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 GUIDE BOOK 
 
 FOR 
 TEACHERS OF ADULT ELEMENTARY STUDENTS 
 
 Issued bt the 
 
 State Superintendent op Public Instruction 
 Raleigh, North Carolina 
 
CONTENTS 
 
 Page 
 
 FOREWORD 2 
 
 CHAPTER -: 
 
 I. METHODS, PRINCIPLES, AND PROCEDURES- ._.— . ..__„ 3 
 
 Finding the Adult Illiterate :.-........ .-.. .'. :„_ ... 3 
 
 Approaching and Securing Interest of the Student 4 
 
 Discussing with the Student His Interests, Purposes and Problems 5 
 
 Planning for the First School Session 6 
 
 Obtaining and Maintaining Regular Attendance 7 
 
 Teaching Classroom Subjects to the Adult Beginner 8 
 
 Enabling Adult Elementary Students to Attack Their Own 
 
 Problems of Adjustment and Enrichment 14 
 
 Enabling the Student to Measure His Own Progress 16 
 
 Aims and Objectives 16 
 
 Suggestions to the Teacher on Measuring Progress 16 
 
 Some Important Goals for Adult Elementary Students 17 
 
 Objectives for Groups I to III 18 
 
 Some Desirable Achievements for Functional Literacy 18 
 
 II. MATERIALS 26 
 
 Literacy Work Kits 20 
 
 Record Forms 21 
 
 Samples of Record Forms 22 
 
 III. MANAGEMENT PROBLEMS 24 
 
 For Supervisor or Head Teacher and Community School Council.. 24 
 
 For Teachers or Volunteers 24 
 
 For Adult Students 25 
 
 APPENDIX— ENRICHMENT MATERLA.LS 26 
 
 Good Health Practices . .. 26 
 
 Other Important Health Suggestions . 26 
 
 Good Citizenship 26 
 
 Letter-Writing Sentences for Dictation 27 
 
 Poem — "It Couldn't Be Done" 29 
 
 A Handful of Shared Knowledge 30 
 
Publication Number 212 
 
 GUIDE BOOK 
 
 FOR 
 
 TEACHERS OF ADULT ELEMENTARY STUDENTS 
 
 By 
 
 Elizabeth C. Morriss 
 
 AND 
 
 Della M. Day 
 
 Issued by the 
 
 State Superintendent of Public Instruction 
 
 Raleigh, North Carolina 
 
 1939 
 
FOREWORD 
 
 This Guide Book has been prepared for new literacy teachers 
 and for volunteers in the literacy field. The need for such a book 
 is definite. In the Adult Education program there are, of neces- 
 sity, many new teachers. The large number of new teachers is 
 due to the fact that the program is a new one. One volunteer 
 group of considerable proportions is made up of selected upper 
 classmen from many of the fifty-six colleges in the state. The 
 presidents of these colleges have expressed an interest in many 
 counties in reducing illiteracy to a minimum by 1940. During 
 the year 1938-1939, many college students are teaching their 
 illiterate neighbors — just off the campus — to read and write with 
 most satisfying results. Public school teachers are finding that 
 the teaching of their illiterate patrons is paying real dividends 
 in terms of better home and school relationships. 
 
 Specifically the State-wide Coordinated Literacy program, 
 planned for this year, will attempt to make literate every patron 
 of the public schools, every welfare client, every WPA worker, 
 and every holder of a driver's license now classed as illiterate. 
 In this connection there are now available the names and ad- 
 dresses of more than 3,000 holders of automobile drivers' licenses 
 who sign their names with an X mark, and more than 30,000 
 illiterate school patrons. 
 
 The two-fold purpose of this Coordinated Literacy Drive is to 
 get ready for the 1940 census and to get these students in Com- 
 munity Schools so that they may continue their education. Each 
 student will be taught to write his name and address and to 
 master the reading of three or four lessons for absolute begin- 
 ners during this literacy drive. This will encourage the student 
 to enter regular Community School groups. These activities of 
 the literacy teachers and of the literacy volunteers constitute a 
 service to the community, the county, and the state. 
 
 The new teachers and volunteers are urged to consider the 
 suggestions and materials in the Guide Book as an introduction 
 to Gray's Manual for' Teachers of Adult Elementary Students 
 and the Citizens' Reference Book, Vol. I. They will no doubt find 
 it an unforgettable experience to teach men and women to master 
 the tools of learning, enabling them to carry out their purposes 
 and to attack their own problems. 
 
CHAPTER I 
 
 METHODS, PRINCIPLES, AND PROCEDURES 
 
 Basic methods for modern, imaginative teaching should enable 
 the student to : 
 
 Start where he is. ' 
 
 Go in the direction he wants to go. > 
 
 Go at his own pace. 
 
 Make immediate use of new learnings for present purposes. 
 
 See next definite steps ahead. 
 
 Want to take those steps. 
 
 FINDING THE ADULT ILLITERATE 
 
 County and city director and head teachers will use the fol- 
 lowing sources to secure names and addresses of prospective 
 students : 
 
 Personal visits to the homes of the illiterates (by far the most 
 important) 
 
 Public schools, superintendents, principals, teachers, PTA 
 summer round-up chairmen and grade mothers 
 
 Tax listers, tax books, tax lists, and tax abstracts 
 
 Election registrars 
 
 Juvenile courts (names of clients and their parents) 
 
 WPA case records and 402's 
 
 Department of Public Welfare, including Social Security 
 workers, case records, and commodity clients 
 
 Farm Security clients (Resettlement Office) 
 
 Local farm and home demonstration agents 
 
 Local offices N. C. State Employment Service 
 
 Workers' Compensation work cards 
 
 Health officials 
 
 Law enforcement officers 
 
 Banks, post offices, and mail carriers 
 
 Industrial plants and labor unions 
 
 Business firms and insurance agents 
 
 Rural ministers and other church workers 
 
 Rural store keepers. 
 
 Note: Assistance in making the census may be secured from 
 members of women's clubs and from civic, social, pa- 
 ^1^ triotic, fraternal, and religious organizations. Only 
 
 y, tactful and understanding individuals should be asked 
 
 ,y to visit in homes or to come in contact with the pros- 
 
 V pective students. 
 
4 Guide Book for Teachers of 
 
 approaching a\l) securixg interest of the student 
 
 Even more difficult than finding the student is approaching 
 him, at least for a new worker. The more experienced ones have 
 discovered half a dozen psychological principles which are ef- 
 fective in doing away with both the student's embarrassment 
 and the teacher's. They have found : 
 
 1. That the adult illiterate may be, and often is, progressive — 
 open to new ideas — but not plastic, i.e., not shaped readily 
 by any new suggestion, and that I'epeated and varied 
 efforts must be used to secure interest. 
 
 2. That slantwise suggestions are far more likely to be ac- 
 cepted than direct suggestions, on the principle that a flank 
 movement succeeds when a frontal attack fails. The 
 teachers say, "We are planning to have a Night School in 
 this neighborhood. Do you know anyone who would be 
 interested in coming to it?" rather than "Won't you come 
 to our Night School?" 
 
 3. That any adult is more susceptible to suggestions that come 
 from one clothed with prestige. The dictionary tells us that 
 prestige is that which excites such wonder or interest or 
 admiration as to paralyze the critical faculty. So the 
 teachers associate with themselves someone from whom this 
 prestige can be reflected, or who will recount what the 
 schools have done for him or his neighbors in some other 
 place. 
 
 4. That imagination and feelings must be appealed to rather 
 than reason through arguments. The teachers remember 
 their own moods when their predominant feeling is just to 
 be let alone. By the opportunities they can offer, they try 
 to appear as the open door into a new life. 
 
 5. That reiteration of the same idea in various forms is help- 
 ful to the production of an effect upon any person in a 
 normal state of mind. The teachers plan at least half a 
 dozen points of attack when trying to secure interest — 
 wives, employers, children, jobs, friends. They know that 
 what strikes us from all directions at almost the same time 
 has a tremendous effect. 
 
 6. That the type of our students is distinctly individualistic 
 with a strong consciousness of personal freedom, free-will, 
 and a tendency for each man, if not to think for himself, at 
 
Adult Elementary Students 5 
 
 least to value and rely on his own judgment and opinion. 
 Abraham Lincoln has so surely reached the very heart of 
 the matter of approach that each new teacher is given his 
 words as a summary of our method of approach : "If you 
 would win a man to your cause, first convince him that you 
 are his friend. Therein is a drop of honey that catches the 
 heart, which say what you may, is the greatest highroad to 
 his reason, and which, when once gained, you will find but 
 little trouble in convincing his judgment of the justice of 
 your cause, if indeed that cause be really a just one. On 
 the contrary, assume to dictate to his judgment or to com- 
 mand his action, or to mark him as one to be shunned or 
 despised, and he will retreat within himself, close all ave- 
 nues to his head and heart. Such is man, and so must he 
 be understood by those who would lead him, even to his 
 own interests." 
 
 DISCUSSING WITH THE STUDENT HIS INTERESTS, PURPOSES, 
 AND PROBLEMS 
 
 The skillful teacher will not lose an opportunity to learn the 
 interests, purposes, and problems of each of her students. This 
 can be done in a number of ways. Probably the most effective 
 means to be used are: (1) informal conferences, (2) tactful 
 questioning, and (3) the filling in of simple questionnaires. 
 
 The adult illiterate will talk rather freely to the teacher after 
 she has gained his confidence and shown sincere interest in him 
 and his problems. While filling in the census and enrollment 
 blank, experience has shown that a student can be led to give 
 valuable information concerning his interests, purposes, and 
 problems. The teacher can thus secure and record facts or in- 
 formation on which to base the student's future lessons. The 
 teacher will be constantly on the alert to see that she is meeting 
 and satisfying the interests of the student and that she is help- 
 ing him to solve his own problems. 
 
 The chief interests of adult elementary students as shown by 
 a nation-wide study : 
 
 1. Jobs. 
 
 2. Self and Home Improvement (Children are included 
 in this). 
 
 3. Community Relationships (Finding own place in 
 community life). 
 
6 Guide Book for Teachers of 
 
 4. Recreation (Emphasis on travel, seeing and hearing 
 new things, music, flowers, radio, movies). 
 
 Are these the interests of your students? 
 In what order would they rank them? (1, 2, 3, 4) 
 What kinds of recreation do they like best? 
 What kinds of recreation do they now have in their homes and 
 communities? 
 
 Modern economic and social problems closely related to the in- 
 terests of adult elementary students : 
 
 Interests Modern Problems 
 
 1. Jobs Unemployment 
 
 2. Self and Home Improve- Education 
 ment Housing 
 
 Household Management 
 Soil Conservation, etc. 
 
 3. Community Relationships Farmers' Cooperatives 
 
 Consumers' Cooperatives 
 City and rural groups 
 
 4. Recreation Wiser use of leisure time 
 
 PLANNING FOR THE FIRST SCHOOL SESSION 
 
 The place of meeting may be a school building, a church, a 
 vacant room over a store, a home — any available place to which 
 the students like to come. But wherever it is, it will be at its 
 best, whatever that best may be. There will be no set program, 
 but the experienced teacher usually plans to make the first class 
 program serve at least six important purposes : 
 
 1. To increase the interest, enthusiasm, and confidence of the 
 students. One method : Welcome each student and make 
 him feel at home. All of the other activities of the evening 
 are planned with this purpose in mind. 
 
 2. To learn as much as possible of the background, the in- 
 terests, the purposes, the problems, and the abilities of the 
 students. Suggested method: (1) Ask each student to fill 
 out enrollment blank or give the information for filling it 
 out. (2) Try out certain informal tests in arithmetic and 
 spelling. (3) Talk with the students before school, after 
 school, and while you are helping them fill out the enroll- 
 ment and autograph blanks. 
 
Adult Elementary Students 7 
 
 3. To help students organize themselves into groups in which 
 they can do their best work — beginners, intermediate, ad- 
 vanced. Suggested method: (1) Discover their ability in 
 filling out the enrollment blank. This will test them in 
 reading, in writing, and in thinking. (2) Try them out in 
 simple number work. The intermediate and advanced 
 groups (according to the enrollment blank) may work se- 
 lected problems in the Citizens' Reference Book (as those 
 on page 147, Book II). The beginners may make or copy 
 numbers to ten and add very simple numbers (as those on 
 page 109, Book I). (3) Try them out in spelling: Dictate 
 two short sentences to the advanced group. Use some of 
 the difficult words in the Period II spelling list. 
 
 4. To provide definite and vital instruction. Suggested 
 method: Make sure that each student learns at least one 
 new thing in the subject in which he is most interested. 
 This may be accomplished during the above activities. 
 
 5. To supply information of general interest relating to plans 
 for the school term. 
 
 6. To encourage a spirit of comradeship. Suggested method : 
 (1) Bring all groups together for closing exercises. (2) 
 Sing a familiar song (all groups and the teacher). (3) 
 Discuss possible plans for the term and secure suggestions 
 and choices from the students. (4) Read an appropriate 
 poem. Ask students to join in repeating parts of it. (5) 
 Ask everyone to repeat the Twenty-third Psalm and the 
 Lord's Prayer. (6) Ask all to join in singing the favorite 
 Community School song "Higher Ground." (7) Give a 
 brief, cordial, enthusiastic invitation to all students. (8) 
 Give to each individual a sense of satisfaction, a feeling of 
 power. See that he has a good time and make him feel 
 important and interested in coming back for the next meet- 
 ing. 
 
 OBTAINING AND MAINTAINING REGULAR ATTENDANCE 
 
 1. Attractive and comfortable physical conditions. 
 
 2. Friendly hospitable atmosphere. 
 
 3. Appropriate grouping of students. 
 
 4. Well-planned lessons, based on the interests, purposes, and 
 problems of the students. 
 
 5. Frequent measurements of progress. 
 
 6. Use of duplicate independent workbooks by each student. 
 
8 Guide Book for Teachers of 
 
 7. Varied, pleasant activities in the program, with occasional 
 surprises. 
 
 8. Effective exhibits, planned for specific purposes. 
 
 9. Careful planning and development of school and community 
 projects. 
 
 10. Visits to absent students by members of the attendance com- 
 mittee of the student organizations. 
 
 11. Personal interviews by teacher, supervisor, or director, with 
 maladjusted students. 
 
 12. Beginning and stopping on time. 
 
 13. Frequent rewards for honest effort and progress. 
 
 14. Teacher one of the group — not on a pedestal. 
 
 15. Frequent checking up by the teacher of her own techniques 
 and frequent observation of other teachers when possible. 
 (See Gray's Manual, p. 25.) 
 
 teaching classroom subjects to the adult beginner 
 
 Writing His Name 
 
 First Lesson: 
 
 Ask the student to make his mark as he has always made it, or 
 make an effort to write his name. After student makes his mark 
 it is well to assure him this is the last time he will have to do this. 
 Tell him that he will soon be signing his own name for himself. 
 Be sure to keep first efforts or X mark on Lit. 4. (See page 24.) 
 
 Write a copy of the student's full name while he looks on. 
 
 Ask the student to copy what you have written. 
 
 Watch for difficulties and help the student to overcome them 
 by: 
 
 Drilling on capitals and letters on which the student needs 
 help. 
 
 Giving suggestions on where to begin and how to join. 
 Making complete copy of name, writing slowly while the 
 student watches each movement. 
 
 Make 10 or 12 copies of the name on ruled paper, leaving ade- 
 quate space for copying. Break name into parts and drill on 
 each letter. The last copy should always be complete to give the 
 student a picture of how his full name looks. 
 
 Drill until student can copy without help. 
 
 Leave at least 12 copies of the name with ample space between 
 each copy for home practice. Draw lines if paper is not ruled. 
 
Adult Elementary Students 9 
 
 Urge student to practice copying or writing his name five 
 times or more each day at intervals. 
 
 Notes : 1. Be cordial and natural in approaching new ac- 
 quaintances. 
 
 2. Show interest in his children, garden, etc. 
 
 3. Try to help student overcome timidity and fear of 
 ridicule. 
 
 4. Write a copy of name, put a pencil in hand, and 
 ignore his embarrassment. He will then usually 
 try to write. 
 
 Second Lesson: 
 
 Check work done by students since last lesson. 
 Note good points. 
 Give encouragement. 
 Look for difficulties. 
 
 Clear up difficulties by: 
 
 Discussing his problems with the student and by 
 Drilling on recognized weak parts. 
 
 Help the student to gain confidence by : 
 
 Spelling his name with him letter by letter as he writes and 
 Showing him where to begin, how to join, how to slant, and 
 how to make the general movements. 
 Make a good clear copy of the student's name and ask him to 
 copy slowly and carefully to get it in his mind, then to turn the 
 paper over and try to write from memory, looking back at copy 
 as often as necessary. (See page 11.) 
 
 Commend student's efforts and give him a feeling of satisfac- 
 tion. 
 
 Leave 20 copies of his name, well-spaced, for student's home 
 work. 
 
 Third Lesson: 
 
 Review the work done in Lessons I and IL 
 
 Get student's best work on autograph blank. Lit. 4. 
 
 Teacher to fill entire blank correctly. 
 
 Under remarks give facts about student, his progress, his 
 family, etc. 
 
 Note : A filled blank for each literacy student is to be saved 
 for showing progress. Three efforts for each stu- 
 dent will be excellent. A snapshot of student will 
 add greatly to the value of the autograph book. 
 
10 Guide Book for Teachers of 
 
 Check to see that student writes name in life situations at least 
 a half dozen times : 
 
 On Lit. 4 for State and District autograph books. 
 
 In teacher's personal autograph book. 
 
 In other students' autograph books. 
 
 On child's report card, on work card, checks, etc. 
 
 Notes: 1. The average normal adult should master the copy- 
 ing of his name in three or four lessons. 
 
 2. Be sure that student can write his name with ease, 
 and get his promise to continue to do his own writ- 
 ing. 
 
 3. Make him literacy-conscious and interested in be- 
 ing ready for the 1940 census. 
 
 Fourth Lesson: 
 
 Devise interesting situations for writing name and help to 
 smooth out any difficulties still remaining. 
 
 Make copies of student's address and other letters of alphabet. 
 
 Discuss with student his experiences in signing his name. Ask 
 him to promise to sign it himself whenever the occasion arises. 
 Inspire him to want to gain functional literacy — to write letters, 
 to read the Bible, the newspaper, and to keep his own accounts. 
 
 Each student will be given a minimum of 8 one-hour lessons 
 or 16 one-half hour lessons. Carefully prepared practice work 
 will be done by the student between lesson periods. 
 
 Folloiu-Ups: 
 
 Before dropping his or her students the volunteer teacher will 
 help each of them to do one of the following : 
 
 To enroll in a regular class if an adult teacher is available. 
 To take correspondence work with someone on the adult 
 
 education staff. 
 To get self-help books and materials for continuing his 
 
 learning, such as : Citizens' Reference Book, note books, 
 
 dictionary, etc. 
 To get help from member of family or neighbor. 
 
 Note : Stimulate the student to want to learn to use a library 
 and to continue his education throughout life. 
 
Adult Elementary Students 11 
 
 Type of First Writing Lesson for An Absolute Beginner 
 
 ^77Z^fXn/Uy TlyOTL^^ 
 
 rrb 7n. 777. rr). 7n. ' 
 
 (Z/iy ^^/2^ cirut^ cui^n^ cui^^ 
 
 /TTyCUtyu^ /7Z<irvnjy HT/Cunyuy 
 
 K It IC 14. 7L X. 
 
 TTlcLn/Uy liLnrygy 
 
 Note: It is understood, of course, that this will be on ruled 
 paper with at least three blank lines between each 
 copy. (See first line.) 
 
 Writing and English 
 
 Principles and Procedures : 
 
 In teaching writing to adult beginners, the teacher will use 
 methods which will enable the students to attain legibility, cor- 
 rect spacing, slant, height, and reasonable speed. 
 
 She will remember that the main difficulties for the student 
 are: 
 
 Where to begin and how to join. 
 
 That the writing of one's own name is highly motivated and 
 
 should be started at the very first lesson period. 
 That it is important for the student to have correct position. 
 
12 
 
 Guide Book for Teachers of 
 
 That arm movement is unimportant and should not be 
 
 stressed. 
 That each student should have two blank note books for 
 
 practice work. 
 That the changing of print to script may begin by lesson 
 
 eight and be used frequently thereafter in home and class 
 
 work. This is an excellent means of helping the student 
 
 to become independent in his writing. 
 That letters in groups of similar formation help the student 
 
 to master the alphabet more quickly. 
 
 Tweyitij Lessons in Writing and English for Period I. 
 
 The following outline is taken from Citizens' Reference Book, 
 Vol. I, and Gray's Manual, and is for adaptation to the needs of 
 individual students and may be used as one means of measuring 
 progress. Lessons for students in class and at home follow : 
 
 Lesson L Copy name. Learn a, d, g, q. 
 
 Lesson IL Review lesson I. Drill on difficult letters in 
 
 name. Copy address and date. 
 Lesson IIL Write name from dictation. Write address 
 
 and date from copy. Learn o, 1, h, b, k, f . 
 Lessons IV, V. Review lesson III. Write name and address 
 
 from dictation. 
 
 Lesson VI. Review all previous lessons. Sign name in life 
 situations if possible. Learn i, j, u, w, p, t. 
 
 Lesson VII. Review i, j, u, w, p, t. Write name from 
 memory. 
 
 Lesson VIII. Write name in various life situations. Copy 
 
 spelling words from reading lesson (print to 
 
 script) . 
 Lessons IX, X, and XL Learn m, n, v, x, y, z. Learn address 
 
 and date line for letter. Copy abbreviations 
 
 Mr., Mrs., Dr., St., Ave., N. C, D. C. 
 Lesson XII. Learn c, o, r, s. Copy names of members of 
 
 family and friends. 
 Lesson XIII. Drill — ba, be, bi, bo, bu, br and I. Copy short 
 
 script letter. 
 Lesson XIV. Drill — ob, of, og, oh, om., ov, ox, B, P, R. Write 
 
 short letter from dictation. 
 
 Lesson XV. Drill — va, ve, vi, vo, vu, vr, F, H, K, T. 
 
Adult Elementary Students 13 
 
 Lesson XVI. Drill — wa, we, wi, wo, wii, wr, M, N, U, V. 
 
 Spelling words. 
 Lesson XVIL Drill— wr, wh, tr, th, W, X, Y, Z. Copy letter 
 
 from print. 
 Lesson XVIIL Drill — A, C, D, E, 0. Copy sentences from 
 
 reading lessons. 
 Lesson XIX. Drill — qu, aqu, I, J, G, L, Q, S. Spelling and 
 
 sentences from dictation. 
 
 Lesson XX. Drill — "The quick brown fox jumps over the 
 lazy dog." (Every letter in the alphabet is 
 included in this sentence.) Recognize small 
 capital letters. Write the alphabet in note- 
 book if possible without copy. Write the small 
 and capital letters from dictation and from 
 memory. 
 
 Note: See Citizens' Reference Book, Vol. I, pages 69 to 108, 
 and Gray's Manual, pages 49 to 51. 
 
 Reading and Spelling 
 
 The aims for reading in this period are: (1) To give the stu- 
 dent in a minimum time the mastery of the mechanics of reading 
 so that he can quickly get the thought from the printed page. 
 "To get, to feel, and to give the thought."* (2) To create within 
 the student a desire to read for himself good books, magazines, 
 and newspapers. These aims may be attained through a combi- 
 nation of methods. The sequence will always be : the central 
 thought, the sentence, the phrase, the word, the name and sound 
 of the letter. 
 
 Notes: Each reading lesson will have three parts: (1) Devel- 
 opment (Preparation), (2) Reading of the lesson 
 (Activity), (3) Application and supplementary drill 
 (Follow-up). 
 
 There are two types of reading: (1) Silent or thought getting, 
 (2) Oral or talking from print. With the absolute beginner, the 
 teacher begins with the oral reading preceded by questions and 
 as much response as possible from the student. 
 
 There are three types of reading materials: (1) Informal, 
 prepared by teacher, that relates to the experience of students. 
 
 ♦Improvizations and simple dramatizations are useful in giving thought of materials read in 
 group situations. 
 
14 Guide Book for Teachers of 
 
 (2) A Basic Reader. (3) Very simple beginning books such as 
 Highway Signs, Our Home, etc. 
 
 For the coordinated literacy drive period, the teacher or volun- 
 teer will do as much as possible to stimulate interest in reading 
 at least four of the lessons in one of these easy books. If a 
 student is unusually ambitious and reads all twenty of these 
 lessons, he should have some recognition for this achievement. 
 A gospel or some other book in which the student is interested 
 may be given as an award and a stimulus to read more. 
 
 Spelling may well be taught in connection with reading and 
 writing lessons. The teacher will help the student to see (with 
 eye and brain), to hear, to pronounce, and to write the new word 
 he is trying to learn. 
 
 The student should acquire a spelling consciousness and learn 
 to look up words in alphabetical list, preparatory to learning to 
 use the dictionary. 
 
 References : Bulletin 27, Gray's Manual, Citizens' Reference 
 Book. 
 
 Arithmetic for the Adult Student 
 
 During the coordinated literacy drive, efforts will be made to 
 harness the interests of the student, to find his most urgent pur- 
 poses and to enlist him in adult classes. Many students, partic- 
 ularly the men, are deeply interested in learning to "figger." 
 When an individual desires, the teacher may put simple arith- 
 metic problems in his note books. 
 
 The specified method of teaching arithmetic is for the teacher 
 to help the student to review, to learn new facts, to practice, and 
 to apply. 
 
 For the very first lessons students may practice the making of 
 numbers to 100 and do addition and subtraction problems within 
 range of student's interest and ability. Students are often inter- 
 ested in numbering pages in note books, reading the calendar, 
 counting money, and in some cases, learning to tell the time of 
 day. Most of them can do the last. The teacher is urged to 
 study pages 62 to 77, Gray's Manual, for more help in teaching 
 arithmetic. See outline for adaptation, Citizens' Reference Book, 
 Vol. I, pages 109 to 132. 
 
 ENABLING ADULT ELEMENTARY STUDENTS TO ATTACK THEIR 
 OAVN PROBLEMS OF ADJUSTMENT AND ENRICHMENT 
 
 Some of the methods which have proved useful in enabling the 
 student to attack his own problems are observation, preparation. 
 
Adult Elementary Students 15 
 
 discussion, and follow-up, including reading and the application 
 of new learnings. - 
 
 Types of information desired by many students are: 
 
 What to do in time of sickness. 
 
 How to keep well. 
 
 What to do in case of injury. 
 
 How to get a job. 
 
 How to become a wiser parent. 
 
 What kinds of foods should be eaten. 
 
 How to spend money wisely. 
 
 How to budget expenses. 
 
 How to keep property in order. 
 
 How to improve conditions in the home. 
 
 How to get along with other people. 
 
 How to take part in community affairs. 
 
 Adjustment and Enrichment Problems (In connection with 
 a trip) 
 
 Where to go. 
 
 What to wear. 
 
 How to get there. ~ 
 
 How to plan for the trip. 
 
 Distance (trace route on map). 
 
 Things I will see on my way. 
 
 Things I will see and hear when I get there. 
 
 Distinguished guests I will meet. 
 
 How TO Behave in Public 
 
 I will leave snuff and tobacco at home. 
 I will put paper and trash in cans. 
 I will not use chewing gum. 
 I will not spit in public places. 
 I will not push or crowd. 
 
 I will not leave or walk around or talk during the pro- 
 gram. 
 I will be courteous to everyone. 
 
 How TO Take Care of Children 
 
 I will leave my children at home for their own comfort, as 
 
 well as mine. 
 I will leave them in careful hands. 
 
16 Guide Book for Teachers of 
 
 I will give them a party before I go and when I get back. 
 I will teach my children to be self-reliant and unselfish. 
 
 ENABLING THE STUDENT TO MEASURE HIS OAVN PROGRESS 
 
 Very definite means by which the adult elementary student 
 can measure his own progress are: (1) Dated autographs and 
 other specimens of his work clipped together, arranged on a 
 poster, or kept in a folder. (2) Duplicate note book containing 
 most of his practice work, each lesson numbered and dated. (3) 
 Personal achievements, such as copying or writing a letter, read- 
 ing a certain number of pages, spelling a given number of words, 
 etc., checked against early efforts of work. The teacher dis- 
 cusses these materials with the student and points out his prog- 
 ress and helps him to evaluate what he has accomplished. 
 
 While filling enrollment blanks, the teacher discovers and 
 records the interests, purposes, and problems of each student. 
 Step by step, as the individual student masters the writing of his 
 name, the letter groups, the copying of script, the changing of 
 print to script, and doing simple lessons in other tool subjects, 
 the teacher helps him to apply these new learnings to the solving 
 of his own problems. She gives recognition and encouragement 
 and leads the student to see how increasingly these learnings 
 will function in his life. 
 
 AIMS AND OBJECTIVES 
 
 General Objectives: The two-fold purpose of the North 
 Carolina Adult Education program is (1) Adjustment and en- 
 richment for individuals, (2) Conservation of human resources 
 for the State. 
 
 Specific Literacy Objectives: (1) Forestalling and reducing 
 illiteracy to a minimum. (2) Working for more abundant living 
 through a richer and more resourceful life. (3) Providing for 
 character building through child-care and training. (4) Pro- 
 viding better home conditions, a more normal home environment 
 and better physical and mental health standards for the under- 
 privileged group. (5) Improving economic and social status of 
 the group through education, vocational guidance, the sale of 
 craft articles, the securing of better jobs, etc. (6) Working for 
 more active participation in community and civic affairs. 
 
 SUGGESTIONS TO THE TEACHER ON MEASURING PROGRESS 
 
 An essential step in planning to measure progress is to set up 
 clear-cut objectives in the beginning of the project. The object- 
 
Adult Elementary Students 17 
 
 ives which students and instructor are trying to reach should be 
 stated in clear and understanding terms. This statement of 
 objectives then becomes the plan against which to check. We 
 shall need to set devices for checking each of the objectives. 
 Measuring progress in only one or two of the objectives is not 
 enough. We must have the total picture. Stated a little dif- 
 ferently : 
 
 Know what you and your students are trying to do. 
 
 State your general problem, your specific problem, and your 
 enabling problems clearly. 
 
 Check on each to see whether or not you have accomplished it. 
 
 After each check, write the words as shown by and set down 
 your proof. 
 
 Be satisfied with nothing less than the total picture. 
 
 Have many types of tests (measurements of progress). 
 
 Use them frequently and always without tension. 
 
 Record the results. 
 
 Organize study and use the results. ' 
 
 Build up a pattern of results in each student's cumulative 
 record, together with personal impressions and all available 
 facts in the student's background and achievement. 
 
 Make decisions as to placement, promotion, guidance, and re- 
 wards on the total picture of the student's abilities, apti- 
 tudes, character, and potentialities. 
 
 Notes : 1. Basic purpose guidance. 
 
 2. Students and teachers will have excellent opportun- 
 ities to measure their progress through participa- 
 tion in a well-planned culminating activity, either 
 local or state-wide. 
 
 SOME IMPORTANT GOALS FOR ADULT ELEMENTARY STUDENTS 
 
 Correct spelling and correct use of capitals and simple punctu- 
 ation (Dictation, a great help). 
 
 Correctness attained in all work done. 
 
 Use of alphabetical list and of the dictionary. 
 
 Mastery of the arithmetic needed for every-day problems. 
 
 Love of good reading implanted. 
 
 Closer contact with national, state, county, and local agencies. 
 
 High standards of living for a normal, happy life. 
 
18 Guide Book for Teachers of 
 
 ohjectives for groups i to iii 
 
 Absolute Beginner — A student who cannot write his name, 
 read the first page in a first reader, or make the figures to 10 is 
 considered an absolute beginner. 
 
 First Group (I) — Before leaving the first group the students 
 should be able to do the following things: (1) Recognize and 
 write all small letters, recognize all capital letters. (2) Write 
 name, address, and very short sentences. (3) Change print to 
 script. (4) Read through a first reader of average first-grade 
 difficulty. (5) Spell 50 words. (6) Read and write numbers to 
 1,000. (7) Add simple numbers with carrying. 
 
 Second Group (II) — Before leaving the second group, a stu- 
 dent should be able to do the following things : (1) Write legibly 
 and correctly a short personal letter. Write a short business 
 letter, ordering something that will bring concrete results. (2) 
 Read through a second reader of average second-grade difl[iculty. 
 (3) Spell 150 words. (4) Read and write numbers to 10,000. 
 (5) Subtract numbers of five or six places in problems involving 
 "borrowing." 
 
 Third Group (III) — Before leaving the third group, students 
 should be able to do the following things: (1) Write correctly 
 several types of personal and business letters. (2) Read books 
 of third-grade difficulty and selections from the Bible, news- 
 papers, and magazines. (3) Spell 500 words. (4) Read and 
 write numbers to 1,000,000. (5) Solve problems in long division 
 with 3 figures in the diviser and 6 or 7 in the dividend. 
 
 some desirable achievements for functional literacy 
 
 Arithmetic 
 
 Demonstrated ability to do problems involving two or three of 
 
 the fundamental operations. 
 Demonstrated ability to make a budget for any given income. 
 
 Demonstrated ability to add, subtract, multiply, and divide 
 fractions and to solve daily problems involving these opera- 
 tions. 
 
 Demonstrated ability to solve problems in simple interest 
 needed in everyday life. 
 
 Demonstrated ability to solve all problems involved in stu- 
 dent's occupation. 
 
Adult Elementary Students 19 
 
 English 
 
 Demonstrated ability to write with fair facility an original 
 paragraph of six or seven sentences upon a subject within 
 the range of experience or interests. Such a paragraph 
 should show : 
 
 (1) An absolute mastery of the "sentence idea." 
 
 (2) Freedom from glaring grammatical mistakes. 
 
 (3) Correct spelling of all ordinary words. 
 
 (4) Unfailing use of the commonest marks of punctuation. 
 
 (5) Some evidence of the attention to matters of sentence 
 structure and to the choice of words. 
 
 Demonstrated ability to write correct personal and business 
 letters. 
 
 Oral English 
 
 Demonstrated ability to stand before a class and talk for three 
 minutes on a subject within the range of their knowledge 
 or experience, speaking plainly, in a given number of clean- 
 cut sentences and without common grammatical mistakes. 
 
 Reading 
 
 Demonstrated ability to read a newspaper or magazine article, 
 or chapter in elementary history, and give the thought con- 
 tained. 
 
 Spelling 
 
 Demonstrated ability to use the dictionary freely and rapidly. 
 Demonstrated ability to spell 90 per cent of the Ayres' list of 
 1,000 words. 
 
 Writing 
 
 Demonstrated ability to write legibly all small and capital 
 letters with correct slant, height, and spacing, and to ac- 
 quire reasonable speed. 
 
 History 
 
 Demonstrated ability to discuss problems of history, current 
 events and public affairs in groups. 
 
 Adjustment and Enrichment 
 
 Demonstrated ability to discuss problems or situations based 
 
 on materials studied in Community Schools and to make 
 
 satisfying use of certain new learnings. 
 See summary of objectives for three periods, pages 32 to 34, 
 
 Gray's Manual. 
 
CHAPTER II 
 
 MATERIALS 
 
 LITERACY WORK KITS 
 
 For County Supervisor, Director, or Head Teacher 
 
 County or city spot map and charts showing location of all 
 illiterates, (1 chart for checking results) 
 
 Gray's Manual for Teachers of Adult Elementary Students 
 
 Morriss' Citizens' Reference Books — Vols. 1 and 2 
 
 Wil Lou Gray's Bible Story Reader 
 
 Composition and Writing Book by Kelly and Morriss 
 
 Lesson Units on — Home, Safety, North Carolina, North Caro- 
 lina Crafts, Jobs, Health, etc. 
 
 Other books for awards 
 
 For Teacher or Volunteer 
 
 Gray's Manual (if possible) 
 
 Small autograph book for first and best efforts of all students 
 taught to sign name 
 
 Census and Enrollment Blanks (Lit. 3), one for each student 
 
 Autograph Blanks (Lit. 4), four for each student 
 
 Citizens' Reference Book, Vol. I, by Elizabeth C. Morriss 
 
 Large-print Testament or Gospel 
 
 Song books 
 
 Our Home, Home Series, Book I 
 
 Highway Signs, Highway Safety Series, Book I 
 
 Bible Story Reader by Wil Lou Gray 
 
 Flash cards, based on Citizens' Reference Book and other read- 
 ing lessons 
 
 Signs encountered in every-day life 
 
 Other materials — pictures, pencils, newspapers, paper, maga- 
 zines, and dictionary 
 
 Blank note book for teachers, organized for keeping the fol- 
 lowing : 
 
 1. Daily Record 
 
 Number of visits made 
 
 Number of miles traveled (walked or driven, total) 
 
 Number of hours worked 
 
 List of absolute beginners found 
 
 Students' interests, purposes, and problems 
 
 Human interest stories and other notes 
 
 Special personal comments, ideas, etc. 
 
Adult Elementary Students 21 
 
 2. Data Collected _ 
 
 List of illiterates not taught. Give names and ad- 
 dresses and state those who are not enrolled 
 
 List of illiterates unable to copy name after five lessons 
 
 List of cripples and other defectives, mental and 
 physical 
 
 Roll of all taught with number and date of lessons, 
 age, address, progress, etc. 
 
 List of leaders, both literate and illiterate, who may 
 help in getting adult schools started and keep up 
 interest in Adult Education program 
 
 Plans for opening of schools in fall, including sugges- 
 tions as to place of meeting, probable number of 
 students, etc. 
 
 For Adult Students 
 
 Six-Lesson Leaflets (Reading) 
 
 Note books for independent work on individual problems 
 
 (two for each student, 5c each) 
 Pencils 
 Scratch pads 
 
 Twenty Lessons on Home or Highway Safety 
 Large-print Gospel, 20f 
 
 Morriss' Citizens' Reference Book, Vol. I, 50(* 
 Autograph book for collecting autographs of friends 
 
 RECORD FORMS 
 
 Suggestions to the teacher on the use of certain forms. (See sample forms 
 pages 22 and 23.) 
 
 Literacy 3 (Census and Enrollment) has a two-fold purpose. 
 It will be a permanent record in the county office and should be 
 filled out as completely and accurately as possible. It may be 
 used as an informal test of the literacy rating of students. In 
 interviewing prospective students the teacher should ask them 
 to fill in this blank and not offer any assistance whatsoever, un- 
 less the person asks for help. If help is given, be sure to so state 
 on blank. If student cannot sign his name, ask him to make his 
 cross mark and teacher writes in name and all other data on the 
 form. 
 
 Literacy U (Autographs) should be filled at the first lesson as 
 soon as Lit. 3 is completed. If this was made by or for student 
 during the census period, it will not be necessary to fill out again. 
 
22 Guide Book for Teachers of 
 
 If student cannot write his name, have him make his X mark 
 and teacher write his name, remarking that this is the last time 
 he will ever have to sign his name with a cross mark. Give as 
 much assurance and confidence as possible to the student and 
 find out his purpose in wanting to read and write. Under re- 
 marks tell something interesting about the student — his age, 
 family, attitudes, purposes, etc. Give date and number of lesson. 
 Be sure to fill in three copies each time. The teacher should have 
 at least three different lessons in duplicate or triplicate of Lit. 4 
 filled in by all students, numbered and dated to show progress. 
 These are to be clipped together for each student and given to 
 supervisor, when requested. Ask the student to sign this blank 
 as a pledge that he will always write his name and never go back 
 to making his X mark. 
 
 Literacy 7, Revised (Monthly Report) is to be filled in monthly 
 by each teacher and compiled by head teacher for the entire 
 county. This county report should be made in duplicate and one 
 copy sent to the area supervisor before the 10th of each month. 
 
 Literacy 12 and 13 (Honor Rolls) are to be one of the various 
 follow-ups and a check on the uses made by the students of their 
 new learnings. If possible, get these filled in triplicate. 
 
 Note 1. The terms Literacy 3, Literacy 4, Literacy 7, Literary 
 12 and Literacy 13 are codes for forms in regular use 
 in the North Carolina Adult Education program. 
 
 Note 2. Personal autograph books for students and teachers 
 should be most helpful in motivating name writing. 
 
 (Revised) 
 
 SAMPLES OF RECORD FORMS 
 
 ENROLLMENT BLANK 
 
 (Form) 
 
 Date County 
 
 1. I can write my name and address. I am ready for ttie 1940 Census. Yes No.. 
 
 2. I have completed grade in public school. Date 
 
 3. I have attended adult school. No Yes If so, where 
 
 When Teacher's name 
 
 4. My name is 
 
 5. My address is 
 
 6. I am married. Yes No No. children in family 
 
 7. I am employed. Yes No Where What 
 
 8. My county is My age is My sex is 
 
 9. My church is 
 
 10. My friends who cannot read and write are 
 
 11. I want to learn how to write because 
 
 12. I want to learn how to read because 
 
 13. I want to learn how to figure because 
 
 14. I want to learn the following things 
 
 Information obtained by ; Name Race.. 
 
 Area No Community P. 0. Address 
 
 Teacher's Remarks 
 
Adult Elementary Students 
 
 23 
 
 Lit. 12 
 
 STATE HONOR ROLL 
 
 (Form) 
 
 Adult Students Who Now Sign 0\vn Name to Meet Daily Needs 
 
 Name & Address 
 (In student's writing) 
 
 Age 
 
 Wliat did you sign first ? 
 
 Teacher.. 
 County - 
 
 (etc.) 
 
 Race Address. 
 
 Area Date 
 
 HONOR ROLL ADULT STUDENTS WHO READ FIRST NEWSPAPER 
 
 (Form) 
 
 Name & Address 
 (In student's writing) 
 
 Age 
 
 Name of paper read 
 
 (etc.) 
 
 Teacher Race Address.. 
 
 County Area Date 
 
 TEACHER'S MONTHLY REPORT 
 COORDINATED LITERACY DRIVE 
 
 (Form) 
 
 Date 
 
 County Area 
 
 STUDENT ACHIEVEMENTS FOR MONTH OF : 19 
 
 I. No. taught to sign name since July first. 19 
 
 II. Average no. of lessons required to learn to sign name legibly 
 
 III. No. taught to write name, address, and to read 2 or 3 pages of simple reading matter 
 
 IV. No. taught to copy a letter and to read 10 pages 
 
 V. No. taught to write a one-paragraph original letter and to read 20 pages 
 
 VI. Enrollment : 
 
 Men Women Total Average age 
 
 VII. Average Daily Attendance : 
 
 Men Women Total 
 
 TEACHER'S WORK RECORD 
 
 I. Total no. illiterates found No. enrolled 
 
 II. No. individuals interviewed and not enrolled 
 
 No. defectives : Mental. .„ Physical 
 
 No. community meetings No. attending Students Visitors 
 
 No. visits made 
 
 No. miles walked Driven Total miles traveled 
 
 Write on back of this or attached sheets a brief narrative report on what has been done, 
 
 difficulties encountered, and solutions attempted, also names and addresses of all students 
 
 enrolled. 
 
 In which of the following are your students most interested? Rank in order of their interest: 
 
 1. Jobs 3. Community relationships 
 
 2. Recreation 4. Self and home improvement 
 
 Teacher's Name Address Race 
 
 Communities surveyed 
 
 Lit. 4 
 
 III. 
 
 IV. 
 
 V. 
 
 VI. 
 
 STUDENT'S AUTOGRAPH 
 
 (Form) 
 
 Lesson No 
 
 Name Sex 
 
 Address Race 
 
 County Date 
 
 Teacher's Name Address 
 
 Remarks 
 
 Note : These forms will be respaced to fill a complete page for 
 actual use. 
 
CHAPTER III 
 
 MANAGEMENT PROBLEMS 
 
 FOR SUPERVISOR OR HEAD TEACHER AND COMMUNITY SCHOOL 
 
 COUNCIL 
 
 To secure cooperation of the public : 
 
 1. Send out letters at appropriate times asking for the sup- 
 port of civic groups, patriotic groups, employers, minis- 
 ters, interested individuals, club women, school officials, 
 and others. 
 
 2. Ask interested individuals and organizations to work for 
 the creating of attitudes that will encourage illiterates to 
 enroll in classes and to help them overcome their timidity 
 and fear of ridicule. 
 
 3. Work out plans for wise and helpful publicity. Answer 
 inquiries of local newspapers. Public relations committee 
 of Advisory Council. 
 
 4. Enlist the interest of employers in having all their em- 
 ployees technically and functionally literate. 
 
 5. Ask the assistance of school officials, PTA and other groups 
 in making certain school districts and areas 100% literate. 
 
 6. Consider the "Coordinated Literacy Drive" as a prelimi- 
 nary to opening of adult classes in all communities. 
 
 To give most vital assistance to teachers : 
 
 1. Help the teachers to carry on the drive by working on their 
 transportation problems. 
 
 2. Supply students' names and addresses to the teachers and 
 help them plan for enrolling all illiterates listed. 
 
 3. Help teachers and students plan activities for community 
 meetings. For example: 
 
 Singing 
 
 Giving of plays 
 Collecting autographs 
 Spelling bees 
 Playing games, etc. 
 
 FOR TEACHERS OR VOLUNTEERS 
 
 To prepare for the Coordinated Literacy Drive : 
 
 1. Work out transportation problems by the teachers' going 
 (1) with each other, (2) with paper carriers, (3) on milk 
 trucks, (4) by other local means. 
 
Adult Elementary Students 25 
 
 2. Secure help for transportation plans for head teacher, 
 director, and sponsors to furnish money, gas, or cars. 
 
 2. Organize work in new communities and get as many new 
 students as possible. 
 
 4. Find and record the adult students : 
 
 1. Get lists from the supervisors. 
 
 2. Make house-to-house visits with county director or head 
 teacher. 
 
 3. Get names of other illiterates from those visited. 
 
 4. Fill out enrollment and autograph blanks and set defi- 
 nite time for next lesson or meeting. 
 
 To teach the students : 
 
 1. Give 8 or more lessons to each beginner, and see each 
 student at least once a week (twice is better) . 
 
 2. Meet in groups when possible. 
 
 3. Keep a number of dated specimens of each student's work, 
 autographs, etc, 
 
 4. Clip all the work of each student together and give to 
 director or head teacher when requested. This is helpful 
 in measuring student's progress. 
 
 5. Keep accurate reports and send to director or head teacher 
 monthly. 
 
 8. Give to the area supervisor at the end of the drive all final 
 
 reports and records. 
 7. Make with supervisor's or head teacher's help : 
 
 1. Autograph books for area and state offices. 
 
 2. Definite plans for opening a school and for enrolling all 
 students taught. 
 
 FOR ADULT STUDENTS 
 
 1. To budget time so as to attend classes and to give most 
 possible attention to the business of learning. 
 
 2. To secure books and materials to use them effectively. 
 
 3. To help teachers find other students and encourage them 
 to enroll. 
 
 4. To help in planning community meetings. 
 
 5. To work with the teacher on the Adult Education theme, 
 "Changed communities through changed lives and changed 
 homes." 
 
 6. To make a budget and try to save money for the culminat- 
 ing activity trip. 
 
APPENDIX 
 
 ENRICHMENT MATERIALS 
 
 GOOD HEALTH PRACTICES 
 
 Good health practices that adult students may read, write and 
 teach to their children : 
 
 1. Taking a full bath more than once a week. 
 
 2. Brushing the teeth at least once every day. 
 
 3. Sleeping long hours with windows open. 
 
 4. Drinking as much milk as possible, but no coffee or tea for 
 children. 
 
 5. Eating some vegetables or fruit every day. 
 
 6. Drinking at least four glasses of water every day, one be- 
 fore breakfast. 
 
 7. Spending part of every day out of doors. 
 
 8. Head erect — Chest up — Waist flat. 
 
 OTHER IMPORTANT HEALTH SUGGESTIONS 
 
 1. Know where your drinking water comes from, or you can 
 be pretty sure where you are going. 
 
 2. Close air is a poison. 
 
 3. Swat the fly. 
 
 4. To bar disease — use a bar of soap. 
 
 5. Would your finger-nails take first prize at a county fair? A 
 nail brush costs 10 cents. 
 
 6. Have horse sense and eat oatmeal. 
 
 7. Fresh air, good food, and sunshine are three of the main 
 rules of the health game. 
 
 8. Keep the head cool and the feet warm and dry. 
 
 9. Bad teeth cause many ailments. 
 
 10. If you are proud of your town, make your back-yard show 
 it. 
 
 11. Try today to sit up and stand up straight, to eat slowly, and 
 to attend to each need of the body at its regular time. 
 
 12. Work, play, rest, and sleep every day. 
 
 GOOD CITIZENSHIP 
 
 A good citizen should know how to write his own letters. 
 A good citizen should know how to read the newspapers and 
 the Bible. 
 
 A good citizen should know how to keep his own accounts. 
 
 A good citizen should have good food for his children. 
 
 A good citizen should keep his children well. 
 
 A good citizen should keep his children in school. 
 
 A good citizen should work and play. 
 
Adult Elementary Students 27 
 
 A good citizen should help his community. 
 
 A good citizen should vote. 
 
 A good citizen should pay his debts. 
 
 A good citizen should learn self-control. 
 
 A good citizen should be willing to pay his taxes. 
 
 LETTER-WRITING SENTENCES FOR DICTATION 
 
 (Almost all of them taken from letters written by adults) 
 
 This list of sentences grew out of a number of lists made at the 
 request of students not yet sure of themselves, who were most 
 anxious to write their own letters. They said that with such a 
 list they could find just what they wanted to write, or something 
 so much like it that they could work it out for themselves. 
 
 The children are well. The baby has been sick. 
 
 I saw her on Sunday. She was looking well then. 
 
 No one has been here. 
 
 I am surprised to hear that you have moved. 
 
 I am going next Monday. I addressed three letters yesterday. 
 
 Please answer this right away. I have 56 chickens. 
 
 Have you canned much fruit? I have canned 124 pints of 
 peaches. 
 
 Has John been in town this week? 
 
 Are you coming to see us next Monday? 
 
 We want you to spend Saturday and Sunday with us. Bring 
 the children. 
 
 There are many Community Schools in Buncombe County. 
 
 We laughed when we saw it. It's cheap enough. 
 
 It seems to me there's nothing else for you to do. 
 
 They came over in the car last Wednesday. 
 
 Don't laugh at her mistakes. 
 
 Is May eight or nine years old? 
 
 Can we have breakfast at eight o'clock? 
 
 Please excuse Tom's absence yesterday. He was sick. 
 
 I'm sorry that you can't come. Her niece knew my cousin. 
 
 Do you remember how many I ordered? 
 
 The doctor says I'm getting better. 
 
 I hope you will soon be well and strong. 
 
 It may freeze before Monday. 
 
 Which part of town do you like best? 
 
 Have you read Mary's new book? 
 
 Do you raise much corn? Yes, I raise more corn than any- 
 thing else. 
 
28 Guide Book for Teachers of 
 
 When did you hear from John? It has been two weeks since 
 
 I heard from him. 
 I saw a good ball game last Thursday. 
 Can you let us know tomorrow? 
 
 Baby took her first step today. She can say five or six words. 
 Is your sister with you now? Does she help you much? 
 Did he bring the sugar to you yesterday? Is your cough better? 
 I haven't heard from the family for a month. 
 Where were you last night? 
 
 Stop and look before you cross the railroad track? 
 How did she hurt herself? 
 
 I ought to have done it long ago. 
 
 Did you ever hear such a queer story? 
 
 What is the price of your baskets? 
 
 Please write your brother at once. 
 
 Do you raise turkeys and chickens? Yes, we raise turkeys 
 
 and chickens. 
 They can't finish the house before June. 
 It is forty miles to Asheville. 
 I have four dozen eggs for you. 
 I buy my vegetables from the market. 
 
 Where do you get your vegetables ? I raise them in my garden. 
 For 15 or 20 cents you can have a daily paper sent to you for 
 
 a week. 
 Thank you very much for those beautiful roses. 
 Mr. Robert Miller and Miss Jane Gray were married last night. 
 How much do you weigh now? I have only one chance. 
 She will be buried there. 
 We are all so glad you are coming to see us. 
 I thank you very much. Do you wish to pass? 
 I beg your pardon. May I help you? Excuse me. 
 His son is a doctor. I signed the deed. It seemed best. 
 He earned enough to buy himself a suit of clothes. 
 All of the children will spend Christmas at home. 
 Aren't you glad you joined the library? 
 You didn't answer my last letter. 
 
 We are needing rain badly. I went fishing yesterday. 
 We have just been having the finest meetings at our church. 
 Mr. Smith is a great preacher. I was glad to get the Testament. 
 I have learned to write in the Community Schools. 
 We go to school two nights a week. 
 My baby is a fine little fellow. 
 
Adult Elementary Students 29 
 
 The mountain laurel is in full bloom. 
 
 The rhododendron is beautiful. 
 
 The flame azalea is one of our prettiest flowers. 
 
 We are sending you some trailing arbutus. 
 
 North Carolina is called the "Old North State." 
 
 I pay my taxes. 
 
 I never expected even to write my own name until about two 
 
 months ago. 
 If I can read and write, I can help myself and my children 
 
 more. 
 I like for my taxes to help pay for the school to teach grown 
 
 people. 
 I wish you a Merry Christmas and a Happy New Year. 
 We planted our garden. I wish you could see our onions. 
 
 A poem many students have liked : 
 
 IT COULDX'T BE DONE 
 
 Somebody said that it couldn't be done, 
 
 But he, with a chuckle, replied 
 "That maybe it couldn't, but he would be one 
 
 Who wouldn't say so till he tried ;" 
 So he buckled right in, with a trace of a grin 
 
 On his face. If he worried, he hid it. 
 He started to sing as he tackled the thing 
 
 That couldn't be done — and he did it. 
 
 Somebody scoffed, "Oh, you'll never do that. 
 
 At least no one ever has done it." 
 But he took off his coat and he took off his hat, 
 
 And the first thing we knew he'd begun it. 
 With a lift of his chin and a bit of a grin, 
 
 Without any doubting or quiddit, 
 He started to sing as he tackled the thing 
 
 That couldn't be done — and he did it. 
 
 There are thousands who'll tell you it cannot be done. 
 
 There are thousands who prophesy failure ; 
 There are thousands to point out to you one by one, 
 
 The dangers that wait to assail you. 
 But just buckle in with a bit of grin. 
 
 Then take off your coat and go to it. 
 Just start in to sing as you tackle the thing 
 
 That "cannot be done" — and you'll do it. 
 
 — Edgar A. Guest. 
 
30 Guide Book for Teachers of 
 
 a handful of shared knowledge 
 
 "A Sharp Tool for Quick Use" 
 
 1. What is the philosophy or working point of view of the 
 North Carolina Adult Education program? 
 
 It is an experience program — we learn to do by doing. 
 It is based on the interests and purposes of adult students 
 and organized around their problems. 
 
 2. What have we found to be the major interests and problems 
 of adult elementary students? 
 
 Self and home improvement, including children. 
 Jobs. 
 
 Community relationships — finding own place in com- 
 munity life. 
 Recreation — emphasis on travel, music, flowers, radio, etc. 
 
 3. What is the two-fold purpose of the program ? 
 
 To help individuals in the adjustment and enrichment of 
 
 their lives. 
 To help North Carolina in the conservation of human 
 
 resources. 
 
 4. What are the three stages, as outlined in conferences, of our 
 three-year program? 
 
 Initiation — Changed lives. 
 Development — Changed homes. 
 
 Permanency — Changed communities through changed 
 lives and changed homes. 
 
 5. Why do we have a culminating activity each year? What 
 will be the theme of the culminating activity in 1939? What 
 are the purposes of such an activity? 
 
 Our work is motivated and integrated through culminat- 
 ing activities. The theme of the culminating activity 
 in 1939 will be "Changed communities through changed 
 lives and changed homes." 
 
 The purposes of the culminating activity: (1) To give 
 satisfaction to the students. (2) To interpret the pro- 
 gram to the public and to future students. (3) To serve 
 as a measuring rod of the students' and teachers' work. 
 
 6. Under what three topics have we grouped all of our prob- 
 lems? 
 
 Materials, Methods, and Management. 
 
Adult Elementary Students 31 
 
 7. What is the master key for solving all of our problems? 
 
 Reflective thinking, or "how to think." 
 
 8. What are the steps used in thinking through our problems? 
 
 1. Problems 
 
 A. General problems. 
 
 B. Specific problems. 
 
 C. Sub-problems, or enabling problems. 
 
 2. Data— (Facts) 
 
 A. Types of data needed — (What we need to know). 
 
 B. Sources of data — (Where can we find out what we 
 need to know). 
 
 C. Methods for securing the data — (How can we find 
 out what we need to know). 
 
 D. Organizing and interpreting the data. 
 
 3. Summary — (In practical, usable form). 
 
 9. What methods have we discussed which are basic in all 
 phases of Adult Education? 
 
 Methods that will enable the student to : 
 Start where he is. 
 
 Go in the direction he wants to go. - 
 Go at his own pace. 
 Make satisfying use of new learnings for present 
 
 purposes. 
 See next definite steps ahead. 
 Want to take these steps. 
 
 10. What three related activities have we found to be essential 
 in making our plans successful ? 
 
 Preparation, activity, and follow-up. 
 
 11. What have been our objectives both in student activities and 
 in-service teacher-development? 
 
 New information. 
 New skills. 
 New attitudes. 
 New insights. 
 New habits. 
 
 12. With what allied programs have you cooperated effectively 
 during the years of initiation and development? 
 
 13. Why is measuring progress important in Adult Education? 
 
 It is important to make frequent and varied measure- 
 
32 Guide Book for Teachers of 
 
 merits of progress, without tension, and for purposes of 
 guidance. The students feel a sense of satisfaction and 
 reward in progress made. 
 In measuring progress it is necessary to set up clear-cut 
 objectives in order that the work may later be checked 
 against these. 
 
 14. Has knowledge of your students' hobbies increased your 
 effectiveness in helping your students solve their problems 
 and yours ? Has your own hobby been a help in your teach- 
 ing? 
 
 15. What is Dr. Thorndike's estimate of how much most of us 
 get out of a lecture? 
 
 According to Dr. Thorndike : — We understand less than 
 two-thirds of what we hear, we remember less than 
 one-third, and we organize and use less than one-sixth. 
 
 Do you remember the story of the old negro preacher? 
 
 16. What books and chapters have been most helpful to you in 
 solving your everyday problems? 
 
 17. How many of the methods of holding attendance, listed on 
 page 25 of Gray's Manual, have you tried with success? 
 
 18. Which principles have helped you most in deciding on 
 methods for approaching students? 
 
 19. What are the criteria for evaluating a conference? 
 
 I gave something to the conference. 
 
 I got something from the conference. 
 
 I tried this and this and this when I went home. 
 
 I wondered if I could adapt this and this and this and I 
 
 did. 
 My imagination was kindled. 
 I knew I had grown. 
 The conference had a certain charm. 
 
 20. Based on what you know by your community, what are the 
 twelve most desirable changes for you to carry out during 
 the year of permanency? 
 
00034036150 
 
 FOR USE ONLY IN 
 THE NORTH CAROLINA COLLECTION