xt7hhm52jz0r https://exploreuk.uky.edu/dips/xt7hhm52jz0r/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1939-06 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Supplement to the Courses of Study (Elementary Grades)", vol. VII, no. 4, June 1939 text Educational Bulletin (Frankfort, Ky.), "Supplement to the Courses of Study (Elementary Grades)", vol. VII, no. 4, June 1939 1939 1939-06 2021 true xt7hhm52jz0r section xt7hhm52jz0r

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN
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SUPPLEMENT
to the

COURSES OF STUDY

(Elementary Grades)

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EPARTMENT OF EDUCATION

I H. W. PETERS
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ISSUED MONTHLY

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Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912

Vo|.V|| 0 June, 1939 0. No.4

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SUPPLEMENT

to the

COURSES OF STUDY
(Elementary Grades)

PUBLISHED BY

\' DEPARTMENT OF EDUCATION
H. W. PETERS

Supt/171137111271; of I’M/it Imtrzzttiozz

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Appreciation expressed for the assistance rendered by the pro-
fessional staffs of the

Eastern Kentucky State Teachers College

Murray State Teachers College

Western Kentucky State Teachers College

College of Education, University of Kentucky

and others who furnished materials.

RICHARD E. J AGGERS

the pro-

lERS

Foreword

The authority to prescribe the courses of study for the public
elementary and public secondary schools was vested in the State
Board of Education by the Legislature in 1934:. Soon after the pas-
sage of this law the State Board of Education by regulation pre-
scribed the courses of study for all the public schools of the
Commonwealth.

The courses of study are supplemented from time to time (1) by
the adoption of basal and supplementary textbooks, (2) through the
preparation and distribution of bulletins and learning materials, and
(3) through supervisory services rendered local schools by staffs of
the State Department of Education. This bulletin represents one of
the means the State Department of Education employs to supplement
the learning program in the elementary grades.

It should be’ understood that this is not a Course of Study as
that term is commonly used but represents a compilation and develop—
ment of suggestive materials which it is believed will stimulate the
teacher in thinking through and organizing the learning programs
in the small elementary schools. The bulletin was prepared in the
Division of Teacher Training and Certiﬁcation.

H. W. PETERS,
Superintendent Public Instruction

PART I
THE TEACHER IN EDUCATION

PURPOSES AND FUNCTIONS OF EDUCATION IN
AMERICAN DEMOCRACY

Every teacher should be thoroughly familiar with the purposes
and functions of education in our Democracy and should try to build
the program around them. Thc Educational Policies Commission of
the National Education Association has stated these purposes and
functions in language which can be understood, and in order to help
teachers in our schools in tuning in with them, they are given here:

1. Education is Concerned with the Development of the Learner
and Leads Toward Self-Realization:

The first role, or phase of total behavior, is that of the educated
person. Conduct in this ﬁeld is centered on the personal develop-
ment, growth, and learning of the individual. It includes his use of
the fundamental tools of learning, his health, his recreation, and his
personal philosophy. The placing of these objectives ﬁrst in the list
is not accidental. They deal with the development of the individual
himself. In a democracy this ﬁeld is of supreme importance. Success
in this role conditions one’s success in every other phase of life’s
activities. The purposes of education which fall under this section
of total behavior will be referred to as the objectives of self—realization.

THE OBJECTIVES OF SELF-REALIZATION

The Inquiring Mind. The educated person has an appetite for learning.

Sp6ech. The educated person can speak the mother tongue clearly.

Reading. The educated person reads the mother tongue efficiently.

Writing. The educated person writes the mother tongue effectively.

Number. The educated person solves his problems of counting and
calculating.

Sight and Hearing. The educated person is skilled in listening and
observing.

Health Knowledge. The educated person understands the basic facts
concerning health and disease.

Health Habits. The educated person protects his own
of his dependents.

health and that

151

Public Health. The educated person works to improve the health of the
community.

Recreation. The educated person is participant and spectator in many
sports and other pastimes.

Intellectual Interests. The educated person has mental resources for
the use of leisure.

Esthetic Interests. The educated person appreciates beauty.

Character. The educated person gives responsible direction to his own
life.

2. Education is Concerned with Home, Family, and
Community Life.

A second area is that of home and family relationships with their
immediate and natural extensions to neighbors and community.
Educationally the home is the most powerful, as it is perhaps the
oldest, of all social institutions. Good homes and good communities
are the basic units of democracy. The activities of the educated indi-
vidual which relate to these immediate, person-to—person contacts are,
therefore, grouped together in a section on the objectives of human
relationship.

THE OBJECTIVES OF HUMAN RELATIONSHIP

Respect for Humanity. The educated person puts human relationships
ﬁrst.

Friendships. The educated person enjoys a rich, sincere, and varied
social life.

Cooperation. The educated person can work and play with others.

Courtesy. The educated person observes the amenities of social
behavior.

Appreciation of the Home. The educated person appreciates the family
as a social institution.

Conservation of the Home. The educated person conserves family
ideals.

Homemaking. The educated person is skilled in homemaking

Democracy in the Home. The educated person maintains democratic
family relationships.

3. Education is Concerned with Economic Demands.

The next aspect of the activities of the member of democratic
society includes the economic sphere—the creation and satisfaction of
material wants. Here we consider the education of the individual as
a producer, a consumer, an investor. The importance of such educa-
tion in providing the indispensable material basis for comfort, safety,
and even life itself is clear. The objectives within this general area

will be classiﬁed under the heading of the objectives of economic
efﬁciency.

152

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THE OBJECTIVES OF ECONOMIC EFFICIENCY

Work. The educated producer knows the satisfaction of good workman-
ship.
' Occupational Information. The educated producer understands the
It requirements and opportunities for various jobs.
{ Occupational Choice. The educated producer has selected his occupa-
tion.
Occupational Efficiency. The educated producer succeeds in his chosen
vocation.
Occupational Adjustment. The educated producer maintains and
[I improves his efficiency.
‘ Occupational Appreciation. The educated producer appreciates the
i social value of his work.
i Personal Economics. The educated consumer plans the economics of
his own life.
Consumer Judgment. The educated consumer develops standards for
guiding his expenditures.
i Efficieny in Buying. The educated consumer is an informed and skills
‘ ful buyer. '
, Consumer Protection. The educated consumer takes appropriate
[ measures to safeguard his interests.

4.. Education is Concerned with Civic and Social Duties.

Finally, there are the activities of the educated citizen. They
' involve his dealings with his government—local, state, and national—
his relationships with the peoples of other nations, and his other
“long—distance” contacts in large scale collective enterprises. This
ﬁeld of activity is served by education through the objectives of civic
responsibility.

THE OBJECTIVES OF CIVIC RESPONSIBILITY

Social Justice. The educated citizen is sensitive to the disparities of
human circumstances.

‘ Social Activity. The educated citizen acts to correct unsatisfactory
conditions.

Social Understanding. The educated citizen seeks to understand social
structures and social processes.

Critical Judgment. The educated citizen has defenses against
propaganda.

Tolerance. The educated citizen respects honest differences of opinon.

Conservation. The educated citizen has a regard for the nation’s
resources.

Social Applications of Science. The educated citizen measures scentiﬁc
advance by its contribution to the general welfare.

World Citizenship. The educated citizen is a cooperating member of
the world community.

Law Observance. The educated citizen respects the law.

Economic Literacy. The educated citizen is economically literate.

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1 153

Political Citizenship. The educated citizen accepts his civic duties.
Devotion to Democracy. The educated citizen acts upon an unswerving
loyalty to democratic ideals.

HOW CAN I KNOW THAT I AM A GOOD TEACHER?

Miss Ruth Henderson of the State Department of Education in
Virginia was asked by a classroom teacher: “How can I know that
I am a good teacher?” She continued by saying, “When my work
was more formal and my aims more objective, I felt that I knew
rather well how I was performing as a teacher. When I closed my
door and walked away from the schoolroom, I felt somewhat secure
in my judgment of my work. Today, since my work is less formal
and my aims more subjective, I frequently wonder what is happening
to the learning of my pupils and I feel a sense of insecurity in my
achievement. What can I do now to evaluate my work?”

Miss Henderson felt that this teacher may have been expressing
the thought of many elementary teachers. She, therefore, found some
answers to the question and presented them in an article in the Vir—
ginia Journal of Education in May 1939. Her suggestions for mcas
uring one’s success as a teacher are quoted here:

1. A teacher can know that she is doing well when she is helping
parents with the best development of their boys and girls who are
her pupils. A good teacher does not require a formal report card to
connect her with the home, Where conditions permit, parents
come to the school, participate in its activities, and feel free to give
and take suggestions from the teacher about the growth of their
children. Also, the parents see the good of the whole social group
in relation to the entire community and are able to ﬁnd the place
of their children in the scheme of things. A teacher can learn from
observation the degree of interest the people in the community
have for the development of boys and girls, keep records of the
growth of attendance at school gatherings, keep an anecdotal
account of the developing quality of the questions asked by parents,
observe her increasing dependence upon adults for many elements
of her teaching program.

The teacher visits in the homes of the community and knows
the conditions under which the children live. She can discuss with
the mother and father the improved health habits of her pupils,
the better use of their time out of school, and their growth in
interests.

2. The people in the school environment will observe that the pupils
of a good teacher follow rules of safety, protect property, behave
courteously toward each other on their way to and from school and
in public places. The teacher can consult the bus driver, the police-
man, the theatre manager, the neighbors near the school, and can
observe the pupils’ attitudes and habits at school to evaluate her
progress in this area. She can prepare an interview blank dealing

154

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with reaction on the speciﬁc behavior in which she is most interesed
and keep these records for comparison from time to time.

The Teacher is doing well when she is assisting her pupils in
developing their personal resources. Rainy days, both parents at
work, crowded housing conditions, the isolation of some farm homes,
small families, and other conditions demand that boys and girls
develop broad interests and a sense of values which give poise and
perspective to behavior. Some of the ways in which the teacher
may evaluate her progress in the direction of this aim are keeping
interest inventories of her pupils to see how their interests vary,
decrease or increase from time to time. She can suggest that the
pupils keep records of their pleasure reading so that together
they may see interest and growth in these records. The
teacher can assist the pupils in preparing lists of recreational
reading for the group to use in purchasing books for their libaries
at home. A museum for things which the pupils collect and bring
to school can be observed for changes in items and degree of
interest. Self~descriptive tests on attitudes can be prepared and
used to evaluate changes in attitudes. The teacher can consult
the diaries of pupils and other accounts of activities written by the
pupils to ﬁnd their ability to use their time well. Individual con-
ferences with parents and informal discussion with the individual
pupil or with the group will give the teacher information on how
the pupil is using his time.

The pupils of a teacher who is doing a good job understand natural
conditions around them. Storms, changes in weather, growth of
plants and animals, sea life, coal mines, the sun, moon, and stars
are a vital part of their experience. Local superstitions are dis-
credited and fear decreased. Observation records made during
excursions, discussions following the showing of a motion picture
ﬁlm of nature content, records of informal discussions, pencil and
paper tests are some means which assist the teacher in judging
pupil understanding and attitudes toward natural phenomena.

Pupils of a good teacher are alert to and intelligent about important
events and are sensitive to the general cultural atmosphere about
them. The varied means of communication of present-day living
inform pupils constantly of happenings everywhere. Misinforma—
tion, prejudices, wrong impressions, too strong convictions can
develop as well as the desirable attitudes and knowledges through
listening to the radio, attending motion pictures, reading news-
papers, talking to friends, and listening to adult comments. Atti-
tude tests, informal discussions, reaction to items in current events
papers written reports and discussions, comments in the lunch-
room or on the playground, records of community activities in which
the boys and girls engage give the teacher some means by which
she and her pupils may check the development within this area.

Pupils of efficient teachers are using the skills essential for their
living at the present time according to their degree of maturity and
capacity. Preparation for later vocational endeavor and good
academic rating in high school are not primary aims of the ele-

155

mentary school. Rather if a boy or girl can communicate correctly
and distincly what he wants to say today, if he can Solve
a problem which he needs to solve, if he can read a story
with understanding and enjoyment, ﬁnd materials essential
to relization of his purposes, if. he can follow and give instructions,
move about with ease and rhythm, and express in word,
song, or painting What he feels at the present, the teacher is per-
forming well. ‘In the past, perhaps, evaluation in this area has been
too much along the line of competitive standards, grade levels, and
“minimum essentials” rather than according to the understanding
of the purposes and power of the individual pupil. One means of
evaluating growth in this area is to use objective tests with the full
recognition of their limitations. Many reading, arithmetic, general
intelligence, and achievement tests are available for the diagnosis
of difficulties and degree of performance or achievement. Another
means is to encourage pupils to keep ﬁles of their work to compare
growth from time to time. The best means of judging a skill, how—
ever, is in a speciﬁc situation in relation to a real purpose.

Good habits of work and independent and critical thinking are
essential aims of the school. A good teacher develops the thinking
capacity and work habits of her pupils. Some means of evaluating
progress toward this aim are questionnaires on methods of work,
controlled observation by supervisor or principal working with
teacher of questions pupils raise, constructive criticisms they offer,
validity of conclusions they draw from data, frequency of voluntary
leadership, frequency of pupils’ suggestions for planning work,
evidences of the pupils’ ability to direct own work, evidences of
pupils’ acceptance of responsibility and ability to see a worth-while
undertaking completed.

Pupils of effective teachers have a keen secial sensitivity. They
can think With the group, are tolerant of and get along well with
others, and establish a feeling of “belongingness” with their group.
The playground, the cafeteria, the halls, parties, excursions, formal
and informal discussion where co-operative planning and evaluation
take place present situations where the teacher develops and dis-
covers growth along these lines.

The normal physical growth of all pupils is of primary concern to
good teachers. Health of school children receives much attention
from the teachers in Virginia and this attention, is, of course,
fundamental. Individual health record cards, reports from school
nurses and physicians, conferences with mothers «before the chil-
dren enter school and during the years at school give teachers
information about the health condition and habits of their pupils.
Perhaps With all the attention which has been given health there
may have been too little effort made to judge the degree of personal
adjustment of pupils. Home conditions, school atmosphere of suc-
cess or failure, and attitude of teacher and pupils all affect a child’s
state of health. Pupils keep their own health records and teachers
can consult these records for evaluating the physical condition of
their pupils. An anecdotal record of social activities, of contri-
butions to group thinking and other records of adjustment, such as

156

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overaggressive acts or signs of timidity, can be kept by the teacher
who is evaluating on a broader ibasis.

Pupils from the best schools are developing an increased under-
standing of the social heritage. The customs and manners of per-
sons around them, the architecture of buildings, the content of art
galleries, libraries and museums, the radios the pupils enjoy, the
telephone they use nonchalantly, and hundreds of other elements
of their environment are a part of their heritage and are enriched
and interpreted to give pupils the necessary perspective for effective
living. Some few teachers may have misunderstood the point of
view of the Virginia program for improving instruction and felt
that attention in this area was not considered essential. This mis-
understanding may have arisen from the emphasis placed upon
functional learning rather than memorization and recitation of adult-
selected facts. Experience is showing that more rather than less
subject matter is being used but in a different way. Pencil and
paper tests on information and attitudes, observation records made
on excursions, written reports, articles created and constructed, art
expression and content, frequency of voluntary visits to places of
interest, records of contributions to the group all give help to the
teacher and pupils in evaluating growth in the understanding of the
social heritage.

Pupils of good teachers are eager to come and stay at school if
conditions outside the sch-col are normal. If pupils drop or stay
away, the teacher cannot only visit homes, have conferences with
parents and pupils but also may analyze the variety of activities in
her group. She may ask if the individual interests and capacities
of each child are being challenged. Attendance records, observation
of pupils’ enthusiasm about their work, their tenacity toward a
problem, informal discussions with pupils about the relationship of
school and out-of—school activities, cumulative records on home
conditions, and conferences with parents present some means by
which the teacher can judge the effectiveness of her guidance.

The foregoing suggestions were given in terms of pupil behavior.
In conclusion some general considerations are given for the guidance
of teachers.

The good teacher recognizes that evaluation is an integral part of
the learning experience and that she must avoid restricting her
judgment of pupil growth to measurement with a few instruments
in a limited area at certain periods or in too small an area of
experience. For example, monthly tests in subject-matter achieve-
ment and examinations given twice a year are ineffective and
insufficient.

The good teacher uses a variety of means to judge how well the
purposes of the group are being realized. Several means, such as
observation, paper and pencil tests, self-descriptive tests, pupils’
ﬁles of their progress, pupil diaries, anecdotal records, question-
naires, inventories, objective tests, and attitude tests have been
mentioned in this article but the good teacher realizes that living

157

with boys and girls in an informal, earnest manner creates the
best atmosphere for evaluation. lNO instruments yet devsied by
experts can replace in effectiveness the judgment of a teacher
sensitized to evidences of growth in children.

The good teacher recognizes that she must expect no “minimum
essentials” “A’s” or “F’s” in growth. What is growth for one pupil
is not growth for another. All pupils do not develop to the same
degree nor do they arrive together at a certain stage of growth.
The goo-d teacher sees her limitations in time and experience in pre-
paring and applying the means of evaluation. She knows that no
longer can she expect her superintendent, principal, and super-
visor to place tests in her hands which are sufficiently effective for
showing her that she is a good teacher. Rather is she working
with her pupils and planning and Working with other teachers,
exchanging experience with them, and calling in help from more
experienced persons to supplement her efforts.

The good teacher understands that the means of evaluation are
still limited but she faces in these limitations a challenge to her
her own initiative, resourcefulness, and sensitiveness.

158

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PART II
ORGANIZATION PROBLEMS

ORGANIZATION PROBLEMS

Due to the amount of work placed upon the teacher in the small
elementary school the work for the following grades will be offered
during 1939-40:

1. Grades I to IV inclusive, will offer all subjects required for
those grades.

2. The work required in Grade VI will be offered in 1939-40 and
ﬁfth-grade pupils and sixth-grade pupils will recite together, using
sixth-grade materials and texts.

3. The work required in Grade VIII will be offered in 1939-40
and seventh grade pupils will recite with eight-grade pupils, using
eight-grade materials and texts.

4. No work in the ﬁfth grade and seventh-grade will be offered
during 1939-40 in the small elementary schools.

SUGGESTIONS RELATIVE TO MAKING THE DAILY
SCHEDULE

An important problem in the organization of an elementary
school is concerned with the working out of a suitable daily schedule
for different grades and grade combinations. The following sugges-
tions may serve in making an economical and efﬁcient program.

The day’s work should open With some brief but interesting and
stimulating exercise such as devotional, music, current events, health
checkup, talks on nature, safety or ﬁre prevention. This period should
be planned by different pupil groups under the guidance of the

teacher.
The recitation period should be used to stimulate interest and

study. During the recitation period the interest of the child should
be developed to such a point that he will be Willing and anxious to
continue study after the class is over. However, the placement of
study periods in relation to recitations and supervised study should
be ﬂexible. , In many cases the study should immediately follow the
assignment, but intermediate and upper grade pupils should learn

159

that it is often necessary to go over the work later before the recita-
tion to test retention or ability to recall. The writing of an English
exercise should be done immediately after the class discussion. Each
arithmetic recitation should be followed by a study period in that
subject.

In some cases it is desirable that a study period immediately pre-
cede the class period. Thus children may proﬁtably read the assign—
ment in history, geography or literature, with the guidance of black-
board directions, preliminary to a class discussion, or they may work
on an advance lesson in arithmetic to discover difﬁculties in which
they need help.

Spelling should not be studied immediately before a test period,
for under such circumstances success in the test does not adequately
indicate control of the spellings involved.

Writing, music, and drawing should not follow a period of active
muscular activity. Writing should never follow a period of close con-
centration such as a recitation in arithmetic. It is well to follow
such a period with music or physical education.

In each grade certain subjects claim the largest share of time and
attention according to the needs in growth and development of pupils.
Each basic subject of the elementary school program has its own
period of prominence or “intensity”. No single subject is maximally
“intensive” or occupies a dominant place in the curriculum through-
out the eight years.

Reading is the clearly dominant subject of the ﬁrst two school
years and remains a very critical subject in the next two years. The
mastery of reading should be free from all other competition during
the ﬁrst two years. Arithmetic assumes a position of major importance
in the third grade continuing important through the eighth grade.
Geography looms large in fourth, ﬁfth, sixth, and seventh grades.
History has some importance in third, fourth, ﬁfth and sixth grades,
but reaches its period of greatest signiﬁcance in the seventh and
eighth grades.

Language which is a fundamental subject in all grades ranks as
a major subject beginning with the third grade.

Due emphasis should be placed on each of the other basic subjects,
spelling, health, writing, art and music. In addition to these the
elementary curriculum may be enriched by integrating with the
basic subjects such topics as industrial art, safety, ﬁre prevention, com-
munity problems, nature study and science.

A suggestive daily schedule follows. It is designed for the one-
room school, but may be adapted to the' two-room school. In case
this suggestive schedule is used in a two-room school, one teacher

160

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should take grades one, two and three and the other teacher should
take grades four to eight inclusive. In this way each teacher will
have three groups of pupils and the number of pupils will be more

evenly divided between the teachers.

161

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SUGGESTED DAILY SCHEDULE
FOR ONE-ROOM ELEMENTARY SCHOOL

Grades 1 to 8—1939-40

.C
1. 1:
Hour glu-S First Second Third Fourth Fifth Sixth Seventh Eighth
0 ° If, Grade Grade Grade Grade Grade Grade Grade Grade
..l D.
I
8:00 10 Opening Exercises
8:10 15 Reading I I
Writing IPrepﬁration Lesson Study
or ——
8:25 20 I Reading I Preparation I Lesson | Fifth Seventh | Read. and Spell.—
I————f———I I I grade Prepare grade I M . W . F .
Seat Work I Reading I for Reading | Preparation | pupils pupils I Health—T.Th.
8:45 15 I Spelling I I recite Reading recite l
and I I I for Reading with with I
I | Reading I sixth Lesson eighth I
9:00 15 I I Spelling I grade grade I Follow-up work
Purposeful I I I . pupils in pupils in | and study
ISeat WorkI I Reading 1939-40 1939-40 period for
9:15 15 based on I I Spelling and and Arithmetic
Activities I previous Study | . I
9:30 15 recitation I Follow-up I Reading I
- I Work I Spelling I
9:45 15 1 Writing or Art
10:00 15 Recess—Supervised Play
Number Work I I I Follow-up | |
10:15 15 Seat Work Prepare | I work in I | Study
Arithmetic | I All Will Reading and I All will I
10:30 20 I I I Study I Spelling I I _
I I I I use sixth I I use I Arithmetic
10:50 12 I I I I I Arithmetic I I
I l | _ _ I grade | I eighth l
11 02 15 l l l Arithmetic l I | l
| I . _ I | texts Follow—up I grade I
11:17 15 I I Arithmetic | I I Arithmetic | | Follow-up work
I I | Follow-up I l l texts I
11:32 15 I I | Arithmetic I I 2 History | I
I I I Work I I I I
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SUGGESTED DAILY SCH EDULE—Continued
f '5
Hour 57-..9 First Second Third Fourth Fifth Sixth Seventh Eighth
3°; Grade Grade Grade Grade Grade Grade Grade Grade
.1 n.
11:47 13 3 Music
12:00 45 I Noon
. . , I I I | I I
12:45 15 Language ACtIVItleS I Prepare | I | Follow-up | I Prepare English
—~—~————I Language I I I work in | |————————
1:00 20 | I Prepare I I History and I ’ English
I I English I —————I I
1:20 15 ~ . I Language I I Prepare | I
Activities dur1ng this I I ' I | English I Follow—up work
1:35 15 period should be out— | Follow-up | English I I I I in English and
growth of class interest I work I I I . I I prepare History
1:50 15 I _ I Follow-up I I English I and Civics
I Geog. or Hxs. I English work I | | I
2:05 15 I or SO. Study I | I I I
|
2:20 10 I Recess—Supervised Play
2:30 20 I I I | History
_ I Seat I Prepare l I CIVIcs
2:50 12 Reading I \Vork I Reading or I
I Activities I | Prepare Follow-up
I I _ I Health I Health English work I
3:02 12 I I Reading I I or and I
I I———.———I Geography Prepare I
I . ReadIng—M.W.F. I Health I
3:14 12 I I Health—T.Th. I I or I
| I I Geography | Study
I I I I Health—M.T. I
3:26 12 I | I Follow-up I Geog.—-—~W.Th.F. I
I I | Health work I——————— |———— I
I I I I Follow-up Work Health—MI. |
3:38 12 I I I I Health or Geog. I Geog.— |
| I I I I | W.Th.F I
I |
3:50 I I Announcements and Adjournment

1This period should be devoted to practice by one group on days instruction is given to the other group.
2Kentucky History may be correlated with “Our Country’s Beginnings” or taught two days a week.
3Music should be presented at the lower grade level three days and at upper grade level on two days each week.

RECORD KEEPING

Pupil Records. The success of the new attendance law will de-
pend upon the extent to which teachers cooperate in keeping pupil
records. The future welfare of the pupils is often involved with
these records. An exact record of attendance as well as deﬁnite in-
formation concerning interests, abilities, aptitudes, and life purposes
of the children should be kept. Such records become valuable in guid-
ing pupils into High School and College, as well as into occupational
pursuits. One of the ﬁrst administrative du