Ginn.
Aitchison and Utley. Across Seven Seas to Seven Continents. Bobbs.
Allen, N. B. Geographical and Industrial Studies of U. S. How and Where We
Live. Ginn.
Barrows and Parker. Journeys in Distant Lands. Silver. $1.28.
Barrows and Parker. United States and Canada. Silver. $1.48.
Barrows and Parker. Europe and Asia. Silver. $1.48
(20% discount.) (Excellent, with many suggested jources.)
Beuret, G. When I was a Girl in France.
462 Course of Study for the
Brown. Spain and Peeps at Many Lands. Macmillan.
Carroll. Around the World. Silver, Books 1-5.
Chamberlain. How We Are Sheltered. Macmillan.
Carpenter, F. G. Around the World With Children. American.
Carpenter, F. G. Europe. American.
Carpenter, F. G. How the World is Housed. American.
Carpenter, F. G. The Houses We Live In. American.
Department of Conservation, Raleigh, N. C. — Common Trees of North Carolina.
Fox. Indian Primer. The Cliff Dweller. American.
Fairgrieve and Young. Homes Far Away. Appleton.
Holmes, Burton. Egypt. Wheeler.
Holmes, Burton. Japan. Wheeler.
Holmes, Burton. India. Wheeler.
Mackler-Ferryman. Norway. Peeps at Many Lands. Macmillan.
Mills, E. A. The Story of One Thousand Year Old Pine. Houghton.
Packard and Sinnott. Nations as Neighbors. Macmillan.
Perdue, H. A. Child Life in Other Lands. Rand.
Pinchot, G. Primer of Forestry. U. S. Dept. of Agriculture, Washington.
Winslow, I. O. Spain and Portugal. Doubleday.
Winslow, I. O. Europe. Doubleday.
Maddox and Parkins. Our Trees and How They Serve Us. Scribner's.
Mirick. Home Life Around the World. Houghton.
Redway. All Around Asia. Scribner's.
Hoke. Lands and Life. Russia and the Old East. Johnson.
Related Stories
Bates. In Sunny Spain With Pelarica and Rafael.
Bayliss. Lolami, the Cliff Dweller.
Cannon. The Pueblo Boy.
Clay. When I Was a Boy in Norway.
Dopp. The Early Cave Man.
Dopp. The Later Cave Man.
Dopp. The Tree Dwellers.
Kaleel, M. When I Was a Boy in Palestine.
Mansfield, B. Our Little Dutch Cousins.
Maguire. Two Little Indians.
McManus, B. Our Little French Cousins.
Olmstead and Grant. Ned and Nan in Holland.
Perkins, L. F. The Dutch Twins.
Perkins, L. F. The Japanese Twins.
Perkins, L. F. The Eskimo Twins.
Perkins, L. F. The Filipino Twins.
Perkins, L. F. The Cave Twins.
Smith. Hawkeye and Little Hiawatha.
Sakae, S. When I Was a Boy in Japan.
Snedden. Docas, the Indian Boy.
Sugimoto and Austen. With Taro and Hana in Japan.
Wade, M. H. Our Little Jewish Cousin.
Wade, M. H. Twin Travellers in the Holy Land.
Related Pictures
A Reading from Homer. Alma Tameda.
The Storage Room. De Hooch.
A Dutch Interior. De Hooch.
Belgian Farm. Eugene Kampf.
Related Poems
Selections from Stevenson's "A Child's Garden of Verse," such as "Foreign
Children," "My Kingdom," "The Little Land," "To My Name Child."
Literature and Living. Lyman and Hill. Scribner's. Part I. Making Homes.
Poems for Children. Books I -VI. Iroquois.
Taxis and Toadstools. Field. Doubleday.
Guides to Related Industrial and Fine Arts
Bonser and Mossman. Industrial Arts for the Elementary Schools. Macmillan.
Mathias. Art in the Elementary School. Scribner's.
Related Illustrative Material
National Geographic Society, Washington, D. C. — pictures of homes, such as a
Philippine bamboo house, a miner's cabin, an African grass house, a sod home,
colonial homes, Japanese pergola, Mexican adobe, Italian villa, Spanish court,
ancient castles, New York apartment, etc. (Back numbers of the National
Geographic may be secured at very low cost. These afford excellent illustrations
for many other things.)
Pictures from New York Times Sunday Supplement, and other newspapers.
Pictures from current magazines.
Bulletin — Illustrative Free Material, price .20 — Miss Lillian Smith, Murphy, N. C.
Metropolitan Museum of Arts, New York City — picture postcards at low prices.
American Brick Association, 1737 People's Life Building, Chicago. Bulletin — The
Story of Brick (free).
American Portland Cement Manufacturers, 115 West Washington St., Chicago.
Bulletin — Course in Concrete.
Long-Bell Lumber Co., Kansas City, Mo. From Tree to Trade.
Public Domain Commission, Michigan. Mosher's "Forest Study in the Primary
Grades."
Elementary Schools of North Carolina 463
F. EMPHASIZE BIOGRAPHY
See State Approved Library List for Elementary and High Schools
and survey state recommended books for such material as is contained
in these references:
Pathway to Reading, page 200, George Washington and the Colt
(Honesty of word) ; page 202, Rosa Bonheur (Persistence until
goal is reached.)
Everyday Classics (Fourth Reader), page 179, Benjamin Franklin.
(Industry in work.)
Elson Reader, V, page 25, How Roosevelt Overcame His Handicap.
(Pluck — perseverance in spite of one's physical handicaps.)
Suggested Content and Procedure — Fifth Grade
A. STUDY HOME RELATIONSHIPS IN SPECIAL DISCUSSIONS—
e.g., Chapel and on such occasions as suggested in the Open Door
Language Series, Grade V, Chapter VI.
B. MAKE A STUDY OF AGENCIES THAT PROMOTE SOCIAL
WELFARE
1. A more thorough study of post office
a. Real owners of post office.
b. Local operators and work of each.
c. Work of various departments, stamps and stationery, parcel
post, registry, money order, postal savings, special delivery, air
mail.
d. Expenses of the postal department — for building, postmaster,
clerks, sending mail, city and rural delivery.
e. Meeting expenses.
f. How to assist the postal servants
(1) Sealing letters neatly and carefully.
(2) Wrapping packages durably and securely.
(3) Writing plainly.
(4) Being sure address is correct.
(5) Putting on return address (discuss Dead Letter Office).
(6) Mailing early.
2. The county courthouse and city hall — location, titles and names of
officials, duties and pay.
3. The city and county plan for education.
4. Any clubs for hobbies, etc. Gardening, pig, poultry, music, etc.
Sources of information: Interviews with officials and references
on page 491.
C. PRACTICE TRAITS in home, school, and community as suggested
under Specific Objectives and by the needs of individual and group.
Check for Growth. (See pages 486-489.)
D. ADAPT ACTIVITIES SUGGESTED FOR LOWER GRADES TO
THIS LEVEL
E. EMPHASIZE BIOGRAPHY. (See State Approved Library list and
basal and supplementary texts for such material as contained in The
Elson Reader, V — Boyhood of Lincoln — the man who said, "I will
get ready and some day my chance will come," and The Whistle,
which teaches the worth of time and money.)
See 1923 Course of Study in Geography and History for procedures which contribute
to understandings leading to appreciations of the broader communities of the nation and
world.
464 Course of Study for the
Civic Information and Understandings to be Gained
This is implied in material under Suggested Procedure and Content.
References for the Pupil
See State Approved Library List for Elementary and High Schools
and list at end of course.
References for the Teacher
See general list at close of this section.
GRADES SIX AND SEVEN
Text: No text required for pupils.
Time Allotment: See General Introduction and page 439.
Specific Objectives:
See those listed for Grades Four and Five.
To extend information and habits and attitudes to include the more
remote communities of the state and nation.
To give each pupil as broad an understanding as is practicable, of
the basic occupations, and to show the close interdependence of individuals
and of groups who carry forward the world's work in pursuing these
occupations.
To see that each pupil has information regarding the occupation or
occupations which especially interest him, and that it includes facts about
standards of preparation for success in it, about its advantages and dis-
advantages, the need of such workers, the importance of careful choice
of an occupation, etc.
Note: The work of these two grades from the standpoint of citizenship should leave
the child with a fairly good understanding of
1. Local, state, and national history and geography.
2. The actual and potential vocational opportunities offered by the local community, as
it relates first to school life and second to life out of school and necessary training.
3. Nature and services of political units.
Suggested Procedure and Content
For the present the geography and history courses as outlined in the
1923 Course of Study take care of the first item referred to in preceding
note. It is planned that a full revision of these two courses be worked
out in the next two years. Suggestions for the other two items are given
here : *
EDUCATIONAL AND VOCATIONAL GUIDANCE
Note of explanation: This unit is not a course in vocational training. Its purpose is to
supply the teacher with a guide for crystallizing life motives that will tend to increase the
desire for further training. It presupposes widen experiencing in activities suggested for
lower grades. It is a means of strengthening desirable attitudes that should be suggested
by a study of work of the people of the immediate community, of supplying information
about work of world beyond the child's immediate horizon, of opening up to him a variety
of vocational opportunities permitting choice and self-direction. Where sixth and seventh
grade pupils are working happily and have the mental ability to continue, the vocational
need is usually that of information, not choice of an occupation. It will do pupils no harm,
however, to choose tentatively, making new selections as their occupational background widens.
1. Prepare child, through regular routine, in practice of traits neces-
sary to success and in mastery of civic information underlying prac-
tices as suggested for previous grades. This means planning how
he shall use his time in the most enjoyable, profitable way, home and
school chores, earning during leisure, participation in extra curricular
activities.
*The material contained in this outline has been assembled principally through the efforts
of Dr. O. Latham Hatcher, President of the Southern Woman's Educational Alliance, .Rich-
mond, Va., in Suggestions for a Vocational and Information Guidance Section of a Citizen-
ship Course for Sixth and Seventh Grade Pupils With Special Reference to North Carolina
Elementary Schools.
Elementary Schools of North Carolina 465
2. Study actual and potential occupational opportunities as they are
reflected in local farming, dairying, fishing, manufacturing (types
of), lumbering, dentistry, teaching, nursing, forestry, etc., according
to some such outline as suggested, organized around some such cen-
tral theme as "Human and Social Needs Which Our Workers
Seek to Meet" or along with a closely allied project in history or
geography.
a. General descriptions of the occupation
b. Divisions of field if any
c. Education and training necessary for success in the field
d. Desirable personal qualifications
e. Best way to enter the field
f. Incomes to be expected
g. Advantages and disadvantages of the work
3. Lead the pupils to make tentative choice of occupations — discuss why
everyone should have an occupation, what he should know about it,
how important to make right choice, and what further education and
training are necessary.
4. Lead them to evaluate their own character qualifications for success.
5. Lead them to evaluate their own educational qualifications necessary
for success.
6. Visit higher institutions of learning and occupational centers to ex-
plore facilities for training.
7. Plan a series of interviews in the various fields with best local repre-
sentatives.
8. If possible and practical, make local tryouts to discover and create
interests — -gardening, acting as librarian, repairing school busses, etc.
9. Make exploratory visits to learn about occupations — e.g., a Saturday
trip with the public health nurse for some girl interested in nursing,
or a similar trip for a girl interested in that work, or visits to best
operated farm, factory, craft, etc.
10. Compile individual scrapbook of a minimum of three occupations.
11. Invite a few speakers on the various occupations, especially in seventh
grade.
12. Conclude study with a pageant of occupations.
SUGGESTIONS FOR A PROGRAM FOR EDUCATIONAL GUIDANCE WEEK
Monday :
Why an Education?
How Education Pays ?
What Elementary School Offers:
a. Its curriculum.
b. Its extra-curricular activities.
c. To what is it a gateway?
Is a Boy Worth as Much as a Pig?
Tuesday:
After Elementary School, What ?
Choosing School or Leisure Activity the Right Way and the Wrong Way.
What I Want to Become and Why.
Post lists _ of occupations and special present interests all classes writing about or,
discussing_ its own group of occupations.
Speaker on Agriculture as an Occupation or Leisure Hobbies for Boys and Girls. (Some-
one_ from the vocational or other special departments — e.g., the librarian, a local
florist or artist, a designer, writer, a banker, etc.)
Wednesday :
How to Choose a College, an Interest, or Hobby, or What Has the High School to
Offer?
The Colleges in My State, or How Can I Make Myself as Good a Student as Possible,
or How May I Become an Interesting Person?
Thursday :
Vocational Colleges, Vocational Schools, Books on Developing Hobbies.
Friday :
Discussions, Interviews and Selections of Courses, Interests and Occupations to Study
and Work Out —
Subject:
a. How does this apply to me now
b. My next step in school — interviews and discussion.
c. Three occupations I should be interested in looking into.
d. Making a scrapbook study of a vocation or interest — ooetry, fashions in clothes,
furniture, homes, transportation, sea life, butterflies, plants, hothouses, gardens, etc.
466 Course of Study for the
References for the Pupil:
Doughton — Preparing for the World's Work, Scribner's; Hill — Community and Vo-
cational Civics; Open Door Language Series, Grade VII, Chapters II, VIII; Boyle and
Saul — Rotating Plan for the Study of Occupations; Open Door Language Series, Grade
VI, Chapter VIII; Gowin, Wheatley and Brewer — Occupations; Ferris-Moore — Girls
Who Did; Hatcher — Guiding Rural Boys and Girls — Lesson Plans (S. W. E. A.);
Barnard — Getting a Living; Jackson — What Men Do; Piatt, Farnham and Sarg — The
Book of Opportunities; Vocational Pamphlets of U. S. Department of Labor, Navy,
and New Orleans; Lane. May Rogers — Vocations in Industry, Vol. I; Catalogs from
colleges and schools of mechanics; Bulletins on Foresty, Bulb-raising, etc., from U. S.
and State Departments of Agriculture; Magazines — The Trained Nurse and Hospital
Review, The Journal of Business Education, The Manufacturer's Record, The Pro-
gressive Farmer; State adopted basal and supplementary texts in history and geography.
References for the Teacher:
*S. W. E. A. — Suggestions for Guidance Programs in Rural Schools.
Bernays. An Outline of Careers, 1927. Doran.
Cases in the Administration of Guidance, 1929. McGraw.
Ferriss. Secondary Education in Country anr! Village, 1927. Appleton.
Ferriss, Henel and Moore, Virginia. Girls Who Did, 1929. Dutton.
Gowin, Wheatley and Brewer. Occupations, 1923. Ginn.
Hatcher. Edited by Emery N. Ferriss. Guiding Rural Boys and Girls, 1930. McGraw.
*Hatcher. Occupations for Women. S. W. E. A.
Holbrook. A Seventh Grade Course in School Opportunities, Bulletin 48, Pennsylvania
State Department of Public Instruction, 1928.
Hollingsworth. The Psychology of the Adolescent, 1928. Appleton.
Lane. Vocations in Industry, Volume I. Professions, Trades, and Allied Occupations in
Agriculture, Forestry and Animal Husbandry. International Textbook Company,
Scranton, 1929.
Lincoln School, New York City. Vacation Activities.
Lincoln. Manual for Gowin and Wheatley (Brewer Revision).
. Occupations. Ginn.
Jones. Principles of Guidance, 1930. McGraw.
Myers. Planning Your Future, 1930. McGraw.
Pennsylvania State Department of Public Instruction. Courses of Study in History and
Social Science, Grades VII-VIII. Bulletin 18. Harrisburg, 1927.
Pugh. A Guidance Program for a Nine-Grade Consolidated School (in press). S. W. E. A.
Proctor. Educational and Vocational Guidance, 1925. Houghton.
Vocations, 1929. Houghton.
Whipple. How to Study Effectively, 1927. Public School Pub.
Wood and Pruitt. A Guidance Program at Work in the Schools of Craven County.
S. W. E. A.
My Autobiography. (Record for child to make.) S. W. E. A. 7(J each.
Home and Parent Record. 2y 2 $ each.
Official School Record. 2y 2 $ each.
Topical Guide for Interviews. 2J40 each.
HOW LOCAL POLITICAL UNITS PROMOTE
THE WELFARE OF ALL
1. What is a political community? A social community? A church com-
munity? A school community?
2. The various types of political units :f
a. School District
(1) Find out when the school district was formed; how large
is it?
(2) Why are school districts necessary?
(3) How many officers are there in common school districts? In
independent school districts?
(4) How are they chosen? When?
(5) What are their most important duties?
(6) Make a list of all the benefits that a district receives from
its school.
(7) From what sources does money for the school come?
(8) What return can one make to his school for the benefits he
receives?
(9) List services noted in a given time rendered by district.
(10) Open Door Language Series, Grades VI and VII, Making
the School More Attractive.
•Southern Woman's Educational Alliance, Richmond, Va.
tAdapted from Minnesota Course of Study.
Elementary Schools of North Carolina 467
b. Township (Study precincts also if township includes more than
one.)
(1) When was the township settled?
(2) How did it get its name?
(3) How large are North Carolina townships?
(4) From one of the reference books find the names of township
officers and what they do.
(5) What uses are made of the town halls?
(6) Why does North Carolina have townships?
(7) List services noted in a given time rendered by townships.
(8) How is a township financed?
c. County
(1) When was the local county first settled?
(2) How did it get its name?
(3) How many counties has North Carolina?
(4) Why is the state divided into counties? Make county map.
(5) Review the county offices and the most important duties of
each officer, term of office. Pupils may be sent to court
house to interview officials and make a report to the class.
(6) How does the county punish law breakers?
(7) How does the county care for its poor?
(8) List services noted in a given time rendered by county.
(9) For what does a county need money? How does it get it?
Summary of Services to Individual
Protection of life and property through sheriff, county
attorney and courts; writing and recording deeds, transfers,
records; building and maintaining county roads, bridges,
culverts; services to unfortunates; school supervision.
d. The City or Town
(1) Teacher should explain the difference between the two. Fol-
lowing this, children should find out in which they live.
(2) Find out how the village or city got its name.
(3) Why did people first choose to live in the local village or
city?
(4) Why do people live there now? (Some work in factories,
mills, stores, bakeries. Many people want the comforts of the
modern city.)
(5) How does city or village protect property?
(6) How does the city government safeguard life?
(a) Duties of policeman
(b) Care of health
(7) Name ways pupils can serve their city.
(8) Visit a session of city council. Talk with mayor and council
and report on their duties.
(9) List services noted in a given time by city or town.
Open Door Language Series, Grade VII, Chapters III, VI.
Outline for Studying Local History and Geography
of Town and County*
A. County
1. Read many historical stories to create and cultivate sense of reality for
movement and progress in history.
2. Get copy of law establishing the county.
3. Get any maps which have ever been made of the county; bring them up-
to-date.
4. Get picture of man for whom county was named and write a sketch of his
life; collect names and pictures of the original settlers; develop family
histories; lead pupils to see that combined family histories and geography
is history of county and nation. See also No. 20.
5. Get copies of newspaper articles and letters advocating the establishment of
the county, reorganization of the county etc.
'This outline is an adaptation of one originally worked out by Supt. Charles L. Coon,
Wilson, N. C. (Deceased)
468 Course of Study for the
6. Make table showing population by races, 1860-1930.
7. Make table showing the decrease in illiteracy, 1870-1930. Show relation-
ship, if possible, to school development facilities.
8. Make a list of the members of the legislature, 1855-1930, also list of county
officers during the same period; indicate any contributions made by them.
9. Make a list of the members of the Conventions of 1860, 1866, 1868, 1875.
10. List the soldiers and officers furnished to the Southern Confederacy, 1861-
1865 — any supplies furnished also.
11. List the events of the Civil War which occurred in county; indicate any
significance to be attached.
12. Make a table showing the value of property from 1860-1930. What con-
clusions and observations can be made?
13. Make a list of the churches of each denomination — location, date established,
pastors from the beginning, short biographies of leading pastors, etc. How
has the church influenced community development?
14. Make a table showing the growth in membership of each religious denomi-
nation from 1860-1930.
15. Make a list of the county superintendents of schools, 1870-1930. Include
short biographies of the superintendents that will show exactly what influence
he had on schools and other phases of community life.
16. Make a table showing the growth of the public schools of the county, 1870-
1930 — attendance, value of property, etc. Indicate significance.
17. Write short stories of each of the private schools of the county with
biographies of noted teachers, 1855-1930. Show plainly contributions made
toward community development.
18. Write a history of the railroads of the county — their relationships to other
railways.
19. Compile a history of the road legislation and road building of the county.
20. List the family names of county 1773-1800, 1860, 1870, 1890, 1900, 1930,
with something of the nationality and origin of our population; indicate the
national and family characteristics and contributions.
21. Write the chapter of the county's attitude toward slavery.
22. Negroes — 1865-1930 — their number, occupations, property values, educational
status, etc.
23. Industries and occupations — outstanding producers and products, causes,
needs.
B. Town — Local History
1. Law incorporating the town.
2. All laws cnanging the original act or incorporation.
3. Collection of the town ordinances.
4. History of town system of taxation.
5. Names of the mayors and aldermen; biographies of prominent mayors and
aldermen.
6. History of the churches:
a. Episcopal Church c. Presbyterian Church e. Baptist Church
b. Methodist Church d. Catholic Church f. Christian Church
7. History of the public school.
8. History of any other schools.
9. History of the newspapers; biographies of editors, etc.
10. History of the leaders; biographies of leading lawyers, doctors, merchants,
farmers, etc.
11. History of the banking business.
12. History of the tobacco industry (if any).
a. Cigarette factories.
b. Warehouses and tobacco market.
13. History of manufacturing (if any).
14. History of the lumber industry (if any).
15. Electric lights and water works.
16. Cemetery.
17. List of the merchants; biographies of the leading merchants.
18. Family names; nationality, at various dates, 1775, 1800, 1870, 1880, 1890,
1900, 1910, 1920, 1930.
19. Traditions, folklore, incidents, reminiscences: Make collection from a col-
lection of material, such as laws, newspapers, N. C. histories, documents,
reports, census tables, photographs, advertisements, church reports, memories
of old people, and every available source of information which will throw
light on any phase of the history of the county or the town.
Note : Some local histories have been compiled and may be secured at a nominal
cost. Write County Board of Educations at Burnsville, N. C, for one of
Yancey County, at Jefferson, N. C, for one of Ashe County, and at Murphy,
N. C, for one of Cherokee County. Some very interesting work of this type
has been done by counties in Wyoming and Virginia.
e. The State of North Carolina
(1) How long has North Carolina been a state?
(2) What does the name mean?
(3) List all the reasons why people are attracted to North Caro-
lina.
(4) How is North Carolina governed?
(a) Executive department: Name officers and state main
duties.
Elementary Schools of North Carolina 469
(b) Legislative department: Name legislators that repre-
sent you, and state their important duties. Demonstrate
the passing of a law.
(c) Judicial department: Explain duties.
(5) What part does North Carolina take in the national govern-
ment?
(6) (a) Show map of ten congressional districts.
(b) Pupils should know names of United States senators
and their own congressmen.
(7) A suggested unit of work in reviewing these units of govern-
ment :
(a) Have the pupils draw a map of North Carolina and
on it locate in such a manner that they will be dis-
tinct, the boundaries of their congressional district,
county, township, school district, village or city.
(b) Have them find the size and population of each of the
above.
(c) Have them give reasons for the location of the county
seat.
(8) How does North Carolina care for criminals? Why is the
state prison ranked high among the prisons of the United
States?
(9) How does North Carolina safeguard the health of her
people? (See Course in Health Education.)
(10) List services noted in a given time rendered by state.
(11) For what does a state need money? How does it get it?
(12) Why is it cheaper for state to handle the matter discussed?
Summary of Services Rendered by the State
Property services: Ownership established, protection in courts;
regulation of banks, insurance and loan companies, inspection
of weights and measures.
Health services: Examining and licensing of doctors, dentists,
pharmacists, undertakers, etc.; investigation, checking and
prevention of diseases, regulation of quarantine, etc.; in-
spection of milk and foods.
Educational services: State colleges and state university; certi-
fication of teachers; supervision of schools through office of
the State Superintendent of Public Instruction.
Travel and traffic services: Building, marking and maintaining
of State roads and bridges.
Safety services: Fire regulation, marking of highways; speed
limits, intersections, railway crossings, etc.; laws for the
prevention of accidents.
Services of sympathy: Care of unfortunates, insane, feeble-
minded, blind, deaf, etc.
Occupational opportunities: Based on North Carolina's rating in
crops, variety of soils, type of climate, use of natural resources.
Reciprocal services and duties of the individual: Paying taxes,
cooperating in enforcement of law, supporting public improve-
ments.
f. Nation
(1) Follow same procedure for the national community as for
State.
(2) Summary of services of national government:
Postal services: Post offices, parcel post, money orders
savings, deliveries (city, R.F.D., Star routes).
Services to consumer: Pure food laws, food inspection,
regulation of railway rates, standards of weights and
measures.
470 Course of Study for the
Services to the manufacturer: Tariff, regulation of trusts,
regulation of immigration and foreign labor.
Services to the farmer: Weather and crop reports, bulle-
tins on phases of agriculture.
Money services: Coining, issuing currency, standardizing
value.
(3) Minimum duties of citizenship which every child should
know and observe:
(a) Obey the laws.
(b) Vote for honest and efficient men.
(c) Serve in public office if elected.
(d) Serve on jury if elected.
(e) Fight in the army if necessary.
(f) Protect and help beautify public property.
(g) Work for good measures and right issues.
References:
Brooks. Our Dual Government. Rand.
News and Observer Yearbook. Raleigh News and Observer.
North Carolina Manual. Secretary of North Carolina Historical Commission. Free to
pchool libraries.
Hobbs. North Carolina Social and Economic. University of North Carolina Press.
Knight. Our State Government. Scott.
Economic Maps of North Carolina (free). State Planters Bank and Trust Company,
Richmond, Va.
State Department of Conservation and Development. Regular bulletin issued by the
department, North Carolina tne Fifth State.
Thomas. Living Things Around Us. Lippincott.
State basal and supplementary history and geography texts.
Appropriate classifications in the State Approved Library List for Elementary and High
Schools.
Teaching Units Illustrating Some Phases of Citizenship Training
in the Intermediate and Upper Grades
SOCIAL LIFE IN THE COLONIES— FIFTH GRADE*
Started January 20, 1930— Completed April 5, 1930
How the Unit Originated:
Prior to_ our study of the colonization of America, we made a study
of the continent from which most of the settlers of America came. In
December and January we studied Great Britain, centralizing on the
manufacturing industry in England. This led to a study of early ways
of making clothing before the invention of machinery. Pictures were
brought showing wool and flax spinning wheels, the most interesting of
which was that of Priscilla. The pupils recalled the operetta, "The
Courtship of Miles Standish," and a study of the Pilgrim settlement
followed after which the other twelve colonies were studied with an
abundance of comparisons and contrasts.
Steps in the Resulting Activities:
1. Creating a Colonial Atmosphere
A flax wheel of approximately 100 years history was loaned to the
classroom and this lovely antique was placed on the large reading table
with groups of various magazines. Pictures and stories of a colonial
nature with a copy of the Early American Furniture Wing of the
Metropolitan Museum of Art were added. "The Garden and Home
Builder" of July, 1926, which was devoted largely to the history, photo-
graphs, and scale drawings of Longfellow's Wayside Inn, or The Old
Red Horse Tavern of 1686, located at South Sudbury, Mass., was very
much in demand during library period. This old landmark bought and
restored by Henry Ford in 1923 in his collection of Americana shows as
nearly as possible the conditions under which the New England pioneers
lived. Along with Mr. Ford, the pupils realized that The Wayside Inn,
•Adapted from a report of Mrs. Allene Moseley Shroeder, Fifth Grade, High Point
Public Schools.
Elementary Schools of North Carolina 471
which has housed George Washington and Marquis de Lafayette, is
indeed a part of the nation. It truly expresses the pioneer spirit. From
this article the pupils passed into an intensive study of social life in the
early New England colonies with the actual construction of The Wayside
Inn and its furnishings and a later branching out to include types in
other colonies.
2. General Methods of Planning and Discussion
All activities in this unit of work were largely cooperative in that
there was a need for general discussion in which objectives were set up
in outline form. Plans for reaching them were made. The committees
gathered data, collected pictures, made drawings, or served as a reference
committee using home, school, - grade or public library, depending upon
the nature of their problem. At the next discussion period these com-
mittees reported to the class their progress, difficulties or successes, after
which discussion of necessity followed. The class as a unit evaluated
the reports, made comments and inquiries followed usually by helpful
suggestions, if needed, for further work.
The pupils had purposes of their own which furnished the "push"
and stimulated them in their activity in planning and executing necessary
work in realization of purposes. Teacher aids were given in helping them
to find, secure and use materials and methods of work. In as far as
possible, the problems were arranged so that the situation in one phase
of unit was followed in natural order by the needed step which came
as a demand of the children themselves, rather than by teacher selection.
Subject matter entered as an answer to this demand for information
concerning both constructive and intelligent problems.
3. Description of a Typical Day's Work
Reading: Paul Revere's Ride — Studies in Reading — V.
Storybooks of Colonial Children — Learning to Study.
Social Science: First battle of the Revolutionary War period with
location of British troops and Minute Men — Dangerous mission of Revere
and Dawes.
English and Language: My experience as a guest of Squire Howe
at the Wayside Inn when Paul Revere brought the alarm.
Reports: Paul Revere's Announcement, Paul Revere's Personal His-
tory.
Arithmetic: Problems involving measurements of the Wayside Inn in
square feet and in linear measurements of furniture. Ability to compute
area, containing fractional parts.
Music: Colonial songs.
Library Period: Research Group work, recreatory reading of colonial
fiction with ten minutes devoted to reading of "How Pickles Were Made
in Olden Times" by teacher.
Industrial and Fine Arts: Constructing the Wayside Inn and its
furniture, painting, designing old wall paper, costuming the dolls for
characters, making hooked and woven rugs.
Physical Education: Colonial games.
4. Trips and Excursions
a. Through the courtesy of Mr. C. F. Tomlinson, we visited the Tom-
linson Chair Factory to see (1) the Colonial reproduction show rooms
covering several floors; (2) the actual making of furniture. Several
employees of the company conducted the groups of pupils on this tour.
Before the trip, in our general discussion period, we talked of
lovely pieces we expected to see, such as Windsor chairs, William
and Mary tallboys and Field beds. We noted the many things to be
seen, the proper way of taking notes, of sketching the reproductions.
The pupils were delighted with an original Duncan Phyfe table, and
pencils were soon busy sketching it. From our study of the Wayside
Inn, many were able to name at once different articles of furniture
seen on this trip. (See criteria for plannnig an excursion, page
443.)
472 Course of Study for the
b. The Grandfather Clock Committee visited the jewelry store of a patron
of ours, where they viewed a priceless grandfather clock, two hun-
dred years old. This aided them in their work period with their
miniature reproduction, in which an Ingersol watch movement keeps
accurate time.
c. Various trips to stores for selection of materials for curtains, up-
holstery, screws, and things needed for their unit of work.
5. Outcomes
a. Growth in cooperation and appreciation of individual responsibility
to group, the necessity for planning group enterprises, and of group
and individual contributions:
Through this unit of work the class was welded into a social
group supplied with an abundance of situations in which the place
of each pupil was appreciated fully. In the division into small groups
according to selection of some specific work, the finer qualities of
citizenship were called upon and tested as personal contacts which
led to a feeling of responsibility to the group as a whole. The children
"worked" with a feeling of worthwhile "play" for the benefit of the
group. Constructive criticism was given freely and accepted grate-
fully. Due to the lack of sufficient room for the different groups
during the work period, each individual felt the need for and co-
operated at once with the group by establishing habits or order, sys-
tem and neatness in arrangement of materials with the realization
of his proportional share of time and attention.
b. Practice in facing real problems and working through them to a
satisfactory solution:
Example: In building the colonial stairway in a hall of the Inn,
the problems arose as to the relative height of lower and higher
bannisters. The stairway committee appealed to the group at last.
After much argument and reference to pictures and descriptions of
colonial stairways, they referred the committee to the stairway of
the school for measurements. The question of perspective arose and
some definite understanding of the principles of perspective in art
was reached.
Quite a bit of improvement was noted in the ability to attack
problems and enter into work with promptness, effectiveness and suc-
cess and in establishing habits of system, order and neatness in
arrangement of materials.
c. A deepened appreciation for colonial character and contributions to
American life (see General Objectives).
d. Content and Materials —
(1) Selections found in State basal or supplementary material read
by the whole group:
Story Books of Colonial Children — Learn to Study Reader — IV; Old-Fashioned
Clothes — Learn to Study Reader; A Rescue and a Wedding — Pathway to Reading;
How Madeline Held the Fort — Story Reader; Apple Seed John — Study Reader;
William Penn, the Great Quaker — Lewis and Roland (5) ; Betty's Ride — Elson Ex-
tension; The Last Catamount — Stone (5) ; The Beacon Tree — Pathways to Reading;
The Quaker Poet, Whittier — Bolenius; The Story of Light — Elson Extension; The
Clockman — Elson Extension — Child Library Series; The Wary Wolf — Elson Ex-
tension — Child Library Series; The Corn Husking — Elson Extension — Child Library
Series; Besieged by Bears — Stone; The Village Blacksmith — Studies in Reading;
Capturing the Wild Horse — Elson Extension; The Clocks of Rondaine — Elson Ex-
tension; Jason and the Golden Fleece — Science Reader; At the Desert's Edge —
Lewis and Roland; James Watt and the Steam Engine — Science Reader; Maple
Sugar Days With John Burroughs — Study Reader; The Pygmies, Hawthorne — Elson
Extension; My Boyhood on the Prairies — Elson Extension; A Boy of American
Pioneer Days — Reading and Living — II; Paul Revere's Ride — Studies in Reading;
Mount Vernon — Study Reader; Benjamin Franklin — Elson (S); Benjamin Franklin
— Pathway to Reading; Franklin's Experiment — Science Reader (5); Making Furni-
ture — Stone; The Young Artist — Study Reader; Washington With Braddock — Elson;
The Children's Hour — Longfellow — Studies in Reading; Washington, Betsy Ross and
the Flag — Bolenius (5) ; Makes This Greatest One Live Again — Study Reader;
What the Clock Told Dolly — Elson Extension; Eli Whitney and the Cotton Gin —
Science Reader; George Stephenson and the Coming of the Locomotive — Science
Reader; Peter Cooper and the First Locomotive — Pathway to Reading — IV; Morse
and the First Telegraph — Science Reader; How Cyrus Laid the Cable — Bolenius;
Elementary Schools of North Carolina 473
Robert Fulton and the Steamboat — Science Reader; The Discontented Pendulum —
Studies in Reading; Making Maple Sugar — Pathway to Reading; The Boy Who
Saved the Settlement — Elson Extension; The Rich Kingdom of Cotton — Elson Ex-
tension; The Family Clock — Elson Extension; When You Meet A Bear — Study
Reader; The Yankee Who Crowned King Cotton — Study Reader; The Boy From
the Hatter's Shop — Stone; The Indian Hero Tale — Stone; The First Thanksgiving
Day— Elson (5); The Fish I Didn't Catch— Bolenius; The Old Clock on the
Stairs — Bolenius; Henry Hudson's Trip Up the Hudson — Finding America; The
Candle's Beauty — Elson Extension; The Old Street Lamp — Elson Extension; The
Lighthouse — Longfellow — Elson Extension; The Keeper of the Light — Elson Ex-
tension; Thomas Edison — Science Reader; Marconi^Science Reader; The Story of
Ships— Study Reader; Wayside Inn Number, July, 1926, Garden and Home Builder
Magazine, featuring antiques and interiors; The World Book (encyclopedia).
Additional Reading Done by Individuals
Bass — Stories of Pioneer Life; Perry — Four American Pioneers; Hart — Colonial
Children; Earle — Home Life in Colonial Days; Stone and Fickett — Everyday Life
in the Colonies; MacElroy — Work and Play in Colonial Days; Halleck and Frantz —
Makers of Our Nation; Studies in American History — Book II — Melody — Lyons
and Carnahan; Boys and Girls in Colonial Times — Mulliken; Holland Stories —
Smith; The True Story of Washington — Brooks; Copy of Early American Furni-
ture — Wing of the Metropolitan Museum; Early American Furniture; Popular
Science Monthly; Pilgrim Stories — Pumphrey; From Columbus to Lincoln — Logie —
Lyons and Carnahan.
There was a great deal of reading by individuals in connection with unit in
newspaper clippings, magazines, and reference books.
(2) Language Arts:
There was much improvement noted in enunciation, pronunci-
ation, and clearness in reports, enlargement of vocabulary, ability
to talk with ease before a group and ability to read poetry with
expression. Extracts from books and magazines were read aloud
for specific information, oral reports following prepared outlines
in life, customs, dress, food, homes and furniture of early colo-
nists, followed by conversations and discussions. Many debates,
imaginary trips, dramatizations, group letters and book reports of
historic interest gave incentive to better speech. Poems of Long-
fellow, Whittier and Hawthorne were read aloud by some member
of the class. (See above list.) We summarized the study in a
program given before parents and friends.
In this project the needs were large for written work, giv-
ing occasion for teaching technical elements necessary in good
written composition work in groups and individual letters, re-
ports and summaries, dramatizations, original stories, poems, short
plays and newspaper articles. Especial interest was aroused in
the writing of advertisements for the Wayside Inn stage coach
rides, a practical model being constructed by a pupil.
Drill in use of dictionary was given on (a) how to find words,
(b) how to pronounce words, and (c) selecting the proper defi-
nitions and meaning, so that new and difficult words could be
used in oral and written work. Several papers were posted after
each writing, as an incentive to the rigid requirement of ink and
legible penmanship.
(3) Arithmetic:
There were rapid drills in fundamental processes to secure
speed and accuracy in solving problems dealing with measure-
ments in linear and square feet (including fractional parts) while
reproducing the Wayside Inn, vehicles and hand loom.
Problems also involved comparing values of goods used for
food, clothing, furnishings, tools and utensils for the early days
with the use of the present. The pupils learned of the cost of
lumber through purchase, made their money for payment of cost
and kept accounts of expenditures for nails, screws, cloth, putty,
furniture and glue.
(4) Social Studies:
Class studied period from 1607-1800, emphasizing the three
types of colonial life in Virginia, Massachusetts and New York
with a brief survey of North Carolina. An interpretation of the
present was shown in its development from the past with the
474 Course of Study for the
resultant changes in economics, industrial, religious and social
life. The pupils saw the need for discoveries and inventions and
especial attention was given to the industrial revolution. Selected
biography of those furnishing examples of loyalty, sincerity, patri-
otism and toleration, such as that of Franklin were read. Com-
parisons were made of the life of the pupils and colonial children
in sports and games, schools and homes, books, work, food and
clothing, travel, transportation and communication, and news-
papers.
The necessary questions of geographic controls arose in study
of location, climate and physical environment of the colonies.
(State Course of Study, 1923, gives examples.)
(5) Industrial and Fine Arts:
(a) Miniature model, scale one inch per foot of the Wayside Inn,
with furnishings complete on the entire lower floor as shown
in plans, drawings and photographs of the Inn. Miniature
furnishings, curtains, utensils and rugs made by pupils.
(b) History of travel and transportation of colonial days shown
in miniature stage wagon, stage coach and Conestoga wagon.
(c) Practical model of stage coach was constructed by member of
group in workshop at home. The rides at five cents each
helped greatly to finance cost of our Inn. "Pull candy" and
pumpkin pies made by the girls aided considerably with this
item.
(d) Hand looms for weaving rugs.
(e) Costuming colonial dolls.
(f) Practical models of 1650 cradle, three-legged chair of 1650
and flax and wool spinning wheels.
(g) Posters and drawings in crayons, water colors and pencil,
(h) Easel drawings of the Wayside Inn.
(i) Designing wall paper.
(j) Colonial invitations to program (block print).
(k) Painting of interior and exterior of the Wayside Inn, in-
cluding window glass. There was a cultivation and develop-
ment of standards of good taste accompanied by a love of
that which is beautiful and lovely in homes and furniture.
(1) Pictures and appreciation: The Landing of the Pilgrims;
Arabs on the March — Schreyer (story of horse) ; Signers
of the Declaration of Independence; Photographs of the Inn,
showing the lovely gardens; Washington Crossing the Dela-
ware; Horse Fair — Bonheur.
(m) Music: Colonial songs, both descriptive and patriotic were
learned. Some knowledge was obtained of the harpsichord,
pianoforte, viol, Jew's harp, violins, flutes and horns of colo-
nial days. (Pamphlet may be secured from the Metropolitan
Museum of Art.)
(6) Plays and Games:
Knowledge gained of games enjoyed by colonial children such
as Ring Around the Rosy, London Bridge, Wood Tag, Dancing
Around the Maypole, Hopscotch, Blind Man's Buff and Leapfrog.
(7) Natural Leads for Other Units of Study: Story of Light; His-
tory of the Horse; History of Transportation, Cotton, Flax and
Wool Industry; Story of Communication; Furniture Industry of
High Point; Story of Glass; Story of Paint; Costumes from
Past to Present.
(8) Bibliography — (Those especially good for teacher are marked*)
How Our Grandfathers Lived — Hart*; Compton's P'Cture Encyclopedia*; Stan-
dard Reference Work; Standard Dictionary of Facts; Book of Knowledge; Boys
and Girls Book Shelf; The Wonder World; Nelson's Encyclopedia; Elementary
Industrial Arts — Winslow*; How the World is Fed — Carpenter; The Farmer and
His Friend — Tappan; Boycraft — Whitman Publishing Co., Racine, Wis.; Travelers
and Traveling — Eva March Tappan; Visitors a Guide to Salem, Mass.; Better
Homes and Gardens; Good Housekeeping; House and Garden, April issue, 1930;
Elementary Schools of North Carolina 475
Stories of Industry— Educational Publishing Co.; Makers of Many Things— Tao-
pan; Certified Style Book of Wall Paper; How the World Rides— Florence E.
Cox; Building a New Country; From Trail to Railway; Adventuring in Young
A^ er AT a- ;^ c £ ulre a " d P h ! ] , h P s = Building Our Country; Old Time Stories of thl
Old North State— McCorkle; How We Are Sheltered— Chamberlain; Popular
Science Monthly; Tales of the Wayside Inn— Longfellow*; Mary Had A Little
Lamb— Published by Mr. and Mrs. Henry Ford; Encyclopedia Britannica; Saturday
Evening Post; Human Interest Library; Little Bits of Old Time Furniture; Ameri-
can Histories— Latane; Lincoln Library; First Lessons in United States History
limes Encyclopedia; Pageant of America; Winston's Encyclopedia.
AN ADVENTURE IN ART APPRECIATION
How the Unit Originated:
Last fall the Teacher Training Class in Taylorsville began its year's
work with sixteen potential teachers having a background almost entirely
lacking m those aesthetic qualities which make for a well-rounded social
and civic personality. Furthermore the school lacked paintings, vases
and other evidences of an art consciousness. Believing that Art Ap-
preciation should develop in each child a feeling of personal responsibility
for establishing and maintaining beauty and knowing that the student-
teachers could not build those qualities in the children if they did not
themselves possess them, the instructor deliberately began to set the
stage for an experience which would contribute to these objectives:
1. Enable the student-teacher to see and appreciate beauty wherever
and m whatever form she found it.
2. Contribute to the innate love of beauty through the intelligent
use of good pictures and music.
3. Develop > a finer and more discriminating taste in the selection of
those pictures with which she lives.
4. Acquaint the student-teacher with the fundamental principles un-
derlying pleasing art balance; rhythm and repetition; harmony
of line and color; effect of light and shadow (tone); method of
ieelmg expressed.
5. Give the informational background with which to interpret honestly
the historical, political, social, ethical, or aesthetic values as ex-
pressed by the artist.
6. Influence indirectly and directly the attitude of the whole ele-
mentary school toward art.
How the Unit Was Developed:
1. A plaque, Raphael's Madonna of the Chair, was hung on the wall
It was chosen because it so successfully uses the fundamental and
more easily understood art principles. Wall spacing was carefully
considered m the hanging. The instructor awaited comment, and
bet ore the day was over, in answer to inquiry, she gave the name
of the picture, a bit of its story, and some interesting incidents
m the artist's life. The discussion was informally guided toward
the following points: what the artist was attempting to portray
center of interest and theme, pattern of the lines upon which the
picture was built (preliminary foundation for balance as an art
principle), and the appropriateness of the 15th century type plaque
as a setting for that particular picture, harmonizing as it did in
color and line.
2. In the midst of this discussion a visitor dropped in. She told the
human little story of the painting of the Madonna of the Chair
(Good English, Book III, or School Arts Magazine, Dec, 1926.)
This caused a discussion of the feeling the artist was expressing
in the picture and it was suggested that the same feeling might
be expressed in music. A committee investigated the matter and
found several records which they thought did this. Hymns were
chosen and sung, Holy, Holy, Holy, Halleluiah Chorus, etc.
3. Other treatments of the Madonna theme — The Sistine Madonna,
The Madonna of the Harpies, The Madonna of the Streets were
brought to class and group committees gave chapel programs which
furnished the informational background for the study.
476 Course of Study for the
4. A new stimulation came in the form of an invitation to the class
to visit the Colonial Art Exhibit in a nearby town. This is an
attractive exhibit done in color. The invitation was accepted and
it was decided that a visit to a furniture store should be included
in the excursion, in order that they might see art expressed
through a different medium.
As the instructor was to be away during their trip, she asked
them to report on the pictures they liked best. The students re-
turned with a heightened interest in pictures and a new interest
in picture posing, which they had seen for the first time.
As they were working for graphic expression in anticipation
of the return of the instructor they tried out their talks on each
other to get the benefit of criticism on choice of vocabulary for
expression.
5. The class wrote letters to the State Supervisor, expressing fairly
spontaneously their enjoyment of the pictures. Art principles of
spacing and choice of words in picture painting and letter writing
were here emphasized.
6. They greatly desired to give to the elementary school children
the pleasure of seeing the collection of paintings. There had been
before some discussion of bringing a less desirable but more re-
munerative exhibit to the school; the decision was that an enter-
prise in which the elementary school children profited in an in-
tangible but important way is more worthwhile than financial
gain.
7. Letters were written to the Colonial Art Company, Oklahoma City,
Okla., and received the information that an exhibit could be
secured with no charge other than the express. All the money
from ticket sales had to be used to purchase pictures from the
company.
A date was selected and an advertising campaign gotten under-
way. Posters conforming to art principles of spacing and emphasis
were made. The entire class made collections of copies of master-
pieces from many sources. These were mounted and various grades
were invited to see them. Many of these children returned indi-
vidually for a second and often a third view of certain prints.
There was much study of these pictures and eager searching for
information about the artists in preparation for an original pic-
ture pageant that should be a part of the exhibit. (The North
Carolina Library Commission and the University Extension Di-
vision Library proved to be invaluable aid in this respect.) The
students selected fourteen pictures on the basis of their preference
and the possibility for posing and costuming them.
Since poetical form was felt to be the most suitable mode of
expression, the English class took up the study of verse forms in
poetry. Descriptive poetry for each picture selected was written
by individual and polished cooperatively in class.
The music periods were used for selecting and learning appro-
priate music to be used as an accompaniment for entire pageant
choruses and voice and piano solos were used.
During the physical education period the rhythmic interpreta-
tions were developed for the fairies.
Finally the student-teachers chose the cast of characters. The
class studied costuming and lighting effects, arranged a stage set-
ting in harmony with the theme, and constructed many stage
properties such as the harp for Hope.
It was decided that the money realized should be used to place
pictures in the classrooms, each class being urged to sell enough
tickets to buy a picture. In the end each class did proudly, seri-
ously choose a picture. Besides there were two for the Teacher-
Training Department and one each for the two libraries.
9. Before the exhibit arrived plans had been made for the handling
of tickets, talks about the paintings, and programs by different
grades for each night. The day was so scheduled that each class
Elementary Schools of North Carolina 477
enjoyed a period in the exhibit, looking at and discussing the
pictures under the direction of a teacher or a student-teacher.
The entire school seemed to become picture conscious; many contri-
butions being brought to school.
10. The instructor, taking advantage of an opportunity in judging,
encouraged the classes to choose from the entire collection the
picture they wanted to own. Before judging, certain criteria must
become a part of the individual's equipment. Through the indirect
study of art principles expressed in specific paintings, the class-
room teachers had prepared for this situation. Many evidences
of growth in liking for real art were noted while selections were
being made.
11. The student-teachers used the intense interest of the grade children
in the exhibit as a motive for language lessons during practice-
teaching. Their classes made booklets, each page of which con-
tained a small picture mounted above a story about that picture —
sometimes the result group composition, sometimes original with
a child.
12. Another phase of art study was the making of plaques, an interest
which continued throughout the year. The student-teachers made
these for Christmas gifts, using prints of masterpieces. There
were group efforts in making plaques for Miss McDougald and
another department. When they wanted to beautify the new
elementary library, plaques were made and grouped artistically
on its wall.
13. All through the year the student-teachers collected pictures and
teaching material about those pictures. Much English work grew
out of this activity. This work was organized according to this
plan:
Study picture and artist
Mount picture on heavy construction paper of harmonizing color
Tell story as to children
Write story of artist and picture
Find music to express same mood
The desire to make a pleasing cover for the Picture Study
Booklet which resulted introduced designing as an activity. After
research they selected the following principles as guides:
Honest point of interest in center of design
Space must be pleasingly filled, not crowded
Must have rhythm without monotony — attained by using large
and small symbols together
Must have balance.
14. The students read much about methods of arousing a love for
beautiful pictures and selected the following as the best current
practice :
Place on bulletin board several days before study.
Give children opportunity to express what the picture tells
them — opportunity freely to express their own ideas and
feelings about the picture before you tell them anything.
Direct observation — questions needed to bring out points not
covered by discussion.
Tell material in story form, not duplicating points covered by
discussion.
Evidence that there was growth in:
a. An interest in pictures
A sixth grade boy: "Miss , today is my Mother's birthday. I
bought her a copy of Hope for a present."
A fifth grade boy (owner of a white rabbit, upon seeing a small plaque
of The Boy With a Rabbit placed in the library) : "Do you know where I
can buy a picture like that? I want one for myself."
Some child in grades to Teacher-Training Instructor : "Have you seen
our new picture?" or "I found this Blue Boy in a magazine."
Every student started a collection which remained a live interest to the
end of the year.
478 Course of Study for the
Many adults of the community : "I am so glad that you brought this
exhibit to the school. I've enjoyed it so much."
Many copies of masters other than those brought through the exhibit
appeared in the classroom. Many students desired to own certain pictures
and inquired where they could be bought.
The instructors visited a student-teacher's home and found that several
neatly mounted copies of good pictures had taken the place of the usual
calendars.
b. Taste for good pictures
Case I.- — A class of forty-three fourth graders the first day of the exhibit
evidenced an intense liking for "Little Old Man of the Woods." This liking
was probably conditioned by familiarity with the subject matter of the pri-
mary story by that name. Three days of directed picture study under the
guidance of a classroom teacher or a student-teacher followed. The last day
(and to the class the most important day!) they were choosing their picture.
Again they were clustering about one painting. This time, "The Boy
Pioneer"! When its price was known to be prohibitive they chose "Feeding
Her Birds."
Case II. — The sixth grade decided to choose "Where the Sun Goes" be-
cause of the color and illusion of great distances achieved by the artist.
Case III. — Fifth grade: "We want the picture of somebody. We like the
portraits in the collection best." They chose "Sir Galahad."
Case IV. — A first grade gravJy discussed the picture they wanted. "The
Boy With a Rabbit" won the vote.
Case V. — The Teacher-Training class had just closed the trunk of pic-
tures. "I wish we could keep them all. I've never enjoyed four days so
much."
Case VI. — A student-ttacher, who had lived the twenty-three years of her
life thirteen miles from a railway, whose interest in the initial art studies
had been passive, spent every spare minute with the collection. Her letter
to the supervisor gives her reaction:
"/ am writing to tell you what a delightful time we had last Thursday
afternoon at the Art Exhibit. The pictures were wonderful and it was a
difficult task indeed to choose our favorites. In my opinion the two hours
spent were the must profitable and the most delightful I have ever spent. I
feel that I was lifted to a higher plane of life and though being no artist
myself, I got an intelligent satisfaction from the creations of those more
gifted than I for it made me feel as some one else has said, 'that a work
of art means a combination of two people, the one who did it and the one
who looks at it.'
"It seemed that the pictures really talked and for the time being I just
lived with them and tried to be a good listener.
"The exhibit gave us the suggestion that we might in our chapel program
dramatise some of the pictures we saw. Another thought was that we might
get the exhibit here. This will mean that more boys and girls will have the
privilege of enjoying worthwhile pictures.
"We are very grateful to you and to our teacher for this good time.
We especially enjoyed the nice picnic supper she prepared for us.
"We hope you may visit us again soon and we will be glad to tell you
more about the exhibit."
Case VII. — A reaction from another student-teacher:
"Our party left town about three o'clock. We arrived at our destination
in about three-quarters of an hour and went directly to the exhibit. Our
teacher had told us we might select any ten of the pictures we liked best
to tell her about when we came back. It was interesting to see what dif-
ferent students selected.
"We z'isited a leading furniture store. A gentleman showed us around.
He gave us some hints on how to arrange furniture, the different styles,
and some of the most noted manufacturing companies.
"We had supper in the bus. There was a golden sunset that we noticed
while we were eating. '1 ne fifth grade gave a program and posed some of
the pictures we had selected as the ones we liked best: ' 1 he Boy With a
Torn Hat,' 'The Song of the Lark,' and 'Baby Stuart.'
"Perhaps we can have this exhibit at our school. Don't you think so?
Anyway every grade must give a program in our school. We have decided
to pose some of those pictures and are now at work writing a play about
them.
"I enjoyed every minute of that day and I want to thank you for mak-
ing it possible for us to attend this exhibit. We hope you will visit us
again soon."
Case VIII. — In every case the classes chose pictures of recognized worth,
as follo-vs:
First Grade; — Boy With a Rabbit
Second Grade — The Shepherd Boy
Third Grade B— Can't You Ta.k?
Third Grade A — The Age of Innocence
Fourth Grade — Boy Pioneer
Fourth Grade — Feeding the Birds
Fifth Grade— Sir Galahad
Sixth Grade — Where the Sun Goes
Seventh Grade — The Song of the Lark
Eighth Grade — Corot's Spring
Teacher-Training — Corot's Spring and Boy With Torn Hat
High School Library — The Pioneers
Elementary Schools of North Carolina 479
Evidences that worthwhile citizenship attitudes were being
aroused and practiced during the unit:
a. The student-teachers showed a desire to share with their school the pleasure
of seeing pictures.
b. They made the decision that an enterprise in which the elementary school
profited was more worthwhile than money making.
c. They were made more self-reliant through practice in planning and executing.
d. Initiative was exercised in planning for and carrying out program — e.g., tub
with pillows on top covered with dark robe tor top of world in Hope.
e. There was responsibility to group — e.g., each student-teacher trained children
for certain picture and looked after costuming and ali the properties.
Observation of, liking for, and desire to own pictures were quite evident.
£• They desired to beautify new elementary library (made plaques for it).
All over the school there was a more evident desire to make the rooms more
_ beautiful. The materials on the bulletin boards were better arranged.
l. There was a better school spirit — perhaps the result of a cooperative effort
involving the entire school.
j. Unselfishness was shown during the selection of the pictures that were
bought for the Teacher-Training Department and each elementary room,
k. Art appreciation growth was shown by type of pictures selected.
The following sources of materials proved useful:
Sources of good prints:
Colonial Art Company, Oklahoma City, Okla.
Art Extension Society, Westport, Conn.
Harter School Supply Company, Chicago.
Brown-Robertson Company, New York.
Normal Instructor — Owen Publishing Company.
Masterpieces in Art for Picture Study— Selected by Dr. W. Linwood
Chase — Educational Publishing Company.
(True color representation is essential.)
References for informational background:
Pictures:
Bacon. Pictures Every Child Should Know. Doubleday. (Correlates
pictures and music.)
Caffin. How to Study Pictures. Century.
Lester. Great Pictures and Their Stories. Mentzer. (8 volumes.) Ex-
cellent reproductions — good material.
Horton My Picture Study Book. Harter School Supply Company
Teacher's Manual for Grades I and II
Work Books for Grades III-VI.
Library Commission, Raleigh, N. C.
Library University of North Carolina.
(The books sent for the asking from the last two places are excellent
tor informational background.)
Music:
Records in Rural Unit No. 1. Victor. Price $10. (Varied in content )
Music Appreciation With the Victrola. Victor. (Good for correlation
of music and pictures.)
Mohler. Teaching Music From an Appreciation Basis. Birchard.
A FIFTH GRADE PROJECT INVOLVING CITIZENSHIP-READING*
How the Plan Originated:
One cool day in October the fifth grade boys came into the room after
the noon bell had rung for classes with joy written over their faces
They had won the football game ! Their clothes, faces, and hands showed
the result of a fierce battle. Details from the game were given. The
teacher took the situation in hand for she saw the possibility for a good
lesson in citizenship. She said, "You see, boys, the players who hit the
line the hardest, who didn't foul and didn't shirk, were the ones who
counted. We can't all play football but we are all playing in a greater
game — life. Let's turn to the famous writing of Roosevelt and see if
we are measuring up to the standards he sets forth for the American
boy."
The American Boy — Theodore Roosevelt.
Elson Reader — Book V.
How the Plan Developed:
The class and the teacher studied the selection together and decided
they were endeavoring to "play the game" in the schoolroom on the
grounds, on the street, and in the home. We studied the character traits
*Ava R. Stockman.
480 Course of Study for the
given in the selection and named others that we thought every good
citizen needed. The teacher asked if they could plan any way to put
more good habits into practice. They decided to form a "Good Citizen-
ship League" and see if they could not make better citizens. For their
league officers they elected a chairman and three helpers. This com-
mittee was to see that the work was carried on successfully in the room,
to offer suggestions, and to handle any matters of law-breaking that
might occur. Their action had to be approved by the other members and
the teacher. They made a list of the habits they wanted to be put into
practice. At the end of each day they marked the habits they had kept
and those they had not kept by distinguishing signs. Their chief aims
were:
1. To keep the schoolgrounds and schoolroom cleaner and more at-
tractive.
2. To make each boy and girl a better citizen (checked by Chassell-
Upton scale).
3. To make a habit of the desirable character traits which every
person should possess.
4. To perform every task given him to the best of his ability.
Outcomes in Terms of Citizenship:
1. The children learned that they were citizens working among
citizens and that each had certain rights and privileges.
2. They became more courteous and thoughtful
a. At school
b. On the playground
c. On the street
d. At home.
3. There was a growing pride in keeping the room and buildings free
from papers, trash, marks, etc.
4. They felt that the schoolroom was their home and that they were
responsible for bringing flowers and keeping the desks, shades,
books, and erasers in order.
5. They developed in habits of good sportsmanship
a. Good winners
b. Good losers
c. Fair play
d. No bullying.
6. They became more responsible for proper care of
a. Books
b. Materials
c. Overshoes, coats, handkerchiefs, etc.
KNIGHTHOOD OF YOUTH CLUB*
How the Unit Originated:
For our first supplementary reader the sixth grade read "King
Arthur." The children enjoyed it immensely. They were interested in
any picture or poem dealing with knights. One day the teacher left on
her desk a sample of literature from the Child Welfare Association.
This sample described the National Knighthood of Youth Club. One
of the children noticed it and remarked about the pictures of knights on
the cover of the booklet. The teacher told them they might look at the
booklet. Inside they found a badge of a page in the organization and a
member's book of record-keeping and knighthood projects. Many ques-
tions were asked of course, and the teacher took part of a period during
the day to explain the club. The class asked to organize a club.
Steps in the Development of the Work:
1. Pupils who wished to join brought money for badges, member's
book, and record card. These were ordered from the National
Child Welfare Association, Inc., 70 Fifth Avenue, New York City.
'Rachel Alexander, Teacher, Grade Six, Taylorsville, N. C.
Elementary Schools of North Carolina 481
2. A more extended study of the organization by pupils and teacher.
3. Effort on part of teacher to keep interest of class until the ma-
terial came:
a. Making of shields by all members of class.
b. Naming of their particular circle of the club. The children
chose the name, Sir Lancelot Circle.
c. Dramatizing the story of the Castle of the Maidens from
King Arthur. This was taken from a different copy of
King Arthur, which was in our new library.
4. Materials came. Club was organized, and now continues to enlarge
daily. There is a self-checking of habits formed or broken. The
plan of the club provides for a meeting each week. The executive
committee, composed of the officers, meet one week. The alternate
week there is a social meeting of the entire circle, at which time
a program is given.
(As it takes 64 weeks of parent-teacher cooperation to com-
plete this unit, it will continue throughout the summer vacation
under the guidance of the parents and into the following school
term.)
(Information about the club plan may be secured by any teacher
or parent from the National Child Welfare Association, 70 Fifth
Avenue, New York City.)
Outcomes of the Unit in Terms of Citizenship:
1. A safe and happy (imaginary) adventure for pupils. Their bad
habits become enemies for knights to overthrow.
2. A feeling in the child that he is a part of a great national organ-
ization.
3. A group of children who help to promote better citizenship in the
entire grade through their own improved example.
4. A cooperative responsibility for the child, parent, and teacher;
thus drawing them all into closer relationship. Both parent and
teacher sign the child's report to the National organization.
5. Activities for both home and school, which enlarge the life of the
child and make of him a better citizen.
6. An improvement in the following character traits:
a. Promptness
b. Self-reliance
c. Neatness
d. Politeness or courtesy (See trait action list.)
e. Truthfulness or honesty
f. Self-control
g. Helpfulness.
7. A greater willingness in pupils to read outside work, make reports,
serve on committee, etc.
MAKING THE CONSTITUTION OF UNITED STATES REAL*
In the fall when we were studying the "Making of Our Constitution"
in American history, the critical conditions of our country just prior to
the making of the constitution, the causes of those conditions, and the
means of remedying them were stressed. The facts were brought out
that under the then existing form of government the country was in
danger of drifting into anarchy or being forced into a monarchy, that
a new form of government was necessary for the preservation and prog-
ress of the nation, that a constitution is necessary for a successful or-
ganization and that therefore a new one must be made for this nation
as the articles of confederation were no longer effective.
At this time in the discussion a number of the children compared our
class, an organization of a group of members, with our nation, an organ-
ization of a group of states, and asked why the class should not organize
under a different form of government. The class took up the discussion
*Annie Howell, Teacher, Wilmington, N. C.
482 Course of Study for the
and came to the conclusion that true enough the same conditions existed
in the classroom that existed in the national affairs of the United States
in 1783-1787. They decided that there was either a monarchy with
teacher ruler or practically no government at all. This did not make for
the best working order for all.
The class began to do extensive studying and reading about organ-
izations and clubs of different kinds; then they expressed a desire to try
a democratic form of government. A committee was appointed to draw
up a constitution. The United States Constitution was used as a model
and was followed as closely as possible. The one adopted is as follows:
Preamble
We, the pupils of the seventh grade, in order to form a more perfect organization,
establish justice, obtain a cooperative class spirit, provide for a working condition for all,
encourage self-control, and secure respect for our class and our school, do ordain and
establish this constitution for the Civics Club of the Seventh Grade of the Wm. Hooper
School, Wilmington, N. C.
Article I
Sec. I. The Legislative Department shall consist of a Senate and a House of Repre-
sentatives.
Sec. II — 1. The House of Representatives shall be composed of five members chosen
every two weeks by the members of the club.
2. No person shall be a representative who does not pass his work and does not co-
operate with the class in the betterment of the class.
3. The House of Representatives shall choose its chairman.
4. The House of Representatives hall have power to impeach.
Sec. Ill— -1. The Senate shall be composed of three members chosen by the members of
the club for six weeks.
2. No person shall be a Senator who does not prove himself a beneficial citizen of the
class, who does not pass his work, and who does not come to school regularly.
3. The Vice-President of the club shall be the President of the Senate.
4. The Senate shall have power to try impeachments.
5. Judgment in cases of impeachment, if the person is found guilty, shall be removed
from office, and disqualification to hold any office of the club again during the school year.
Sec. IV. The Congress shall assemble once each week, on Monday morning at 8:45
o'clock.
Sec. V — 1. A majority of each house shall constitute a quorum for business.
2. Each house shall keep minutes of its meetings and read to the club.
Sec. VI. All laws concerning the - conduct of the members of the class, and for the
punishment for certain conduct, shall be made by Congress.
Article II
Sec. I. The Executive Department shall consist of a President, Vice-President, and five
Secretaries.
Sec. II. The President and Vice-President are elected by the members of the class
for a term of four weeks.
Sec. III. The President shall appoint five Secretaries to aid him in promoting the wel-
fare of the class. They are as follows: Secretary of Protection of School Property, Secre-
tary of Schoolroom Behavior, Secretary of Classroom Attractiveness, Secretary of Cleanliness
of Schoolroom and Grounds, and Secretary of Sportsmanship on school grounds. These
secretaries shall form the President's Cabinet, and shall be appointed by the President for
four weeks.
Sec. IV. No person who does not prove to be a good citizen of the class, who does not
come to school regularly, who does not make a grade of 85% on his work, and who is
tardy, shall be President or Vice-President of the club.
Sec. V. The Vice-President shall assume the power and duties of the President in case
the President is removed from office or withdraws from school.
Sec. VI. The President (together with the teacher) shall be the chief advisor of the
club.
Sec. VII. An officer of the Executive Department may be removed from office if con-
victed of unfaithfulness to the club or for improper conduct.
Article III
Sec. I. The Judicial Department shall consist of a Supreme Court of five judges and
an inferior court of five judges. The judges shall be appointed by the President and shall
hold office during good behavior.
Sec. II. The Supreme Court shall have power over all cases concerning misdemeanors
on the school grounds or disputes between club members.
Sec. III. The Superior Court shall have power over all other cases.
Article IV
Sec. I. All members of the club shall be given equal privileges.
Sec. II. All members have a right to vote.
Sec. III. No person shall be punished until he has been tried by a jury.
Sec. IV. All persons shall have a right to hold and enjoy his property without inter-
ference from others so long as this possession does not annoy others.
Elementary Schools of North Carolina 483
Article V
The ratification by two-thirds of the members shall be necessary for the establishment of
this constitution.
The class adopted the constitution readily and unanimously. All went
to work very enthusiastically, each to do his part in making the club
worthwhile.
A number of by-laws have been made by the legislative department.
The court is called to order every afternoon and if any members have
committed misdemeanors during the day they are brought to trial.
I have found the children to be very just in their accusations and
decisions, and need very little advice or restraint.
The different executive departments, made up of the secretary and
five members, are doing some very effective work. Each department tries
to see how high it can make its score go up on an efficiency chart that
is placed in front of the classroom. (I score them there.)
An especially beneficial project is being carried out by the conduct
and sportsmanship departments in school citizenship. These committees
made a special study of what is meant by a good citizen and formed a
citizenship guide, which was presented to the class. The class adopted
the guide as the requisite of good < itizenship.
One child made a chart using the above scale of citizenship. She
printed the requisites and illustrated each in freehand drawing. The
chart was then placed on the wall in view of the class. The chart is
as follows:
Points
1. Return all borrowed property . 3
2. Be punctual in getting to school 7
3. Get your work in on time. Fine attention during class 10
4. Keep schoolroom attractive. Take care of school property __ 10
5. Be quiet when entering and leaving classroom. Respect
authority 13
6. Be honest in work and play 15
7. Be courteous and polite. Be clean in thought and habit 17
8. Govern yourself, think, choose, and act independently 25
100
Each child scores himself and is scored by the conduct committee. I
find that each one takes a great pride in making a high score every day.
CHAPEL PROGRAM ON OPTIMISM*
The following program was worked out by a group of Fifth A pupils
to be given at one of their civic club meetings. The poems were brought
in by the pupils and the comments made by the president were worked
out in the auditorium class by the pupils with the aid of the teacher.
The songs were selected by the pupils and learned in the music room.
The game played, Squirrel and the Nut, was taught in physical education.
The nosters of the Optimist and Pessimist were made in art. This work
was done at the time that the pupils were studying poetry in their
language work.
This program* was given in chapel after being given in the club
meeting. Rows of desks were placed on the stage with the large desk for
the president at one side. The stage was made to look like a schoolroom
with bulletin boards placed on both sides and large posters on the wall
at the back.
Class President: It gives us great pleasure to present to you a short program on Opti-
mism. A month ago we hardly knew what the word meant, but now the more we _ know
about it the better we like it. Tom Smith will explain just what we do mean by Optimism.
Tom Smith!
Tom Smith: Optimism is just plain "smilin' through," "keeping your sunny side up,
whether it be sunshine or rain; bad roads or good ones; smooth sailing or tempest-tossed;
glad times or heartaches; up in the air or down on your luck.
♦Similar programs might be worked out_ on Thrift, Safetj, Honesty, etc. They serve as
stimulations to worthy ideals. — Kinston Public Schools.
484 Course of Study for the
But by this we do not mean that the optimistic person is that reckless individual who
just grins at life and doesn't care a straw whether things are goud or bad for himself or
the other fellow.
The truly optimistic are those cheerful ones who look for good in everything and never
fail to see the silver lining through every dark cloud shining.
President: John Smith, can you give us a thought on Optimism?
John Smith: Seems to me this little jingle expresses the spirit of Optimism:
"For every evil under the sun there is a remedy or there is none.
If there is one, try to find it,
If there is none, never mind it."
President: Will the class please stand and sing "Brighten the Corner." One, ready;
two, stand! (He counts in like manner for them to be seated.)
President: All about us we see every day the Optimist and the Pessimist, who is just
his opposite, going about with a long face and looking always on the dark side of life.
There have been great men of all times who have striven in song and story to spread
abroad in the land the spirit of Optimism. The poet, Foss, warms our hearts with his
"Hullo" poem. James Johnson will give us Foss's "Hullo."
James Johnson:
1
If you meet a man in woe
Walk right up and say "Hullo."
Say "Hullo" and "How d'ye do"
An' how's the world a' servin' you?
Slap the feller on the back,
Bring your hand down with a whack,
Walk right up an' don' go slow,
Smile, an' shake, an' say "Hullo."
2
Is he clothed in rags — Oh, sho,
Walk right up an' say "Hullo."
Rags is but a cotton role,
Jest fer wrappin' up a soul,
An' a soul is worth a true,
Hale and hearty, "How d' ye do!"
3
When big vessels meet they say
They salute and sail away.
Jest the same are you and me,
Lonesome ships upon a sea;
Each one sailing his own job,
For a port beyond the fog.
Let your speaking trumpets blow,
Lift your horn and cry "Hullo!"
4
Say "Hullo" and "How d' ye do!"
Other folks are good as you.
When 3 r ou leave your house o' clay,
Wandering in the far away
'Tother side the range,
Then the folks you've cheered
Will know who you be
An' say "Hullo!"
The remainder of the program was as follows:
Shine, Shine, Just Where You Are.
Frank L. Stanton's Definition of Optimism.
Smile Awhile and Give Your Face a Rest.
Robert Browning' as an Optimist.
Play as a Contributor to Optimism.
James Whitcomb Riley's There Little Girl Don't Cry!
Robert Loveman's Rain Song.
It Isn't Any Trouble to Smile.
PLEDGE AND SET OF RULES FOR A BASEBALL TEAM*
It was discovered that there was a great deal of friction in one of
the ball teams in a sixth grade. The team was about to be split up and
some of the' boys were going to form a new team, which would have
made both teams weak. The class laid the case before the teacher who
became judge and appointed a jury. Both sides stated their grievances.
The jury met that afternoon, decided to reorganize the team, letting one
of the best players decide upon the line-up. The jury then wrote a
pledge and a set of rules which the class had to promise to try to follow
before becoming members again. They adopted the rules, signed the
pledge and since then the team has been very successful.
*Kinston Public Schools.
Elementary Schools of North Carolina 485
Pledge
On my honor, I will try to support my manager and my fellow players
to the best of my ability and hold down my part of duty as best I can.
Set of Rules
1. I will not smoke.
2. I will not curse.
3. I will encourage my team rather than be a knocker.
4. I will not cheat.
5. I will be a good loser.
6. I will be a generous winner.
7. I will come to all practices when possible and give my manager a
good excuse when it is impossible.
MEASURING GROWTH IN CITIZENSHIP
Estimating gains made in right conduct responses is an important
phase of teaching procedure. It is the technique by which the teacher
discovers whether or not worthy habits, attitudes, information, and under-
standings have been or are being established — what additional habits,
attitudes, information, and understandings need most to be emphasized —
and what methods and materials are most useful in effecting the desired
results.
It is hoped that the course of study is such that behavior as reflected
in ideals, attitudes, and habits — not civic information — is the important
factor. No completely satisfactory tests have as yet been worked out,
but suggestions are offered here for individual and class surveys to be
made by the teacher alone, the pupil alone, or by the two together, at
intervals throughout the year, so that she and they may check definitely
and regularly the progress being made and determine the effectiveness
of the various phases of citizenship training.
Commercial Tests: These are of two types — the work-book and the
regular form of standard tests. Both test civic information and atti-
tudes, and the results give some notion of pupil's power for ethical dis-
crimination and his background of information.
Work Books:
Collins. Citizens in the Making (Grs. 1-6). Dr. C. A. Gregory, University of Cincinnati^
Cincinnati, Ohio.
Morgan. Case Studies for Classes in Civics (Grs. 6, 7). Laidlaw.
Gentry. Character Education (Grs. 4-7). Heath.
Tests :
Brown-Woody. The Brown- Woody Civics Test (Grs. 7, 8, 9). World.
Chassell-Upton. Scales in Citizenship. Bureau of Publications, Teachers College.
Hill. Civic Tests (6, 7). Attitudes and Information. Public School Pub.
Correll, Coxe and Orleans. Rating Scale for School Habits (1-12). World.
Informal Tests: The above tests help the teacher and pupils to secure
clear ideas of desirable behavior, but direct observation of pupil activities
is the surest, best test of the quality of citizenship. The Chassell-Upton
Scales are particularly usable and practical as the following sample will
show:
486 Course of Study for the
extract from chassell-upton citizenship scale— g
Score in Points School Date
Name Sex. Grade..
Age: Yr Month Pupil marked by
2 3 Keep pencils sharpened, ready for use.
2 3 Passes and collects materials promptly.
2 3 Opens doors for others.
2 3 Speaks without shyness and in a direct manner.
2 3 Does not indulge in sweets to a harmful extent.
2 3 Acknowledges favors graciously.
2 3 Anticipates his needs and does not borrow.
2 3 Enjoys the beautiful in art and nature
2 3 Is thoughtful in making requests of others, including helpers.
2 3 Gives praise where praise is merited.
2 3 Plans his daily program so that there may be a healthful balance between work and
outdoor activities.
2 3 Takes care not to promise more than he can fulfill.
2 3 Gives proper criticism in a courteous manner, and accepts suggestions from others and
profits by them.
2 3 Sees details in their relation to the whole, and selects essential points.
2 3 Tries to do his best, even when the task is disagreeable, or praise is not forthcoming.
2 3 Seeks intelligently opportunities for serving others.
2 3 Has faith in others.
2 3 Does not indulge in injurious or other debasing practices.
2 3 Faces facts squarely and does not allow himself to be misled by prejudices.
2 3 Considers candidates from the standpoint of the qualities essential for leadership,
and elects a person for no other reason than his fitness for the position.
Many forms for recording practice in the home, school and community-
may be used. Class histories and calendars — daily, weekly and monthly
diaries — class and individual (including parents) estimates of each other's
citizenship performances. A word of caution is needed with regard to
participation of parents in rating. If a record is sent to them, it should
be preceded by a personal visit to, or conference with parent, at which
time purposes and plans are explained in detail, because of the essentially
personal nature of the problem and because the best possible results can-
not be secured without their cooperation it is advisable to make the de-
velopment of desirable traits the subject of special study. The discussion
of questionnaires in the Course of Study in Health should prove helpful.
Elementary Schools op North Carolina
487
Because of their suggestiveness the following illustrative records used
by many schools are given:
Date
Teacher .
HABIT SCALE FOR PRIMARY GRADES
School
Grade
Check for Exceptions
Habit of talking quietly
Habit of moving quietly | rooms
1 halls
Habit of carrying chair properly and placing
it carefully
Habit of going close to the person you wish to speak to
Habit of coming to school at proper time
Habit of attending closely to the person speaking to you, or
to the group of which you are a member
Habit of taking place in line without pushing
Habit of working with concentration
Habit of offering help
Habit of sharing materials and tools generously
Habit of working neatly
Habit of picking up and keeping things in order independently
Habit of using books carefully
Habit of quiet attention in auditorium during assemblies
Habit of attending to teacher or group leader, instantly, when
attention is demanded by gong, bell, or other signal
Habit of using blocks or other materials with no unnecess-
ary noise
Habit of obeying the teacher instantly when commands are
given
Habit of entering into group activities to the best of the childs'
ability, offering suggestions, giving help, and working for
their success
Course of Study for the
A suggested form for surveying class to note needs and improvements
at the opening of school, at midyear, and at the end of the year is given.
Name of Child Age Grade
Note: Health Habits and Attitudes: See Course of Study in Health.
Social and Mental
Chabacteristics
Fall
Mid-
Year
Spring
Remarks
Apprehensive-
Assertive
Complacent ..
Complaining .
Contented
Considerate— -
Dependable.. -
Dreamy
Erratic
Excitable
Moody
Petulant
Playful
Quarrelsome. .
Sensitive
Serious
Suggestible ...
Suspicious
Sympathetic.
Responses to People
Leads
Participates
Contributes
Is responsible for: 1. Self
2. Others
Works alone
Works in group
1. Gregarious
2. Co-operative:
a. Spontaneously
b. Called together for definite purpose
Criticizes constructively: 1. Self
2. Others
Willingly takes and uses constructive criticism from
1. Another pupil
2. Group
3. Grade teacher
4. Principal
Controlled by:
1. Teacher
2. Other members of class
3. Self
Obeys :
1. Willingly
2. Reluctantly
Has orderly habits in:
Materials
Room
Hall
Playground
Responses to Materials
Initiates -
Plans
Executes
Overcomes difficulties
Perseveres to end
Follows directions
Language and Literature
Speech:
Quality of
Voice
Enunciation
Special difficulties
Oral Expression — ability to:
Talk intelligently
Question intelligently
Converse
Discuss
Narrate
Reproduce
Appreciate
Originate
Elementary Schools op North Carolina
489
Fall
Mid-
Yeab
Spring
Remarks
Reading:
Ability to comprehend--.
Loves to read
Writing, ability to:
See defects of product
Improve product
Number, ability to:
Discriminate, e. g., relative sizes, amounts,
weights, etc
Measure
Count
Science:
Observes animal and plant life
Interested in natural elements and forces
Experiments
Asks questions or gives information spontan-
eously
Arts:
Industrial Arts, ability to:
Appreciate work of others
Reproduce work of others
Originate new ideas
Develop skill in production
Gain knowledge of arts
Improve in expressing ideas
Fine Arts, ability to:
Appreciate work of others
Reproduce work of others
Originate new ideas
Develope skill in production
Gain knowledge of arts
Improve in expressing ideas
Dramatic Arts, ability to:
Participate in plays of others
Express ideas of others
Originate new ideas
Music:
Interest in trying to sing_.__ --
Interest in interpreting music
Interest in listening to music
Ability to reproduce songs
Ability to originate songs
Ability to give rhythmic response through
following others
Ability to give rhythmic response through
originating new responses
Ability to lead a song
Ability to teach a song
Some Understandings and Appreciations,
Such As:
Interdependence of individual on society ...
Interdependence of groups and nations
Value of loyalty to ideals
Desirability of good hygienic conditions for
practical and for aesthetic reasons
Physical fitness
Creditable performances of others in discovery,
communication, and expression
Value of well-appointed home, church, social
centers
. Value of labor and skill in home
Each individual's relation to home
Right attitude toward work
Right attitude toward associates
Value of a finished performance
Rights of workers
Duties of workers
Importance of having leisure
Importance of spending leisure advantageously.
Importance of having varied interests
Seeing beauty in nature.--
Seeing beauty in art
Personal idealism
Altruism
Respect for personality of others
Dynamic faith
Note: — Forms similar to this on the primary level may be secured from Bureau of Publications, Teachers
College.
490 Course of Study for the
BIBLIOGRAPHY AND REFERENCE MATERIALS
Note: The teacher is expected to familiarize herself with civic material contained in
basal and supplementary texts and library lists listed in connection with other courses.
References for the Teacher: (See also each grade outline.)
An American Citizenship Course in United States History. Scribner's.
Beechel. A Citizenship Program for the Elementary School. Bureau of Publications,
Teachers College, $1.50.
Bennett. How to Make the Most of Life.
Bobbitt. Curriculum Investigations. University of Chicago Press.
Character Education. Bureau of Education Bulletin, Bulletin No. 7, 150, Superintendent
of Documents, Department of Interior.
Character Training for Boys and Girls. The Child Welfare Association, New York City.
Charters. The Teaching of Ideals. Macmillan.
Charters and Waples. The Commonwealth Teacher Training Study. University of Chi-
_ cago Press, $4.00.
Citizenship Through Character Development (magazine). School Committee, Boston,
Mass., $1.50.
Citizenship Through Guidance. City Public Schools, Winston-Salem, N. C.
Coe. Law and Freedom in the School. University of Chicago Press.
Cunningham. Character Conduct and Study. Putnam's.
Davis. Guidance for Youth. Ginn.
Dewey. Democracy and Education. Macmillan.
Dewey. Human Nature and Conduct. Macmillan.
Diemer and Mullen. Pupil Citizenship. World, $1.60.
Dynes. Socializing the Child. Silver.
Fishbein-White. Why Men Fail. Century.
Fosdick. Twelve Tests of Character. Doubleday.
Fourth Yearbook of the Department of Superintendence, N. E. A.
Fiske. Boy Life and Self-government.
Germane and Germane. Character Education. Silver.
Gregg. A Course of Study in Character Education for School and Home. Lincoln.
Groves. Wholesome Childhood. Houghton.
Gruenberg. Your Child Today and Tomorrow. Lippincott.
Harris, H. M. Lessons in Civics for the Six Elementary Grades of City Schools. 150.
Superintendent of Documents, Department of Interior.
Hartshorn. Childhood and Character. Pilgrim.
Iowa Plan. National Education Press.
Hatch, Roy W. Training in Citizenship, 1926, $1.50. Scribner's.
Hatch and Stull. A Unit-Fusion Course in the Social Studies for the Junior High
School, 1926. Bureau of Publications, Teachers College.
Hutchins. Children's Code of Morals. National.
James. Talks to Teachers. Macmillan.
Kilpatrick. Education for a Changing Civilization. Macmillan.
Knight. Our State Government. Scott.
Lee. Play in Education. Macmillan.
List of Good Stories to Tell Children Under Twelve Years of Age (50). Carnegie
Library, Pittsburgh, Pa.
Mahan. An Analysis of the Characteristics of Citizenship. Bureau of Publications,
Teachers College, $1.50.
Maryland Course of Study in Citizenship. State Department of Education, Baltimore,
Maryland.
Martin, E. D. Meaning of Liberal Education.
Meyer, Harold. Thrift Through Education. Barnes.
Moore, C. B. Citizenship Through Education. American, $2.00.
Nebraska Course of Study in Character Education. Burr.
Overstreet, H. A. How We Become Ourselves. W. W. Norton, New York.
Influencing Human Behavior. W. W. Norton, New York.
Pageant of a Nation, 40 colored pictures of the story of Our Country. Foundation Press,
Inc., 501 Bulkley Bldg., Cleveland, Ohio.
Rugg and Mendenhall. Teacher's Guide for Changing Civilizations in A Modern World.
Ginn.
Richardson. Parenthood and the Newer Psychology. Putnam.
Russell. Education and the Good Life.
Starrett. The Charm of Fine Manners. Lippincott.
Thomas. Some New Techniques for Studying Social Behavior. Teachers College.
Thorndike, Edward L. Education for Initiative and Originality. Bureau of Publications,
Teachers College.
Thorn. Habit Training for Children.
Twenty-second Yearbook of the National Society for the Study of Education. Public
School Pub.
Waring. Relationships Between Early Language Habits and Conduct Control. Bureau
of Publications, Teachers College, Columbia University.
Winnetka Public Schools Goal Cards, Winnetka, 111. »
References for the Pupil:
Bailey. Sure Pop and the Safety Scouts. World.
Boy Scouts of America, 200 Fifth Ave., New York City.
Brooks. Dual Government (5-7). Rand.
Broome and Adams. Conduct and Citizenship (6, 7, 8). Macmillan.
Carpenter. Ourselves and Our City (3-5). American.
Carlton and Carlton. Story of Declaration of Independence. Scribner's.
Carlton and Carlton. Spirit of Independence. Scribner's.
Citizenship Readers (Grs. Kng.-7). Lippincott.
Elementary Schools of North Carolina 491
I. Home Environment.
II. City and County.
III. School Days.
IV. Good Citizenship Club.
V. Team Work.
VI. Makers of America.
VII. Notable Events in the Making of America.
VIII. American Government and Citizenship.
Constitution of State of North Carolina. Division of Publications, State Department of
Public Instruction.
Davis. Guidance for Youth (6, 7). Ginn.
Dearborn. The Road to Citizenship (6, 7, 8). Ginn.
Dunn and Harris. Citizenship in School and Out (1-6). Heath.
Edmonson and Dondineau. Citizenship Through Problems (6-9). Macmillan.
Evans, Patterson, Simmons. American Citizenship. Rand.
Finch. Guideposts to Citizenship. American.
Facts About the Government. The Sun, 15(5, New York City.
Fox. Roller Bears and the Safeway Tribe (3-5). Macmillan.
Gentry. Character Education. Work Books (4-7). Heath.
Hill. Community and Vocational Civics. Ginn.
Halleck and Frantz. Makers of Our Nation. American.
Hughes. Community Civics (6, 7, 8) . Allyn.
A Textbook in Citizenship. Allyn.
Knight. Our State Government. Scott.
Lyman and Hill. Community Life (6, 7). Scribner's._
Lyman, Moore and Hill. Literature and Living. Scribner's.
McVenn. Good Manners and Right Conduct. Heath.
Moore. Pennies and Plans (1-3). Macmillan.
Morgan, DeWitt S. Case Studies for Class in Civics (6, 7), 52(J. Laidlaw.
A form of workbook containing a series of interesting situations selected largely
from school life in which one or more perplexing civic questions have arisen, but
each case presents several important issues common to other forms of group life.
Phillip and Newlon. The New Social Civics (6, 7, 8). Rand.
Rexford and Carson. Constitution of Our Country. American.
Richmon and Wallach. Good Citizenship (3-7). American.
Scouting for Girls. Girl Scouts, Inc., New York City.
Serf. Rabbitville (1-3). American.
Smith. Planning a Career. American.
Playing to Win (5). Mentzer. Single copy, 640.
Turkington. Lessons in Citizenship. Ginn.
My Country. Ginn.
World Almanac. New York World, New York City, 60<. •
Elementary Schools of North Carolina 493
ADDRESSES OF PUBLISHERS
Abingdon Press, The, New York, N. Y.
Allyn & Bacon, Atlanta, Ga.
American Book Company, New York, N. Y.
.American Library Association, Chicago, 111.
Appleton, D., and Company, New York, N. Y.
Atlantic Monthly Press, Boston, Mass.
Barnes, A. S., & Company, New York, N. Y.
Beckley-Cardy Company, Chicago, 111.
Birchard, C. C, & Company, Boston, Mass.
Blakiston's, P., Son & Company, Philadelphia, Pa.
i?o&6s-Merrill Company, Indianapolis, Ind.
Bruce Publishing Company, Milwaukee, Wis.
Bureau of Publications, Teachers College, Columbia University, New
York, N. Y.
Bureau of Research, Teachers College, Columbia University, New York,
N. Y.
Burr Publishing Co., Lincoln, Neb.
Century Company, New York, N. Y.
Classroom Teacher, The, Chicago, 111.
■Compton, F. E., & Company, Chicago, 111.
Crowell, T. Y., & Company, New York, N. Y.
Department of Interior, Bureau of Education, Washington, D. C.
Dodd, Mead & Company, New York, N. Y.
Doran, Geo. H., Company, New York, N. Y.
Doubleday, Page & Company, Garden City, N. Y.
Dutton, E. P., & Company, New York, N. Y.
Educational Plaything, New York, N. Y.
Educational Publishing Company, Chicago, 111.
Flanagan, A., Chicago, 111.
Funk and Wagnalls Company, New York, N. Y.
Gabriel, Samuel Sons & Company, New York, N. Y.
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Johns Hopkins Press, Baltimore, Md.
Johnson Publishing Company, Richmond, Va.
Keystone View Company
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Lothrop, Lee & Shepard Company, Boston, Mass.
Laurel Book Company, Chicago, 111.
Lincoln School Supply Company, Lincoln, Neb.
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Macmillan Company, New York, N. Y.
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Marshall, Jones Company, Boston, Mass.
Mclndoo Publishing Company, Kansas City, Mo.
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Mentzer Bush & Company, Chicago, 111.
Merrill, Charles E., Company, New York, N. Y.
Milton Bradley Company, Atlanta, Ga.
Moffat, Yard & Company, New York, N. Y.
494 Course of Study for the
National Capitol Press, Washington, D. C.
National Education Press, Washington, D. C.
National Education Association, Washington, D. C.
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Noble & Noble, New York, N. Y.
North Carolina Education Association, Raleigh, N. C.
North Carolina Library Commission, Raleigh, N. C.
Owen, F. A., Publishing Company, Philadelphia, Pa.
Oxonian Press, Queen Street, Oxford.
Perry Picture Company, Maiden, Mass.
Pilgrim Press, Chicago, 111.
Practical Drawing Company, Dallas, Texas.
Public School Polishing Company, Bloomington, 111.
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Quarrie, W. F., & Company, Chicago, 111.
Rand, McNally & Company, Chicago, 111.
Reynolds Publishing Company, Seattle, Wash.
Row, Peterson & Company, Chicago, 111.
Russell Sage Foundation, Bloomington, III.
Sanborn, Benj. H., & Company, Boston, Mass.
Scott, Foresman & Company, Atlanta, Ga.
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Southern Publishing Company, Dallas, Texas.
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Wheeler Publishing Company, Chicago, 111.
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Winston, John C, Company, Philadelphia, Pa.
World Book Company. Yonkers, N. Y.
Victor Talking Machine Company.