xt7t7659h22j https://exploreuk.uky.edu/dips/xt7t7659h22j/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1936-06 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.), "Organization of Instruction in the Elementary Grades", vol. IV, no. 4, June 1936 text Educational Bulletin (Frankfort, Ky.), "Organization of Instruction in the Elementary Grades", vol. IV, no. 4, June 1936 1936 1936-06 2021 true xt7t7659h22j section xt7t7659h22j  

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

 

 

ORGANIZATION OF INSTRUCTION

IN THE
ELEMENTARY GRADES

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Published by

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Publlc lnstructlon

 

 

 

 

 

 

ISSUED MONTHLY

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

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ORGANIZATION OF INSTRUCTION
IN 'IHE
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PUBLISHED BY
DEPARTIVIENT OF ED UCATION
H. W. PETERS

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Opportunity has been offered for the enrichment of the curricu-
lum of the elementary grades in all the schools, through the introduc-
tion of new materials. Committees have been working on a program
of curriculum study, but their work will not be completed nor will
comprehensive courses of study be available for several months.

In 1935 a bulletin designed to help administrators and teachers
in the organization of instruction was prepared in the Department of
Education and sent to all the counties in the state. It gave brief
suggestions for the selection, organization, and classification of learn-
ing materials for the elementary grades in small schools. The supply
of this bulletin has been exhausted and it becomes necessary to revise
it for publication.

I asked R. E. Jaggers, Director of Teacher Training in the De-
partment of Education, to take the lead in collecting and organizing
suggestive materials which would help teachers in improving instruc—
tion in the small elementary schools. Many persons reSponded to 1115
request for assistance by furnishing units of work which they had
developed in the classrooms. This bulletin contains much of the
material found in the 1935 Bulletin, and has been enriched further by
contributions and suggestions from school people in service. The
names of those who furnished materials are mentioned in footnoteS
following their special contributions.

It is my hope that the contents of this Bulletin may help
teachers in working out the problems of instruction in the element
schools.

the
ary

Cordially yours,

IIARRY W. Pm‘nas,
Supra-rialcmlmit of Public Instruction.

May 20, 1936.

 

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Part I

THE ORGANIZATION OF INSTRUCTION IN THE
ELEMENTARY GRADES.

The course of study is a plan of selecting, classifying, and organ-
izing learning materials and activities in terms of child interests,
abilities, aptitudes and life purposes. This Bulletin is a supplement
to the manual and courses of study published in 1931 and suggests
methods of enriching learning through the organization of materials
of the reorganized curriculum adopted by the State Board of Educa-
tion and published in the May, 1935, issue of the Educational Bulletin.

Curriculum for the Elementary Grades. The elementary years
of a child’s school life are devoted for the most part to those activities
which tend to integrate him into life and make him an understanding:
part of social groups and group life. In a less conspicuous way the
Individual characteristics of the child are developed through the learn-
ing activities of the elementary grades. Subjects of the elementary
curriculum, therefore, are selected with two ends—iii—vieiv, namely, to
emphasize the social development of the child and to give due eon-
Sidei‘ation to his individual welfare.

In selecting- the subject materials for each of the elementary
E'i'ades ot' the public schools the State Board of Education made one
g1‘0up of subjects required and the other group elective. In other
Words, the required subject fields constitute the minimum curriculum,
and the required subjects with the electives constitute a desirable cur—

" ‘ ' I u .
:lculmn. Every school in the state must otter the minimum cur-
'1011 um. ‘

’1 ~ . 4 . . _
en .T’Lbjcct Fields. The State Board of Education did much to
. 1}Ci the curriculum of the elementary grades and to meet needs of

1 7' ‘ r . . . , , )
.lfilllglduals and communities. The minimum and elective fields
w:

M" GRADE! GRADE HI
Allglmum: Elective: Minimum: Elective:
Writing ‘ uSic Al't Geography
Pl‘imer Music History
Reading Reading

Language

VVritin
Ml ' GRADE in spelling
All't'llmum: Elective: Arithmetic
Music (None) Health
Reading
Writing
Sneiiing

 

 

  

 

 

 

 

“Baum”:

GRADE IV GRADE Vll
Minimum: Elective: Minimum: Elective:
Art History Reading or Lit. Writing
Music Grammar and Industrial Arts
Reading Comp. Home Economics
Language Spelling Guidance
Spelling Geography
Arithmetic ' History and Gov.
Health Health and
Geography Phys. Ed.
Elementary Sci.
. GRADE V Music
Minimum: Elective: Art
Art (None) General Math.
Music or Arithmetic
Reading
Ladguage GRADE VIII
\Vriting '
Spelling Minimum: Electlve:
Arithmetic . Reading or Lit. erting
Health Grammar and Guidance
Geography Comp. Industrial Arts
History Spelling Home Economics
History and Gov. Junior Busmess
GRADE V1 Health and Training
' ‘ - - - Phys. Ed. General
X;?lmum' ffiiflje' Elementary Sci. Languages ‘.
Music General Math.‘ Elementary Agil.
Reading or Arithmetic Rural Life
Language Music Problems
Writing Art
Spelling
Arithmetic
Health
Geography
Ky. History

The Seventh and Eighth Grade Curriculum. In making the 0-11?
riculum for the public schools the State Board of Education made It .
possible for a county or an independent district to organize the Sam]5
on a six—six plan. The Textbook Commission, in its selection of text-
books, selected books in such a way that suitable books could be PW‘
vided for either the eight-four or the six-six type of organization.

It becomes possible for a county with schools ranging in size from '
one—room to many rooms to take advantage of the six-six type 0f-
organization. If such a plan is adopted the first six grades through
out the system may use the books for those grades, and the upper 51‘
grades may use books that fit the junior-senior high school WP“
organization. This means that in the seventh and eighth gradesa
schools regardless of size may offer either General Mathematics or
Arithmetic, and either Literature or Reading.

Six-S125 Organization. A county system which has small and,

 

large schools can organize the entire county program for similar.“
all schools on the six-six basis. If this plan is followed in the selecllonl
and organization of the curriculum and courses of study the fOIIOWMl
Principles should guide in the selection of courses to be offered in the
seventh and eighth grades:

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1. General Mathematics or Arithmetic may he offered in the seventh
and eighth grades in schools of all sizes. The subject in mathe-
matics selected must be uniform throughout the system.

Literature or Reading may be offered in the seventh and eighth
grades in schools of all sizes but the subject selected must be uni-
form throughout the school system.

3. History and Government may be offered in the seventh and eighth
grades but the selection must be uniform throughout the school
system.

4. As many of the electives should be offered as possible in the seventh
and eighth grades. For example: Guidance, Home and Social Prob-
lems, Elementary Agriculture, Rural Life Problems, and Junior
Business Training may be offered one or two days each week, alter-
nating with Geography, History, Grammar, Mathematics, Science,
Etc.

P:

Changes in the Curriculum. An examination of the curriculum
adopted by the State Board of Education shows that art is required
in all of the elementary grades just as reading is required. Music is
required in all the grades except the first. Geography is optional in
the third grade but is required in the fourth, fifth, sixth, and seventh
grades. History is optional in the third and fourth grades but is
required in grades five to eight inclusive. Elementary Science is
required in the seventh and eighth grades.

The courses just listed are in addition to those which were in the
curriculum prior to this year. Attention'is called to the fact that
0PPOi'tunity is given for enriching the seventh and eighth grade levels.
Industrial Art, Home Economics and Guidance may be offered in the
seventh and eighth grades, while Junior Business Training, General
Language, Elementary Agriculture and Rural Life Problems may be
offered in the eighth grade. The program should be organized so that
0116 or more of the enriching subjects may be included in each school
System of the State. It will be difficult to offer all of these fields every
{Eidbut they may be offered it' the subjects are alternated and corre-

_ Elementary Science. The course of study places Elementary
eieiice as a required subject in the seventh and eighth grades. In
the small. schools where the seventh and eighth grades are combined
for teaching purposes the basal text, Useful Science, Book I, should
be used during the year in which seventh grade material is offered,
and Usetul Science, Book II, should be used during the year in which
eighth grade material is offered. In all other schools, Book I should
e Ofl-el‘ed in the seventh grade, and Book II in the eighth grade.
1 t ngI'lcultui*e in the new curriculum is placed in the eighth grade
HS cad ot the seventh. In organizing the eighth grade work, a school
:2: I??? Agriculture, General Language, Rural Life Problems, Busi-
pro r iaining, Home Economics, Industrial Art or Guidance in the
“638311; of studies: The subJects selected should depend upon the
eectivo the indiVidual school systems. Whatever subject in this
a dininie tgl‘Opp is selected should be uniform throughout the school
not desi'ritlwe unit; that is, from an administrative standponit it is
in anotlla e to otter Agriculture in one school and General Language
Entire c11,915f6lieref01-e, the selection of the electives should be for the

istrict,

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m ti'f‘r'.‘ '33 .

Daily Schedule for One-Teacher Schools. The suggo. "'ve daily ‘

schedule appearing on pages 7 and 8 has been developed " ' .irily to

meet the needs of the o'nefteacher school. This daily schedule is .

divided into three parts. The first four grades appear in order at the

beginning of the schedule and are followed by an alternation program _

of study and recitation for grades five to eight inclusive ft the years
1936—37. The third part gives the alternation schedule ofzstudy and
recitation for grades five to eight for 1937—38.

Attention is called to the fact that the schedule for the first four
grades is the same year after year. That is, classes will be organized

in the first four grades during 1936—37, just as they will he organized ;

in 1937-38. l
It is necessary to alternate grades five and six, and grades seven ,

 

and eight each year. In 1936-37, fifth—grade material wi i be offered ,
and the sixth grade pupils will recite with the fifth grade pupils and l
use fifth grade materials. During 1936—37, seventh grade material
will be offered and the eighth—grade pupils will recite with seventh
grade pupils and will use seventh grade materials. ,

In 1937-38, the sixth grade material'will be offered {ad the fifth
grade pupils will recite with the sixth grade pupils, usin sixth grade
materials; likewise, eighth—grade material will be offer Ltd and the
seventh grade pupils will recite with the eightlrgrade p .pils.

In 1938-39, the 1986—37 schedule will be repeated.

Progrmns of Subject Allcrnaiiou. Due to the fact ‘ ‘ the 111‘0- .
gram of the elementary school is so full it is necessary to alternate the
subjects in some of the grades, reading should be offered every day 7
in grades one to six inclusive. 5

1. In the seventh grade, Reading or Literature should be taught three
days during the week and Elementary Science for the other tWU
days.

2. Reading and Spelling will be taught together in grades two t0 5!‘
inclusive. These subjects will be correlated With other subJGCtS‘”

_ _ grades one, seven and eight.

3. Art should be correlated with all other subjects with the DOSS'ble
exception that Art may be taught for one period separately in grades
five to eight. ,

4. Music should be alternated with other subjects during the De“0d
just before noon. The schedule is so arranged that Music maybe
taught to all the grades at one time.

5. Geography and Health Education should be alternated through“I
grades four to seven inclusive. Three days should be deVOte‘1
Geography and two to Health Education. This is a better plan that
to teach one subject for half of one year and the other sub]eCt “r
ing the remaining period of the year.

 
 

 

Study and Recitation. The suggested daily schedule is.50
arranged that the study period should follow in most cases the reeltfl-
tion period. The recitation period should be used to stimulate intell'es‘
and study. The entire time should not be spent in asking quesl‘lons
about what the pupils have accomplished but should be used in stun“-
lating pupils to further study. While the recitation is preceded In":
brief period'of preparation, the emphasis on study should come (3'11:

of the recitation. During the recitation period the interest 0

 

6

1 937~38

1936-37

TEACHERS DAILY SCHEDULE

 

        
 
         
      
      
        
         
        
       

 

       

  

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GRADES 1 to 4 IN ONE TEACHER AND RECIT ‘ "‘ION— GRADES RECIT ATII"I I—IGRA—DES
SCHOOLS 1936—37 AND 1937—38 - 5 TO 8 )R 1936- -37 ‘ '
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8:00 10 OPENING EXERCISES
Reading | I IPrepare ISi) 11:11 Preparation IEighth IF‘ifith Lesson ISeventh IPrepare
8:10 12 Writing IPrepara— IPrepara— IReading Igl ade «—-———Ig1‘ade IGI'ade Prepara— lGrade IReading
——~ Silent Ition for Ition for IAssign- Ipupils Read. or pupils ’Pupils tion IPupils ——
8:22 20 ISeat Reading IReading IReading ment Irecite Lit.M.T.W. recite IRecite IReCite IRead. or
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9:09 15 *AReafling‘ | Arith— reading. land work. INST—38 IRead. and
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9:24 15 ities |—- ———— Assign— | History andl Iaud tion in [Prepare
stimu— IStudy Reading ment | Govt. | Aritl1~ I IHist. and
9:39 21 lated in IReading |Spe11mg | I | Imetic | IGovt.
class land I—«I I ——————I | I ——
| [Spelling I II | History and I I I History and
I | [Study I| Governm’ nt | | IGovernm’nt
10:00 15 RECESS RECREATION
_ Arrangmg IP1'epa1‘e IIArith— IAll will IFolloW—up IAll will IIAll Will IArith. IAll Will IFollOW—up
10310 20 Matemals Frepare Il-firith. Imetic lg??? IE1“? of dI115e the “use I Iuse Istudy of
—_—-— or esson ——— t 1 is Dry an seventh sixth IStudy lgrade IHistory and
10:35 10 Art mt_h Health Arith, I Follow—umgrade IGovt. Ig’rade IIgrade lArith. Imatei‘ial IGovt.
1 _ Educatlon Lesson —— I study of Imate-< IPrepare Imate- IImate— IPrepare Iexcept IPl‘epare
10.43 10 . . . IArith— Irial IArithmetie I1'ia1s II1'ials IHistory Ithat IArithmetic
__ Act1v1t195 should Arith. Arith. I metic. I I II Iand I IAssig‘nment
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11:10 20 Arith. IStudy | and l lArith. or | I | I IGen. Math.
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11:30 15 Writing M.T.W. Music TILE. IWriting' M. Art '1'.vr Music TILE. IIVVriting 111:. Art '1'.W. Music TILE.

 

 

 

 

 

 

  

 

 

 

 

 

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I 60 | NOON—LUNCH—PLAY
I I I I llPiepara— ISixth IPrepare IEighth II IPrepara— I lFollow-up
12:45 I 12 ILang‘uag‘o with Art IPrepaire Prepare IItion I Grade IGrammai- grade IIFifth Ition IGeoLgr Istudy of
_ —..———-—-——ILanguag‘e Language II—Ipupils Iand Com— [pupils IIGrade |—— ———-—|will be Arithmetic.
12:51 15 Activ1t1es during ILesson Lesson IIHist. and IW111 lposition Iwill IIPupils Imst. and Itaught Prepare
this period sould —————~ I‘Go vt. Irecite i Irecite IIRecite Govt. Ito Grammar
1:12 15 be outgrowth of ILanguag‘e I II Iwith | Iwith the IIwith I———Ieighth and Com—
class interest. IwithArt I~———— II Ififth I Iseventh Ilthe IFollow-up Ig‘rade position
1:27 13 , —-———— Language IIS tudy Igrade in I———————|g'rade IISixth Istudy. Ipupils ———————
IF‘ollow—up with Art IIP repare I1936—37 IGrammar Ipupils in IIGrade IPrepare | Grammar
1:40 20 ILang‘uage ———l|ia nguageIand land Comp. I1936—37 IIPunils ILanguage I and Comp.
IWork Follow—up I|—~—-—| I——-Iand IIin 1937— ILesson I ——————
2:00 12 ILanguage II I | I II193S and I-————I Follow—up
I |Work IILanguageI IStudy I II II-ang‘uag'e I study
2:12 10 RECESS RECREATION
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2:22 15 with Art I IPrepara— Health IILanPuagt Iuse the IGeogxaphy Iuse the “use ILanguage Ithe IHealth
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2:37 15 Reading IHealth Geog. IIPiepare Igrade IHealth Igrade IIgrade Il—repare grade IGeography
Activity with Art IJJessons IIGleog. Imate— Imate— IImate— IGeog. [recites
2:52 15 built on Ila Irials | Irials Ilrials Iand Iin Geog. I——————
group Art | IHealth IIH Health I —-————I II I1-1ea_1th Ithe Health M.'1‘.
3:07 17 interests projects IEealth M.'1°. II | IEIth. MLT. I H IA551gn- Iseventh Rural Life
growing ——-— Geog. II I IGeog‘. I II Iment Igrade I’roblems
3:24 10 out of IFollow-up W.Th.I‘. II ——-—I |W.'1‘h.!‘. I II IWill IW.'1'11.I‘.
class dis- IHealth ~——-—IIGeog. | |-————I II lGeog‘. Istudy |————-
3:34 16 |eussion IWork [Study IIM. '1'. W I | I II IM.'1'.W. l
I I Him! a] h I | I II Inealth
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 child should be developed to such a point that he will be willing and
anxious to continue study after the class is over.

The recitation is the teacher ’s opportunity to find out the abili-
ties, aptitudes and the purposes of the children. When she discovers
an interest she should make assignment in keeping with that interest.
Unless the recitation period creates a desire to do something else it is
wasted time, and for that reason the teacher should not spend her time
in “hearing lessons”, but should spend her time in directing further
study. The daily schedule of classes is organized with this end in
view, namely: that the teacher may exploit the interest aroused during
a class period in creating a desire for further study.

Opening Exercise. Ten minutes are set aside for opening exer-
cises in the one—teacher schools. This period can be wasted or can be
spent profitably according to the interest and ability of the teacher.
it is a period during which all of the pupils come together, and unite
in a single program for the benefit of all. The program during this
period should be a part of the total school program and should con—
tribute to the wholesome enjoyment of all of the children.

In order that the opening exercise may be of most value it should
be built upon the interest and aptitudes of the children. The teacher
should begin the first day to make a list of the interests and aptitudes
of the children and as days go by she should assign parts of the open-
lng program to children interested in particular activities. If this is
done this period may be made both profitable and enjoyable.

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
9f the children should be kept. Such records become valuable in guid-
111g pupils into High School and College, as well as into occupational
pursuits. One of the first administrative duties, therefore, is to be-
90me thoroughly acquainted with the system of records in operation
111 theschool system and to supplement these records with such per—
:0nal information as will help in understanding the child. Failure
0 keep accurate records does an irreparable injury to the children.

achiAChWUemmt Records. It is very difficult to. measure pupil
inaldevement. Very frequently our means of measuring pupils are so
exagguate that. we often retain a pupil in a grade when, in fact, the
0 Simfltlon failed to give an accurate measure of his achievements.
Shouldbbe system should be relied upon in determining which pupils
and abflfépromoted and which pupils retained. Interests, aptitudes
or not a1 ies should be taken into c0ns1deration when dealding whether
retained 12111311 should be promoted. By all means no pupil should be
achieveml le.can do the work in the grade ahead, regardless of his
gener 1 ents 1n the particular grade. After all, education should be
a and for that reason achievement in subject matter should not

9

 

 

 

 be the sole basis for promoting a pupil. Sometimes age, physical ship-

development, social activities, etc., are as significant in determining into t1]

whether a child should be promoted as achievement in subject matter. T0 ”Elli!
. Until something better offers itself, a system of grading involving grams
i five letters, A, B, C, D, and E, should probably be used. They are £11106 0

1 not satisfactory but since custom calls for the ranking of pupils ac- 1'
cording to their achievements, it may be desirable to continue until a
better solution offers itself. When promotion time comes the term, 2.

“promoted” or “retained”, should constitute the sole marking that
l a child is given. In most cases, a child should not be retained because 3-
‘ he failed in one subject. He should be promoted with his group and 4
‘ t then given individual assignments until he is able to work with the '
. ‘ j group to which he has been promoted.
‘ ‘ When a pupil is promoted to a higher grade he should be given t 5.
written evidence of the fact. A promotion card should not contain
confidential information but it should contain essential facts. Con-

. If the program of the school is organized to carry out the ,Opjw
tives of education, children will be prepared for the duties of CltlZeIl‘

fidential information should be handed to the next teacher who is to 6'
have the child, and should be discussed with parents and guardians. 7
The information on the report card should be retained for the records
which are kept on file in the school. A
, and ap
SAFETY EDUCATION P0895.
The increased number of deaths due to accidents makes it new , T
sary for every teacher to develop a program of organized instruction IV
in safety. Safety Education may be carried on in connection with the comes
. different subjects in the school, or a special period may be set aside f0r i 50 that
‘ that purpose. , b on p1
Definite instruction should be given to the children concernlllg ; ioad
travel on public highways. They should be taught how to take care t mm?” 2
of themselves in meeting automobiles and other kinds of traffic. AS ‘ tom“:
early as possible, traffic laws and regulations should become a part 0 l meney,
the materials of instruction in civic courses. Young people who are if one
old enough to drive may be organized into classes and definite instruc- turesi
tion given them by the teacher or some person who knows the hazardS mat“
of driving a car in poor condition.
i 1 Safety in manipulation of equipment in the classroom should bea “
~} ‘1 part of the routine instruction in particular groups. Care should be ; In
m : taken that hazards about the buildings and grounds should; be removed. Should
' j‘ First Aid equipment should be available in every classroom in order 01
‘ to care for the ordinary accidents which take place in and about the 1
school. Teachers should supply themselves with pamphlets f1‘0}11 2
.‘i county and state highway departments and should make them 3Y3 ' 3'
able to the children. Safety posters should be made by the variouS ; 4‘
classes. The alert teacher will be able to contribute materially to.” 5'
reduction of accidents, if she will take advantage of all the facrlitles 6.
for teaching the problem. 7'
GUIDANCE OBJECTIVES 98.
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ship. Under the leadership of the teacher, the pupil should be guided
into those life activities for which his interests and aptitudes fit him.
To this end, the teacher should know the objectives of a guidance pro-
gram. The North Carolina Course of Study lists the following guid-
ance objectives for the elementary teachers of that state:

1. To study children in order to understand individual differences and
needs.

2. To classify pupils in such a way that instruction may be adapted,
as far as possible, to the needs of the individual’s progress.

3. To arrange instructional materials best suited to create and main-
tain the interest of pupils in various classifications.

4. To inform pupils of opportunities found in the school grades in such
divisions as commercial, homemaking, industrial and agricultural
departments and colleges or universities.

5. To inform pupils as to other means of acquiring continued educa-
tion and training in apprentice or corporation schools, part-time
schools, and correspondence schools.

6. To provide pupils with counseling, placement, and follow-up services.

7. To secure cooperation of the home, interested citizens, churches,
and mine clubs in providing opportunities.

A continuous study of the child’s home life, his interests, abilities
and aptitudes will enable the teacher to guide him toward his life pur-
poses.

T H RI FT

No teacher should neglect the teaching of thrift when opportunity
comes. She should set up a definite program and plan her program
so that thrift may be integrated with the total program of the school.
Her program should lead pupils to understand that true thrift in its
broad sense means the wise use and management of one ’s passions,
time, and abilities. Emphasis should be placed upon the following
t0plcs: Kinds of thrift; the forming of thrift habits; thrift and
money; thrift and life insurance; home ownership; the development
0f 0116’s talents or aptitudes; making a, budget as the basis of expendi-
tures ;. budgeting time; earning according to one ’s ability; saving sys-
tematically; spending wisely; investing safely.

ALCOHOL EDUCATION

In compliance with a recognized social need, special consideration
should be given to the teaching of the effects of alcohol.
Children should know :
. What alcohol drinks are,
. How alcoholic drinks are made,
The differences between fermented and distilled liquor.
The general effect of alcohol,
That drinks are neither food nor food substitutes,
How expensive alcohol is,
. That alcohol is not needed by healthy young P801319:
. That drink is habit—forming,
That liquor does not prevent fatigue and colds,

. That the use of drinks is the cause of much disease, suffering.
poverty, and of many crimes.

11

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Approach. The effects of alcohol may be taught as a health unit,
or as a unit in the course in citizenship. Pupils should be brought
face to face with the issues involved. The question should be dealt
with in the same manner as any problem that affects the health and
general welfare of citizens. Facts should be studied in order that
young people will look upon the use of alcohol in a sane and sensible
manner. Young people will not respond to any prejudiced View, but
they will respond to a View based upon facts. These facts are avail-
able if the teacher will take the trouble to bring them before the young
people.

In the civic classes, each of the following questions may become
the basis of study:

1. What attitude do business men take toward the employee who uses

alcohol?

2. To what extent are traffic accidents due to use of alcohol?

3. What relationship exists between death rates in general and the
use of alcohol?

4. Compare success of alcohol users with those who do not use it.

Courses in science, health, and physical education offer opportuni-
ties for study of the problem.

A Syllabus in Alcohol Education has been prepared by Bertha ‘

Rachel Palmer. This Syllabus in the hands of a classroom teacher
gives many essential facts about the use of alcohol. It is pubhshed
by the National “Toman’s Christian Temperance Union, Evanston,
Illinois.

CHARACTER EDUCATION

Character is not a subject to be taught, but the end to be sought-
The aim of education is the attainment of character and the good life;
and buildings are erected, schools are organized, curricula are selected:
teachers are trained, and money is appropriated in order that these
purposes may be achieved.

It is the view here that Character Education is a part of every
activity of the school since activity tends to build into the lives 0f

children patterns of behavior, which are not easily broken down 9909 ‘
they have been built. Since this is true, the ultimate effect an activlty ,

may have upon the formation of desirable patterns of behavior shoul
be carefully determined before such activity is included in the leaI‘D'
mg program.

As a special feature of the school’s program for character

development, pupils in social science groups, from grades 1 to 8, s