(£§? ICtbrarg 
 Imnrrattg of Norllj CEaroltna 
 
 Mnllttftsm of Nnrtlj (Earnltniatta 
 
 CZ1S 
 
 '•<!# m* * 
 
UNIVERSITY OF N.C. AT CHAPEL HILL 
 
 00034026170 
 
 This book must not 
 be taken from the 
 Library building. 
 
 Form No. 471 
 
1 
 
Digitized by the Internet Archive 
 
 in 2011 with funding from 
 
 Ensuring Democracy through Digital Access (NC-LSTA) 
 
 http://www.archive.org/details/suggestedtwelveyi942nort 
 
TWELVE YEAR PROGRAM 
 
 for the 
 
 NORTH CAROLINA PUBLIC SCHOOLS 
 
 n 
 
 in 
 
Publication No. 235 
 
 A SUGGESTED TWELVE YEAR PROGRAM 
 
 FOR THE 
 
 NORTH CAROLINA PUBLIC SCHOOLS 
 
 ISSUED BY THE 
 
 STATE SUPERINTENDENT OF PUBLIC INSTRUCTION 
 
 Raleigh, North Carolina 
 
c 3T Ef 
 
 AKNOWLEDGMENTS 
 
 This bulletin represents the work of such a large number of 
 persons that space does not permit all of the individual acknowl- 
 edgments that should be made. In addition to those persons 
 mentioned elsewhere in this publication, the following are espe- 
 cially deserving of recognition: Dr. Gerald S. Craig, Teachers 
 College, Columbia University, who met with the Science Com- 
 mittee and discussed the science program; Dr. William Betz of 
 the Rochester, New York Public Schools who served as special 
 consultant to the Mathematics Committee ; Dr. Frank C. Jenkins, 
 Director of the Southern Study, Commission on Curricular 
 Problems and Research, Southern Association of Secondary 
 Schools and Colleges, who met with the Central Curriculum Com- 
 mittee; Dr. F. H. McNutt of the Woman's College of the Uni- 
 versity of North Carolina, and Miss Grace Brunson, supervisor of 
 the Winston-Salem City Schools, who assisted members of the 
 Language Arts Committee in the language arts laboratory at the 
 Woman's College; Dr. B. B. Kendrick of the Woman's College and 
 Mr. F. E. Thomas of Greensboro who met with the Social Studies 
 Committee as representatives of the Department of Social Science 
 Teachers of the North Carolina Education Association ; Mr. L. H. 
 Jobe who assisted with the editorial work ; and Miss Erma Smith 
 who typed the manuscript. 
 
 Grateful acknowledgment is also made of the work of the 
 Executive Staff, the Central Curriculum Committee, the Lay and 
 Professional Commitee, and the State School Commission — all the 
 members of these groups gave freely of their time and effort and 
 rendered a very high order of service. 
 
 All of the colleges and universities in the State, either directly 
 or indirectly, contributed to the building of the program. Special 
 mention should be made of the work done in social studies at the 
 University of North Carolina, in language arts at the Woman's 
 College of the University of North Carolina, in mathematics at 
 Duke University, in vocational education and industrial arts at 
 N. C. State College, and in language arts and social studies at the 
 North Carolina College for Negroes. 
 
 Various departments of the North Carolina Education Asso- 
 ciation assisted in building and evaluating the proposed program, 
 especially the Departments of Social Science Teachers, Modern 
 Language Teachers, English Teachers, and Mathematics 
 Teachers. 
 
 The U. S. Office of Education supplied useful bulletins for use 
 in the study and gave valuable comparative data concerning 
 twelve year school systems throughout the country. 
 
 Helpful suggestions and materials were also received from 
 State Departments of Education in Alabama, Louisiana, Texas, 
 West Virginia, and Maryland and a number of city administrative 
 units in this State and elsewhere. 
 
 H. Arnold Perry, Co-ordinator 
 Tivelve Year Program Study 
 
TWELVE YEAR PROGRAM STUDY 
 
 Executive Staff 
 
 Clyde A. Erwin, State Superintendent of Ptiblic Instruction, Chairman 
 
 Nathan H. Yelton, Secretary, State School Commission 
 
 J. Henry Highsmith, Director, Division of Instructional Service 
 
 Julian Miller, Member, State School Commission 
 
 H. E. Stacy, Chairman, Lay and Professional Committee 
 
 H. Arnold Perry, Secretary 
 
 Central Curriculum committee 
 
 J. Henry Highsmith, Chairman 
 James S. Tippett, Consultant 
 H. Arnold Perry, Co-ordinator 
 
 or 
 
 1. Language Arts 
 
 Hattie S. Parrott, Chairman 
 
 Randolph Benton 
 
 W. J. Bullock 
 
 Dora E. Coates 
 
 A. B. Combs 
 
 Mrs. Mabel H. Davis 
 
 Mrs. Mary P. Douglas 
 
 Mrs. Ida H. Duncan 
 
 Mrs. Ruby Siske Gouge 
 
 Fred W. Greene 
 
 Ruth Gunter 
 
 Mrs. Lucy Herring 
 
 L. H. Jobe 
 
 2. Mathematics 
 
 W. W. Rankin, Chairman 
 Grace Chappell 
 Bonnie Cone 
 Laura Efird 
 G. H. Ferguson 
 W. M. Jenkins 
 
 VlLAMAE MacMiLLAN 
 
 H. F. Munch 
 
 3. Social Studies 
 
 M. E. Yount, Chairman 
 Mrs. Mary P. Brantley 
 Blanche Broadway 
 J. E. Cobb 
 
 Martha B. Craddock 
 W. F. Credle 
 Kathleen Emerson 
 H. Nora Evans 
 Margaret Flintom 
 Claude F. Gaddy 
 A. K. King 
 
 Margaret John 
 
 Bessie R. Jones 
 
 Frances Ledbetter 
 
 A. E. Manley 
 
 Marie McIver 
 
 Matilda Michaels 
 
 Mary Moore 
 
 Mrs. Gussie Dills Parker 
 
 Cathleen Pike 
 
 I. E. Ready 
 
 Etta Sledge 
 
 Helen M. Stephens 
 
 Sadie Vinson 
 
 C. G. Mumford 
 
 N. C. Newbold 
 
 W. C. Pressly 
 
 A. M. Proctor 
 
 Mrs. Hannah McN. Stack 
 
 H. C. West 
 
 Jane Williams 
 
 Carrie B. Wilson 
 
 Mamie Luther 
 
 J. C. Manning 
 
 Mrs. Charles C. McKee 
 
 A. H. Peeler 
 
 Egbert N. Peeler 
 
 O. R. Pope 
 
 Dean B. Pruette 
 
 Cleo Rainwater 
 
 Louisa Rosemond 
 
 H. L. Trigg 
 
 Mrs. Mae Rudd Williams 
 
4. Science and Health and Physical Education 
 
 Kader R. Curtis, Chairman James E. Hillman 
 
 B. B. Brandt Doris Hutchinson 
 Olive Brown Ethel Martus 
 
 C. F. Carroll, Jr. Charles E. Spencer 
 A. B. Combs Mrs. S. E. Teeter 
 Mary Oliver Ellington Julia Wetherington 
 
 5. Art 
 
 Julia Wetherington, Chairman 
 Nellie Alexander 
 Frances Lacy 
 John R. Ludington 
 
 6. Music 
 
 Hattie S. Parrott. Chairman 
 Grace Van Dyke More 
 
 7. Vocational Education 
 
 Catherine Dennis, Chairman 
 
 L. 0. Armstrong 
 
 T. Carl Brown 
 
 T. E. Browne 
 
 H. Bueck 
 
 George W. Coggin 
 
 Mrs. Annie Laurie McDonald 
 
 J. E. Miller 
 
 W. Carson Ryan 
 
 Mrs. Mary Leath Stewart 
 
 Mrs. J. 0. Wood 
 Frederick Stanley Smith 
 
 S. Marion Justice 
 John R. Ludington 
 Q. E. Mathis 
 Roy H. Thomas 
 Virginia Ward 
 J. Warren Smith 
 
 Note: In addition to serving on the above sub-committees each person 
 worked with the Central Curriculum Committee as a whole and also 
 met with one of the following Growth Level Committees: 1. Primary, 
 Carrie B. Wilson, Chairman; 2. Intermediate, W. J. Bullock, Chair- 
 man; and 3. Secondary School, W. Carson Ryan, Chairman. The 
 chairmen of the various committees formed a Reviewing Committee 
 that appraised the reports and assisted with the editing. 
 
 LAY AND PROFESSIONAL COMMITTEE 
 
 This committee consisted of 75 invited representatives of various civic, 
 fraternal, industrial, commercial, educational, and agricultural organizations 
 in the State. The sub-committee appointed by this group to work with the 
 Central Curriculum Committee included 
 
 Hon. H. E. Stacy, Chairman 
 Mr. W. A. Dees Prof. Guy B. Phillips, Secretary 
 
 Dean Alfonso Elder Dr. Clarence Poe 
 
 Mrs. R. J. Pearse Mr. R. Flake Shaw 
 
CONTENTS 
 
 Page 
 
 An Act to Provide for the Extension of the Public School 
 
 System 6 
 
 Foreword ' 
 
 Preface ° 
 
 Part One — Administration 
 
 Objectives of the Twelve Year Program 9 
 
 Some Problems Relating to Organization and 
 
 Administration 12 
 
 Pupil Progress in a Twelve Year System 17 
 
 Guidance in the Twelve Year Program 25 
 
 Part Two — The Curriculum 
 
 Teaching Procedure 35 
 
 Language Arts 39 
 
 Mathematics H4 
 
 Social Studies 155 
 
 Science 202 
 
 Health and Physical Education 212 
 
 Art 225 
 
 Music 238 
 
 Industrial Arts 253 
 
 Vocational Education 260 
 
 Next Steps in Curriculum Making 286 
 
AN ACT TO PROVIDE FOR THE EXTENSION OF THE PUBLIC SCHOOL SYSTEM 
 
 TO EMBRACE TWELVE GRADES IN THOSE SCHOOL DISTRICTS 
 
 RQUESTING THE SAME 
 
 The General Assembly of North Carolina do enact: 
 
 Section 1. That upon the request of the county board of education or 
 the board of trustees of a city administrative unit, the State School Com- 
 mission shall provide for the operation of a school system to embrace 
 twelve grades in accordance with such plans as may be promulgated by the 
 State Superintendent of Public Instruction in any high school district for 
 which such request is made at the time the organization statement is sub- 
 mitted. 
 
 Sec. 2. That when the request for the extension of the system of the 
 public school to embrace twelve grades is submitted as provided in Section 
 one of this Act, the cost of the same shall be paid from the appropriation 
 made for the operation of the State eight months' school term in the same 
 manner and on the same standards, subject to the provisions of this Act, 
 as provided in the "School Machinery Act." 
 
 Sec. 3. That the State Superintendent of Public Instruction and the 
 State School Commission shall provide the necessary blanks and forms for 
 requesting an extension of the public school system to embrace twelve 
 grades as herein provided, in the organization statements to be submitted 
 by the several administrative units of the State in preparation for the 
 school term of one thousand nine hundred and forty-two - forty-three, and 
 annually thereafter, and the State School Commission shall allot teachers 
 for the school year one thousand nine hundred and forty-two - forty-three 
 for any district heretofore operating a school program embracing twelve 
 grades upon the basis of attendance for the preceding year: Provided, that 
 for any district requesting to operate for the first time a system embracing 
 twelve grades the allotment of teachers shall be based on a fair and 
 equitable estimate of the prospective increase in attendance, as submitted 
 by the requesting unit, and the average attendance for the preceding year. 
 
 Sec. 3 y 2 . That the appropriation made available for carrying out the 
 provisions of this Act for the school year one thousand nine hundred and 
 forty-one - forty-two shall be used for the expansion of the public school 
 curriculum to embrace twelve grades under rules to be promulgated by 
 the State Superintendent of Public Instruction and the State School Com- 
 mission, in order that the cost of the twelfth grade may be assumed for 
 the year one thousand nine hundred and forty-two - forty-three as pro- 
 vided by Section three of this Act. 
 
 Sec. 4. All laws and clauses of laws in conflict with this Act, to the 
 extent of such conflict only, are hereby repealed. 
 
 Sec. 5. This Act shall be in full force and effect from and after July 
 first, one thousand nine hundred and forty-one. 
 
 In the General Assembly read three times and ratified, this the thir- 
 teenth day of March, 1941. 
 
 1941, c. 158. 
 
FOREWORD 
 
 This bulletin is the result of the work done by various com- 
 mittees of the Twelve Year Program Study. No attempt has 
 been made to give a detailed course of study in this publication; 
 the suggestions given are in outline form in order that they may 
 be more easily adapted to local needs and expanded accordingly. 
 In the section outlining the course of study a long-term point of 
 view has been taken and it is hoped that each local administrative 
 unit in the State will become more alert to the need for continuous 
 curriculum study and revision. To assist teachers and adminis- 
 trators in carrying forward a program for the improvement of 
 instruction additional bulletins on various phases of the school 
 program will be issued periodically. 
 
 Cooperation has been the keynote in the preparation of this 
 bulletin. While it is chiefly the work of the Central Curriculum 
 Committee of the Twelve Year Program Study, notable contri- 
 butions to the study were made by representatives of colleges, 
 universities, local school systems, and numerous civic, profes- 
 sional, industrial, commercial, and agricultural organizations in 
 North Carolina. The contributions of all who participated in the 
 work are deeply appreciated. 
 
 In the long run education is our first line of defense in pre- 
 serving and advancing our democratic way of life. Let us keep 
 this thought constantly before us in making curriculum changes 
 needed in providing a twelve year program. The present emer- 
 gency demands a critical appraisal of our whole school program ; 
 in making this appraisal let us not lose sight altogether of the 
 time when victory will be ours and the nation will need educated 
 youth to meet the problems of adjustment in a post-war world. 
 
 State Superintendent of Public Instruction. 
 August 20, 1942 
 
PREFACE 
 
 This bulletin and those to be published subsequently will be 
 made available to the thousands of teachers in the State in order 
 to facilitate their efforts to train the nearly 900,000 boys and girls 
 who are found in our elementary and secondary schools. The 
 training of so vast a number of young people is a tremendously 
 difficult and significant undertaking. The bulletins which will be 
 provided in connection with the twelve year program will be 
 designed to help teachers render that high order of service which 
 should characterize the teachers of North Carolina. 
 
 This bulletin gives first of all some statements about the 
 personnel of the Twelve Year Program Study. 
 
 Part I states the objectives of the program and discusses such 
 administrative problems as pupil progress and guidance. 
 
 Part II deals with various aspects of the curriculum for ele- 
 mentary and secondary schools. Suggestions are made about 
 teaching procedures, emphasis being placed upon important 
 aspects of teaching in the proposed twelve year program. 
 
 Reports of the committees on subjects of instruction are given 
 in the order found in Publication No. 189, and indicate the scope 
 and sequence of the program at various growth levels. The space 
 devoted to each area has been determined by the amount of 
 material needed in that area to give teachers and administrators 
 a basis upon which to build a twelve year program of instruction. 
 
 This bulletin is designed to be of particular assistance to ad- 
 ministrators and teachers. Under the new set-up more time will 
 be available in which to accomplish that which is expected in the 
 elementary school. This added year of elementary school work 
 will give an additional year of maturity to boys and girls, and this 
 fact alone has tremendous significance from an educational stand- 
 point. 
 
 It is confidently expected that more highly satisfactory results 
 will not only be possible, but will be actually achieved under the 
 new twelve year public school program. 
 
 Special mention should be made of the work of Professor James 
 S. Tippett, Consultant, and Mr. H. Arnold Perry, Co-ordinator. 
 Professor Tippett rendered fine service in the preparation of 
 materials in various fields or subjects in addition to giving 
 valuable editorial assistance. Mr. Perry did an excellent job 
 administratively in handling the manifold problems connected 
 with the Twelve Year Program Study and also in the preparation 
 of this bulletin for publication. 
 
 J. Henry Highsmith, Director 
 Division of Instructional Service 
 
PART I— ADMINISTRATION 
 
 OBJECTIVES OF THE TWELVE YEAR PROGRAM 
 
 Of the many attempts to list the objectives of education per- 
 haps the best known statement is found in the Seven Cardinal 
 Principles as outlined more than twenty years ago : sound health ; 
 worthy home membership ; mastery of the tools, techniques, and 
 spirit of learning; faithful citizenship; vocational effectiveness; 
 wise use of leisure; and ethical character. More recently the 
 Educational Policies Commission of the National Education Asso- 
 ciation stated the goals as self-realization, human relationships, 
 economic efficiency, and civic responsibility. Such statements of 
 objectives are applicable to education at all levels and apply 
 equally as well to public school systems with either eleven or 
 twelve grades. In making the transition from an eleven to a 
 twelve grade system, however, our educational system should be 
 re-evaluated in terms of these goals and, if necessary, the goals 
 should be modified in terms of present conditions. 
 
 In the Twelve Year Program Study the Central Curriculum 
 Committee and the Lay and Professional Committee both have 
 emphasized the need for giving our public school program a 
 vocational trend. It was also pointed out time and again by 
 members of these Committees that greater stress should be laid 
 upon the "fundamentals." The term "fundamentals" was used 
 to denote not only the three R's but also those skills needed in 
 gathering and applying information to a given problem, develop- 
 ing generalizations, interpreting data, etc. Many statements 
 relating to the introduction of the twelfth year and the objectives 
 it should help us reach were made by members of the Lay and 
 Professional Group during the course of their deliberations. A 
 few are quoted here as illustrations of what the layman in North 
 Carolina is expecting of the twelve year program: 
 
 How the twelfth year will be used will be the burden of those who 
 fashion the curriculum and teach the schools. These problems about 
 curriculum are not raised by reason of the twelfth year, the twelfth 
 year can be put in a bad curriculum. It merely gives us more time 
 than we had in which to do the work. My concern has been that we 
 are not able under our present setup to assimilate the curriculum 
 efficiently. This twelfth year ought to make a great contribution to 
 the assimilation of the fine things that are already in the curriculum. 
 This twelfth year should receive its impetus in the primary and gram- 
 mar grades. Every boy and girl ought to have the fundamentals 
 about which the public most complains. The criticism is that our 
 boys and girls are not becoming skilled in those fundamentals — 
 
10 A Suggested Twelve Year Program 
 
 English, Arithmetic, Grammar, and Spelling. They have not become 
 equipped as graduates of grammar school to proceed with the edu- 
 cational processes. Do not use the twelfth year in expanding the 
 curriculum; concentrate, rather than spread wide, in the lower grades 
 where fundamentals should be had if they are ever had at all. — Mr. 
 W. A. Dees, president, North Carolina School Board Association. 
 
 Probably the twelfth year should be added in the elementary school 
 where it will reach the greatest number; as a mother and lay-member 
 I would suggest the logical insertion should be somewhere between 
 the sixth and ninth grades to help keep in school that big army of 
 youth which otherwise drops out, often to become maladjusted 
 adults. — Mrs. R. J. Pearse, representing the North Carolina Congress 
 of Parents and Teachers. 
 
 This twelfth year gives us an opportunity to spend more time in 
 training the great mass of boys and girls in North Carolina who do 
 not get to go to college. Some considerable thought should be given 
 by the Central Committee and Executive Committee to the possibility 
 of putting into the schools trained workers in psychology and home 
 backgrounds whose duties would be to study children and attempt 
 to guide them into fields of educational training which will best use 
 their abilities. — Mr. E. A. Wayne, secretary, North Carolina Bankers 
 Association. 
 
 The 1941 General Assembly has made provision for one more year 
 of training for the boys and girls of North Carolina to fit them for the 
 problems of life that lie before them. Our curriculum in the high 
 school has been largely planned to train boys and girls to go to college 
 irrespective of the fact that about 75% of those who graduate do not 
 go to college. The time has now come in North Carolina when the 
 professionals have got to listen to the people. The time has come 
 when the people are demanding some change in our public school 
 system to make the schools more responsive to the needs of the com- 
 munities. The voice of the people was expressed by the General 
 Assembly of 1941, when it said to those in charge of public education 
 in North Carolina, "We want you to revise the system of education 
 in this State and make it more realistic. We want you to reconstruct 
 it, and we are appropriating here money to study and then to put into 
 effect a new program in the public schools of North Carolina." — Hon. 
 H. E. Stacy, chairman, Lay and Professional Committee. 
 
 These statements represent the point of view of the public. 
 They are not intended to imply that education for college and 
 education for work are entirely different and mutually exclusive. 
 Recent investigations have shown that there is no sharp line 
 between general and special education when the effect of the 
 educational program upon the student is appraised in terms of the 
 student's later success in college. These investigations indicate 
 that much of the training in non-academic fields may be as 
 valuable to the student who goes to college as the so-called college 
 preparatory or academic training. Reporting on the Eight Year 
 Study 1 Aikin says: 
 
 The results of this Study have broad and far-reaching implications. 
 To the writer the most significant is that the American secondary 
 school can fulfill its entire obligation to all youth, to the five (who do 
 not go to college) as well as to the one (who does). It is established 
 
 1 Wilford M Aikin, "Some Implications of the Eight-Year Study," The Bulletin, February, 
 1941, No. 96, Vol. XXV. Washington : National Association of Secondary School Principals. 
 
North Carolina Public Schools 11 
 
 beyond question that the secondary-school curriculum need not be 
 bound by conventional patterns of content or organization. What- 
 ever experiences will best meet common or individual needs should 
 comprise the curriculum. Meaningful work appropriate to each 
 student's ability, maturity, and probable future should mark every 
 day of his high school career; striving for credits to be stored up 
 and used as counterfeit coins to pay one's way into college should 
 cease. 
 
 The additional year of public education should help the schools 
 provide a program designed to reach the goals implied in these 
 quoted statements. Also it should make possible a fuller reali- 
 zation of the more general aims, such as those stated by the 
 Educational Policies Commission. A list of specific benefits that 
 should be derived from a lengthening of the number of years of 
 school should include the following: 
 
 1. For the pupil who makes normal progress through the 
 grades high school graduation in a twelve year system does not 
 occur until the pupil is approximately 18 years of age and is 
 eligible for employment in practically all occupations. Under the 
 eleven year system many students are graduated at age 17 and 
 are ineligible for employment in certain industries. Except for 
 periods when business and industrial activity is above normal, 
 available jobs go largely to persons beyond the teen-age. As a 
 result, in periods of depression many youths who graduate from 
 an eleven year school system find themselves among the ranks of 
 the unemployed for a year or more. This is discouraging to say 
 the least, and frequently leads to habits of idleness and produces 
 a pessimistic attitude that has a severely disintegrating effect 
 upon personality. 
 
 2. The education provided at public expense in North Carolina 
 will more nearly equal that of other states when a twelve year 
 program is provided. At present 43 states provide a twelve year 
 program ; two of the five states with only eleven years of public 
 school are seriously considering the addition of another year on 
 a state-wide basis. 
 
 3. Pupils will be provided more time in which to grow. The 
 aims of modern education include social, emotional, and physical 
 growth as well as intellectual growth. By expanding the school 
 program to include twelve years of work, an extra year of matura- 
 tion in all areas of growth is made possible ; and youth is there- 
 fore more able to make the adjustments necessary for either 
 higher education or employment. 
 
12 A Suggested Twelve Year Program 
 
 4. More time will be provided for an enrichment of the cur- 
 riculum. The provision of an additional year allows more time 
 in which to expand and enrich pupil experiences. 
 
 5. Adjustments may be made that will assist greatly in over- 
 coming the high rate of slow progress in our schools. North 
 Carolina has been one of the few states trying to do twelve years 
 of work in an eleven grade system. The result has been a very 
 high per cent of failure and repetition in the various grades. By 
 making the proper adjustments in grade placement of materials 
 and by adopting promotion practices and policies in keeping with 
 these adjustments, a more normal rate of pupil progress may be 
 achieved. 
 
 SOME PROBLEMS RELATING TO THE ORGANIZATION AND 
 ADMINISTRATION OF THE TWELVE YEAR PROGRAM 
 
 Suggestions relating to the organization and administration of 
 the Twelve Year Program beginning with the school year 1942-43 
 are based on the following assumptions : 
 
 1. Transition Period. Schools not heretofore operating a 
 twelve-year system will make the change-over from an 
 eleven to a twelve year program gradually, completing the 
 major phases of the transition in a four year period. By 
 having such a gradual introduction of the additional year, 
 provision may be made for experimentation and adaptation 
 which will enable schools to make necessary adjustments in 
 faculty, housing, organization, curriculum, and materials 
 with a minimum of lost motion. 
 
 Since the eighth year is to be the first step in the changes 
 that will affect the high school, it is well to emphasize the 
 fact that it will be four years after the beginning of the 
 session 1942-43 before the complete program proposed for 
 the high school can become effective. Until 1946-47, there- 
 fore, the program in any school heretofore operating eleven 
 grades will be a mixture of the old and new programs. 
 Pupils in high school in 1941-42 will complete their high 
 school courses on the old basis. Programs for these pupils 
 are outlined in Publication No. 206, Handbook for Ele- 
 mentary and Secondary Schools, pp. 90-112. Pupils finish- 
 ing the seventh grade in 1941-42 will get five more years 
 of school, graduating from the twelfth grade. Beginning 
 with the session 1942-43 these pupils will be given the work 
 of the new eighth grade, after that the new high school 
 program for four years, and they will graduate from the 
 twelfth grade in 1946-47. The work of the two groups may 
 be shown as follows : 
 
North Carolina Public Schools 13 
 
 Old Program New Program 
 
 For pupils finishing 8th grade School For pupils finishing 7th 
 
 1941-42 Year grade 1941-42 
 
 Old 9th grade — 2nd yr. H. S._ 1942-43 New 8th — Elementary 
 
 Old 10th grade— 3rd yr. H. S._ 1943-44 New 9th— 1st yr. H. S. 
 
 Old 11th grade— 4th yr. H. S.~ 1944-45 New 10th— 2nd yr. H. S. 
 
 Graduates 
 Voluntary return for 12th 
 
 year of work 1945-46 New 11th— 3rd yr. H. S. 
 
 1946-47 New 12th— 4th yr. H. S. 
 
 2. Teacher Allotment. Allotment of teachers whose salaries 
 are to be paid from the State Eight Months School Fund 
 will be made approximately as heretofore by the State 
 School Commission on the basis of average daily attend- 
 ance in the several city administrative units and school 
 districts in county administrative units. 
 
 3. Housing. The eighth grade will be housed in most in- 
 stances in the same building as for the session 1941-42. The 
 decision as to where the eighth grade shall be located, how- 
 ever, rests with the county board of education in county 
 administrative units and with the board of trustees in city 
 administrative units. Since the amount of housing needed 
 is determined chiefly by the number of pupils in school 
 rather than by the number of years in the program, addi- 
 tional housing will not be needed in many instances as the 
 number of students returning for the twelfth year will be 
 somewhat offset by the number leaving school as a result 
 of the war and by the drop in first grade enrollments. 
 
 4. Certification. During the transition period State certifi- 
 cation regulations will be so modified as not to penalize 
 teachers already employed even though changes in organi- 
 zation may necessitate their working in grades above or 
 below those in which they now teach. For current certifi- 
 cation regulations write to the Division of Professional 
 Service, State Department of Public Instruction. 
 
 5. High School Graduation. During the transition period 
 graduation will be optional with high school seniors in 
 schools in which the twelve year program is to be inaugu- 
 rated in 1942-43. In other words students in the senior 
 class, 1941-42, may be graduated in 1942 or, by election, 
 may return for an additional year of work and be graduated 
 in 1943. Those rated as juniors in 1941-42 may be grad- 
 uated in either 1943 or 1944 ; sophomores may be graduated 
 in either 1944 or 1945 ; and freshmen may be graduated in 
 either 1945 or 1946. Students in the seventh grade (1941- 
 42) will normally be graduated in 1947. 
 
 Where the twelve year program is in effect, high school 
 graduation may be based in twelve units earned in the last 
 three years of high school. This procedure meets with the 
 approval of the Southern Association of Secondary Schools 
 
14 A Suggested Twelve Year Program 
 
 and Colleges and the North Carolina College Conference. 
 The Central Committee of the Twelve Year Program Study 
 also endorsed this plan with the suggestion that the various 
 school systems of the State consider the advisability of 
 experimenting locally with it in order that greater freedom 
 to alter the curriculum in the secondary school may be 
 realized. 
 
 6. Curriculum. An outline of the course of study as adopted 
 by the Central Curriculum Committee is given in Part II 
 of this bulletin. In many schools the changes suggested 
 will not greatly affect the situation in so far as organization 
 is concerned. Effective implementation of the course of 
 study will depend upon local study and adaptation. 
 
 Where The Additional Year Is To Be Placed 
 
 As the Twelve Year Program Study has progressed, more and 
 more professional school people and laymen have come to the 
 conclusion that the twelfth year of public education could ac- 
 complish the most good if added all along the way from grade 
 one through grade twelve. In other words, there is a strong 
 belief that the curriculum as now set up for an eleven-year 
 program contains enough material for the public school program, 
 but that more time should be allowed for the student to assimilate 
 it. In general, it was felt that when the twelve-year program is 
 in full operation, students should get one-twelfth of the total 
 revised curriculum each year rather than one-eleventh of the 
 eleven year program. Hardly anyone has advocated placing the 
 extra year on top of the eleven year program. The Central Cur- 
 riculum Committee went on record as favoring a program of 
 eight years of general elementary education followed by a four 
 year high school program. To accomplish this schools may be 
 organized on any one of several plans. In some instances an 8-4 
 plan will be best suited to local needs, while in other instances a 
 6-3-3 organization or a 6-6 organization may be advisable. Or- 
 ganization is of secondary importance ; the changes in curriculum 
 are of much greater significance. 
 
 To bring about curricular changes in such a manner that the 
 benefits of the additional year are diffused throughout the pro- 
 gram, it is suggested that as a starting point the program for the 
 eighth year be greatly revised. Regardless of the fact that this 
 grade may be located in the high school building and may be 
 taught by one teacher or by a group of teachers who teach in 
 higher grades, this grade should not be one in which students 
 earn credit toward high school graduation. The suggested pro- 
 
North Carolina Public Schools 15 
 
 gram for this grade is based on the assumption that it will be the 
 last year of elementary education. Changes in the program for 
 this grade, however, must not be made without careful considera- 
 tion of the work in the grades below and above, since what is 
 done at this point greatly influences the nature of the curriculum 
 for the first seven grades and has a definite bearing upon the 
 work of the high school. 
 
 One question which will likely arise will be whether depart- 
 mental organization shall be used in the eighth grade as hereto- 
 fore, or whether one teacher shall be assigned major responsi- 
 bility for the work of this grade. Because of the method of 
 allotment of teachers, and because in many schools the same 
 teaching force will be used as heretofore, it seems that at least a 
 partial departmentalization may have to prevail in some instances 
 in the eighth grade during the transition period. It is desirable, 
 however, to use one teacher for all the work of the eighth grade 
 where such an arrangement can be made. If one teacher for 
 this grade cannot be arranged, then the number should be re- 
 duced to a minimum. With the present certification of teachers 
 it may be possible in many instances to reduce the number of 
 teachers for an eighth grade to two or three, whereas in some 
 schools eighth grade pupils have had as many as four or five 
 different teachers. For example, the assignment of one teacher 
 to do work in an eighth grade section in English and social studies 
 and another to do work in science and mathematics will greatly 
 improve the situation in so far as the learning of the children is 
 concerned. 
 
 In making the change-over from an eleven to a twelve year 
 program according to the principles suggested in this bulletin, 
 the following major curriculum changes seem desirable: 
 
 1. Greater emphasis should be placed upon readiness in the 
 first grade. For those pupils who enter school with a lack 
 of experience needed as a sound basis on which to build the 
 school program, more socializing experiences, oral language, 
 and group work should be provided before the child is in- 
 troduced to the formal reading activities of the first year of 
 school. Traditionally, the first grade has been the grade 
 in which the rate of pupil failure is highest. If more time 
 is allowed for pupils to achieve what has formerly been re- 
 quired during the first year of school, many children will 
 get off to a better start and eventually reach the place where 
 they can do work of sufficiently high quality to justify their 
 continued membership in the group in which they started 
 school. This assumes, of course, that teachers will recog- 
 
16 A Suggested Twelve Year Program 
 
 nize individual differences and vary the curriculum so as to 
 meet the needs of each individual in so far as possible. It 
 also assumes that promotion policies and practices will be 
 such as to permit pupils of varying abilities to continue in 
 the same group with the teacher arranging smaller groups 
 within the classroom for special activities designed to assist 
 slow pupils in mastering the essentials and bright pupils in 
 getting the enrichment needed to make their school life 
 challenging and satisfying. 
 
 2. Some of the work set up in the course of study for grades 
 4, 5, 6, and 7 in the eleven year program should be moved 
 ahead, to be completed by the close of the eighth instead of 
 the seventh year. 
 
 3. During the transition period the high school curriculum will 
 be undergoing constant revision due to the fact that the 
 student body will include students who will graduate under 
 the eleven-year plan as well as students who take advantage 
 of the full twelve-year plan.* 
 
 Providing Worthwhile Learning Experiences For Pupils 
 
 Returning For The Twelfth Year During The 
 
 Transition Period 
 
 Inauguration of the Twelve Year Program under the plans sug- 
 gested herein presupposes a transition period of four years 
 during which there will be rising senior classes in which each 
 student has the privilege of returning for an additional year 
 where a twelfth year is offered. For example, students com- 
 pleting the eleventh grade in 1941-42 may return for four more 
 units of work in the secondary school and be graduated with 20 
 units credit instead of the usual 16. Other high school classes 
 down to and including the 1941-42 eighth grade would have the 
 same privilege. Hence, it will not be until the close of the school 
 year 1945-46 that all pupils with optional rights will be grad- 
 uated from hig-h school. During this four year period in schools 
 operating on the twelve year plan some revision of the high 
 school curriculum must be made if a program is to be offered that 
 will justify a senior's returning for another year. 
 
 In large high schools, however, seniors returning will probably 
 find sufficient courses available that they want and training that 
 will be of functional value to them the following year in college 
 or at work. Students planning to go on to college may very 
 
 ♦NOTE : Although the terms "grade," "elementary school," and "high school" have been 
 used in this report, this is merely a matter of expediency. The need for a continuous program 
 is recognized and it is suggested that every effort be made to articulate the units and grades 
 in the program. 
 
North Carolina Public Schools 17 
 
 profitably take an additional year of science, mathematics, social 
 studies, and English. Students who plan to leave high school 
 and go directly to work may find available vocational courses that 
 will better prepare them for the jobs they anticipate. In the 
 present emergency students may return for special training 
 preparatory for occupations in the army or for work in war 
 industries. Courses in first aid, safety, and physical and health 
 education are peculiarly appropriate in view of the war situation. 
 Offerings in any of these fields will be determined largely by the 
 training of the teaching personnel and the availability and use of 
 community resources. Most schools, however, can provide from 
 available resources a program that will be of real value to all 
 students returning for additional training. 
 
 Regardless of the student's plans for the time immediately 
 following graduation it seems appropriate to offer an additional 
 year of English as a required subject for all returning students. 
 The Aikin Study 1 stresses the fact that success in college de- 
 mands "competence in the use of the mother tongue." The Lay 
 and Professional Committee in its deliberations emphasized the 
 importance of language, reading, and spelling for the approxi- 
 mately 75 per cent of our high school graduates who do not go on 
 to college, but who go directly to work. The Central Curriculum 
 Committee, bearing in mind these facts, suggests that where 
 additional high school English is offered the work of the course 
 be designed, in so far as possible, to meet individual needs. 
 Business English, speech, composition, dramatics, and other 
 phases of English instruction may constitute the materials for 
 such a course. 
 
 While guidance is needed by all students, pupils now in high 
 school are particularly in need of wise counseling. Where the 
 twelve year program is being inaugurated, students are first 
 faced with the problem of whether or not to return for the addi- 
 tional year of training; those who elect to return have the addi- 
 tional problem of choosing elective courses that will contribute 
 most to their future activities. 
 
 PUPIL PROGRESS IN A TWELVE YEAR SCHOOL SYSTEM 
 
 A major problem confronting the schools of the State in pro- 
 viding an effective twelve year school program is the problem of 
 achieving desirable pupil progress through the grades. In 
 1939-40 there were 890,729 different children (Code "a" plus 
 
 1 WIlford M. Aikin, "Sume Implications of the Eight-Year Study for Secondary Education," 
 The Bulletin, National Association of Secondary School Principals, February, 1941. 
 
18 
 
 A Suggested Twelve Year Program 
 
 Code "e") enrolled in the public schools of North Carolina ; 55,489 
 of these pupils dropped out of school during the year. Of the 
 835,240 pupils remaining in membership on the last day of school 
 150,017 were reported as not doing a full year's work. These two 
 groups make a total of 205,506, or 23 per cent of the total pupils 
 enrolled, who did not profit maximally from the school program. 
 
 The full effect of the twelve year program will not be felt by 
 pupils who leave school before graduation. While it is true that 
 curricular revisions anticipated in making the change-over to a 
 twelve year system will undoubtedly result in a better school pro- 
 gram, comparatively little benefit will be derived from the pro- 
 gram by those who fail to advance beyond the first few years of 
 school. A study of enrollment figures for the State shows that 
 for each 1,000 white children enrolled in the first grade in 1928-29, 
 only 434 completed the seventh grade in the next seven years and 
 only 209 were graduated in 1939 after eleven years of school. 
 This low rate of grade survival is due in part to pupil losses and 
 in part to non-promotion. Table I shows that a significant per 
 cent of the pupils at each grade level fail to do a full year's work 
 each year. 
 
 TABLE I 
 
 Per Cent of Membership (Last Day of School) Not Doing Full Year's Work. 
 
 By Grades 1934-35 to 1939-40 Inclusive— White. 
 
 YEAR 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 Grade 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 24.8 
 
 16.5 
 
 15.3 
 
 15.5 
 
 15.3 
 
 14.3 
 
 13.7 
 
 18.9 
 
 16.0 
 
 15.1 
 
 26.1 
 
 17.6 
 
 16.4 
 
 15.7 
 
 15.3 
 
 14.8 
 
 12.6 
 
 18.6 
 
 16.2 
 
 14.2 
 
 25.7 
 
 16.7 
 
 15.6 
 
 15.3 
 
 14. S 
 
 14.0 
 
 11.2 
 
 17.5 
 
 16.0 
 
 13.5 
 
 25.6 
 
 17.5 
 
 14.8 
 
 14.0 
 
 14.9 
 
 13.5 
 
 11.2 
 
 18.0 
 
 15.4 
 
 13.5 
 
 24.7 
 
 16.1 
 
 14.3 
 
 13.4 
 
 13.7 
 
 12.7 
 
 11.4 
 
 17.1 
 
 14.5 
 
 13.3 
 
 24.1 
 
 16.0 
 
 14.3 
 
 13.5 
 
 12.7 
 
 12.1 
 
 10.9 
 
 17.5 
 
 14.9 
 
 14.2 
 
 Grade 
 11 
 
 1934-35 
 1935-36 
 1936-37 
 1937-38 
 1938-39 
 1939-40 
 
 7.8 
 7.5 
 7.0 
 6.6 
 6.5 
 6.8 
 
 The fact that the greatest per cent of pupils failing to do a 
 full year's work is found in the first grade suggests the possibility 
 of a basic maladjustment of the school program at this level. 
 This condition is not peculiar to North Carolina, but was found 
 to exist in 35 cities studied by Caswell 1 , and in the reports of 344 
 out of 493 superintendents included in the study reported in the 
 Ninth Yearbook of the Department of Superintendence. 2 
 
 T Hollis L. Caswell, Non-Promotion in Elementary Schools, pp. 16-17. 
 
 2 Five Unifying Factors in American Education, Department of Superintendence, N. E. A., 
 1931, p. 51. 
 
North Carolina Public Schools 
 
 19 
 
 It will also be noted that the next point of greatest difficulty 
 for the student is in the eighth grade, where over 17 per cent of 
 the pupils each year fail to do a full year's work. Apparently the 
 greatest need for curriculum revision is in the first and eighth 
 grades. In planning the work for the twelve year system it 
 seems that special attention should be given to the work in these 
 grades. 
 
 A major effect of the high rate of pupil failure in the ele- 
 mentary grades has been the accumulation of over-age pupils in 
 the various grades. Table II shows the extent of this retardation : 
 
 table II 
 Pupils One Year or More Over-Age, Elementary Schools, 1938-39. 
 
 
 Per Cent Ovee-Aqe 
 
 GRADE 
 
 White 
 
 Colored 
 
 Total 
 
 1 
 
 16.8 
 27.4 
 33.3 
 34.1 
 36.4 
 36.5 
 34.8 
 
 40.1 
 61.4 
 65.2 
 67.1 
 66.3 
 65.9 
 64.7 
 
 27.5 
 
 2 
 
 38.8 
 
 3 
 
 43.6 
 
 4 
 
 44.3 
 
 5 
 
 45.0 
 
 6 
 
 44.8 
 
 7 
 
 42.5 
 
 
 
 One would expect such a high rate of slow progress to result in 
 homogeneous groups in so far as achievement is concerned. By 
 retaining pupils who do not measure up to grade standard the 
 instructional groups should theoretically show a small variability 
 of achievement. Such, however, is not the case. In 1938-39, the 
 year covered by Table II, the Pintner General Ability Test, 
 Intermediate, Form A, and the Iowa Silent Reading Test, 
 Elementary, Form A were administered State-wide to all seventh 
 grade pupils. The reading tests revealed that the average read- 
 ing achievement for the State was equivalent to grade 7.5 which 
 is slightly below the norm for the time of year the test was 
 given, viz., 7.7, and showed that standards were not completely 
 adhered to, even though non-promotion was rigorously employed 
 as the "great equalizer" during the years preceding. The 
 variability of reading achievement in this grade was unusually 
 high, which seems to refute the claim made by many teachers 
 that non-promotion practices are of value because they keep 
 children out of the higher grades where they cannot do the work. 
 
20 
 
 A Suggested Twelve Year Program 
 
 Table III shows that the upper 20 per cent of the 41,100 white 
 seventh grade children tested made grade equivalents equal to or 
 exceeding 9.2 ; the lowest 20 per cent made grade equivalents of 
 6.0 or less. The tests revealed a range of more than 6 years 
 between the poorest and best readers; some pupils made grade 
 equivalents above 11.1 while those at the other extreme were as 
 low as 5.0. 
 
 TABLE III 
 
 Grade Equivalents Corresponding to Selected Percentiles for the Iowa 
 
 Silent Reading Test for 41,100 White Seventh Grade North 
 
 Carolina Pupils, 1939. 
 
 PERCENTILE 
 
 Larje Cities 
 
 Small Cities 
 
 Counties 
 
 State 
 
 10 
 
 5.7 
 6.5 
 7.1 
 
 7.6 
 8.2 
 8.6 
 9.2 
 10.1 
 11.1 
 
 5.6 
 6.3 
 6.8 
 7.3 
 7.8 
 8.2 
 9.0 
 9.8 
 11.1 
 
 5.2 
 5.7 
 6.2 
 
 6.6 
 7.1 
 7.6 
 8.4 
 9.2 
 10.3 
 
 5.3 
 
 20 
 
 6.0 
 
 30 . 
 
 6.5 
 
 40 
 
 6.9 
 
 50 
 
 7.5 
 
 60 
 
 8.0 
 
 70 
 
 8.6 
 
 80. 
 
 9.2 
 
 90 
 
 10.6 
 
 
 
 The Pintner General Ability Test revealed wide differences in 
 mental ability in the seventh grade. In the white schools the 
 differences in mental ages was nine years, one month — at the 
 upper end of the scale some pupils had mental ages of 18-0 years 
 and above, whereas at the other extreme some pupils had mental 
 ages below 8 years and 11 months. 
 
 The results of this test show that homogeneity in general 
 ability, like homogeneity with respect to the specific ability to 
 read, has not been achieved even though a high rate of non- 
 promotion was employed in the decade preceding 1939. 
 
 Data on the tests of general ability administered to 40,613 
 pupils are given in Table IV. 
 
 For this same group of pupils chronological ages varied from 
 11-0 to 17-11, indicating to some extent the variability in physical 
 ability and size of pupils and suggesting the wide range of 
 interests and different characteristics that might be found in 
 groups with age differences of several years. 
 
 Such variations as these data present seem to indicate rather 
 conclusively that the high rates of non-promotion and slow pro- 
 gress are not producing the narrow range of ability and precise 
 
North Carolina Public Schools 
 
 21 
 
 TABLE IV 
 
 Percentage Distributions of Mental Ages, Pintner General Ability Tests, 
 
 Seventh Grade, White, 1939. 
 
 MENTAL AGE IN YEARS 
 AND MONTHS 
 
 Labge Cities 
 
 Small Cities 
 
 Counties 
 
 State 
 
 
 1 
 
 3 
 4 
 9 
 
 15 
 17 
 23 
 18 
 8 
 2 
 
 
 
 1 
 
 17-0 to 17-11 
 
 3 
 
 4 
 
 6 
 
 11 
 
 18 
 
 26 
 
 18 
 
 10 
 
 3 
 
 1 
 
 12-6 
 
 6,462 
 
 
 1 
 
 16-0 to 16-11 
 
 2 
 
 4 
 
 7 
 
 14 
 
 26 
 
 25 
 
 14 
 
 6 
 
 2 
 
 12-1 
 
 28,691 
 
 3 
 
 15-0to 15-11 
 
 4 
 
 14-0 to 14-11 
 
 9 
 
 13-0 to 13-11 -.- 
 
 17 
 
 12-0 to 12-11 
 
 24 
 
 11-0 to 11-11 - 
 
 22 
 
 10-0 to 10-11 
 
 14 
 
 9-0 to 9-11 
 
 4 
 
 Below 8-11 
 
 1 
 
 
 12-10 
 5,460 
 
 12-4 
 
 
 40,613 
 
 
 
 classification that teachers presume are necessary for economical 
 instruction. The variations are so great as to suggest the 
 probability that they would not have been much greater if a 100 
 per cent promotion policy had been in effect. 
 
 Effect of Non-Promotion on Pupils 
 
 The effect of non-promotion on school organization, size of 
 grades, and program of instruction is admittedly great. The 
 effect on the pupil, however, is much more serious. Failure for 
 him influences both his personality and his achievement. 
 
 Caswell 1 and Saunders 2 report several studies which show that 
 pupils who are promoted learn more than pupils of the same 
 ability and achievement who are retained. Some of these studies 
 showed that a significant per cent of pupils repeating a grade 
 either did poorer work or showed no improvement. In a study by 
 McKinney 3 it was found that 65 per cent of the pupils repeating 
 a grade did either poorer or no better in achievement. 
 
 The best learning situation is one in which a pupil has a definite 
 purpose that he believes he can achieve. Furthermore, it is a 
 situation in which he can see what contribution his various 
 activities make toward reaching his goal. That is to say, the 
 situation must be such that the pupil who fails at a given task can 
 see clearly the relation between his performance and his failure ; 
 
 1 op. cit., Chapter V. 
 
 2 Carleton M. Saunders, Promotion or Failure? Chapter IV. 
 
 8 B. T. McKinney, Promotion of Pupils. Doctor's Thesis, University of Illinois, 1928. Re- 
 ported by Saunders, op. cit. 
 
22 A Suggested Twelve Year Program 
 
 he must be able to learn from his failure as well as his successes ; 
 he must be able to eliminate activities that do not help him ad- 
 vance toward his goal and to improve those activities that do. 
 Non-promotion for elementary school children often operates in 
 violation of the principles that produce this situation. The pupil 
 who fails must return to the same work without a clear under- 
 standing of how he can reach his objective plus a general feeling 
 of inadequacy and lack of drive and purpose needed for the best 
 type of school work. 
 
 Failure to make a grade is a very trying experience for the 
 child. If he encounters such an experience several times, as is 
 the case with numerous children, the effect on his personality is 
 severely disintegrating. The child who has to repeat becomes a 
 disappointment to his parents; his schoolmates move on to higher 
 grades, forcing him to make numerous adjustments to new 
 groups; he is often teased by siblings and classmates who ad- 
 vance beyond his grade ; he loses self-respect, self-confidence, and 
 a feeling of "belonging" ; his interest is replaced by a feeling of 
 resentment toward everything connected with school and fre- 
 quently results in such undesirable personality traits as with- 
 drawing, day dreaming, backbiting, cheating, and generally un- 
 satisfactory aggressive behavior. 
 
 Suggested Procedure for Improving Promotion Policies and 
 
 Practices 
 
 Better pupil progress in North Carolina can be achieved by the 
 improvement of a number of factors contributing to retardation 
 and withdrawal from school. The best progress will be made only 
 when an integrated attack upon all the causes is made. Among 
 the things most needed are: (1) A curriculum better adapted to 
 child needs and abilities ; (2) more time for the child to grow and 
 assimilate the curriculum; (3) better attendance; (4) improved 
 child health; (5) more attention to the mental hygiene aspects 
 of school life; (6) removal of community distractions; (7) a 
 more interesting, dynamic school program; (8) an attendance 
 law expanded from the present range of 7-14 years to 7-16 
 years; (9) a reduction in the teaching load; and (10) better 
 administrative practices. 
 
 In the field of administrative practices perhaps the greatest 
 need and most favorable opportunity for rapid improvement may 
 be obtained from the institution of better promotion policies and 
 practices. Non-promotional policies and practices are sometimes 
 
North Carolina Public Schools 23 
 
 the result, and in other instances the cause, of educational theory 
 and practice. The position is taken here that, although educa- 
 tional theory and practice in North Carolina are not by any means 
 perfect, this phase of public education has been given compara- 
 tively more thought and attention than non-promotional practices 
 and policies, with the result that conditions now justify a peculiar 
 emphasis upon the study of promotion practices. The data given 
 here indicate that the rate of non-promotion in the State is 
 abnormally high and suggest the possibility of a better school 
 program by improving the philosophy and practice of teachers 
 regarding promotion. 
 
 Presentation of data on a State-wide basis serves only to call 
 attention to conditions and to suggest methods of attacking the 
 problem. If the democratic procedure generally followed by the 
 State in matters dealing with the interna of the local public 
 school program is to be preserved, then the actual changes in 
 policies and practices must be made locally. To demand 100 per 
 cent promotion by administrative fiat would be neither practical 
 nor desirable. It is the function of the State administration to 
 focus the attention of local administrators and teachers upon the 
 conditions that exist in some schools with reference to pupil 
 progress, and to work cooperatively with local authorities in 
 making out better policies and practices. A study of the litera- 
 ture on promotion and a consideration of the data presented here 
 suggest the following as a desirable procedure for individual 
 schools to use in the local attack : 
 
 1. Make a study of pupil progress in the local situation. 
 
 Frequently principals and teachers are unaware of the 
 severity of slow progress in their own schools. The facts 
 regarding pupil personnel should be determined as a start- 
 ing point. Such information as the per cent of pupils 
 promoted by grade and by sex; the per cent of pupils 
 making slow, normal and rapid progress; the per cent of 
 pupils who complete each grade in the school; and the per 
 cent of pupils who remain in school beyond the compulsory 
 age limit, shed light on the problem and point out the places 
 in greatest need of attention. Usually special attention is 
 needed in grade 1 as by far the greatest per cent of non- 
 promotion is found at this level. 
 
 2. Study the underlying theories of pupil progress. 
 
 Theories of pupil progress fall into two categories : (1) 
 the grade standards theory, and (2) the equal educational 
 opportunity theory. According to the former there are 
 identical achievement standards that must be met by all 
 
24 A Suggested Twelve Year Program 
 
 pupils before they can pass from a given grade to the next 
 higher. The latter theory is based upon a belief that 
 equivalent opportunity should be offered all pupils in terms 
 of their ability to do various types of school activities. 
 This theory tends to keep children moving through the 
 grades according to chronological age; non-promotion in a 
 system run on this theory seldom occurs. 
 
 After an underlying theory of pupil progress is accepted 
 the promotion policy should adhere to it, avoiding such 
 inconsistences as might arise through trying to hold on to 
 a given practice that is in conflict with the theory. 
 
 3. Formulate progress policies. 
 
 To put the theory accepted into practice demands that it 
 be interpreted in terms of the actual administration of the 
 school. Working together, teachers, administrators and 
 representative patrons should state ■ the policy to be fol- 
 lowed in making promotions. 
 
 4. Decide what data are needed to evaluate individual pupil 
 progress under the theory accepted and collect these data. 
 
 Often the data concerning a child in school are not the 
 sort of data needed to appraise his growth. In many in- 
 stances promotion is based solely on the teacher's monthly 
 report marks. In other cases promotion is based almost 
 exclusively on standardized test scores. Measures of pupil 
 growth in many areas are needed if a valid appraisal of the 
 pupil's progress is to be made. Installation and effective 
 use of an adequate pupil record system will be of great 
 value in evaluating the work of each student. The North 
 Carolina Cumulative Record — Grades 1-12 is excellent for 
 this purpose ; this form may be purchased from the Depart- 
 ment of Public Instruction. Suggestions for measuring 
 pupil progress have been given in the Handbook for Ele- 
 mentary and Secondary Schools, Publication No. 206, State 
 Department of Public Instruction, p. 120 ff. 
 
 5. Put the progress policy into operation. 
 
 A fair trial should be given the policies formulated and 
 the policies themselves should be continuously evaluated to 
 see if they are producing the desired results. In applying 
 the policy teachers and principal should work together to 
 assure a complete understanding. To prevent personal 
 whims and caprices from entering too largely into actual 
 practice each teacher's promotions under the policy should 
 be reviewed by a committee composed of other teachers and 
 the principal. 
 
 6. Revise progress policies and practices where needed. 
 
 When policies and practices are set up a priori there are 
 almost certain to arise certain problems not anticipated. 
 Only through experience with the new policy can it be de- 
 
North Carolina Public Schools 25 
 
 termined whether the policy is resulting in the kind of 
 educational opportunity needed by the boys and girls of the 
 community. Continuous study of the problem will insure 
 that it functions properly and will also indicate whether the 
 data being collected are appropriate for the evaluations 
 being made. 
 
 GUIDANCE IN THE TWELVE YEAR PROGRAM 
 
 I. General statement of problem. 
 
 The function of the guidance program is to help the student 
 reach his optimum development in relation to his own ability and 
 in his relations with others. In order for this function to be per- 
 formed, it is necessary for each teacher to know as much as 
 possible about her children, and to be sensitive to their needs. 
 In many cases, the teacher herself will be able to help the pupil ; 
 where special help is needed, she should know where to go to get 
 it. It is the duty of the school and the community to provide such 
 special help as may be needed. 
 
 Much confusion has resulted because many persons have failed 
 to recognize a difference between guidance in learning situations 
 and guidance as an organized service rendered by the school to 
 its pupils. In the first instance, guidance is an important re- 
 sponsibility of every teacher and is closely allied with good teach- 
 ing. Considered as an organized staff service, guidance (particu- 
 larly in the secondary school) will require the services of every 
 member of the faculty in some capacity. Some may be called 
 upon to do special counseling, some to direct a follow-up study, 
 some to conduct an occupational survey, some to direct the testing 
 program, some to collect and organize occupational information, 
 and others to assume still further specific responsibilities. While 
 teachers may be called upon to take part, it does not mean that 
 guidance responsibilities should become synonymous with teach- 
 ing or education. "Every staff member should realize that he has 
 some responsibility for guidance and that he can do much to meet 
 pupil needs. Although every teacher and administrative officer 
 should be encouraged to prepare himself for guidance work, the 
 services of competent counselors should also be available." 1 
 
 iCooperative Study of Secondary School Standards, Evaluation Criteria, 1940, Section G, 
 page 63. 
 
26 A Suggested Twelve Year Program 
 
 II. A list of Suggested problems Which the school is likely to 
 encounter in attempting to render an adequate guidance 
 Service to its Pupils. 
 
 1. Information obtained through many follow-up studies indi- 
 cates that the curriculum in many schools is not meeting in 
 an adequate manner the needs of some groups. 
 
 2. Many young people fail to understand their own pattern of 
 abilities and interests with respect to vocational ability and 
 pursuance of further training. 
 
 3. A large number of young people drop out of school before 
 getting sufficient training to enable them to make necessary 
 adjustments to vocational and other problems. 
 
 4. Early marriages indicate a greater need for guidance with 
 respect to personal and social problems. 
 
 5. The trend toward increased leisure time presents a problem 
 of training for a more intelligent use of this time. 
 
 6. Very few schools in North Carolina have at present persons 
 on the staff specially trained for guidance functions. 
 
 7. Many individuals attempting to work with vocational 
 guidance programs have never had direct occupational ex- 
 periences in jobs other than teaching. 
 
 8. In most schools, information about occupational opportunities 
 on a local, regional, and national basis is meagre and often 
 unreliable. Often efforts made to present such information 
 come too late to be of much assistance to pupils in planning 
 while still in school. 
 
 9. Many individuals who take vocational training courses never 
 actually enter vocations related to the training that they 
 have received. 
 
 10. Young people leaving school are faced with the problem of 
 finding their place in an occupational world of over 20,000 
 different kinds of jobs. 
 
 11. In moving from an eleven to a twelve year school system, 
 those pupils now in high school will, for the next three or 
 four years, be faced with the problem of deciding whether 
 or not they will return for a twelfth year or graduate at the 
 end of the present eleventh grade. 
 
North Carolina Public Schools 27 
 
 a. For those who are considering returning for an additional 
 year of school, these questions might be asked : 
 
 (1) What can the individual get in curricular offerings if 
 he decides to return for a twelfth year ? Would it be 
 worth his time to return? 
 
 (2) What courses would those who plan to return for a 
 twelfth year like to take ? 
 
 (3) What can the school do to see that adequate infor- 
 mation is brought to bear upon each individual case 
 through the medium of counseling? 
 
 b. For those who do not want to return, these questions 
 might be asked: 
 
 (1) Are these pupils properly prepared to leave the 
 school and take their places in the next best oppor- 
 tunity which exists for them, e.g., in college, in 
 further vocational training, in the home, or in a job? 
 
 (2) Is the individual interested in further training? If 
 so, is adequate information available to help him 
 make the decision as to what training should be 
 taken, where it may be had, its cost, and other items 
 of importance? 
 
 c. If the pupil's plans involve going to work, these questions 
 might be asked : 
 
 (1) What can the individual do best? What opportuni- 
 ties exist? What information is available about 
 those opportunities? 
 
 (2) Does the individual understand his own pattern of 
 abilities and interests ? If not, is the school making 
 an effort through counseling to assist the pupil in 
 reaching this understanding? 
 
 III. Suggested first Steps Which May be taken to Strengthen 
 
 THE GUIDANCE PROGRAM IN THE SCHOOL. 
 
 A guidance program cannot succeed fully in the attainment of 
 its functions as long as all efforts toward guidance in a school are 
 exerted by individual teachers, each working solely for the benefit 
 of her own small group. Considered in the light of its modern 
 function, guidance is essentially a staff service, provided by the 
 whole school for all of the pupils. A guidance program should be 
 set up in terms of school-wide objectives. 
 
 After the objectives and functions of a guidance program have 
 been determined, it then becomes necessary to draw upon the 
 resources of the entire faculty in order to carry out those func- 
 
28 A Suggested Twelve Year Program 
 
 tions. Since there are individual differences among faculty mem- 
 bers as well as among pupils, some teachers are qualified and 
 trained to undertake certain responsibilities of a more or less 
 specialized nature, whereas others are interested and prepared to 
 perform only those responsibilities common to all teachers. 
 
 All teachers have an opportunity to render guidance services. 
 The work by any teacher can be made more meaningful, however, 
 if attempted within the framework of a total school guidance 
 program. For example, follow-up information about former 
 pupils in any grade or class is more significant, if studied in 
 relation to information about all pupils who have moved to higher 
 grades, graduated, or dropped out of school. Realizing that 
 guidance objectives should be school-wide, the following are sug- 
 gested as steps to be begun or to be strengthened by the whole 
 school staff: 
 
 A. In-Service Training. 
 
 Because few teachers are trained for guidance functions, a 
 definite program of in-service training in this field is needed. 
 This may be approached by encouraging: 
 
 1. Each faculty member to read and explore a general ref- 
 erence on guidance. Examples of new books in this class 
 are: (1) Lefever and others, PRINCIPLES AND TECH- 
 NIQUES OF GUIDANCE, (2) Myers, PRINCIPLES AND 
 TECHNIQUES OF VOCATIONAL GUIDANCE, and (3) 
 Strang, PUPIL PERSONNEL AND GUIDANCE. (A 
 recommended list of references pertaining to guidance in 
 the elementary school and other special phases will be 
 supplied upon request to the Occupational Information and 
 Guidance Service of the State Department of Public In- 
 struction, Raleigh.) 
 
 2. One or more faculty meetings devoted to the study and 
 discussion of guidance with emphasis directed toward 
 adapting general suggestions to each particular school. 
 
 3. Teachers to take graduate work during the summer and to 
 include courses in guidance wherever possible. 
 
 4. The accumulation and use of free and inexpensive guidance 
 materials for professional stimulation of teachers. (See 
 State Guidance Bulletin No. 12.) 
 
North Carolina Public Schools 29 
 
 B. Individual Inventory. 
 
 A greater stress should be placed upon developing and keeping 
 a careful, continuous individual inventory of each pupil from 
 grades 1 through 12. Specific steps recommended are: 
 
 1. The setting up of a cumulative record system for each pupil. 
 (For example, see the North Carolina Cumulative Record 
 available through the Division of Publications, State De- 
 partment of Public Instruction, Raleigh, N. C.) 
 
 2. The development of anecdotal records as supplementary to 
 the cumulative record. 
 
 3. A greater stress upon contacts with the parents and the 
 home in order to secure an accurate individual inventory of 
 each pupil and to get information not otherwise available. 
 Information thus secured should be kept confidential. 
 
 €. Occupational Information. 
 
 With respect to this area, the following suggestions are em- 
 phasized. 
 
 1. Occupational information should be collected from all avail- 
 able sources. 
 
 2. A vertical file should be set up in the library or counselor's 
 office to keep current occupational information in loose-leaf 
 form which might become lost if not systematically filed. 
 
 3. Opportunities should be provided for counseling with indi- 
 viduals in any grade wishing to discuss the choice of a 
 particular vocation. 
 
 4. Definite attention should be given to the studying of occu- 
 pations by all pupils, probably in the ninth year. This may 
 be done in connection with units of work in social science 
 courses or in a regular course in occupations. 
 
 5. Each course should include, wherever possible, units de- 
 signed to bring out the vocational significance of that 
 course. 
 
 €. More attention should be directed toward providing for 
 dissemination of occupational information to groups in- 
 terested in particular occupations. 
 
 7. Local occupational surveys should be made by pupils with 
 the aid of teachers and counselors. These should be sup- 
 plemented by using the implications of a follow-up study of 
 school-leavers. 
 
30 A Suggested Twelve Year Program 
 
 D. Counseling. 
 
 1. The best qualified member of the faculty should be ap- 
 pointed as a counselor to coordinate and direct guidance 
 activities in the school. 
 
 2. Wherever possible, the counselor should be relieved of a part 
 of his regular teaching duties in order to provide time 
 during the daily schedule for counseling and other guidance 
 activities. 
 
 3. At least one guidance conference should be held annually 
 with each pupil, regardless of the pressure for counseling 
 only those pupils having unusual problems. 
 
 4. The counselor selected to coordinate and direct the guidance 
 program should give special attention to securing informa- 
 tion and working out plans whereby teachers may be 
 utilized to the fullest degree in the school guidance program. 
 
 5. Definite efforts should be made to include conferences with 
 the parents when dealing with pupil plans and problems. 
 
 6. At least one uninterrupted full period each week should be 
 provided for activities originating from a study of non- 
 academic problems common to most pupils. This may be 
 provided during the activities period, or in connection with 
 the home room period. 
 
 E. Exploration of Training Opportunities. 
 
 Information regarding further training opportunities in the 
 school itself as well as in the following agencies or institutions 
 should be collected and made available through the school 
 guidance program : 
 
 1. Colleges. 
 
 2. Business and commercial schools. 
 
 3. Other forms of vocational education (day, trade and even- 
 ing extension). 
 
 4. Trade and technical schools. 
 
 5. N.Y.A. (resident training centers and work projects). 
 
 6. Apprenticeship in industry. 
 
 7. Branches of the armed forces. 
 
 8. National defense training programs. 
 
 9. Correspondence schools. 
 
 10. Nursing schools. 
 
 11. Beauty culture schools. 
 
North Carolina Public Schools 31 
 
 F. Placement. 
 
 More emphasis should be directed toward the placement of all 
 school-leavers in the best opportunity which exists for them. 
 Suggestions include : 
 
 1. Close cooperation between the school and local offices of the 
 U. S. Employment Service should be encouraged with re- 
 spect to placing school-leavers. 
 
 2. Where the U. S. Employment Service is not available, the 
 schools should assume greater responsibility for assisting 
 in the placement of their school-leavers. 
 
 3. Each placement should be followed up to see that satis- 
 factory adjustment is being made. 
 
 G. Follow-Up. 
 
 This appears to be one of the greatest needs of our guidance 
 programs in the present stage of development. Schools should 
 engage in: 
 
 1. A follow-up study of all graduates and drop-outs for a long 
 enough period of time to determine the effectiveness of 
 school training. 
 
 2. A study of data obtained through follow-up studies in order 
 to determine possible changes in the curriculum to care 
 more adequately for the needs of individual pupils. 
 
 IV. Organizing the school for improved guidance services. 
 
 In an ideal situation, each teacher would be trained to assume 
 responsibility for many guidance functions, and in addition the 
 school would provide a specially trained and well-qualified coun- 
 selor. Such a counselor would coordinate and direct the guidance 
 program and devote time to counseling with respect to problems 
 of a specialized nature. 
 
 In most medium and small-sized schools, it is not possible to 
 have a trained counselor. Therefore, in order to get the best job 
 possible done within the framework of existing limitations and 
 facilities, it will be necessary to organize the resources of the 
 school. 
 
 A. Elementary School. 
 
 In the elementary school the entire responsibility for guidance 
 will fall, in most instances, on the shoulders of the classroom 
 teachers. This does not mean, however, that guidance objectives 
 
32 A Suggested Twelve Year Program 
 
 should not be considered from a school-wide approach. The fol- 
 lowing might serve as an indication of a few specific guidance 
 activities in the elementary school : 
 
 1. Individual Inventory. The responsibility of elementary 
 school teachers is as great, if not greater, than those in the 
 secondary school for beginning and keeping up-to-date pupil 
 inventories which reflect growth, interests, health, family 
 and home conditions, hobbies, behavior patterns, and leisure 
 time activities. Where standardized tests are given, the 
 results should be systematically recorded and used as one 
 measure of growth. A testing program begun in the ele- 
 mentary school and continued into high school is a far 
 better means of appraising pupil growth than is an in- 
 tensive testing program at one level. 
 
 2. Occupational and community information. Even in the 
 first grade it is not too early to begin showing each pupil 
 the interdependence of people and of occupations. How an 
 individual must fit into the community scheme should be 
 stressed at an early age. This would make it desirable for 
 elementary school teachers to participate in community 
 surveys of occupational and civic importance, or at least to 
 become familiar with information about the community. 
 In the upper school years, definite units on occupations 
 adapted with regard to local conditions and opportunities 
 should be tied in with other work, especially in the social 
 studies. This is of particular importance in communities 
 where a large number of drop-outs occur toward the end of 
 the elementary school program. 
 
 3. Counseling. Efforts at counseling will more likely succeed 
 if done informally and in connection with other school 
 activities. At any rate, greater attention should be directed 
 toward using the individual inventory as an adjunct to the 
 counseling process. 
 
 4. Training opportunities. This area for the majority of 
 pupils should be confined to pointing out further educational 
 opportunities existing in the high school. Visits to the high 
 school with time actually spent in an English class, the 
 agriculture or home economics department, industrial arts 
 shop, science laboratories, and in clubs and other extra- 
 curricular activities will help. The high school can help 
 
North Carolina Public Schools 33 
 
 frequently by arranging programs showing the value of 
 different aspects of high school activity and taking these 
 programs into the elementary schools. 
 
 5. Placement. This is largely confined to seeing that those 
 leaving the school are satisfactorily placed and adjusted in 
 the next step for them, which normally would be the high 
 school. Responsibility should be assumed for those who are 
 determined to withdraw from school and enter employment. 
 
 6. Follow-up. This is an area which needs more emphasis. 
 It seems that each teacher should systematically follow up 
 all pupils who were in her grade during the preceding year. 
 The school should make a careful check into the progress its 
 pupils are making in high school in order to determine the 
 effectiveness of its work. The large number of pupils who 
 drop out in grades 7-9 should be a constant subject for 
 study. There is a great need for more research regarding 
 cumulative deficiences in reading, vocabulary, and number 
 skills beginning in the early grades and culminating in with- 
 drawal from school long before high school graduation. 
 
 7. Over-age Pupils. Over-age pupils, some of them waiting 
 only for the date at which they may stop school, are to be 
 found in many intermediate grades, especially in the eighth 
 grade. Other pupils not expecting to enter high school are 
 also there. Unless guidance, particularly vocational guid- 
 ance, is given in the elementary school, those pupils will 
 remain without it. 
 
 This is a problem which should receive careful study by 
 all local teaching groups. Successful experimentation 
 should be reported so that others may duplicate and extend 
 it. 
 
 Here are a few suggestions as to how some approaches to 
 guidance may be made at this level. 
 
 a. Some of the over-age pupils may be sent to the high 
 school, where conditions permit, for vocational work in 
 regular high school classes. 
 
 b. Usually only the classroom teacher, or teachers, can 
 do anything to help. But since North Carolina is suggested 
 as a center for study in the social studies in the eighth year, 
 a good survey of occupations in different communities of 
 the State should be made. Material which is easy to read 
 and which contains information about vocations should be 
 assembled in the classroom. Pupils should be encouraged to 
 
34 A Suggested Twelve Year Program 
 
 read and to talk about what they plan to do. They should 
 be encouraged to make special studies in connection with 
 occupations they think they would like, exploring local and 
 regional opportunities and going to see actual work and 
 working conditions. 
 
 c. Every opportunity should be seized upon to give the 
 pupils who will not go into high school actual experiences 
 with as many kinds of work as possible. Some suggestions 
 are : Help in the cafeteria in preparing and serving meals, 
 help in the library, help with work about the building and 
 grounds, help in landscaping the grounds, help in com- 
 munity clean-up and health campaigns and in other ways to 
 serve the community. 
 
 d. Many classroom activities furnish opportunities for 
 vocational experiences: All kinds of work in homemaking 
 (cooking, planning for buying food, cultivating a garden, 
 decorating the classroom, making costumes, keeping the 
 classroom clean) ; work in science, especially that which 
 concerns electricity — radio, electric wiring. 
 
 B. Secondary School. 
 
 It is not necessary to repeat here the main areas and objectives 
 which apply in the secondary school as they are outlined in brief 
 under III above. In so far as organization goes, however, these 
 suggestions might apply: 
 
 1. Organize a guidance committee. Such a group could under- 
 take a few things, such as the following: 
 
 a. Find out what guidance activities the school is now en- 
 engaged in. 
 
 b. Evaluate the effectiveness of present guidance activities. 
 
 c. Suggest to the principal additional or next steps to be 
 undertaken. 
 
 d. If the school has a well developed program, evaluate its 
 worth by using some evaluation procedure such as is 
 suggested by the Cooperative Study of Secondary School 
 Standards, Section G, of Evaluative Criteria, or State 
 Guidance Bulletin No. 6, "A Check List of Suggested 
 Guidance Objectives for Secondary Schools." 
 
 2. Select from the faculty the best qualified member to serve 
 as counselor or co-ordinator of the guidance program. 1 
 
 3. With the help of the guidance committee and /or the 
 counselor, study each faculty member and all community 
 agencies in order to draw upon the resources of each 
 carrying out the guidance objectives. 
 
 *As an aid in making this selection, see a Committee report entitled, "Selection and Training 
 of Guidance Personnel," available from Occupational Information and Guidance Service, State 
 Department of Public Instruction, Raleigh, North Carolina. 
 
PART II— THE CURRICULUM 
 
 TEACHING PROCEDURE 
 
 Suggestions for a course of study may be excellent. Textbooks 
 may be ideal. Equipment and materials may be well-selected for 
 use and generously supplied. Teaching loads of thirty to thirty- 
 five pupils may be assigned. Pupils may be average at least in 
 capacities, and organization and administration of schools may 
 be all that could be desired. Granted that ideal situation, and it 
 should be secured finally, one other factor must be considered if 
 any program of education is to succeed. That is the teaching 
 staff and its attitude toward teaching and its preparation for 
 effective instruction. 
 
 The following general suggestions will make learnings more 
 effective, and will challenge the individual initiative of teachers: 
 
 1. Although outlines and textbooks are supposed to suggest 
 the best areas for work, local teacher groups should always feel 
 free to make changes in accordance with local conditions. The 
 best thought of all teaching groups should be continually directed 
 toward improvements in learning situations. These situations 
 are as varied as the environment in which they occur. "A grow- 
 ing curriculum made to correspond to local conditions by the best 
 thought of all local groups interested in education," is a defensible 
 slogan. 
 
 Many skills and many areas of information are to be found in 
 books, in courses of study, and in demands made by pressure 
 groups. Teachers in local groups, or in groups formed by larger 
 organizations should exercise critical ability in selecting the ap- 
 propriate material for the children concerned. They should 
 choose for emphasis, or mastery if desirable, those skills and that 
 information which will be used most often by the greatest 
 number. 
 
 2. Many teachers feel that the prescription of numerous State- 
 adopted textbooks and subjects to be taught places limitations 
 upon what they shall teach and use during the learning process of 
 a given period. Although it is true that textbooks and subjects 
 of study are at present largely a matter of State regulation, 
 there is no reason why an enterprising teacher cannot so inte- 
 grate her program that the mere going through of textbooks 
 would be neither necessary nor desirable. 
 
36 A Suggested Twelve Year Program 
 
 3. It should become a vital part of all good teaching to em- 
 phasize essential (fundamental) skills. The spelling of words in 
 general use, the reading of newspapers, the writing of letters, the 
 keeping of accurate accounts, the using of language with facility 
 and accuracy, and the gathering of information relating to a 
 problem are all essential skills and should be mastered. Practice 
 materials should be used to secure mastery of skills at the time 
 when those skills are needed. 
 
 4. Spelling for spelling's sake, reading for reading's sake, 
 arithmetic for arithmetic's sake, information for information's 
 sake, at least in the beginning stages of learning which are found 
 in elementary classes and in general courses in high school, are 
 hardly justifiable. Learning of any skill or fact or habit or 
 attitude should have an end beyond itself. It should serve some 
 purpose in a larger, well understood plan that the learner has 
 helped to make. This points to a more integrated program of 
 work. 
 
 A whole class of thirty to thirty-five pupils will seldom need 
 drill upon the same skill at the same time. Drill upon skills 
 should usually be given to individuals or to small groups who have 
 similar needs. 
 
 5. The facility with which the language arts — reading, writ- 
 ing, spelling, and talking — are used, is the surest guarantee of 
 academic success, probably of any kind of success in which 
 language plays a part. Every hour of every day in every class- 
 room opportunities are presented for training in language arts. 
 "Every teacher an English teacher" should mean something, if 
 teachers begin to attend at all times to misspellings, to faulty 
 reading and study habits, to lack of an adequate vocabulary, and 
 to inadequacies in oral and written expression. Whether a 
 teacher is designated as an English teacher, as a primary teacher, 
 as a mathematics teacher, as a vocational director, as an adminis- 
 trator, as a high school teacher, or as a coach, there should be 
 present the feeling of responsibility for guidance in the effective 
 use of language in all activities. If pupils cannot read or spell 
 or talk accurately and with ease, each teacher, no matter what 
 his title or field of work, must then become a language arts 
 teacher and be ready to teach arts in the most effective way. (If 
 teachers, any teachers, do not know how to help pupils read cor- 
 rectly, they should learn how to do it.) All of this has been said 
 before many times and in many places. Unless teachers begin to 
 act in accordance with its implications, learning how to teach 
 
North Carolina Public Schools 37 
 
 reading or any other commonly used skill which has not been 
 mastered, the schools will still have to suffer from the accusation 
 that "products of our schools can't read," or "spell," or "write," 
 or "talk," as the case may be. 
 
 6. Here and Now are not necessarily more important than Far 
 Away and Long Ago, except as starting places for setting edu- 
 cative effort in motion. In the social studies, in science, and in 
 the language arts particularly, the local setting and the present 
 offer peculiarly valuable and interesting beginning places for 
 gaining information and for developing skills. Pupils already 
 have some acquaintance with the Here and Noiv . An experience 
 vocabulary would, therefore, be assured. First-hand additional 
 experience could be given. From the local community, to North 
 Carolina and the Nation, and then into the Far Away and Long 
 Ago should be in general the approach. It is not to glorify the 
 local community, the State, or the Nation that such procedure 
 should be followed; the reason is that such procedure is psy- 
 chologically sound. 
 
 7. It is not enough to depend upon reading, hearing and a few 
 avenues of seeing and doing to secure thorough understanding of 
 significant social meanings. Books are valuable assets certainly. 
 So are the radio and motion pictures. Visual education, however, 
 is also possible through excursions, dramatizations, constructions, 
 collections, exhibits, and graphic representations. These latter 
 should play large parts in effective teaching and learning. 
 
 8. Participation in democratic activities is necessary in order 
 to secure understanding of the ways of democracy. Classrooms 
 should provide many opportunities for working together to con- 
 sider problems, to make plans, to carry out these plans, and to 
 evaluate accomplishments in the light of group needs. They 
 should also furnish many opportunities for finding and assuming 
 responsibility. That means, of course, that classrooms must 
 become more than places for recitation of facts which have been 
 learned, or for carrying out directions of teachers. They should 
 become workshops in which all act as responsible cooperative 
 individuals. (See Teaching Democracy in the North Carolina 
 Public Schools, Publication No. 229, 1941. State Department of 
 Public Instruction.) 
 
 9. The development of right attitudes in connection with 
 learning is more likely to result if it has pleasant accompaniments. 
 Good work habits should be stressed in schools, to be sure; but 
 
38 A Suggested Twelve Year Program 
 
 too much outside pressure, insistence upon learning for learning's 
 sake, or forcing of learning when there is not readiness for it may- 
 result, and often has resulted, in serious maladjustments. Since 
 there is not space here for a thorough discussion of mental and 
 emotional hygiene, this important topic is left with this recom- 
 mendation to every teacher in North Carolina: "Read at least 
 one good book on Child Growth and Development, especially 
 mental and emotional growth, every year." 
 
LANGUAGE ARTS 
 
 General Statements 
 
 1. The language arts program, in preparing pupils for a 
 creative and responsible life in a democracy, is of paramount 
 importance. Through the language arts, pupils learn the im- 
 portant art of communication, that art which includes clear 
 thinking, vivid speech, intelligible writing, appreciative listening, 
 reading with comprehension and appreciation, and skillful use 
 of books and libraries. Related skills are correct spelling and 
 legible handwriting. The language arts teacher must accept as 
 her goal the development of each of these in every pupil in so far 
 as his ability permits and through a flexible and integrating 
 program. 
 
 2. Every class, regardless of subject area, affords opportunity 
 for training in the language arts and for giving practice in the 
 use of language to the extent that it makes provision for both the 
 organization of ideas and their effective expression. The activi- 
 ties in oral language and those of written language are in some 
 respects equal in importance — the former for readiness and 
 effectiveness of expression and the latter for exactness of ex- 
 pression. Emphasis in the earlier years should be on oral lan- 
 guage with increasing emphasis on written expression as the 
 child progresses. Throughout the twelve-year program there 
 should be provision for the oral expression of ideas with effective 
 plans for growth in this skill, year by year. 
 
 3. Effective expression, both oral and written, is an indispens- 
 able tool in the social development of every child. It is extremely 
 important, therefore, for each school to provide, throughout the 
 twelve years, a program which will promote in pupils the ability 
 and the desire to express themselves in a free and natural manner, 
 and at the same time will cultivate in them habits of clear and 
 correct expression. There are three important phases in such a 
 program: first, oral and written expression, involving the 
 problems of selecting ideas for expression in clear and exact 
 language and of grammatical usage; second, handwriting; and 
 third, spelling. 
 
 4. Emphasis should be focused on the development of free and 
 correct expression of ideas as they are needed in activities that 
 are vital in social, civic, and vocational lives of pupils. Language 
 skills that are involved in conversation, discussion, locating and 
 
40 A Suggested Twelve Year Program 
 
 verifying information, reporting, letter writing, story telling, note 
 taking, and summarizing are among the knowledges and skills 
 that pupils need most. 
 
 5. The problem of expressing meaning clearly and exactly is 
 one that continuously confronts every pupil. Communication is 
 often ineffective because the speaker or writer fails to choose the 
 right words to express his ideas or meaning, or fails to pronounce 
 certain words correctly, or arranges his sentences in an incoherent 
 way. Since clarity of expression can result only from effective 
 thinking, teachers should guide the child's thought processes and 
 provide for him abundant experience demanding clear and exact 
 language. 
 
 6. Grammar as introduced in the upper elementary grades is 
 important only as a means of developing in the pupils the ability 
 to speak and to write correctly and effectively. The mastery of 
 grammatical principles depends upon the experiences of children 
 in expressional situations rather than upon a selection of specific 
 items to be learned apart from the social usage of language. 
 Therefore, emphasis upon expression with proper guidance in 
 usage tends to produce more fluent and correct speech in the 
 elementary school than does work upon formal grammar. 
 
 7. The main purpose of handwriting instruction is to teach the 
 child to write legibly, easily and rapidly in all written work. Since 
 handwriting is a skill, systematic drill for the establishment of 
 correct writing habits is necessary. This skill involves both motor 
 and mental abilities and pupils should be guided naturally and 
 gradually into the mastery of it. 
 
 8. Written expression of ideas calls for the ability to spell 
 words. Pupils should learn to spell the words needed in their 
 writings. There are certain basic words which they should learn 
 to spell automatically, but in addition there will develop personal 
 lists for which no group of pupils will need exactly the same 
 spelling instruction. Pupils should be able to spell automatically 
 the words which they need for practical purposes, but they should 
 also develop an improved spelling consciousness which will lead 
 them to consult the dictionary for the correct spelling of un- 
 familiar words. 
 
 9. The part of the foregoing statements that has to do with 
 the development of a speaking vocabulary, especially the initial 
 
North Carolina Public Schools 41 
 
 work in the expression of ideas, is also the essential background 
 of experience for the introduction of reading as a skill to be 
 learned. 
 
 10. The importance of the optimum development of every 
 child's ability to read is recognized, since every subject in the 
 school curriculum is intimately connected with reading. Pupil 
 progress in all subject areas is dependent upon ability to read and 
 success is largely determined by the type of instruction used in 
 introducing reading as a skill. The approach to reading, there- 
 fore, should be meaningful to the child and based upon his own 
 experiences. 
 
 11. Major phases of reading instruction are basal reading 
 (which includes vocabulary development, oral and silent reading 
 and literature)* and supplementary, or recreatory, reading. As 
 these and other related phases of reading instruction are intro- 
 duced and developed, the work of each year is necessarily built 
 on the work of the previous year or years, with the level of pupil 
 attainment being steadily and gradually raised. The pupils, under 
 teacher guidance, extend and enrich their reading experiences as 
 they progress from one year to the next. Through varied activi- 
 ties, involving thinking, library reference, oral and written ex- 
 pression, writing, spelling and reading, the language arts program 
 becomes an integral part of the life of every pupil at every level 
 of growth. 
 
 12. The first grade teacher should recognize that children 
 mature physically, socially, emotionally and intellectually at 
 different rates of speed. All children who are six years old 
 chronologically are not ready to read when they enter school. 
 Consequently, a great deal of time must be spent in developing 
 their readiness for reading. (There are ways of determining 
 when children are ready to read; see manuals, teachers' guides 
 and professional texts.) 
 
 13. The reading of any material involves its interpretation in 
 terms of previous experiences. Interpretation is clear in pro- 
 portion to the reality of these experiences. This is the reason 
 why children must see, touch, taste, smell, and otherwise ex- 
 perience the characteristics of many things before words can 
 mean anything to them. They need to understand ideas before 
 they can interpret the symbols standing for them. Reading is 
 more a process of putting meaning into the printed page than 
 getting meaning out of it. To be able to read much, one needs 
 
42 A Suggested Twelve Year Program 
 
 "many correct concepts of common things." If readiness is 
 established, it is hardly likely that a child must be forced to 
 read. 
 
 14. In general, a child may be said to have attained readiness 
 for reading if he has a mental age of 6V2 years ; if he is reason- 
 ably free from physical defects, such as faulty vision, deafness, 
 and speech difficulties; if his emotional stability is satisfactory; 
 if he has desirable attitudes toward reading; if he possesses a 
 background of language experience which will enable him to ex- 
 press simple ideas and to understand simple stories ; if he feels at 
 home in the classroom and is adjusted to the group; and if he is 
 conscious that printed symbols convey meaning. 
 
 15. Many real and vicarious experiences are necessary for 
 children to build a background from which may grow an enlarged 
 vocabulary, a sentence sense, an ability to use ideas, an ability to 
 think, and a keen desire to read. These experiences may be 
 furnished by caring for pets and flowers, by making things, by 
 dramatic play, by excursions, by songs and games, by pictures 
 and picture books, by listening to and telling stories, by social 
 experiences, etc. Reading should be the natural outgrowth of alt 
 natural activities and social situations in the classroom. The 
 child should be surrounded with reading stimuli — signs and labels, 
 on objects, his name on a locker, pictures on the bulletin board 
 with words or phrases or sentences written beneath, committee 
 duties, directions, greetings, experience charts, etc. As children 
 plan, observe, discriminate, learn to lead, learn to follow, and 
 engage in other experiences together, they are attaining the 
 physical, mental, emotional, and social maturity upon which 
 readiness for reading depends. The State-adopted basal readers, 
 for primary grades offer a well-planned readiness program. (See 
 the Manuals for the State adopted basal texts, the Easy Growth 
 In Reading Series.) 
 
 16. The usual conception of readiness is that is is something 
 to be established only with pupils in the very early grades and 
 only for learning the mechanical skills of reading. Readiness is* 
 as necessary on the higher levels and in the various subject 
 matter fields as it is in the first year of school. It is the respon- 
 sibility of every teacher in every field to see that the pupils, 
 before a learning experience, are provided with the necessary 
 concepts, an adequate vocabulary, the ability to understand com- 
 plex sentences, and a purpose for the reading, that the learning- 
 
North Carolina Public Schools 43 
 
 experience may go forward with understanding and speed. Each 
 time a pupil meets with a new and difficult field of reading he 
 needs guidance in that particular type of reading. His lack of 
 understanding may come through lack of experience, through 
 lack of ideas developed in discussion, or through vocabulary and 
 speech difficulties. 
 
 17. Although the language arts teacher has the direct respon- 
 sibility of continued instruction in the mechanical and thinking 
 side of reading, every teacher must be to some extent a teacher 
 of reading, especially in dealing with the problem of readiness. 
 Whatever the problem, the development of readiness in any 
 learning situation is an individual matter which cannot well be 
 hurried or forced. 
 
 First Year 
 
 Children entering first grade present varying levels of develop- 
 ment depending upon their individual abilities and the conditions 
 of their pre-school life. Some have acquired good speech habits 
 and a relatively large speaking vocabulary through richness of 
 social experiences. Others are greatly limited in their power to 
 express themselves and to adjust to new situations. A few are 
 handicapped by physical deficiencies. Teachers must accept each 
 child as he is and skillfully guide to higher levels his growth and 
 development. 
 
 I. EXPRESSION. 
 
 One of the most important tasks of the first grade teacher is to 
 discover early the language needs of children and to plan an 
 adequate program for meeting these needs. Not only is it im- 
 perative that children should be able to understand the language 
 they hear and to express themselves clearly, exactly and correctly 
 in order to meet the practical and social needs of their everyday 
 life, but it is also recognized that language ability is one of the 
 main factors which influence reading readiness. Before a child 
 can achieve success in reading with comprehension, he must have 
 a large speaking vocabulary of meaningful words. He must be 
 able to express his ideas clearly in oral language before he can 
 interpret the printed symbol. He must also be able to give ex- 
 pression to a whole thought by the use of the sentence. Correct 
 enunciation and pronunciation are helpful factors in learning to 
 read, and only through the use of much oral language can the 
 child be trained in the ability to think clearly and to solve simple 
 problems. 
 
44 A Suggested Twelve Year Program 
 
 Opportunities for practice and growth in language ability are 
 found in all school activities. Conversing informally, sharing 
 worthwhile information gained through rich and varied ex- 
 periences, discussing the best food for a class pet, building room 
 charts, composing "thank you" notes, engaging in dramatic play, 
 and listening to stories read by the teacher, are all very real and 
 purposeful situations for language development. Developed in 
 this way, language is not a separate subject taught during the 
 language period, but is, as it should be, the outgrowth of chil- 
 dren's own interests and activities. Therefore, adequate means 
 of obtaining objectives in expression should include: (a) Con- 
 versation — talking together about personal experiences, pets, 
 toys, picture books, family life, excursions, friends, community 
 helpers, the farmer, the mail-carrier, the policeman, the patrol- 
 man; (b) centers of interest from which units of work may grow 
 — the home, the farm, a playhouse, a store, a circus, a puppet 
 show, nature collections, holidays, and birthdays ; (c) conference 
 on day's work — planning, talking, judging, straightening up and 
 caring for materials; (d) enjoyment of stories, poems, rhymes, 
 riddles, songs, games and pictures; (e) literary experiences in 
 telling and dramatizing stories, memorizing poems and rhymes, 
 and singing songs; (f) creating stories, plays, poems, rhymes, 
 riddles, illustrations; (g) using library books; and (h) reading 
 widely. 
 
 A. Oral. Desirable Objectives: 
 
 To develop the ability and habit of talking in sentences ; 
 that is, to give expression to a whole thought. 
 
 To encourage the enlargement of the child's vocabulary 
 through relating personal and group experiences, through 
 listening to stories and poems read by the teacher and 
 through telling and re-living literature on his age level. 
 
 To develop the child's enjoyment in participation in 
 simple dramatizations. 
 
 To develop in the child the ability to contribute to group 
 experiences. 
 
 To encourage creative expression by children in dramati- 
 zation, in storytelling, and in poetry. 
 
 To increase the ability to follow directions and to deliver 
 a message accurately. 
 
 To teach pupils to enunciate clearly and to pronounce 
 words correctly. 
 
North Carolina Public Schools 45 
 
 To teach the child to listen attentively and courteously, 
 and to observe such courtesies as not interrupting others, 
 keeping to the point, taking turns, and remembering to use 
 "Good Morning," "Excuse me," "Please" and "Thank you." 
 
 To eliminate at least five of the most common language 
 errors made by the class. 
 
 B. Written. Desirable Objectives: 
 
 Any need or desire for written composition should be 
 encouraged. To label one's own property may motivate 
 the writing of the children's names; the desire to thank 
 someone for kindness rendered may bring the need for 
 writing a letter of thanks. The pupils of this grade are 
 too greatly handicapped by mechanical difficulties of writ- 
 ing and spelling to be required to do much written compo- 
 sition. The greater part of the writing will consist in 
 copying, with teacher guidance, short sentences from the 
 board. 
 
 The child should show growth in the ability to: Write 
 his own name; write signs and labels for materials; copy 
 simple letters or records composed by the grade; use a 
 period or question mark at the end of a sentence ; and use 
 capitals for his own name, the names of the city, the 
 school, days of the week and months, the pronoun "I" and 
 the beginning of a sentence. 
 
 II. Reading and literature. 
 A. Readiness Period. 
 
 During this period pupils should engage in activities of 
 every kind that will give meaning to material which will 
 be read later. Printed symbols are meaningless marks to 
 the child except as he is able to interpret them through 
 his own experiences. To read with comprehension one 
 must have correct concepts or meanings. A wealth of 
 vivid experiences to enlarge concepts and supply infor- 
 mation are the immediate need of the child at this stage. 
 Growth in language ability should be closely associated 
 with all activities engaged in as language readiness is 
 essential to reading. Children must learn to talk before 
 they can read. Conversation and discussion are of great 
 importance. Such activities as going on trips, building and 
 making things, playing games, drawing, painting, model- 
 
46 A Suggested Twelve Year Program 
 
 ing, looking at books and pictures, observing the print as 
 the teacher reads to class, and many other everyday ex- 
 periences are very valuable approaches to reading. Activi- 
 ties which provide real, varied, and important experiences 
 are suggested in the Easy Growth In Reading, Pre-primer 
 Manual, pp. 5-10. Our Picture Book, a Reading Readiness 
 Book should be used during the readiness period. 
 
 B. Pre-primer Period. (See manual for evidences of readiness 
 for pre-primer reading.) 
 
 The pre-primer Mac and Muff is to be read concurrently 
 with the prepared chart Our Story Book. This should be 
 followed by supplementary pre-primers of the same series, 
 The Ttvins, Tom and Don and Going To School, if these 
 are available. If not, it seems better to read next the 
 basal primer At Play and then to read several related pre- 
 primers. The number of pre-primers used will depend 
 on the maturity of the individuals making up the groups. 
 The selection of pre-primers for supplementary use is 
 most important. 
 
 C. Primer Period. (See manual for evidences of readiness foi 
 primer reading.) 
 
 After the basal primer At Play has been completed, the 
 supplementary primer, Fun In Story, should be read, if 
 available. If not, read next the basal first reader, / Know 
 A Secret, and as supplementary reading use the primers 
 of other series. Care should be taken in the selection of 
 the supplementary primers. Use only related materials. 
 
 D. First Reader Period. (See manual for evidences of readi- 
 ness for reading first readers.) 
 
 After completing the basal first reader, / Know A 
 Secret, read the supplementary first reader, Good Stories, 
 if available. If not, read primer and easy first readers of 
 other series. 
 
 In the majority of first grades better habits and atti- 
 tudes will be established if there is no reading of first 
 readers by the children who do not read primers easily and 
 happily. There should be plenty of easy reading material 
 in the classroom and in the library so that children may 
 enjoy reading. 
 
North Carolina Public Schools 47 
 
 E. Word-Recognition and Phonetic Analysis. 
 
 Reading is dependent upon the ability of the child to 
 recognize words and to understand their meanings. A 
 large sight vocabulary is essential to reading. This may 
 prove quite sufficient for the first stages of reading, but 
 as the sight vocabulary increases the pupil will need some 
 help in the recognition and retention of words. (For de- 
 tailed discussion of this topic see General Manual, pp. 
 36-43. Refer to State supplementary book list for addi- 
 tional texts for the first year.) 
 
 F. The Use of Books. 
 
 Children should acquire a knowledge of the use of books. 
 They should regard books as friends. It is important that 
 they should hold books properly and turn pages in the right 
 way. Books should be handled carefully. There should 
 be familiarity with the outside cover, the title page and 
 the table of contents. Attention should also be called to 
 the authors of the books being read. 
 
 The reading center with library table, bookcase, and at- 
 tractive picture books, is an important feature of the first 
 grade program. In the beginning of the year, the groups 
 will enjoy looking at and talking about the pictures, and 
 listening to stories and poems read by the teacher. Toward 
 the latter part of the year the day's program should in- 
 clude a library period at which time many will enjoy read- 
 ing easy material personally selected from the library. 
 Where there is a central library, pupils should have the 
 experience of group and individual visits there. 
 
 III. HANDWRITING. 
 
 A. Written language is developed through the need for writ- 
 ing the child's name, labels, signs, simple sentences, 
 greetings and letters, and for making records of activities. 
 
 B. Manuscript writing is recommended. It is much easier for 
 the child to learn, and pupils can achieve more success in 
 it because of its simplicity. The similarity of manuscript 
 writing to print simplifies both reading and writing. 
 
 C. The first practice in handwriting should be done at the 
 blackboard. When the child begins to write on paper, 
 large pencils (medium-sized pencils with large and soft 
 lead) and large unruled sheets are recommended. When 
 
48 A Suggested Twelve Year Program 
 
 the need for written expression arises, practice in making 
 legible letters is important — not practice in making iso- 
 lated letters, but practice in writing the words needed. 
 Always the practice should be meaningful to the child 
 because of the use he will make of the words and sentences. 
 
 D. Children in the first grade should by the close of the year: 
 
 1. Write their names legibly. 
 
 2. Show increasing skill in forming letters. 
 
 3. Show growth in ability to write all commonly used 
 letters within words. 
 
 4. Show ability to write large enough so that relaxed 
 movement is possible. 
 
 IV. Spelling. 
 
 The number of words the child will be able to write depends 
 upon his readiness. He should write correctly, with sufficient 
 help from the teacher, the words needed in his written compo- 
 sition. 
 
 ACQUAINTING BEGINNERS WITH SCHOOL 
 
 (A unit of work through which the Language Arts receive 
 maximum practice.) 
 
 When children leave their homes and enter school a new world is 
 opened up for them, and the wise teacher will do everything possible to 
 make the transition from the security of home life to the unfamiliar and 
 strange new surroundings a happy and interesting adventure. A unit of 
 work on the school is of particular value in making the necessary adjust- 
 ments, if it is carried on in the early part of the first grade. 
 
 I. Objectives. 
 
 A. To extend the child's interest in his home life into his school life. 
 
 B. To acquaint the child with the different places in the building. 
 
 C. To establish a feeling of friendliness toward the people in the 
 building. 
 
 D. To make the child feel that he is a part of the school organiza- 
 tion and is responsible for taking care of school property. 
 
 E. To develop a background of experiences for reading activities. 
 
 F. To develop health and safety habits. 
 
 G. To help the child realize the need for rules in the school. 
 H. To develop cooperation and courtesy. 
 
 I. To develop language ability. 
 
North Carolina Public Schools 49 
 
 II. Approach. 
 
 A. Pictures of children going to school. 
 
 B. Books containing pictures about school. 
 
 C. Conversations about: 
 
 1. Getting ready for school. 
 
 2. How different children come to school. 
 
 3. Finding the way to school. 
 
 4. School activities. 
 
 m. General Activities. 
 
 A. Excursions to locate and learn the function of: 
 
 1. The lunchroom. 
 
 2. The auditorium and gymnasium. 
 
 3. The heating plant. 
 
 4. The library. 
 
 5. The principal's office. 
 
 6. The stairways, halls, and fire escapes. 
 
 7. The playground. 
 
 8. The lawns. 
 
 B. Meeting and getting acquainted with the school principal, the 
 doctor and the nurse, the lunchroom director, the janitor, and 
 the policeman. 
 
 C. Inviting the librarian to visit the room and tell stories to 
 children. 
 
 D. Inviting the policeman or patrolman to give a talk on safety. 
 
 E. Making a class book about the school and the people who are a 
 part of it. 
 
 IV. Construction Activities. 
 
 A. Building the school with large floor blocks. 
 
 B. Making the school on the sand table, showing street boundaries 
 or roads, playground equipment, and a policeman or patrolman 
 helping children cross the street. 
 
 V. Drawing Activities. 
 
 A. Pictures of the school building. 
 
 B. Pictures of children playing on the playground. 
 
 C. Pictures of children coming to school in different ways — by bus, 
 by car, by walking, and by riding bicycles. 
 
 D. Frieze showing the school building, playground, children coming 
 to school, and policeman or patrolman at the corner. 
 
 VI. Small Group Activities. 
 
 Committees are chosen to: 
 
 A. Carry messages. 
 
 B. Get information from the principal. 
 
 C. Request certain people to visit the room to give talks. 
 
 D. Greet visitors. 
 
50 A Suggested Twelve Year Program 
 
 VII. Language Activities. 
 
 A. Discussions. 
 
 1. Location and purpose of different parts of building. 
 
 2. The duties of different people in the building. 
 
 3. The policeman and how he serves the school. 
 
 4. Playground equipment. 
 
 5. Fire drills. 
 
 6. Different ways by which children get to school. 
 
 7. Preparations for coming to school. 
 
 8. Ways in which each child can help to keep the school clean 
 and attractive. 
 
 9. Suitable lunches. 
 
 10. Trips. 
 
 11. Pictures. 
 
 12. Necessary school rules. 
 
 B. Group compositions about trips that have been taken. 
 
 C. Explanations of children's drawings. 
 
 D. Making charts of information concerning school. 
 
 E. Helping to formulate necessary rules. 
 
 F. Conferences for planning activities. 
 
 G. Dramatic play. 
 
 H. Listening to stories and poems about school. 
 
 I. Children telling their names and where they live. 
 
 Vm. Reading Activities. 
 
 A. Experience charts. 
 
 B. Explanatory sentences under pictures and drawings. 
 
 C. Signs, greetings, and notices on bulletin boards. 
 
 D. Labels on materials. 
 
 E. Committee duties. 
 
 F. Stories about school composed by the children. 
 
 G. Easy pre-primers and booklets made by binding together hecto- 
 graphed copies of experience charts. 
 
 IX. Children's Readers. 
 
 These contain stories about school which may be used in connec- 
 tion with this unit. 
 A. Pre-primers. 
 
 Gates. Beginning Days, p. 1-5. 
 
 Quinlan. Winky, p. 34-44. 
 
 Hildreth. Going To School, p. 1-31. 
 
 Hardy. New Little Book, p. 2-25. 
 
 Baker. Toots In School, p. 13-31. 
 
 White. Boys and Girls At School. 
 
 Baker. Playmates, p. 24-33. 
 
North Carolina Public Schools 51 
 
 B. Primers. 
 
 Buckingham. Play Days, p. 105-16. 
 Hardy. New Wag and Puff, p. 122-29. 
 Suzallo. Fact and Story Readers, p. 103-4. 
 Tuttle. Playing Days, p. 50-53. 
 Dopp. Little Friends At School. 
 Gates. Nick and Dick, p. 123-127. 
 Hecox. Our Pets, p. 62-64. 
 Gray. Fun With Dick and Jane, p. 147-152. 
 
 X. Expected Outcomes. 
 
 A. Getting to know the names of the people in the building. 
 
 B. Being able to find other rooms in the building. 
 
 C. Knowing where to enter and leave the building and the proper 
 places to play. 
 
 D. Using play equipment in the proper manner. 
 
 E. Establishing habits of orderliness. 
 
 F. Keeping the building and grounds clean. 
 
 G. Adjusting to school routine. 
 
 H. Developing habits of safety and health. 
 
 I. Being courteous and thoughtful of others. 
 
 J. Enjoying the experience of being a member of the school group. 
 
 Second Year 
 
 The teacher must be prepared to find that children entering the 
 second grade have not yet made habitual some of the desirable 
 skills and practices in speaking, reading, and writing which were 
 begun in the first grade. The long vacation was equal to about 
 half of the pupil's total time in school and came, in many cases, 
 just at the time when children were beginning to feel at home 
 with the practices of the school. Time must be given for recalling 
 and establishing skills in the language arts, and each pupil must 
 be stimulated to advance at his own rate. 
 
 By far the larger part of the language work will be oral, but 
 written expression will become increasingly important during the 
 second year. There will be many opportunities, growing out of 
 children's real experiences, to write letters, to write simple ac- 
 counts of trips and class excursions, to write original poems and 
 stories, and to fill in brief forms for reporting books and stories 
 which have been read. Much of the written expression during the 
 early part of the year will be group writing, but individual writing 
 both supervised and independent will gradually increase as the 
 year advances. Conversations, class discussions, conferences 
 following work periods, dramatizations, story-telling, and oral 
 reporting will afford abundant opportunities for clear and correct 
 oral expression. No formal textbook will be necessary, as all of 
 
52 A Suggested Twelve Year Program 
 
 the language skills which need to be acquired at this grade level 
 can well be developed through speaking and writing in functional 
 situations. 
 
 I. EXPRESSION. 
 
 A. Oral. 
 
 1. Conversation to develop the ability of pupils : (a) To 
 establish correct forms of speech; (b) To talk freely 
 with adults and with other children, and to report in- 
 formation and interesting experiences; and (c) To 
 listen courteously to others. 
 
 2. Story-telling co develop the pupil's ability to reproduce 
 stories from books and to tell of interesting books. 
 
 3. Dramatization of stories to develop in pupils the ability 
 to plan with others and demonstrate good speaking. 
 
 4. Discussion by pupils on : (a) Problems affecting group 
 and school; (b) Problems of taking care of tools and 
 materials ; and (c) Interesting objects shown to group, 
 such as pets, collections, and nature study interests. 
 
 5. Development in pupils of habits of listening to poems 
 read and joining in with the words until poems are 
 memorized: (a) Developing sense of rhythm; (b) 
 Developing concentration in keeping with others; and 
 (c) Developing feeling of sharing beauty with others. 
 
 6. Creative expression encouraged through (a) dictating 
 original thoughts to teacher and (b) dictating thoughts 
 to help with group expressions. 
 
 B. Written. Develop the ability of pupils: 
 
 1. To write two or three related sentences about some 
 topic which grows out of their daily experiences, giving 
 attention to capitals, periods, question marks, and cor- 
 rect form. 
 
 2. To write and capitalize : I, Miss, Mrs., Mr., day of the 
 week, months and holidays as needed in written work. 
 
 3. To write, without help, own name, name of school, 
 home address, telephone number, and other words 
 needed in their own compositions. 
 
 4. To copy group letters or compositions and invitations, 
 giving attention to spacing, margin and other correct 
 letter form. 
 
North Carolina Public Schools 53 
 
 5. To write directions for making things. 
 
 6. To write original compositions, stories, and poems. 
 
 7. To fill in simple forms giving information about books 
 read. 
 
 8. To write more independently. 
 
 II. READING AND LITERATURE. 
 
 Many of the pupils at the beginning of the second year are 
 entering or have entered the period of rapid progress in funda- 
 mental reading attitudes and habits ; others are still in the initial 
 stage and are not as yet able to read simple books with ease and 
 comprehension. The class should be organized into flexible 
 groups according to the stage of development and instruction 
 adapted to the various levels. The immature groups should read 
 pre-primers and easy first readers until more mature abilities 
 are developed. The basal second reader should be presented as 
 each group becomes ready for it and not before. Both oral and 
 silent reading are important; the immature readers need more 
 oral reading than the more advanced groups. Reading readiness 
 should be stimulated by purposeful activities, and by a back- 
 ground of enriching experiences which stimulate the pupil's 
 interests. (Follow carefully the teachers' manuals for use with 
 basal readers. Use the State-adopted basal reader, Along the 
 Way, and choose additional books from the State supplementary 
 book list.) 
 
 Desirable Objectives: 
 
 1. To show increased ability to read silently easy material, 
 such as finding answers to specific questions. 
 
 2. To develop more skill in reading larger groups of words at 
 one eye sweep. 
 
 3. To develop further good habits and skills of reading with- 
 out lip movements, finger movements, and regressive move- 
 ments (except in special cases where the pupil needs to use 
 these for the time being) . 
 
 4. To use the table of contents intelligently. 
 
 5. To make use of reading in connection with the day's activi- 
 ties by reading directions, notices, daily news. 
 
 6. To read independently very simple material, relating to 
 individual or group problems or activities. Note: Ex- 
 perience charts assembled in book form (large size) are of 
 interest and value at this level. 
 
54 A Suggested Twelve Year Program 
 
 7. To get the thought and story continuity for re-living and 
 reproducing the thought by telling the most interesting 
 part or the funniest part, or by dramatizing a part. 
 
 8. To read orally "thought-groups" of words or phrases so that 
 others will enjoy the selection. 
 
 9. To read independently easy material of first and second 
 grade level for increased enjoyment of books. 
 
 10. To become familiar with simple library usage, such as how 
 to handle books, how to use table of contents and simple 
 indexes in readers, and how to find and replace easy books 
 in the library. 
 
 11. To discover and learn new words : 
 
 a. By ways suggested in the First Year. 
 
 b. By looking at the illustrations. 
 
 c. By reading the rest of the sentence. 
 
 d. By seeing known parts in new words. 
 
 e. By phonetic analysis. 
 
 ill. Handwriting. 
 
 Desirable Objectives: 
 
 1. To write with a smaller pencil than is generally used in first 
 grade (small, round pencil with large soft lead preferred). 
 
 2. To use manuscript form in writing throughout the year and 
 form correctly all letters in words written. 
 
 3. To write numbers as needed. 
 
 4. To develop neatness and good appearance in all written 
 work. 
 
 5. To discriminate between letters easily confused as b and d. 
 
 IV. Spelling. 
 
 Desirable Objectives: 
 
 1. To be able to relate the sound of words to their spelling. 
 
 2. To know the meaning of the words and to spell correctly at 
 all times all words from the basic list. 
 
 3. To use new words. 
 
 4. To learn the alphabet in order by the end of the year. 
 
 A SECOND GRADE TEACHING SITUATION 
 
 Filled with Possibilities for Growth in the Language Arts. 
 (Below is presented a brief description of a teaching situation common 
 to all schools. Any teacher in the primary school would profit by cheeking 
 through it to see how many of the desirable objectives listed for First or 
 
North Carolina Public Schools 55 
 
 Second Year are contained therein. Every phase of the language arts 
 program has been meaningfully employed.) 
 
 In this second grade there were a number of children who came from 
 homes in which both mothers and fathers were employed all day in mills 
 and factories, and evidences of the lack of good training in many of the 
 simple social amenities became apparent to the teacher early in the year. 
 This teacher was wise enough, however, not to try immediately to create 
 a forced or artificial interest in good manners; but instead she made it a 
 point to use her own best manners on every occasion, and over and over 
 again she found opportunities to say "Thank you," "Excuse me," "I am 
 sorry," and other commonly used expressions of courtesy. She was ob- 
 servant of the possible effect it was having upon the children. She was 
 more than pleased to see in a short time evidences, on the part of some 
 of them, of following her example; but she did not yet comment upon it. 
 
 One day during a discussion period while the group of children were 
 gathered on the rug in one corner of the classroom, one little boy was 
 explaining to the group some unusual pictures which he found in a book. 
 In his haste and excitement to get near enough to see the pictures, he 
 stumbled over the teacher's foot, leaving a black streak on her freshly- 
 polished white shoes. Awkwardly he hung his head and half-way 
 mumbled an "Excuse me." Quick as a flash, the teacher said to herself 
 "Now is my chance." Putting her hand on Billy's arm, she said to him 
 (loudly enough, however, for the others to hear) "Why certainly, Billy, 
 I'll excuse you. I think I can get the dirt off quite easily." Turning to 
 the other children, she remarked "I am so glad that Billy didn't forget 
 his good manners; I like boys and girls who are always polite and 
 courteous." 
 
 From that moment the children became interested, and the discussion 
 period that day stretched itself to such length that before it was over prac- 
 tically every boy and girl in the room had joined the group on the rug. One 
 after another they talked of the right way to do this or the wrong way to do 
 that, and why this was polite and why that was not. 
 
 From that day on interest in good manners mounted, and frequently 
 "Thank you", "May I have it, please?" and "I'm very sorry" were said by the 
 children in casual and natural ways. Before many weeks passed a Good 
 Manners Club came into existence, and children became increasingly con- 
 scious of their own good manners and more observant of those of others. In 
 addition, in their club they were learning to preside and to participate in a 
 group meeting, and such words as nominate, president, vote, committee and 
 adjourn became familiar and meaningful to them. Many were the valuable 
 experiences that grew out of these meetings. 
 
 After several weeks, one little boy suggested that the Club plan a 
 special program and present it in the auditorium; his idea received the 
 hearty approval of the class. Much youthful planning and pooling of 
 ideas, many stimulating conversations and discussions, much research in 
 library books to find suitable poems and stories about good manners to 
 use on the program, many original stories, rhymes, and dramatizations 
 concerning courtesy, and dozens of new words, read and spelled and 
 written, were outcomes of this experience before the program was ready 
 to be presented. 
 
56 A Suggested Twelve Year Program 
 
 When the program day finally came, an eager, excited group of second 
 grade children presented a program, simple and childlike thougn it was, 
 in such a serious and interesting manner that the audience was delighted. 
 So favorable was their reaction that the "fame" of it spread, and the 
 children were later asked to present the program over the radio. This 
 they did with considerably increased excitement and interest, and thus 
 they added to their school life for that year another significant experience 
 which helped further to impress upon them the importance of good 
 manners. 
 
 Third Year 
 
 During this year emphasis should be placed upon the achieve- 
 ment of the elementary skills of reading, such as correct eye 
 movements, rapid recognition of words in the basic vocabulary, 
 independent methods of recognizing new words, and facility in 
 comprehension and interpretation of relatively simple materials. 
 In addition to these skills, considerable progress should be made 
 in acquiring wholesome and diversified reading interests. 
 
 I. EXPRESSION. 
 
 In informal classroom situations, experiences vivid and inter- 
 esting enough to make children want to talk and write should be 
 provided. Children must feel free to express their ideas fluently 
 and naturally, but always in a manner that considers the rights 
 of others in the group. If correct forms are learned by usage in 
 normal, everyday experiences, they are more quickly adopted. 
 The school day brings many opportunities of present value to the 
 child which he accepts on his own level. 
 
 References are to pages in the State-adopted text, Fun with 
 English. Asterisk (*) preceding paging refers to Handbook of 
 English for Boys and Girls. 
 
 A. Oral. 
 
 1. Provide real experiences : 
 
 a. In conversation for developing in pupils skills, 
 courtesy, and a feeling of social responsibility — 
 
 (1) Talking with pupils, teachers, neighbors, visi- 
 tors (pp. 11, 219; *10, *12, *15-16). 
 
 (2) Entertaining room visitors, parents, new pupils. 
 
 (3) Making introductions (pp. 38, 40; * 18-20). 
 
 (4) Telephoning (pp. 113-114; *12-15). 
 
 (5) Carrying messages. 
 
 (6) Giving invitations verbally (p. *57). 
 
 (7) Giving clear directions how to reach school and 
 home. 
 
 (8) Listening to conversation and learning how to 
 follow leads. 
 
North Carolina Public Schools 57 
 
 b. In audience situations for developing in pupils clear, 
 direct expression, ease of manner and courteous 
 attention to opinions of others — 
 
 (1) In the discussion of problems affecting group 
 and school (pp. 26-27, 45, 86) . 
 
 (a) Taking trips. 
 
 (b) Being courteous on the playground. 
 
 (c) Planning classwork. 
 
 (d) Making courteous suggestions. 
 
 (e) Planning a club meeting (pp. 146-155). 
 
 (f ) Taking care of tools and materials. 
 
 (2) In telling about interesting objects brought to 
 school — animals, hobby collections, relics, 
 flowers, fruits. 
 
 (3) In making announcements (pp. *21-22) . 
 
 (4) In making reports (pp. 7, 85-86, 127, 195-198 ; 
 *23-26, *29, *35). 
 
 (5) In storytelling, reproduction or original, with 
 emphasis on clear sentences and points of the 
 story (pp. 85-86, 92-93; *26-28). 
 
 (6) In dramatizing stories, class activities, school 
 problems. 
 
 c. In the correction of errors by selecting at least five 
 of the most common errors made by the class and 
 concentrating on eliminating them (p. 14, also see 
 index; pp. *109-121). 
 
 B. Written. 
 
 Written language is used to communicate with others 
 not present and to record experiences. Teachers must 
 remember that written language depends very much on 
 the skills developed in oral language. A child will not write 
 fluently and interestingly unless he has developed a wide 
 vocabulary which he fully understands. He will not write 
 in complete sentences with punctuation until he has 
 learned the feeling of expressing a complete thought 
 orally. In the third year much time should be utilized in 
 developing oral language. Group composition for first ex- 
 periences in writing should not be used until children 
 become acquainted with sentences, paragraphs, and letter 
 forms. 
 
58 A Suggested Twelve Year Program 
 
 1. Provide social experiences : 
 
 a. In developing a feeling of social responsibility — 
 
 (1) Letter writing, using correct form, punctua- 
 tion, and interesting content (pp. 64-71, 99, 
 100, 130; *35, *53-66). 
 
 (2) Written invitations to parents, other class 
 groups (pp. *57, *62-63). 
 
 b. In reporting experiences (p. *45), as writing (1) 
 accounts of trips and experiences, (2) accounts of 
 class activities, (3) information for others and self, 
 (4) accounts of community interest, (5) minutes of 
 class meeting, (6) accounts of books read (pp. 195- 
 204; *30), (7) information located in library re- 
 search. 
 
 c. In labeling and classifying exhibits and materials. 
 
 d. In alphabetizing for bibliographies, making lists, 
 filing information, and in using glossary, index, 
 telephone directory (pp. 29 ; * 88-89) . 
 
 e. In building a vocabulary of meaningful words 
 through planned experiences and understandings. 
 
 2. Encourage creative writing. 
 
 CREATIVE WRITING 
 
 {An Illustration.) 
 
 One third grade teacher used a brief period every day for read- 
 ing beautiful poems — many of them over and over to the children. 
 She repeated frequently the most beautiful and most vivid lines. 
 This continued over a period of time until the children learned to 
 listen to the words and to join in with the reading. Often they 
 memorized entire poems in this way. 
 
 On one occasion she read to them two poems about fireflies. She 
 asked the children to listen and to tell her the words which de- 
 scribed the firefly. For comparison she read a poem about a lion 
 with "grim jaws" and about one that "stalked." The children 
 soon saw that words can describe characteristics by their sound. 
 
 The suggestion was made that they might write a poem to- 
 gether. Rather quickly they decided to write about their goldfish. 
 Each line was dictated by the children. Line by line it was 
 written on the blackboard by the teacher, who pointed out that 
 each line of poetry began with a capital letter. She commented 
 on the proper punctuation which she placed at the end of each 
 line. The children saw the application of a skill in a real situation. 
 Each line was read to see if the rhythm matched the first line; 
 some suggestions were rejected and others chosen. Children were 
 asked for colorful words to describe the goldfish. The teacher 
 skillfully guided the children into poetic feeling, but never at 
 
North Carolina Public Schools 59 
 
 any time suggested an entire line. Ways of changing words to 
 make them suit the rhythm were given, such as "twisting and 
 turning" to be used instead of "twist and turn." 
 
 When the first stanza had been finished, children who wanted to 
 write their own second stanza were encouraged to try at their 
 desks. Others still worked in a group. Thus this teacher pro- 
 vided for individual differences. Later in the period the children 
 who had worked independently were asked to read their stanzas. 
 Some showed independent skill and originality. All were en- 
 couraged. The group poem as completed is given: 
 
 THE GOLDFISH 
 
 He swims in the water 
 With seaweed around him; 
 He glistens like gold 
 In the water so clear, 
 
 Twisting and turning, 
 And fanning himself; 
 Hiding in the seaweed, 
 Hiding himself. 
 
 3. Develop skills through writing — 
 
 a. Sentence forms with capitalization and punctuation 
 as needed (pp. 7-11, 220; *97, *105). 
 
 b. Interesting and colorful sentences. 
 
 c. Paragraph (pp. 59-61 ; *47, *56) . 
 
 II. HANDWRITING. 
 
 Either manuscript or cursive writing may be used in the third 
 grade. If cursive is introduced following manuscript in the first 
 two years, it should be given as another way to write. Manuscript 
 writing has definite use in this grade as in labeling; and it is 
 widely used at other times, when exact form adds attractiveness. 
 Children have by this time usually developed good form in manu- 
 script. They should appreciate their skill and should be en- 
 couraged to increase it. 
 
 The requirements of either form of writing, manuscript or 
 cursive, are legibility, reasonable speed and neatness. Drill 
 periods will probably be necessary and the standards developed 
 in such periods should always carry over into all written work. 
 
 ill. Spelling. 
 
 While closely associated with written language, drill in spell- 
 ing when necessary should be given at a separate time. Even 
 though, hesitation in spelling interrupts the flow of written ex- 
 pression in young children they should be encouraged to go ahead 
 
60 A Suggested Twelve Year Program 
 
 and write. Getting their thoughts down is important. Spelling 
 errors can be corrected during the re-writing period. The McCall 
 Speller, the State-adopted text, gives a number of suggestions for 
 drill and use of words. Words given in this book are those used 
 most commonly by third grade children in their written work. 
 Those most frequently used are presented many times. If a 
 teacher prefers to present them in a different order, she and the 
 children may make a list to be kept by the children and referred 
 to when needed. This will be a spelling dictionary. 
 
 The teacher should select those words already in the pupils' 
 oral vocabulary — (1) Those whose meaning the pupils know or 
 can readily understand ; (2) Those which they will use in written 
 work many times, such as those connected with activities and 
 study interests; and (3) Those which are formed from known 
 words by prefixes and suffixes. 
 
 Note : Other words used only occasionally are best copied from 
 blackboard or spelling list. Since words are more easily learned 
 when used with context, dictation of sentences is a more natural 
 form of spelling test. Sentences in story form add interest and 
 connect the purpose of spelling with drill. 
 
 IV. READING AND LITERATURE. 
 
 Reading at the beginning of the third year presents to an in- 
 creased degree the problem of varied reading abilities. The 
 average child will be able to read fluently from second-year 
 readers. A few will be able to read more difficult material. Others 
 will still be in the first stages of reading. All must be provided 
 with materials on their own level where instruction must begin. 
 This is important, if children are to develop a growing interest 
 in reading. 
 
 Reading is bound closely to language skills. Sentence, para- 
 graph, and punctuation consciousness must be developed along 
 with vocabulary and content meaning if reading is to be more 
 than word calling. 
 
 (Third year teachers should consult the General, First, Second, 
 and Third Year Manuals for the State-adopted basal texts, the 
 Easy Growth in Reading Series, for suggestions for developing 
 reading skills. Also refer to State-adopted supplementary 
 readers and the teachers manuals accompanying them.) 
 
North Carolina Public Schools 61 
 
 The third year program should develop the child's desire to 
 read independently by increasing (1) his ability to read fluently 
 at sight, materials on lower grade levels ; and (2) his ability, with 
 preparation, to read fluently and understandingly material on his 
 own level. 
 
 A. Oral Reading. 
 
 Oral reading can be made a pleasure to the reader and 
 others by developing in the pupils : 
 
 1. Ability to read with distinct, correct pronunciation. 
 
 2. A pleasant voice (a best speaking voice) . 
 
 3. A knowledge of the thought of content. 
 
 4. A consciousness of phrases and punctuation in order to 
 give meaning to others. 
 
 5. Proper speed to hold interest. 
 
 6. The habit of reading with dramatic expression. 
 
 7. A feeling of responsibility to audience. 
 
 8. An appreciation of good literature on his own level. 
 
 B. Silent Reading. 
 
 1. Silent reading for pleasure and for getting information 
 is developed by: 
 
 a. Pupils learning to get the thought of each para- 
 graph. 
 
 b. Pupils learning to get details of each paragraph. 
 
 2. Skills to be developed by pupil : 
 
 a. Ability to get new words independently: (1) by 
 context meaning, (2) by similarity to known words 
 or parts of words, (3) by phonetic elements. 
 
 b. Ability to know how to use books and libraries: 
 (1) how to find books in library, (2) how to use 
 table of contents, index, and glossary, (3) how to 
 locate information. 
 
 Fourth Year 
 
 The program for the fourth year should follow closely that 
 planned for the third. Children are now ready to progress more 
 rapidly in oral and written language. Because of increased read- 
 ing abilities, wider interests are possible. The problem of 
 developing a meaningful vocabulary in geography, health, and 
 arithmetic should receive special attention. The teacher will find 
 
62 A Suggested Twelve Year Program 
 
 a wide range of abilities during this year ; rates of progress will 
 vary in each individual; and weaknesses will probably become 
 more apparent because of increased demand for applying skills. 
 Sustained progress during some periods of the year will call for 
 skillful guidance on the part of teachers and for careful grouping 
 to provide for individual differences. 
 
 (Pages listed refer to the State-adopted text for fourth grade, 
 Adventures in English.) 
 
 I. Expression. 
 A. Oral. 
 
 1. Provide social experiences for pupils in: 
 
 a. Talking amiably and courteously with other chil- 
 dren and with adults. 
 
 b. Using telephone — holding telephone correctly ; talk- 
 ing in clear, distinct tones; talking courteously; 
 becoming familiar with directory; sharing with 
 others on party lines. 
 
 c. Making introductions and acknowledgments (pp. 
 6-7). 
 
 d. Telling stories read or heard (pp. 28, 52, 98, 126, 
 182, 198, 214). 
 
 e. Dramatizing (pp. 47, 89, 118, 141, 149, 174, 190). 
 
 f. Telling of interesting experiences. 
 
 g. Delivering messages. 
 
 h. Playing games and taking part at parties. 
 
 i. Giving greetings and farewells. 
 
 j. Directing a stranger who requests information. 
 
 k. Describing persons, scenes, articles, pictures. 
 
 1. Engaging in choral speaking in a simple form (pp. 
 
 22-23, 38, 82, 127, 182, 211). 
 m. Conducting club meetings (pp. 12, 16, 78-81, 123- 
 
 126). 
 n. Giving directions about how to do certain things 
 
 (pp. 75, 91, 141, 176, 235, 236). 
 o. Giving riddles. 
 
 2. Provide audience experiences for pupils in : 
 
 a. Discussion — thinking through the situation, giving 
 and receiving suggestions, making ideas clear, hav- 
 ing consideration for others, and valuing opinions 
 of others (pp. 22, 30, 38, 46, 55, 60, 74, 82, 105, 
 112-113, 116, 126, 136, 141, 173, 190, 202). 
 
 b. Reports — recognizing importance of content, talk- 
 ing informally to the point, using vivid expression. 
 
 c. Announcements — giving all necessary details 
 clearly and briefly. 
 
 d. Presentation of programs (p. 191). 
 
North Carolina Public Schools 63 
 
 3. Provide creative experiences in oral expression for 
 pupils : 
 
 a. Telling original stories (pp. 62, 84, 89-90, 236). 
 
 b. Using "picture words" in telling of things one has 
 seen, heard, or done (pp. 40, 62, 83, 105, 127, 175, 
 182, 191-192, 210, 216, 230). 
 
 B. Written. 
 
 1. Provide experiences in letter writing : 
 
 a. Occasions for letter writing — 
 
 (1) Determined by pupil's sensitivity to situations 
 calling for letter writing. 
 
 (2) Correlated with school and class activities. 
 
 (3) Based on needs arising in out-of-school ex- 
 periences. 
 
 b. Requirements of the content of the letter: 
 
 (1) Friendly letter — 
 
 (a) Content more important than the form. 
 
 (b) Interesting and personal. 
 
 (c) Direct and sincere. 
 
 (d) Types of friendly letters : 
 News. Congratulation. 
 Thanks. Sympathy. 
 Invitation. Apology. 
 
 (2) Business letter — 
 
 (a) Correct in form. 
 
 (b) Courteous in expression. 
 
 (c) Clear, definite, and concise. 
 
 (d) Types of business letters: 
 Inquiries. Orders. 
 Information. Paying bills. 
 Permission. Thanks for services. 
 
 Bibliography on Letter Writing 
 
 Elementary English Review, March, 1941. 
 
 Falk, Ethel Mabie. Letters to Enrich Children's Experience. 
 Jenkins, Frances. Language Development in Elementary 
 Grades. 
 
 2. Provide experiences in reporting, such as book and 
 committee reports, reports on activities and personal 
 interests. 
 
 3. Provide experiences in classifying, such as labeling, 
 listing alphabetically, making classified book lists. 
 
 4. Provide creative experiences in writing original stories, 
 original poems, simple plays, and articles for the school 
 newspaper. 
 
64 A Suggested Twelve Year Program 
 
 II. HANDWRITING. 
 
 If cursive writing has not been introduced earlier, it should be 
 introduced in this year. If children have used manuscript writ- 
 ing, they should be encouraged to keep this skill also and to use 
 it for labeling and other work where it is commonly used. Pen 
 and ink may be used, if the school desires it. The teacher should 
 help each child to develop the ability to write easily, legibly, and 
 rapidly enough to meet his present needs and requirements. 
 Special drill should also be given to any who have difficulties. 
 
 ill. Spelling. 
 
 As a child at this level is at a high peak in his ability to develop 
 word concepts, the teacher should provide every opportunity 
 possible for growth in spelling correctly. 
 
 A. A definite time should be set aside for the teaching of 
 spelling, and the words studied should include those in the 
 spelling text together with those needed in content sub- 
 jects and in class activities. 
 
 B. Each child should develop a spelling consciousness, and 
 should be encouraged to look up in a junior dictionary 
 "doubtful" words in his written work. 
 
 C. Pupils should know the meaning of all words they learn 
 to spell. 
 
 IV. READING AND LITERATURE. 
 
 A. Basal Reading. 
 
 Readiness for reading in any subject or activity must be 
 provided and definite instruction in teaching pupils to 
 read should continue during this year. Skillful guidance 
 must be given to help the pupil make steady progress in 
 the mastery of reading skills for this year, and an interest 
 in wide reading of informational and fictional material 
 should be stimulated. (Use Teachers Guide for Then and 
 Now, the State-adopted reader for fourth grade.) 
 
 1. Oral Reading. 
 
 a. Provide experiences in the mechanics of reading to 
 develop the ability to read distinctly and pronounce 
 accurately. 
 
 b. Provide experiences in the meaning side of reading 
 in order to convey the thought and give enjoyment 
 to the audience. 
 
North Carolina Public Schools 65 
 
 2. Silent Reading. 
 
 a. More of the pupil's time should be spent in getting 
 concepts than in getting mechanics. 
 
 b. The child should make use of a junior dictionary in 
 getting the meaning of words. 
 
 c. The child should grow in his ability to recognize 
 and to understand words. 
 
 d. The teacher should guide the child in building the 
 following reading study abilities: locating infor- 
 mation, understanding what he reads, evaluating 
 what he reads, organizing what he reads and re- 
 taining and using what he reads. 
 
 3. Literature. 
 
 The teacher must know the child and also literature 
 in order to help the child to use successfully the neces- 
 sary skills in order to appreciate and enjoy good 
 literature. 
 
 B. General Activities in Reading. 
 
 Include reading to dramatize, reading to report to others, 
 reading in the auditorium, reading reports of committees, 
 reading materials for programs, reading letters, reading 
 poetry and stories to each other, reading at school parties, 
 reading books brought from home, reading library books 
 both for information and recreation, and reading signs, 
 maps, charts, and directions. 
 
 Fifth Year 
 
 This period is a time of marked independence in pupils. Simple 
 language forms should have become habitual, and the groups 
 should be ready to enrich their expressions. Encouragement 
 should be given to use more variety of style in speaking and 
 writing and to use a more discriminating vocabulary. Enriching 
 experiences form the basis for many activities. While the 
 greater part of the language work is still oral, the pupils should 
 find pleasure in expressing themselves freely in writing a short 
 play, a story, a letter, or a poem. 
 
 Page references are for English in Practice, State-adopted text 
 for the fifth year. 
 
 I. Expression. 
 
 A. Oral. 
 
 The teacher should guide pupil experiences which de- 
 velop ability — 
 
66 A Suggested Twelve Year Program 
 
 1. To carry on a natural and courteous conversation, using 
 an enriched and pleasing vocabulary. 
 
 2. To become sensitive to situations requiring courtesy, 
 as meeting strangers, apologizing graciously, acknowl- 
 edging a favor, conversing with a group during lunch 
 period. 
 
 3. To select some activity in discussion period which in- 
 volves division of labor, as 
 
 a. Deciding on activity, as some problem in history or 
 geography, and making plans. 
 
 b. Working out plans with criticisms from the group. 
 
 c. Presenting the completed activity. 
 
 4. To plan programs for parties for special days. 
 
 5. To use the telephone intelligently and courteously 
 (p. 237). 
 
 6. To make a talk or report from simple outline (p. 33) . 
 
 7. To tell stories, anecdotes, and personal experiences in 
 an interesting way and to set up standards for judging 
 such activity. 
 
 8. To dramatize stories, social situations, original plays, 
 and units from the social studies, using puppets, 
 marionettes, pantomime, shadow plays, radio programs, 
 watching for growth in imagination and expression 
 rather than for display of costuming and scenery (pp. 
 49, 109). 
 
 9. To participate in and enjoy choral speaking. 
 
 Note: Choral speaking is the interpretation of poetry or poetic 
 prose by many or several voices speaking as one. It is 
 intended for appreciation and enjoyment and should de- 
 velop in an informal manner. In choosing material for a 
 verse speaking choir, less difficult selection should be 
 chosen first. Ballads with refrains can be used easily. 
 Story poems should be used first, then lyrics, and lastly 
 dramatic poetry. 
 
 References for teachers: 
 
 Abney. "The Art of Choral Reading," Seventeenth Year- 
 book, National Elementary Principals, 1938. pp. 363-367. 
 
 Gullen and Gurrey. Poetry Speaking For Children. Ex- 
 pression Company, Boston. 1931. 
 
 Othmen. "Values and Procedures in Choric Speaking," 
 Twentieth Yearbook, National Elementary Principals. 
 1941. pp. 302-306. 
 
 Weeks. Literature and the Child. Silver. 1935. pp. 
 311-314. 
 
North Carolina Public Schools 67 
 
 10. To make announcements, explanations, and to give 
 directions in a clear distinct voice (pp. 64-86) . 
 
 a. Explaining terms, words, symbols, maps and charts. 
 
 b. Giving directions for reaching places. 
 
 c. Giving directions for finding and using library. 
 
 11. To plan and set up standards for interviews, before 
 participating in an interview (p. 77) . 
 
 12. To organize clubs and preside over meetings (pp. 15-20, 
 237-238) . 
 
 13. To build up a keen interest and desire to enunciate more 
 carefully in speaking. 
 
 14. To eliminate at least five of the most common errors of 
 speech made by the class. 
 
 Written. 
 
 The teacher should guide pupil experiences which de- 
 velop ability — 
 
 1. To write from an outline of one or more main points, 
 a paragraph or paragraphs on vital experiences, being 
 aware of paragraph unity and having variety in 
 sentence and in choice of words (pp. 6-7, 150-193) . 
 
 2. To be sensitive to the occasions for writing friendly 
 letters, letters of consolation, of greetings, of congratu- 
 lations, of invitation; to write business letters as the 
 need arises and to address envelopes correctly, avoiding 
 abbreviations (pp. 16, 20, 77-81, 194, 236) . 
 
 3. To take notes of important facts, using groups of words 
 and correct capitalization ; and to write reports or sum- 
 maries from notes (pp. 33-35) . 
 
 4. To write outlines with one or more subheads, using 
 correct capitalization; and to write stories, brief re- 
 ports, or summaries of books from these outlines (pp. 
 •13,35). 
 
 5. To keep notebooks in the various subject fields (p. 14). 
 
 6. To fill in forms such as enrollment blanks, test blanks, 
 and library book forms. 
 
 7. To write announcements and advertisements for 
 bulletin board or newspaper. 
 
 8. To write minutes of club meeting accurately (pp. 19-20, 
 238). 
 
68 A Suggested Twelve Year Program 
 
 9. To write labels for collections and records of activities 
 briefly and correctly (pp. 50, 53, 63, 180) . 
 
 10. To show interest and increasing ability in writing 
 original stories, plays, poems; and in keeping class or 
 individual book of creative writing. 
 
 11. To show growth in using words which show shades of 
 meaning. 
 
 12. To make bibliographies for use in developing centers of 
 interest. 
 
 C. Technical Skills. 
 
 The teacher should guide pupil experiences which de- 
 velop ability — 
 
 1. To show mastery in functional use of sentence concept 
 and paragraph structure. 
 
 2. To use commas to separate the quotation from the rest 
 of the sentence ; after yes or no, with the name of the 
 person spoken to; in the heading of a letter, in the 
 closing of a letter. 
 
 3. To use quotation marks in direct quotations. 
 
 4. To use hyphen to show that one word has been formed 
 from others and in a word divided at the end of the 
 line. 
 
 5. To use periods correctly in abbreviations and at the end 
 of sentences. 
 
 6. To use question and exclamation marks correctly in 
 sentences. 
 
 7. To use apostrophes to show possession and contraction. 
 
 8. To recognize and use nouns, pronouns, adjectives, 
 verbs, adverbs. 
 
 II. HANDWRITING. 
 
 Extend the abilities of pupils — 
 
 1. To acquire a legible handwriting, executed at a reasonable 
 rate of speed. 
 
 2. To prepare all written work neatly and with letters of uni- 
 form slant. 
 
 3. To display evidences of a definite style of handwriting and 
 a distinct appreciation of those qualities contributing to 
 good writing, such as slant, alignment, spacing, and letter 
 forms. 
 
North Carolina Public Schools 69 
 
 4. To use pen and ink for practice work in penmanship and for 
 forms of written work, such as letters, compositions and 
 reports. 
 
 ill. Spelling. 
 
 Make adequate provisions — 
 
 1. For giving more time and attention to spelling because of 
 the increasing amount of written work. 
 
 2. For building up a spelling consciousness and forming the 
 habit of using a dictionary to make certain how to spell 
 words when in doubt. 
 
 3. For making habitual for all pupils a method of studying 
 new words. 
 
 Note: Select all cases of serious disability and provide 
 special instruction. 
 
 4. For concentrating on the words in individual spelling lists 
 which pupils cannot spell and use. 
 
 5. For using possessives, homonyms, antonyms, synonyms. 
 
 IV. READING AND LITERATURE. 
 
 This is a period of rapid growth and wide reading. A wide 
 variety of reading material should be made available for this age 
 and a genuine desire to read for recreation and information should 
 be established. Training should be given in developing a vocabu- 
 lary for various subject fields. In the daily directed period, skills 
 which are needed should be developed in the child. The type of 
 material should be adapted to the various groups. 
 
 A. Oral Reading. 
 
 Pupils should be guided — 
 
 1. To read orally material from easy references to prove 
 a point, to locate data, to supplement thought. 
 
 2. To engage in wide recreatory oral reading which will 
 develop a permanent desire to read, and stimulate in- 
 terests in different types of literature. 
 
 3. To read prose and poetry orally with ease, fluency, and 
 feeling for the enjoyment of an audience. 
 
 B. Silent Reading. 
 
 1. In the daily directed work period pupils should read 
 silently to establish such abilities as: locating data, 
 making a simple outline, selecting the main idea in a 
 
70 A Suggested Twelve Year Program 
 
 paragraph, organizing ideas, comprehending facts, 
 following directions, reproducing the thought, draw- 
 ing conclusions, thinking independently, evaluating 
 materials. (Use Teachers Guide for Widening Trails, 
 pp. 6-11, State-adopted reader for fifth year. Refer to 
 State supplementary book list for additional readers.) 
 
 2. Pupils should be guided to read widely easy supple- 
 mentary materials and to solve problems raised in 
 social studies and other content fields. 
 
 3. Pupils should read newspapers and magazines suitable 
 to their ability. 
 
 4. Pupils should learn to read graphs, tables, charts, and 
 legends of maps. 
 
 5. Pupils should know how to use parts of the book, as the 
 preface, title page, table of contents, index, glossary. 
 
 6. Pupils should use intelligently the encyclopedia, the 
 atlas, the dictionary, the card catalog, and special 
 reference books in the library as needed. 
 
 Note: Mott and Baisden. Children's Book on How 
 to Use Books and Libraries. Scribner's. 1937. 207p. 
 $1.28. Especially useful. 
 
 Sixth Year 
 
 Through widening experiences of the enriched curriculum and 
 the conscious purpose of the groups, more interesting ways of 
 talking and writing are developed. Originality and freedom in 
 both oral and written expression should result. 
 
 Page references are given to English at Work, the State- 
 adopted text for the sixth year. 
 
 I. EXPRESSION. 
 
 A. Oral. 
 
 Guide pupils in additional experiences which develop the 
 ability — 
 
 1. To engage in conversation (pp. 94, 124, 242, 243). 
 
 2. To be conscious of social situations. 
 
 3. To telephone (pp. 19, 124, 217, 243) . 
 
 4. To take part in discussion by — 
 
 a. Discussing stories, plays, and poems that the class 
 has read; class projects as the newspaper, exhibits, 
 social living in the classroom (pp. 18-19) . 
 
North Carolina Public Schools 71 
 
 b. Conducting club meetings according to parlia- 
 mentary rules, being able to act as a chairman, and 
 also to take an active part as a member (pp. 28, 
 246). 
 
 c. Taking part in informal meetings and debates. 
 
 5. To plan activities. 
 
 6. To address an audience — 
 
 a. Organizing and making reports, following main 
 points of outline and using well planned sentences 
 and selecting words discriminately (pp. 165-167) . 
 
 b. Making short talks from notes. 
 
 c. Making announcements about school activities, 
 using clear cut sentences. 
 
 d. Giving in a coherent manner directions for reaching 
 a certain place, for playing a game, for making 
 specific articles (p. 244). 
 
 e. Giving clear descriptions of people and places. 
 
 f. Making others enjoy stories, bits of personal ex- 
 periences, and anecdotes, by expressing feeling, by 
 following correct sequence, and by enunciating 
 clearly (pp. 10, 193, 245) . 
 
 7. To engage in choral speaking (pp. 48-50, 129-130, 176) . 
 
 8. To take part in dramatizations (pp. 106-109, 154, 231) . 
 
 Note: Dramatizations should be largely in the hands of the 
 pupils. Puppet, and marionette shows, pantomimes, shadow 
 plays, and dramatizations of familiar stories, original plays, 
 personal experiences, scenes from the social studies, and social 
 situations, such as making introductions, receiving callers, using 
 the telephone, are suggested. 
 
 9. To participate in interviews (pp. 20, 216, 244) — 
 
 a. Planning definitely what is to be said. 
 
 b. Asking important direct questions. 
 
 c. Quoting exactly. 
 
 d. Being courteous at all times. 
 
 B. Written. 
 
 The major part of the language of this year will be oral, 
 but there is an increasing need for written language. 
 Develop in pupils an increasing ability — 
 
 1. To write letters (pp. 14-15, 67-68, 125-126, 247-249). 
 
 2. To write, from outline, experiences (in one or more 
 paragraphs), using correct paragraph form and prac- 
 ticing habit of proof reading (pp. 102-104) . 
 
72 A Suggested Twelve Year Program 
 
 3. To prepare clear, concise, exact announcements, direc- 
 tions, and advertisements for newspaper and bulletin 
 board. 
 
 4. To review or summarize books in order to interest 
 other people in reading them (pp. 159-160, 207-208) . 
 
 5. To fill in forms adaptable to this grade, including money 
 orders, receipts, checks, and coupons. 
 
 6. To encourage independent and original expression in 
 editorials, stories, poems, and plays by keeping class 
 and individual records of creative work. 
 
 7. To make bibliographies showing the author, title, pub- 
 lisher, date. 
 
 8. To keep records and reports, such as the writing of 
 minutes (pp. 4-5). 
 
 9. To take notes and write short reports from them 
 (P. 114). 
 
 10. To analyze and write notes on reference articles read. 
 
 11. To make simple outlines, using main topics and sub- 
 topics, learning to make written reports (pp. 102-104, 
 165-166,245,249-250). 
 
 12. To prepare a class or school newspaper. 
 
 THE SCHOOL NEWSPAPER 
 
 I. Values of newspaper: (1) Stimulates written English, (2) 
 Stimulates creative writing, (3) Develops school spirit, (4) 
 Connects the home and school, and (5) Increases interest in 
 reading newspapers. 
 
 II. Problems which may arise: (1) Who is to work on the 
 paper? (2) What to put in the paper besides stories? (3) 
 How are book reviews for newspapers written? (4) How to 
 get news? (5) How to publish the paper? (6) How fre- 
 quently should it be issued? and (7) How it is to be paid for? 
 
 III. Activities in developing the paper: (1) Visiting a newspaper 
 office; (2) Examining other school papers and local news- 
 papers; (3) Selecting a staff: editor-in-chief, advertising 
 editor, art editor, sports editor, advertising editor, business 
 manager, reporters; and (4) Selecting a name for the paper. 
 
 IV. Organization of the paper: (1) The news: school news, local 
 news, news of our country, World War; (2) Special Features 
 — prepared by reporters, such as the editorial page or sport's 
 page; (3) Literary Features — original stories, poems, jokes, 
 and other contributions from the whole school; (4) Odd or 
 unusual facts; and (5) Advertisements. 
 
North Carolina Public Schools 73 
 
 V. Types of experiences: (1) Writing of editorials; (2) Eval- 
 uating articles; (3) Reporting interviews with teachers, 
 members of other grades, and interesting people, and report- 
 ing visits to interesting places; (4) Designing the heading of 
 the paper and stimulating the drawing of cartoons and illus- 
 trations by pupils; (5) Soliciting advertisements; and (6) 
 Managing the finances. 
 
 C. Technical Skills. 
 
 Provide experiences which extend the ability — 
 
 1. To use in a functional way common and proper nouns, 
 pronouns, verbs, adverbs, adjectives, prepositions and 
 conjunctions — 
 
 a. Using singular and plural nouns and pronouns 
 correctly. 
 
 b. Using verbs forms correctly. 
 
 2. To recognize and use declarative, interrogative, and 
 exclamatory sentences. 
 
 3. To recognize simple and complete subject and predicate. 
 
 4. To make progress in using the forms of correct usage 
 listed for previous grades with emphasis on the fol- 
 lowing : 
 
 a. Correct use of capitals. 
 
 b. Correct use of period, comma, hyphen, quotation 
 marks, apostrophe. 
 
 c. Correct forms of manuscript. 
 
 d. Correction of at least five speech errors common to 
 the group. 
 
 II. HANDWRITING. 
 
 Guide pupils in the ability — 
 
 A. To recognize the importance of good writing in all school 
 work, in social life, and in the business world. 
 
 B. To regard legible penmanship as important in all written 
 expression. 
 
 C. To acquire an attitude of self-criticism of all written work. 
 
 D. To meet the desirable standard of writing set up for the 
 sixth year. 
 
 III. Spelling. 
 
 Help to develop in pupils the ability — 
 
 A. To spell words as needed from adopted text and from other 
 accepted lists. 
 
 B. To spell words used in class activities. 
 
74 A Suggested Twelve Year Program 
 
 C. To use the dictionary in all written work, acquiring growth 
 in the ability to use diacritical marks, accents, syllabica- 
 tion, and definitions. 
 
 D. To use correctly words learned in spelling. 
 
 E. To spell the words used in writing. 
 
 F. To take dictation of material on sixth grade level. 
 
 IV. READING AND LITERATURE. 
 
 This is a period of wide reading for the purpose of extending 
 and enriching the experiences of pupils. Skills should be further 
 developed and permanent tastes in reading established. Special 
 care should be taken to see that readiness in all subject fields 
 which require reading is developed. Pleasing habits in oral 
 reading should be established. Remedial reading should be given 
 to those who need it. 
 
 (Page references are to Teachers Guide for Roads of Progress, 
 State-adopted reader for the sixth grade. Refer to the State 
 supplementary book list for additional readers.) 
 
 A. Oral Reading. 
 
 Provide experiences for pupils to read orally 
 
 1. For pleasure by — 
 
 a. Reading aloud with a pleasing voice, clear enuncia- 
 tion, correct pronunciation, and effective interpre- 
 tation. 
 
 b. Reading with ease, appreciation, and fluency both 
 prose and poetry. 
 
 2. For gaining information by — 
 
 a. Reading to prove a point. 
 
 b. Selecting parts for dramatization. 
 
 c. Reading the single sentence or paragraph that best 
 expresses a main idea. 
 
 B. Silent Reading. 
 
 Divide the pupils into groups according to their reading 
 abilities and give each group a daily directed period for 
 developing reading skills. 
 
 Provide situations which will 
 
 1. Give directed periods of work type reading in the 
 various subject fields to develop vocabulary and reading 
 skills related to each subject. 
 
 2. Give practice in phonetics where needed and emphasize 
 suffix, prefix, and root word (p. 13) . 
 
North Carolina Public Schools 75 
 
 3. Extend the ability to read for the following (thus de- 
 veloping good study habits) : 
 
 a. To locate information. 
 
 b. To select and evaluate materials. 
 
 c. To organize materials read. 
 
 d. To select data, relating to class activities and indi- 
 vidual problems. 
 
 4. Develop the habit of reading easy, suitable, interesting 
 material to gain comprehension and to establish cor- 
 rect eye movements. 
 
 5. Develop the habit of reading newspapers and maga- 
 zines with a critical attitude, drawing valid conclusions. 
 
 6. Develop the habit of using leisure time for reading. 
 
 7. Develop skill in using all parts of a book, as title page, 
 author, publisher, date of publication, preface, table of 
 contents, index, glossary. 
 
 C. Vocabulary Development. 
 
 Give encouragement to pupils — 
 
 1. To notice unusual words in literature. 
 
 2. To discriminate between shades of meaning. 
 
 3. To remember and use beautiful phrases. 
 
 4. To study synonyms and antonyms. 
 
 5. To build concepts of meaning in different subject fields. 
 
 6. To use the dictionary (pp. 44-46). 
 
 D. Use of Library. 
 
 Emphasize the importance of — 
 
 1. Developing skill in the use of the library for pleasure. 
 
 2. Using the dictionary, encyclopedia, footnotes, atlases, 
 special reference books, card catalogs, and clipping 
 files (pp. 25-43). 
 
 3. Arranging and classifying books in the classroom in 
 connection with activities or subjects of study. 
 
 4. Understanding the system of classification used by the 
 library. 
 
 Note: ' Mott and Baisden's Children's Book on How to Use Books 
 and Libraries. (Scribner, 1937. 207p. $1.28.) Especially helpful. 
 
76 A Suggested Twelve Year Program 
 
 Seventh Year 
 
 An extension and an enrichment of the language arts program 
 is necessary for the seventh year, if the pupils are to continue to 
 grow in their ability to use the language arts effectively. There 
 are specific abilities to be acquired at each grade level, if there are 
 to be no gaps in the development of the desired skills. Stimu- 
 lating experiences in reading and in oral and written expression 
 which grow out of immediate needs in meeting classroom situa- 
 tions should, during the year, gradually be elevated to a higher 
 educational level. Each pupil should be challenged to develop 
 greater skill and to progress toward broader and richer living. 
 
 i. Expression. 
 
 (The page references given in the outlines that follow refer to 
 the State-adopted textbook Growth in English.) 
 
 A. Oral. 
 
 1. Continue experiences to enlarge the pupils' speaking 
 vocabularies and to make oral expression more inter- 
 esting and colorful. 
 
 2. Encourage pupils to participate in class conversations 
 and discussions by contributing worthwhile ex- 
 periences, ideas, and suggestions in a clear, concise, 
 and an interesting manner of speaking; and also by 
 listening courteously while others speak (pp. 3-5, 32-33, 
 37-44, 60-62, 110-111, 123-125, 237-238, 258-260). 
 
 3. Guide pupils to correct individual errors in pronuncia- 
 tion, enunciation, and grammatical form (pp. 5-6, 44- 
 46,271-274). 
 
 4. Teach pupils to speak with notes and without notes on 
 prepared topics (pp. 81-84). 
 
 5. Provide opportunities for the pupils to interview people 
 for specific purposes — information, permission, or em- 
 ployment (pp. 32, 252, 263-264) . 
 
 6. Increase the ability of pupils to observe simple parlia- 
 mentary rules when presiding or participating in group 
 meetings (p. 265). 
 
 7. Stress the importance of social amenities such as greet- 
 ing visitors, introductions, courteous use of telephone,, 
 apologies, and consideration for others at all times. 
 
North Carolina Public Schools 77 
 
 B. Written. 
 
 1. Increase the sensitiveness to needs for letter writing 
 and develop the ability to write correctly all types of 
 letters suitable for use at this educational level (pp. 
 16-20, 112-114,249-250). 
 
 2. Increase the ability to make and use correct simple out- 
 lines, after securing necessary information (pp. 41-42, 
 83-84, 267-268) . 
 
 3. Extend the ability to write clearer and more meaning- 
 ful paragraphs by teaching pupils to use the following 
 plan of development : 
 
 a. Planning the paragraph: (1) Decide upon a topic 
 limited in scope; and (2) Gather necessary ma- 
 terials. 
 
 b. Making the right start: (1) Make topic sentence 
 interesting and informative ; and (2) Think througji 
 the ideas to see if they are all related to the topic 
 sentence. 
 
 c. Developing the paragraph: (1) Arrange in good 
 order the ideas to be included; (2) Gather more 
 material, if necessary ; (3) Relate every sentence to 
 the topic ; (4) Use examples or illustrations to make 
 any doubtful meanings clear; and (5) Link the 
 sentences together by words which make the ideas 
 easy to follow. 
 
 d. Concluding the paragraph: (1) Check to be sure 
 that each sentence contributes to the main thought ; 
 and (2) Use a closing sentence which gives the same 
 idea as the topic sentence. 
 
 e. Checking for errors: (1) Proof-read the entire 
 paragraph; and (2) Read the paragraph aloud to 
 see if the choice of words and the sentence structure 
 sound correct. 
 
 4. Develop the ability and the desire to keep records — a 
 class book for important class activities, a scrapbook 
 for some specific purpose, a diary, a notebook for 
 creative writings (pp. 31-32, 183-184) . 
 
 5. Plan experiences in writing simple news stories, edi- 
 torials, advertisements, minutes ' of meetings, money 
 orders, telegrams, and other writings of a specialized 
 nature needed in class activities (pp. 48-52, 121-123, 
 158,264,269). 
 
 6. Improve the ability to make and use bibliographies. 
 
78 A Suggested Twelve Year Program 
 
 C. Technical Skills. 
 
 1. Determine, from the results of an informal inventory 
 test, the commonly used marks of punctuation on which 
 the pupils need additional practice, and help individual 
 pupils to correct their errors in punctuation (pp. 105- 
 107, 254-255, 279-280) . 
 
 2. Continue the study of parts of speech by increasing the 
 knowledge and use of nouns, pronouns, verbs, adjec- 
 tives, and adverbs and by emphasizing prepositions, 
 conjunctions, and interjections as such (pp. 10-16, 
 20-24, 28-30, 59-60, 138-140, 177-182, 199-212, 232-235, 
 240-243, 253-256) . 
 
 3. Increase the knowledge and understanding of the parts 
 of the sentence — simple subject and complete subject, 
 simple predicate and complete predicate, compound sub- 
 jects and predicates, in regular and inverted order (pp. 
 6-10, 74-76, 94-95, 99-100, 134-137, 275). 
 
 4. Introduce the compound and the complex sentences in 
 a purely functional way (pp. 92-94) . 
 
 5. Select at least five of the most common language errors 
 made by the class and concentrate on eliminating them. 
 
 II. HANDWRITING. 
 
 A. Sufficient skill should have been developed by the seventh 
 year to enable pupils to meet the required writing demands 
 of everyday life. If pupils have the ability to write neatly 
 and legibly with pen and ink in good rhythmic movement, 
 they should be required to do only enough practice to 
 maintain this skill. 
 
 B. Provision should be made in regular writing classes for 
 pupils who do not meet the accepted standard in their 
 daily writing. 
 
 ill. Spelling. 
 
 A. Emphasize the importance of learning to spell correctly 
 every word which is written at any time. 
 
 B. Teach pupils to spell the words as needed from the basal 
 text, but stress the fact that the ability to spell words 
 needed for a definite purpose in a sentence is of more value 
 than is the ability to memorize a given list of words. 
 
North Carolina Public Schools 79 
 
 C. Encourage each pupil to have his individual list of words 
 for study. 
 
 D. Acquaint pupils with the spelling of common abbreviations 
 as they are often seen in print, but discourage their fre- 
 quent use in written expression. 
 
 E. Increase the pupils' interest in words, as homonyms, 
 synonyms and antonyms; and in diacritical markings, 
 syllabication, prefixes, suffixes, and such. 
 
 English Experience Series, VII, pp. 27-28, 115, 251. 
 The McCall Speller, Seventh Year. 
 
 IV. Reading and literature. 
 
 (State-adopted text: Readings in Literature I. Refer to 
 the State supplementary book list for additional 
 readers. ) 
 
 A. Increase the ability and the desire to read independently 
 in many fields, as biography, fiction, travel, essay, poetry. 
 
 B. Enrich classroom situations by the frequent use of supple- 
 mentary books and library materials. 
 
 C. Take every opportunity to use natural reading situations 
 
 (English Experience Series, VII, pp. 165-175). 
 
 D. Develop good reading tastes and permanent interests in 
 reading on levels of attainment possible for each pupil, 
 realizing that uniformity of accomplishment will be im- 
 possible in any class. 
 
 E. Increase the ability to take notes based on reading for 
 specific purposes. 
 
 F. Extend the ability to skim for desired information, to out- 
 line, and to summarize, as aids to effective reading. 
 
 G. Extend the habit of using a number of books in seeking 
 desired information and of recognizing contradictory 
 points of view among authors. 
 
 H. Increase the ability to read a prepared selection, suitable 
 for oral reading, with ease, fluency, and appropriate emo- 
 tional attitude, and to read at sight simple material on or 
 below grade level. 
 
 I. Work systematically to enlarge and to enrich speaking and 
 reading vocabularies by providing: 
 
 1. Firsthand experiences — excursions, experiments dem- 
 onstrations, and observations. 
 
80 A Suggested Twelve Year Program 
 
 2. Vicarious experiences — 
 
 a. Wide range of reading materials on pupils' level of 
 comprehension — fiction, biography, poetry, encyclo- 
 pedia, and varied content subject matter materials. 
 
 b. Visual aids — charts, graphs, films, pictures, slides, 
 maps, globes, and posters. 
 
 c. Auditory aids — radio, recordings, sound motion 
 pictures, conversation, dramas, interviews, and 
 story telling. 
 
 d. Manipulative aids — exhibits, modeling, museums, 
 sandtables, friezes, and hobby collections. 
 
 3. Definite teaching of the dictionary — (a) Matching 
 words with ' definitions ; (b) finding synonyms for 
 words; (c) classifying words; (d) finding antonyms 
 for words; (e) finding prefixes, suffixes, root words, 
 and other cues; and (f) identifying form (part of 
 speech) for specific use. 
 
 4. Classroom discussion: (a) Clarifying meanings and 
 removing misconceptions ; (b) Fusing the reading and 
 other subjects in the curriculum; (c) Recognizing 
 semantic variations; (d) Creating group poems and 
 prose writings ; (e) Interpreting elusive words and 
 paragraphs; (f) Selecting unusually expressive words 
 and phrases from reading; (g) Learning the vocabu- 
 laries of various subject areas. 
 
 (See Teachers Manual for Readings in Literature I, the 
 State-adopted basal reader for the seventh grade. Con- 
 sult the State supplementary book list for additional 
 readers.) 
 
 J. Increase the use of the library in seeking information: 
 
 1. Extend the skill of finding easily material needed. 
 
 2. Increase the ability and habit of using a bibliography. 
 
 3. Extend the habit of frequently referring to the dic- 
 tionary, encyclopedia, and other reference books for 
 needed information. 
 
 Note: Mott and Baisden's Children's Book on How to Use Books 
 and Libraries, (Scribner, 1937, 207p. $1.28) is especially helpful. 
 
 4. Encourage the habit of reading widely for pleasure. 
 During the seventh year is a good time to check carefully upon 
 
 the vocabulary of each pupil and to strive for enrichment if 
 needed, to find out whether adequate reading and study habits 
 have been developed, to check upon each pupil's success in using 
 reference books and libraries, and to give each pupil a sort of 
 basis for evaluating his ability to speak and write clearly and 
 
North Carolina Public Schools 81 
 
 forcefully. As a means of looking forward to more successful 
 work in the next year this checking would be most valuable. 
 Standard tests might well be applied. 
 
 Eighth Year 
 
 During the eighth year there should be a continuation of 
 stimulating experiences in all phases of language arts. Skills 
 learned in previous years should be maintained and new skills 
 should be introduced and developed. There is no easy road to the 
 acquisition of all the skills necessary to clear thinking, vivid 
 speech, intelligible writing and comprehensive reading. During 
 this last year in the elementary school, all pupils should have 
 fresh and challenging opportunities to progress toward mastery 
 of the fundamental skills, set up by the elementary school as 
 minimum attainments. 
 
 It is important that the language arts skills be made functional 
 through correlation and integration with social studies, science, 
 and other content areas. Classroom activities, such as publishing 
 a class newspaper, dramatizing stories or experiences, planning 
 and carrying out a community project, are also valuable in press- 
 ing home the need for language skills. 
 
 The skills and topics for emphasis which follow are not given 
 to determine the order in which they will be used in class. They 
 are desirable items for consideration only if they find a place 
 because needs for them have arisen. Any reference to the use of 
 textbooks is meant to facilitate the location of material to satisfy 
 pupil needs. 
 
 I. EXPRESSION. 
 
 (The chapter and page references given in the outlines that 
 follow are to Elements of English, Book I, unless definite refer- 
 ence is made to the State-adopted reader, Contact. Refer to 
 supplementary book list for additional readers.) 
 
 A. Oral. 
 
 1. Emphasize the importance to pupils of participating 
 intelligently in social conversation with people on all 
 levels of life and in discussions at home, in school, and 
 in the community (chapter 2) . 
 
 2. Increase the ability to present talks, announcements, 
 prepared reports, impromptu remarks, book reviews, 
 and dramatizations, and to do storytelling and debating 
 (chapters 8 and 10) . 
 
82 A Suggested Twelve Year Program 
 
 3. Encourage pupils to give and accept criticisms of their 
 own work, to offer tactful criticism of the work of 
 others, and to aid in the development of standards of 
 appraisal (pp. 8-12). 
 
 4. Continue to increase the ability of pupils to understand 
 and to use simple parliamentary procedure in group 
 meetings (chapter 15). 
 
 5. Assume a definite responsibility for helping pupils to 
 achieve satisfactory progress in voice control, articu- 
 lation, pronunciation, choice of words, and correct 
 language usage (pp. 50-60, chapter 20) . 
 
 6. Insist upon pupils being courteous listeners on all ap- 
 propriate occasions (chapter 4, p. 45). 
 
 B. Written. 
 
 1. Continue to place particular emphasis on letter writing 
 of all types needed in everyday life, on making good use 
 of outlines, and on writing news articles, book reviews 
 and summaries (chapter 6) . 
 
 2. Extend the ability of pupils to write two or more para- 
 graphs on related topics in which good sentence style 
 and structure are maintained (chapter 7) . 
 
 3. Encourage originality in the writing of short stories, 
 plays, poems, radio scripts and other types of creative 
 writing (chapters 11 and 13). 
 
 4. Increase the realization that only the best and most 
 effective form of written work is worthy of acceptance 
 (pp. 6-12, chapter 19). 
 
 5. Develop further recognition and use of the eight parts 
 of speech, giving special emphasis to the study of nouns 
 and pronouns, which will involve the study of the 
 classes of each, of person, number, gender and case; 
 also to the study of verbs, which will involve the study 
 of the kinds of verbs, of tense, voice, and number 
 (chapters 5, 9, 14). Adapt the textbook materials to 
 the needs and abilities of the group. 
 
 6. Continue the study of the parts of a sentence — sub- 
 jects, predicates, objects, predicative nominatives 
 (chapters 1, 9, 14). 
 
 7. Increase the understanding and use of the simple and 
 compound sentence and develop the understanding and 
 use of the complex sentence (chapters 1, 3, 16) . 
 
North Carolina Public Schools 83 
 
 8. Help pupils to advance in the application of the me- 
 chanics of good manuscript form — capitalization, 
 punctuation, correct word usage, and correct sentence 
 and paragraph structure (chapter 7). 
 
 9. Select at least five of the most common language errors 
 made by the class and concentrate on the complete 
 elimination of them. 
 
 II. HANDWRITING. 
 
 Specific instruction in handwriting in this grade should be of a 
 remedial nature for those who have not met a level of achieve- 
 ment consistent with their ability. Attention should be given to 
 the use of pen and ink. 
 
 III. Spelling. 
 
 Supplement the basal lists of words with individual lists and 
 with words needed in specific class activities. Emphasize spell- 
 ing consciousness in all written work. Strive especially to elim- 
 inate the misspelling of words in common use. (See Elements 
 of English, Book I, Chapter 12. See State-adopted speller for 
 the eighth year.) 
 
 IV. READING AND LITERATURE. 
 
 A. Provide for additional training in the effective use of the 
 reading skills: Independence in working out recognition 
 of strange words ; increase in speed in reading ; ability to 
 build up accurate concepts of meaning; ability to locate 
 and organize information; ability to read well orally; 
 ability to take notes, to summarize and to apply what is 
 read ; and ability to state conclusions drawn from several 
 sources. (See Elements of English, Book I, Chapter 21; 
 also Teachers Manual for Contact, pp. 33-37, 123-131.) 
 
 B. Encourage pupils to increase steadily their reading vocab- 
 ulary, and with it the ability to incorporate words into the 
 speaking vocabulary. (See Teachers Manual for Contact, 
 pp. 30-33.) 
 
 C. Help pupils extend their ability to use library resources 
 effectively by increasing skill in the use of the dictionary, 
 encyclopedia, card catalog, bibliography, and magazine 
 files. (See Elements of English, Book One, Chapter 18; 
 North Carolina School Library Handbook, Chapter VII; 
 Boyd and others. Books, Libraries and You. Scribner's, 
 1941.) 
 
84 A Suggested Twelve Year Program 
 
 D. Help pupils increase power of discrimination in choice of 
 books ; learn to use preface to interpret and select books ; 
 learn to evaluate conflicting materials. 
 
 E. Provide for training in reading readiness as needed in 
 reading experiences in all subject areas in the curriculum 
 of the eighth school year. A definite preparation period 
 for reading history, for instance, or science, enables the 
 pupil to use skills in reading more effectively. 
 
 F. Seek constantly to refine reading tastes and increase ap- 
 preciation of good literature by providing a background 
 for understanding literary selections before they are 
 assigned for reading, by encouraging extensive oral read- 
 ing of good literature and by encouraging memorization 
 of selections chosen by individual pupils. (See Teachers 
 Manual for Contact, pp. 38-40.) 
 
 G. Increase the desire for leisure reading. (See Teachers 
 Manual for Contact, pp. 144-156.) 
 
 1. Ways of increasing leisure reading. 
 
 a. Provide a wide variety of books : ~ 
 
 (1) From school, city, and county libraries. 
 
 (2) From teacher's personal library. 
 
 (3) From pupils' home libraries. 
 
 b. Give encouragement to pupils: 
 
 (1) To keep personal reading records. 
 
 (2) To read book reviews in newspapers and 
 magazines. 
 
 (3) To give dramatizations and character imper- 
 sonations based on reading. 
 
 (4) To give brief, informal oral reports instead of 
 lengthy, artificial, old-fashioned book reports. 
 
 (5) To read aloud to the class brief interesting 
 parts of recommended books. 
 
 (6) To make interesting written reviews for use by 
 lower grade pupils. 
 
 (7) To read for satisfaction and personal pleasure 
 and for the pleasure of sharing with others. 
 
 c. Provide guidance in the selection of suitable books : 
 
 (1) By knowing books and referring to carefully 
 graded book lists. 
 
 (2) By keeping a file of information about pupil's 
 individual abilities and tastes. 
 
 (3) By browsing in the libraries with pupils. 
 
 (4) By respecting each pupil's reading tastes and 
 leading him gradually from poor quality to 
 better quality of books. 
 
North Carolina Public Schools 85 
 
 (5) By formulating with the pupils standards for 
 distinguishing desirable books from unde- 
 sirable ones. 
 
 (6) By observing the pupils' reactions to stories, 
 motion pictures, and radio broadcasts about 
 books. 
 
 (7) By providing time for free reading every day, 
 (See North Carolina School Library Hand- 
 book.) 
 
 If possible, pupils should again, as during the seventh year, 
 evaluate carefully their achievements in the language arts at the 
 end of this year. They should look forward to the next year as 
 a time to strengthen their skills, to correct deficiencies, and to 
 progress into new and greater enjoyment of literature. 
 
 Ninth Year 
 
 The ninth year should mark no break in the continuous de- 
 velopment of a language arts program. The high school English 
 course is based on the philosophy of education indicated in the 
 general statement at the beginning of the Language Arts outline. 
 The primary concern of the teacher should be the best and fullest 
 development of individual personality and the achievement of 
 this can be materially advanced through the language arts pro- 
 gram in the secondary school. 
 
 Specific objectives in oral and written expression, in grammar 
 and in reading and literature follow in brief discussions of these 
 three divisions of the language arts. Brief suggestions also are 
 given concerning spelling and handwriting. Each unit of study 
 contains suggestions for activities in speaking, writing, and read- 
 ing. Every high school teacher should, however, emphasize any 
 one of these according to the needs of the pupils, whether in 
 connection with suggested units of study or not. 
 
 I. Oral and Written expression. 
 
 The immediate objective of oral and written expression in the 
 high school years is to provide such situations, guidance, and 
 inspiration as will enable pupils to think clearly and conclude 
 soundly, to express themselves correctly and sincerely, and to find 
 satisfaction in self-expression. 
 
 No satisfactory goals can be achieved in either oral or written 
 expression unless every teacher in the high school, regardless of 
 subject field, requires a high standard in oral and written work. 
 To facilitate such cooperation, it is suggested that the English 
 department, after consultation with other departments, get out a 
 
86 A Suggested Twelve Year Program 
 
 standard usage chart for all teachers, showing acceptable forms 
 for manuscripts, outlines, and letters, and giving the fundamental 
 rules of punctuation and grammatical usage. 
 
 A SUGGESTED USAGE CHART 
 
 1. Manuscript form: 
 
 a. Flat papers in all departments. 
 
 b. Papers endorsed in upper right hand corner: name, section, date. 
 Sample endorsement: John H. Jenkins 
 
 English 11 B 
 December 1, 1942 
 
 c. Margin of not more than V 2 inch on the right. 
 
 2. Sample outline form: 
 
 I. 
 
 (1) 
 
 (a). 
 
 (b). 
 (2) 
 
 B. 
 II. 
 
 Note: At least two correlative items should appear before outline 
 form is applied. 
 
 3. Letter form: Illustration of acceptable practice- 
 
 568 North Church Street 
 Rocky Mount, North Carolina 
 November 18, 1942 
 
 Mr. J. B. Green 
 
 643 West Main Street 
 
 Greenville, North Carolina 
 
 Dear Sir: 
 
 Yours truly, 
 
 Standard usage which should have been established in earlier years 
 
 and always adhered to in written work: 
 
 a. Sentence structure: A sentence must in itself express a complete 
 thought. Teachers should check to see if sentences are complete 
 and concise; also check for excessive use of "and" in combining 
 unrelated thoughts. 
 
North Carolina Public Schools 87 
 
 b. Capitalization and Punctuation: 
 
 (1) The capital: First word of every sentence, proper names, 
 names of days of week and names of months, but not seasons. 
 
 (2) The period: At end of a declarative, non-exclamatory sen- 
 tence; after abbreviations. 
 
 (3) The question mark after an interrogative sentence. 
 
 (4) The exclamation mark after an emphatic interjection, or ex- 
 clamatory sentence, phrase, or clause. 
 
 (5) The comma: To separate words, phrases and clauses in a 
 series; to separate the members of a short compound sentence 
 when a conjunction is used; to set off "yes" and "no" from the 
 rest of the sentence; to set off appositives and their modifiers. 
 
 (6) The semicolon: Use before i.e., namely, viz., e. g., and for 
 instance, when these expressions are used to introduce exam- 
 ples of statements made in that part of the sentence that pre- 
 cedes them; use between closely connected coordinate clauses 
 not separated by a conjunction. 
 
 (7) The colon: Use after the salutation of a business letter; be- 
 fore a formal enumeration. 
 
 (8) The hyphen: To mark the division of a word at the end of a 
 line and for combining words to make a group word. 
 
 (9) Parentheses: To enclose words, phrases, or whole sentences 
 that add to the clearness of a statement without altering its 
 meaning. 
 
 (10) Quotation marks: To indicate exact words of a speaker in 
 direct address; to set off titles of plays, poems, stories and 
 pictures. 
 
 (11) The apostrophe: To indicate the possessive case of nouns; to 
 indicate the omission of letters. 
 
 c. Spelling: Each instructor should teach spelling in terminology of 
 his subject; also check words in general vocabulary of pupils. 
 
 d. Grammar: Subject of verb in nominative case; a noun or pronoun 
 in the predicate nominative is in the nominative case; object of 
 preposition or verb is in the objective case; each, every, everyone, 
 everybody, anybody, either, neither, no one, nobody and similar 
 words are singular; a verb should agree with its subject in number 
 and not with the predicate nominative. 
 
 Students should be urged strongly to reread all written work to 
 be sure that careless mistakes in these items of correct usage have 
 not been allowed to stand. 
 
 After a few samples of written expression have been secured 
 from each pupil, the teacher and her class should determine areas 
 in punctuation, sentence structure, spelling and grammar which 
 need additional practice. 
 
 Centers of interest in oral composition, letter writing, sentence 
 mastery and written composition are suggested, if the need for 
 them arises in discussions and written work in connection with 
 
88 A Suggested Twelve Year Program 
 
 content in literature, social studies, science, and other content 
 fields. The formal phases of oral and written composition would 
 then become functional, a wholly desirable achievement. 
 
 Teachers will understand, of course, that oral composition has 
 no place generally per se. It comes because something needs to 
 be said in relation to a plan or a purpose or an idea. If, however, 
 there is special need for practice not gained in regular activities 
 of the class, increasing abilities may be gained by using the fol- 
 lowing activities : retelling stories, sharing personal experiences, 
 interviewing, and discussing topics of current interest and hob- 
 bies. From these informal discussions the pupils can progress 
 to more formal discussions, and to dramatizations. As oral 
 experiences are shared, the pupils should never forget the essen- 
 tial practices which make oral sharing pleasurable for both 
 speaker and listener : poise, posture, courtesy, good listening, 
 correct grammatical forms, correct pronunciation, clear enuncia- 
 tion, and pleasing speech tones. Other important practices are 
 using vivid and colorful words, and avoiding monotonous sen- 
 tence patterns. Student evaluation should not be neglected. 
 These activities, if adapted to the needs and capacities of the 
 pupils, will result in clearer thinking, more adequate self-expres- 
 sion, and more satisfying companionship. (See Applying Good 
 English, pp. 1-28, 61-67, 93-117, and other texts in composition.) 
 
 In a similar way "Letter Writing" (Applying Good English, 
 pp. 33-59, 143-165) and "Towards Sentence Mastery" (Applying 
 Good English, pp. 61-67, 119-133, 380-404) may be developed. 
 
 II. HANDWRITING. 
 
 Handwriting as a regular subject is not included in the 
 secondary school course of study. At this level pupils should be 
 able to use the attainments of previous years in developing an 
 individual handwriting with a definite, mature style. It is sug- 
 gested that all teachers require that written work be done neatly, 
 legibly and with some degree of speed. It is only through coop- 
 erative effort that the goal of acceptable handwriting can be 
 reached in high school. The further suggestion is made that 
 classes in remedial writing be provided as needed. 
 
 ill. Spelling. 
 
 Spelling, in the high school, should be related as far as possible 
 to the functional needs of the pupils both in English and other 
 subjects, with all teachers uniting on a plan for helping pupils 
 attain success in spelling. At the beginning of the high school 
 
North Carolina Public Schools 89 
 
 course, by means of comprehensive inventory tests, the better 
 spellers can be located and excused from further drill except that 
 needed in their daily work. Remedial work should be provided 
 for those unable to maintain the spelling skills of their grade 
 level. Two helpful methods to use in spelling are writing from 
 dictation and copying written work correctly. Words from the 
 pupil's own list of troublesome words and also words illustrating 
 certain valuable rules of spelling should be included. The habit 
 of consulting the dictionary should be insisted upon. 
 
 IV. READING AND LITERATURE. 
 
 Children first enjoy reading for the story. This interest re- 
 mains paramount. Young readers are not conscious of the style 
 of the author — his skill or lack of it in developing plot, depicting 
 character, or creating atmosphere. Only by having their atten- 
 tion called to those techniques do children develop an appreciation 
 for literary style. 
 
 If examples, such as the beautiful diction and fundamental 
 philosophy of "The Declaration of Independence," the thrilling 
 words of "The Star-spangled Banner," the dignity and simplicity 
 of Lincoln's "Gettysburg Address," are brought before young 
 students, their pride in and love of America and the things 
 America stands for will grow naturally and gradually. American 
 ideals should be fostered in young Americans. At the same time 
 some appreciation of the literary style of the documents in which 
 those ideals are set forth may be developed. 
 
 Some specific goals in the teaching of literature are: 
 
 1. The development in pupils of the habit of reading good 
 books with understanding and enjoyment. 
 
 2. The development in pupils of the ability to think clearly in 
 connection with their own specific, recognized and self- 
 determined purposes. 
 
 3. Responsibility of providing reading instruction at all levels. 
 
 4. Emphasis upon our American literary heritage. 
 
 5. The use of literature of the past and of the present. 
 
 6. The provision through literature of a broader understanding 
 of life. 
 
 Although it is not best to require any particular amount of 
 recreational reading, the following is suggested as minimum for 
 the year: one novel from the classics, one modern novel written 
 for young folks, five short stories, one biography, one book of 
 travel or of science, three more books to be chosen from the above 
 or other types. 
 
90 A Suggested Twelve Year Program 
 
 The centers of interest, or units for study, offered below may 
 be used in any order that the teacher thinks best. The unit on 
 "Getting Acquainted with the Library," however, might well 
 come first since it is valuable for orientation purposes and is rich 
 in skills which the pupil constantly needs. Each phase of the 
 language arts program may be a purposeful part of any of the 
 units suggested. 
 
 GETTING ACQUAINTED WITH THE LIBRARY 
 
 The pupils should think of the library as a section of the school in which 
 information is organized for easy reference. It interests them to know that 
 in most libraries the books are arranged in similar manner. After discover- 
 ing, by means of a questionnaire or informal discussion, what pupils already 
 know about the library, their information may be supplemented by trips to 
 the library to learn the arrangement of books there, and to increase their 
 knowledge of the Dewey Decimal System and the card catalog. Each pupil 
 may be given a subject of intrinsic interest to him for looking up in the 
 encyclopedia, and for reporting on orally later. After a review of alpha- 
 betizing, pupils should be given exercises in the use of the dictionary to see 
 that from it they may learn pronunciation, accent, spelling, capitalization, 
 distinction in the meaning of words, the parts of speech, and the history and 
 derivation of words. Although the skills and information learned from these 
 trips, shared by the group in oral and written reports, are invaluable, the 
 feeling that their familiarity with the services of the library will save hours 
 of fruitless searching, that their discovery of new interests in reading — for 
 their free reading program may start from these trips to bookland — and their 
 sureness about words they wish to use are equally important outcomes. (For 
 this unit refer to Applying Good English, pp. 77-88, 172-189. Copies of Mott 
 and Baisden's Children's Book on How to Use Books and Libraries and Boyd 
 and Others, Books, Libraries, and You should be available.) 
 
 By the end of this unit the pupils are probably well enough acquainted to 
 organize themselves into a club. If such organization is set up, they are 
 ready for the study and use of parliamentary procedure as need arises at 
 any time during the year. (Applying Good English, pp. 205-218.) 
 
 LIFE IN EARLY AMERICA 
 
 Nothing is more valuable to a person than knowing his own country, and 
 one understands the present better by understanding the past from which it 
 has developed. To be acquainted with the early heroes who shaped the desti- 
 nies of America is essential in these days of changing conditions. Readings 
 concerning North Carolina's colonial days can be added to the readings in 
 Good Companions, pp. 258-294. Additional readings might be the following: 
 Penn's Holy Experiment in Government, Paul Green's Lost Colony, Cooper's 
 The Last of the Mohicans, James Boyd's Drums, Gerald Johnson's By Reason 
 of Strength, and Parkman's Oregon Trail. Some suggested activities are as 
 follows: Posters to present well known events of early American life, a 
 scrapbook of America from the discovery to the early days of the republic, 
 and an exhibit of Indian relics. 
 
North Carolina Public Schools 91 
 
 If the teacher and pupils prefer, a similar unit can be worked 
 out with science as a center: Good Companions, pp. 208-254. 
 Other units of work suggested are Journeys in to the Land of 
 Poetry (Good Companions, pp. 390-434) and Dream Worlds 
 Made Real (Good Companions, pp. 436-500). Teachers and 
 pupils together may easily plan for equally satisfactory explora- 
 tions into other areas of literature. 
 
 Suggestions for increased enjoyment of books in many areas 
 of literary endeavor, for more satisfying uses of language, and 
 for explorations into electives for succeeding years may serve to 
 keep interest in the language arts on-going to the Tenth Year. 
 
 Tenth Year 
 
 By the tenth year pupils should have mastered all the technical 
 language arts skills which are required for full participation in 
 and enjoyment of a stimulating program in literature. Different 
 centers of interest are suggested under Reading and Literature 
 below, but the teacher and her class may well plan together 
 equally satisfying units of study. 
 
 Handwriting and spelling are not mentioned specifically in any 
 of the units but each English teacher, and every other teacher 
 too, should insist upon legibility and neatness in handwriting and 
 upon correct spelling. Definite instruction in handwriting and 
 spelling should be given when and where needed. 
 
 I. Oral and Written expression. 
 
 Work in oral and written expression is a part of each center of 
 interest, but the teacher should not fail to require frequent short 
 "compositions, often written in class under her supervision. 
 Through the speech and writing of her pupils she will have a fair 
 idea of their needs for additional formal instruction in skills. She 
 will adjust her instruction to their abilities and needs, seeking 
 always to raise their standards of work. In addition to work in 
 composition and grammar which may come as a result of need 
 the teacher may wish to set aside a definite period of time, to be 
 determined by teacher and class, for special attention to grammar. 
 
 A UNIT OF WORK IN GRAMMAR: UNDERSTANDING THE SENTENCE 
 
 Before beginning this unit in grammar, based on English in Action, pp. 
 181-277, the teacher should have the pupils review the minimum goals in 
 grammar for the ninth year. By every means in her power, she must strive 
 to give them an understanding of the relationship of grammar to their needs 
 in speech and writing. 
 
 Minimum goals to be achieved in grammar are as follows: (1) A func- 
 tional knowledge of the kinds of pronouns and adjectives; (2) the comparison 
 of adjectives and adverbs; (3) the passive voice vs. past tense; (4) the sub- 
 
92 A Suggested Twelve Year Program 
 
 junctive mood of verb after a wish and in statements contrary to fact; (5) 
 
 the clauses, adjectives (restrictive and non-restrictive), adverb, noun; (6) 
 
 the recognition of verbals; and (7) punctuation — colon, semicolon, and 
 commas involved in clauses. 
 
 Another unit of study involving much written expression could 
 be one called "Let's Write About Ourselves." (See Interesting 
 Friends, pp. 105-129, 396-406; also English in Action, Course 
 Two, pp. 8-24, 42-43, 72-88.) 
 
 il. reading and literature. 
 
 Because outside reading should be a definite part of each of the 
 following units of instruction, or centers of interest, no specific 
 requirements for it are given. Each pupil, however, should be 
 expected to read as many books as time and ability permit. 
 Probably not less than eight books should be read during the 
 year ; more would be better. 
 
 CENTER OF INTEREST: HOW TO READ THE NEWSPAPER 
 
 By means of a questionnaire, the teacher can find what papers the pupils 
 read and what they read first, second, and third in the papers. Through a 
 visit to a local newspaper, through the showing of a film, by library research, 
 and by means of pictures, the pupils can find how newspapers are made. By 
 using the newspapers subscribed to in the homes of the pupils, by referring 
 to such books as Edgar Dale's How To Read a Newspaper (Scott), and 
 English in Action, Course Two, pp. 144-155, the pupils can become acquainted 
 with what a newspaper has to offer. They can set up standards for the 
 evaluation of a newspaper. They can write news stories, feature stories, 
 headlines, editorials, and advertisements; they can increase their reading 
 ability and taste by learning to skim, by seeking the central idea in an 
 article, by adjusting their speed to the material being read. 
 
 Important outcomes are: The increased ability to read a newspaper with 
 intelligence and speed; the setting up of standards for judging newspapers; 
 and, the understanding, through discussion, of the part of a responsible, free 
 press in a democracy. 
 
 CENTER OF INTEREST: HISTORICAL PLAYS 
 
 Julius Caesar by Shakespeare lends itself to a study of how a free people 
 under the leadership of Brutus sought to save themselves from a leader who, 
 they thought, wanted too much power. The pupils must be made ready for 
 the actual reading of the play by oral reports and discussions based upon the 
 historical background and the characters as they appear in history. Thumb- 
 nail biographical sketches may be given. The play should be read in class 
 with emphasis upon the fast moving events, the characters of Caesar, Anthony, 
 Brutus, and Cassius, and the relationship of the events to the world of today. 
 Some scenes may be dramatized or given as brief radio plays. Certain 
 notable passages might be memorized, either to be given orally and separately 
 or as part of the dramatization. Phonograph records of Julius Caesar may be 
 obtained and used, but pupils as a rule enjoy these more after they are 
 
North Carolina Public Schools 93 
 
 familiar with the play through class reading and discussion. Related read- 
 ings are some historical plays of today: Abraham Lincoln and Robert E. Lee 
 by Drinkwater, Abe Lincoln of Illinois by Sherwood, Saint Joan by Shaw — 
 or the other plays in Interesting Friends. 
 
 Other suggested centers of interest are : In Step With the Poet 
 (Interesting Friends, pp. 239-284, and English in Action, pp. 
 164-178) ; Knowing More About People (Interesting Friends, 
 pp. 129-133, and related novels by Eliot, Dickens, Hawthorne and 
 others) ; Americana (Interesting Friends, pp. 539-570 and Sand- 
 burg's An American Songbag) ; Enjoying the Short Story (In- 
 teresting Friends, pp. 2-44, 67-103, 326-360, 422-427, 573-578). 
 
 At the end of the tenth year pupils should look forward to 
 increased enjoyment of literature during the eleventh year. 
 Since the social studies program for the eleventh year is to be 
 American History, they might well look ahead to more work with 
 the short story and to fuller acquaintance with the contributions 
 of American men of letters in many fields. The contemporary 
 field with its writers, radio commentators, and other contributors 
 to the American scene should be made inviting as a forthcoming 
 area for exploration. 
 
 Eleventh Year 
 
 The language arts program for this year may be regarded as 
 an over-view of the previous two years of high school work with 
 an enrichment and an extension of experience in the fields of 
 oral and written expression and of reading and literature. 
 
 The problems confronting the teacher of the eleventh year 
 class are more easily clarified and made distinct by a careful 
 consideration of the individual pupil achievements in the various 
 phases of English instruction. Nothing is more encouraging to 
 the student than to realize his real accomplishments, however 
 inadequate they may be for the tasks ahead. The teacher accepts 
 the pupils as she finds them and frequently she finds them poorly 
 prepared for the advanced type of work to be carried on in the 
 eleventh year. They sometimes are not even able to read well. 
 To discover first the things which the pupil does know and can 
 make use of, and accept these as the beginning point in the year's 
 work for the individual student will, for the poorest as well as 
 the best student, lend support and encouragement. Making a 
 good start and continuing at his own rate toward the language 
 arts goals for the eleventh year is in most instances assurance of 
 success for the individual student. 
 
94 A Suggested Twelve Year Program 
 
 The next concern of the teacher should be that of planning an 
 interesting and challenging course, flexible in organization and 
 adaptable to the varying needs of the pupils. There is little ex- 
 cuse for the English course to become dry and uninteresting. 
 The success of the situation lies primarily with the teacher. Daily 
 planning is absolutely essential. Some effective type of progress 
 record or chart for each pupil and each class is evidence that the 
 teacher knows her pupils and is constantly checking and evalu- 
 ating their performances. 
 
 The following statements of general and specific principles may 
 serve as guides for the development of a curriculum in the 
 language arts which will be adequate to meet the varying needs 
 of the eleventh year pupils : 
 
 1. The course should not be limited to a single text or series 
 of texts. On the other hand, the course in English should 
 be developed with the idea that a variety of texts and 
 collateral reading materials would be available in the class- 
 room and the library. 
 
 2. Normal situations and experiences in which individuals use 
 oral and written English in school and out should be utilized 
 in establishing skills, interests, appreciations, and habits of 
 usage in oral and written communication. 
 
 3. Emphasis should be placed upon developing efficient habits 
 of reading and study, including research techniques in the 
 use of the library. 
 
 4. Provision should be made for word study which would in- 
 clude spelling, history of words, variety of words, different 
 parts of speech, pronunciation, syllabication, etc. 
 
 5. Means of education as offered through the radio and motion 
 pictures should be recognized and used freely. 
 
 6. The course should include experiences in oral and written 
 expression, grammar and sentence structure, reading and 
 literature, research techniques, movie and radio apprecia- 
 tion. The work should be organized around significant 
 centers of interest developed on the basis of local needs. 
 A topical list is suggested but not worked out in detail with 
 the exception of the short story unit. A brief but detailed 
 outline is presented for this unit ; it is only a suggested plan 
 for consideration by the teacher in the necessary pre- 
 planning which she will do in preparing to develop with the 
 pupils the several units making up the course as a whole. 
 The time used for the various units should be adapted to 
 the needs of the pupils and to the length of the term. 
 
North Carolina Public Schools 95 
 
 unit of work in spelling and grammar 
 
 Spelling plays an important part in all written language, and so im- 
 portant is that phase of written language that it requires some concen- 
 trated, systematic work. Combined with other English, it can be an 
 enjoyable experience. A good project is that of having some enterprising 
 student make a list of names of people which all the class should know 
 how to spell and have a group attempt the mastery of this list. Another 
 good plan is that of having a spelling secretary keep a list of words 
 frequently misspelled by members of the group. Also each pupil should 
 have his own list of words which he needs to master. There should be 
 some form of testing at intervals and follow up or remedial work. 
 
 A concentrated review of grammar should make up a part of this unit. 
 Since the needs of the pupils should always be of first consideration in the 
 class, all students of this level need to master such parts of grammar as 
 the following: Correct use of pronouns; correct use of troublesome verbs, 
 recognition of tenses, verbals, difference between past tense and passive 
 voice; use of objective complement, adverbial noun and nominative absolute. 
 The index of English in Action should be consulted as well as other refer- 
 ences for guides or helps in this work. 
 
 CENTERS OF INTEREST IN AMERICAN LITERATURE 
 
 Since American literature is the basis for this year's study, the content 
 material of the units is largely taken from the contributions of American 
 writers, past and present. 
 
 I. Understanding; the American Way of Life. 
 
 In this unit, the expression of the ideas and ideals of American writers is 
 to be stressed. In the first part of the unit, the study is of American life of 
 the past. The selections from Voices of America include those taken from 
 pages 3 to 64. 
 
 II. Life Lived in Various Ways. 
 
 This is the second part of Unit I. The selections from Voices of America 
 may be taken from pages 10 to 145 and other outside sources if desired. 
 Some of these selections may be studied intensively in class for compre- 
 Tiension and interpretation, whereas others may be read outside of class 
 and reported on either in oral or written form. Further reading of 
 selections by the same authors will be a worthwhile activity here, and can 
 be wisely encouraged. It will be stimulating to other students to hear 
 informal book reviews by class members. 
 
 III. Understanding Human Nature. 
 
 The suggested materials to be taken from Voices of America are as follows: 
 "Neighbors" p. 348, "Life in Zenith" p. 390, and "In the Zone" p. 547. 
 This unit, with two plays, lends itself to varied experiments in the dramati- 
 sation of other stories, acting parts of the play given in the texts, and 
 •other activities connected with the drama. Here also is an interesting 
 place to make a brief study of the authors included in the unit. The 
 library should prove especially helpful in this study. 
 
96 A Suggested Twelve Year Program 
 
 IV. Enjoying Lyric Expression. 
 
 This unit might be introduced by having students read or recite favorite 
 poems previously learned. Lyric poems selected from the text Voices of 
 America may be read aloud by the teacher and by students, explained and 
 interpreted enough to increase enjoyment, but not enough to destroy interest. 
 Poems read outside may be reported on in various ways. Some children like 
 to memorize, others like to collect poems of certain types or on particular 
 subjects, and still others enjoy arranging attractive bulletin board displays. 
 Attention here should be called to North Carolina writers, especially to John 
 Charles McNeill's books and to Richard Walser's Book of North Carolina 
 Poetry. 
 
 V. American Humor. 
 
 Enjoying humor always appeals to young people. This unit may be intro- 
 duced by informal discussion concerning the devices used by authors to 
 produce humor. Students probably would enjoy reading Stephen Leacock's- 
 "Humor as I See It" and other selections of humorous nature. Selections 
 suggested from the text are "Sergeant Jimmy Bagby's Feet" Cobb p. 327, 
 "The Celebrated Jumping Frog" Twain p. 478, "How to Write Short Stories" 
 Lardner p. 473. Suggested stories to be told or read from outside sources 
 are: "Two Renegades" from Roads of Destiny by 0. Henry and "All Yankees 
 are Liars" from Sam Small Flies Again by Eric Knight. 
 
 VI. Short Story or Essay Structure. 
 
 By the time the students have read humorous short stories, heard othe^ 
 students read and tell stories, and entered into discussions of these stories, 
 they are ready to write some form of humorus narrative: short story,, 
 personal experiences, or personal essay. Pupils should be given encourage- 
 ment and help in developing some definite type of composition. (Refer to 
 English in Action, Course Three, pp. 192-227. 
 
 A study of the short story should develop in the pupil discrimination 
 and a critical sense in a type of reading he will be doing all his life. It 
 should assist him in learning how to gain, from fiction, experience and 
 information about life that might otherwise be closed to him. 
 
 A good short story must have (a) one person as a center; (b) one 
 incident which is a crisis; (c) one effect; (d) an experience; (e) pleasure 
 that is true and lasting; and (f) writing that is clear and beautiful. If a 
 few good stories are read to discover if and how they adhere to these 
 rules, the pupil will have a criterion for judging other stories. 
 
 By the time the student has read numerous short stories, heard other? 
 read or tell stories, and has entered into the discussion of these stories, 
 he may be interested in attempting to write some form of short story — 
 a humorous story, a brief narrative, personal experiences or personal 
 essay. 
 
 Short stories by American authors should make up the main part of 
 this unit, but collateral reading should include stories by British writers, 
 and stories translated from the French, German, and Russian short story 
 writers for purposes of comparison. 
 
 The teacher should not fail to dwell upon the development of regional 
 literature. In every part of the country authors are seeking to analyze 
 
North Carolina Public Schools 97 
 
 and depict the significant features of their own locality. An interesting 
 problem may be worked out by outlining various regions and their in- 
 terpreters, poets, novelists, and short story writers. 
 
 Suggested Procedures 
 
 A. Have the student make an outline or chart of the short story writers 
 of America, using the American literature as a basic guide, placing 
 each author in his literary period. Supplement those not given in the 
 text from the suggested list given under "material." 
 
 B. Study such writers as Irving, Hawthorne, Poe, 0. Henry, Bret Harte, 
 etc., in enough detail to point out their particular contributions to the 
 short story. 
 
 C. Discuss the essential elements of a "modern" short story with the 
 class. Suggestions are: 
 
 1. The short story must leave one and only one effect or impression, 
 as for instance, the effect of horror in Poe's Black Gat. All inci- 
 dents must help to establish this one effect. Consequently all non- 
 essentials, no matter how clever, must be pruned out. 
 
 2. In order to achieve this the author must center his attention upon 
 one main character and upon one climatic moment of action. 
 
 3. The story must be brief enough to preserve this "totality of effect." 
 
 4. The story must be so well written as to appear to be true. 
 
 D. Analyze as class projects about five stories, pointing out the elements 
 of each. 
 
 E. Have pupils analyze, according to method directed by teacher, and hand 
 in reports on a minimum of ten stories read individually. 
 
 F. Oral composition work should include: Reports from outside readings 
 comparing two stories as to structural elements; reports on work of 
 specific authors; reports on type of short stories contained in well- 
 known magazines; and reports on short stories grouped according to 
 geographical location, occupations, etc. 
 
 G. Written composition should include such work as: 
 
 1. A character developed and planned for a short story. 
 
 2. An outline of a plot that might be used. 
 
 3. A list of newspaper situations that might be developed into short 
 stories. 
 
 4. The ending of a short story, part of which has been read by the 
 teacher. 
 
 5. A complete original short story. This should be optional. 
 
 VII. Novel or Essays (Literature). 
 
 Moby Dick may be studied in class, or it may be read outside of class. 
 Time should be given to further study of the personal essay from Voices of 
 America pp. 156, 518-526, 527-546, or. to a study of various American novels 
 with work assigned in the library. There should be some written work in 
 which summaries of novels or discussion of American novelists could be 
 employed. 
 
98 A Suggested Twelve Year Program 
 
 VIII. Who's Who Among American Writers. 
 
 A unit may be developed from the biographical material at the end of the 
 book Voices of America p. 635ff and studied as Who's Who Among American 
 Winters. This unit may be introduced with a quiz — have student or teacher 
 write on the board the names of any familiar writers from whom the students 
 have read — then have the pupils identify all American writers whom they 
 know. This will help individual pupils check on their knowledge of the 
 nationality of our own writers and will motivate their study of the writers 
 of their own country. The activities of this study may consist of special 
 reports, discussion of favorite authors, grouping of contemporaries, grouping 
 of writers according to types of work produced, sections represented, or any 
 other groupings suggested. Each student, for his written work, might take 
 brief notes on a number of writers or full notes on one writer, and from these 
 notes write a report. Special topics such as "Pulitzer Prize Winners," "The 
 Guggenheim Fellowship," "O. Henry Memorial Award Collections," and 
 numbers of other similar topics furnish interesting subjects for simple re- 
 search and source themes. This topic presents excellent opportunity for 
 instruction in special reference books, such as Who's Who in America, Twen- 
 tieth Century Authors, and Cambridge Concise American Literature. 
 
 In all these units, teachers are to be guided in their selection of material 
 and in the time used for each unit by the needs of the pupils. 
 
 Pupils during the eleventh year, and particularly near its close, should 
 be helped to evaluate their needs for still unmastered language arts skills, 
 their interests and appreciations in the various fields of literature, and their 
 use of current publications. If they are helped to progress into their last 
 year of high school language arts with well-defined needs and purposes, much 
 waste of time can be prevented in that year. 
 
 Twelfth Year 
 
 INTRODUCTION 
 
 Since nearly three-fourths of the graduates from the average 
 North Carolina high school do not go to college, the twelfth year 
 is the last year in which many of our youth will have an oppor- 
 tunity to study the English language in an organized institution 
 under the guidance of a trained, skillful teacher. For that reason 
 the teacher of twelfth year language arts and her pupils should 
 at the beginning of the year make an inventory of language arts 
 needs and plan cooperatively to carry out activities and develop 
 units of study that will effectively meet them. High school 
 graduates should know how to speak, read, and write correctly. 
 Modern research has shown that facility in the use of language 
 contributes more toward a student's success in college than any 
 other skill developed in the high school. 1 
 
 Experiences with literature in this grade should be directed 
 largely toward an understanding and an appreciation of our 
 
 J See "Some Implications of the Eight Year Study" by AVilford M. Aikin in The Bulletin, 
 February, 1941, National Association of Secondary Principals, Washington, D. C. 
 
North Carolina Public Schools 99 
 
 heritage of English literature. However, a part of the course 
 should be devoted to the development of discrimination in the 
 choice of modern reading, legitimate stage plays, motion pictures, 
 current periodicals, and radio programs. For many students this 
 part of the course will have greater functional value than a study 
 of classical literature. 
 
 The order of the suggested units and the time spent on each 
 may be adjusted to local conditions and pupil needs. Additional 
 units, worked out cooperatively by the teacher and her pupils, 
 should be used in many instances. Full use should be made of 
 basal and supplementary texts and books from the library. 
 
 I. Expression. 
 
 UNIT OF STUDY: SHARPENING THE TOOLS OF EXPRESSION 
 
 To give an over-all view of the grammar that pupils have studied at in- 
 tervals during high school, to remove the handicaps of poor tools, to develop 
 a sense of security in oral and written expression, probably about six weeks 
 in the twelfth year may be spent profitably in reviewing the fundamentals of 
 grammar and punctuation. The emphasis in drill, however, should be upon 
 usage and upon sharpening the tools the pupils actually need. Activities 
 might include a brief pre-test to determine needs, proof reading and reporting 
 critically on newspaper and magazine errors, taking dictation for accuracy, 
 short paragraphs and talks on how to make rules work, writing autobiogra- 
 phies, the writing of precis, and the making of a brief mimeographed 
 grammar handbook. The work may be based upon English in Action, Course 
 Four, pp. 82-94, 233-393, or upon outlines and drills supplied by the teacher. 
 Emphasis should be given in public speaking to the use of the voice, to 
 posture, and to diction as effective aids in expression. 
 
 UNIT OF STUDY: LETTER WRITING 
 
 If the need for definite instruction in letter writing has not arisen sooner, 
 it might be well to close the school year with a unit in letter writing, with 
 especial emphasis upon the letter of application, the writing of thank-you 
 notes for commencement gifts, and of informal invitations and replies. Pre- 
 ceding the actual writing of letters of applications, interest can be aroused 
 by asking some prominent business man, the head of the commercial depart- 
 ment, or the principal to talk about the importance of good letters. Pupils 
 should learn to ask to be considered for positions, to give qualifications, 
 references, and to ask for a personal interview in clear correct form with due 
 regard for the tone as well as the form of the letter. In social notes the 
 emphasis should be upon a tone of sincerity and naturalness in expressing 
 gratitude for gifts or parties. This unit can be based upon English in Action, 
 pp. 63-68, in so far as form is concerned; but the letters written in class 
 should be closely related to the life needs of the pupils. Outside reading of 
 famous letters should be a source of recreational and inspirational reading. 
 
100 A Suggested Twelve Year Program 
 
 II. READING AND LITERATURE. 
 
 SUGGESTED UNITS OF STUDY 
 
 1. Searching for Ideals for Heroism. 
 
 This unit serves to introduce students to the early sources of our common 
 literary heritage. The young people should be guided to these sources and 
 encouraged to observe that from then to the present, the ideals of courtesy, 
 sincerity, and dignity which we cherish are expressed in literature. The 
 materials suggested from English Heritage are the following: "Beowulf" p. 
 
 2, "Canterbury Pilgrims" p. 15, "Lord Randal" and "Robinhood" p. 38, 
 "Ulysses" by Tennyson p. 62, "Recessional" by Kipling p. 64, and "Spires of 
 Oxford" by Letts p. 69. Add selections suggested by pupils from their volun- 
 tary reading. 
 
 2. Studying Human Nature. 
 
 This unit should focus attention on human relationships. A study of 
 Macbeth (English Heritage, pp. 137-199) is suggested for this purpose. The 
 play lends itself also to a study of plot construction and to the development 
 of standards of taste in choosing plays on stage or screen. Some suggested 
 activities that will aid the teacher in making the play "come alive" are as 
 follows: Reading the play for story; special study in class of each character 
 and what he says or does, as an indication of the kind of person he is; the 
 dramatization of important scenes; the discussion of the responsibility for 
 crime; debates on problems growing out of the play; notebooks, including 
 quotations and pictures; visits to a good photoplay, with subsequent discus- 
 sion of action, characterization, and theme; reading related plays, as She 
 Stoops to Conquer for contrast; and preparation of a written discussion of 
 some problem in the play. As a result of this study, the pupils should come 
 to a better understanding of human nature, of the effects of misdirected 
 ambition, of the essential parts of a play, and of standards of evaluation of 
 subsequent plays or movies which they see. Pages 233-239 in English in 
 Action will aid the class in the oral and written expression with the study 
 of the play. 
 
 8. The Enjoyment of Poetry. 
 
 Although this unit is based upon the many poems found in English 
 Heritage, pp. 288-388 and upon English in Action, pp. 202-266, the teacher 
 should use for intensive study in class those poems which she feels can 
 become real experiences for her pupils. If the teacher leads the pupils to 
 an appreciation of the music, the pictures, the emotion in poetry; if she in- 
 creases their understanding of the structure and figures of speech in poetry; 
 and if she develops a taste for the best, she must make the pupils ready for 
 each new poem by asking provocative questions and by giving them any 
 necessary explanatory or background material. Some activities, aside from 
 oral reading and discussion in class, are as follows: Keeping in a notebook 
 favorite poems; grouping poems as to themes; contrasting sonnet types; 
 choosing poems for various occasions; listing subjects that might lend them- 
 selves to verse; finding something that will arouse every member to read 
 lyrics, even if below the level of poetry here studied; and the creating of 
 verse. 
 
North Carolina Public Schools 101 
 
 4. Enjoying Humor in Life. 
 
 The study of literature should open up to the reader new areas for enjoy- 
 ment, and surely the broad field of humor in literature should not be 
 neglected. The unit "Enjoying Humor in Life" based on pp. 334-509 in 
 English Heritage and on pp. 193-201 in English in Action should develop an 
 appreciation of English humor in contrast to American humor and should 
 stimulate a desire to turn to literature for entertainment and for escape. 
 Some suggested activities other than the reading and discussions of selec- 
 tions in English Heritage are learning to tell humorous stories or to give 
 reports on humorous situations, writing limericks, writing of amusing situa- 
 tions at home or at school, keeping scrapbooks of good stories, and presenting 
 an assembly program based on some humorous story. If there is not suffi- 
 cient time for the study of all selections in class, She Stoops to Conquer or 
 any other of the selections may be read outside of class. Other related 
 readings are Alice in Wonderland by Carroll and The Flying Yorkshireman 
 by Eric Knight. 
 
 5. An Outlook on Life. 
 
 As the students of the twelfth year approach graduation, often they begin 
 to have a more critical outlook on life. In learning to write letters of 
 application, to engage in satisfactory interviews for college admissions or 
 business positions, to defend their own beliefs and to gain proper interpreta- 
 tions of life for help in clarifying their own views, these materials are 
 suggested: English in Action, Course Four, p. 63ff, and English Heritage: 
 Pilgrim's Progress," p. 631; "Mystery of Life and Its Arts," p. 119; 
 "Requiem," p. 657; "Polonius' Advice to Laertes," p. 585; "Break, Break, 
 Break," p. 653; "Sonnets from the Portuguese," p. 318. Precis writing in 
 interpreting the author's meaning; recording impressions in essays, letters 
 and talks; keeping notebooks; and writing social and business letters are 
 worthwhile activities here. The probable outcomes should include the in- 
 creased ability of the student to achieve definite needs through clear, concise 
 speech or writing; the ability to read and interpret literature; and the 
 ability to clarify his own thinking about his problems. 
 
 6. Considering Social Problems. 
 
 This unit should be built to fit the needs of the group. Because the year's 
 study in literature is based on our English heritage, this might be a good 
 place to consider common problems of English and American people. From 
 English in Action correct forms may be taught for informal debating and 
 essay writing. 
 
 Reference: English in Action, Course Four, p. 193ff. 
 From English Heritage, the following may be used: 
 
 "Elegy Written in a Country Church Yard," Gray p. 55. 
 
 "A Man's A Man for A' That," Burns p. 59. 
 
 "The Deserted Village," Goldsmith p. 101. 
 
 "The Song of the Shirt," Hood p. 128. 
 
 "Quality," Galsworthy p. 90. 
 
 "Love of Country," Scott p. 654. 
 
 "The Lost Leader," Browning p. 126. 
 
 Activities of the class should include reading for thought and sum- 
 marizing, selection of special poems for study in class, debating topics of 
 current interest or topics based on reading. From this study the class 
 
102 A Suggested Twelve Year Program 
 
 should emerge with a better understanding of the common heritage and 
 common problems of Britons and Americans, as a basis for discussion 
 through the use of the press, the radio, and the open forum. 
 
 7. Enjoying the Photoplay. 
 
 To attain the objective, the setting up of standards for the judging of 
 motion pictures, the class first can bring reviews clipped from the better 
 papers and magazines. These criticisms with oral discussion in class, 
 based on books about the photoplay, can lead to the setting up of evalua- 
 tive criteria. These criteria may be concerned with the photography, the 
 settings, the story and its logical conclusion, the characterization, and the 
 values expressed. Class visits to theatres, the writing of brief reviews, 
 the investigation of certain technical aspects of the making of pictures, 
 and a review of the history of motion pictures are suggested activities 
 that might lead to a more discriminating interest in motion pictures. 
 These major interests should be followed by work in oral and written 
 composition. 
 
 Electives in English 
 
 Language Arts provide a great variety of interests and possible 
 topics for study and discussion. Many times the size of classes 
 or lack of time prevents the pursuance of these subjects in a 
 regular English class. 
 
 Electives taught by capable and interested teachers should pro- 
 vide supplementary and complementary work for students in- 
 terested in special phases of English, or in need of additional help 
 in some of the fundamentals of language arts. It is not contem- 
 plated that elective courses shall supplant basic courses in the 
 language arts curriculum. 
 
 In order that electives may be of the greatest values in any 
 school, careful guidance and recommendations should be given by 
 the teachers. Without this intelligent guidance, the electives 
 may mean little. 
 
 The following list was worked out by a number of experienced 
 high school teachers. It is not likely that any school would offer 
 all the electives suggested. There will be differences of opinion 
 as to the grade placement of elective courses and the number of 
 courses that should be offered in a given field. It is suggested 
 that electives in high school English be chosen from this list, with 
 due regard for needs of pupils, size of school, and facilities for 
 teaching : 
 
North Carolina Public Schools 
 
 103 
 
 Subject 
 
 Content 
 
 Credit 
 
 Grade 
 
 1. Speech 
 
 Debating 
 
 Maximum 2 units 
 
 9, 10 or 11 
 
 
 Choral Reading,etc. 
 
 
 » 
 
 2. Journalism 
 
 History of Journalism, 
 especially American 
 
 Mechanics of Writing 
 
 Advertising 
 
 News Writing and 
 Make-up 
 
 1 or 2 units 
 
 11 and 12 
 
 3. Dramatics 
 
 Reading Plays 
 Putting on Plays 
 Producing Plays 
 
 2 units 
 
 9, 10, 11, or 12 
 
 4. Radio 
 
 Appreciation 
 Panel Discussion 
 Dramatic Programs 
 Speech Drill 
 Script Writing 
 
 1 or 2 units 
 
 10, 11, 12 
 
 5. Business English 
 
 Business Forms, 
 
 1 unit 
 
 11 or 12 
 
 (When not given 
 
 Letters, etc. 
 
 
 
 in commercial 
 
 
 
 
 course.) 
 
 
 
 
 6. Interpretative 
 
 Remedial and 
 
 1 unit 
 
 9 or 10 
 
 Reading 
 
 Corrective 
 
 
 
 7. Creative English 
 
 Broader Reading 
 Creative Writing 
 
 1 unit 
 
 11 or 12 
 
 8. Personal English 
 
 Business 
 
 Social 
 
 Etiquette 
 
 Oral and Written 
 
 1 unit 
 
 9 or 10 
 
 9. Dramatic 
 
 Reading — 
 
 1 unit 
 
 12 
 
 Literature 
 
 Modern and Classic 
 
 
 
 SELECTED BIBLIOGRAPHY FOR THE TWELVE YEAR PROGRAM 
 IN LANGUAGE ARTS 
 Books. 
 
 Betts. The Prevention and Correction of Reading Difficulties. Row. 1936. 
 
 Center and Persons. Teaching High School Students to Read. Appleton. 
 1937. 
 
 Cole. The Improvement of Reading with Special Reference to Remedial 
 Instruction. Farrar. 1938. 
 
 Dolch. A Manual for Remedial Reading. The Garrard Press, Champaign, 
 Illinois. 1939. 
 
 Durrell. Improvement of Basic Reading Abilities. World. 1940. 
 
 Gans. Guiding Children's Reading Through Experiences. Bureau of Pub- 
 lications, Teachers College, Columbia University. 1941. 
 
 Gates. The Improvement of Reading. Macmillan. 1935. (Revised.) 
 
 Harrison. Reading Readiness (Second Edition). Houghton. 1939. 
 
 Hildreth. Learning the Three R's. Educational Publishers, Inc., Phila- 
 delphia. 1936. 
 
104 A Suggested Twelve Year Program 
 
 Jenkins. Language Development in Elementary Grades. Nelson. 1936. 
 Lee and Lee. The Child and His Curriculum. Appleton. 1940. Chapters 
 X and XIV. 
 
 Macomber. Guiding Child Development in the Elementary ScJwol. Amer- 
 ican. 1941. 
 
 McCallister. Remedial and Corrective Instruction in Reading. Appleton. 
 1936. 
 
 McKee. Language in the Elementary School. Houghton. 1939. 
 
 Reading and Literature in the Elementary School. Houghton. 
 
 1934. 
 
 Rue. Subject Index to Books for Intermediate Grades. American Library 
 Association, Chicago. 1940. 
 
 Subject Index to Readers (Grades 1-3). American Library As- 
 sociation, Chicago. 1938. 
 
 Strang. Problems in the Improvement of Reading in High School and 
 College. Teachers College, Columbia University. 1938. 
 
 Weeks. Literature and the Child. Silver. 1935. 
 
 Witty and Kopel. Reading and the Educative Process. Ginn. 1939. 
 
 II. Magazines. 
 
 Childhood Education. Journal of the Association for Childhood Educa- . 
 
 tion, Washington, D. C. 
 The Elementary English Review. Detroit, Michigan. 
 The Elementary School Journal. University of Chicago. 
 The English Journal. University of Chicago. 
 
 HI. Monographs and Reports. 
 
 Appy, Nellie, Editor. Pupils are People. A Report of the Committee on 
 
 Individual Differences, National Council of Teachers of English. D. 
 
 Appleton-Century Co. 1941. 
 Broening, Angela M., Chairman of a Committee of the National Council 
 
 of Teachers of English. Conducting Experiences in English. D. 
 
 Appleton-Century Co. 1939. 
 
 Hatfield, W. Wilbur. An Experience Curriculum in English. D. Appleton- 
 Century Co. 1935. 
 
 N. E. A. Research Bulletin. Reading Instruction in the Secondary School. 
 January, 1942. 
 
 IV. Yearbooks. 
 
 Language Arts in the Elementary School. Twentieth Yearbook of the 
 Department of Elementary Principals of the National Education Asso- 
 ciation, Washington, D. C. 1941. 
 
 New Practices in Reading in the Elementary School, pp. 229-704. Seven- 
 teenth Yearbook of the Department of Elementary School Principals 
 of the National Education Association, Washington, D. C. 1938. 
 
 The Teaching of Reading: A Second Report. Thirty-sixth Yearbook of the 
 National Society for the Study of Education, Part I. Public School 
 Publishing Co., Bloomington, Illinois. 1937. 
 
North Carolina Public Schools 105 
 
 Foreign Languages 
 
 It is recommended that no foreign language be offered below 
 the ninth grade. Any foreign languages offered should be on an 
 elective basis. The content of the courses should be approxi- 
 mately that which is outlined in Publication No. 188 of the 
 Department of Public Instruction, Courses of Study in Foreign 
 Languages. The bulletin outlines courses of study in Latin, 
 French, German, and Spanish. 
 
 At least one foreign language should be offered to all students 
 even though no foreign language is required for high school 
 graduation. Students planning to continue their education in 
 college should be directed into proper foreign language courses. 
 The following statement will be of assistance to teachers in 
 counselling high school students with reference to the election of 
 a foreign language course and in the choice of a specific language 
 where more than one is offered: 1 
 
 In the civilization of the Western World, the study of foreign languages 
 has always been a basic part of education. Interchange of ideas through 
 language made the Western World a cultural unit. It is now more im- 
 portant than ever that Americans know foreign languages. 
 
 I. Reasons for Studying Foreign Languages. 
 
 For many reasons, students in North Carolina high schools should be 
 guided to study foreign languages. 
 
 1. To Create International Understanding. High-school students today 
 will be citizens tomorrow, with the duty of leading the world to build a 
 post-war civilization that must be better than the old one. Radio and 
 airplanes have shrunk the oceans and made the most distant peoples our 
 neighbors. Their voices come to us by radio; their affairs are laid before 
 us in the daily papers. Because many of their affairs concern us, we must 
 be able to talk with them, to understand how they think and feel. Students 
 today must work with them in building the world tomorrow. To build the 
 right kind of world, one that can live, work, and progress in peace, 
 students today must become more than Carolina-minded or even American- 
 minded; they must become international-minded, that is, neighbor-minded 
 and human-minded. 
 
 Nations differ from one another. To work together, they need not be 
 alike; to contribute most to one another, they should not be alike. But 
 they must understand one another. In the past, Americans have not 
 understood other peoples very well; Americans have avoided the painful 
 problems of other nations, only to be drawn into the bloody wars that 
 follow when these problems are not solved. As the age of air power un- 
 folds before us, we have got to understand that our neighbors across the 
 
 1 This statement was prepared by the Modern Language Group of the North Carolina 
 Education Association, J. O. Bailey, Chairman, and was adopted by the Central Curriculum 
 Committee. It was not edited. 
 
106 A Suggested Twelve Year Program 
 
 narrowed seas are as wise as we are, in some things wiser; they resent it 
 if we think of them as Chinks, Wops, Spies, or Frogs; they bleed like us, 
 if we prick them. They may fight with skill and courage if they think 
 we are trying to bully them. 
 
 In studying a foreign language a student greets the high adventure of 
 discovering something beyond his present horizon. He finds that not all 
 progress is American and that the American way is not the only good way 
 of doing something. Science and art, for instance, express the mind of 
 no nation, but of mankind; they are international. But in the Machine 
 Age into which the students of today are growing up, not only science and 
 art, but also management of the products of science and art must be 
 international. Government, commerce, education, and all the activities 
 of the human mind need international wisdom. Without it. men may use 
 machines to make our world a slaughter pen; with it, they have a chance 
 to make a better world than men have ever lived in. The world that 
 students of today must make, the issues they vote for, must respect other 
 peoples, their special skills, and their wisdom. Learning a foreign lan- 
 guage is a basic way to understand a foreign people, their ways of thinking 
 and their rights and hopes. 
 
 There are also immediate, •'practical" reasons for the study of foreign 
 languages. 
 
 2. To Prepare the Student for Travel in the YSorld of Tomorrow. In the 
 new world, today's students are going to travel more than men have ever 
 travelled before, for they are growing up into an age of rapid, easy trans- 
 portation. Airplanes will cut down distances around the world for them 
 as the automobile cut down the distance to New York for their parents. 
 And yet, with no language but English, they may herd like cattle through 
 Paris, "Vienna, or Buenos Ayres; a guide will point out what to see, and 
 they will look at its surface. They will eat American food in American 
 restaurants, b3cause they will not understand the menus of Paris or 
 Vienna, noted for their strange, fine foods; they will attend moving pic- 
 tures made in Hollywood, because they will not understand the dialogue 
 of the native theatres. They will be strangers, at the mercy of taxi- 
 drivers in a strange land. But with some knowledge of French, for 
 instance, they may go where they please in Paris, do what they please, and 
 feel that this great, old city, too, is home. 
 
 3. To Prepare the Student for College and for Professional or Business 
 Success. For economic reasons, a student should elect foreign languages. 
 The colleges require the student to have some knowledge of a foreign 
 language before he begins to study law, medicine, pharmacy, engineering, 
 or any other profession. He must know something of at least two foreign 
 languages to do advanced work in science. Even if he plans not to go to 
 college, but to find a job with promise in it and work up toward a career, 
 he still may find a foreign language valuable. The application blanks of 
 firms large enough to print application blanks ask what languages the 
 applicant knows and how well he knows them. Civil Service blanks ask 
 that. A foreign language enlarges the student's choice of the work he will 
 do and the career he will make. In the service of our government, he may 
 apply to be an immigration official, customs officer, translator, embassy 
 clerk, or consul; he may become an ambassador, as other North Caro- 
 
North Carolina Public Schools 107 
 
 linians have. He may become a foreign-news analyst, correspondent, or 
 representative of a newspaper syndicate. In business, the field is limitless: 
 book-translator for publishers, exporting and importing clerk, foreign 
 buyer, seller, or agent for large firms, foreign travelling-salesman, worker 
 in the merchant marine, foreign-tour conductor or interpreter, radio- 
 announcer, etc. These are only a few of the kinds of work open to the 
 student who knows a foreign language. These reasons concern making 
 money. 
 
 4. To Develop a Balanced Personality and a Thoughtful Mind. Other 
 equally practical reasons concern making a balanced person. The man is 
 the measure of his success; the kind of person he is, is more important 
 than the money he salts away. No one wants to be a provincial, narrow 
 person, smugly convinced that his little town (good as it may be) is the 
 only town worth living in, and his way of seeing things, the only right 
 way. The student cannot grow big enough to compare himself with others 
 merely by wanting to be big. He has to know about others, not merely 
 people in America, but people in France and Argentina. Through study 
 of a foreign people who lead different lives, eat different foods, think 
 different thoughts, and worship God in different ways the student may 
 learn about others and so enlarge himself. 
 
 Besides widening the student's vision, learning a language will deepen his 
 mind. Words are symbols for ideas; when a student learns a language, he 
 picks up ideas. When he learns the meaning of French savoir faire or 
 German Weltschmerz, he learns something that he cannot even say in Eng- 
 lish. He learns to read carefully, word by word; he learns that words have 
 many meanings, and he learns to select the meaning that makes sense in 
 the context; he learns to chew over, and think about, what he reads. Ponder- 
 ing a phrase for its meaning, he may discover a deep, strange thought that 
 sets him thinking. Homo sum; humani nihil a me alienum puto, said the 
 Roman Terence: "I am a man; nothing human can be foreign to me." In 
 studying a foreign language, a student studies a foreign people's experience, 
 reflection upon life, and aspiration. 
 
 Learning a language will strengthen his character. To learn a language, 
 the student must stick to it. He cannot spin it out of his mind, guess about 
 it, or play with it. He has to study it every day; he has to repeat it until 
 he memorizes the words and their forms; he has to learn the grammar 
 thoroughly. He has to learn a language the only way he can ever learn any- 
 thing well. He strengthens the fibers of his mind in the only possible way, 
 that is, by use. 
 
 5. To Provide for Profitable, Intelligent Use of Leisure Time. Yet another 
 practical reason for studying a language is that it helps prepare a student 
 to live well in North Carolina, even if he never crosses the border. In the 
 new world that machines are making possible and men are now planning, 
 he will have a good deal of leisure time. He can spend it all in going to 
 the movies and football games, playing bridge or golf, and discussing local 
 affairs. But he will live in more profound harmony with himself and the 
 world if he develops the habit of reading and pondering. In mastering a 
 foreign language, he may acquire that habit and with it a love of books. 
 He will have more books that he can understand; he may get more 
 pleasure from his short-wave radio. 
 
108 A Suggested Twelve Year Program 
 
 Some people for sheer pleasure take up the study of additional languages 
 in their leisure time. At first, study of a language will be work, but it will 
 gradually become an interest, too, and the student will pursue it for pleasure. 
 The New York Sun for April 24, 1942, reported that soldiers at Fort Bragg 
 asked that people send them fewer detective stories and romances, but more 
 grammars, readers, and novels in French, German, and Spanish. "When the 
 student grows up, he will want an interest that will not get boresome, as 
 bridge, the movies, and detective stories do. When foreigners come to North 
 Carolina, as thousands will in the new age, it will be a pleasure for North 
 Carolinians to talk with them in their language. 
 
 6. To Help the Student Use His Native Language Effectively, through an 
 Increased, Deepened Vocabulary, Clear Ideas of Language Structure, and 
 Greater Accuracy in Diction. There is one more reason for a student to elect 
 a foreign language, his need to know English well, simply to think straight 
 and talk and write effectively. Through studying a foreign language, he can 
 learn several things about English that he probably will not learn in any 
 other way. Because English is developed from a mixture of other languages, 
 especially German, French, and Latin, English words have both root mean- 
 ings growing from their origin and new meanings which usage has given 
 them. We understand them better and use them with more discrimination 
 if we know their old meanings as well as their new. We use economy, for 
 instance, to mean "thrift," but Latin will show a student that economy means 
 "management" as well as "thrift," and educate means "to draw out what is 
 in one" as well as "to learn facts." French suggests that sabotage is not 
 always the work of spies who blow up munitions plants; it may mean that 
 workmen throw their shoes into the machinery. 
 
 The study of a foreign language helps a student to build an English 
 vocabulary. Any lack of the knowledge of words is a stumbling block to 
 high-school students. Many cannot read with understanding and therefore 
 cannot learn clearly, because their vocabularies are rickety- — a handicap that 
 by weakening their general grasp of ideas, undermines their chances of 
 wordly success. 1 The dictionary may be searched for words to be learned 
 under a daily quota system, or expository passages harder than those the 
 student is used to may be studied until the context reveals the meanings of 
 unfamiliar words, but the more interesting study of a foreign language 
 furnishes a solid basis for vocabulary-building by supplying concrete roots 
 for English words. The student of Latin, French, German, or Spanish is 
 forced to use a wide English vocabulary. Many ideas to be translated into 
 English will not fit the patterns of everyday speech. Half an hour of 
 striving for exact words does more good in adding to the student's knowledge 
 of English words than many hours of conversation or even directed English 
 reading, because talking at home and at. school and ordinary reading call 
 for only a small static vocabulary and very little thought about root-mean- 
 ings. A student will understand each of the following sentences: (1) After 
 
 1 See Johnson O'Connor, "Vocabulary and Success," Atlantic Monthly, February, 1934. This 
 article examines the factors that make a man successful in business. It measures success in 
 terms of salary, from shop foremen to the executive heads of major corporations. Measure- 
 ments show that "An extensive knowledge of the exact meanings of English words accompanies 
 outstanding success in this country more often than any other single characteristic which the 
 Human Engineering Laboratories have been able to isolate and measure." They show, further, 
 that the stage of success reached, foreman, manager, superintendent, and so on, correlates with 
 the measurable width of the man's vocabulary. 
 
North Carolina Public Schools 109 
 
 walking up, he ran down. (2) He ran down to Atlanta last week. (3) The 
 driver ran down the pedestrian. (4) He ran down the reference in the 
 library. (5) He ran down his friend's character. (6) The clock ran down. 
 Yet placing any two of these sentences side by side probably would not shock 
 him into realizing that the phrase "ran down" has a different meaning in 
 each. He thinks that "ran down" is always "ran down," just as a spade is 
 a spade. But if he has to translate "the clock ran down" into Spanish, 
 French, or German, he learns that "stopped because the power was exhausted" 
 is an idea quite different from "went quickly from a higher to a lower 
 place," even though "ran down" expresses both in English. Again, in English 
 "She went on the stage" would appear to have just one meaning. Yet the 
 student translating into French must distinguish between "Elle est entree en 
 scene" and "Elle est entree au theatre." Any translation from English into 
 a foreign tongue requires alertness to distinctions of this sort. After a few 
 enforced comparisons, the student's newly awakened consciousness of 
 language becomes a habit of intelligent inquiry into what the words of his 
 native speech mean. 
 
 English grammar, too, will become clearer through study of any foreign 
 language. Many students find English grammar hard because they have 
 childhood notions of it before they study it; they confuse what they know 
 already and what they find in a book. In studying a foreign language, 
 the student learns the foreign grammar without preconception. Then he 
 finds that he understands English grammar. He comes to understand 
 English grammar in the same way that he could understand the familiar 
 automobile engine by studying the unfamiliar airplane engine. 
 
 7. To Enable the Student to Understand the Increasing Number of Foreign 
 Words Used Daily on the Radio and in Newspapers, Magazines, and Books. 
 
 8. To Acquaint the Student with the Contributions of Foreign Peoples to 
 World-Culture and Civilization. The student may get some knowledge of 
 foreign peoples, their ways, customs, and ideas, from foreign books read in 
 translation, but some things will not translate; the feeling of a language, 
 for instance, will not translate. The sensation of being a Frenchman for a 
 while cannot be got from reading a translation of a French book. 
 
 If the student is still undecided whether to take a foreign language, let 
 him compare these reasons with reasons for taking other electives and 
 determine which of them has more value for him in training for citizen- 
 ship, which offers more pleasure and promises more to broaden his vision 
 and fit him to live in harmony with himself and his world of tomorrow. 
 
 Naturally, the student should be guided to elect the languages that best 
 fit his needs. The following paragraphs are designed to help the student 
 decide which languages he ought to study. 
 
 FRENCH. French takes a prominent place among foreign languages 
 because of the rich contribution of the French people to world-culture. 
 French eminence in literature, art, science, and music is appreciated all 
 over the world. Americans owe a particular debt to French thinkers 
 whose ideas influenced the development of American democracy in the 
 early days of our republic. The social, political, and economic philosophy 
 of many of our early statesmen was influenced by French thought. An 
 
110 A Suggested Twelve Year Program 
 
 understanding of the historical kinship of French and American demo- 
 cracy is important in building a world in which there is hope of friendship 
 and co-operation among all nations. 
 
 French is the language of diplomacy; it is an accepted medium of speech 
 among the cultured peoples of the world. The educated people of non- 
 French-speaking nations know and use French as a "second language," 
 particularly in South America, where French has been the second language 
 of both business and society and is universally understood among educated 
 people. In fact French influence in South America has been so strong that 
 the legal and educational systems of our neighbors to the south have been 
 modeled on those of France. 
 
 Students who plan to take a liberal arts course in college, or to pursue 
 a profession, are advised to elect French. Most colleges require several 
 years of a foreign language for graduation, as well as two high-school 
 units in a foreign language for college entrance. The student who begins 
 his French in high school will usually be able to complete college language 
 requirements in two years. 
 
 French is very closely related to English, especially in its vocabulary. A 
 large proportion of our words, especially abstract or technical words, 
 comes from French or from Latin through French. Thus the study of 
 French will improve the student's efficiency in the use of his own language. 
 
 GERMAN. The study of German is recommended for those who intend 
 to go into scientific or professional work. The fields in which a knowledge 
 of German is almost necessary are medicine, chemistry and related 
 sciences, library science, and advanced study in language. 
 
 Foremost among the reasons for studying German is the insight that 
 can be gained into the contributions made by the great men of Germany 
 to science, art, literature, and music. Proficiency in German and an under- 
 standing of the culture and institutions of German-speaking peoples will 
 also be advantageous at the present and in the future in all our dealings 
 with Germany. 
 
 LATIN. Latin is one of the basic languages of the world, the language 
 of a people whose influence upon and contributions to our Western civili- 
 zation are beyond measure. 
 
 The student's primary purpose is to acquire an understanding of this 
 Latin contribution by the mastery of grammar, vocabulary, and literature. 
 Whatever progress he makes in Latin will contribute to improvement in 
 English; in addition, the basic language-knowledge which he will obtain 
 from the study of Latin will be valuable in learning especially the 
 "romance" languages derived from Latin: French, Spanish, Italian, and 
 Portuguese. 
 
 The student will learn in the course of his progress that the scientific 
 and technical vocabulary of the world is derived largely from Latin (and 
 Greek) ; that the names of many common objects around him are of Latin 
 origin; that the dentist, doctor, lawyer, and pharmacist depend upon Latin 
 for the nomenclature of their professions; that technical terms in biology, 
 chemistry, and physics are derived from Latin (and Greek); that new 
 scientific words are being formed from Latin almost daily; that one can 
 hardly speak a sentence in which some element of Latin is not present; 
 
North Carolina Public Schools 111 
 
 that many Latin authors, especially Cicero, Vergil, Horace, Ovid, Seneca, 
 and Martial, have left an indelible impression upon much of the world's 
 literature; that graduate students in English, in the professions, and in 
 other foreign languages should have a knowledge of Latin. 
 
 SPANISH. The sense of a common hemisphere destiny has caused the 
 government of the United States to urge its citizens to study Spanish (and 
 the closely related language, Portuguese). The interchange of students and 
 teachers among the American nations is growing apace. North Americans 
 who contemplate studying Spanish should do so conscientiously and en- 
 thusiastically because it is as much the language of the New World as 
 English. Eighteen of the twenty-one nations of the Americas use Spanish. 
 Even a limping knowledge is something to prize, for Spanish is the foreign 
 language that North Americans are most likely to use in daily contact in 
 later life. It was once the dominant language of our Southwest and is 
 still heard there in one state legislature, in courts and churches, on the 
 range and the farm, and in the streets. It is the foreign language most 
 constantly heard in the United States over the radio. It is the coming 
 language for future inter-American business, agricultural, engineering, 
 scientific, and educational conferences. It is a requirement for staff men 
 working in Spanish-American newspaper bureaus. It is so vital to the 
 pan-American airways that the airline companies have established their 
 own schools for instruction in Spanish. But it is not only one of the major 
 languages of business. Half of our diplomatic posts and one-fourth of our 
 consular- and Department of Commerce foreign posts are in Spanish- 
 language countries. Withal, Spanish is a language of culture. Spain's 
 contribution to the imagination of the world is as great as that of any 
 European country. Spain gave the world its first great novel and much 
 of its finest lay and Christian poetry. Spanish dramatic literature, a vast 
 part of which is written in lyric verse, is as exuberant as the Spain that 
 gave it birth. The contact of tense, hurried North Americans and the more 
 leisurely peoples of Spain and Spanish-America may have mutual values. 
 Their respective varieties of greatness and strength can be shared im- 
 measurably. Spanish-conscious and pan-American-minded Americans are 
 acutely needed to bring about any sort of successful mutual sharing of 
 cultural resources. North Carolina, with foresight, has become a leading 
 national center for Spanish-American studies. 
 
 II. Desired Results and Procedures of Language Study. 
 
 1. A sympathetic understanding and appreciation of the contributions 
 made by the people of other countries to world-culture and to the develop- 
 ment of American life. Every teacher should devote a portion of class time 
 to studying the life of the people whose language is being studied. A 
 variety of materials and activities may enrich this phase of language work. 
 Picture post-cards, maps, calendars, railroad posters, coins, popular songs 
 and phonograph records, sound films, pictures, paintings and prints, cross- 
 word puzzles, and newspapers cost little, but have great value. Activities 
 may be a part of regular class procedure, or outside work, or material for 
 Language Club meetings. The following are suggested as typical activities 
 to which the teacher may add others; a column in the school paper; simple 
 
112 A Suggested Twelve Year Program 
 
 news sheets; puzzles; letters to foreign-speaking people; games; plays or 
 short dramatizations; Christmas cards; songs, poems, anecdotes and pro- 
 verbs; and diaries. 
 
 2. A reasonably good pronunciation. The study of pronunciation should 
 include an understanding of the theory of the formation of foreign sounds 
 together with constant speaking guided by the teacher. The use of records 
 prepared by native speakers will be helpful. The use of phonetic symbols 
 as a guide to correct pronunciation is recommended after the basic ele- 
 ments have been acquired. An effective method of fixing good pronuncia- 
 tion is the memorizing of selected passages. Dictation is helpful because 
 it demands attention to details of pronunciation. 
 
 3. A usable knowledge of the fundamental elements of language structure. 
 Grammar is a means to an end. It is recommended that elements of 
 sentence structure be taught inductively through plentiful examples, as 
 well as rules. Major emphasis should be placed on the basic principles of 
 language structure; exceptions and variations should be reserved wherever 
 possible for advanced study. 
 
 4. An active vocabulary of everyday expressions thoroughly learned, and 
 a larger passive vocabulary. The active foreign vocabulary should be based 
 on the active English vocabulary of the students, and a variety of exercises 
 should fix new words in the memory and check upon vocabulary progress. 
 Suggestions are: spelling matches to check upon knowledge of words; 
 games requiring new words to be employed in sentences; and indication 
 of English cognates. Dictation is also of value in vocabulary building as a 
 means of calling specific attention to new words. Frequent translation 
 from idiomatic English into the foreign idiom will be profitable. As a 
 means of developing vocabularies and comprehension of the spoken lan- 
 guage together, the short-wave radio is very useful. 
 
 5. Ability to read standard prose. Reading material should be properly 
 graded, and as far as possible both intellectually meaty and interesting to 
 the students. In general, short selections will permit greater variety and 
 create greater interest than long ones. Translation should take into 
 account not only correct interpretation, but also smoothness and accuracy 
 in English. Students should be guided toward the ultimate goal of reading 
 without translation. 
 
 6. Ability to understand everyday conversation in the modern languages 
 and to express ideas both orally and in writing. All teachers should use the 
 spoken foreign language in the classroom as consistently as possible. 
 Beginning teachers, especially at times when residence and study abroad 
 are difficult, should realize that by making the effort necessary to speak 
 
 ' the language fluently, they can make the language being taught a vivid 
 means of classroom communication. Speaking stimulates vital interest. 
 Nothing can be more inspiring to the language student than the realization 
 that he is actually understanding and making himself understood, even if 
 imperfectly, in the foreign tongue. 
 
North Carolina Public Schools 113 
 
 III. Realia and Equipment. 
 
 Useful material may be secured by writing to the following: 
 
 Professor Daniel Girard, American Association of Teachers of French, 
 Teachers College, Columbia University, New York City. 
 
 American Classical League, Vanderbilt University, Nashville, Tenn. 
 
 Pan-American Union, Washington, D. C. 
 
 Language Service Center, 18 East 41st Street, New York City. (All 
 languages.) 
 
 Linguaphone Institute, Rockefeller Center, New York City. (All lan- 
 guages.) 
 
 Modern Language Journal, 284 Hoyt Street, Buffalo, New York. 
 
MATHEMATICS 1 
 
 Quantitative experiences, years i-VI 
 
 A point of view. 
 
 The arithmetic skills and content listed here by grades are 
 considered the basic program for children who make normal pro- 
 gress in the learning of arithmetic. Additional work may be 
 undertaken when, and if, needs arise for more advanced concepts 
 and skills. It is strongly urged that children who can use pur- 
 posefully and effectively the arithmetical content located at their 
 age or grade level be encouraged toward greater participation in 
 other areas of their development, such as art, music, drama, 
 poetry, science, library reading, crafts and the like, in lieu of 
 more advanced arithmetical study not likely to be related to their 
 daily needs or to activities well within their range of compre- 
 hension. 
 
 The outlines for years I-VI are based upon certain assumptions 
 which should be made explicit before the outlines are presented : 
 
 First, our culture is highly quantitative and is becoming more 
 so. The purpose of arithmetic is to equip the learner, both as a 
 child and later as an adult, to live more proficiently, more happily, 
 and more intelligently in the quantitative society of the present. 
 
 Second, to attain this broad purpose children must understand 
 what they learn and must have practice in using what they have 
 learned. This is but another way of saying that they must 
 develop: (1) The mathematical meanings of arithmetic; and 
 (2) habits of employing their arithmetical skills and ideas in per- 
 forming necessary arithmetical operations and in dealing with 
 various types of mathematical learnings. 
 
 Third, the arithmetic curriculum should provide activities 
 which will promote both phases of arithmetical learning, namely, 
 meaning and habits of use. These activities should be adapted 
 to the ends sought; a single situation with its accompanying 
 activities can hardly insure complete development of both mathe- 
 matical meanings and habits of practical use. 
 
 Fourth, the concepts of numbers are developed through ex- 
 periences with numbers, first in concrete and then, gradually, in 
 
 a The Committee on Mathematics has examined many types of curriculum studies in mathe- 
 matics and wishes to extend thanks to the hundreds of curriculum builders throughout the 
 nation for many helpful suggestions. From the beginning the committee has held to the 
 "Open Door Policy" and has sought advice from superintendents, principals, and teachers 
 throughout the State. 
 
 This outline is offered as a guide rather than as a dictum. The materials and grade place- 
 ments are flexible and may be adapted to the local situation. Experimentation will show what 
 is valid. If teachers will keep records on the results obtained by following the new curriculum, 
 such records will be invaluable to succeeding curriculum builders. 
 
North Carolina Public Schools 115 
 
 abstract quantitative situations. In activities designed to this 
 end, attention must be centered upon the relationships, the 
 principles of operation, and the general rationale of arithmetic 
 which make arithmetic a system of thinking. 
 
 Fifth, the habit of using arithmetic is encouraged by the suc- 
 cessful application of what has been learned in quantitative 
 situations in ways which are significant to the learner. For this 
 reason the arithmetic curriculum transcends the arithmetic 
 period, for significant quantitative situations arise in all periods 
 of the school day and in numerous activities outside school. The 
 language of our everyday life is perhaps as highly quantitative 
 as is our culture and so the language of arithmetic pervades our 
 daily experiences whether we are conscious of it or not. 
 
 Sixth, automatic control or mastery, which should be the aim 
 of instruction in many aspects of arithmetic (the basic combi- 
 nations, for example) is not acquired all at once. Instead, learn- 
 ing activities need to be carefully planned and arranged, so that 
 children will move at the rates possible to them toward intelligent 
 control or the ultimate mastery which is desired. Drill necessary 
 to establish mastery must be postponed until children have had 
 many experiences with simpler, more concrete levels of meaning. 
 The concept must be mastered before intelligent control of opera- 
 tions is possible. 
 
 Seventh, it is normal for different children to work at different 
 rates of speed, for one child (or group) to require methods of 
 presentation different from those suitable for another child (or 
 group), even when comparable degrees of understanding and 
 disposition to use what is learned are sought in both cases. On 
 this account, the curriculum in arithmetic must be flexible enough 
 to allow for many kinds of differentiation, both as to rate of 
 learning and as to the content learned. 
 
 Eighth, work with numbers presents opportunity for kinds of 
 growth other than arithmetical growth. For example, arithmetic 
 affords occasion for growth in language skills, and in the concise 
 oral or written reporting of quantitative experiences. In this 
 sense, the arithmetic curriculum is integrated with language as 
 it is with the curriculum of the social studies, of science, of art 
 and of other subjects. 
 
 Teaching Helps. Certain professional texts and treatments 
 of arithmetic are recommended as a basic part of the professional 
 material in every school. Although the entire reference list is 
 
116 A Suggested Twelve Year Program 
 
 shown at the end of the mathematics section, various references 
 are made from time to time to material pertinent to the particular 
 operation or grade level. 
 
 It is very important that primary teachers make extended use 
 of visual aids in developing number concepts. A good statement 
 of the types of visual aids and supplementary devices that may 
 be easily acquired will be found in the article by Miss Sauble in 
 the 16th Yearbook of the National Council of Teachers of Mathe- 
 matics. In the same reference see the article by Thiele, "Arith- 
 metic in the Early Grades." 
 
 State-adopted basal texts are available in grades above the 
 second. Teachers will find helpful practice material in these and 
 other textbooks of the same grade level. While no basal texts are 
 State-adopted for the first two grades, the following State- 
 adopted supplementary books are recommended : 
 
 Number Stories, Books I and II. Scott. 
 Jolly Number Tales, Books I and II. Ginn. 
 
 First Year 
 
 Although the children will enter the first grade with varying 
 degrees of number readiness and of number concept, it seems 
 reasonable to expect that there will be varying degrees of ac- 
 complishment; but by the end of the year the pupils will have 
 developed not only a concept of number but will have acquired a 
 usable knowledge of the quantitative values and relationships 
 that their everyday needs demand. 
 
 Many situations in which quantitative values and relationships 
 occupy prominent positions may be fostered and used for stimu- 
 lating a better understanding, and at times complete mastery, of 
 needed skills. In some first grades, for example, children may 
 keep and care for a pet. How to get the pet, how to build a pen 
 or cage, where to buy or produce food and how much, what to 
 pay for food, when to feed the pet, and how to measure its growth 
 are questions which arise. Quantitative words, common 
 measures, counting and principles of number operation come into 
 constant use in connection with this and other comparable class- 
 room situations. 
 
 Attention to mastery of the number skills which follow is a 
 legitimate activity, only if the quantitative experiences are re- 
 peated often and differently enough to insure meaning of 
 numbers. 
 
North Carolina Public Schools 117 
 
 i. vocabulary. 
 
 The child comes to school with many quantitative words in his 
 vocabulary although he may not know that these words in any 
 way pertain to number. He talks in quantitative terms about 
 his home, his food, his playmates, his pets, etc. Teachers should 
 help the child to understand and use in an ever-expanding vocabu- 
 lary such words as the following when they come up in his every- 
 day experiences: 
 
 1. Words denoting position — 
 
 first left before top high under up inside 
 
 last right after bottom low over down outside 
 
 2. Words denoting size — 
 
 big long wide tall little short narrow small 
 biggest longest widest tallest littlest shortest narrowest smallest 
 
 3. Words relating to common measurements — 
 
 Time — day, night, days of week, month, year, yesterday, to- 
 day, tomorrow, hour — as 12 o'clock noon, 8 o'clock bed- 
 time, but not necessarily to know time on the clockf ace. 
 
 Weight — pound. The child should have some idea of his own 
 weight, as 40 lbs., 45 lbs., etc. 
 
 The school health office has much to offer in making number 
 real. The following terms suggest possibilities: Exploring 
 the measuring instruments ; comparisons by children of dif- 
 ferences, correspondences, and growth in weight, height and 
 age ; observations of changes in charts ; knowing that profes- 
 sional services cost money. 
 Length — inch, foot, yard. While the child will learn to talk 
 
 about these linear measures and know that a foot is less 
 
 than a yard, he will not be expected to do much measuring. 
 Liquid measure — pint, quart, spoon, cup. These are dealt 
 
 with daily. The child should have an idea of which is the 
 
 smallest, next smallest, etc. 
 Form — line, square, circle (recognition of). 
 Quantity — whole object, part of object. Beginning of the 
 
 fraction concept. 
 Money — cent (penny), nickel, dime, quarter. 
 
 4. Miscellaneous — how much, how many left, more, more than, 
 how much. To be taught only in connection with actual ex- 
 periences. 
 
118 A Suggested Twelve Year Program 
 
 II. DEVELOPMENT OF NUMBER CONCEPTS. 
 
 1. The serial idea of numbers, by counting : 
 
 a. By l's to 10, perhaps to 50 or 100. 
 
 b. By 5's to 100; then by 10's to 100 after concepts of 5 and 
 10 have been developed. 
 
 2. The group idea of numbers: 
 
 a. Recognition of patterns or groups of two or three objects 
 and of larger groups in regular patterns to at least six. 
 
 b. Use of smaller groups (two or three objects) in studying 
 the composition of larger groups, as two sets of three 
 objects make six, or three sets of two objects make six, 
 having child count to verify; or by taking groups of ob- 
 jects in patterns of 2, 4, and 6 and breaking up into 
 smaller even patterns. 
 
 3. Quantitative idea of number. 
 
 Distinguish between the quantitative value of a number and 
 its ordinal meaning. 
 
 4. Exploratory experiences in dealing with the number combi- 
 nations with sums and minuends to 10 (taught as such in the 
 second year). In these activities the purpose is not to obtain 
 answers to be memorized, but to study the principles of 
 number operation (addition and subtraction) and to learn in 
 real situations ways of finding sums and remainders with 
 objects. 
 
 III. RECOGNIZING AND READING NUMBERS. 
 
 Read numbers to 100 — verify through paging in books. (Post- 
 pone until latter part of year.) 
 
 IV. Writing Numbers. 
 
 1. Correct formation of the number characters in order. 
 
 2. Write numbers — first 1 to 10, then 1 to 25, and later 1 to 50. 
 
 3. Children should not be required to write a number until the 
 concept of the number and its number symbol have been de- 
 veloped in a meaningful way. For example : 
 
 a. Show that 2 is really two l's, but that we write the symbol 
 2 when we mean two l's. 
 
 b. Show that 3 is really three l's, but we write this with 
 symbol 3 and let one number symbol tell us that we have 
 three l's. 
 
North Carolina Public Schools 119 
 
 c Develop in the same way concepts for 4 and 5. After the 
 concepts of "two-ness," "three-ness," "four-ness," and 
 "five-ness" have been developed the child sees meaning in 
 2 3, 4, and 5, and not until then will the figures convey any 
 idea of number. Without the concept the child sees only 
 "something to draw" in writing the figures. 
 
 Symbols through 5 may be taught before the concept 
 for the numbers 6, 7, 8, 9, and 10 are developed. 
 
 V. Addition. 
 
 The teacher should attempt to give pupils experiences which 
 will make them ready for the additive facts through 4 or 5, 
 building up as follows : 
 
 1 and 1 are 2, 2 and 1 are 3, 3 and 1 are 4, 4 and 1 are 5, taking 
 the numbers in order and adding 1 ; then taking them in order and 
 adding 2, as : 2 and 2 are 4, 2 and 3 are 5, but this must be done 
 through constant use of real materials such as pencils, sheets of 
 paper, etc., that the child actually handles until he gets the con- 
 cept not only of what 2 means and of what 3 means, but of what 
 happens when he puts something with these. Combining num- 
 bers to find sums seems more difficult for the child to grasp than 
 the mere serial counting. 
 
 It seems reasonable to believe that it is easier for the child to 
 learn the additive facts by taking the numbers in serial order 
 and learning to add one to each, and then two to each, three to 
 each, etc., before learning them in reverse order. In other words, 
 the child may more quickly grasp the concept of 2 and 1 as 3, 
 3 and 1 as 4, than 1 and 3 as 4, since it is easier (at first) to add 
 1 to 3 than to add 3 to 1. 
 
 (See references given at the end of the section for Grade II.) 
 
 Second Year 
 
 The work of the second year must be very carefully built upon 
 that of the first, and if the pupils do not know the work outlined 
 for the first year they must be taught this through new ex- 
 periences rather than through rapid review before beginning the 
 work of the second year. 
 
 The grocery store which many children make for the second 
 grade classroom furnishes meaningful number experiences. 
 Going to business houses to obtain supplies, constructing shelves, 
 making articles for sale, labeling with price tags, keeping simple 
 accounts, playing at being groceryman, clerk, and buyer, and 
 using play telephone and cash registers are only a few of the ideas 
 
120 A Suggested Twelve Year Program 
 
 which will come to mind. Many other classroom situations are 
 equally fruitful for giving meaning to the number skills suggested 
 for this year. 
 
 I. VOCABULARY. 
 
 Continued use of first year vocabulary with the addition of 
 these and other terms as needed : 
 
 1. Words denoting position : 
 above behind by over 
 below beside near beneath 
 
 first third fifth seventh ninth 
 
 second fourth sixth eighth tenth 
 
 2. Words denoting size : 
 
 small thick tiny more than 
 
 large thin great less than 
 
 3. Technical arithmetical words and terms: 
 
 add less whole how much is left 
 
 subtract figure equal how many in all 
 zero part equals half, halves 
 
 The concept of equal, and equals, may be taught long with 
 addition combinations after the concept of addition is devel- 
 oped to show the child that we say things in different ways : 
 
 2 and 2 are 4 ; 2 and 2 equal 4 ; 2 added to 2 equals 4, etc. 
 
 II. Number concepts. 
 
 1. Recognition of larger groups of objects when in regular and 
 easily recognizable patterns, at least through 9 ; as, 3 sets of 2 
 objects are 6, or 4 sets of 2 objects are 8, and vice versa; 
 
 3 sets of 3 objects are 9, or 4 objects and 5 objects are 9, etc. 
 
 2. Study of the decimal character of the number system, with 
 attention to two-place numbers ; recognition of such numbers 
 (and construction of same) when represented by bundled 
 tens (ten sticks, tickets, etc.) plus extra ones. 
 
 ill. Reading and Writing Numbers. 
 
 Carry as far as these skills are needed in using books and in 
 dealing with numbers within children's experience. (Suggested 
 limits: reading, 200; writing, 100.) 
 
 IV. Suggestions in regard to Computation. 
 
 Preliminary to the teaching of computation, the teacher should 
 provide ample materials which are real ; and use the many things 
 in the classrooms that children may handle, so that the concepts 
 
North Carolina Public Schools 
 
 121 
 
 of addition and subtraction may be grasped through wide experi- 
 ences with the concrete before attempting any work with ab- 
 stract numbers. 
 
 The 100 number combinations are presented below as a basis 
 for orderly, sequential addition, and later, subtraction. Although 
 only the first decade combinations in addition and subtraction 
 are listed as the basic program in the second year, the second 
 decade facts are also given here for convenience. 
 
 Chart No. 1. First decade combinations exclusive of zero combinations. 
 
 123456789 
 
 1 
 
 5 
 
 1 1 
 
 The reverses — addition only 
 11111111 
 
 2 3 4 
 
 7 8 9 
 
 2 2 
 
 7 8 
 
 3 
 
 7 
 
 Chart No. 2. Zero combinations. 
 
 12 3 4 
 
 
 Chart No. 8. 
 
 Second decade, 36 combinations. 
 
 2 3 4 5 6 7 
 
 9 9 9 9 9 9 
 
 3 4 5 6 7 
 
122 A Suggested Twelve Year Program 
 
 These combinations must be developed slowly and carefully, 
 giving the child confidence as he proceeds from one step to the 
 next. When he has learned what adding 1 to each number means, 
 he can more readily get the concept of adding 2, and later of 
 adding 3 and 4 and 5, etc. Thorough development through 5, 
 using both addition and subtraction, should be gained before 
 taking combinations with sums greater than 5. Develop the 
 addition concept first through building up, before breaking into 
 parts for subtraction. 
 
 As the first decade facts are learned pupils may under the 
 teacher's guidance make their own number cards corresponding 
 with the charts, but not until they have acquired intelligent 
 control in work with objects. 
 
 In the second year, as in the first, the child must progress 
 through various stages before he can think number combinations 
 in the abstract. He first uses actual objects which he moves with 
 his hands; later he deals with the semi-concrete, pictures of 
 objects which he may touch and count; still later mere repre- 
 sentations of objects as dots. (See the chapter by Sauble in the 
 Sixteenth Yearbook.) 
 
 The concept of multiplication and of fractional parts may be 
 easily taught from thorough work in the addition facts. When 
 the child knows that 2 and 2 are 4, he also knows that he used 2 
 twice to get 4 ; he will learn also that one of his 2's is only half 
 as much as both of his 2's, and therefore, that 2 is one-half of 4. 
 
 In like manner it will not be hard for the pupil to learn the fact 
 that since 3 and 3 are 6, two sets of threes are 6, and therefore, 
 3 taken twice is 6 or two 3's are six, and later that 2 taken 3 
 times gives the same result as 3 taken twice. (See the chapter 
 by Thiele in the Sixteenth Yearbook.) 
 
 For further discussion of number concepts see The Psychology 
 and Teaching of Arithmetic by Wheat. 
 
 Y. Addition. 
 
 1. Process meaning: Review and extend the idea of addition as 
 the process of combining unlike (sometimes like) numbers 
 to secure totals. Use concrete presentation as needed. Also, 
 emphasize the usual effect of addition; the answer is larger 
 than any addend (except when is added to another number). 
 
 2. Facts: 
 
 a. Teach to the point of intelligent control the basic combi- 
 nations to 10 as sum (preliminary experiences in first 
 year). 
 
North Carolina Public Schools 123 
 
 b. Provide preliminary, exploratory experiences with combi- 
 nations to 18 as sum, in order to show that two numbers 
 whose sum will be more than 10 can be added. 
 
 3. Computation: Column addition — one digit wide, three num- 
 bers high, sum not to exceed 10 ; also, two digits wide, two 
 or three numbers high, sums of columns to be 10 or less. 
 
 Number cards of the first decade facts may well be made 
 and used by the pupils under the direction of the teacher, pro- 
 vided the facts have been repeatedly met in real experiences. 
 
 VI. Subtraction. 
 
 1. Process meaning : Teach the basic meaning of subtraction, as 
 the process by which one part of a number is taken away (the 
 how-many-left idea) . Relate to the idea of addition. 
 
 2. Facts: 
 
 a. Teach to the point of intelligent control the basic combina- 
 tions to 10 as minuend (preliminary experiences in first 
 year) . Relate addition and subtraction facts in learning. 
 
 b. Provide preliminary, exploratory experiences with combi- 
 nations to 18, as minuend. (See statement above in addi- 
 tion as to reason for this.) 
 
 3. Computation: Subtraction of two-figure subtrahends from 
 two-figure minuends without borrowing. 
 
 VII. MULTIPLICATION, PROCESS MEANING. 
 
 Show how two 2's make 4, and two 3's make 6, etc., as well as 
 2 + 2 = 4, 3 + 3 = 6, etc. ; also that three 2's make 6, as well as 
 2 + 2+2 = 6. The purpose is to develop the concept of taking 
 a number several times — twice, three times — through multipli- 
 cation as another (and shorter) way of adding. This multiplica- 
 tion should not be attempted until the child knows additive facts. 
 
 VIII. CHECKING. 
 
 Have children develop the habit of checking all work, or at least 
 computations that are new, difficult, or crucial. 
 
 IX. PART-WHOLE RELATIONSHIPS. 
 
 Extend and enrich the meaning of fractions begun in the first 
 year — the idea of the fraction as involving parts of wholes 
 (numerator of 1, denominators perhaps to 5 or 6), learning 
 activities to emerge for the most part from natural situations in 
 the classroom. Develop concepts of V 2 , Vi, Vz, but do this slowly, 
 
124 A Suggested Twelve Year Program 
 
 and teach how these fractions are parts of groups as well as 
 parts of wholes; as y 2 of 4 books, 1/2 of one apple, V3 of one 
 cake, etc. 
 
 x. Common Measures. 
 
 1. Time: Begin use of the clock for hours only; later tell the 
 half hour; use calendar as needed; recognize sequence in 
 calendar months, days of the week, teach children to recog- 
 nize high and low on thermometer. 
 
 2. Weight: less than a pound, one-half pound, continuing frac- 
 tional concept. 
 
 3. Length: more or less than — a yard; a foot; an inch. Know 
 these as units of measurements, and for comparisons. Pro- 
 vide simple experiences for use. 
 
 4. Money: changing money; value of cent, nickel, dime, quar- 
 ter, half-dollar, dollar. 
 
 5. Liquids: more or less than a quart; gallon; pint; one-half 
 pint. 
 
 6. Other measures: dozen; one-half dozen; peck, bushel. 
 
 XI. PROBLEMS. 
 
 Solve one-step problems that arise within the experiences of 
 second grade children which, in general, do not demand processes 
 and skills beyond those listed for years I and II. Encourage 
 children to make problems. 
 References: 
 
 National Council of Teachers of Mathematics. 
 Tenth Yearbook — The Teaching of Arithmetic. 
 Sixteenth Yearbook — Arithmetic in General Education. 
 National Society for the Study of Education. 
 
 Twenty-ninth Yearbook — Report of the Society's Com- 
 mittee on Arithmetic. 
 Wheat. The Psychology and Teaching of Arithmetic. 
 
 Third Year 
 
 It is important to think first about how to make the quanti- 
 tative side of experiences come often to the front. One example 
 will show how it may be done naturally. The children and their 
 teacher are planning a party. Plans for food are made; pupils 
 decide upon what recipes to use, how much raw material to buy, 
 how to measure the amounts needed for the recipes, and how long 
 
11. VOCABULARY. 
 
 
 1. New technical terms : 
 
 answer 
 
 fraction 
 
 sum 
 
 divisor 
 
 divide 
 
 example 
 
 remainder 
 
 difference 
 
 North Carolina Public Schools 125 
 
 to cook ingredients. Members of the class share expenses. 
 Calendars and clocks are consulted for dates and times. Doilies, 
 napkins, and favors are planned, measured, and made. Seating 
 arrangements and attendance are checked. 
 
 Through that and similar situations, quantitative experiences 
 are emphasized and the skills which are listed below begin to find 
 their place as a part of normal life activities. 
 
 I. REVIEW. 
 
 Review work of second year with the purpose of insuring (a) 
 meaning in what has been studied and (b) a reasonable degree of 
 automatic use of facts and processes in real experiences. 
 
 multiply divide by 
 
 product multiply by 
 
 measure quotient 
 prove 
 
 2. Words used in comparing, such as: 
 
 large -er -est low -er -est small -er -est 
 high -er -est long -er -est short -er -est 
 
 3. Symbols: -f, — , X, -*-, =• 
 
 ill. use of Money Numbers. 
 
 Teach writing of numbers using dollar mark and decimal 
 point. Use such numbers in adding, subtracting, multiplying, 
 and dividing by a one digit number. (See below.) 
 
 IV. ADDITION. 
 
 1. Process meaning: Extend and enrich the meaning of the 
 process. (See Second Year.) 
 
 2. Facts: Finish teaching all the basic addition combinations 
 (to 18 as sum). Assure mastery. 
 
 3. Computation: Column addition of two to four numbers of 
 one digit each with bridging of decades ; also of two or three 
 numbers of two or three digits each without and with carry- 
 ing. 
 
 See Brownell, "Psychological Considerations in the Learn- 
 ing and Teaching of Arithmetic," pp. 1-31, Tenth Yearbook, 
 National Council of Teachers of Mathematics; and Knight, 
 "Some Considerations of Method," pp. 145-269, Twenty-ninth 
 Yearbook, N. S. S. E. 
 
126 A Suggested Twelve Year Program 
 
 Y. Subtraction. 
 
 1. Process meaning: Extend the meaning of subtraction to 
 cover ideas other than that of how-many-left. These other 
 ideas are represented in such type questions as, How many 
 are gone? How much larger is . . . than . . .? How many 
 more are needed? 
 
 2. Facts: Finish the study of the basic subtraction facts (to 
 18 as minuend). Assure mastery. 
 
 3. Computation: Numbers two and three digits wide, first 
 without borrowing, then with borrowing; without zeros, and 
 with zeros. 
 
 , See Ruch and Meade article in the Twenty-ninth Yearbook 
 of the National Society for the Study of Education. Chap. 
 XIV, "A Review of Experiments on Subtraction." pp. 671- 
 678. 
 
 Yi. Multiplication. 
 
 1. Process meaning: Enrich the idea of multiplication as a 
 short way of adding the same number several times. 
 
 2. Facts: Teach the multiplication facts through 45, or 5 X 9? 
 with reverses. Use concrete illustrations. 
 
 3. Computation: Multiplication of numbers with two and three 
 figures, without carrying and with carrying. 
 
 VII. DIVISION. 
 
 1. Process meaning: Teach the idea of division (true division) 
 as the reverse of multiplication and as successive subtraction 
 of the same number. (15 -f- 5 = 3, because 3 X 5 = 15, and 
 15 — 5 = 10, 10 — 5 = 5, and 5 — 5 = 0.) Use concrete 
 illustrations. 
 
 2. Facts: Teach the division facts which correspond with the 
 multiplication facts for this grade (see above) to 45 -4- 5 = 9 
 and 45 -^ 9 = 5. Relate the new division and the new multi- 
 plication facts. 
 
 3. Computation: Division of two- and three-figure dividends 
 by a single digit, without carrying and without remainder; 
 long division method to be employed. 
 
North Carolina Public Schools 127 
 
 viii. whole-part relations. 
 
 Extend the concept as need arises (See Second Year). 
 
 Develop further the fractional concept, particularly in compari- 
 sons using only unit fractions, as 1/2, 1/4, 1/3 and later to 1/5, 
 1/6, and 1/8. (See Thiele, "The Mathematical Viewpoint Ap- 
 plied to the Teaching of Elementary School Arithmetic," pp. 212- 
 232, Tenth Yearbook, National Council of Teachers of Mathe- 
 matics. ) 
 
 ix. Common Measures. 
 
 Use understandingly the common measures begun in first and 
 second years. Use actual units of measure. 
 
 1. Tell time correctly. 
 
 2. Use quart, gallon ; peck, bushel ; dozen and one-half dozen. 
 
 3. Estimate distances, as yard, foot, inch. 
 
 X. PROBLEMS. 
 
 Easy one-step problems pertinent to the life and activities of 
 children in First Year, with computation limited to the skills 
 and concepts outlined for Years I, II, and III. 
 
 xi. Roman Numerals. 
 
 Teach through XII. 
 
 xii. Checking. 
 
 Encourage pupils to check own work and to evaluate their own 
 performance. 
 
 References: (See list at end of section for Second Year.) 
 
 Fourth Year 
 
 Examples of situations in which quantitative values and rela- 
 tionships are prominent have been given for the first three years. 
 Look back at them for ideas. An example, chosen from the many 
 which might be found in good fourth year classrooms, shows 
 again how the number skills which are suggested for this year 
 may be given significance. 
 
 A school sale is planned to raise money for the library. The 
 children in the fourth grade have made toys to be sold. Materials 
 have been bought in real stores. Required wood, cloth, tin, flour 
 (any materials) have been measured and cut out and turned into 
 finished toys. Costs have been computed and sale prices fixed. 
 Members of the class have been helpers in- arranging the sales- 
 
128 A Suggested Twelve Year Program 
 
 room, have acted as clerks, and have helped keep accounts. After 
 the sale moneys are prorated, expenses are paid, and library 
 books are selected from catalogs and bought out of the proceeds. 
 In this one example can be found natural ways to give meaning 
 to number vocabulary, reading and writing numbers, U. S. money, 
 all of the fundamental operations, the meaning of fractions, many 
 measurements, accurate checking, and problem solving. 
 
 I. REVIEW. 
 
 Review to insure mastery of concepts and skills previously 
 studied. 
 
 II. VOCABULARY. 
 
 1. Technical words used in connection with processes taught, 
 such as : 
 
 dividend division distance hundred-thousands 
 
 multiplication signs multiplier three-figure number 
 
 2. Words used in comparison, such as : 
 wide -er -est 
 narrow -er -est 
 
 3. Abbreviations : 
 pt. qt. doz. hr. 
 gal. lb. yr. yd. 
 
 III. READING AND WRITING NUMBERS. 
 
 1. Arabic — read and write numbers as needed, usually less than 
 10,000 ; limit 1,000,000. 
 
 2. Roman — I-XX ; others as needed. 
 
 IV. U. S. MONEY. 
 
 Comparative values, as $1.00 is 4 times one quarter, 10 times 
 a dime. Continued use of money numbers in examples and prob- 
 lems. 
 
 V. Addition. 
 
 1. Process meaning: Continued attention to meaning of the 
 process. (See Third Year.) 
 
 2. Facts: Practice to maintain mastery. 
 
 3. Computation: Addition of four- to five-figure numbers in 
 columns of two to four digits, with and without carrying. 
 
 littl 
 
 e less 
 
 least 
 
 much more most 
 
 neai 
 
 r -er 
 
 -est 
 
 good better best 
 
 ft. 
 
 wk. 
 
 
 
 oz. 
 
 mo. 
 
 
 
North Carolina Public Schools 129 
 
 VI. Subtraction. 
 
 1. Process meaning: Continued attention to meaning of the 
 process. (See Third Year.) 
 
 2. Facts: Practice to maintain mastery. 
 
 3. Computation: Four- to five-place minuends with two- to 
 five-place subtrahends, with and without borrowing. 
 
 vii. Multiplication. 
 
 1. Process meaning: Continued attention to meaning of the 
 process. 
 
 2. Facts: Review of the facts through 9X9, and mastery of 
 the new facts to 9 X 9. 
 
 It will be well for the fourth grade teacher to read the 
 outlines and suggestions for preceding years and to build on 
 knowledges already acquired. The fourth year child probably 
 still needs much experience with concrete and semi-concrete 
 materials to gain mastery of the multiplication process. 
 
 3. Computation: Multiplication of two- or three-place multi- 
 plicands by a one-, two-, or three-figure multiplier, without 
 zeros, first without carrying, then with carrying ; next with 
 zero as a figure in the multiplicand, as the final figure in the 
 multiplier, and last as a figure elsewhere in the multiplier. 
 
 VIII. DIVISION. 
 
 1. Process meaning: Continued attention to meaning of the 
 process. 
 
 2. Facts: Review of the division facts to 45 -^ 5, and mastery 
 of the other simple division facts. 
 
 3. Computation: Division only by one-place divisors; long 
 division form; dividends to four places, with carrying and 
 with remainders. Again the child needs to learn with the 
 concrete and semi-concrete. 
 
 IX. FRACTIONS. 
 
 Extend the meaning of fraction to cover more than one of 
 several equal parts of a whole (denominators to 5 or 8; numera- 
 tors larger than 1), also the numbers 2 to 9, or 2/5, 3/8, etc., 
 using parts of wholes and parts of groups working with concrete 
 and semi-concrete materials. Use decomposition and putting 
 back together. Begin adding like fractions through use of parts 
 of objects and parts of wholes. Help the child to understand 
 that we may add parts as well as wholes: 1/4 and 1/4 = 2/4; 
 
130 A Suggested Twelve Year Program 
 
 1/4 and 2/4 = 3/4. If we have 3 boys and 1 girl playing a game, 
 1/4 of the group would be girls (a girl) and 3/4 would be boys. 
 (See Wheat, "A Theory of Instruction for the Middle Grades," 
 in the Sixteenth Yearbook, National Council of Teachers of 
 Mathematics. ) 
 
 x. Measurements. 
 
 1. Continue use of measures taught in Years II and III. 
 
 2. Use when needed: 1/4 and 1/2 yd.; 1/2 and 1/4 dozen; 1 
 minute, 1 second. 
 
 XI. PROBLEMS. 
 
 Simple one-step problems; two-step problems only on rare 
 occasions. Also, one-step problems without numbers. 
 
 xii. Checking. 
 
 Encourage orderly, systematic checking of work to help estab- 
 lish confidence on the part of the child, and to assist the pupil in 
 evaluating his own ability. 
 
 xiii. Story of Numbers. 
 
 Begin to teach children the story of the development of the 
 number system that has given us our arithmetic. 
 
 Fifth Year 
 
 School and home gardens are excellent for helping children get 
 meaning from number. Perhaps it would be better to say that 
 through seeing the value of number in connection with some real 
 situation children are more prepared to undertake practice with 
 abstract numbers. Measuring beds, buying seeds from catalogs 
 where prices are given, purchasing tools and fertilizers, harvest- 
 ing crops, selling or preserving the surplus, computing savings or 
 losses — all these concrete situations give reason for mastery of 
 the abstract number facts and skills which follow. 
 
 I. REVIEW. 
 
 Review to insure intelligent mastery of previously studied con- 
 cepts and skills. See Tenth Yearbook, National Council of 
 Teachers of Mathematics, Chapter XIII.) 
 
 II. VOCABULARY. 
 
 1. Technical terms, such as numerator, denominator, common 
 fraction, mixed number, reduction, decimal, average. 
 
 2. General terms, such as solve, value, earn, due, missing, units, 
 budget, review. 
 
North Carolina Public Schools 131 
 
 iii. reading and writing numbers and fractions. 
 
 1. Reading Arabic numbers. 
 
 2. Reading and writing Roman numbers to L, others only as 
 needed (except C, D, and M, so that pupils may understand 
 how 100, 500, and 1000 are written in Roman numerals.) 
 
 3. Reading and writing fractions needed. 
 
 4. Reading and writing decimals as used in money, in car meters, 
 and in other practical ways. 
 
 IV. Whole Numbers. 
 
 1. Meaning of the processes of the four fundamental operations. 
 
 2. Basic facts of addition, subtraction, multiplication, and 
 division. 
 
 3. Computation. 
 
 a. Addition. Four- or five-place numbers not more than 
 three to five numbers high. 
 
 b. Subtraction. Three- to five-place minuends and two- to 
 five-place subtrahends without and with zeros, without 
 and with borrowing. 
 
 c. Multiplication. Two- and three-place multiplicands ; two- 
 and three-place multipliers, without and with carrying; 
 with zeros. 
 
 d. Division. All long and short division with and with- 
 out remainders and with carrying; one- or two-place 
 divisors and two- to five-place dividends; with zeros. 
 Three-place divisors. 
 
 V. COMMON FRACTIONS. 
 
 1. Addition and subtraction of common fractions and mixed 
 numbers with like denominators, and introduction of fractions 
 with unlike denominators, as 3/4 + 1/8; 2/3 + 5/6. Bring 
 unit fractions of unlike denominators to a common denomi- 
 nator not to exceed 20 ; purpose largely to develop the mean- 
 ing of like denominators. 
 
 2. Multiplication. 
 
 a. Whole numbers by fractions, as 4 X 1/2, 6 X 1/3, 4 X 1/3, 
 6 X 1/2. 
 
 b. Fractions by whole numbers, as 1/2 X 4, 1/4 X 6, 1/2 X 3. 
 ' c. Fraction by a fraction, as 1/5 X 1/5, 2/3 X 3/4, 3/4 X 5/6. 
 
 Develop the idea of why the value of the fraction is de- 
 creased when the denominator is increased numerically. 
 
132 A Suggested Twelve Year Program 
 
 3. Division. Develop the division concept in fractions showing 
 how the numerator is divided by the denominator and that 
 division may be indicated by a common fraction in a simpler 
 way than by actual division. 
 
 VI. DECIMALS. 
 
 1. Reading and writing. (See 4 under III above.) 
 
 2. Relate decimal meanings to meanings of common fractions. 
 Show how money is calculated by the decimal system — in tens, 
 hundreds, thousands, etc. 
 
 VII. Measurements. 
 
 1. Teach recognition of various forms of area, as square, triangle, 
 rectangle, etc. 
 
 2. Teach understanding and recognition of the practical use of 
 and for linear, square, and cubic measure; solve simple 
 problems involving perimeter and square measure. 
 
 3. Teach tables for and be able to use as needed the following 
 measures: liquid, dry, time, weight (both troy and 
 avoirdupois) linear, square. 
 
 VIII. PROBLEMS. 
 
 1. One- and two-step problems involving processes already 
 taught. 
 
 2. Development of a suitable technique for solving problems 
 (where such a technique has not already been developed by 
 the child), such as problem analysis: 
 
 a. What must I find? 
 
 b. What have I to use? 
 
 c. How should I use it? 
 
 d. Have I found what I was supposed to ? 
 
 Children should understand that "d" and "a" must match in 
 successful problem solving. 
 
 IX. Stories of the development of Numbers. 
 
 Sixth Year 
 
 An activity in which business operations receive stress would 
 be ideal for giving meaning to the number facts and skills which 
 have been suggested for the sixth year. A class or school news- 
 paper comes to mind as one of the best. If pupils plan and carry 
 out the following phases of such an activity, they will see number 
 at work: Considering costs and possibilities for different sizes 
 
North Carolina Public Schools 133 
 
 of publications, buying necessary supplies of paper, ink, stencils 
 and other materials needed ; going to real print shops to see how 
 work is done and to investigate costs; finding out whether the 
 class publication organization can do work of value to someone 
 for pay and doing it; spacing the material for the publication; 
 estimating requirements accurately ; seeing how retail and whole- 
 sale prices differ by buying at each ; selling the publication and 
 its advertising space ; keeping accurate accounts of expenses and 
 income. 
 
 I. FUNDAMENTAL OPERATIONS WITH WHOLE NUMBERS. 
 
 1. Provide for practice in the four fundamental processes 
 through various activities and projects. 
 
 2. Give inventory tests to determine what skills need to be 
 restudied. 
 
 3. Review and reteach as necessary. 
 
 4. Develop home, school, and community problems involving : 
 
 a. Column addition, using numbers with uneven left hand 
 margins, columns six to eight numbers high composed of 
 numbers of three to six digits. 
 
 b. Subtraction, using numbers to six places with zeros in 
 both minuend and subtrahend. 
 
 c. Multiplication, including 3-digit and 4-digit multipliers. 
 Use zero as an internal digit and as final digit in multi- 
 pliers. Develop concept of figures placement in partial 
 products. 
 
 d. Division, employing two- and three-place divisors with 
 zeros in both the dividend and the divisor. 
 
 (See Tenth Yearbook, Chapter XIII, by Upton, National 
 Council of Teachers of Mathematics.) 
 
 5. Develop the idea of cancellation as a short process in division. 
 
 6. Read, write, and interpret large numbers, such as may be 
 found in newspapers and magazines. 
 
 II. VOCABULARY. 
 
 1. Words and terms to know through usage : 
 proper fraction cancel decimal point 
 improper fraction invert least common denominator 
 similar fractions decimal 
 
 2. Other words probably used in discussion : 
 surface profit statements budget 
 perimeter interest accounts series 
 area graph discount equation 
 volume estimate balance practice 
 
134 A Suggested Twelve Year Program 
 
 III. FRACTIONS. 
 
 1. Addition and subtraction of simple fractions with like and 
 unlike denominators, developing the concept of common de- 
 nominators ; addition and subtraction of mixed numbers. 
 
 2. Multiplication and division. 
 
 a. Multiplication 
 
 (1) Multiplying whole numbers by a fraction and a frac- 
 tion by a whole number. 
 
 (2) Multiplying by a mixed number. 
 
 (3) Multiplying a fraction by a fraction. 
 
 b. Division 
 
 (1) Development of concept of dividing by a fraction. 
 
 (2) Development of concept involved in cancellation. 
 
 (3) Division of whole number by a fraction ; division of a 
 fraction by a fraction. 
 
 Examples: 4-^-1/2 (Explain that this means 1/2 
 subtracted from 4 as many times as possible, and that 
 the method in which we invert the divisor and multi- 
 ply is a short-cut method for performing this 
 operation.) 
 
 3. Concrete illustrations of four fundamental operations. 
 
 4. Reduction of fractions introducing the principle of cancel- 
 lation. 
 
 5. Problems involving fractions. 
 
 6. The story of fractions — History of Arithmetic by KarpinskL 
 
 History of Mathematics by Sanford. 
 
 IV. DECIMALS. 
 
 1. Development of ability to read and write tenths, hundredths 
 and thousandths as decimal fractions through concrete illus- 
 trations. 
 
 2. Development of the concept that a decimal fraction is a short- 
 cut method of writing a fraction. 
 
 3. Change common fractions to decimal fractions and decimal 
 fractions to common fractions using a variety of illustrations. 
 
 4. Four fundamental operations with decimals. 
 
 5. Problems of the home, school, and community involving the 
 use of decimals. (The trend in science, industry and com- 
 merce is towards the use of decimal fractions.) 
 
North Carolina Public Schools 135 
 
 Y. Measurement. 
 
 1. Use objective materials to aid in the development of the con- 
 cepts of measures, using standard units of measures. (See 
 Sixteenth Yearbook of the National Council of Teachers of 
 Mathematics, pp. 176-181.) 
 
 2. Problems involving the use of denominate numbers; use of 
 tables. 
 
 3. Reading and making graphs, such as line and bar graphs, 
 using local data. 
 
 4. Find perimeters of rectangle and triangle. 
 
 5. Find areas of square, rectangle, and triangle. 
 
 6. Find volumes of rectangular solids. 
 
 VI. Percentage. 
 
 1. Introduction of the concept of percentage by the use of a 
 variety of concrete illustrations. 
 
 2. Emphasis on relationships between common fractions, decimal 
 fractions, and percentage. 
 
 3. Find a percent of a number. 
 
 4. Simple interest. 
 
 5. Problems dealing with money matters and concrete objects. 
 
 VII. EQUATION. 
 
 Explain the meaning of the symbol for equality. Make oral 
 and written statements involving the use of the idea of equality. 
 
 Years vii-ix 
 
 The Mathematics of Relationships 
 
 (Required) 
 
 The grade placement of content materials and the skills to be 
 developed in these courses should place the emphasis upon the 
 students' present and probable future interests and needs. Upon 
 entering grade VII the students are beginning to have much 
 broader experiences and they are becoming capable of deeper 
 understanding. 
 
 The purpose of mathematical study in Years VII-IX is to bring 
 the students to an understanding of the meaning and the sig- 
 nificance of the concepts of number, measurement, equation, 
 formula, graph, table, function, operation, as being well estab- 
 lished methods of studying quantitative relationships, and to 
 develop skills in using these concepts for solving the problems 
 of everyday living. The methods and techniques for accomplish- 
 ing the above purposes will not be listed here. 
 
136 A Suggested Twelve Year Program 
 
 The course in mathematics, Years VII-IX, afford an excellent 
 opportunity for integrating the program of education. The 
 search for illustrative materials should send mathematics 
 teachers and students to the teachers of science, language, art, 
 geography, social science, etc., and also into the banks, shops, 
 stores, farms, courthouses, offices, etc. 
 
 The problem of differences in abilities, needs, and interests of 
 the students of this age and growth level should be recognized. 
 The laboratory method of study offers many possibilities in this 
 direction. The textbook and the ingenuity of the teachers are the 
 best aids. 
 
 The current trend in the study of mathematics is from a nar- 
 row computational subject to a subject of broad economic, social 
 and mathematical significance. The computational aspects of 
 arithmetic are now handled mainly through the many mechanical 
 devices found in the stores, shops, and offices, such as the adding 
 machine, computing scales, computing gasoline service tank, 
 slide rules, and comptometer. 
 
 Counting and measuring are two of the fundamental processes 
 by which man has built our civilization. These processes lead to 
 an endless number of relationships as expressed: In formulas 
 and equations through algebraic symbols ; in graphs through the 
 union of algebra and geometry; and in tables through use of 
 numbers. Some awareness of this is essential to full living in 
 such a scientific era as the present. 
 
 Clarity of understanding and expression along with accuracy 
 of work are some of the challenging issues to be met by teachers 
 and students who pursue the courses which follow. In support 
 of this idea, inventory tests are urged at the beginning of each 
 course, followed throughout the year with diagnostic as well as 
 the usual achievement tests. 
 
 Seventh Year 
 
 I FUNDAMENTAL OPERATIONS. 
 
 A. Whole numbers. 
 
 1. Inventory test to determine what concepts, principles, and 
 skills in the fundamental operations need emphasis. 
 
 2. Review of fundamental operations using problem situa- 
 tions as needed. 
 
 3. Use and practice in rounding off numbers. 
 
 B. Common and decimal fractions. 
 
 1. Rebuilding of concepts of both common and decimal frac- 
 tions, using concrete illustrations. 
 
North Carolina Public Schools 137 
 
 2. Changing from decimal to common fractions and from 
 common to decimal fractions. 
 
 3. The four fundamental operations, involving common and 
 decimal fractions and their use in problem situations. 
 
 4. Story of common and decimal fractions. 
 
 II. PERCENTAGE. 
 
 A. Building the concept of percentage using concrete illustrations. 
 Example : 25% of a rectangle which is divided on the decimal 
 scale. 
 
 B. Establishment of relationships between common and decimal 
 fractions and percent. Example: Vi = - 25 = 25%. 
 
 C. Introduction of concept of ratio with many practical appli- 
 cations. 
 
 D. Finding a per cent of a number. 
 
 E. Finding the per cent one number is of another number. 
 
 F. Uses of percentage as in the following: discount on bills; 
 commission on sales ; per cent of increase or decrease in school 
 attendance, population, etc.; simple interest on loans; and 
 problem situations relating to production, athletics records, 
 recipes, etc. 
 
 III. GRAPHS. 
 
 A. Meaning and use of bar, line, circle, picture, and map graphs. 
 
 B. Construction of bar and line graphs from data given in the 
 text and local problems relating to such items as production, 
 population, school attendance, taxes, and wages. 
 
 C. Rounding off numbers as related to graphical representation. 
 
 IV. USING ARITHMETIC IN PROBLEM SITUATIONS. 
 
 A. Pupil problems relating to the home, school, store, and com- 
 munity, such as personal budgets, budgeting of homeroom or 
 grade fund, school plant and equipment, school cost. 
 
 B. Everyday business problems, such as buying and selling, profit 
 and loss, discount, commission, simple cases of interest, in- 
 surance from the standpoint of sharing risks, banking 
 (checks, deposit slips, endorsements). 
 
 C. Use of graphs to establish the concepts of relationships listed 
 in sections A and B. 
 
138 A Suggested Twelve Year Program 
 
 Y. Geometric forms. 
 
 A. Introductory study of simple geometric forms in nature, 
 practical crafts, industry, etc., for purposes of motivation and 
 orientation. 
 
 B. Establishment of simple understanding of circle, angle, tri- 
 angle, rectangle, square, polygon, and related terms, such as 
 arc, diameter, circumference, altitude (perpendicular), area, 
 perimeter, volume. 
 
 C. Use of ruler, compasses, protractor, and squared paper : 
 
 1. Construction of basic figures — circle, angle, triangle, rec- 
 tangle, square. 
 
 2. Use of informal methods to establish basic relationships, 
 such as the following : radii of a circle are equal, all right 
 angles are equal, the sum of the angles of a triangle is 180 
 degrees. 
 
 V. Measurement. 
 
 A. Development of concepts of denominate numbers and their 
 equivalents. 
 
 1. Inventory test on denominate numbers and their equiva- 
 lents. 
 
 2. Re-establishment of concepts of different units of measure. 
 
 a. Use actual measuring units in the classroom. 
 
 b. Use standard units of measure with water, sand, or 
 other materials in establishing relationships between 
 different units of measure. 
 
 B. Story of weights and measures. 1 
 
 C. Informal development and use of the formulas for the fol- 
 lowing : 
 
 1. Perimeters of figures. 
 
 2. Areas for square, rectangle, triangle, parallelogram. 
 
 3. Volumes of cubes and rectangular solids. 
 
 D. Scale drawing (classroom, school building, etc.) 
 VII. Oral and Written Reports on Special topics. 
 
 Eighth Year 
 
 I. INVENTORY TEST OF SKILLS, CONCEPTS, PRINCIPLES. 
 
 Review of whole numbers, fractions, decimals, and of funda- 
 mental operations as needed. 
 
 x See The Story of Weights and Measures, published by the American Council on Education, 
 Washington, D. C. 
 
North Carolina Public Schools 139 
 
 II. Oral and Written problems involving the Use of Whole 
 Numbers, common and decimal fractions, percentage, 
 Graphs. 
 
 A. Business forms and practices in the home, school, community, 
 State and Nation, such as the following: banking, building 
 and loan, stocks and bonds, insurance, budgeting, simple and 
 compound interest, relationship between cash and installment 
 buying, taxes, reading time-tables and maps, and computing 
 cost of travel. 
 
 B. Suggested activities: 
 
 1. Making up estimates of materials and costs for projects. 
 
 2. Use of current problems. 
 
 3. Reports from newspapers and magazines on topics such as 
 those listed under section A. 
 
 4. Story of decimal fractions, symbols of operation, per- 
 centage, dollar mark. (See Sanford, History of Mathe- 
 matics.) 
 
 III. INFORMAL GEOMETRY. 
 
 A. Construction (ruler, compasses, protractor). 
 
 1. Bisection: line, angle, circle, rectangle, etc. 
 
 2. Perpendiculars, parallels, angle equal to a given angle. 
 
 3. Inscribe hexagon and other polygons in circle. 
 
 B. Concepts of symmetry, congruence, similarity, and equiva- 
 lence, using: triangles, polygons, circles, and illustrations 
 from art, nature, crafts, etc. 
 
 C. Indirect measurement. 
 
 1. Experiments with congruent triangles developing in- 
 formally the following cases: two sides and the included 
 angle, two angles and the included side, three sides. 
 
 2. Experiments with similar triangles developing informally 
 the following cases: one angle equal and including sides 
 in same ratio, two angles of one equal two angles of the 
 other. 
 
 3. Scale drawings of floor plans, tennis court, baseball 
 diamond, streets, maps, etc. 
 
 4. The right triangle, Pythagorean relation, use of tables of 
 squares and square roots. 
 
 5. Out-of-door work using such home-made instruments as 
 transit, level, and hypsometer. 
 
140 A Suggested Twelve Year Program 
 
 6. Estimating distances, areas, volumes, and checking by 
 actual measurements. 
 
 D. Measurements related to home, school, science, industry, etc. 
 
 1. Inventory test on denominate numbers and their equiva- 
 lents. 
 
 2. Continued study and use of such formulas as grow out of 
 the measurement of perimeters of triangles, squares, rec- 
 tangles ; areas of triangles, squares, rectangles, trapezoid, 
 circles; surfaces and volumes of prisms, pyramids, cones. 
 
 3. Construction and use of models of plane and solid figures ; 
 use of standard units of weights and measures. 
 
 4. Experimental determination of the relationships between 
 standard units of measure. 
 
 Examples: 1 cu. ft. = 62.5 lbs. water 
 1 meter = 1.1 yds. 
 
 IV. EQUATION. 
 
 1. The equation concept established through formulas. 
 
 Use of scales, teeter-board, and other mechanical devices to 
 implement the equation concept. 
 
 2. Basic skills and techniques for using the equation. 
 
 a. Verbal statements and symbolic representations of quanti- 
 tative relationships. 
 
 b. Addition and subtraction of similar terms. 
 
 c. Evaluation of formulas and equations. 
 
 d. Solution of equations involving not more than two steps. 
 
 3. Making and solving problems related to home, travel, per- 
 centage, insurance, etc. 
 
 4. Ratio and proportion. 
 
 5. Percentage. Find a number when a per cent of it is given. 
 Example : Twenty-five per cent of a number is 50. Find the 
 
 number (.25x = 50). 
 
 6. Oral and written reports on special topics. 
 
 (This course should be flexible as to content and method of 
 development.) 
 
 Ninth Year 
 
 (Course A or B Required) 
 
 COURSE A: MATHEMATICS. 
 
 This will likely be taken by students who do not intend to 
 pursue mathematics much further. Hence this course should 
 give students a good check up on what they have studied in 
 
North Carolina Public Schools 141 
 
 mathematics. It should also give them some insight into the 
 more powerful forms of analysis as found in algebra through the 
 use of the equation and the formula and in geometry through 
 measuring and construction work establishing relationship of 
 areas, volumes, etc. 
 
 The following topics are suggested for work in this year; 
 teacher and pupils should select topics and add new topics in 
 keeping with needs and interests. 
 
 1. Inventory test on concepts, skills, and principles developed 
 in Years VII and VIII. Review and extension of concepts, 
 skills, and principles relating to integers, decimals, fractions, 
 fundamental operations, estimating and checking, denomi- 
 nate numbers, percentage, tables of squares, square roots, 
 compound interest and other tables dealing with money 
 matters. 
 
 2. Development and use of formulas for areas, perimeters, and 
 volumes of such figures as pyramids and cones. Take a cone 
 and a cylinder of the same base and altitude, fill the cylinder 
 with sand and then see how many times this will fill the 
 cone. Do the same for a pyramid and a prism. 
 
 3. Review of the basic concepts relating to the angle, triangle, 
 and circle, making geometric constructions. 
 
 4. Constructions : triangle given sas, asa, sss ; triangle similar 
 to a given triangle; find the center of circle when an arc is 
 given ; angles of 30, 45, and 60 degrees. 
 
 5. Informal proofs of elementary theorems by measurement 
 and construction. Typical exercises : 
 
 a. The sum of the angles of a triangle equals 180 degrees. 
 Cut out paper or cardboard triangles and cut off angles 
 and place together to form a straight line. 
 
 b. The Pythagorean theorem. Employ usual construction 
 of right triangle with squares on hypotenuse and legs 
 divided into units of equal measure. Multiply both sides 
 of the equation c 2 = a 2 + b 2 by pi over 4 and interpret 
 the result: The circle on the hypotenuse as diameter is 
 equal to the sum of the two circles on the legs as 
 diameters. 
 
 6. Graphs: Draw circle graphs; read and construct more ad- 
 vanced bar and line graphs based on data of significance to 
 pupils ; use graphs in study of linear equations. 1 
 
 a See Graphs, How to Make and Use Them, by Arkin. 
 
142 A Suggested Twelve Year Program 
 
 7. Story of the development of geometry including indirect 
 measurement. 1 
 
 8. Use of home-made instruments for measuring, such as 
 transit level, hypsometer, proportional compasses, adding 
 machine. 
 
 9. Story of algebraic symbolism. 2 
 
 10. Evaluation of formulas. Example: The destructive power 
 of an automobile is given by the formula K = WV 2 , where 
 W = weight of car and V = speed of car. 
 
 Let W = 3000 lbs. V = 30 miles per hour . 
 
 V = 60 miles per hour 
 
 V = 90 miles per hour 
 
 Note that in doubling the speed the destructive power is 
 four times as great, and that trebling the speed makes the 
 destructive power of the car nine times as great. 
 
 11. Review and extension of concepts of formula, equation, 
 similar terms, ratio and proportion. 
 
 Example: The distance a car will run after the brakes are 
 applied is proportional to the square of the velocity, or as ex- 
 pressed in a formula D = .07V 2 , where D = distance in feet, 
 and V = miles per hour. Plot this equation on graphical 
 paper. 
 
 12. Develop concepts of low powers (a 2 , a 3 ) , positive and negative 
 numbers as found in current magazines. 
 
 13. Fundamental skills, techniques and principles for dealing 
 with the equation and the formula: 
 
 a. Four fundamental operations involving positive and 
 negative numbers, using numerals and letters to repre- 
 sent numbers. 
 
 b. Squaring a binomial: (a + b) a ; (a + b) (a — b) ; etc. 
 
 x + 2 
 
 c. Equations with simple algebraic fractions : = 7, 
 
 etc. 3 
 
 14. Establishment of relationships between table, formula, equa- 
 tion, and graph. See examples in 10 and 11 above. 
 
 15. Solution of first degree equations involving one unknown 
 quantity using the following axioms : If equals are divided 
 by equals the quotients are equal ; if equals are multiplied by 
 
 l See History of Mathematics by Sanford. 
 
 ■See History of Mathematical Notation, VoL 1 by Cajori. 
 
North Carolina Public Schools 143 
 
 equals the products are equal ; if equals are subtracted from 
 equals the differences are equal ; if equals are added to equals 
 the sums are equal. 
 
 16. Translation of statements into formulas. Example: The 
 arm strength of boys up to age 17 is determined by adding 
 the pull-ups (chins) to the push-ups (as on parallel bars) and 
 multiplying this sum by the result of taking 1/10 of the 
 boy's weight in pounds plus the height in inches minus 60. 
 In formula this is A = (P + p) (w/10 + h — 60). In 
 physical education this affords a means of classifying boys 
 as to athletic powers. 
 
 17. Use of equations in the solution of problems arising in home, 
 business, shop, science, etc. 
 
 18. Problems involving equations applied to measurements of 
 perimeters, areas of squares and rectangles, triangles, circles, 
 volumes and surfaces of the rectangular prism, triangular 
 prism, cylinder, etc. 
 
 19. Scale drawing. Making maps of school grounds; making 
 maps of the State showing by counties, population, produc- 
 tion in agriculture, production in industry, and school popu- 
 lation ; learning to read blue-prints. 
 
 20. Oral and written reports on special topics chosen by pupils 
 because of individual interests. 
 
 COURSE B: FIRST YEAR ALGEBRA. 
 
 1. Inventory test on skills and principles related to equations 
 and formulas. Review and extension of concepts of coeffi- 
 cient, equation, formula, similar terms. 
 
 2. Story of the development of algebra. 1 
 
 3. Practice in the expression of quantitative statements in 
 algebraic shorthand. 
 
 4. Evaluation of formulas and algebraic expressions. 
 
 5. Development of concepts and skills in the use of base, ex- 
 ponent, power, and laws of exponents. 
 
 6. Interpretation and application of common formulas relating 
 to areas, volumes, etc. 
 
 7. Making of formulas based on verbal statements. 
 
 8. Making of formulas based on tables. 
 
 1 See The History of Mathematics by Sanford. 
 
144 A Suggested Twelve Year Program 
 
 9. Solution of simple linear equations involving only one un- 
 known, using the following axioms : If equals are divided by- 
 equals the quotients are equal; if equals are multiplied by 
 equals the products are equal ; if equals are subtracted from 
 equals the differences are equal ; if equals are added to equals 
 the sums are equal. 
 
 10. Use of equations to solve problems involving per cent, simple 
 interest, other business problems of discount, commission, 
 profit and loss, taxation. 
 
 11. Review and extension of ability to make and interpret statis- 
 tical graphs (bar, line, circle, picture, map, etc.) ; graphs of 
 formulas. 
 
 12. Graphical and algebraic solutions of pairs of first degree 
 equations in two unknowns. 
 
 13. Problems involving two first degree equations in two un- 
 knowns. 
 
 14. Special products and factoring. 
 
 15. Fractions and fractional equations including decimals. 
 
 16. Relationships between table, formula, equation, and graph. 
 
 17. Oral and written reports on special topics. 
 
 MATHEMATICS FOR YEARS X~XII 
 
 (Elective) 
 
 The courses in mathematics for Years X-XII are designed to 
 meet three specified needs : 
 
 1. To equip students who are not going to college to meet 
 practical everyday problems of a quantitative type. (For 
 this group of students two courses are offered, Mathematics 
 X, Course A, and a course in Business Arithmetic with the 
 emphasis upon the arithmetical and graphical study of eco- 
 nomic, social, and industrial problems.) 
 
 2. For students who will need to take mathematics in college 
 and also for those who desire to continue the study of 
 mathematics and therefore want the more formal type of 
 course. For this group the following courses may be 
 offered: Mathematics XA or XB, (second year algebra) 
 plane and solid geometry (integrated), second year algebra, 
 plane geometry, advanced algebra, solid geometry, trigo- 
 nometry. 
 
North Carolina Public Schools 145 
 
 3. The Emergency Course in Basic Mathematics is designed for 
 those students in the last two years of high school who feel 
 the need to strengthen their knowledge of mathematics (for 
 military purposes or otherwise) and who do not have the 
 time, in this crisis, to spend two or more years taking the 
 regular courses. 
 
 Tenth Year 
 
 COURSE A: MATHEMATICS (ELECTIVE) 1 YEAR. 
 
 1. Inventory test on concepts, skills, and principles studied in 
 Year IX. Review and extension of number concepts to in- 
 clude irrational numbers. Applications to commerce, in- 
 dustry, and community problems. Emphasis on approximate 
 computation. 
 
 2. Review of techniques necessary for the solution and evalua- 
 tion of first degree equations and formulas. Emphasis on 
 checking. 
 
 3. Graphical and algebraic solution of the quadratic equation. 
 
 4. Use of first and second degree equations in the solution of 
 problems relating to science, business, etc. 
 
 5. Percentage as related to business, social studies, industry, 
 etc. 
 
 6. Logarithms as used in computational work. 
 
 7. Use of tables: square root, logarithms, interest, annuity, 
 installment buying. 
 
 8. Slide rule and other computing devices. 
 
 9. Ratio and proportion (geometric and algebraic). Use of 
 problem situations relating to measurement, motion, recipes, 
 etc. 
 
 10. Interpretation and construction of bar, line, circle, and other 
 types of graphs in connection with the social studies, com- 
 munity problems, etc. 
 
 11. Understanding of the relationships between formula, equa- 
 tion, graph, and table. 
 
 12. Scale drawing : floor plans, tennis courts, maps. (State maps 
 showing production of farms and industry offer good possi- 
 bilities.) 
 
 13. Story of exponents and logarithms. 1 
 
 (There should be much flexibility in this course both as to the 
 content and the method of development.) 
 
 1 See The History of Mathematics by Sanford. 
 
146 A Suggested Twelve Year Program 
 
 COURSE B: SECOND YEAR ALGEBRA (ELECTIVE) 1 YEAR. 
 
 1. Inventory test of skills and principles studied in first year 
 algebra. Review of fundamental operations with algebraic 
 expressions as needed. Emphasis on signed numbers. 
 
 2. Review the techniques necessary for the evaluation and 
 solution of formulas and equations of the first degree. Em- 
 phasis on checking. 
 
 3. Fractions and fractional equations, including decimals. 
 Problems on motion, work, etc. 
 
 4. Ratio, proportion, and variation with application to indirect 
 measurement, blue-prints, recipes, enlarging maps, etc. 
 
 5. The study of the four-fold relationships in connection with 
 tables, formulas, graphs, and equations. Use squared paper. 
 
 6. Fundamental laws of exponents, square root, radicals, frac- 
 tional exponents, negative exponents, imaginary numbers, 
 equations involving fractional exponents, use of tables of 
 logarithms. 
 
 7. Quadratic equations in one unknown. Graph of quadratic 
 function, showing maximum and minimum values, with 
 applications. 
 
 8. Simultaneous equations: both of first degree; one first and 
 one second degree. Problems related to motion, money, 
 space, etc. 
 
 9. Arithmetic and geometric series with problems. 
 
 10. Story of algebra. 1 
 
 11. Oral and written reports on topics chosen by pupils because 
 of special interests. 
 
 Eleventh Year 
 
 COURSE A: PLANE GEOMETRY (ELECTIVE) 1 YEAR. 
 
 1. Inventory test for concepts, skills, and clarity of expression 
 followed by review of construction work using ruler, com- 
 passes, and protractor ; and re-establishment of concepts and 
 principles relating to basic figures. 
 
 2. Establishment of the working principles consisting of defi- 
 nitions, postulates, axioms, and undefined terms. 
 
 3. Development of an understanding of what is meant by a 
 proof, different types of proof, both non-mathematical and 
 mathematical. 
 
 1 See History of Mathematics by Sanford. 
 
North Carolina Public Schools 147 
 
 4. Development of skill in demonstration of theorems. 
 
 5. Facts and principles related to such topics as congruence, 
 similarity, concurrence, parallelism, indirect measurement, 
 mensuration, loci, and construction. 
 
 6. A wide range of applications for the method of postulational 
 thinking as in athletic contests, court room, etc. 
 
 7. Construction and use of models and instruments, such as 
 pantograph, proportional compasses, etc. 
 
 8. Applications of geometry to designing, art, architecture, 
 crafts, mechanical drawing, map making, etc. 
 
 9. Story of geometry ; builders of geometry ; discussion of some 
 features of modern geometry such as Theorem of Menelaus, 
 nine point circle theorem, etc. 
 
 10. Oral and written reports on topics chosen by pupils because 
 of special interests. 
 
 COURSE B: PLANE AND SOLID GEOMETRY, INTEGRATED (ELECTIVE) 1 YEAR. 
 
 1. Basic propositions with lines, planes, and solids. 
 (Standard lists of propositions as found in reports of 
 National Commission on Mathematical Requirements, Col- 
 lege Entrance Board, Regents of the University of the State 
 of New York, etc.) 
 
 2. Free hand sketches of two- and three-dimensional figures and 
 constructions using compass, ruler, and protractor. 
 
 3. Student-made models and instruments. 
 
 4. Correlation of work in geometry through mensuration to 
 arithmetic and algebra. 
 
 5. Development of greater skill in using deductive reasoning as 
 related to geometric ideas and as found in life situations. 
 
 6. Applications of geometry to designing, art, architecture, 
 crafts, mechanical drawing, map making, etc. 
 
 7. Story of geometry ; builders of geometry ; discussion of some 
 features of modern geometry such as the nine point circle 
 theorem, Theorem of Menelaus, etc. 
 
 8. Oral and written reports on topics chosen by pupils because 
 of special interests. 
 
148 A Suggested Twelve Year Program 
 
 Twelfth Year 
 
 COURSE A: BUSINESS ARITHEMETIC (ELECTIVE) 1 YEAR. 
 
 (This course to be taken in either the Eleventh or Twelfth 
 Year.) 
 
 1. Inventory test for concepts, skills and accuracy followed by 
 a re-study of the fundamental processes with common and 
 decimal fractions and per cents. Use problem situations. 
 
 2. Short-cut methods of computation. 
 
 3. Understanding and use of elementary statistical methods : 
 
 a. "Gallup Poll," athletic records, reports of insurance com- 
 panies, etc. 
 
 b. Some technical skill in making accurate charts and 
 graphs to express statistical data. Examples: Popu- 
 lation (census figures), labor, production. State and 
 county maps showing population, production, etc. 
 
 c. Frequency tables, scatter diagrams, arithmetic average, 
 median. 
 
 4. Use of tables : square root, logarithm, interest, investment, 
 insurance. 
 
 5. Investments, such as building and loan, stocks, bonds, mort- 
 gages, banking procedures, cost of owning a home, annuities, 
 other forms of thrift. 
 
 6. Advantages and disadvantages of installment buying. 
 
 7. Family budgets. 
 
 8. Bases of taxation and bond issues. Common forms of taxes. 
 
 9. Demonstration of use of computing machines. 
 
 10. Construction and use of index numbers (wages, cost of 
 living, etc.). 
 
 11. Study of common forms of insurance. 
 
 12. National policies relating to price fixing, crop control, tariffs, 
 social security, etc. 
 
 13. Measurement of lengths, surfaces, and volumes. 
 
 14. Reports on special topics related to the work of the course. 
 (There should be flexibility in this course both as to the content 
 
 and the method of development of the course.) 
 
 COURSE B: ALGEBRA (ELECTIVE) ONE-HALF YEAR. 
 
 1. Review and extension of basic concepts, principles, and skills. 
 
 2. Linear and quadratic functions and equations. Use of graphs. 
 
North Carolina Public Schools 149 
 
 3. Formulation and solution of problems of commerce, industry, 
 science, home, and community. 
 
 4. Exponents, radicals, and radical equations, with problems. 
 
 5. Arithmetic, geometric, and binomial series, with problems. 
 
 6. Solutions of simultaneous equations of first and second 
 degree. 
 
 7. Establishment of the four-fold relationship between formula, 
 graph, equation, and table. 
 
 8. Story of the development of algebra, 1 reports on special 
 topics. 
 
 9. Reports on symbols, fractions, computation, Vieta, Descartes, 
 Newton, Recorde, etc. 2 
 
 COURSE C: SOLID GEOMETRY (ELECTIVE) ONE-HALF YEAR. 
 
 1. The basic propositions with the relation of lines and planes 
 in space, and properties and mensuration of solids. 
 
 2. Free-hand sketching from student-made models, both solid 
 and wire-outline ; tracing of shadows of models. 
 
 3. Basic formulas for mensuration: lengths, areas, and 
 volumes. 
 
 4. Correlation of solid geometry through mensuration with 
 arithmetic and algebra. 
 
 5. Exhibit simple theorems from Modern Geometry. Examples : 
 Nine point circle theorem, Pascal's theorem on hexagons, 
 etc. 3 
 
 6. Oral and written reports on topics chosen by pupils because 
 of special interests. 
 
 COURSE D: TRIGONOMETRY (ELECTIVE) ONE-HALF YEAR. 
 
 1. Six trigonometric functions of the general angle. 
 
 2. Reduction formulas. 
 
 3. Basic identities. 
 
 4. Addition formulas for sine, cosine, and tangent. 
 
 5. Radian measure. 
 
 6. Double-angle and half -angle formulas. 
 
 7. Solution of general triangle. 
 
 8. Practical problems on heights and distances, and elementary 
 problems in air and sea navigation. 
 
 iSee The History of Mathematics by Sanford. . 
 
 2 Bell: Men of Mathematics; Sanford, op. cit. Dantzig: Number: The Language of Science. 
 3 Sanford: op. cit. Cajori : The History of Mathematics. 
 
150 A Suggested Twelve Year Program 
 
 9. Field work using home-made transit and plane table. 
 
 10. Make and use slide rule. 
 
 11. Story of the development of Trigonometry. 
 
 Eleventh or Twelfth Year 
 
 EMERGENCY COURSE IN BASIC MATHEMATICS (ELECTIVE). 
 
 PURPOSE OF COURSE 
 
 The general purpose of an emergency course in basie mathematics is 
 to provide, in the last year or two of the secondary school, instruction and 
 training that will be of the widest possible usefulness during this emer- 
 gency. 
 
 It is the judgment of experienced industrial and military training 
 authorities that specialized and technical training can be done best in 
 schools and classes organized for that purpose. An emergency course in 
 basic mathematics, therefore, should provide the foundations upon which 
 later specialized military and industrial training may rest. 
 
 It should be understood that any emergency course in basic mathematics 
 is not designed to replace the regular sequential offerings in mathematics. 
 Rather it seeks to meet an emergency need for: 
 
 (a) Junior or senior pupils who for one reason or another may not 
 have taken any basic mathematics course in high school; or 
 
 (b) Pupils (and out-of-school youth) who may have taken one or 
 more basic mathematics courses in high school but need an intensive 
 review for the purpose of refreshing their mathematical knowledges 
 and skills with special emphasis upon the applications thereof. 
 
 Students who have had mathematics through the eighth year may be 
 admitted to this course with the principal's permission. 
 
 TOPICAL OUTLINE OF THE PROPOSED COURSE 
 
 ARITHMETIC 
 
 A. Fundamental Operations. 
 
 1. Inventory test to determine which basic skills and techniques need 
 emphasis. 
 
 2. Fundamental operations using whole numbers. 
 
 3. Reading and writing whole numbers. 
 
 4. Denominate numbers. 
 
 6. Making and solving problems related to every day affairs. 
 
 B. Common Fractions. 
 
 1. Multiplication and division. 
 
 2. Addition and subtraction, mixed numbers. 
 
 3. Reduction of fractions, cancellation. 
 
 4. Making and solving problems involving fractions. 
 G. Decimal Fractions. 
 
 1. Reading and writing decimals. 
 
 2. Adding and subtracting. 
 3< Multiplying and dividing. 
 
 4. Changing common fractions to decimal fractions. 
 Changing decimal fractions to common fractions. 
 
 5. Problems involving decimals, as money matters, measuring. 
 
North Carolina Public Schools 151 
 
 D. Percentage. 
 
 1. Reading and writing per cents. 
 
 2. Finding a per cent of a number or quantity. 
 
 3. Finding what per cent one number is of another number. 
 
 4. Finding a number when a percent of the number is given (Concrete 
 illustrations of 2, 3, 4 above). 
 
 6. Rounding off numbers, approximations. 
 
 6. Problems involving the use of per cent and decimals as in: 
 discount, commission, interest, other money matters; measuring. 
 
 INFORMAL GEOMETRY 
 
 A. Direct Measurement. 
 
 1. Instruments: ruler, compasses, protractor, plane table, steel tape. 
 
 2. Measuring lengths, distances and heights. 
 
 3. Estimating and checking by measuring, using approximation 
 methods. 
 
 B. Scale Drawing. 
 
 1. Making and reading maps, enlarging maps. 
 
 2. Reading blue prints, using plane table. 
 
 C. Circular Measure. 
 
 1. Terms related to circle: radius, diameter, chord, circumference, 
 tangent, etc. 
 
 2. Angle measures: degree, minute, radian, inscribed and circum- 
 scribed polygons, using protractor. 
 
 3. Formulas growing out of circular measure. 
 
 D. Triangle. 
 
 1. Terms related to the triangle: base, altitude, median, right angle 
 triangle, acute angle triangle, obtuse angle triangle, circum- 
 center, in-center. 
 
 2. Construction of triangles. 
 
 3. Angle sum, area, informal development of formulas. 
 
 E. Areas, Volumes, Weights. 
 
 1. Standard units of measure. 
 
 2. Relationships between units of measure, examples 1 cu. ft. of 
 water = 62.5 lbs. 231 cu. in. — 1 gallon. 
 
 3. Making estimates and checking by measuring. 
 
 4. Developing formulas which grow out of above work. 
 
 F. Symmetry, Congruence, and Similarity. 
 
 1. Drawing figures. 
 
 2. Collecting illustrations. 
 
 ALGEBRA 
 
 A. Literal Numbers. 
 
 1. Fundamental operations. 
 
 2. Evaluation of formulas. Example: A = irr-. 
 
 Let r = 3 inches, then let r = 6 inches; compare results. 
 
 3. Using monomial and binomial expressions with letters representing 
 numbers. 
 
152 A Suggested Twelve Year Program 
 
 B. Graphs. 
 
 1. Read and make line, bar and circle graphs. 
 
 2. Using data related to motion, distance, areas, weight, money 
 matters, etc. 
 
 C. Equations. 
 
 1. Concrete illustrations of the equation concept. 
 
 2. Solving and evaluating equations. 
 
 3. Permissible operations on the equation. 
 
 4. Special products, factors. 
 
 5. Signed numbers. 
 
 6. Short-cut methods. 
 
 D. Exponents and Radicals. 
 
 1. Rules for operation. 
 
 2. Square and square root tables. 
 
 TRIGONOMETRY 
 
 1. Instruments: ruler, compasses, protractor. 
 
 2. Measuring angles, using protractor, hypsometer. 
 
 3. Learning and using the trigonometric ratios. 
 
 4. Fundamental identities, hypotenuse rule. 
 
 5. Computing heights and distances using tables of logarithms, and 
 natural functions. 
 
 In the course outlined above, the approximate percentages of time to be 
 devoted to different phases of mathematics are suggested as follows: 
 
 Arithmetic 40% Algebra 30% 
 
 Geometry 20% Trigonometry 10% 
 
 The scope of the foregoing outline of content provides for a two- 
 semester course. Adaptations should be made in the light of individual 
 needs of the pupils enrolled. In the development of this course it is 
 recommended that major emphasis be placed upon industrial and military 
 applications. Thoroughness and mastery should be major objectives 
 rather than determination to have each pupil complete a pre-determined 
 schedule of assignments. 
 
 Texts for the course: 
 
 A multiple set of texts could be used for this course. Selections from the 
 following State-adopted basal texts will give adequate practice materials, 
 but the teacher should select from each book only the portions needed in 
 developing the course along the lines suggested in the outline above. 
 
 Mathematics Through Experience. Silver. 
 General Mathematics, Third Course. Allyn. 
 Modern Algebra, First Course. World. 
 Plane Geometry. Row. 
 Plane Trigonometry. Ginn. 
 
 Other texts for reference: 
 
 Van Tuyl. Mathematics at Work. American. (Covers about all of 
 the topics recommended.) 
 
North Carolina Public Schools 153 
 
 Munn, et al. Useful Mathematics — A High School Course in Funda- 
 mentals. Ginn. (Covers all topics recommended except trigo- 
 nometry.) 
 
 Betz. Basic Mathematics. Ginn. (Covers about all of the topics 
 recommended.) 
 
 REFERENCES: 
 
 The following publications will greatly enrich the study of 
 mathematics for teachers and students. The titles listed include 
 books for both elementary and secondary teachers and students. 
 Each school library should contain several of the references 
 listed here. Large schools could afford the whole list. 
 
 American Council on Education. Telling Time Throughout the Centuries. 
 
 20tf. 
 The Story of Numbers. 10^. 
 The Story of Our Calendar. 10^. 
 The Story of Weights and Measures. 10£. 
 Monographs published separately by the 
 
 Council, Washington, D. C. 
 
 Arkin. Graphs: How to Make and Use Them. Harper. 1936. $3.00. 
 
 Breslich. Technique of Teaching Mathematics. University of Chicago 
 Press. 1934. $2.00. 
 
 Brownell. Arithmetic in Grades I and II, A Critical Summary of New and 
 Previously Reported Research. Duke University Press. 1941. 
 
 Cajori. History of Mathematics. Macmillan. 1931. $4.00. 
 
 Cooley and others. Introduction to Mathematics. Houghton. 1937. $3.25. 
 
 Dantzig. Number, The Language of Science. Macmillan. $3.00. 
 
 Dudeney. Puzzles and Curious Problems. Nelson. 1932. $1.50. 
 
 Hassler and Smith. The Teaching of Secondary Mathematics. Macmillan. 
 1936. $2.75. 
 
 Jones. Mathematical Wrinkles (Revised). Nashville, Tenn.: Jones Com- 
 pany. $3.00. 
 
 Karpinski. The History of Arithmetic. Rand. 1923. $2.00. 
 
 Minnick. Teaching Mathematics in Secondary Schools. Prentice-Hall. 
 1939. $3.00. 
 
 National Council of Teachers of Mathematics. 
 Fifth Yearbook: The Teaching of Geometry. 
 Seventh Yearbook: The Teaching of Algebra. 
 Tenth Yearbook: The Teaching of Arithmetic. 
 
 Fifteenth Yearbook: The Place of Mathematics in Secondary Educa- 
 tion. 
 Sixteenth Yearbook: Arithmetic in General Education. 
 
 New York: Bureau of Publications, Teachers College, Columbia 
 University. 
 
154 A Suggested Twelve Year Program 
 
 National Society for the Study of Education: Twenty-Ninth Yearbook. 
 Report of the Society's Committee on Arithmetic. Public School Pub. 
 
 Progressive Education Association. Mathematics in General Education. 
 Appleton. 1940. $2.75. 
 
 Sanford. Short History of Mathematics. Houghton. 1930. $3.25. 
 
 Smith. Number Stories of Long Ago. Ginn. 1919. 60^. 
 
 Smith. Wonderful Wonders of One, Two, Three. McFarlane. 1937. $1.00. 
 
 Weeks. Boy's Own Arithmetic. Dutton. 1924. $2.00. 
 
 Wheat. The Psychology and Teaching of Arithmetic. Heath. 1937. 
 
 Woodring and Sanford. Enriched Teaching of Mathematics in Junior and 
 Senior High School (Revised Edition). New York: Bureau of Publi- 
 cations, Teachers College. $1.75. 
 
 Magazines — 
 
 The Mathematics Teacher, 525 W. 120th Street, New York. $2.00. 
 School Science and Mathematics, Menesha, Wis. $2.50. 
 
SOCIAL STUDIES 
 
 I. general Statements. 
 
 A. The social studies include those materials in the curriculum 
 which are drawn from the fields of history, geography, 
 economics, sociology, political science, psychology, and 
 ethics. They permeate all fields of the curriculum and are 
 therefore one of the richest sources of materials for the 
 child's program. Some of the most effective integrations 
 of learnings take place in the development of social studies 
 units of work. For example, many valuable language arts 
 skills emerge from the reading, writing, and speaking 
 needed in studying a social problem. 
 
 B. Chief among the values which the social studies contribute 
 to the individual and to the school program is the develop- 
 ment of the ability to meet situations involving social 
 relationships. Self-dependence in the location of informa- 
 tion and power in reflective thinking are outcomes made 
 increasingly important by rapid social change and the con- 
 tinuous emergence of novel and complex problems. A 
 sense of continuity, including time concepts, a sense of 
 evidence as a basis for reasoned conclusions, and a sense of 
 tolerance are essential values to the pupil. Further values 
 derived from the social studies are the development of 
 historical mindedness, a sense of the interdependence be- 
 tween man and his environment, the development of space- 
 place relationships, and the development of the quantitative 
 way of thinking. 
 
 C. Democracy is the fundamental pattern for group living in 
 America and should receive practical emphasis in the social 
 studies program. The school organization and general set- 
 up should provide opportunities for children to live in a 
 democratic way. This can be accomplished only when 
 pupils take part in planning and carrying out school 
 activities of all kinds. 
 
 D. A major objective of the social studies program should be 
 the development of fundamental concepts concerning the 
 economic, social, and cultural life of the people through 
 exploring the community as well as other sources of infor- 
 mation. 
 
 E. The social studies program should begin at home. A study 
 of the immediate environment and of the State in general 
 
156 A Suggested Twelve Year Program 
 
 is relatively more important than an intimate knowledge of 
 places far away, both with reference to time and geographi- 
 cal location. Hence, it seems desirable to emphasize the 
 contemporary and the immediate, giving them more mean- 
 ing by reference to the past and the far away. Expansion 
 of the fundamental concepts developed in the study of the 
 local community makes possible a better understanding of 
 national and international problems. 
 
 F. Throughout the social studies program in high school as 
 well as in elementary school, every effort should be made to 
 relate the work of the various courses to North Carolina, 
 even though one year has been designated particularly for 
 the study of the State and its interdependences.' 1 For 
 example, the Boston Tea Party should be compared with the 
 Edenton Tea Party and this whole movement against the 
 abuse of the colonies by England should be interpreted in 
 terms of its effect upon our ways of living. Likewise, the 
 study of the Industrial Revolution will have more meaning 
 for high school pupils if it is approached from an angle 
 which shows its effect upon the rise and development of 
 industry in this State. In other words, the Industrial 
 Revolution as it emerged in England should be studied as a 
 background for the Industrial Revolution that really got 
 under way about 1880 in North Carolina. 
 
 G. The social studies program should be made dynamic and 
 vital in the everyday living of youth. To accomplish this 
 the school must lay greater stress upon those experiences 
 that will be most meaningful for the average student. How- 
 ever, the experiences which are fruitful for one person are 
 not necessarily helpful to another. Therefore, a variety of 
 experiences should be provided for through the use of basal 
 and supplementary texts, libraries, magazines, pamphlets, 
 school news weeklies, maps, charts, lantern slides, motion 
 pictures, dramatics, construction work, and excursions into 
 the community. 
 
 H. A school approach to the social studies from the first to the 
 last school year is desirable. The life of the school with its 
 typical items of planning the school day, electing officers, 
 hearing committee reports, issuing the school newspaper, 
 and participation through the school council is a vital part 
 of the social studies curriculum. Problems should be set 
 through cooperative planning and social studies materials 
 
North Carolina Public Schools 157 
 
 should be assembled to help solve them. Teachers should 
 feel free to arrive at solutions either through logical ar- 
 rangement or through a child-community-interest organi- 
 zation or through both. Materials from all fields of the 
 social studies (history, geography, economics, sociology) 
 should be integrated to furnish complete understandings. 
 I. Children often wish to repeat pleasurable experiences, and 
 that is desirable provided variations are made so that addi- 
 tional valuable learnings are gained each year. It is not 
 desirable, however, to make almost identical studies of such 
 topics as the Pilgrims, or transportation, in successive 
 years. Each year should show growth in social under- 
 standing. 
 
 II. CONCEPTS AND GENERALIZATIONS. 
 
 There is general agreement that the following generalizations 
 are important for a social studies program in a democracy. 
 
 There are, of course, countless other equally valuable generali- 
 zations that pupils will develop during twelve school years. This 
 random selection, the sources for which cannot be given accu- 
 rately, is placed here merely to suggest to teachers what kind of 
 understandings might finally be expected from pupils if the social 
 studies program is adequately developed. 
 
 1. Man's conception of truth changes. 
 
 2. Social changes have traceable causes. 
 
 3. Man is a social being and needs contacts with others of his 
 kind. 
 
 4. Nothing runs into the present without pressure from the 
 past. 
 
 5. Man is an individual and as a member of various groups is 
 increasingly dependent upon others. 
 
 6. Physical environment affects and is affected by man. 
 
 7. Freedom is enjoyed through the exercise of intelligence and 
 the assumption of responsibility. 
 
 8. Conditions of living are being constantly made better. 
 
 9. Understanding that men are alike in fundamental respects 
 is basic to improved human relationships. 
 
 10. The existence and progress of man are dependent upon his 
 adaptability. 
 
158 A Suggested Twelve Year Program 
 
 III. Abilities and Skills. 
 
 Each year from the first through the twelfth should see an 
 appreciable growth in most of the following skills. Some items 
 would have later beginnings than others. Local teaching groups 
 might indicate the year in which certain items would receive 
 particular stress and in which practical mastery would be ex- 
 pected from the average pupil. By the end of the twelfth year 
 all pupils should be well along the way toward mastery of all the 
 skills and abilities listed. 
 
 1. The development of good study habits, such as beginning a 
 job promptly, listening to and understanding directions, 
 concentrating on the work at hand, and having a plan of 
 work. 
 
 2. Ability to do critical reading, interpret data, compile bibli- 
 ographies, and make a report, oral or written, upon the 
 problem studied. 
 
 3. Ability to use a social studies vocabulary. 
 
 4. Ability to evaluate sources of information and to recognize 
 and analyze propaganda. 
 
 5. Development of time and place orientation. 
 
 6. Ability to use and interpret materials, such as maps, globes, 
 slides, relics, newspapers, observation trips, and information 
 gained from interviews and discussion. 
 
 7. Skill in the use of numbers in such activities as making 
 personal budgets, community surveys, reading and making 
 graphs, and interpreting social statistics. 
 
 8. Skill in obtaining pertinent information from current 
 periodicals. 
 
 9. Ability to take part in orderly exchange of opinions, with 
 respect for the opinions of others. 
 
 10. Ability to use a variety of means of expression, including 
 language, paint, crayon, paper, wood, clay, and the like. 
 
 IV. Suggested Outline for a twelve year program of Social 
 Studies. 
 
 The brief outline given here shows quickly the scope of the 
 social studies program for twelve years. Each teacher should 
 know what goes on in the years below her grade and what takes 
 place in this area in the following grades. More detailed outlines 
 are given under section VII below. 
 
North Carolina Public Schools 159 
 
 First Year : Living Together in School and Home. 
 
 Second Year: Living Together in Our Community. 
 
 Third Year : Community Living, Now and Long Ago. 
 
 Note: For the first three years the social studies work 
 will be informal, and it will be concerned with things the 
 child should be familiar with in his home, at school, and 
 in his community environment. 
 
 Fourth Year: Community Living Here and Far Away. An 
 extension of the study of the community with a comparison 
 of ways of living in different geographical areas. 
 
 Fifth Year: The Study of the United States. Its history, 
 people, places, products, and means of transportation and 
 communication. Special emphasis should be placed on the 
 part North Carolina has played in the development of the 
 United States. 
 
 Sixth Year : How the Present Grew Out of the Past. At this 
 level the child should be introduced to the history of the 
 world; geographical backgrounds should be stressed. 
 Europe, Asia, and Africa should be studied, special emphasis 
 being placed on the part Europe has played in the history of 
 the world. 
 
 Seventh Year : United States History and Relationships with 
 Neighboring Lands. 
 
 Eighth Year : The Story of North Carolina. Its history, geog- 
 raphy, and current economic and cultural problems. 
 Throughout the study of the State interrelationships should 
 be stressed. 
 
 Ninth Year: Living Together in Our Democracy. 
 
 Tenth Year: World History. Historical foundations of mod- 
 ern world problems. 
 
 Eleventh Year: American History. Historical development 
 of American life and democracy. 
 
 Twelfth Year: Modern Problems. Economic, social and po- 
 litical — their implications for the community, State, Nation 
 and world. 
 
 Y. The Center of interest as a Means of integrating and 
 Organizing the Social Studies. 
 
 In the early years the social studies program should be in- 
 formal, with desirable learnings emerging as major outcomes of 
 the activities and experiences of pupils as they pursue their 
 
160 A Suggested Twelve Year Program 
 
 interests in the more immediate environment. Most of the 
 material and problems for study will come from the child's en- 
 vironment — a great deal from the school itself, some from the 
 home and family, some from the neighborhood, and still more 
 from the total resources of the local community. 
 
 The social studies courses in the elementary and secondary 
 schools are not considered textbook courses in the program sug- 
 gested in this bulletin. This is especially true in the first three 
 grades where no basal social studies textbooks have been State- 
 adopted. 
 
 The work in the social studies may be organized around various 
 centers of interest that will suggest problems and activities 
 which will encourage the development of basic social understand- 
 ings, skills, and appreciations. Examples of centers of interest 
 are given in the more detailed outlines, pp. 162-201. In developing 
 these centers of interest teachers should provide time in the 
 daily program for: 
 
 1. A planning period — 
 
 During this period the teacher and her pupils plan to- 
 gether what they are going to do. Each pupil should gam 
 from the discussion a definite idea of the purpose of each 
 activity and the relation of it to the central theme. Stand- 
 ards of performance should be formulated and care should 
 be taken to see that the activities are centered on the basic 
 ideas of the unit of work. 
 
 2. A work period — 
 
 During this period the children, with the guidance of 
 their teacher, should be busily engaged in their selected 
 activities, such as reading for information about a problem, 
 writing stories about the things they are studying, drawing 
 or painting to illustrate points in their research, and con- 
 structing real objects or models of objects dealt with in 
 their study. 
 
 3. A report period — 
 
 Pupils, selected from time to time by the group, will have 
 information to give to the class as a result of their reading 
 or other activities. They should be encouraged in this, be- 
 cause of the training it will give them and the value of the 
 information to other pupils in the class. 
 
North Carolina Public Schools 161 
 
 4. An evaluation period — 
 
 At regular intervals there should be a discussion period 
 in which the pupils take stock, see what they have accom- 
 plished, make an evaluation, and suggest the next steps. 
 Self -evaluation on the part of the pupil should be especially 
 sought as an outcome of this period. 
 
 VI. General Social Studies References for the Teacher. 
 
 1. Bulletins of the State Department of Public Instruction: 
 
 Publication No. 189. A Study of Curriculum Problems of the North Caro- 
 lina Public Schools. 1935. "Social Studies," pp. 187-329. 
 
 Publication No. 217. North Carolina: Suggestions for Applying the Social 
 Studies. 1939. 
 
 Publication No. 229. Teaching Democracy in the North Carolina Public 
 Schools. 1941. 
 
 2. Limited List of Professional Social Studies Books: 
 
 National Council for the Social Studies. In-Service Growth of Social 
 Studies Teachers. Tenth Yearbook. NEA. 1939. 187p. $2.00. 
 
 National Council for the Social Studies. The Social Studies in the Ele- 
 mentary School. Twelfth Yearbook. NEA. 1941. 243p. $2.00. 
 
 National Council for the Social Studies. Utilization of Community 
 Resources in the Social Studies. Ninth Yearbook. NEA. 1938. 229p. 
 $2.00. 
 
 N. E. A. Department of Superintendence. The Social Studies Curriculum. 
 Fourteenth Yearbook. NEA. 1936. 478p. $2.00. 
 
 N. E. A. Educational Policies Commission. Learning the Ways of Democ- 
 racy. NEA. 1940. 486p. $1.00. 
 
 Progressive Education Association. The Social Studies in General Educa- 
 tion. Appleton-Century. 1940. 401p. $2.75. 
 
 Wrightstone and Campbell. Social Studies and the American Way of Life. 
 Row. 1942. 292p. $2.00. 
 
 3. Sources of Pamphlets: 
 
 Galloway. American Pamphlet Literature of Public Affairs. 1937. 16p. 
 1721 Eye St., N. W., Washington, D. C, National Economic and Social 
 Planning Association. Free. A descriptive list of pamphlet series 
 relating to public affairs. 
 
 Kronenberg and others. Pamphlets on Public Affairs for Use in Social- 
 Studies Classes. Bulletin No. 8. 1937. 18 Lawrence Hall, Harvard 
 University, Cambridge, Mass., National Council for the Social Studies. 
 50^. Annotated list of 483 pamphlets on public affairs. 
 
 U. S. Office of Education. Public Affairs Pamphlets. Bulletin 1937, No. 3, 
 85p. 1937. Superintendent of Documents, Washington, D. C. 10^. 
 Index by publishers of inexpensive pamphlets on social, economic, and 
 international affairs. 
 
 U. S. Office of Education. Public Affairs Pamphlets. Bulletin 1937, No. 3. 
 Sup. 1. 67p. 1938. Superintendent of Documents, Washington, D. C. 
 10^. Lists pamphlets on public affairs from many publishers, supple- 
 menting 1937 bulletin. 
 
162 A Suggested Twelve Year Program 
 
 VII. MORE DETAILED OUTLINE BY YEARS. 
 
 In developing the social studies program throughout the twelve 
 years it is expected that teachers will use their ingenuity and 
 resourcefulness in selecting centers of interest appropriate to 
 the particular situations in which they are teaching. Only the 
 major topic for each year and a few suggestions of important 
 units of work that may constitute a part of each year's program 
 are suggested here. 
 
 First Year 
 
 LIVING TOGETHER IN SCHOOL AND HOME 
 
 A. The School. Name; rooms; the playground; provisions for 
 protection from fire and accidents ; duties of school workers ; 
 correct school health habits and safety rules (good food 
 selection, etc.) ; care and beautification of school property. 
 
 B. The Home. Some knowledge of the need for shelter; kinds 
 of houses; cleanliness, orderliness, and beauty in the home; 
 work of the members of the family ; gardens ; care of pets and 
 plants; names, uses, and furnishings of the different rooms; 
 different types of clothing; safety and health in the home; 
 thrift in the use of materials. 
 
 C. The Neighborhood. Acquaintance through excursions with 
 streets near the school ; places to cross street ; work of safety 
 patrol; some knowledge about community workers in whom 
 pupils are interested ; getting to and from school. 
 
 D. Seasonal and Holiday Activities. Many stories based upon 
 holidays, community life, and important men and women 
 should be read. Experiences (activities) should vary among 
 small groups within the classroom to provide for individual 
 differences. Similar activities may be carried on in subsequent 
 years on a higher level of understanding and performance. 
 
 (See Illustrative Unit of Work at the end of the outline for 
 the third year, pp. 163-167.) 
 
 Second Year 
 
 LIVING TOGETHER IN OUR COMMUNITY 
 
 A. Community Helpers. Farmer, milkman, grocer, postman, 
 garageman, highway patrolman, fireman, policeman, baker, 
 and other special helpers in the local community; what they 
 do ; places in which they work. 
 
 B. City and Country Communities. How they differ; work in 
 each; recreation in each. 
 
North Carolina Public Schools 163 
 
 C. Seasonal and Holiday Activities. (See first year.) 
 
 (See Illustrative Unit of Work at the end of the outline for 
 the third year, pp. 163-167.) 
 
 Third Year 
 COMMUNITY LIVING, NOW AND LONG AGO 
 
 A. Possible centers of interest based upon life in the immediate 
 environment are: 
 
 1. Food and how it is secured in the local community. 
 
 2. Recreation, now and long ago. 
 
 3. Travel in the community, now and long ago. 
 
 4. Homes and houses, now and long ago. 
 
 B. Valuable experiences can also be gained through interests 
 centering especially in the long ago. 
 
 1. Indians. 
 
 2. Pioneers in the local community. 
 
 3. Historical landmarks. 
 
 Note: There are, of course, many other equally valuable 
 interests of today leading back into the long ago. Teachers 
 should feel free to develop them. 
 
 C. Seasonal and Holiday Activities. (See first year.) 
 
 AN ILLUSTRATIVE UNIT OF WORK FOR THE 
 THIRD YEAR 
 An example of how one third grade teacher helped children 
 acquire valuable social studies concepts through the development 
 of a center of interest is given in the account that follows. The 
 procedure is equally good for developing units of work in any of 
 the primary grades. 
 
 CARRYING THE MAIL NOW AND LONG AGO 1 
 
 Eight year old boys and girls are vitally interested in what goes on 
 around them and in being a part of that life. During the first two years 
 of school their interests have been centered around family and com- 
 munity life. With this background it is natural for them to become 
 interested in a specific service in the community and to trace its develop- 
 ment from pioneer days. 
 
 Postal service is a good example of a center of interest which appeals 
 to children of this age; it is rich in possibilities for educational growth. 
 The activities, skills, ideas, and learnings that may be outcomes of the 
 work are consistent with modern ideas of child development. Through 
 the study children are given an opportunity to practice a desirable social 
 living, and to participate in normal activities from which valuable learning 
 situations arise. 
 
 1 A unit of work developed by Miss Jean Ward, Hayes-Barton School, Raleigh. 
 
164 A Suggested Twelve Year Program 
 
 A. Major Objectives. 
 
 1. To make children more appreciative of the services rendered to 
 their community by a group of workers, such as the postmaster, 
 mail clerks, postmen, R.F.D. carriers, special-delivery boys, mail 
 pilots, engineers, and bus drivers. 
 
 2. To show children how their community is served by a valuable 
 means of communication, such as the post office. 
 
 3. To give children some idea of the development of mail service 
 since the early days of our country. 
 
 B. Approach. 
 
 The study may be approached from interest in general community 
 life or a letter to the class; or an individual may furnish the stimu- 
 lation needed to initiate the unit of work. Looking forward to the 
 heavy mails at Christmas or Valentine's Day are also two possible 
 leads. 
 
 C. Possible Activities for the Class. 
 
 1. Visit local post offices. 
 
 2. Visit a mail car. 
 
 3. Visit an airport when the mail plane arrives. 
 
 4. Have the school postman visit the class. 
 
 5. Find out and draw pictures of all the ways in which mail travels 
 today. 
 
 6. Find out and draw pictures of all the ways in which mail traveled 
 when there were no trains, steamships, and airplanes. 
 
 7. Find out how people in Alaska and in hot desert countries get their 
 mail. 
 
 8. Build a school post office which will handle all of the school's mail, 
 sell stamps, and deliver reports, Weekly Readers, etc. 
 
 9. Build mail trucks and street mail boxes to be placed in the halls. 
 
 10. Make mail bags, caps and badges for postmen. 
 
 11. Draw a large floor map of the community, using the post office as 
 the center. Trace the routes of postmen in colored chalk on the 
 map. 
 
 12. Make friezes showing the development of mail service from the 
 days of the post rider, stagecoach, and pony express to the present 
 time — one of modern ways of transporting mails, one of long-ago 
 ways, etc. 
 
 13. Make individual and class scrapbooks about mail service now and 
 long ago. 
 
 14. Start stamp collections. 
 
 15. Collect postmarks and place them on a large map or arrange them 
 in alphabetical order in a scrapbook. 
 
 16. Make models of mail planes. 
 
 17. Make a picture show telling "The Story of a Letter." 
 
 18. Write an original play. 
 
 19. Write stories and poems. 
 
 20. Work cooperatively with entire school in giving polite and efficient 
 mail service. 
 
North Carolina Public Schools 165 
 
 D. Some Learnings Gained by Pupils. 
 
 1. The parts of the post office, and for what each is used. 
 
 2. The work of the people in the post office and other people who 
 handle mail. 
 
 3. How the stagecoach and pony express carried mail. 
 
 4. The value of stamps and what the designs on them stand for. 
 
 5. The meaning of parcel post, insured, registered, money order, and 
 special delivery services. 
 
 6. The use of the lookout and pneumatic tubes in city post offices. 
 
 7. The use of the cancelling machine and the importance of address- 
 ing and stamping letters correctly. 
 
 E. Skills to be Practiced by Pupils. 
 
 1. Addition and multiplication as used in the sale of stamps and in 
 other postal activities. 
 
 2. Reading when serving as mail clerks, postmen, etc., and reading 
 for pleasure or to get information needed. 
 
 3. Spelling as needed in writing letters, stories, poems, and making 
 notebooks. 
 
 4. Language arts and music skills as used in writing songs and 
 rhythms, learning songs written about postmen, etc. 
 
 F. Opportunities for Desirable Social Practices. 
 
 1. Learning to respect the work and rights of others. 
 
 2. Taking turns in being postman, clerk, postmaster. 
 
 3. Being orderly and polite in the halls and on the stairs. 
 
 4. Learning to give and to accept suggestions. 
 
 5. Sharing tools, materials, and books with others. 
 
 6. Planning and working cooperatively. 
 
 7. Learning to use a variety of materials and to keep them in order. 
 
 8. Learning that a person who handles mail has to be responsible. 
 
 9. Learning that health is an important factor in the life of the 
 postman and the R.F.D. carrier. 
 
 G. Possible Summaries. 
 
 1. Show a motion picture (made by children) for another group of 
 children or for parents. 
 
 2. Give an original play. 
 
 3. Read creative stories and poems to another group. 
 
 4. Have an exhibit of scrapbooks, pictures, friezes, maps, etc. in the 
 halls or in the cafeteria. 
 
 5. Invite other groups to visit the class post office and show them 
 what goes on there. 
 
 H. Materials Used in Construction Activities. 
 
 Large wooden boxes; cardboard for walls; grates from old ovens for 
 windows; small boxes for individual mail boxes; larger wooden boxes 
 for the street boxes; large boxes for truck; wagon from home on 
 which to build truck; bags or heavy paper for mail pouches; con- 
 struction paper for caps and badges; pair of scales; desk, stool, and 
 tables; pair of wheels for inside truck; wrapping paper for frieze, 
 maps, and large drawings; cold-water paints; crayons; scissors; 
 hammers, saws, nails; cancelling stamps. 
 
166 A Suggested Twelve Year Program 
 
 I. References. 
 
 1. For the Teachee: 
 
 Chapman. The Pony Express. New York Blue Ribbon Books. $1.00. 
 
 Disraeli. Here Comes the Mail. Little. 1939. 117p. $1.25. 
 
 Doherty. Make Way for the Mail. Lippincott. 1939. 200p. $2.00. 
 
 Driggs. Pony Express Goes Through. Stokes. 1935. 208p. $2.50. 
 
 Hall. Mail Comes Through. Macmillan. 1938. 135p. Text-Ed. $1.32. 
 
 McGuire. Full Grown Nation. Macmillan. 1938. 
 
 Storm. Social Studies in the Primary Grades. Lyons. 1931. .$2.50. 
 
 Walker. How They Carried the Mail. Cadmus Books. 1930. $1.32. 
 
 Webster. World's Messengers. Houghton. 1935. pp. 243-287. School 
 Ed. $1.08. 
 
 Wood. "Flying the World's Longest Air Mail Route," National Geo- 
 graphic Magazme, pp. 261-325. March, 1930. 
 
 Booh of Knowledge, Vol. VIII, "How Our Letters Come to Us." pp. 
 2653-2658. (Good Pictures.) 
 
 Compton's Pictured Encyclopedia, Vol. VII. "Travels and Adventures 
 of a Letter," pp. 2892-2898. 
 
 World Book, Vol. XIII, "The Story of the Postoffice Department," pp. 
 5771-5777; Vol. Ill, Pictures, p. 1586g. 
 
 2. Foe the Children : 
 
 a. BOOKS. 
 
 Baker. Dinty the Porcupine. Bobbs. 1928. pp. 110-17. 80tf. 
 
 Beaty. Story Pictures of Transportation and Communication. 
 Beckley. 1939. p. 223. 88tf. 
 
 Chamberlain. How We Travel. Macmillan. 1924. 
 
 Carey. The Postman. Dutton. 1937. 50<f. 
 
 Dearborn. Road to Citizenship. Ginn. 1928. p. 97. 72^. 
 
 Els on. Elson-Gray Basic Readers III. Scott. 1936. 
 
 Freeman. Child Story Readers I. Lyons. 1927. 
 
 Hardy. New Stories, 1926; Best Stories, 1937. Wheeler, p. 104. 
 84<f. 
 
 Kuh. The Postman, The Engineer. Macmillan. 1929. 
 
 Lent. Clear Track Ahead, The Air Pilot. Macmillan. 1937. 35#. 
 
 McNeer. Stop Tim! The Tale of a Car (Story of a country mail- 
 man and his old Ford car). Farrar and Rinehart. 1930. 
 (Easy.) 
 
 O'Donnell. Singing Wheels. Row. 1940. 
 
 Park. Here Comes the Postman. Houghton. 1936. 68^. 
 
 Peardon. Adventures in a Big City. Macmillan. 1931. pp. 15-20. 
 84^ 
 
 Read. Billy's Letter. Scribner. 1929. 
 
 Siegel. Around the World in a Mail Bag. McBride. 1932. 
 
 Smith. Near and Far. Silver. 1935. 80^. 
 
 Tuttle. In the Workshop. Longmans. 1937. 
 
 Waddell. Long Ago, 88<f. Helpers, 96^. Macmillan. 1936-1937. 
 
 Zirbes. Workers. Keystone View. 1929. 57<£. 
 
North Carolina Public Schools 167 
 
 b. POEMS. 
 
 Lucas. Playtime and Company. Doubleday. "Letters and Parcels." 
 
 Rosetti. Sing Song. Macmillan. 1926. "The Postman." 
 
 Smith. Round About You (Reading Series). Silver. 1935. "The 
 
 Letter to Uncle Tom." 
 Storm. Neighbors and Helpers. Lyons. 1939. pp. 61-63. 
 "Wynne. For Days and Days. Stokes. 1929. "The Postman is a 
 
 Happy Man." 
 
 Fourth Year 
 
 COMMUNITY LIVING HERE AND FAR AWAY 
 
 In the primary grades, the child has studied about his own 
 home, neighborhood, and community. In the fourth grade, he 
 should learn about other communities and their resources in 
 relation to his own. He should come to realize that the people in 
 various lands are real people, who, in some ways, work and live 
 differently, yet have many of the same problems of living. By 
 comparing life in other lands with life in the child's own com- 
 munity, emphasizing the similarities and differences, the child 
 reaches a better understanding and appreciation of the local 
 environment. The teacher may use the types of regions given in 
 the State-adopted geography text or she may choose others in 
 guiding the children to make comparisons. The regions chosen 
 should be of different types, so that the child can see in each type 
 how the environment influences the lives of the people. The 
 child should also realize more fully the interdependence between 
 his own and other communities. Through these experiences the 
 child should develop a greater interest in, appreciation of, and 
 sympathy for, all people. At the same time, the child should gain 
 simple geographic world-wide concepts to be used by him in 
 social situations throughout life. 
 
 A. Suggested Topics. 
 
 Listed below are a few suggested topics. It should be under- 
 stood that the teacher is to use these or any others in any order 
 that best fits the needs and interests of her pupils, remembering 
 at all times that she is teaching children through social studies 
 rather than teaching social studies as ends in themselves. 
 
 1. People of Mountainous Lands, such as Our Blue Ridge, the 
 Rocky Mountains, Switzerland, or Scotland. 
 
 2. People of Temperate Regions in Lowlands, such as are found 
 in the Eastern Part of Our State (For example, the Dutch 
 settlement near Washington, N. C.) or in Holland. 
 
168 A Suggested Twelve Year Program 
 
 3. People of Seacoast Lands, such as the Coastal States, or the 
 Mediterranean Lands. 
 
 4. People of Hot Wet Lands, such as the Congo, Amazon, or 
 Orinoco Regions. 
 
 5. People of Hot Dry Lands, such as Arizona, New Mexico, the 
 Sahara and Arabian Deserts, Egypt (an irrigated land), 
 and Mesopotamia (a land of two rivers) . 
 
 6. People of a Cold, Mountainous Country on the Seacoast, 
 such as Alaska, Greenland, Northern Canada, Norway, or 
 the Southern Tip of South America. (This topic is devel- 
 oped fully later on as a suggestion to teachers.) 
 
 B. Suggested Activities. 
 
 The child should be given every opportunity to participate in 
 activities in which he learns by doing. In this way he feels more 
 keenly his own needs and works diligently to meet them for his 
 own satisfaction and for the good of the group. Activities should 
 be more than mere "busy work"; they should have point and 
 direction. Possibilties are limitless. Only a few suggestions are 
 given here : 
 
 1. Take trips, if possible, to the zoo, museum, mountains, 
 rivers, seas, bulb farms, florists, dairies, and markets. 
 
 2. Learn folk dances and songs. 
 
 3. Write original music, plays, and poems. 
 
 4. Dramatize stories of different lands. 
 
 5. Draw pictures to express ideas of scenes, sports, and people. 
 
 6. Illustrate stories by creative art. 
 
 7. Use paint or chalk to make friezes illustrative of different 
 regions. 
 
 8. Make scrapbooks, posters, invitations, menus and decorate 
 them with appropriate motifs. 
 
 9. Cut letters needed. 
 
 10. Study famous artists and their works. 
 
 11. Write letters to steamship companies, travel bureaus, and 
 libraries for information, and to children and visitors asking 
 them to tell of their countries and experiences. 
 
 12. Summarize and outline main topics. 
 
 13. Write short paragraphs on interesting subjects. 
 
 14. Make oral reports and have group discussions on various 
 topics of the community and far away lands. 
 
North Carolina Public Schools 169 
 
 15. Construct articles of each unit, as native huts, baskets, clay 
 bowls, boats, windmills, pyramids, bows and arrows, and 
 musical instruments. 
 
 16. Build scenes of each country on sandtables or in trays. 
 
 17. Weave rugs and mats. 
 
 18. Carve toys, animals, etc., from soap, wood, or clay. 
 
 19. Make maps and charts of products, animals, insects, and 
 weather. 
 
 20. Have parties and serve food typical of different regions. 
 
 21. Play games suggestive of other lands. 
 
 22. Exhibit articles available in the local community illustrative 
 of different regions. 
 
 ILLUSTRATIVE UNIT OF WORK 
 By way of suggestion to teachers, Unit 6 (listed above) as 
 worked out in one instance, is given here as an example of how 
 the various units may be developed in the classroom. 
 
 NORWAY: HOW PEOPLE OF A COLD, MOUNTAINOUS COUNTRY ON THE 
 
 SEACOAST LIVE 1 
 
 1. Understandings to be developed. 
 
 How the lives and characteristics of these people are affected by the 
 
 climate, surface, and nearness to the sea. 
 How these people utilize available resources in their land to make a 
 
 living. 
 How their ways of living and working are different from ours. 
 How their early experiences in trading and transportation have led to 
 
 progress and interdependence. 
 That these people, like those in other lands, have contributed to the 
 
 music and literature of the world. 
 
 2. Initiating the study. 
 
 The interest in this work was aroused by group discussion of fishing 
 trips that the children had taken. It was found that edible fish were 
 more abundant in colder climates and that the fishing industry was very 
 important in Norway. Through further discussions and questions, the 
 children indicated a desire to find out more about fishing in Norway and 
 other ways in which the people worked and lived. 
 
 With the help of the teacher the following topics for study were out- 
 lined and put on the board by the pupils: 
 
 a. Why do people fish in Norway? Do we fish as much as they do? 
 Why? 
 
 b. In what other ways has the sea helped the people of Norway? 
 
 c. What other kinds of work do those people engage in? Are their 
 ways of working different from ours? 
 
 X A unit of work developed by Mrs. Agnes G. Johnson, teacher, Stantonsburg School, Wilson 
 County. 
 
170 A Suggested Twelve Year Program 
 
 d. How do our clothes, food, and homes differ from theirs? 
 
 e. Why do people like to visit Norway? Do people like to visit our 
 State? Why? 
 
 f. How does our government compare with theirs? 
 
 3. Organizing the class. 
 
 After the problems for study had been worked out, there was much 
 planning and research. Committees were chosen by the pupils to find 
 materials about Norway. 
 Library Committee. To learn more about locating materials needed, 
 
 using past experiences and the help of the librarian. 
 Room Committee. To find materials in supplementary and basal readers 
 
 through the use of contents and indexes. 
 Special Committees. To find material on certain topics, appointed at 
 
 various times, as need arose. 
 Bulletin-board Committee. To find and keep pictures and items of 
 special interest posted. 
 A bibliography was made on the blackboard and each child kept a 
 chart of the reading he did. People who had visited Norway were invited 
 to talk to the children. Children wrote to travel bureaus for informa- 
 tion. Much reading was done both silently and orally for information 
 and pleasure. 
 
 4. Descriptive account of work done. 
 
 From group discussions of personal experiences on fishing trips, the 
 children became more interested in fishing in our State and in Norway. 
 A map study of the coast of North Carolina in comparison with that of 
 Norway took place. The scale of miles was explained and used. The 
 physical map of Norway showed that the mountains reached to the coast. 
 Children found material and read for information about fiords. (Refer- 
 ence: Simpson, Adams: Growth in English — Fourth Year.) Later some 
 pupils gave oral reports of fiords, while others wrote paragraphs to put 
 in a class booklet. All members of the class sketched maps of the coasts 
 of Norway and North Carolina. The moving picture "New England 
 Fishermen" was shown. "Fishing in the Fiords" might be used also. 
 
 By studying the surface and climate of Norway, pupils found that 
 most of the people of Norway lived near the coast. Differences in climate 
 due to altitude, latitude, and the Gulf Stream were noted. A comparison 
 of the climate of North Carolina with that of Norway was made and a 
 temperature chart was kept for a few days. 
 
 Because the people of Norway who live on the coast work with fish in 
 some way or other, the class was divided into groups for special reports 
 about fish as: Kinds of Fish, Deep Sea Fishing, Ways of Preserving 
 Fish, and Uses of Fish. The children visited a fish market to see the 
 kinds ©f fish, visited a store to list the kinds of canned and salted fish, 
 and made an exhibit of all products made of fish. 
 
 Songs about fishing and fishermen were learned. 
 
 The question "Do the Norwegians use all these fish?" brought up the 
 discussion of shipping. Bergen was located on the map and reasons for 
 its being an important shipping center were found. Some of the sea- 
 
North Carolina Public Schools 171 
 
 ports of North Carolina were named and located. Pictures of what 
 might be seen in Bergen (boats of all kinds, landing piers, etc.) were 
 drawn. 
 
 Boats as a means of transportation were discussed. It was found that 
 because the mountains hindered traveling overland in Norway, very early 
 the people turned to the sea, and have now become important in trade 
 with all parts of the world. On the map, nearby cities with which the 
 Norwegians would trade were pointed out and the route by which their 
 products could be sent to North Carolina was traced. The early ex- 
 plorers, Eric the Red, and Leif the Lucky, were studied and compared 
 with the modern explorers, Nansen and Amundsen. Viking boats were 
 built and the song "Little Ships" from 'Songs of Many Lands, page 78, was 
 learned. 
 
 The children decided to leave the study of the seacoast for awhile and 
 to make a study of one of the factories where ships were built. Through 
 this study of shipbuilding and of other industries of Norway it was 
 found that the Norwegians manufacture on a much smaller scale than 
 we do, and that they make the products actually needed. 
 
 Mention of the fine handwork made by the women in the long, cold 
 winters caused the class to study about the reason for the differences in 
 the length of day and night. Modern ships were drawn and built. A 
 frame was made and some cloth was woven. An apron was embroidered. 
 The story "Striking a Light" from The Study Reader— Fourth Year was 
 read. 
 
 Since shipbuilding is a leading manufacturing industry, the class took 
 an imaginary trip to one of the mountains to see the forests where 
 lumber to build Norwegian ships was growing and being cut. The class 
 learned why lumbering is one of the leading industries of Norway; what 
 kind of trees are in the forests; and why trees did not grow on the upper 
 slopes of the mountain. A real excursion to a nearby forest in North 
 Carolina was planned and made; a list of trees recognized was made; a 
 study of others unfamiliar to children was made through books and 
 the pamphlet "Trees of North Carolina"; and leaves were collected for 
 a poster. The song "On the Mountain" in So?igs of Many Lands was 
 learned. "Norwegian Mountain March," found in North Carolina Physical 
 and Health Education for Elementary and Secondary Schools, 1940, was 
 danced. 
 
 On the imaginary trip up the mountain someone saw a saeter. Ques- 
 tions such as: What are saeter s? Where are they? Why do the 
 Norwegians go where they are? — called for more reading on special 
 subjects. Several children read the story of the saeter in // I Were 
 Going to the class. Others told how the farmers cared for their cattle in 
 the winter. The difference in climate between North Carolina and 
 Norway showed why we do not have to care for our cattle as they do. 
 
 The growing of hay, stacking it, and storing it in the barn for the 
 cattle in the winter developed an interest in the farming industry. Such 
 questions as these were discussed and reported on: Why is farming in 
 Norway not very important? How do the mountains and climate affect 
 this work? What products are important? Why? Why do these people 
 
172 A Suggested Twelve Year Program 
 
 have to work so hard? A product map was made comparing the products 
 of North Carolina and Norway. Written paragraphs on the different 
 industries were interesting and provided material for the class booklet. 
 Topics taken from Growth in English — Fourth Year were: "Cutting 
 Wood in Winter," "Working in a Dairy," "Making Hay While the Sun 
 Shines," and "A Day on the Saeter." 
 
 In view of the fact that all the people work hard on their small farms, 
 the children came to the conclusion that the Norwegians were very indus- 
 trious people. Other characteristics of these people were discussed and 
 examples given of each. 
 
 Some who had read Cyclone Goes A-Viking told of some Norwegian 
 superstitions. Some common superstitions of North Carolina were com- 
 pared with those of Norway. Trolls were discussed and "Three Billy 
 Goats Gruff" was dramatized. In Kinscella's Conrad's Magic Flight, 
 another interesting troll story "The Boy Who Fooled the Troll" was 
 read. "The Troll of the Hill" (Norwegian Folk Tune) in Blending 
 Voices — The World of Music was sung. The teacher told the story of 
 Peer Gynt and then played the record, "In the Hall of the Mountain 
 King" from Peer Gynt Suite. Pupils read to find out more about the 
 composer, Edward Grieg. This led to a greater interest in other musi- 
 cians of Norway and also of our own country. Some pupils began 
 creative work in music. (Reference: Fox and Hopkins. Creative School 
 Music. ) 
 
 By this time some of the children wanted to visit Norway. Through 
 these questions: Why do people visit our State? Where do they go? 
 What reasons do you have for wanting to visit Norway? — a comparison 
 of our tourist attractions with those of Norway was made. 
 
 Pupils drew a snow-covered mountain and wrote paragraphs on an 
 imaginary trip up a fiord. They read stories about skiing, skating, and 
 other sports of Norway. They made a frieze of sports of North Carolina 
 and Norway. Games typical of Norway were played. ("Fish Net" is 
 good for the playground and is found in North Carolina Physical and 
 Health Education for Elementary and Secondary Schools, 1940. An exer- 
 cise for the gymnasium is "Skating," p. 24 in Come and Caper with 
 music.) 
 
 An imaginary trip to Hammerfest, the most northern city, was made. 
 The causes and times of the Midnight Sun and the Northern Lights were 
 learned. A comparison of Hammerfest with our cities was made. The 
 capital, Oslo, was visited because the king lives there. This city was 
 found on the map and then Raleigh, the capital of North Carolina, was 
 located and discussed. A discussion of the differences and similarities 
 of the governments of North Carolina and Norway followed. Stories 
 from Brindl's Your Land and Mine were read. Here followed a discus- 
 sion of the fact that if the trip were real, the king would not be seen 
 because of the war. The reason for his leaving, the place where he 
 went — in fact, the entire effect of the war upon Norway was quite inter- 
 esting to the children. Some of them had heard over the radio reports 
 of Norwegians in the aviation school in Canada. From these reports, the 
 children saw that these people were fighting with a grim determination 
 
North Carolina Public Schools 173 
 
 to get their homeland back. At this point the poem "This Land of Ours" 
 by the famous Norwegian poet was read, for it brought out the love of 
 the Norwegians for their country. 
 
 As a culmination of the study of Norway, the children arranged 
 attractive invitations, with Norwegian motif, for their parents and 
 friends to an open house. Exhibits, drawings, paragraphs, booklets, and 
 construction work were arranged in the room. Programs of songs, 
 stories, and dramatizations were made. Food typical of Norway was 
 served. 
 
 At the close of this study the class had found real joy and friendliness 
 in planning, working, and playing together to learn more about the 
 people of Norway, especially the children, in comparison with ways of 
 living and working in North Carolina. 
 
 A greater appreciation for good books which answer questions and 
 furnish other pleasurable experiences was developed. 
 
 Oftentimes, through interest, a store of incidental knowledge was 
 gained concerning the effect of the earth's tilt, sun's rays, distance from 
 the equator, reason for and length of day and night, cause of seasons, 
 trade routes, continents, oceans, islands, coasts, and mountains. 
 
 The children developed a greater interest in and desire to use maps, 
 globes, contents, indexes, and encyclopedias. 
 
 A more complete realization of how dependent people are upon others 
 nearby and far away was secured. 
 
 A growing feeling of appreciation and desire to know more about 
 people in other lands and to live happy useful lives in our land was 
 developed. 
 
 Bibliography. 
 
 a. Story and Reference Books for Children: 
 Bradish. Old Norse Stories. American. 
 Hale. Nansen. Viking. 
 
 Hall. Viking Tales. Rand. 
 Harshaw. My Viking Book. Rand. 
 Kristoffersen. Cyclone Goes A Viking. Whitman. 
 Mabie. Myths Every Child Should Know. Viking. 
 Olcott. Erick and Britter (Swedish). Silver. 
 Palmer. The Nightingale House (Swedish). Scribner. 
 Perkins. The Norwegian Twins. Houghton. 
 
 Thorne and Thomsen. East 0' the Sun and West 0' the Moon. Row. 
 Zwilgmeyer. Johnny Blossom. Pilgrim Press. 
 Zwilgmeyer. What Happened to Inger Johanne. Lothrop. 
 For additional references see Rue's Subject Index to Books for Inter- 
 mediate Grades. American Library Association. 1940. 
 
 b. Poems: 
 
 Bjornson, B. "Norway," "This Land of Ours." 
 
 Field, Eugene. "Norse Lullaby." 
 
 Moe, Jorgen. "The Chalet Girl's Sunday." 
 
 c. Music: 
 
 Merry Music. Birchard. "Echo Song" by Grieg. 
 
174 A Suggested Twelve Year Program 
 
 Blending Voices — The World of Music. Ginn. "The Troll of the 
 
 Hill." 
 Songs of Many Lands — The World of Music. Ginn. "Little Ship," 
 
 "On the Mountain," "The Hardy Northmen." 
 
 d. Record: 
 
 Peer Gynt Suite. "In the Hall of the Mountain King." 
 
 e. Magazine: 
 
 National Geographic Magazine. April 1939, July 1930, December 
 1933, August 1930. 
 
 f. Films: 
 
 Erpi. "New England Fishermen" (1 reel, sound). Bureau of Visual 
 Instruction, University of North Carolina, Chapel Hill. 
 
 Erpi. "Fishing in the Fiords" (1 reel, sound). New-Art Films, Inc., 
 145 West 45th Street, New York City. 
 
 Fifth Year 
 
 THE STUDY OF THE UNSTED STATES — Its History, People, Places, Products, 
 and Means of Transportation and Communication. 
 
 Extended use should be made of the many stories of interest 
 to children of the fifth grade and on their experience level. 
 Emphasis should be placed on the United States as portrayed in 
 the lives of the men and women who are contributing and have 
 contributed to the making of our country, in the development of 
 the great regions, and in the part played by climate and natural 
 resources in helping to determine the way we live. The history 
 of the way our country was settled and the geography of 
 resources and climate may thus be blended into one story. The 
 story of North Carolina should be developed as a part of the story 
 of the United States. 
 
 The year's work may be organized around certain large centers 
 of interest, such as : 
 
 Our United States, its appearance and resources. 
 
 The people of the United States — whence and why they came ; 
 their work and play. 
 
 Men and women who have contributed to the building of the 
 United States. 
 
 The means of travel and how they have changed through the 
 years. 
 
 The means of communication and how they have changed 
 through the years. 
 
 Our land as a producer of many things. 
 
 The importance of conserving what we have. 
 
 Our community and our State and how they have contributed 
 to the story of the Nation. 
 
North Carolina Public Schools 175 
 
 Preliminary to any practice it is important to know the in- 
 terests, abilities, and needs of the children and the experiences 
 they have had. In the presentation of material it is well to 
 remember that the teacher is a member of the group and that she 
 has certain interests which she can share with the children. The 
 following story is suggestive of what might be done with fifth 
 grade children: 
 
 ILLUSTRATIVE UNIT OF WORK 1 
 
 OUR UNITED STATES, ITS APPEARANCE, ITS PEOPLE AND THEIR WORK 
 
 Much discussion followed the showing of the moving picture 'Across 
 America in Ten Minutes." One child commented on the great size of the 
 United States. Another remembered that a recent issue of a school news- 
 paper gave interesting facts about the comparative size of the United 
 States. Others were interested in the widely varied scenery. 
 
 A chart was made giving in pictorial form the facts about the area and 
 population of the United States. An outline of North America v/as drawn 
 on a piece of cardboard and a relief map was modeled in clay on it. 
 Boundaries of the United States were shown. 
 
 Pictures showing rivers, mountains, forests, beaches, fields, swamps, 
 pastures, and desert scenes were displayed on the bulletin board. Opinions 
 were given as to the probable location of such scenes in the United States. 
 More information was needed to answer this question. The children 
 expressed interest in particular scenes. One chose deserts, another rivers, 
 and still another mountains. Groups were formed on the basis of these 
 interests. 
 
 Many reference books and maps were consulted for information about 
 the location of the different water and land forms. Reports were made 
 and signposts showing latitude were set up on the map. 
 
 A picture gallery of men and women who are and were important in the 
 making of America was arranged. The names of the countries from which 
 the ancestors of these men and women came were written under the 
 pictures. 
 
 A pageant was given showing how other nations were involved in the 
 expansion of our country. Flags of these countries were made and put 
 in the proper places on the wall map. The changes in national flags up 
 to the present were noted. 
 
 A child commented that all Indian names of places seemed to describe 
 the way the land and water looked to the Indians. An illustrated dic- 
 tionary of the names of states and rivers was made. The meanings of the 
 Indian, French, and Spanish names were given. 
 
 Backdrops of scenery typical of the regions in which the forest, plains, 
 and Pueblo Indians lived were drawn and in front of each scene were 
 placed models of their homes and Indians at work and play. Incidents in 
 Indian life were used in dramatic play. Indian songs and dances were 
 learned. 
 
 1 Fifth grade unit of work developed by Miss Blanche Broadway, teacher, Geo. W. Watts 
 School, Durham. 
 
176 A Suggested Twelve Year Program 
 
 The teacher read from Lawson's History of North Carolina, and a map of 
 his trip through the State was placed on exhibit. 
 
 The boundaries of North Carolina were shown on the relief map. The 
 three geographical divisions of the State were indicated. 
 
 An excursion was made to the Indian trading path several miles north 
 of the city. Many stories were read and maps were consulted to get faets 
 about westward trails. Important trails were outlined on the relief map. 
 
 A movie roll was made showing pioneers at work. Incidents from the 
 lives of Boone, Lewis and Clark were used in dramatic play. Pioneer 
 songs were sung. 
 
 One of the children suggested that a record should be kept of the many 
 books which were being consulted. Another said that if the references 
 were listed on cards they might be inserted in the subject file in the school 
 library. A visit was made to the library to find out the facts which should 
 be put on the cards. 
 
 A child brought his stamp collection, which contained many com- 
 memorative stamps, to school. 
 
 A time line showing important events was constructed. 
 
 Ways of making a living in the different regions today were shown in 
 dances created by groups of children. Songs typical of each occupation 
 were learned. 
 
 Letters requesting pictures and information of the national parks were 
 written. The material received in reply to these letters, together with 
 views of North Carolina mountains and beaches, were displayed under a 
 sign reading "America's Playgrounds." 
 
 The motion picture North Carolina — Variety Vacationland was shown. 
 
 A sky-line view of North Carolina was made by cutting silhouettes of 
 North Carolina landmarks and placing them in continuous line around the 
 four walls of the room. 
 
 America the Beautiful was learned. 
 
 Books: 
 
 The following books were valuable in developing the unit of work: 
 
 Ames and others. 8t07-ies of My Country's Growth. Webster. 1941. 
 Excellent for stories of pioneers. 
 
 Austin. Children Sing in the Far West. Houghton. 1928. Poems writ- 
 ten by the author while teaching to bring something of the beauty and 
 charm of the Southwest into the lives of the children. 
 
 Baker and Baker. Making America. Bobbs. 1937. Good for homes, in- 
 dustries, and American heroes. 
 
 Bass. Stories of Early Times in the Great West. Bobbs. 1927. Simply 
 written stories of such men as Lewis and Clark, Buffalo Bill, and Kit 
 Carson. 
 
 Becker. Growing Up With America. An anthology. Stokes. 1941. A 
 collection of stories by different authors; steadily unfolds a panorama 
 of young people growing up in a growing America. 
 
 Benet and Benet. A Book of Americans. Farrar and Rinehart. 1933. 
 Verses about famous personalities in American history from Columbus 
 to Wilson. 
 
 building America Series. Americana Corp., 2 West 45th Street, New 
 York. 
 
 v 
 
North Carolina Public Schools 177 
 
 Carr. Children of the Covered Wagon. Crowell. 1934. The dangers and 
 experiences of a covered wagon trip from Missouri to Oregon in 1844. 
 
 Clark. Westward to the Pacific. Scribner. 1932. A readable history 
 text which tells particularly of the development of the West. 
 
 Credle. Doion, Down the Mountain. Cadmus. 1934. A short delightful 
 story which gives a simple pleasant picture of life in the Blue Ridge 
 Mountains. 
 
 Foster. George Washington's World. Scribner. 1941. The story of the 
 life of the people who were living when he did, both in America and all 
 over the world, of what they did when they were children, and of how 
 their lives fitted together when they grew up. 
 
 Freeland and others. America's Building, The Makers of Our Flag. Scrib- 
 ner. 1937. A biographical approach to history — explorers, colonists, 
 pioneers, writers, lawyers, physicians, musicians, and others. 
 
 Hartman. The United States We Live In and How They Came To Be. 
 Macmillan. 1935. A history text that emphasizes discoveries, inven- 
 tions, and the resulting culture made possible by them. 
 
 Howard. On the Trail With Lewis and Clark. Silver. 1939. Particu- 
 larly good for the story of Sacajawea and the dangers encountered by 
 Lewis and Clark. 
 
 Lawson. History of North Carolina, containing the exact description and 
 natural history of that country, together with the present state thereof 
 and a journal of a thousand miles traveled through several nations of 
 Indians, giving a particular account of their customs, manners, etc. 
 London. 1714. Garrett and Massie, Richmond. 1937. 
 
 Lindsay. Johnny Appleseed and Other Poems. Macmillan. 1928. Some 
 historical poems are included. 
 
 Meyer and Hamer. The New World and Its Growth. Follett. 1942. An 
 imaginary trip throughout the lands of the Western Hemisphere, see- 
 ing how people live, work, travel, and play. 
 
 Mitchell. North America: The Land They Live In for the Children Who 
 Live There. Macmillan. 1931. North America's roads, houses, ani- 
 mals, plants, and workers in their geographical relationships. 
 
 Peck and Johnson. Young Americans From Many Lands. Whitman. 1935. 
 Stories about children of foreign birth or parentage and their life in 
 America. 
 
 Rowe. Discovering North Carolina. University of North Carolina Press. 
 1933. Stresses the natural resources, story of agriculture and manufac- 
 turing; writers, inventors, artists, poets, musicians, and the like. 
 Rugg and Krueger. The Building of America. Ginn. 1936. The settle- 
 ment of the great regions and the part geography played in it. 
 Rugg and Krueger. Man at Work: His Industries. Ginn. 1937. Story 
 of food, clothing, power, tools, transportation, communication, and 
 trade. 
 Smith. Made In America. Knopf. 1929. Paul Revere as silversmith, 
 
 Phyfe as a cabinet maker, Jefferson as an architect. 
 Shackelford. The Child's Story of the Negro. The Associated Publishers, 
 Inc. 1938. Includes accounts of the coming of the Negro to America, 
 life on plantations, and a number of famous American Negroes. 
 Tappan. Little Book of the Flag. Houghton. 1937. Gives history of the 
 flags of America from colonial days to the present. 
 
178 A Suggested Twelve Year Program 
 
 Motion Pictures: 
 
 "Across America in Ten Minutes." One reel. Sound. 
 
 "North Carolina — Variety Vacationland." Four reels. Sound. 
 
 These films may be secured from the Bureau of Visual Instruction, The 
 University of North Carolina. 
 
 Sixth Year 
 
 HOW THE PRESENT GREW OUT OF THE PAST — A Study of Europe, Asia, 
 and Africa with Special Emphasis on the Contributions of Their 
 Civilizations to Our Life in America Today. 
 
 This area provides rich opportunities for the child to view his 
 own world as made up of contributions from earlier times. The 
 ways in which man has used his resources in the past should be 
 compared with the ways he is using them today. This will afford 
 an opportunity to show how both geography and history have 
 contributed to our present civilization. 
 
 One method of approach would be to develop a topic such as 
 clothing, showing how it was adapted by each civilization to meet 
 the needs in a particular environment. The State-adopted text 
 The Past Lives Again is particularly well suited for use in a 
 similar study of houses. 
 
 Another method of approach might be through the study of a 
 particular civilization and how it has contributed to our present 
 ways of living. The individual teacher should decide from the 
 materials at hand which approach is better. 
 
 Regardless of the approach, centers of interest such as the 
 following might be developed : 
 
 The story of houses through the ages. 
 
 The development of language. 
 
 The story of food. 
 
 The story of migrations. 
 
 Making tools. 
 
 Measuring time. 
 
 The story of clothing. 
 
 Games and sports. 
 
 How people have learned to live in groups. 
 
 Exchanging goods. 
 
 Man's use of power. 
 
 The books listed below will be helpful in developing the topics. 
 
 Bruner and Smith. Social Studies. Elementary Series. Merrill. Book I, 
 1936; Book II, 1937; Book III, 1938. Book One includes agriculture, fire, 
 trading, and language; Book Two, the growth of the city, food, clothing; 
 Book Three, tools and machines, transportation and communication, and 
 money. 
 
North Carolina Public Schools 179 
 
 Meyer and others. The Old World and Its Gifts. Follett. 1942. 
 
 Rugg and Krueger. Man — His Arts and Crafts. Macmillan. 1937. 
 
 Rugg and Krueger. Mankind Throughout the Ages. Ginn. 1938. 
 
 Wilson and others. Where Our Ways of Living Come From. American. 
 
 1940. 
 Wilson and others. Living in the Age of Machines. American. 1940. 
 
 Seventh Year 
 
 UNITED STATES HISTORY AND RELATIONSHIPS WITH NEIGHBORING LANDS 
 
 The program for this year should develop an understanding of 
 how the Americas came to be settled; how they grew and de- 
 veloped into nations ; how natural environment relates to the life 
 of a people ; and how men are adapting themselves to the partial 
 control of land, air, water, plants, and animals. It should show 
 that American ideals are the results of the work of our fore- 
 fathers; and should develop an understanding of the common 
 interest and dependence of the various American nations upon 
 each other for raw materials and markets. This, of course, im- 
 plies the study of the geography and the history of the Americas, 
 taught not as separate subjects but as an integrated social studies 
 course. 
 
 The Good Neighbor Policy and all it means to North, Central 
 and South America and an appreciation of the relationship of our 
 Nation to its neighbors in the Western Hemisphere should be 
 given special emphasis. 
 
 Five large topics which may be developed into worthwhile 
 centers of interest are suggested here. Many more may present 
 themselves as the interest in the large theme for the year 
 increases. 
 
 1. The people of the Americas, their origin and influence on 
 later development. 
 
 2. Geographic conditions which have affected the way in which 
 the people of the Western Hemisphere make a living. 
 
 3. The development of the democratic way of life. 
 
 4. Men and women who have contributed to the development 
 of the Americas. 
 
 5. How the war has brought about a need for closer coopera- 
 tion among the countries of the Western Hemisphere. 
 
 A LARGE TOPIC IS DEVELOPED 
 
 I. Approach. 
 
 There are numerous approaches to the development of a center of interest. 
 Although the same stimuli are used, the approaches may vary as widely as 
 the experiences of the different groups (teacher and pupils) vary. In view 
 
180 A Suggested Twelve Year Program 
 
 of this fact the approaches given here for the development of How the war 
 has brought about a need for closer cooperation among the countries of the 
 Western Hemisphere are merely suggestions. 
 
 1. Using current newspaper and magazine articles in the classroom. 
 
 2. Discussing the present rubber, quinine and sisal shortages in connection 
 with reports on current events. 
 
 3. Showing available films as Americans All (20 minutes, sound), Inter- 
 American Affairs, 1942; or Good Neighbors (11 minutes, sound), Teach- 
 ing Film Custodians, 1939. 
 
 4. Reading to the class stories, as Carpenter's Our South American 
 Neighbors, 1942. 
 
 5. Having local people who have visited any one of the countries tell the 
 class of their visit. 
 
 II. Activities. 
 
 1. Planning and Research — 
 
 Problems for general class research should be of a kind that will 
 help students to recognize and use reference materials. From discus- 
 sions in the class, questions which the children would like answered 
 are formulated. The group, class and teacher, then decides on the most 
 valuable and interesting questions asked and organizes them under 
 larger topics or problems, as 
 
 Cooperation: What is the meaning of cooperation? Why do the 
 Americas need to cooperate? How may they cooperate? 
 
 2. Creative Work — 
 
 a. Making maps — relief, political, and product — on paper, of papier 
 mache, of salt and flour, etc. 
 
 b. Painting scenes — friezes, murals of homes, work, etc. 
 
 c. Making pottery. 
 
 d. Weaving blankets. 
 
 e. Making scrap books. 
 
 3. Providing direct practices in the fundamental skills — 
 
 a. Writing letters for information and pictures. 
 
 b. Writing letters to school children of the different countries. 
 
 c. Measuring distances, making comparisons, studying statistics and 
 making graphs. 
 
 d. Reading for information, for pleasure. 
 
 in. Materials. 
 
 In addition to the State-adopted textbooks for the teaching of the social 
 studies in the seventh grade the following materials are suggested: 
 Books: 
 
 Baker and Baker. Making America. Bobbs. 1937. Well written, beauti- 
 ful illustrations. Factual introductions precede each unit and give the 
 information necessary for comprehension of the stories. The fine story 
 element appeals to children's interest, the content is significant. 
 Barrows and Parker. United States and Canada. Silver. 1942. State- 
 adopted basal geography text for fifth grade. 
 Becker. Growing Up With America. Stokes. 1941. Colonial Child Life; 
 Youth in the Revolution; Young Pioneers; Children in the Lincoln 
 Years; Youth Westward in the Seventies and Eighties; Being Young 
 in the Gay Nineties; The Twentieth Century; Youth Today. 
 
North Carolina Public Schools 181 
 
 Building America Series. Americana Corp., 2 West 45th St., New York. 
 
 Crow. Meet the South Americas. Harper. 1939. A lively informal por- 
 trait of our neighbors to the south, written from personal observation 
 and as delightfully intricate as it is revealing. 
 
 Comfort. Peter and Nancy in Mexico, Central America and Canada; 
 Peter and Nancy in South America; Peter and Nancy in the United 
 States. Beckley. 1935-38. Travel stories that seventh grade children 
 enjoy, as told by two children. All titles are State-adopted supplemen- 
 tary readers. 
 
 Dalgliesh. They Live in South America. Scribner. 1942. A book full of 
 information with interesting drawing and easy reading. 
 
 Gill and Hoke. The Story of the Other Americas. Houghton. 1940. An 
 exciting pictorial history of South America which begins with the 
 time of discovery in 1498; covers the conquest, colonial times and 
 Spanish rule, as well as the wars of independence and the beginning of 
 the different republics. 
 
 Holmes. Mexico. Wheeler. 1939. Descriptions good, interestingly told, 
 with beautiful pictures. 
 
 Kates. Minute Stories of Famous Explorers. Grosset. 1934. The title 
 is self-explanatory. 
 
 McGuire. Full Grown Nation. Macmillan. 1937. The story of the growth 
 of America. In it you will find the story of America from that day 
 when leaders of the young country met to make a new plan of govern- 
 ment to the year 1937. 
 
 Meyer and Hamer. The New World and Its Growth. Follett. 1942. Good 
 for the integration of geography and history. 
 
 Robbins. Boy of Quebec. Lothrop. 1926. French exploration and set- 
 tlement of Quebec. 
 
 Strong. Early Days in Canada. Oxford University. 1934 Well selected 
 stories of social and economic life. 
 
 Stull and Hatch. Our World Today, Asia, Latin America and the United 
 States. Allyn. 1938. A supplementary text. 
 
 (See also list for Fifth Year.) 
 
 Easy Reading — Short Stories: 
 
 New World Neighbors. Heath. 1941-42. Children of Mexico; Letters 
 From Guatemala; Sky High in Bolivia; Up Canada Way; Riches of 
 South America; Riches of Central America; Along the Inca Higluoay ; 
 Six Great Men of Brazil; Boys of the Andes; Ootah and His Puppy 
 (an Eskimo story) ; Around the Carribean; Kimbi, Indian of the 
 Jungles; Rico, The Young Rancher; The Gaucho's Daughter. 
 
 Magazines and Papers: 
 
 Current Events. American Education Press, South Front St., Columbus, 
 Ohio. 
 
 Young America. Eton Pub. Corp., 32 East 57th St., New York. 
 
 National Geographic Magazine. (See topical index for excellent illus- 
 trated materials. National Geographic Society, Washington, D. C. 
 
 True Comics. 9 E. 40th Street, New York. 
 
182 A Suggested Twelve Year Program 
 
 Films: 
 
 "The Other Americas Through Films and Records." American Council 
 on Education. Washington, D. C. Free pamphlet suggesting use of 
 films and records, also films listed by countries and records listed by 
 folk music, popular music, concert music, and primitive music. 
 (See also films listed for Fifth Year, p. 178). 
 
 Hartley. Selected Films for American History and Problems. Teachers 
 College, Columbia University, New York. Tells how to locate, select, 
 and use motion pictures in teaching the social studies. 
 
 Books for Teachers: 
 
 The South American Handbook. H. W. Wilson. 
 Gunther. Inside Latin America. Harpers. 
 Ybarra. Young Man of Caracas. Dodd, Mead. 
 Ybarra. America Faces South. Dodd, Mead. 
 Herring. Good Neighbors. Yale. 
 
 Music: 
 
 Latin American Songs. Birchard. 
 
 Eighth Year 
 
 NORTH CAROLINA 
 
 The central theme for this year is North Carolina in its many- 
 phases, economic, historic, social and geographic. The purpose 
 of the course is to develop an understanding of the present and 
 past problems which North Carolina is facing or has faced. One 
 big aim should be to give students a knowledge of the many 
 opportunities afforded by the State and to instill in them a desire 
 to help in the solution of our problems. 
 
 This study of North Carolina might well serve as a core for 
 much of the work of the eighth grade or as a framework which 
 would cover learning in closely related areas such as health, 
 science, the language arts, and vocational education. 
 
 All grades should contribute to the study of North Carolina; 
 but since this study is of primary concern in the eighth grade, it 
 is suggested that eighth grade teachers work with school princi- 
 pals and supervisors in securing the coordinated efforts of 
 teachers in all grades in the study of North Carolina. 
 
 Every attempt should be made to organize and conduct this 
 study so that it will be challenging to pupils on an adolescent or 
 eighth grade level. Students should look upon our State with 
 pride and favor, but not at the expense of an unbalanced or 
 incorrect understanding. This study, therefore, should take full 
 advantage of the opportunities offered by the school community 
 in the study of the State. 
 
North Carolina Public Schools 183 
 
 Probably no one or even two or three books will include the 
 necessary material for this study. Although textbooks in the 
 geography and the history of the State will be used often, the 
 work for the year should be organized around big problems 
 having significance to eighth year pupils, and many reference 
 books should be assembled. The exertion of initiative and energy 
 by local school people in locating, accumulating, and using appro- 
 priate materials for this study is essential. Some of the finest 
 contributions may not come from books at all. The teachers who 
 are most successful in teaching North Carolina are avid col- 
 lectors. A plan for filing and preserving material is necessary. 
 The provision of material for this study should be a cooperative 
 undertaking of pupils, teachers and administrators. The present 
 outline is only suggestive in so far as provision for material is 
 concerned. It is hoped that work such as illustrative units of 
 exceptional merit from various schools in the State can be made 
 available for others in the near future. 
 
 Preparation for the Study 
 
 The first step is to make a survey of the materials available in 
 the schools. A North Carolina shelf should be arranged in the 
 library, or, better still, put in the eighth grade classroom. Lists 
 of available materials for teacher and pupils should be prepared 
 for reference. 
 
 A second step in many schools will be the examination by the 
 teacher of her own knowledge of North Carolina. The success of 
 this study is doubtful when the teacher is, figuratively speaking, 
 "only a few pages ahead of the pupils." 
 
 Additional materials will have to be secured immediately in 
 most schools. A minimum list follows : 
 
 The Story of North Carolina by A. M. Arnett and W. C. Jack- 
 son. U. N. C. Press. 1933. 80^ to schools. (State-adopt- 
 ed supplementary text.) 
 
 The Growth of North Carolina by A. R. Newsome and H. T. 
 Lefler. World Book Company. 1942. $1.14. (State- 
 adopted supplementary text.) 
 
 The Story of Conservation in North Carolina by Paul Kelly 
 and J. C. Baskervill. N. C. Department of Conservation 
 and Development. 1941. Distributed free by State Text- 
 book Commission. 
 
 North Carolina Geography by Mary Hyman and Sallie B. 
 Marks. A supplement printed in the seventh grade geog- 
 raphy, Southern Lands. 
 
184 A Suggested Twelve Year Program 
 
 Young People's History of North Carolina by D. H. Hill. This 
 book is out of print but copies are already in many schools 
 where they can be used for reference. 
 
 The State-adopted basal and supplementary texts for 
 grades below the eighth are available for review and refer- 
 ence. (See particularly books for the fifth year.) 
 
 Selected References and Other Materials-' 
 
 North Carolina: Suggestions for Applying the Social Studies. 
 This is Publication No. 217 of the State Department of Pub- 
 lic Instruction. It was distributed in the schools in 1939. 
 This bulletin contains many aids for teachers, such as illus- 
 trative units of work and probably the most complete bibli- 
 ography readily available of the material for the study of 
 North Carolina. It is a valuable reference for eighth grade 
 social studies teachers. Additional copies are available at 
 20 cents each. 
 
 A Study in Curriculum Problems of the North Carolina Public 
 Schools. The social studies section of this 1935 course of 
 study contains illustrative units and a bibliography. Out of 
 print, but available in schools. 
 
 North Carolina: Economic and Social by S. H. Hobbs, Jr. 
 U. N. C. Press. 1930. $1.50. Out of print, but available in 
 many libraries. An excellent presentation of economic and 
 social conditions of North Carolina. Contains maps, tables, 
 diagrams. Reference at the end of each chapter. Not suit- 
 able for use as a textbook in the eighth grade, but excellent 
 for reference. 
 
 North Carolina: A Guide to the Old North State. Prepared by 
 WPA Writers. U. N. C. Press. 1939. $2.50. A compre- 
 hensive historical, economic, social, and scenic description 
 that covers the seacoast, the tobacco and cotton industry, 
 and the famous recreational areas of the Great Smokies. 
 About 100 photographs. 16 maps. Sponsored by the De- 
 partment of Conservation and Development and compiled by 
 the Federal Writers' Project of North Carolina. 
 
 Through the use of the references given in this minimum list 
 of books the principal aids now available for the study of North 
 Carolina can be located. Particular attention is called to Publi- 
 cation No. 217 of the State Department of Public Instruction 
 which gives the sources of many materials other than books, such 
 as maps, pamphlets, periodicals, and illustrative units. Schools 
 which have projectors should keep in touch with the Bureau of 
 Visual Instruction of the University of North Carolina for avail- 
 able materials. 
 
 It may be noted that more materials are available for teaching 
 the history than for studying the geography, economics, and 
 
North Carolina Public Schools 185 
 
 social aspects of the State. This condition should not lead to an 
 overemphasis of history to the neglect of other fields or areas 
 which need to be considered in arriving at an understanding of 
 current problems. One of the goals in the assimilation of 
 materials might be the establishment of a North Carolina social 
 studies laboratory and museum in the school. 
 
 Approach to the Study 
 
 Superior teaching usually includes or makes use of many 
 methods, devices, and techniques; it is seldom confined to one 
 method, such as the textbook method or the activity method. The 
 study of North Carolina may follow any good arrangement, 
 pattern or procedure, depending on the training, experience and 
 energy of the teacher and on the materials available. The local 
 situation will determine the approach. However, it is believed 
 that this study may be profitably organized into large units of 
 work around centers of pupil interest and teacher purposes which 
 are designed to lead to a better understanding of the problems of 
 the State by showing the interrelationships of the many phases of 
 life in the State. 
 
 The teacher of the social studies should have some conception 
 of what constitutes the wealth of the State. Howard Odum of 
 the University of North Carolina has designated five areas, as 
 follows : 
 
 1. Natural wealth, such as soils, minerals, rainfall, timber. 
 
 2. Human wealth — people in their various capacities. 
 
 3. Technological wealth, such as skill and training of people. 
 
 4. Capital wealth, such as tools, machinery, housing, and 
 money. 
 
 5. Institutional wealth, such as schools, churches, and cities. 
 The most advanced geographic areas or states are those which 
 
 are wealthy in all five of these types of wealth. The dependence 
 of each type upon the others may be illustrated by saying that 
 natural resources can be used by people by the application of 
 skills in the production of capital, which in turn can be used in 
 the establishment of institutions which provide for more skills, 
 and so on, continuing the cycle of dependence among these 
 factors in improving a civilization. The key to this whole cycle 
 is the existence of institutions which will properly train our 
 people, so that they can conserve and make use of our abundant 
 natural resources. The implications here for educators are evi- 
 dent. 
 
186 A Suggested Twelve Year Program 
 
 Suggestions for Preliminary Work with the Class 
 
 One of the first undertakings of the class might well be an 
 examination or the taking of an inventory of the information 
 and understandings which pupils have at the beginning of the 
 year. This might be brought about through group conversations, 
 checking on the extent to which pupils have traveled, books they 
 have read, units which they have worked out in other grades, and 
 through questions from teachers and pupils. 
 
 The second step, which should be an outgrowth of the first, 
 would be the listing and consideration of things about the State 
 with which children would like to become more familiar or under- 
 stand better. 
 
 These first two steps should be so designed that students will 
 want to know more about the State. Many of the problems which 
 the group will study might result from these two undertakings. 
 
 A third step might be the preparation with the students of a 
 list of large topic headings which would cover the study of North 
 Carolina. These headings could be entered on envelopes or folders 
 which would serve as a filing system. Students should be en- 
 couraged to locate and contribute materials to this file. Materials 
 should be filed when they are located, even though they are of no 
 immediate value, for use in some unit to be worked out in the 
 future. A place for preserving specimens and collections will also 
 be needed. 
 
 This preliminary work should involve or result in some fairly 
 definite plans as to what should be included in the year's work. 
 
 Suggestive Introductory Units 
 
 Any one of the following might serve as a suggestion for an 
 introductory unit: 
 
 1. A problem coming as an outgrowth of the preliminary work 
 with the class. 
 
 2. Some current problem of interest to pupils which vitally 
 concerns North Carolina. 
 
 3. A study of the local or school community. 
 
 4. Orientation and review with regard to: 
 
 a. The geographic position of North Carolina — latitude, 
 longitude, hemispheres, seasons, tides, zones, etc. 
 
 b. The place of North Carolina in the Nation. 
 
 c. The place of North Carolina in the South. 
 
 These points should be kept in mind during the whole year. 
 
 5. How the geography of North Carolina affected the early 
 history of the State. 
 
North Carolina Public Schools 187 
 
 Suggested Large Topics Which Might Be Developed into Stimu- 
 lating Centers of Child Interest 
 
 1. How people make a living in North Carolina. 
 
 2. Handicrafts and hobbies in our State. 
 
 3. Raw materials and manufactured products in our State. 
 
 4. The people of North Carolina and whence they came. 
 
 5. Dramatic incidents in our State's history. 
 
 6. Geographic conditions which affect life in the State. 
 
 7. Men and women who have contributed to the welfare of our 
 State. 
 
 8. What the State does with taxes or public money. 
 
 9. Young people and their opportunities in the State. 
 
 10. Cities, houses, schools, churches, and roads in the State. 
 
 11. Dependence of North Carolina upon other areas. 
 
 12. The contributions which good health and education can 
 make to life in the State. 
 
 13. What North Carolina can do when the Nation is at war. 
 
 14. The proper use of the State's wealth of resources. 
 
 15. The essential elements in good communities in typical areas 
 in the State. 
 
 Units of work which are planned by the teacher in terms of her 
 interests and those of the pupils and in terms of the materials 
 available are more likely to be of value than are units which are 
 borrowed and imitated. 
 
 Frequent use should be made of maps of the State, of the 
 United States, of Southern Regions and of -the world. Full use 
 should be made of trips, collections, constructive and dramatic 
 work, charts, motion pictures and readings. People who are 
 available and can contribute to the study should be used by bring- 
 ing them into the school or by going to them. Many teachers are 
 able to make frequent use of current events and current materials 
 to good advantage. 
 
 This study should be challenging to both students and teachers. 
 Nothing less than the best should be considered satisfactory for 
 the study of the State which is our home. This study will need 
 above many other things the enthusiasm of a well informed and 
 interested teacher. It should be remembered that there is no 
 device of instruction that can raise the quality of the educative 
 process above the purpose, the knowledge, the understanding, and 
 the vision of the teacher who employs it. 
 
188 A Suggested Twelve Year Program 
 
 Ninth Year 
 
 LIVING TOGETHER IN OUR DEMOCRACY 
 
 The social studies for the ninth year will occupy a strategic 
 position in the twelve year program of every school, but there 
 can be no set pattern which will apply to all schools alike. Each 
 school must develop its own plan for the pupils of its particular 
 community, and the guiding principles of each separate plan must 
 of necessity be individual and flexible enough to permit changes 
 from year to year and from class to class within each school. 
 
 Since many pupils find difficulty in making adjustments to the 
 high school organization during their first year in the secondary 
 school, the social studies course for the ninth grade should be 
 designed to some extent as an orientation course. It should intro- 
 duce pupils to their new surroundings and acquaint them with 
 their changing responsibilities. 
 
 Of the four courses generally carried by the first year high 
 school student the social studies course perhaps offers the best 
 opportunity for the inclusion of occupational information and 
 guidance. Among the books listed for the ninth grade are several 
 dealing with vocations and the choice of a life work. Teachers 
 should, of course, keep abreast of the times and use fully current 
 information concerning employment opportunities and possibili- 
 ties for vocational training. Also, the work of the social studies 
 class should be of such a nature as to offer pupils guidance in 
 choosing their future high school courses. Thus it may be 
 possible to help hold in school a few who are on the verge of 
 dropping out and becoming maladjusted adults who will add to 
 the community problems. 
 
 The large centers of interest selected by each school will depend 
 upon several important factors, chief of which are: The nature 
 of the courses which have gone before and the ones which are to 
 follow; whether the school is rural, village, or urban; the pro- 
 portion of students who are likely to go into farming, business, 
 industry, or college; and the special needs and interests of the 
 community. 
 
 Areas of Knowledge. 
 
 The areas of knowledge suggested for this grade may be 
 taught in any order and may be revised or enlarged in accordance 
 with the goals set by the teacher and her pupils. The central aim 
 should be the development of vital concepts and the accumulation 
 of sufficient information about democratic living to enable the 
 student to understand and appreciate the American way of life. 
 
North Carolina Public Schools 189 
 
 1. Living in our community. 
 
 a. Home — making our homes mean more. 
 
 b. School — past, present, and future. 
 
 c. Church — religious heritage, today's challenge. 
 
 d. Health and recreation. 
 
 (1) Cleanliness, disease prevention. 
 
 (2) Playgrounds, places of amusement. 
 
 (3) Safety — home, highway, school, playground, factory. 
 
 e. Social activities. 
 
 f. Occupations. 
 
 g. Personal and group ideals. 
 
 2. Learning to support our government. ^ 
 
 a. Local, city, county. 
 
 b. State — as a unit and as a part of our Nation. 
 
 (1) How laws are made. 
 
 (2) How laws are enforced. 
 
 (3) How laws are interpreted and applied. 
 
 c. Nation. 
 
 (1) How our national government developed. 
 
 (2) Making national laws. 
 
 (3) Carrying out national laws. 
 
 (4) National courts. 
 
 (5) Making and paying public bills. 
 
 (6) Democracy's competitors. 
 
 3. Learning to improve our lives. 
 
 a. Reducing poverty and unemployment. 
 
 b. Understanding and preventing crime. 
 
 c. Helping the blind, deaf, etc. 
 
 4. Adjusting ourselves to life. 
 _- a. Finding suitable vocations. 
 
 (1) Information on occupations. 
 
 (2) Personal aptitudes. 
 
 (3) Preparation for a job. 
 
 b. Investing wisely. 
 
 c. Conserving wealth. 
 
 d. Consuming wisely. 
 
 e. Using public utilities. 
 
 5. Finding our Nation's place in the modern world, now and in 
 the future. 
 
 a. International cooperation. 
 
 b. International ideals. 
 
 c. The Good Neighbor policy. 
 
 d. Post-war America. 
 
 Materials can be many and varied. Wide use should be made of 
 current literature which has been carefully prepared for students 
 of this age. School journeys and other visual and auditory aids 
 are especially recommended. 
 
190 A Suggested Twelve Year Program 
 
 The State-adopted basal and supplementary texts when used as 
 intended, viz. as source material, will supply most of the infor- 
 mation needed to develop the units of instruction suggested. 
 Other material from the library will enable the class to pursue 
 special interests. 
 
 Books for Pupils : 
 
 Bennett and Hand. School and Life. Ginn. 1938. 
 
 Building America: Housing, Youth Faces the World (Vol. I) ; 
 
 We Consumers (Vol. II) ; Our Farmers, Labor (Vol. Ill) ; 
 
 Women, Business, Civil Liberties (Vol. IV) ; Community 
 
 Planning (Vol. V) ; We Americans (Vol. VI) ; Our Minority 
 
 Groups (Vol. VII). New York, Americana Corporation. 
 Davis. Guidance for Youth. Ginn. 1937. 
 Endicott. One Hundred Guidance Lessons. Scranton, Pa., 
 
 International Textbook Company. 1937. 
 Hanna. Youth Serves the Community. Appleton-Century. 
 
 1936. 
 Hughes. Economic Citizenship. Allyn. 1933. 
 Hunter. The Girl Today: The Woman Tomorrow. Allyn. 
 
 1938. 
 Lapp-Ross. Economic Citizenship. Heath. 1934. 
 Mayer and Sutherland. The Community, A Laboratory. New 
 
 York, Progressive Education Association. 1941. 
 Odum, Meyer, Holden, and Alexander. American Democracy 
 
 Anew. Holt. 1940. 
 
 Library Books : 
 
 Consult the librarian concerning available and needed addi- 
 tional materials. Note especially books classified. 
 300-397— Social Sciences 
 600-699— Useful Arts 
 920-921— Biography 
 929, 970-979— United States History. 
 
 For new purchases note especially these classifications in the 
 most recent issue of the N. C. E. A. Library Book Catalogue, 
 and in the Standard Catalog fdr High School Libraries. 
 
 Selected References for the Teacher : 
 
 Colcord. * Your Community. Russell Sage Foundation. 1941. 
 
 261p. 85^. 
 Coyle. Roads to a New America. Little. 1938. 390p. $2.75. 
 N. E. A. Educational Policies Commission. Learning the 
 
 Ways of Democracy. Washington, D. C. 486p. $1.00. 
 Odum. American Social Problems. Holt. 1939. 549p. Text 
 
 ed. $3.00. 
 
North Carolina Public Schools 191 
 
 Tenth Year 
 
 WORLD HISTORY— HISTORICAL FOUNDATIONS OF MODERN 
 WORLD PROBLEMS 
 
 This course should lead students to understand the historical 
 background of present world problems and should help them to 
 see more clearly America's role in world affairs. A need for such 
 understanding has become increasingly evident as the nations 
 have grown in economic importance and as the interchange of 
 trade and communication between nations has increased. 
 
 Political, economic, military, social, and cultural problems have 
 very definite cause and effect relationships which must be under- 
 stood and dealt with continuously. Therefore, a knowledge of 
 world geography and an understanding of the peoples of other 
 nations are needed by citizens who want to think and act in- 
 telligently in the solution of current world problems. 
 
 Areas of Knowledge 
 
 Several areas of knowledge are indicated below. Teachers 
 should select only those areas which can be adequately covered 
 in a year. To attempt a complete study of human history from 
 prehistoric times to the present is manifestly an impossible task. 
 However, it is possible within a year to provide a background for 
 a better understanding of modern world problems. 
 
 Pupils should be encouraged to read a variety of textbooks and 
 library books in order to get different viewpoints and information 
 sufficient to form accurate judgments. 
 
 1. Early Civilizations and their Influences. 
 
 a. The influence of geography in the development of 
 civilization. 
 
 b. The contributions of early peoples to modern customs 
 and ideas. 
 
 2. Contributions of the Graeco-Roman Civilization. 
 
 a. To architecture. e. To government. 
 
 b. To philosophy. f. To drama. 
 
 c. To language and literature. g. To law. 
 
 d. To science. 
 
 3. The Middle Ages. 
 
 a. The feudal system. 
 
 b. The reasons for the westward movement. 
 
 c. The influence of the church. 
 
 d. The renewal of trade and commerce. 
 
 4. The Renaissance and Reformation. 
 
 a. The revival of learning and its influence on literature, 
 art, science, and discovery. 
 
 b. The Protestant Revolt in Germany and the spread of 
 Protestantism. 
 
192 A Suggested Twelve Year Program 
 
 5. Revolutionary Foundations of Present Day Civilizations. 
 
 a. Growth of constitutional monarchy in England. 
 
 b. International wars of the eighteenth century. 
 
 c. The age of despotism in France. 
 
 d. The French Revolution and Napoleon. 
 
 6. The Industrial Revolution and the Machine Age. 
 
 a. Effect on industry, commerce, transportation, communi- 
 cations, farming, home life, women's work, child labor, 
 religion, and government. 
 
 b. Effect on the standard of living and social customs. 
 
 7. The Rise and Development of Democracy. 
 
 a. Rise and Development in Europe. 
 
 b. Development in America. 
 
 c. Institutions ; political and economic practices in a 
 democracy. 
 
 d. Democracy and conflicting ideologies. 
 
 8. Nationalism. 
 
 a. Its meaning. 
 
 b. Factors which give rise to nationalism. 
 
 c. Benefits and defects of nationalism. 
 
 d. Nationalism in the twentieth century. 
 
 9. The World at War. 
 
 a. Causes of World War I and its effects on peoples of the 
 world. 
 
 b. Causes of the present world conflict. 
 
 c. War aims of the United Nations. 
 
 d. Hemisphere relationships and the Good Neighbor policy. 
 
 e. Our place as citizens in a world at war. 
 
 f . Planning for a post war world. 
 
 Note: Some schools may desire to follow a topical organization, devoted 
 largely to tracing the development of our culture, with little attention to 
 the chronological treatment built around periods of political history. The 
 study of World Problems and their historical and geographical back- 
 grounds as centers of interest might also be a desirable way to organize 
 the work this year. It would be possible, of course, to devote two years 
 to the study of World History. This is a matter for individual schools 
 to decide. 
 
 Books for Pupils : 
 
 State-adopted basal texts: (State contract retail prices.) 
 
 A. For the one year course : 
 
 Perkins. Man's Advancing Civilization. Rand. 1939. 
 923p. $1.47. 
 
 B. For the two year course : 
 
 Pahlow. Man's Achievement, Vol. I. Ginn. 1934. 
 
 740p. $1.63. 
 Becker. Modern History. Silver. 1931. 825p. $1.73. 
 
North Carolina Public Schools 193 
 
 State-adopted supplementary texts: (State contract retail 
 prices.) 
 Webster. Readings in Early European History. Heath. 
 
 1926. 532p. $1.73. 
 Webster. Readings in Modern European History. 
 
 Heath. 1926. 542p. $1.73. 
 Woodson. Negro Makers of History. Asso. Pub. 1938. 
 
 352p. $1,121/2- 
 Rugg. Changing Governments and Changing Cultures. 
 
 Ginn. 1933. 703p. $1.73. 
 Directed Study Guide. Ginn. 69^. 
 
 Library Books : 
 
 Consult the librarian concerning available and needed addi- 
 tional materials. Note especially books classified. 
 340 — Foreign Government 
 910-919— Travel 
 920-921— Biography 
 930-999 — Ancient and Modern History. 
 For new purchases note especially these classifications in the 
 most recent issue of the N. C. E. A. Library Book Catalogue 
 and in the Standard Catalog for High School Libraries. 
 Selected References for the Teacher : 
 
 Dean. The Struggle for World Order. Foreign Policy Asso- 
 ciation, New York. 1941. 25^. 
 Farley. America's Stake in the Far East. American Council, 
 Institute of Pacific Relations, New York, 129 E. 52nd St. 
 1938. 10^. 
 Gunther. Inside Europe. Harper. 1940. 606p. $3.50. 
 Herring. Good Neighbors. Yale Univ. Press. 1941. 381p. 
 
 $3.00. 
 Van Loon. Story of Mankind. Garden City Pub. Co. 1926. 
 
 $1.00. 
 War Department. The Background of Our War. Farrar. 
 1942. 293p. $2.00. 
 
 Eleventh Year 
 
 AMERICAN HISTORY— HISTORICAL DEVELOPMENT OF AMERICAN 
 LIFE AND DEMOCRACY 
 
 Some of the important general objectives for the eleventh 
 grade social studies are: 
 
 1. To show that American civilization is a part of world civili- 
 zation; more particularly that it is a transplanting and 
 adaptation of European culture. 
 
 2. To develop a realization of the essential interrelationships 
 of American life and activity. 
 
 3. To strip nationalism and patriotism of all forms of bigotry 
 and to instill a desire to participate in civic activities for 
 the welfare of the whole. 
 
194 A Suggested Twelve Year Program 
 
 4. To show that the American ideal is the democratic way; 
 and "since every person is of moral worth and dignity 
 within himself, no man, woman or child can be exploited by 
 another without doing violence to the essential spirit of 
 American democracy and liberty." 
 
 5. To develop in the pupils ability to form clear judgments of 
 present day problems through investigation, collection of 
 data, and formulation of conclusions based on valid 
 evidence. 
 
 Areas of Knowledge. 
 
 The areas of knowledge given below follow the chronological 
 order found in Publication No. 189. Some teachers will prefer to 
 teach the course through large units or topics without particular 
 regard for a chronological arrangement. Using basal and sup- 
 plementary texts as reference books the teacher should adapt 
 the course to suit the needs and interests of the pupils. Some 
 schools have experimented with the correlation of history and 
 English in the eleventh year. There is no reason why such 
 experiments should not continue. 
 
 1. Transplanting of European Civilization in America. 
 
 To show that American civilization is an outgrowth of 
 world civilization, more particularly that it is a trans- 
 planting and adaptation of European culture. 
 
 2. Independence by a Revolution and Union under a Written 
 Constitution. 
 
 To understand the movement and ideals that led to sepa- 
 ration from Great Britain and the type of government 
 that evolved as a result. 
 
 3. Growth of Nationalism and Rise of Democracy. 
 
 To show how the new Nation was recognized at home and 
 abroad and how the common man came to have a share 
 in the government. 
 
 4. Expansion, Conflict and Reunion. 
 
 To understand how growing sectionalism due to diverging 
 economic interests led to a war that fundamentally 
 altered American life. 
 
 5. The Economic Revolution and Political Changes Following 
 the War Between the States. 
 
 To understand how the United States came to be a highly 
 industrialized Nation with acute problems of capital, 
 
North Carolina Public Schools 195 
 
 labor, agriculture, finance, and government that sought 
 solution through political reform and governmental 
 regulation. 
 
 6. The United States as a World Power. 
 
 To understand the part that the United States has come 
 to play in foreign politics and how its welfare is tied up 
 with international harmony; to understand the meaning 
 of hemisphere solidarity. 
 
 7. Prosperity, Depression, and Economic Experimentation. 
 
 To understand the rapid changes and adjustments that 
 
 are taking place in American life. 
 An abundance of good material for use in the development of 
 units of study such as the ones suggested above is available. 
 Most of the essential information needed may be obtained from 
 the State-adopted basal and supplementary texts for the eleventh 
 grade ; additional reading material on the problems of citizenship 
 and government may be obtained from books listed for the 
 twelfth year social studies course. Teachers should also take 
 advantage of the keen interest of pupils in current happenings 
 and make full use of current periodicals and audio-visual aids. 
 
 Books for Pupils : 
 
 State-adopted basal text: (State contract retail price.) 
 
 Beard and Beard. History of the United States (Revised). 
 Macmillan. 1942. 706p. $1.35. 
 State-adopted supplementary texts: (State contract retail 
 prices.) 
 
 Faulkner and Kepner. America — Its History and People. 
 
 Harper. 1938. 866p. $1.90. 
 Rugg. An Introduction to Problems of American Culture. 
 Ginn. 1931. 616p. $1.69. 
 
 Library Books : 
 
 Consult the librarian concerning available and needed addi- 
 tional materials. Note especially books classified — 
 917 — United States travel 
 920-921 — Biography 
 929, 970-979 — United States History 
 
 F — Fiction with American historical back- 
 ground. 
 
 Selected References for the Teacher : 
 
 Adams. Epic of America. Blue Ribbon Books. 1933. $1.00. 
 Bassett. Short Story of the United States. Macmillan. 1939. 
 
 1039p. $4.00. 
 Beard and Beard. America in Midpassage. Macmillan. 1939. 
 
 977p. $3.50. 
 

 196 A Suggested Twelve Year Program 
 
 Building America Series. Americana Corp., 2 West 45th St., 
 
 New York. 
 Commager and Nevins. Heritage of America. Little. 1939. 
 
 1152p. Student's edition. $2.40. 
 
 Twelfth Year 
 
 MODERN PROBLEMS— ECONOMIC, SOCIAL AND POLITICAL: THEIR 
 
 IMPLICATIONS FOR THE COMMUNITY, STATE, NATION, 
 
 AND WORLD 
 
 The particular objective of this twelfth year course is to get 
 the pupil to see the world about him as a place in which he lives 
 and works, and to get him to assume some responsibility for 
 making it a better place for himself and others. A good method 
 of obtaining this result is the utilization of community resources. 
 It is hoped that constant study of community problems may set 
 up habits of thinking and acting which may in time bring about 
 reforms. 
 
 Suggested large topics from which selections for particular 
 study may be made are: agriculture, conservation, industry, 
 trade, transportation, communication, capital, taxation and pub- 
 lic finance, money and banking, labor's part in production, the 
 inter-relation between the individual and his government, popu- 
 lation, race and cultural relations, the family, education, health 
 and disease, public welfare, crime, the church and religious im- 
 pulses, sources of information and propaganda, consumer edu- 
 cation, unemployment and social security, national defense, and 
 recreation. 
 
 Materials and Aids. 
 
 Materials for this course should not be confined to the textbook, 
 but should be as varied and abundant as the conditions of the 
 individual school will permit. Teachers are urged to assemble 
 many books, pamphlets, charts, maps, pictures, and illustrative 
 materials of all kinds. They are urged to take advantage of 
 community resources, both human and material, and to engage 
 with their classes in community undertakings and interests. 
 This will involve trips, community surveys, collections, dramati- 
 zations, debates and discussions, creative expression in the arts, 
 and particularly the use of motion pictures and the radio. 
 
 Pupils should be encouraged to listen regularly to radio com- 
 mentators of generally recognized ability. The "American Town 
 Meeting of the Air" and the "University of Chicago Round Table" 
 afford splendid examples of adult discussions of modern problems. 
 
North Carolina Public Schools 197 
 
 Current magazines and newspapers are indispensable. The 
 following may be used with profit by twelfth year social studies 
 classes : 
 
 Time. 330 East 22nd Street, Chicago, 111. 
 
 Newsweek. Rockefeller Center, 1270 Sixth Avenue, New 
 
 York, N. Y. 
 Life. 330 East 22nd Street, Chicago, 111. 
 Reader's Digest. Pleasantville, N. Y. 
 The Survey. 112 East Nineteenth Street, New York, N. Y. 
 New York Times, Sunday edition. New York, N. Y. 
 Especially for students: American Observer, Building 
 
 America, Every Week, Our Times, Scholastic, Weekly 
 
 News Review. 
 
 Books for Pupils : 
 
 State-adopted basal texts: (State contract retail prices.) 
 Greenan and Meredith. Everyday Problems of American 
 
 Democracy. Houghton. 1935. 505 p. $1.21. 
 Janzen and Stephenson. Everyday Economics. Silver. 
 
 1936. 512p. $1.31. 
 Ross. Civic Sociology. World. 1941. 415p. $1.38. 
 State-adopted supplementary texts: 
 
 Freeland and Adams. America and the New Frontier. 
 
 Scribner. 1936. 645p. $1.38. 
 Greenan. American Civilization Today. McGraw. 1934. 
 
 152p. 68^. 
 Greenan. Readings in American Citizenship. Houghton. 
 
 1928. 436p. $1.38. 
 Hilton. Problems and Values Today, Book I. Boston. 
 
 Little. 1938. 639p. $1.38. 
 Hilton. Problems and Values Today, Book II. Little. 1938. 
 
 679p. $1.45. 
 Magruder. National Governments and International Rela- 
 tions. Allyn. 1942. 664p. $1.55. 
 Magruder. The American Government. Allyn. 1942. 
 
 749p. $1.69. 
 Ross-McCaull. Readings in Civic Sociology. World. 1926. 
 
 398p. $1.38. 
 Rugg. An Introduction to Problems of American Culture. 
 
 Ginn. 1931. $1.69. 
 Rugg. Our Country and Our People. Ginn. 1938. 591 p. 
 
 $1.63. 
 Tugwell and Hill. Our Economic Society and Its Problems. 
 
 Harcourt. 1934. $1.72. 
 Walker, and others. American Democracy and Social 
 
 Change. Scribner. 1938. 687p. $1.73. 
 
198 A Suggested Twelve Year Program 
 
 Library Books : 
 
 Consult the librarian concerning available and needed addi- 
 tional materials. Note especially books classified — 
 
 300-397— Social Sciences 
 
 920-921— Biography 
 
 973-979— United States History. 
 
 Below are listed additional books which could be used to ad- 
 vantage in this course: 
 
 Arnold. Challenges to American Youth. Row. 1940. A 
 good textbook to cover the problems outlined in this course. 
 Good illustrative material and bibliographies. Deals with 
 the influences of geographic environment, and mental health 
 in addition to the topics commonly dealt with in "problems" 
 texts. 
 
 Bogardus and Lewis. Social Life and Personality. Silver. 
 
 1938. Deals with the effect upon personality of the social 
 institutions of the family, the community, play, education, 
 work, art and religion. 
 
 Gavian. Society Faces the Future. Heath. 1938. A high 
 school textbook in sociology. 
 
 Gavian and others. Our Changing Social Order. Heath. 
 
 1939. Intended for high school classes studying contem- 
 porary problems from the sociological point of view. 
 
 Jacobson. Our Interests as Consumers. Harper. 1941. 
 Deals with the history and development of consumer in- 
 terests. Discusses public medicine and insurance for medi- 
 cal care. Gives history and development of consumers' co- 
 operatives. 
 
 Kennedy and Vaughn. Consumer Economics. Manual Arts 
 Press. 1939. Deals with consumer education touching on 
 such topics as why we need consumer education ; money, its 
 importance and management ; the standard of living ; buying 
 principles and practices ; investment and insurance. 
 
 Odum and others. American Democracy Anew. Holt. 1940. 
 A textbook adapted to the course in Modern Problems in 
 that interpretation is given not only in relation to historical 
 background and national purpose but also in relation to the 
 realities of North Carolina resources. May be difficult for 
 twelfth grade. 
 
 O'Rourke. Our Democracy and Its Problems. Heath. 1942. 
 Covers the major problems in this course. Bibliographies 
 contain readings of interest and timeliness. 
 
 Staples and York. Economic Geography. Southwestern. 
 
 1940. Contains questions on the text, problems and projects, 
 topics for special study, and questions for classroom discus- 
 sion. / 
 
North Carolina Public Schools 199 
 
 Pamphlets : 
 
 Much valuable material is available in the fields covered by the 
 problems course. Some of the most helpful are : 
 
 Building America Series. Americana Corporation. 2 West 
 
 45th Street, New York. 
 Consumer's Guide. United States Department of Agriculture, 
 
 Washington, D. C. Teachers may be put on mailing list for 
 
 free material. 
 Headline Books and World Affairs Pamphlets. Foreign Policy 
 
 Association. 8 West 40th Street, New York. 
 
 Audio- Visual Aids : 
 
 It is inadvisable to list by title all of the audio-visual aids whidh 
 could be used in teaching Modern Problems, because of the length 
 of the list and the fact that new materials are constantly coming 
 out which would be equally useful for teaching purposes and 
 perhaps easier to secure. Listed below are sources of informa- 
 tion from which teachers may secure helps to fit their particular 
 needs. 
 
 The Bureau of Visual Instruction, Extension Division, Uni- 
 versity of North Carolina, Chapel Hill, has a good collec- 
 tion of motion pictures, lantern slides, and recordings 
 which may be secured at a small cost. 
 
 Directory of United States Government Films. United States 
 Film Service, Washington, D. C. Free. This bulletin clas- 
 sifies by topic and annotates briefly all films produced and 
 distributed by the United States Government. 
 
 Educational Film Catalog. H. W. Wilson Company, 950 Uni- 
 versity Avenue, New York. $4.00. An inclusive list of non- 
 theatrical films, giving brief annotations. Compiled annually 
 with quarterly supplements. Available through the Bureau 
 of Visual Instruction, Extension Division, University of 
 North Carolina. 
 
 Educational Screen. A magazine devoted exclusively to the 
 visual idea in education. $2.00 a year. Executive Office, 64 
 East Lake Street, Chicago, 111. Subscription automatically 
 gives membership in the National D. V. I. and access to 
 audio-visual aids. 
 
 Recordings for School Use. World Book Co. 1942. A cata- 
 log of appraisals by J. R. Miles, prepared in collaboration 
 with the American Council on Education. 
 
 ILLUSTRATIVE UNIT 1 
 
 A study of State government in which community resources were utilized 
 was made by a twelfth grade group at the Hugh Morson High School in 
 Raleigh. It is given here as an example of one method of studying a problem. 
 
 1 Unlt developed by Mrs. Mary P. Brantley, teacher, Hugh Morson High School, Raleigh. 
 
200 A Suggested Twelve Year Program 
 
 In this study the senior class studying government cooperated with radio 
 station WPTF in putting on a series of twenty-one half-hour programs on 
 the subject, Know Your State Government. These programs were designed 
 to acquaint the class and others whom they might reach by radio with some 
 of the State's problems in such fields as education, public welfare, road con- 
 struction, law enforcement, and public health. Carrying on the activities 
 necessary for producing a good radio program made possible a meaningful 
 use of the resources peculiar to the community. 
 
 The radio class, the State Department of Public Instruction, and station 
 WPTF cooperated in making a schedule of broadcasts and in securing the 
 consent of the particular State official or department to be interviewed. 
 From then on development of the program was largely up to the class. 
 
 .About ten days before each broadcast, the interviewee was called and 
 asked for an appointment with the group to enable them to see the depart- 
 ment to be studied and to get the information needed for the broadcast. 
 To this information-gathering appointment each pupil took a package of 
 cards upon which he jotted down questions which he thought should be 
 asked in the broadcast. These questions concerned such things as 
 description of the agency, its history, whether it was old or new or had 
 any peculiar facts and conditions connected with it, the personnel, qualifi- 
 cations, remuneration and duties of each and also their term of office and 
 method of selection. Further questions asked for checks on the powers 
 and responsibilities of the various officers, what happened in case these 
 were transgressed, legislation affecting the department, or contemplated 
 changes and implications for the future. • 
 
 This preliminary interview consisted of a meeting in which the group 
 was shown over the entire department and talked with various members 
 of it, particularly the official who was to be interviewed on the radio. The 
 group was received with unfailing friendliness and cordiality so that the 
 interviews beoame experiences to which all members of the group looked 
 forward with pleasant anticipation. 
 
 Preliminary interviews generally took place during the middle of the 
 week and each of the pupils selected for that particular broadcast handed 
 to the teacher on Friday a list of questions he, or she, would like answered 
 on the air. The teacher reviewed the questions, cut out the duplications, 
 and had typed copies made for members of the class. 
 
 The broadcasts took place from the offices of the officials being inter- 
 viewed on successive Mondays from 2:30 to 3 in the afternoon. The State 
 Department of Public Instruction joined in the sponsorship of the project 
 and sent notices of the time and nature of the program to schools through- 
 out the State. Many of them listened each week, using the broadcasts as 
 the basis of class discussions in their civics and government classes. 
 
 The list began with the Governor and included in rotation during the 
 fall term the Superintendent of Public Instruction, the Secretary of State, 
 Treasurer, Auditor, Commissioner of Agriculture, the Department of Con- 
 servation and Development, the State Highway and Public Works Com- 
 mission, the State Board of Health, and the State Board of Charities and 
 Public Welfare. During the spring term the list was extended to include 
 the Lieutenant Governor, the Attorney General, the Supreme Court, the 
 Department of Revenue, the State Highway Patrol, the State Prison, the 
 
North Carolina Public Schools 201 
 
 State Bureau of Investigation, the Department of Labor, the State 
 Museums, the Unemployment Compensation Commission, and the His- 
 torical Commission. 
 
 The outcomes were immensely valuable to the pupils who took part in 
 the project. One could almost see them grow in knowledge, poise, respon- 
 sibility, and initiative. Furthermore, they enjoyed the experience. They 
 made friends and handled situations which augured well for future leader- 
 ship. The activity was closed by a banquet given the students who had 
 taken part in the work and the school officials by the program director of 
 the project from WPTF. 
 
 The criticism may be made that this project could have been carried out 
 only in Raleigh where all departments of State government could be 
 visited. While this is true in regard to State government there are in 
 every community facilities for similar projects; for example, a class in 
 another part of the State made a study of juvenile delinquency; and still 
 another worked out a similar project for its community on tobacco and 
 its influence on the life of that community. 
 
SCIENCE 
 
 Science should be a continuous and regular part of the curric- 
 ulum for grades 1-8 inclusive, and should be offered to students 
 in each year of grades 9-12. In grades 1-8 reference should be 
 made to the recommendations concerning Approaches to the 
 Curricular Content of Science for the Elementary School, Publi- 
 cation No. 227, p. 20. The program may consist of science as a 
 part of large units integrating many subjects, of science that 
 arises incidentally, of science units that are organized on a given 
 topic, and of science activities arising in the activity program. 
 In the secondary school, grades 9, 10, 11 and 12, the program 
 includes the subjects of general science, biology, physics and 
 chemistry. Two units of science should be necessary for gradua- 
 tion from the secondary school with one unit in biology required. 
 
 Elementary School 
 
 Publication No. 227, Science for the Elementary School, 194-1, 
 contains a program of work for science in grades 1-7. Obviously 
 there would be a decided advantage to the students where this 
 publication is used continuously as source material for science in 
 the elementary school, and to continue the program for the eighth 
 year with the units herein suggested. These eighth year units 
 are selected on the basis of what the child should have developed 
 in science understandings from the outline for grades 1-7. How- 
 ever, where any eighth year group has not had the unit topics 
 contained in years 1-7, they should start where the students are, 
 even if it is in a unit proposed for the fourth, fifth, sixth or 
 seventh year and proceed from there as fast as they can ad- 
 vantageously go. 
 
 Secondary School 
 
 General science, biology, chemistry, and physics are the sub- 
 jects of science in the secondary school. Ordinarily general 
 science is taught in the ninth grade and biology in the tenth 
 grade. Two units of science are necessary for graduation from 
 the secondary school, with biology being a required subject. 
 
 The importance of having these subjects of science made 
 dynamic and functional in the lives of the students should be 
 emphasized. Biology should include a study of the human body 
 and all of its life processes. Physics and chemistry should be 
 practical in nature. They would thus be not only more worth- 
 while for the high school graduate who does not go to college, but 
 
North Carolina Public Schools 203 
 
 they would also be less likely to duplicate the experiences that 
 the student would have in those subjects if he should attend 
 college. 
 
 Special attention is called to the sections of Publication No. 227 
 "Using Experiments in the Grades" and "Equipment and 
 Materials," pp. 41-52, and "Inexpensive Reliable Science Source 
 Materials," pp. 108-112. 
 
 Suggested units— years i-viii 
 
 Note: Units are numbered for reference only, not for order 
 of teaching. 
 
 First Year 
 
 Unit Title 
 
 I. Observation of the weather and weather changes where 
 
 we live. 
 
 II. Our pets and their care at school and at home. Types: 
 
 food, sanitation, habits. 
 
 III. Wind as a helper in our work and play. Types: moving 
 
 toys, drying objects, pushing objects. 
 
 IV. Things we need to keep healthy. Types: air, food, sun- 
 
 shine, water, rest, play. 
 
 V. The autumn season : Changes we see in the plants, in our 
 
 yards, and on our school grounds. 
 
 VI. Observing the ways some objects in the sky behave. 
 
 Types : sun, moon, and stars. 
 
 VII. Different weather conditions help and hinder our work 
 
 and play. Types: rain, fog, clouds, ice, snow, sun- 
 shine. 
 
 VIII. Animals that we know and hear about get ready for win- 
 
 ter in different ways. Types: squirrel, birds, bears, 
 snakes, woodchuck. 
 
 IX. Watching and caring for the birds that live near us. 
 
 Types: appearance, food, winter habits, nests. 
 
 X. The spring season : Changes we notice in the plants and 
 
 animals about us in the spring. 
 
 XI. Seeds start new plants. 
 
 XII. Some things magnets will do. 
 
 Second Year 
 
 Unit Title 
 
 I. Seasonal changes : Some ways we notice how they affect 
 
 living things in this locality. 
 
204 A Suggested Twelve Year Program 
 
 Unit Title 
 
 II. Some ways the sun, moon and stars help us. 
 
 III. The baby animal or plant grows up to be like its parents. 
 
 Types: habits, food, appearance — bird, chicken, cow, 
 sheep, frogs, bear, flowers. 
 
 IV. How plants grow : Plants store away food. 
 
 V. Animals we know and read about spend the winter in 
 
 different ways. Types : bear, skunk, woodchuck, chip- 
 munk, bumblebee, snake, deer, insects. 
 
 VI. Man and animals need many kinds of foods. Types : ani- 
 
 mals, vegetables, milk, sweets. 
 
 VII. Water animals in our aquarium and ponds. Types: tur- 
 
 tle, crayfish, snail, fish, toad, beaver. 
 
 VIII. The behavior and appearance of some insects that we 
 
 have observed in our locality. Types: housefly, mos- 
 quito, grasshopper, caterpillar. 
 
 IX. The wind is a worker. 
 
 X. Different plants grow in our garden: in fall, winter, 
 
 spring, summer. 
 
 XI. Protection of our local wild flowers and trees. Types: 
 
 identify a few of the most common. 
 
 Third Year 
 
 Unit Title 
 
 I. Some effects of seasonal changes upon man's work, plants, 
 
 animals and insects. Types: in our locality; in other 
 places. 
 
 II. Stars we see : the big dipper ; north star ; milky way. 
 
 III. There are different forms of water in the air. 
 
 IV Water is a worker. 
 
 V Sources of light and heat; some ways they help us. 
 
 Types: sun, candle, moon, electricity, the human eye. 
 
 VI Magnetism. 
 
 VII. There are animals that live on land and in water. Types : 
 
 gull, duck, frog, turtle, penguin, beaver, pelican. 
 
 VIII. There are many kinds of insects : Types : dragon fly, but- 
 
 terfly, moth, cricket, ants, potato beetle, grasshopper, 
 wasp, spider. 
 
 IX. Seeds and how they are scattered. Types : maple, dande- 
 
 lion, oak, ash, burdock, milk weed. 
 
 X. The work of domestic animals and human care of them. 
 
 Types: horses, dogs, sheep, cattle, elephants. 
 
North Carolina Public Schools 205 
 
 Fourth Year 
 
 Unit Title 
 
 I. Signs of changes made in land or water surfaces by the 
 
 action of winds, water, ice and plants. 
 
 II. How soil is made. 
 
 III. The nature of plants about us. Types: reproduction, 
 
 storing food, manufacturing food, plants with and 
 without color. 
 
 IV. Community and social life of some animals. Types : ant, 
 
 bee, spider, man. 
 
 V. How different animals care for their young. 
 
 VI. Our sun and how it influences life. 
 
 VII. The moon and some ways it affects life. 
 
 VIII. The life cycle of some insects. Types: moth, butterfly, 
 
 mosquito, frog, dragon fly, ladybird beetle. 
 
 IX. Machines : Electricity and magnets help us work. 
 
 X. Birds most common to North Carolina and found in our 
 
 section. 
 
 Fifth Year 
 
 Unit Title 
 
 I. Revolution of the earth and seasonal change ; reverse of 
 
 seasons. 
 
 II. Our earth has had many periods of change. 
 
 III. Types of living things that are helpful to animals and 
 
 plants ; interdependence. 
 
 IV. Plants protect themselves and are protected from their 
 
 enemies. 
 
 V. Migration of birds and other animals. 
 
 VI. Animals have different ways of defending themselves 
 
 from their enemies. 
 
 VII. Air pressure. 
 
 VIII. Rocks and minerals. Types: in our locality; in North 
 
 Carolina. 
 
 IX. Trees most common to our locality ; in North Carolina. 
 
 Sixth Year 
 
 Unit Title 
 
 I. Weather and the weather bureau. 
 
 II. Nature's forces and conditions have changed the earth's 
 
 surface. 
 
 III. Our body needs. 
 
 IV. Air and its importance. 
 
206 A Suggested Twelve Year Program 
 
 Unit Title 
 
 V. Sound and its transmission. 
 
 VI. Light ; conservation of the human eye. 
 
 VII. Electromagnets and their work. 
 
 VIII. Types of harmful and useful insects behavior. 
 
 IX. Conservation of our plant life and forests. 
 
 Seventh Year 
 
 Unit Title 
 
 I. Making our community safer through science. Types: 
 
 water supply, disease control, provisions for sanita- 
 tion. 
 
 II. Our universe; the solar system. 
 
 III. The earth as a magnet; gravity. 
 
 IV. Elements and compounds. 
 
 V. The balance in nature. 
 
 VI. Science in industry; production and usage of products. 
 
 Types: rayon, glass, rubber, metals and metallurgy, 
 photography, agriculture. 
 
 VII. Transportation: Water paddle to aircraft. 
 
 VIII. Communication: Tom-toms to radio. 
 
 IX. Conservation: In our community, State and Nation. 
 
 Types: soil erosion; animal life; forests (review) ; 
 fuel; floral, food, human lives. 
 
 Eighth Year 
 
 The science units suggested for the eighth year have been 
 selected with reference to the program outlined for the first 
 seven years in Publication No. 227, Science for the Elementary 
 School. Four supplementary science textbooks have been adopted 
 for this new grade and references to these books have been made 
 in each of the seven units outlined below. Schools may select for 
 use in the eighth grade science program any one text, or combi- 
 nation of texts, from the four State-adopted books. The page 
 references to the texts show that two or more books in use would 
 greatly add to the amount of information gained. A well- 
 rounded study of the listed units would require reference to all 
 of the books. 
 
 The four State-adopted books (listed alphabetically by authors) 
 are as follows: 
 
 Carroll. Interpreting Science, Understanding Our World, 
 Book Two. Winston. 1939. 
 
 Dull, Mann, Johnson. Modern Science in Our Daily Life, 
 Book Two. Holt. 1942. 
 
North Carolina Public Schools 207 
 
 Smith-Trafton. Science in Modern Life Series, Book Two, 
 
 Enjoying Science. Lippincott. 1942. 
 Watkins and Perry. Science in Our Modern World, Book One, 
 Understanding Science. Macmillan. 1940. 
 
 (These books are referred to hereafter by abbreviated 
 titles.) 
 
 SUGGESTED UNITS 
 Note : Units are numbered for reference only, not for order 
 of teaching. 
 
 UKIT I. A STUDY OF SCIENTISTS AND THEIR SPECIAL CONTRIBUTIONS 
 
 TO BETTER LIVING 
 Essential Understandings. 
 
 1. Scientists evolve principles, laws, and generalizations by using the 
 scientific method. 
 
 2. Some characteristics of the scientific method are accurate obser- 
 vation and recording, openmindedness, suspended judgment until 
 facts are known, willingness to accept new evidence and to change 
 opinions accordingly. 
 
 3. Many scientists have worked long and diligently to prove scientific 
 facts. 
 
 4. Findings of scientists have helped mankind to arrive at truths. 
 
 5. Work of scientists has enabled man to change his ways of living. 
 
 6. Scientists have learned to isolate and control certain germs which 
 cause diseases. 
 
 7. Some work of scientists has added to the happiness and welfare of 
 mankind. 
 
 8. Some works of scientists have been used for destructive purposes. 
 
 References: _ .'.-.'.,* 
 
 Understanding Our World— pp. 95-99, 137-139, 305-313, 442-443. 
 Modern Science— pp. 6, 10, 39, 87, 89, 289-290, 366, 468. 
 Enjoying Science — pp. 3-40, 294. 
 
 Understanding Science- pp. 7-8, 16, 32, 90, 110, 118, 190, 192, 194, 230, 290, 
 374, 375, 388. 
 
 UNIT II. SCIENCE IN RELATION TO THE INDIVIDUAL'S PHYSICAL AND 
 MENTAL DEVELOPMENT 
 Essential Understandings. 
 
 A. His Program of nutrition. 
 
 1. Food goes through chemical changes before it is assimilated in 
 the body. 
 
 2. The chemical combination of oxygen with the foods which we 
 eat is called oxidation. 
 
 3. "The exact process of changing non-living substance such as the 
 chemical elements into protoplasm is perhaps the world's greatest 
 mystery." 
 
 4. A balanced diet is more important than the amount of food. 
 
 5. Vitamins (any of certain substances necessary for the nourish- 
 ment of the body) contribute to the growth and working power 
 of the body. 
 
208 A Suggested Twelve Year Program 
 
 6. Proper diet is necessary for building the nerves as well as the 
 body material. 
 
 References : 
 
 Understanding Our World — pp. 327-331. 
 ;. Modern Science— pp. 242-243, 327, 367, 286-288, 290-292, 386-392. 
 
 Understanding Science — pp. 239-240, 401, 416, 417. 
 
 B. His program of exercise and rest. 
 
 1. Proper body functioning demands intervals of exercise and rest. 
 
 2. Overtaxed nerves upset the digestive system and a happy dis- 
 position. 
 
 3. The health of the nervous system depends upon getting the 
 necessary rest and sleep. 
 
 4. Regular physical examinations would indicate the amount of 
 exercise needed oy an individual. 
 
 References : 
 
 Understanding Our World— pp. 321, 343, 348. 
 Modern Science — pp. 367-369. 
 Understanding Science — pp. 415, 417-418. 
 
 C. His program for correction of defects. 
 
 1. A doctor's examination of teeth, eyes, and ears is necessary to 
 find all defects. 
 
 2. Defects which are not corrected retard both mental and physical 
 growth. 
 
 3. "Posture is, after all, a matter of habit and of training our 
 muscles to hold our bones in proper position." 
 
 4. Defects, no matter how minor, should receive the prompt at- 
 tention of a physician. 
 
 References : 
 
 Understanding Our World — p. 353. 
 Modern Science— -pp. 382-389, 393-394. 
 Understanding Science — pp. 401-402. 
 
 D. His program as a part of a group, sponsoring safety, first aid, and 
 conservation of human lives. 
 
 1. Prevention of accidents is more important than administration 
 of first aid. 
 
 2. Knowledge of the methods of first aid is important in the con- 
 servation of human lives. 
 
 3. There are reliable methods for controlling diseases. 
 
 4. There are reliable methods for preventing certain diseases. 
 
 5. The prevention and control of disease are dependent upon the 
 cooperation of individuals. 
 
 6. Individuals should use the printed materials and other services 
 from their local and State health departments. 
 
 References : 
 
 Understanding Our World — pp. 357-363. 
 
 Modern Science — pp. 429-473. 
 
 Enjoying Science — pp. 406-438. 
 
 Understanding Science— pp. 277-281, 310-313, 318, 338-340, 408-411. 
 
North Carolina Public Schools 209 
 
 unit iii. attitudes regarding alcohol and habit forming 
 
 DRUGS 
 Essential Understandings. 
 
 1. A healthful nervous system depends a great deal upon the avoidance 
 of harmful drugs and narcotics. 
 
 2. There is great need to evaluate advertisements. 
 
 3. Stimulants and narcotics are not foods of nutritive value for body 
 building. 
 
 4. Scientists have proven the ill-effects of alcohol and narcotics upon 
 the efficiency of an individual. 
 
 5. Alcohol and narcotics should be used only upon the advice and 
 prescription of a physician. 
 
 6. Body craving for alcohol and narcotics is brought on only by the 
 habit of use; not by nature's demands. 
 
 References : 
 
 Understanding Our World — p. 343. 
 Modern Science — pp. 401-427. 
 Enjoying Science — pp. 224-225. 
 Understanding Science — pp. 233, 415-416. 
 
 UNIT IV. DEVELOPING THE SCIENTIFIC METHOD 
 Essential Understandings. 
 
 1. Scientists draw conclusions only upon the basis of reliable scientific 
 information. One trait of a scientist is his use of sources of reliable 
 information. 
 
 2. Long ago many people relied upon superstitious beliefs that 
 scientists have disproved. 
 
 3. Many people today have superstitious beliefs which science does not 
 accept. 
 
 4. Quackery thrives on superstition and misconception. 
 
 5. Real scientists do not accept without proof all advertisements in 
 newspapers and magazines and by radio. 
 
 6. It has been found that many unfounded beliefs are on topics which 
 are not easy to understand, such as those relating to the universe. 
 
 7. Accurate observations which are recorded form one of the bases for 
 drawing scientific conclusions. 
 
 References : 
 
 Understanding Our World — p. 64. 
 Modern Science — pp. 186-187, 189-212. 
 Enjoying Science — pp. 3-41, 219-259. 
 Understanding Science — pp. 4-37. 
 
 UNIT V. USING SCIENCE TO INTERPRET CAUSE AND EFFECT 
 RELATIONSHIPS 
 
 Essential Understandings. 
 
 A. Changes in the Earth's Formation. 
 
 1. Changes are continuously taking place in the earth's formation. 
 
 2. Scientists have determined the changes in the earth by the study 
 of soils and the formation of rocks. 
 
210 A Suggested Twelve Year Program 
 
 3. Some forces that have changed and are changing the earth's 
 surface are: earthquakes, tidal waves, storms, interior earth 
 heat, movement of glaciers, temperature changes, erosion, and 
 other work of wind and water. 
 
 References: 
 
 Understanding Our World — pp. 467-508. 
 Enjoying Science — pp. 445-489. 
 Understanding Science — pp. 50-51, 57. 
 
 B. Climatic and Temperature Regions on the Earth. 
 
 1. Differences in climate are caused by many factors, the more im- 
 portant of which are: winds, temperature, rainfall, latitude, 
 altitude, nearness to large bodies of water or land, length of 
 season, days of sunshine, fogs and average height of clouds, 
 humidity, cyclone, storm and dust areas. 
 
 2. To understand climate it is necessary to study local conditions 
 that determine it. 
 
 3. The types of native plant and animal life indicate the climate of 
 a given region. 
 
 4. Scientists have ways of determining the climatic changes of a 
 region over a long period of time. 
 
 References : 
 
 Understanding Our World — pp. 509-523. 
 Modern Science — pp. 35, 84. 
 Enjoying Science — pp. 535-579. 
 Understanding Science — p. 213. 
 
 C. Weather and Weather Forecasting. 
 
 1. Weather forecasting has been of great benefit to mankind. 
 (Refer to Bulletin No. 227, Science For the Elementary School, p. 
 91.) 
 
 2. A barometer is used to measure air pressure. 
 
 3. The "high" and "low" pressure areas indicate anti-storm or 
 storm conditions. 
 
 4. Wind moves from a high to a low area. 
 
 5. A high barometer reading usually indicates clear weather. 
 
 References : 
 
 Understanding Our World — pp. 158-172. 
 Modern Science — pp. 38, 43-60. 
 Enjoying Science — pp. 550-556. 
 Understanding Science — pp. 3, 19, 83. 
 
 UNIT V. ADAPTATION OF PLANT AND ANIMAL LIFE TO THEIR 
 ENVIRONMENT 
 
 Specific illustrations of adaptation: 
 To climate and weather changes. 
 To attack from enemies. 
 To seasonal changes. 
 
 To changes in the earth and the life upon it. 
 To disease. 
 
 Essential Understandings. 
 
 1. Living things by nature are adapted to normally changing conditions 
 and environments. 
 
North Carolina Public Schools 211 
 
 2. Living things through a long period of time have been changed in 
 structure, so as to make a better adaptation to their environment. 
 
 3. In plant and animal life there is a struggle for existence. 
 
 4. There are different forms of adaptation, such as changes in struc- 
 ture, protective coloring, hibernation, migration, and changes in 
 food habits and life cycle (as the pupa of the moth). 
 
 References : 
 
 Understanding Our World— pp. 4-5, 14-60, 273-276. 
 
 Modern Science — pp. 145-146. 
 
 Enjoying Science — pp. 25-27, 43-105. 
 
 Understanding Science— pp. 85-90, 121-122, 168-169, 176, 348-349, 353-355. 
 
 UNIT VII. THE USES OF ELECTRICITY IN THE HOME 
 
 Precautions. 
 Repairs. 
 
 Essential Understandings. 
 
 1. Electrical appliances in the home save energy and time. 
 
 2. Every person should know how to repair simple household electrical 
 equipment, such as replacement of fuse, light socket, and floor plug. 
 
 3. Electricity is dangerous. Be sure that the main switch is pulled 
 before beginning to do any repair work. 
 
 References : 
 
 Understanding Our World — pp. 413, 422-432, 434-444. 
 Modern Science — pp. 107-111, 139. 
 Enjoying Science — pp. 391-397. 
 Understanding Science — pp. 290, 301, 333-343. 
 
 YEARS IX-XII 
 
 Ninth Year 
 
 General Science — See outline for course in Publication No. 189, 
 pp. 360-362. 
 
 Tenth Year 
 
 Biology — See outline for course in Publication No. 189, pp. 
 363-367. 
 
 Eleventh Year 
 
 Chemistry — See outline for course in Publication No. 189, pp. 
 368-370. 
 
 Twelfth Year 
 
 Physics — See outline for course in Publication No. 189, pp. 
 370-377. 
 
HEALTH AND PHYSICAL EDUCATION 
 
 Essentials of the School Health and Physical Education Program. 
 
 1. Healthful school living, including attention to the arrange- 
 ment of the school day, to the social and emotional tone of 
 the classroom, to school sanitation, and to safety. 
 
 2. A coordinating plan of health instruction giving opportuni- 
 ties for experience through which pupils will develop skill 
 in living healthfully and will accumulate and use scientific 
 knowledge relating to the acquirement and improvement of 
 health, and the cause, spread, and prevention of certain 
 diseases. 
 
 3. Definite functioning policies and procedures to assist the 
 community program for the prevention and control of com- 
 municable diseases. 
 
 4. Daily health inspection by the teacher, periodic inspection 
 by the nurse, and through health examinations by the 
 physician at least once every three years. 
 
 5. A follow-up program for the correction of remedial defect?. 
 This program includes : guidance of pupils and parents to 
 sources of medical, dental, and other special treatment ; the 
 use of community, State, and national resources for the 
 correction of defects in indigent children. 
 
 6. A planned program which will develop a safety conscious- 
 ness by observing safety practices in the school room, on 
 the playground, at home, and on the way to and from school. 
 Definite provisions should be made for taking care of acci- 
 dents and sudden sicknesses that occur at school. 
 
 7. Special education programs for handicapped children, either 
 by adapting the program of the regular class to individual 
 pupil's needs or by providing special classes or special 
 schools. 
 
 8. Supervision and in service education for teachers under 
 leadership qualified in education and school health work, 
 with the responsibility for coordinating all school health 
 activities and for relating these to the community health 
 program. 
 
 9. Physical education programs that will be conducive to the 
 mental, physical and social growth of all the children. 
 
North Carolina Public Schools 213 
 
 Materials of Instruction. 
 
 1. Free and Inexpensive Materials in which health, physical 
 education and safety — See publication No. 219, "Physical 
 and Health Education for Elementary and Secondary 
 Schools, 1940," State Department of Public Instruction, for 
 a list of such materials. 
 
 2. Audio-Visual Aids. 
 
 Bureau of Visual Instruction, University of North Carolina, 
 
 Chapel Hill. 
 U. S. Public Health Service, Washington, D. C. 
 Metropolitan Life Insurance, New York City. 
 
 3. Textbooks. A list of State-adopted basal and supplemen- 
 tary textbooks may be secured from the State Department 
 of Public Instruction, Raleigh, N. C, or from the local 
 superintendent of schools. Basal textbooks have been 
 adopted for grades four through nine. Supplementary 
 books have been adopted for grades one through three and 
 for use in grades above nine. These books should be used 
 as aids by the teachers and pupils in the health program. 
 The teachers should supplement this material from other 
 sources and should feel free to omit any section or parts of 
 any sections that are not suitable to the interest and needs 
 of the children of her group. The purpose for which books 
 in health are intended is to make health functional, not 
 academic. 
 
 4. References. 
 
 Health Education, a joint report of the N. E. A. and the 
 American Medical Association, may be secured from N. 
 E. A., Washington, D. C. $2.00. A general publication 
 of health education that should be available to every 
 teacher. 
 Publications of the State Department of Public Instruction : 
 No. 154, Course of Study for the Elementary Schools of 
 
 North Carolina, 1930. 
 No. 189, A Study in Curriculum Problems of the North 
 
 Carolina Public Schools, 1935. 
 No. 219, Physical and Health Education for Elementary 
 
 and Secondary Schools, 1940. 
 No. 145, Alcohol and Narcotism, 1930. 
 No. 174, Health and Citizenship Education, 1933. 
 
214 A Suggested Twelve Year Program 
 
 Suggested health activities for years l-vili 
 
 I. Making co-operative inventories of : 
 
 1. Room environment. 
 
 2. School plant. 
 
 3. Health status of pupils. 
 
 4. Civilian defense activities and service. 
 
 5. Sanitation in community. 
 
 6. Dietary and other health practices of homes. 
 
 7. Health resources of home and community. 
 
 8. First aid supplies of school. 
 
 9. Health department services, including: 
 
 a. Dental hygiene. 
 
 b. Crippled children. 
 
 c. Mental hygiene. 
 
 d. Tuberculosis treatment. 
 
 e. Immunization program. 
 
 f. Finding and correcting defects. 
 
 g. Milk sanitation program. 
 
 10. Playground and recreation and social facilities. 
 
 11. Graded eating places. 
 
 12. Community services, such as: 
 
 a. Police department. 
 
 b. Fire protection. 
 
 c. Patrol system. 
 
 d. Welfare department. 
 
 e. Civic clubs interested in health program. 
 
 f. Rehabilitation. 
 
 g. water and sewage. 
 
 13. Safety hazards, practices in home, school, and com- 
 munity. 
 
 II. Making real education experiences of the following activi- 
 ties: 
 
 1. Pre-school clinics. 
 
 2. Morning inspection. 
 
 3. Establishing health habits. 
 
 4. Routine physical examination by doctor and nurse. 
 
 5. Rest period. 
 
 6. Lunchroom as a means of establishing good eating 
 habits, well-planned diets, and wise marketing. 
 
 7. Care and beautification of school plant and grounds. 
 
 8. Safety organizations and committees in other youth 
 organizations. 
 
 9. Field trips to : 
 
 a. Grocery store. 
 
 b. Dairy. 
 
 c. Bakery. 
 
 d. Water works. 
 
 e. Sewage disposal plant. 
 
 f. Health department. 
 
 g. Eating places. 
 
North Carolina Public Schools 215 
 
 10. Social: 
 
 a. Parties. 
 
 b. Picnics. 
 
 III. Integrating health with other areas : 
 
 1. Writing original stories, poems, pageants, and songs. 
 
 2. Writing and producing plays, puppet shows, radio 
 broadcasts, music programs. 
 
 3. Making posters, bulletins, and charts which present 
 accurate health facts based on their own experiences 
 and plans. 
 
 4. Organizing special clubs: 
 
 a. Safety. 
 
 b. Patrol system. 
 
 c. Junior Red Cross. 
 
 d. Radio. 
 
 5. Keeping health records. 
 
 6. Using well-selected health films and movies. 
 
 7. Plan for radio listening periods for national, State and 
 local programs on health and welfare. 
 
 8. Studying and planning to understand the implications 
 of the war rationing and price administration pro- 
 gram. 
 
 9. Planning units of work on clothing, gardening, eating, 
 living conditions and making attractive homes, and on 
 the culture of other peoples. 
 
 IV. What children can do in out-of -school activities : 
 
 1. Practice healthful living at home through the estab- 
 lishment of: 
 
 a. Habits of cleanliness. 
 
 b. Well-balanced diet. 
 
 c. Safety conditions. 
 
 d. Proper lighting. 
 
 e. First aid care. 
 
 f. Desirable heating and ventilation. 
 
 g. Wise use of leisure time, 
 h. Getting sufficient rest. 
 
 2. Practice healthful living in the community by partici- 
 pating in : 
 
 a. Community-wide clean-up programs. 
 
 b. Community-wide beautification programs. 
 
 c. Fights against communicable diseases. 
 
 d. Efforts to make people aware of conditions of sani- 
 tation, water, food, and milk supply. 
 
 e. Establishment of wholesome recreation centers with 
 qualified leadership and supervision. 
 
 f . The utilization of health services of social agencies 
 and civic organizations. 
 
 g. Cooperation with police on community festival days 
 for safety. 
 
216 A Suggested Twelve Year Program 
 
 Primary Grades. 
 
 In the primary grades particularly, health instruction should be 
 thought of as a way of helping children to live healthfully at 
 home, at school, and at play. It is questionable whether any 
 particular period should be set aside for health instruction, but 
 every effort should be made to direct teachers so that they will 
 become conscious of the health opportunities and implications in 
 all their teaching. 1 
 
 Health teaching can be most effectively accomplished through : 
 (1) utilization of daily experiences for guidance in health be- 
 havior, (2) stimulation of the practice of health habits, (3) 
 development of understanding of the environments and the 
 activities of people, and (4) use of health readers and creative 
 expression. 
 
 First Year 
 
 Using the "Home and School" as a center of interest, emphasis 
 should be placed on such habits as brushing the teeth, covering 
 coughs and sneezes with handkerchief, washing hands before 
 eating and after going to the toilet, rest, sleep, drinking milk, 
 safety at school and at home, going to and from school, and 
 keeping all articles not edible or sanitary out of the mouth. 
 
 Second Year 
 
 "Living together in our community" as a central theme pro- 
 vides opportunity to emphasize, in addition to other habits, those 
 habits relating to the right kinds of foods to eat, clothing, safety, 
 and care of teeth. 
 
 Third Year 
 
 Using as a central theme "Our Food and How We Get it," it 
 should be possible to develop wholesome attitudes and habits in 
 relation to foods and what they do for us. The milkman, the 
 grocer, and the baker make it possible for us to have safe milk, 
 green and yellow vegetables, fruits, and whole wheat bread. 
 Emphasis should be continued on habits of rest and sleep, out- 
 door play, and cleanliness of hands, face, teeth, hair, body, clothes 
 and shoes. 
 
 Intermediate Grades. 
 
 In the intermediate grades continued emphasis should be placed 
 on safety education and health habits of daily living at home, at 
 school, and in the community, which have been set up in the 
 primary grades. 
 
 1 Adapted from: Health in Schools, Twentieth Yearbook, American Assoc, of School 
 Administrators. 
 
North Carolina Public Schools 217 
 
 Added interests, understandings, and appreciations of the need 
 for and value of healthful living should be gained by the child 
 through the acquisition and use of knowledge underlying the 
 reasons for healthful living. There should be an increasing con- 
 sciousness on the part of the child of the relationships of indi- 
 vidual, school and community health, developed through his 
 participation in activities which involve these relationships. 
 
 In each grade as healthful living and the basis for it is studied 
 through social studies and science, the teacher should see to it 
 that the major emphasis in the class and with each individual is 
 centered on the child's own health experiences and on his own 
 undertakings with regard to health. Science, social studies, 
 physical education, and practices in daily living should be con- 
 sidered correlated areas in every intermediate grade in so far as 
 health education is concerned. 
 
 Fourth Year 
 
 The areas of learning as suggested in the social studies, "Com- 
 munity Living Here and Far Away," provide excellent oppor- 
 tunities for health correlation. A comparison of the health and 
 safety conditions of foreign lands with those of our own country 
 should lead up to a study of ways and means of improved indi- 
 vidual and community health. A study should be made of 
 problems relating to cleanliness, care of eyes, ears, nose, throat, 
 teeth, etc.; prevention of communicable diseases, including bad 
 colds; and safety at all times. The emphasis, as in the lower 
 grades, should be on the "Here" (local community) with respect 
 to health conditions and the improvement of them rather than 
 on the "Far Away." 
 
 Fifth Year 
 
 Since the social studies deal with our nation and how it came 
 to be, the health program could well be worked out around such a 
 central theme as "Health Practices in the Early Days Compared 
 with Health Practices of Today." Emphasis should be placed on 
 modern habits and practices, using the historical as an approach 
 to a study of cleanliness, food, skin, eyes, ears, nose, bones and 
 muscles, teeth, proper clothing, and safety. 
 
 Sixth Year 
 
 The historical approach which enables the student to appreciate 
 present day problems in their own perspective may be used in the 
 teaching of health, since the progress of man from primitive 
 people to the modern era is presented. 
 
218 A Suggested Twelve Year Program 
 
 Emphasis should be continued on the growth and development 
 of the child through units of study on physical growth, food, 
 digestion, teeth, the circulatory system, bones and muscles, the 
 nervous system, exercise, rest, recreation, immunization, safety, 
 and the harmful effects of alcohol, narcotics, and tobacco. 
 
 Seventh Year 
 
 The health program should include a thorough study of circu- 
 lation, respiration, food, the nervous system, eyes, teeth, skin, 
 bones and muscles, and safety as they contribute to the total 
 health of the individual, the school, and the community. The 
 social studies, physical education, and science programs offer 
 many opportunities for correlation with the health program in 
 the study of scientific discoveries, water supply, disease control, 
 and sanitation. 
 
 Eighth Year 
 
 In keeping with the central theme in the social studies, i.e., 
 developing an understanding of the present and past problems 
 which North Carolina is facing, or has faced, the health program 
 should deal with the health of the community and the State. The 
 health habits and health knowledge acquired in the earlier grades 
 may be used as a basis for a study of the means of promoting 
 community health. Available local, State, and Federal health 
 services ; protection against and control of communicable disease ; 
 protecting the community from insect pests and diseases trans- 
 mitted by animals ; safe disposal of community waste ; safe water 
 and food supply ; and community safety, should all be utilized for 
 study or for projects in health improvement. 
 
 The science program offers opportunities for correlation with 
 the health program through the study of air, water and ice, and 
 a study of scientists and the contributions they have made to the 
 modern health practices of the community, State and Nation. 
 
 On the basis of past experience, surveys and statistics, the 
 following problems seem important enough to be included in the 
 health program in the eighth grade: 
 
 1. Proper housing, including adequate heating, lighting, venti- 
 lating, and sanitary facilities. 
 
 2. Problems related to adequate nutrition for all the people. 
 
 a. Care and preparation of food in the home and school. 
 
 b. Buying and planning meals. 
 
 c. Food fads, fakes and false advertising. 
 
North Carolina Public Schools 219 
 
 3. Sanitation in home, school and community with respect to 
 protection of food, water, and milk supplies, adequate 
 sewage disposal, disposition of garbage and general clean- 
 liness. 
 
 4. Effects of alcohol, narcotics, and patent medicines. 
 
 5. Protection against and control of communicable diseases. 
 
 6. First aid and safety. 
 
 7. Making maximum use of available local, State and Federal 
 resources for health services. 
 
 PHYSICAL EDUCATION FOR YEARS l-VIII 
 
 Five Major Objectives. 
 
 1. Building organic fitness today and tomorrow through 
 activities definitely selected to build strength, vigor, and 
 capacity. 
 
 2. Inculcating health habits for today and tomorrow, not by 
 just giving the knowledge, but by providing ways and 
 means for wholesome living in practice. 
 
 3. Developing physical abilities and control by providing a 
 wide, rich program of many activities that develop neuro- 
 muscular skills. 
 
 4. Generating within the hearts of boys and girls recreational 
 habits and interests that will carry over into their adult 
 hobbies and avocations. 
 
 5. Training for definite behavior through sportsmanship and 
 in this way building for character and better citizenship. 
 
 Suggested Course of Study. 
 
 The bulletin, Physical and Health Education for Elementary 
 and Secondary Schools, Publication No. 219, 1940, issued by the 
 Department of Public Instruction, should be used as a guide for 
 conducting the physical education program and also as a rich 
 source of teaching material. Copies of this bulletin have been 
 sent to superintendents throughout the State in order that every 
 teacher will have one of these books. Additional copies may be 
 secured for thirty cents each by writing to the Department of 
 Public Instruction. 
 
 Time Allotment. 
 
 The minimum requirement for physical education for grades 
 1-8 is 150 minutes per week exclusive of recess time and relief 
 periods. This is usually scheduled as daily periods of 30 minutes 
 
220 A Suggested Twelve Year Program 
 
 each. Classroom instruction in health and safety should supple- 
 ment physical education in providing opportunities for the 
 development of health and safety habits. A traditional recess 
 may not be necessary in the modern school program. 
 
 Content of the Physical Education Program for Years 1-8. 
 
 The material chosen for the program should be based on such 
 criteria as time, season, space, pupil needs (present and potential) 
 and pupil interests. In some instances the activities included 
 may be selected from the subject matter of a unit of work or 
 center of interest around which the entire program of the grade 
 may be centered. Teachers should make a distinction between 
 physical education activities and activities that are not classi- 
 fied as physical education. Each day's program should include 
 the minimum of thirty minutes of physical education activity. 
 
 Program for Primary Level — Years I-III. Time Allotment 
 
 1. Rhythmical Activities 1. 30% 
 
 Looby Loo, Swinging in a Swing, Farmer in the Dell, 
 Danish Dance of Greeting, Old Roger is Dead, The Circus, 
 Rig-A-Jig, Nixie Polka, Carrousel, etc. 
 
 2. Hunting Games 25% 
 
 Cat and Rat, Run for Your Supper, Rabbit's Nest, Fox and 
 Squirrel, Midnight, etc. 
 
 3. Mimetics and Story Plays. _ _ _ 15% 
 
 Cat Walk, Dog Run, Jumping Rope, Bicycling, Elevator, 
 Washing Clothes, Santa Claus' Visit, Members of Fire De- 
 partment, Snow Man, etc. 
 
 4. Stunts and Self Testing Activities..— 10% 
 
 Forward Roll, Measuring Worm, Full Squat, Cart Wheel, 
 Jump Stick, Crane Dive, etc. 
 
 5. Relays 10% 
 
 Simple Relay, Blackboard, Circle Bean Bag Relay, Finger 
 Circle Race, etc. 
 
 6. Athletic Games of Low Organization _ __ 10% 
 
 Dodge Ball, Round Ball, Bounce and Catch, Simple Kick 
 
 Ball, etc. ■ ■ 
 
 Total.. _ 100% 
 
 The time allotments indicated in per cents are approximate, merely 
 to indicate the relative importance which will vary with the grade — 
 relays and athletic games receiving emphasis from the third grade on. 
 
North Carolina Public Schools 221 
 
 Program for the Intermediate Level— Years IV-TI1. Time Allotment 
 
 1. Athletic Games of Low Organization 30% 
 
 a. Basketball Type: Nine Court Basketball, Captain Ball, 
 Dodge Ball, Corner Ball, End Ball, Bombardment, Long 
 and Short, Pin Basket Ball, Half Court Basketball, etc. 
 
 b. Playground Ball Type: Bat Ball, Kick Ball, Scrub, Beat 
 the Throw, Box Ball, Long Ball, etc. 
 
 c. Soccer Type: Kick It First, Kick Ball, Line Soccer, 
 Soccer Dodge Ball, Square Soccer, etc. 
 
 d. Volley Ball Type: Newcomb, Balloon Ball, Volley, Keep 
 Up, Keep It Over, Volley Ball Catch, etc. 
 
 2. Rhythmical Activities 20 % 
 
 Indian War Dance, Gustaf's Skoal, Pop Goes the Weasel, 
 Minuet, Newsboy Clog, Highland Schotische, Arkansas 
 Travelers, Rope Jumping to Music, etc. 
 
 3. Hunting Games 15 % 
 
 Black Line Tag, Strike, There Are No Bears Out Tonight, 
 Three Deep, Crows and Cranes, Steal Sticks, Last Man, etc. 
 
 4. Relays 10 % 
 
 Over and Under Relay, Shuttle Relay, Stride Ball Relay, 
 Throw and Catch Relay, Circle Relay, All Up Relay, etc. 
 
 5. Stunts and Self Testing Activities 10% 
 
 Wheelbarrow, Crabwalk, Slab Jump, Head Stand, Jump 
 the Stick, Balance Wrestle, Push Up, Squeezer, etc. 
 
 6. Individual Athletic Events - 10% 
 
 Baseball Throw for Accuracy, Baseball Throw for Dis- 
 tance, Batting for Accuracy, Basketball Throw for Ac- 
 curacy and for Distance, Soccer Kick for Goal, Broad 
 Jump, Hop Step and Jump, etc. 
 
 7. Mimetics 6% 
 
 Sports imitations, such as Baseball Pitching, Baseball 
 Catching and Throwing, Rope Jumping, Basketball Shoot- 
 ing, Broad Jump, Sprinter's Start, etc. 
 
 Total 100% 
 
 The time allotments indicated in per cents are approximate to sug- 
 gest relative importance. Stunts should be kept very simple and on 
 the child's level so that he may experience the joy of success. Self- 
 testing activities, individual athletic events, and mimetics may be 
 practiced as an integral part of the corresponding game of low 
 organization. Relays may also include game skills and techniques. 
 
 HEALTH AND PHYSICAL EDUCATION FOR HIGH SCHOOLS— YEARS 9-12 
 
 1. Health and Physical Education are required subjects for all 
 ninth grade students. 
 
 Time Allotment. Health and Safety Instruction — two pe- 
 riods per week (45-60 minutes per period. Physical Educa- 
 tion — three periods per week (45-60 minutes per period.) 
 
222 A Suggested Twelve Year Program 
 
 2. Health and Physical Education during the War Emergency. 
 Every boy in the upper two grades of the senior high school 
 should be required to take health and physical education five 
 days per week during both sessions of school. (See page 224 
 for further suggestions.) Whenever possible opportunities 
 should be provided for girls to take the health and physical 
 education work. 
 
 8. Objectives of Health and Physical Education, see page 219. 
 For Essentials of the Health and Physical Education Pro- 
 gram, see page 212. 
 
 4. Publication No. 219, Part IV, contains detailed suggestions 
 for the physical education program. Part I gives some sug- 
 gestions for Health Instruction. Healthful Living and 
 Health Service. 
 
 5. Publication No. 189, issued by the State Superintendent of 
 Public Instruction contains a suggested course of study in 
 health. 
 
 HEALTH INSTRUCTION IN HIGH SCHOOL 
 
 Ninth Year 
 
 (Two class periods per week required time allotment for 
 health instruction.) 
 
 1. Continued emphasis should be placed upon personal hygienic 
 habits with regard to care of the body, nails, hair, skin, teeth, 
 eyes, ears, feet, nose, and throat. An appreciation of and an 
 interest in practicing health habits may be brought about by : 
 
 a. A study of the physiological processes and the anatomical 
 structure of the body. Too much emphasis on mere memory 
 work in this regard is likely to make health "academic and 
 boresome" rather than functional. 
 
 b. A study of the economic and social advantages of healthy 
 personalities. 
 
 c. A study of the meaning of Good Mental and Physical 
 Health. 
 
 d. A health check-up and a complete medical examination by 
 a physician. The teacher should set up some procedures 
 for follow-up work to encourage the correction of any 
 remedial defects. 
 
 2. Nutrition as it relates to maximum growth and development 
 should be studied. The unit on nutrition should include : (a) 
 Foods and their uses, (b) Balanced meals, (c) Buying wisely, 
 (d) Use of food by the body — digestion and elimination, (e) 
 Significance of weight and growth. 
 
North Carolina Public Schools 223 
 
 3. A study of community health problems should be made, 
 particularly with regard to community sanitation, disposal of 
 waste material, purification of water supply, and protection of 
 food and milk supplies. In the rural areas a study should be 
 made of home sanitation — toilets, water supply, and protec- 
 tion of milk and foods. A better understanding of community 
 problems may be brought about by a study of bacteria and 
 germs, communicable disease control measures, and immuni- 
 zation and resistance to disease. 
 
 4. A survey and a study of the community for resources of 
 health protection and disease prevention should be made. 
 
 5. First aid should be given particular emphasis in the ninth 
 grade. 
 
 6. Safety should be studied from the standpoint of the home, 
 community, highway, school and recreation. Safe driving 
 practices and driver training is important for adolescent boys 
 and girls. 
 
 Suggested content of a physical education program for 
 eighth and ninth years 
 
 core program elective 
 
 Seasons PROGRAM 
 Activity Fall Winter Spring Archery- 
 Apparatus X Badminton 
 
 Basketball 1_ X Bicycling 
 
 Fieldball X Bowling 
 
 Camping 
 
 Games (Lead-Up) XXX 
 
 Golf 
 
 Relays XXX Handball 
 
 Rhythmical Activities XXX Hiking 
 
 Speedball X Horseshoes 
 
 , . , ,. _ . . Paddle Tennis 
 
 Stunts and Self-Testing nnmta 
 
 Activities _ XXX Sf Tennis 
 
 Soccer X Skating 
 
 Softball X Social Games and 
 
 Touch Football (Boys) X Dances 
 
 Tumbling and Pyramids. X Sp^nSng 
 
 Track and Field (Boys) X Tennis 
 
 Volley Ball X X Wrestling 
 
 In addition to using the above outline of the "Core Program," 
 the eighth grade teacher should also select some of the activities 
 outlined for grades six and seven, pages 200-257 of Publication 
 No. 219, which are of interest to the group in order to give the 
 boys and girls opportunities to develop needed skills in funda- 
 mental activities. 
 
224 A Suggested Twelve Year Program 
 
 HEALTH AND PHYSICAL EDUCATION DURING THE WAR EMERGENCY 
 
 Every school is urged to give first consideration to health and 
 physical education programs for students, especially boys, of the 
 upper two high school grades. Every boy who is physically able, 
 as shown by a physical examination, should be required to take 
 health and physical education five days a week. Credit for 
 graduation may be given 'for the work and, if necessary, this 
 course may be substituted for any course except American 
 History. With reference to the emergency physical education 
 program, it is recommended that the program, as outlined for 
 grades I-IX in this bulletin, be carried on, and in addition: 
 
 1. A complete physical examination of all boys in the tenth, 
 eleventh, and twelfth grades. 
 
 2. A follow-up program to get remedial defects corrected, either 
 by parents, county health or welfare agencies, or by volunteer 
 services of the medical profession. (See pages 22-31, Publi- 
 cation No. 219.) 
 
 3. Compulsory program of health, physical education and safety 
 for all boys of the tenth, eleventh, and twelfth grades during 
 the second semester of the school year. Such a program would 
 include, in so far as facilities and personnel permit, the 
 following : 
 
 a. Health Instruction, including a study of nutrition, taking care of 
 the body, sanitation, prevention of communicable diseases, etc. 
 State-adopted health textbooks may be secured from the State 
 Textbook Commission for use in this work. 
 
 b. Physical Education — (1) Games, athletics, and sports; (2) Rhyth- 
 mics; (3) Swimming, aquatics, and life-saving wherever possible; 
 (4) Out-of-door activities, such as camping and hiking; (5) In- 
 formal activities and everyday skills, such as walking, cycling, etc.; 
 (6) Conditioning activities, such as calisthenics or setting-up exer- 
 cises. (See Publication No. 219 for details.) 
 
 c. Safety, including (1) Fire prevention, (2) Safety against air 
 raids, incendiary bombs, etc., (3) Home and school safety, (4) 
 Safety in recreation, (5) Industrial safety, (6) Traffic safety and 
 driver education. 
 
 References : 
 Public Safety. Bobbs. State-adopted safety textbook. 
 Man and the Motor Car. May be secured from the State Depart- 
 ment of Public Instruction. Price 25^. 
 
 d. First Aid. 
 
 4. A program of health instruction, including first aid, safety, 
 home nursing, and nutrition for all girls, especially for those 
 in the upper two grades of the senior high school. 
 
ART 
 
 YEARS l-XII 
 
 A Point of View. 
 
 Both in 'conception and practice, art is undergoing many 
 changes. It was not uncommon to find, just a few years ago, 
 teachers saying: "Why it's 10:35; we are already five minutes 
 late for our art lesson. Children, put away your spelling books. 
 Now I want all of you to get out a clean sheet of paper and your 
 crayons. On page 143 of your reading book you will find a pic- 
 ture of a boat. Now I want each one of you to try to draw a 
 boat just like that one. I want to make an attractive border for 
 the bulletin board, so each of you try to make yours the best." 
 
 For exactly thirty minutes the children looked and copied, 
 looked and copied, and, for the sake of conformity to their 
 teacher's requirements, they finally completed their teacher's 
 assignment. And the teacher enjoyed her bulletin board. 
 
 In the same room now quite a different learning situation may 
 be found. At a time they have planned, thirty-seven children, 
 living in a room which their activities make attractive, are 
 listening to reports of a trip to the docks which they had taken 
 the afternoon before as a planned part of the class project on 
 "Our River Town." The chairman of the Safety Committee is 
 reporting that there were no accidents on the trip because no one 
 disobeyed the student patrolmen. Said the chairman: "Our 
 whole town is laid off in square blocks and none of our street inter- 
 sections are dangerous. Those who planned our town did a good 
 job." 
 
 After the chairman completed his report there came this com- 
 ment from a member of the class : "Jim, I think it would be nice 
 for someone to make a woodcarving of a patrolman. They help 
 us so much." 
 
 Next came the chairman of the Discovery Committee, who in- 
 vited members of the class to tell what they had seen on the trip. 
 
 "I noticed," said the first participant in the discussion, "that 
 the church on the corner has the same kind of fancy trimming on 
 the top of its columns that Miss Smith was telling us about the 
 other day — Corinthian, I believe." 
 
 "Bill and I don't like the monument on the Court House Square. 
 It's too low and big at the bottom. We are going to make one in 
 clay to show what we think it should be. We aren't going to 
 show it to you, though, until we get it finished." 
 
226 A Suggested Twelve Year Program 
 
 "At the dock," added still another child, "I liked the oyster 
 boats best. Did you see the big one with three masts ?" 
 
 "I like the sailboats best. They are more fun, and besides, 
 I've watched them being made." 
 
 "Well my daddy owns that big red fishing boat, so I like that 
 best." 
 
 "Did you see what big muscles those fishermen have ?" inquired 
 Tommy. 
 
 "I don't think we should forget the barges. They carry the 
 lumber that is cut at the sawmill where my daddy works." 
 
 Overcome with eagerness to make his contribution to the dis- 
 cussion, a boy near the back of the room arose. "Jack, you 
 haven't asked for it yet, but four of us took our kodaks and made 
 pictures of all the different kinds of boats. John has a movie 
 camera and he made a movie of the men working at the docks." 
 
 And so the discussion went on, each child being given an 
 opportunity to relate his own observations. The impressions 
 gained as a result of the observation did not assume final form 
 until three weeks later when the boys and girls (not just the 
 teacher) took off time to enjoy the work done in their (not just 
 her) project. The art in their activity program had meaning 
 and purpose, for it had allowed each child to express himself 
 individually as he desired. Here were woodcarvings of the patrol- 
 man and of boats; the "improved" monument in clay; water 
 color paintings of boats of all sizes, kinds, and colors ; a real map 
 showing the location of the school, the church, the court house, 
 and the river with the new dock ; soap carvings of boats ; linoleum 
 block printings of a sailboat ; two miniature boats constructed of 
 wood; one plaster of Paris carving of a fisherman with tre- 
 mendous muscles; the class newspaper with a lettered headline 
 "Room 32 Visits New Docks"; three pieces of hammered metal 
 work ; and a movie of real people whom they knew. 
 
 Art, in this way, as a part of the curriculum, gives children 
 another medium through which they express their feelings and 
 observations. Art is that subject which gives children freedom 
 to experiment with their ideas in graphic, plastic, and construc- 
 tion materials. 
 
 The teacher can best provide opportunities for learning in this 
 area (1) by evaluating teaching procedures, to see that they are 
 not so specific in directions as to curb children in their own 
 desires ; nor so indefinite in instructions as to cause the children 
 
North Carolina Public Schools 227 
 
 to feel that their teacher is not interested ; (2) by planning ex- 
 periences which will give children fruitful sources for good ideas 
 — there is an art readiness just as there is a reading readiness ; 
 (3) by helping children develop their concepts and plan their 
 productions, being careful not to destroy initiative and individu- 
 ality; (4) by assisting children in the correct use of tools and 
 materials ; (5) by demonstrating new techniques and encouraging 
 children to invent their own ; (6) by leading children to improve 
 their creations through evaluation and discussion; (7) by en- 
 couraging children to recognize and appreciate the contributions 
 made by others to the field of art; (8) by visiting shops and 
 assisting children in selecting correct articles ; and (9) by apply- 
 ing the principles of art to the classroom, school, and home. 
 
 There are at least two very definite "don'ts" in the teaching of 
 art — don't be discouraged at imperfections in the child's work; 
 don't let the child become discouraged. More important than 
 being a masterpiece is that it be the child's idea and creation. 
 The only time for alarm is when the child fails to become in- 
 terested in art (some form of it) as a means of expression and 
 to show normal growth and progress in the application of 
 generally accepted principles. 
 
 Art Education in the Elementary School. 
 
 Three essential factors in an effective art program are: (1) 
 Suitable materials, (2) favorable working conditions, and (3) a 
 teacher who, not only has art information and skills, but who 
 also has an understanding of the value of art in the development 
 of children. 
 
 1. The materials and tools suggested are: clay, crayon, cold 
 water paint, colored chalk, paste, wood, metal, linoleum, 
 leather, cloth, brushes, scissors, hammers, saws, work 
 bench and a variety of materials that can be found in the 
 environment. 
 
 2. Favorable conditions for art training provide each child 
 with: 
 
 a. Varied experiences. 
 
 b. An environment where creative thinking is encouraged. 
 A classroom atmosphere in which children feel free to 
 express themselves in various ways, such as discussions, 
 writing, dramatization, music, and rhythms, is also con- 
 ducive to the development of art expression. 
 
 c. Time to experiment with art material. 
 
228 A Suggested Twelve Year Program 
 
 d. Guidance in gaining technique as it is needed for free 
 expression. The skills should be learned as a need for 
 them arises. The acquisition of these skills should help 
 children to express their ideas more freely and should 
 not be considered an end in themselves. 
 
 3. The classroom teacher through art courses, through read- 
 ing, and through experimenting with material should strive 
 continually to grow in the ability to guide children in art 
 development. 
 
 a. The teacher should give every child many opportunities 
 to work with his hands. However, she should at all 
 times examine these activities with a discriminating eye 
 to see if they are worthwhile and if through them the 
 children are growing in their ability to use good design. 
 
 b. The satisfaction that the child feels in expressing him- 
 self is of more value than the finished product. 
 
 c. The teacher should experiment with materials and tools 
 until she knows some of the techniques for their use. 
 
 d. The teacher should guide children in gaining skills and 
 information. By observing children as they work, she 
 can adapt the instruction to individual needs. There 
 are times, however, when a number of children feel the 
 need for the same skill. For example, they may have 
 trouble drawing the human figure, or they may wish to 
 know the coil method in clay modeling. At such time 
 group instruction is permissible and economical of time. 
 
 ■ e. Children should be encouraged to plan their own activi- 
 ties. If the child is told what to draw and how to do 
 it he loses the main value of art. Patterns and copying 
 should not be tolerated. 
 
 f. A teacher can help to develop a child's creative imagi- 
 nation by enlarging his experiences through contact 
 with growing things — plants, insects, birds, animals; 
 observation of and experimentation with natural 
 phenomena; excursions to see men at work; visits to 
 places of historical interest; visitors to the classroom; 
 play, music, dramatization, literature, and other sub- 
 jects of the curriculum. 
 
 g. Children should be led to seek and to give constructive 
 criticism. 
 
 h. The teacher can often arrange for the boys and girls to 
 see exhibits of work done by children from other schools. 
 
 i. Children should have the opportunity to become 
 familiar with the best in art pictures, architecture, 
 sculpture, furniture, and industrial products. 
 
 j. Children should gradually be led to realize that art 
 principles can be applied to all phases of every day life 
 — dress, flower arrangement, household furnishings, 
 

 North Carolina Public Schools 229 
 
 community planning, etc. Even the youngest child can 
 help to make the classroom and school environment 
 orderly, convenient, beautiful. 
 
 INDICATIONS OF GROWTH 
 First Year 
 
 1. Eagerness of the child to express his thoughts and feelings. 
 
 2. Independence in planning activities, in choosing material and 
 in executing plans. 
 
 3. Skill in the use of the following materials and tools : 
 
 a. Clay— Experience in expressing ideas through the use of 
 clay. 
 
 b. Paint— 
 
 (1) Ability to use powder paint. 
 
 (2) An understanding of the care of brushes (Wash. Place 
 with bristles up in container to dry.). 
 
 c. Crayons — Ability to express ideas through the use of 
 crayons. 
 
 d. Chalk— 
 
 (1) Ability to use on board. 
 
 (2) Ability to use on large paper. 
 
 e. Wood — 
 
 (1) An understanding of the ways of handling a saw and 
 hammer. 
 
 (2) Practice in the use of wood as a means of construction. 
 
 f. Scissors — Practice in the use of scissors. 
 
 g. Yarns — Experience in weaving on simple looms. 
 
 Second Year 
 
 Continuation of first year with improved use of materials and 
 tools. 
 
 Third Year 
 
 1. Eagerness to express ideas. 
 
 2. Independence in planning activities, in choosing material and 
 in carrying out plans. 
 
 3. Resourcefulness in finding material. 
 
 4. Growing ability to evaluate one's own efforts. 
 
 5. Skill in the use of materials and tools : 
 a. Clay — 
 
 (1) Ability to mix for use. 
 
 (2) An understanding of the best method of keeping clay 
 moist. (Keep in a closed container such as a crock, 
 lard tin, or galvanized garbage can.) 
 
 (3) Ability to mold objects from a piece of clay so as to 
 prevent separation of the parts. 
 
230 A Suggested Twelve Year Program 
 
 b. Paint— 
 
 (1) Ability to use house paint for wood work: 
 
 (a) Paint with the grain of the wood. 
 
 (b) Hold the handle of the brush higher than the 
 bristle. 
 
 (2) An understanding of the care of brushes. 
 
 (3) Ability to mix and use powder paint. 
 
 c. Crayons — 
 
 Ability to express ideas through the use of crayon. 
 
 d. Chalk— 
 
 (1) Ability to use on the board. 
 
 (2) Ability to use on large paper. 
 
 e. Wood — 
 
 (1) Practice in the use of wood as a means of construction. 
 
 (2) An understanding of the ways of handling a saw and 
 a hammer. 
 
 Years Four Through Eight 
 
 A well balanced program in art includes work in these fields: 
 (1) design; (2) drawing and painting; (3) crafts and construc- 
 tion ; and (4) art appreciation. 
 
 The following suggested activities may be chosen from, or 
 added to, according to the needs of children in the intermediate 
 grades : 
 A. Design — 
 
 1. Selecting and organizing material in a given space. 
 
 2. Selecting media best suited to express various ideas. 
 
 3. Arranging flowers, school and home furnishings. 
 
 4. Advertising student and community activities by posters, 
 bulletins, (using a variety of lettering, photography). 
 
 5. Designing costumes and stage sets needed for student 
 production. 
 
 6. Using order and variety in all-over design (textiles, wall 
 paper, book and portfolio covers) . 
 
 7. Securing surface designs by: 
 
 a. Stick, cork, potato and block printing. 
 
 b. Stencilling (with crayons and textile paints). 
 
 c. Batik, tie dyeing. 
 
 d. Crushed paper dyeing. 
 
 8. Planning home, school, and community environment. 
 
 9. Planning color combinations for different types of rooms. 
 10. Solving interior decoration problems by making diagrams, 
 
 dioramas, and models. The children may actually take a 
 home or school problem which would provide an oppor- 
 tunity for nearly every type of art expression. 
 
North Carolina Public Schools 231 
 
 11. Making illustrated maps, charts, graphs, and books. 
 
 12. Designing, and making useful objects in metal and wood 
 (musical instruments, etc.) . 
 
 13. Selecting and using any color harmonies or black and 
 white which are needed for design problem. 
 
 14. Designing and making booklets, books, etc. 
 
 B. Drawing and Painting and Lettering — 
 
 1. Planning: Compositions, illustrations, posters, murals, 
 and friezes. 
 
 2. Using a variety of media in sketching and painting : Life 
 work (portraits), landscapes (outdoor work), and still 
 life. 
 
 3. Using a variety of colors and color harmonies and learn- 
 ing their effect. 
 
 4. Using pen and ink and brush technique in lettering. 
 
 C. Crafts and Construction — 
 
 1. Constructing simple cardboard and wood lap looms. 
 
 2. Weaving. 
 
 3. Making and manipulating puppets. 
 
 4. Constructing properties needed for dramatizations. 
 
 5. Making useful articles for home and school. 
 
 6. Making books. 
 
 7. Working with: Clay (modeling and pottery), metal, 
 wood (carving and construction), leather, reeds, yarns, 
 etc., and plaster (carving, casting) . 
 
 D. Art Appreciation — 
 
 1. Framing and using children's work for decorating sur- 
 roundings. 
 
 2. Providing and exchanging exhibits. 
 
 3. Studying the best in painting and architecture, sculpture 
 and commercial design (furniture, etc. — using local oppor- 
 tunities) . 
 
 4. Taking advantage of current news and information to be 
 found in magazines, newspapers, pamphlets, movies, etc. 
 
 Years Nine Through Twelve 
 I. General Statement. 
 
 A. The Art Teacher. 
 
 Every high school should have an art teacher whose 
 training and background of experience is broad enough to 
 enable her to guide the varied program in a well rounded 
 
232 A Suggested Twelve Year Program 
 
 art department. She should be able to control a variety of 
 media, and should continue to create after she has begun 
 teaching. Too many teachers stop their own work when 
 they begin to teach. Their work in the classroom remains 
 more alive if they have continued their creative work. 
 
 Besides her work in the classroom, the art teacher 
 should organize the art interests of the entire school and 
 of the community or cooperate with organizations already 
 existing. 
 
 She should, with the aid of her students, arrange ex- 
 hibits of student work in the school, and should arrange 
 for exhibitions from outside sources to be shown in the 
 school. These should include exhibits of fine textiles, 
 dishes, furniture, books, prints, etc., as well as paintings 
 and sculpture. 
 
 The art teacher should be able to help each student 
 select art experiences on successively higher levels as a 
 result of felt needs, to the following ends : 
 
 1. That he will become sensitive to, will understand, and 
 appreciate the best in art. 
 
 2. That he will be able to criticize and select objects of 
 use which will fulfill their function and remain satis- 
 fying. 
 
 3. That he will be able to think creatively and to express 
 himself in some media. 
 
 4. That he will continue to grow in ability of expression, 
 independently of the teacher. 
 
 5. That he will attempt to improve his surroundings. 
 
 6. That he will enjoy a richer life. 
 
 7. That his personality will be developed through his work 
 in art. 
 
 8. That he will develop respect for the personality of 
 others. 
 
 9. That he will develop a desire to express his ideas 
 through art media, and that he will respect the right 
 of others to express their ideas. 
 
 10. That he will develop the ability to give and take criti- 
 cism of art work. 
 
 B. Point of View. 
 
 The arts program should adopt a point of view on in- 
 struction somewhere between the laissez-faire policy in 
 which students are given materials and left alone to 
 
North Carolina Public Schools 233 
 
 flounder indefinitely, and the method of teaching in which 
 students are given such explicit directions that their 
 growth in ability to express themselves creatively is 
 stunted. 
 
 The teacher must avoid a predetermined pattern, but 
 she must be sure that growth is stimulated : 
 
 1. Skills should be introduced as the need for them arises. 
 
 2. The program should provide for individual help for 
 students as well as experiences in working with others. 
 
 3. The program should be flexible enough to take care of 
 all students, the less gifted as well as the talented few 
 and to permit full use of local art resources. 
 
 C. Favorable Conditions for Teaching the Arts. 
 
 1. Time on the schedule — minimum, 5 hours a week. 
 
 2. Space for a variety of experiences — a large art room 
 with a section for drawing and painting, one for tex- 
 tiles, one for woodwork, metal work, clay work (pot- 
 ters wheel and modeling), craft center. 
 
 3. Adequate lighting — to take care of students' eyes and 
 to show work to advantage. 
 
 4. Running water — 2 or more sinks if possible. 
 
 5. Ample bulletin board space or a gallery for exhibitions. 
 
 6. Materials of sufficiently high quality to justify effort 
 spent on them. 
 
 7. At least one person who is trained in the arts in every 
 school. 
 
 II. Indications of Growth in Art : 
 
 By the time a student leaves high school he should have — 
 
 1. Experience in a sufficient number of different materials to 
 allow him to find several with which he is congenial (chalk; 
 watercolor, both opaque and transparent; oil; pencil; pen 
 and ink; clay; block-printing; carving in wood, plaster, 
 plastics, and other materials; craft materials; crayons; 
 metals; construction materials; etc.) 
 
 2. Sufficient control over some of the tools of expression (at 
 his level) to allow him to express himself. 
 
 3. Sufficient independence of instruction to make him experi- 
 ment with materials in new ways. 
 
 4. Respect for limitations of various media. For instance, a 
 vase carved from plaster would not hold water and would 
 be useless. 
 
234 A Suggested Twelve Year Program 
 
 5. A desire to use materials honestly (one material should not 
 imitate another. A clay basket which looks like a woven 
 basket is fraudulent.) 
 
 6. A desire to express his own feelings and ideas in good form. 
 
 7. The ability to think and plan creatively in meeting situa- 
 tions which arise in daily school life and in life outside of 
 school. Examples: Decorating for school and community 
 social affairs, art work in school publications, costumes for 
 plays and other occasions, stage sets, dress designs, room 
 arrangement. 
 
 8. The ability to criticize, select, and reject, and dissatisfaction 
 with the mediocre in paintings, sculpture, furniture, dishes, 
 etc. 
 
 9. The ability to care for art materials, and to keep them in 
 their places. 
 
 10. The habit of using materials economically. 
 
 11. An understanding of the art form in relation to other cul- 
 tural, social, and environmental factors. (This does not 
 mean that art should always be integrated with other 
 subjects.) 
 
 12. The ability to use knowledge gained in social studies, 
 science, etc., in his art work. 
 
 13. Knowledge that the decoration of an object should not inter- 
 fere with its maximum use. 
 
 14. Familiarities with the work of a great many artists, in- 
 cluding contemporary as well as early painters, sculptors, 
 architects, and designers. 
 
 III. Suggested Activities. 
 
 The art program in the secondary school should embrace activi- 
 ties covering the fields of design, drawing and painting, crafts 
 and construction, and art appreciation. 
 
 Problems in these fields should be executed with emphasis on 
 design. Merely going through a process is comparatively useless 
 unless the design quality of the work is considered. 
 
 A. Design: 
 
 1. Selecting and organizing material in a given space. 
 
 2. Costume design (for plays, special occasion, parties, 
 school, etc.) 
 
North Carolina Public Schools 235 
 
 3. Interior design — arranging school room, and other 
 rooms in school as reception rooms, club rooms, etc., 
 making model rooms, stage sets. 
 
 4. Landscaping, school and gardens, homes, etc. 
 
 5. Community planning — parks. 
 
 6. Flower arrangement. 
 
 7. Textiles— linoleum prints, stencil, batik, silk screen, 
 woven fabric. 
 
 8. Surface patterns for wallpapers, and sheets, book 
 covers, wrapping papers. 
 
 9. Single prints, as wood block prints, linoleum block 
 prints, monoprints on glass or metal with thinned oil 
 paints (printed on various kinds of papers as unprinted 
 news, craft papers, Japanese rice paper, etc.) Designs 
 cut from inner tube and printed as linoleum. 
 
 10. Lettering and posters — various school announcements, 
 ads, etc. (Students are sometime called on to make 
 more posters than is beneficial to them. After students 
 have made two or three posters each year, they have 
 spent all the time they can profitably spend in this 
 medium without seriously neglecting other media.) 
 
 11. Illustrated maps of trips — to museums, to rival sports 
 events in other schools, etc. 
 
 12. Study of work of textile designers, industrial designers, 
 etc. Color work is usually more beneficial to students 
 if done in connection with other problems. Discussion 
 of a color chart may be most useful at a time when 
 students need this knowledge in their work. 
 
 B. Drawing and Painting: 
 
 1. Murals done in colored chalk on wrapping paper, or 
 opaque water color on paper or beaverboard, or painting 
 directly on walls. 
 
 2. Charcoal — still life, life work, landscapes, etc. 
 
 3. Transparent and opaque watercolor in above subjects. 
 
 4. Oil in above subjects. 
 
 5. Pencil. 
 
 6. Pen and ink ; also combined with brush work. 
 
 7. Crayon. 
 
 8. Combinations of these materials ; also, these materials 
 used in ways other than the usual manner. 
 
236 A Suggested Twelve Year Program 
 
 9. Study of painters of past ages as well as modern and 
 contemporary. 
 
 C. Crafts and Construction Problems: 
 
 1. Clay — work on potter's wheel, pottery by coil method, 
 animals and people modeled in clay. 
 
 2. Firing clay work in kiln. 
 
 3. Casting in plaster of Paris and rubber molds. Casting 
 may also be done by the slip process — pouring clay 
 slips into plaster mold to be left long enough for a 
 crust to form, after which remaining slip is poured out. 
 
 4. Modeling puppets and marionettes, and constructing 
 stages for them. 
 
 5. Carving in wood (relief and in the round), carving in 
 plaster of Paris, plastics. 
 
 6. Wood used for constructing, as: room models, stage 
 models, wood made into simple pieces of furniture, etc. 
 
 7. Leather work — bill folds, purser, jerkins, shoes, gloves, 
 etc. 
 
 8. Book-making. 
 
 9. Metal work including hammering, etching, sawing, 
 soldering. 
 
 10. Waste material used creatively: 
 
 a. Apple boxes used for low relief carving, pins, 
 models. 
 
 b. Tin cans used to make various objects. 
 
 D. Art Appreciation: 
 
 1. Frequent exhibitions of student work throughout the 
 school building. 
 
 2. Attractively arranged furnishings in art room. 
 
 3. Display cabinets for models, carvings, and craft work. 
 
 4. Student work used to decorate school building. Chil- 
 dren may frame and hang their paintings in the halls ; 
 their murals may be placed in cafeteria, auditorium, 
 etc. 
 
 5. Frequent exhibitions from outside. These might be of 
 textiles, paintings, crafts, etc., or work of other schools, 
 or commercial exhibits showing well designed objects 
 of daily use. 
 
 6. Study of current magazines, reference material. 
 
North Carolina Public Schools 237 
 
 selected readings in art education 
 
 Note: The following six books are suggested as a core library in Art 
 readings: 
 
 1. Cole. The Arts In The Classroom. John Day. 1940. 
 
 The book goes far in depending upon "praise" to motivate the art 
 program. A "hands off" policy with little direction for the child in 
 principles, but much help in the building up of ideas and seeing the 
 program in action. 
 
 2. Todd and Gale. Enjoyment and Use of Art In the Elementary School. 
 University of Chicago Press. 1933. 
 
 A book that makes its philosophy and art alive as a part of 
 developing individuals. Many examples of children's work. No 
 discussion of art principles as such nor information on them. 
 
 3. Mathias. The Teaching of Art. Scribner. 1932. 
 
 For a teacher desiring informational background on principles, 
 illustrations of children's work, and statements on child develop- 
 ment, this book is worthy. 
 
 4. Newkirk. Integrated Handwork For Elementary Schools. Silver. 
 1940. 
 
 The book begins with forceful statements on the function and 
 place of handwork as an integral part of the elementary school pro- 
 gram. Helpful on teaching procedures. An excellent teacher's 
 guide in handwork techniques. Illustrated equipment needs listed. 
 Usable for years I-VIII. 
 
 5. Faulkner. Art Today. Columbia University Press. 1941. 
 
 Particularly suited to secondary school needs. Helpful to 
 teachers. 
 
 6. Collins and Riley. Art Appreciation. Harcourt. 
 
 Gives viewpoints on appreciation that are broad and challenging. 
 
MUSIC 
 
 FUNDAMENTAL PRINCIPLES 
 
 Music has been called "the language of the emotions" and "the 
 universal language." Each teacher should so plan the music and 
 so direct the children's musical activities that the music period 
 will be pleasurably anticipated as one of spontaneous interest and 
 joy. Much depends upon the teacher's attitude, as well as her 
 ability. If she feels deeply that music is a broadening and re- 
 fining experience, she will realize that it can bring to the pupils 
 something fine which nothing else can give. 
 
 When properly used, music can vitalize and enrich the entire 
 curriculum. Through study of the possibilities of the activities 
 of her class, each teacher will likely find a place for music in 
 every large unit organization of work. The types of music activi- 
 ties used will depend upon the nature of the unit of work. 
 
 In planning the music work to be done by a certain grade, the 
 teacher should make sure that the abilities of the previous grade 
 have been mastered before undertaking the mastery of the abili- 
 ties named for the current grade. 
 
 If the music lesson is taught by a special music teacher, the 
 grade or home-room teacher should always remain in the room 
 during the lesson, not only to lend aid when needed, but to help 
 the music teacher integrate the children's musical experiences 
 into the large units being developed, and also to add to her own 
 musical knowledge and skill. 
 
 Correct posture is a determining factor in good singing. It 
 must be established at all times before singing begins. 
 
 While certain abilities are expected to be developed largely 
 through listening lessons, many of them can be partly and some- 
 times largely achieved as outgrowths of the activities of the daily 
 music lesson. Every music activity should lead toward a deeper 
 enjoyment and richer understanding of worthwhile music. 
 
 It is desirable to stimulate creative activities in music. The 
 instinct to create may be encouraged and developed through 
 original rhythmic activities, through planning and experimenting 
 to discover the most appropriate instruments to use for various 
 parts of pieces played by the rhythm band, through inventing 
 original tunes which at first are sung to the teacher, but in the 
 upper grades may be written on staff paper by the pupil, and 
 through making and playing simple instruments. 
 
North Carolina Public Schools 239 
 
 The teacher should include in her plan of work the following: 
 
 1. Helping every child to the correct use of his singing voice, 
 individually and with others. 
 
 2. Guiding every child in the enjoyment of singing as a 
 medium of expression and in this way make singing a 
 permanent means of pleasure to him. 
 
 3. Giving the children a repertoire of suitable songs which 
 will be of both immediate and permanent interest and value 
 to them. 
 
 4. Developing rhythmic feeling through response to music 
 with free bodily movements, thus cultivating muscular 
 control and physical poise and grace. 
 
 5. Developing the ability to read simple music independently. 
 
 6. Developing the ability to discriminate tone qualities, both 
 of voices and instruments, with a growing realization of the 
 power of tone color to express moods and emotions. 
 
 7. Developing an increasing desire for the better music rather 
 than the poorer, resulting in a preference for singing, play- 
 ing, and listening to music of the best types at all times. 
 
 8. Developing interest in instrumental work, encouraging 
 children who evidence special desire to play instruments, 
 and guiding their choice of an instrument. 
 
 9. Encouraging every possible situation for pupils to use musi- 
 cal learnings, such as special programs or participation in 
 larger activities. Whenever possible, the children should 
 be led to initiate the activity — to choose the songs to be 
 sung or to plan the use of music in the most appropriate 
 way. 
 
 Musical Abilities — Years i-viii 
 First Year 
 
 A. Through Songs and Rhythm Lessons, Ability to: 
 
 1. Sing with proper tone quality many songs, including the 
 first stanza of "America." 
 
 2. Match, both individually and as a group, single tones, 
 calls, and simple phrases. 
 
 3. Discriminate between high and low tones, long and short 
 tones, strong and weak beats. 
 
 4. Sing individually many of the songs learned by the group 
 as a whole. 
 
 5. Recognize repeated phrases in pattern songs. 
 
240 A Suggested Twelve Year Program 
 
 6. Participate in the rhythm band. 
 B. Through Listening Lessons, Ability to: 
 
 1. Learn to use good habits of listening, such as attentive, 
 discriminative, and imaginative listening. 
 
 2. Recognize and respond to different rhythmic types of 
 music, such as running, skipping, jumping, and swaying, 
 in preparation for rhythmic games and folk dances. 
 
 3. Recognize with increasing skill some very simple de- 
 scriptive effects in music. 
 
 4. Notice incidentally, by sight and by sound, the musical 
 instruments heard during listening lessons, such as the 
 piano, violin, trumpet, piccolo, and drum. 
 
 5. Find increasing pleasure in music that is heard, in re- 
 sponding to various types of rhythm, and in participat- 
 ing in all the phases of music in the classroom. 
 
 Second Year 
 
 A. Through Song and Rhythm Lessons, Ability to: 
 
 1. Sing correctly and artistically many songs, including two 
 stanzas of "America." 
 
 2. Recognize repeated phrases. 
 
 3. Feel phrasing and measure groups in songs sung. 
 
 4. Feel balance and beauty of design developed through 
 rhythmic play. 
 
 5. Feel rhythm, phrase, and accent developed through par- 
 ticipation in the rhythm band. 
 
 6. Recognize the staff, clef sign, bars, kinds of notes and 
 rests used in the song books. 
 
 B. Through Listening Lessons, Ability to: 
 
 1. Listen with closer attention and better discrimination to 
 music heard. 
 
 2. Recognize and respond to various rhythmic types of 
 music; participate in rhythmic games and simple folk 
 dances. 
 
 3. Recognize with increasing skill simple descriptive effects 
 in music. 
 
 4. Notice incidentally, and recognize, by sight and by sound, 
 the more common instruments heard during listening 
 lessons, such as piano, violin, trumpet, flute, piccolo, and 
 drum. 
 
North Carolina Public Schools 241 
 
 5. Recognize phrases in simple music and indicate the dura- 
 tion of each phrase by various movements and games. 
 
 6. Find increasing pleasure in all phases of music in the 
 classroom, and enjoy quiet listening to beautiful music. 
 
 Third Year 
 
 A. Through Song Lessons, Ability to: 
 
 1. Sing with good tone quality and expression many songs 
 of increasing difficulty. 
 
 2. Sing the first stanza of "The Old North State" and all 
 stanzas of "America." 
 
 3. Read syllables from staff notation suited to the ability 
 of group. (See the basal text for this grade.) 
 
 4. Recognize some of the more common music symbols, as 
 sharp, flat, measure, signature, tie, slur, hold, and marks 
 of expression found in their songs. 
 
 5. Find "do" from the right-hand sharp or flat. 
 
 B. Through Listening Lessons, Ability to: 
 
 1. Use good listening habits with increasing ease. 
 
 2. Recognize and respond to rhythm in music with growing 
 skill and enjoyment. 
 
 3. Develop skill in phrase sensing, and in measure and 
 meter sensing. 
 
 4. Recognize repeated phrases in both songs sung and in 
 music heard. 
 
 5. Recognize with growing skill descriptive effects in music. 
 
 6. Recognize with growing skill and interest the orchestral 
 instruments heard. 
 
 7. Find increasing enjoyment in listening to good music 
 and in participating in music through singing and 
 through rhythmic activities. 
 
 Fourth Year 
 
 A. Through Song Lessons, Ability to: 
 
 1. Sing many songs with increasing appreciation of beauti- 
 ful tone and interpretation. 
 
 2. Learn all stanzas of "The Old North State" and the first 
 stanza of "The Star-Spangled Banner." 
 
242 A Suggested Twelve Year Program 
 
 3. Read fluently one-part songs involving fourth-grade 
 problems, such as: 
 
 a. More difficult melodic skips (do-fa, mi-la, so-re). 
 
 b. New rhythmic problems: 
 
 (1) Two equal tones to a beat (/J 1 or J]). 
 
 (2) Dotted quarter and eighth (a two beat group) 
 
 (j.;). 
 
 4. Sing rounds and sustain tones in two-part chording in 
 preparation for the introduction of two-part songs. 
 
 5. Sing some very simple two-part songs, reading the two 
 parts together. 
 
 B. Through Listening Lessons, Ability to: 
 
 1. Continue to develop good listening habits. 
 
 2. Hear good music with growing pleasure and develop an 
 increasing preference for the best in music. 
 
 3. Have a better idea of the orchestra as a whole, and recog- 
 nize the characteristic tone color of the four families of 
 the orchestra. 
 
 4. Learn to follow one or two themes through a composi- 
 tion. 
 
 5. Feel acquainted with a few of the great composers 
 through their music and through stories about them. 
 
 6. Distinguish some simple dance forms: march, waltz, 
 minuet, and gavotte. 
 
 7. Notice design in music growing out of recognition of 
 recurring and contrasting themes and phases. 
 
 8. Feel the close relationship between the arts through re- 
 lating music to pictures and poems. 
 
 Fifth Year 
 
 A. Through Song Lessons, Ability to: 
 
 1. Sing many songs with increasing appreciation and with 
 more artistic interpretation. 
 
 2. Sing all stanzas of "The Star-Spangled Banner," "The 
 Old North State," and "America, the Beautiful" from 
 memory. 
 
 3. Read skillfully two-part songs involving problems so far 
 studied. 
 
 4. Recognize and sing correctly easy sharp and flat chro- 
 matics as they occur in the basal text. 
 
North Carolina Public Schools 243 
 
 5. Read the new rhythmic problem: the unevenly divided 
 beat (;j). 
 
 6. Sing some very simple songs with words at sight. 
 
 B. Through Listening Lessons, Ability to: 
 
 1. Increase the enjoyment and understanding of good 
 music. 
 
 2. Recognize all the more important orchestral instruments 
 by sight and sound. 
 
 3. Recall the dance forms learned in the fourth grade and 
 recognize the mazurka. 
 
 4. Recognize minor mode and compare it with the major 
 tonality. ' 
 
 5. Recognize and compare descriptive and pure music. 
 
 6. Feel acquainted with more great composers, Mendels- 
 sohn, Grieg, and Stephen Foster, through a study of 
 their lives and some of their best known music. 
 
 7. Sing and recognize various types of folk music of the 
 United States. 
 
 8. Feel the universality of music as a part of the life-experi- 
 ence of every people as shown by an integrated study of 
 music and social studies. A knowledge of folk songs, 
 folk dances, instruments, composers, and readings about 
 music among the masses of the people will form a back- 
 ground. 
 
 Sixth Year 
 
 A. Through Song Lessons, Ability to: 
 
 1. Sing with artistic interpretation songs learned. 
 
 2. Sing all stanzas of "America, the Beautiful." 
 
 3. Sing chromatic tones in more difficult one- and two-part 
 songs. 
 
 4. Read songs involving five new rhythmic problems : 
 
 a. Triplet (jJJ). 
 
 b. Four tones to one beat ( J J J J ) . 
 
 c. Two short and one long tone to a beat ( J~p ] ) . 
 
 d. One long and two short tones to a beat ( J J~j ) . 
 
 e. Rhythmic problems of compound measure: 6/8; 9/8; 
 12/8. 
 
244 A Suggested Twelve Year Program 
 
 5. Sing, after due explanation and study, songs in the minor 
 mode, with an understanding of the three forms of the 
 scale. 
 
 6. Sing simple three-part songs, preceded by chording and 
 three-part rounds. 
 
 7. Sing simple songs at sight, words first. 
 
 8. Sing many part songs in small groups, duets, trios, and 
 quartets. 
 
 B. Through Listening Lessons, Ability to: 
 
 1. Respond, with increasing feeling, to the mood in music. 
 
 2. Recognize the three forms of the minor scale : the primi- 
 tive, harmonic, and melodic. 
 
 3. Recognize with increased skill repetition and balance of 
 themes and phrases, and continue into recognition of 
 rondo and three-part song form : 
 
 4. Recall dance forms previously studied and recognize also 
 the polonaise, the tarantella, and the bolero. 
 
 5. Feel acquainted with more of the great composers, in- 
 cluding Wagner and Tchaikowsky. 
 
 6. Understand something of the music of the Middle Ages : 
 the minstrels, their songs, instruments, and their con- 
 tribution to the music of our time. 
 
 7. Recognize easily all orchestral instruments and under- 
 stand the composers' use of these instruments. 
 
 8. Feel increasingly the relationship between music and the 
 other arts, as well as the universality of music and its 
 significance in modern life. 
 
 9. Grow in factual knowledge necessary for a keen enjoy- 
 ment of music, and in interest in music activities in 
 current life in the United States, including American 
 composers, artists, orchestras, opera companies. 
 
 Seventh Year 
 
 A. Through Song Lessons, Ability to: 
 
 1. Sing well, and with enjoyment and artistic interpreta- 
 tion, a repertoire of songs of musical, literary, com- 
 munity, national, and other worthy interests. 
 
 2. Sing with keener interest and more skill and under- 
 standing when in the large group, as well as with the 
 room-choir and smaller groups. 
 
North Carolina Public Schools 245 
 
 3. Understand the significance of all features of notation 
 occurring in songs learned. (See basal text.) 
 
 4. Understand some facts of elementary harmony, such as 
 the primary triads and the nature of all triads. 
 
 5. Understand the meaning of the bass clef and read some 
 simple music written in bass clef. 
 
 6. Read more difficult three-part songs with growing ease 
 and pleasure. 
 
 B. Through Listening Lessons, Ability to: 
 
 1. Listen to good music with understanding and apprecia- 
 tion. 
 
 2. Understand most of the common facts of music theory 
 and elementary form. 
 
 3. Recognize and study with interest the various means of 
 varying a theme, such as changes in harmonic back- 
 ground, thematic variation, model change, and rhythmic 
 change. 
 
 4. Understand and enjoy modern suites and tone-poems. 
 
 5. Understand the character of the music of the classic and 
 romantic schools, and compare them with the modern 
 school as represented by its best popular and serious 
 composers. 
 
 6. Take a sympathetic interest in our neighbors to the 
 South through an acquaintance with some of their music. 
 
 7. Realize and understand the place of music in American 
 life_how it takes its place in institutions of every kind ; 
 in industrial plants, in churches, in civic organizations, 
 in homes and schools, in city-, county-, and State-wide 
 movements. 
 
 8. Feel more keenly, through the cumulation of all musical 
 experiences in the elementary grades, the universality 
 and democracy of music and its indispensability in life. 
 
 Eighth Year 
 
 A. Through Song Lessons, Ability to: 
 
 1. Sing with enjoyment and artistic interpretation, a reper- 
 toire of art songs by standard composers as well as folk, 
 national, and community songs. 
 
 2. Understand all the more important music fundamentals, 
 and some elementary harmony, such as the structure and 
 use of primary and secondary triads. 
 
246 A Suggested Twelve Year Program 
 
 3. Read three- and four-part songs, using bass clef, with 
 growing ease and pleasure, and sing them artistically. 
 
 4. Write and sing interesting original melodies. 
 
 5. Understand the piano keyboard. 
 
 6. Correlate with other activities the learnings in music 
 accumulated through the previous grades. * 
 
 a. This correlation will serve not only to give greater 
 meaning to the music period, but will also vitalize 
 and enrich the other activities. 
 
 b. Correlation between music and physical education is 
 obvious, and is developed through folk dancing, nat- 
 ural dancing including creating original dances, 
 pageantry, and gymnastic activities. 
 
 c. Drawings, designs, clay modeling, wood carving and 
 other art activities to express various descriptive 
 features of music, or the mood, or the form and de- 
 sign of the music are stimulating and valuable. 
 
 d. Definite integration of music in the social studies and 
 literature affords opportunities for the pupils to be- 
 come vividly conscious of the customs, emotions, cul- 
 tural life, and aspiration of other peoples and of other 
 times through an acquaintance with their folk songs 
 and dances, their composed music, and their musical 
 performers, all of which reflect so truly their every- 
 day life. 
 
 B. Through Listening Lessons, Ability to: 
 
 1. Carry on and expand the listening projects begun in the 
 seventh grade which contribute to the eighth grade ac- 
 tivities. 
 
 2. Understand and enjoy the hearing and study of tone- 
 poems, suites, and other symphonic music, of classic, 
 romantic and modern schools. 
 
 3. Understand and enjoy many operas through acquaint- 
 ance with their plots and with some music from each 
 opera. 
 
 4. Understand the place of music in the life of every people, 
 and the contribution to the culture and institutions of 
 American life made by our naturalized citizens through 
 their various homeland countries' music and dances. 
 
North Carolina Public Schools 247 
 
 5. Choose, with growing pleasure and understanding, to 
 hear the best musical programs on the radio, and to 
 choose recorded music of the same standard. 
 
 Music in the high school 
 
 The Department of Superintenence of the National Education 
 Association recommends: (1) The inclusion of music in the cur- 
 riculum on an equality with the other basic subjects; (2) An 
 immediate extension of music study to all rural schools; and (3) 
 An adequate program of high school music which should include 
 credit equivalent to that given other basic subjects. 
 
 These recommendations and those included in our present 
 course of study are justifiable upon utilitarian as well as upon 
 cultural grounds, since music makes a great contribution not 
 only through training the intellect but also through refining the 
 soul. 
 
 Increasing emphasis should be placed upon appreciation, 
 which affords opportunities for participation by all the people. 
 
 The following statements should prove helpful in the organi- 
 zation of the music programs for the high school grades : 
 
 1. The music program should be planned to maintain the in- 
 terest which was developed during the elementary school 
 years, and be built upon that interest and further needs of 
 the individual pupil. 
 
 2. Opportunities to grow musically should be offered through 
 definite courses giving a broad view of many phases of 
 music study and various types of musical activities, both 
 choral and instrumental. It is hoped that in this way each 
 student will find the sort of musical activity that gives him 
 the greatest satisfaction. 
 
 3. In addition to a regular and definite course in music, every 
 student in the high school should have contact with worth- 
 while music as a part of his general school experience. 
 Assembly singing, for a period of at least twenty minutes, 
 and held at frequent and regular intervals during the 
 school year is probably the best means for such contact. 
 Assembly singing, led by an inspiring director and with 
 a good accompanist at the piano, will provide an enjoyable 
 experience for all high school students. 
 
 4. All rehearsal periods of musical groups — band, orchestra, 
 choruses or glee clubs — should be scheduled during regular 
 periods of the school day, as other elective subjects are 
 
248 A Suggested Twelve Year Program 
 
 scheduled. In the smaller school, one period each day 
 should be scheduled for various activities. In such a situa- 
 tion the various musical activities may alternate on the five 
 days — for instance, girls' glee club, two days; boys' glee 
 club, two days ; and mixed chorus, one day. In such a case a 
 student who belongs to a glee club and to the mixed chorus 
 should receive credit for the three rehearsals per week. (See 
 paragraph 5.) 
 
 5. The study of music in the high school should be on a par 
 with the study of subjects in other departments and credit 
 allowed accordingly. Any course in music that receives 
 credit should be of equal worth to any other credit course 
 given in the school, requiring as much outside work and 
 receiving as careful preparation on the part of the teacher. 
 
 . All groups using the major part of their time in rehearsal — 
 either vocal or instrumental, such as chorus, glee club, band 
 or orchestra — should receive credit on the laboratory basis: 
 five period rehearsals per week, one-half credit per year; 
 three or four period rehearsals per week, one-quarter credit 
 per year ; two period rehearsals per week, no credit. 
 
 6. All music materials used in the high school, including as- 
 sembly singing, should be of high standard — comparable to 
 the types of literature used in the English courses. 
 
 7. A reference library for music should be built up by adding 
 new books each year. At least one music journal giving 
 current events in music should be in the high school library 
 and on display. 
 
 8. In all singing organizations in the high school each boy's 
 voice must be carefully watched, and should be tested often 
 enough to make sure that he is singing the part that is best 
 for the development of his voice. Once or twice each year 
 is sufficient for testing the girls' voices. 
 
 9. A boys' glee club is worthwhile for as small a number as 
 twelve, and a girls' glee club for sixteen. Unison singing is 
 valuable, but part-singing should be undertaken as soon as 
 possible — two- and three-part songs for the girls, and three- 
 and four-part songs for the boys. 
 
 10. If tenor voices are scarce or lacking, the boys' glee club may 
 use songs of three-parts: tenor, baritone, and bass. Un- 
 changed or changing voices may be used on the tenor part if 
 
North Carolina Public Schools 249 
 
 necessary. For the mixed chorus, songs written for soprano, 
 alto, and bass may be used until the tenor part can be pro- 
 vided. 
 
 11. Participation stimulates interest and effort, hence group 
 singing and playing in county, district, and State high school 
 festivals should be encouraged in every high school. 
 
 12. If only one content course in music can be offered in a high 
 school it should be the course in Elementary Theory, alter- 
 nating from year to year with the course in Survey of Music 
 Literature, which is an appreciation course. 
 
 TYPICAL MUSIC ACTIVITIES 
 
 A. VOCAL— 
 
 1. General Experience Group. 
 
 Assembly Singing — One period each week. No credit. This is 
 usually the only musical activity that is required of all pupils 
 throughout the four years of high school. The use of song slides 
 is recommended instead of music books. These assembly sings 
 should provide for the singing of a variety of good school, patriotic, 
 religious, folk, and community songs. There should be occasional 
 opportunity for listening to good radio programs, phonograph 
 recordings, and for other music appreciation features. The singing 
 assembly is a logical place for frequent performances by the 
 school's musical organizations, by small ensembles, by talented stu- 
 dents in solo performance, and by visiting musicians from the 
 community. All this provides a stimulation for good work, and 
 aids in the development of musical discrimination and apprecia- 
 tion in the student body. 
 
 2. Selective Groups (Elected by student, or Students selected because 
 of ability.) : 
 
 a. Beginning Chorus — Open to all pupils. Three periods per week, 
 one-fourth unit of credit per year; five periods per week, one-half 
 unit of credit per year. 
 
 b. Advanced Chorus — Open to those students who have done satisfac- 
 tory work in (a) beginning chorus, or (b) junior high school 
 choir. Credit, same as for the beginning chorus in kind, but of 
 more difficult degree. 
 
 c. Glee Club — Open to those students who have done satisfactory 
 work in (a) Beginning Chorus; or (b) Junior High School Choir. 
 Credit, same as for the Beginning Chorus. Since the Glee Club 
 affords the student a different type of experience from that of the 
 Chorus, it is recommended that whenever possible the music 
 director organize both a Boys' and a Girls' Glee Club. While the 
 membership in the Glee Club is always elective, it must also be 
 selective, for the director must have the privilege of selecting the 
 group of voices that gives promise of forming a club that will do 
 
250 A Suggested Twelve Year Program 
 
 thoroughly artistic and beautiful singing. Choral organizations 
 should aim to protect and correctly develop the voices of the stu- 
 dents even at the expense of the ensemble. 
 
 d. a capella Choir — Open to students who have done satisfactory work 
 in (a) Advanced Chorus or (b) Junior High School Choir. Mem- 
 bership determined by balance of parts, and is highly selective as 
 well as elective. Credit should be the same as for Advanced 
 Chorus, if credit is given. Sometimes the a capella choir is an 
 extra curricular activity conferring honor rather than credits 
 upon the participants. 
 
 e. Small Vocal Ensembles — Mixed Quartet, Boys' Quartet, Girls' Trio, 
 or Girls' Double Trio may be considered under this heading. These 
 groups are more or less informally organized, are very valuable in 
 the musical life of the school, and should be heartily encouraged. 
 
 B. INSTRUMENTAL— 
 
 1. Instrumental Glasses: It is recommended that instruction in instru- 
 ments begin in the elementary grades. Students who need individual 
 instruction before being admitted to the band or to the orchestra 
 should have classes provided for them which may be arranged for 
 after-school hours. No credit should be given. 
 
 2. Beginning Orchestra: Students must be admitted according to 
 ability and at the same time the balance of instruments must be kept. 
 Any credit given should be based on the type of results obtained, as 
 in the singing groups. This group should rehearse every day if 
 possible, and three rehearsals per week are imperative. 
 
 3. Advanced Orchestra: Admittance should be by examination, to in- 
 sure both playing ability and good balance of instruments. Credit: 
 five rehearsals per week, one-half unit per year; three rehearsals per 
 week, no credit. This group will carry on the same type of work 
 as the beginning orchestra, but on a higher level, both in perfection 
 and finish in playing and in the difficulty of the material used. 
 
 4. Beginning Band: Admittance to this band should be on the same 
 basis as to the beginning orchestra, and the credit given also on the 
 same basis. Emphasis should be placed on correct intonation, proper 
 tone production, good rhythm and rhythm phrasing. 
 
 5. Advanced Band: Admission should be by examination, to insure 
 both playing ability and good balance of instruments. Credit, same 
 as for advanced orchestra. In addition to a marching band, a concert 
 band should be the goal of every high school which supports a good 
 program of instrumental music. As in the case of the advanced 
 orchestra, a study of good literature with attention to balance, inter- 
 pretation and good musicianship are important. There should be 
 artistic finish in the playing of this organization. 
 
 6. Small Instrumental Ensembles: Included under this heading are 
 such chamber music groups as the string quartet; string quintet; trio 
 of violin, cello, and piano or violin, flute, and piano or of two violins 
 and piano; woodwind ensembles of various combinations; and brass 
 
North Carolina Public Schools 251 
 
 ensembles, usually quartets of various combinations. These groups 
 are often informally organized and are very important in the musical 
 life of the school. 
 
 C. ELECTIVE COURSES— 
 
 1. Elementary Theory: Five class periods per week, with prepared 
 work as for any basic course. Credit, one unit per year. This course 
 should include sight-singing, ear-training, fundamentals of theory, 
 melody writing, and the beginnings of harmony. Singing and playing 
 on the piano to illustrate and make practical everything studied 
 should be emphasized. 
 
 2. Advanced Theory and Harmony: Five class periods per week with 
 prepared work as for any basic course. Credit, one unit per year. 
 The Elementary Theory course is a prerequisite for this course, which 
 should provide an intensive study of harmony and musical form with 
 emphasis on creative activities. Each phase of harmony studied 
 should be presented through the ear as well as through the eye and 
 keyboard interpretation of each problem should be stressed. 
 
 3. Survey of Musical Literature (A study of music from an appreciative 
 basis.) : Five class periods per week with prepared work as for any 
 basic course. Credit, one unit per year. This course should present 
 music as a source of recreational enjoyment, as a reflection of the 
 cultural life and growth of peoples, as a phase of important move- 
 ments in the history of civilizations, and as a vital factor in the 
 emotional life of the individual. Outside work in preparation for 
 class may consist of assigned readings, reports on special topics; 
 discriminative listening to assigned music; learning music to be 
 sung or played in class; preparation of note-books, posters, and other 
 illustrative materials; attending concerts and reading on current 
 events in the musical world. 
 
 4. Class Voice Lessons: Class periods three to five times per week, with 
 some outside preparation, but no credit. This class should be planned 
 to care for the better voices of the chorus. 
 
 D. SPECIAL ACTIVITIES— 
 
 1. Operettas and Cantatas. It is only fair that the community support- 
 ing a school be given opportunities to see and hear the work the 
 school is doing. Hence, the music department should present its 
 work through various sorts of public performances. 
 
 2. State High School Music Festival. It is true in musical activities, as 
 in activities in other art fields, that the level of taste and of standards 
 of performance can be raised but little unless the performing group 
 has opportunities to compare its output with that of other groups— 
 especially with groups of greater skill and training. In this fact lies 
 the educational value of the music festival. As the standards of 
 music used and of its performance have risen from year to year, and 
 the high schools in the State have built up richer musical opportuni- 
 ties for their students, all educators have realized the great value of 
 music festivals. 
 
252 A Suggested Twelve Year Program 
 
 3. Applied Music for Credit. The widespread interest in applied music 
 (the study of piano, violin, organ, or an orchestral instrument), the 
 general recognition of this study as a legitimate phase of secondary 
 education, and the realization of the importance of the development 
 of these techniques during the adolescent period, have resulted in the 
 development of plans for accrediting the work as an integral part of 
 the pupil's curriculum. Since few high schools can provide this in- 
 struction, plans have been set up to enable the school to give credit 
 for properly supervised study in applied music carried on by pupils 
 at their own expense and with private teachers. (See Publication No. 
 206, pages 166-172.) 
 
 4. Local Music Festivals. The music festival idea has developed very 
 rapidly and has become popular as a means of measuring achievement 
 in music for the year by having pupils participate in the activities 
 making up the festival program. The regular music course as out- 
 lined for the year provides the materials for the activities planned. 
 These materials including the songs, choruses, rhythms, dances and 
 dramatizations learned during the year are organized around a gen- 
 eral theme for the festival. Both elementary and high school pupils 
 participate in the program. 
 
 5. National Music Week. National Music Week is celebrated during the 
 first week in May of each year. This is the dsfinite time set aside for 
 the culmination of the year's work in all phases of community music. 
 However, it is best to begin early to plan for the musical activities 
 which would be suitable and practical for the development of musical 
 interests in any given community. With a good program planned 
 well in advance and provision made for participation by various age 
 groups, a feast of enjoyable music may be assured. 
 
INDUSTRIAL ARTS 1 
 
 Point of View and Purposes. 2 
 
 Industrial Arts is that area of study and experience concerned 
 with those common industrial materials, processes, products, 
 occupations, and interrelated social-economic problems which so 
 vitally influence individual and group well being. Democratic 
 citizenship involves active participation in the work and indus- 
 trial pursuits of the community. Industrial Arts experiences can 
 assist in the basic education of every school pupil by affording 
 opportunities to develop insights and skills necessary for in- 
 telligent understanding and appreciation of industrial forces. 
 
 The goals or values of Industrial Arts are best achieved 
 through shop or laboratory experiences involving a breadth of 
 contacts with a wide variety of tools, materials, machines, films, 
 books, trips, and individual and group studies centered upon many 
 aspects of life and industry. Because of the range of materials 
 used, Industrial Arts offer splendid opportunities for creative 
 expressions characteristic of the modern artist and inventor. 
 Specific curriculum experiences should not be rigidly stand- 
 ardized, but should be defined by the nature of individual, social, 
 and economic problems of community living. 
 
 Industrial Arts is one of the so-called "practical arts" and is 
 related to those everyday life activities that are distinctly in- 
 dustrial in character. As a phase of general education it is a 
 necessary basic foundation and background upon which later more 
 specific trade and industrial education can be built. Industrial 
 Arts experiences have an important function to perform in the 
 development of an adequate program of education for youth in 
 North Carolina. 
 
 Relationship to Trade and Industrial Education. 
 
 Some pupils, after having participated in the Industrial Arts 
 program and upon reaching the upper grades in high school, will 
 begin to develop interests leading to employment in various 
 trades and industries. Other persons already employed will want 
 to improve themselves by developing new skills. The educational 
 experiences which schools provide for these groups are not re- 
 garded as Industrial Arts, but as trade and industrial education. 
 Industrial Arts merges into some form of industrial or trade edu- 
 
 iThis statement was prepared by Dr. John R. Ludington and a group of students at N. C. 
 State College and adopted by the Central Curriculum Committee. 
 
 2 N. C. State College, "Industrial Arts Opportunities in North Carolina," State College Record. 
 Vol. 40, No. 11. July, 1941. p. 36. 
 
254 A Suggested Twelve Year Program 
 
 cation when the pupil has matured to the point where his 
 interests shift from general exploration and appreciation of 
 industry to specific trade preparation. There are distinct 
 differences in controlling purposes which make for differences 
 between Industrial Arts and the industrial phases of vocational 
 education. 
 
 The aims of trade and industrial education are preliminary to 
 or parallel with employment. Industrial Arts, on the other hand, 
 meets the needs of all persons, boys, girls, and adults (irrespect- 
 ive of vocational or professional interest) for educational ex- 
 periences of a general rather than a specific vocational character. 
 One program cannot be substituted for the other, and both serve 
 as essential need in modern education. 
 
 Public school programs of Industrial Arts are not subsidized 
 or aided financially by money from the federal government as is 
 true of trade and industrial education. 
 
 Major Functions or Goals of Industrial Arts. 
 
 1. To aid in the development of an intelligent understanding 
 and appreciation of modern industry. (This is sometimes re- 
 ferred to as the orientation function.) 
 
 2. To provide opportunities for problem solving, creative ex- 
 pression, and invention through the use of a variety of industrial 
 materials, such as wood, clay, plastics, metals, etc. 
 
 3. To assist in the development of critical and discriminating 
 consumers — persons who can select, buy, use and maintain in- 
 dustrial products wisely. 
 
 4. To provide opportunities for the development of simple 
 tool skills and mechanical abilities useful in the home, school, and 
 avocational life of the pupil. 
 
 5. To provide a variety of opportunities for diagnosis and 
 exploration of pupil interests and abilities through a study of the 
 requirements of industrial occupations. 
 
 6. To provide foundational technical education for those in- 
 terested in later trade and industrial education. 
 
 Scope of the Program — Levels to be Served. 
 
 Industrial Arts has educational values suitable for pupils of 
 all age and maturity levels. Science and invention have worked 
 to produce a complex industrial and machine civilization which 
 has created forces which any plan of education must consider. 
 In the elementary school Industrial Arts experiences should be a 
 
North Carolina Public Schools 255 
 
 unified and integral part of pupil activity. The pupil should have 
 opportunities for experiences with industrial materials around 
 him and with simple ways of changing them to meet his needs. 
 His interest is centered on his home, school, and neighborhood, 
 where he daily comes in contact with innumerable products of 
 industry that are made from materials easily obtained and easily 
 manipulated — materials with which he can satisfy a need. As 
 his interests broaden, he finds out how various peoples have 
 worked with raw materials and devised ways and means of 
 making them serve their needs for food, clothing, shelter, 
 records, utensils and containers, and tools and machines. The 
 teacher should provide many experiences through the use of local 
 resources that will make these materials in the child's life more 
 meaningful. 
 
 School Years One through Six 
 
 The following are suggested objectives for elementary school 
 Industrial Arts activities : 3 
 
 1. To help the child understand what is going on about him in 
 the industrial world : 
 
 a. Materials that are used — their sources and character- 
 istics. 
 
 b. Products into which they are made and their values — 
 intrinsic, aesthetic, utilitarian. 
 
 c. Changes that have been made in the materials — the 
 causes, the effects. 
 
 (1) Struggles and problems of all people who have made 
 the changes from early times. 
 
 (2) Tools and processes they used. 
 
 d. Continued progress in industry: 
 
 (1) Constant search for new materials and methods. 
 
 (2) Contributions of science to this progress. 
 
 2. To give him many opportunities to express himself con- 
 cretely in a variety of media, always expecting that there 
 will be a constantly improving technique with maturity and 
 experience. 
 
 3. To open a field of leisure-time activities in which he may 
 find an interest. 
 
 4. To contribute toward his acquiring the habit of thinking a 
 job through: 
 
 a. Seeing the thing to be done. 
 
 S U. S. Office of Education, Committee on Industrial Arts. Industrial Arts: Its Interpretation 
 In American Schools. Bulletin 1937, No. 34. U. S. Government Printing Office, pp. 17-40. 
 
256 A Suggested Twelve Year Program 
 
 b. Taking account of the situation — its resources, limita- 
 tions, and possibilities. 
 
 c. Trying to foresee and avoid difficulties. 
 
 d. Making definite but tentative plans before beginning 
 work. 
 
 e. Evaluating the work as it progresses, so that as little 
 time, effort, and materials as possible will be wasted 
 because of error. 
 
 5. To further the development of his appreciation of various 
 people in terms of their culture: 
 
 a. The interdependence of peoples in — 
 
 (1) Supplying materials. 
 
 (2) Making changes. 
 
 (3) Sharing new ideas and methods. 
 
 b. Modern industry's use of many of the principles and 
 processes discovered by early people. 
 
 c. The complexity and possibilities of modern machines as 
 compared with primitive tools and devices. 
 
 6. To help him become a wiser consumer and a more intelligent 
 participant in a society that is markedly industrial. 
 
 In these grades Industrial Arts experiences can be guided by 
 the regular classroom teacher. Facilities should be provided so 
 that simple construction and experimentation can be carried on 
 in the classroom. 
 
 School Years Seven through Twelve 
 
 Upon approaching the secondary school the interests of pupils 
 are such as to warrant the provision of special facilities of In- 
 dustrial Arts work and a teacher who has been professionally 
 educated in this field. 
 
 Industrial Arts work in grades seven and eight should be 
 exploratory and designed to utilize the natural curiosity of youth. 
 It should introduce the pupils to many of the principal hand tools 
 used in different crafts. Although the work is elementary, it 
 should be a foundation for the courses to follow and should pro- 
 vide a substantial basis for such work. 
 
 Industrial Arts activities in these grades are important because 
 of the strong desire in young people to be active. The shop, or 
 classroom, should be a place where pupils can create those 
 articles which they have wanted to make and which they could 
 not because the home provided no opportunity. The program 
 should include opportunities for cooperative planning and work 
 as well as the wise use and care of hand tools. The pupils should 
 be encouraged to develop sound work habits and to appreciate 
 good workmanship. 
 
North Carolina Public Schools 257 
 
 Among the Industrial Arts activities that may be organized for 
 instruction in accordance with the interests and abilities of pupils, 
 both girls and boys, the following may be mentioned as minimum 
 essentials : 
 
 Drawing as a phase of planning and problem solving becomes 
 an activity of paramount importance in connection with all con- 
 struction of experimental projects. Drawing as such should be 
 approached as a medium for the expression of ideas, as a graphic 
 language. 
 
 Woodworking should include a study of local, State, and 
 national wood using industries, wood resources, and economic 
 problems, as well as provision for the construction of some useful 
 project. 
 
 Metalworking experiences should be enriched in most schools 
 so as to be more representative of major industrial processes and 
 trends. 
 
 Electricity. This is an area which has many possibilities in 
 the modern school program, inasmuch as it can be introduced in 
 existing shops with a minimum of expense for equipment. An 
 extensive outline is included here as an example of topics which 
 might be included. 
 
 Other Industrial Arts Areas. In addition to the areas of 
 drawing, woodworking, metalworking, and electricity mentioned 
 above, such areas as printing, ceramics, automotives and textiles 
 should be developed when facilities can be made available. 
 
 In view of the wide range of possibilities offered by Industrial 
 Arts, the following outline is suggested as a possible unit for 
 inclusion in Industrial Arts at the secondary level. 
 
 AN OUTLINE OF SUGGESTED PUPIL EXPERIENCES IN THE ELECTRICAL AREA 
 OF AN INDUSTRIAL ARTS PROGRAM 4 
 
 1. The Contribution of Electricity to Civilization, (a) Power generation, 
 (b) Power transmission. (c) Lighting. (d) Heating devices, 
 (e) Communications. 
 
 2. Famous Men in the Development of the Use of Electricity and Electri- 
 cal Devices. (a) Franklin. (b) Morse. (c) Bell. (d) Edison, 
 (e) Steinmetz. (f) Marconi. 
 
 3. Types of Electricity and Fundamental Electrical Principles, (a) Static 
 electricity, (b) Current electricity. 
 
 *From an outline prepared by S. C. High and students enrolled in Curriculum Making at 
 North Carolina State College, 1942. 
 
258 A Suggested Twelve Year Program 
 
 4. Generation of Electricity. (a) Chemically. (b) Thermally. (c) 
 Mechanically. 
 
 5. Transmission of Electricity, (a) Kinds and sizes of wire, (b) Cir- 
 cuits, (c) Direct current transmission, (d) Transformers and alter- 
 nating current electricity. (e) Private and public utilities trans- 
 mission. 
 
 6. Uses of Electricity in Communications, (a) Radio, (b) Telegraph 
 and teletype, (c) Telephone, (d) Facsimile, (e) Television. 
 
 7. Uses of Electricity in the Home, (a) Light, (b) Heat, (c) Power, 
 (d) Refrigeration. (e) Consumer problems in selecting, buying, 
 using, and maintaining electrical equipment, (f) Safety practices. 
 
 8. Uses of Electricity in Transportation, (a) Electric railroads, (b) 
 Diesel-electric railroads, (c) Diesel-electric ships, (d) Street car 
 systems, (e) Electric automobiles, (f) Auto ignition, (g) Radio 
 beams, SOS calls, block signals and other safety devices. 
 
 9. Uses of Electricity in Lighting, (a) Types of lamps, (b) Types of 
 lighting — what constitutes good lighting, (c) Lighting terminology, 
 (d) Fixtures. 
 
 10. Uses of Electricity in Decoration and Advertising, (a) Illuminated 
 signs. (b) Electric signs. (c) Decoration of building exteriors, 
 (d) Other uses. 
 
 11. Electricity in the Field of Health and Medicine. (a) Electro- 
 surgery, (b) Electric hearing, (c) Electro-cardiograph, (d) Fever 
 induction by short radio waves, (e) Indoor ultra-violet light, (f) 
 X-rays. 
 
 12. Uses of Electricity in Modern Industry. (a) Power. (b) Heat, 
 (c) Light. (d) Automatic recording and control devices. (e) 
 Miscellaneous. 
 
 13. Some Common Occupations in the Field of Electricity, (a) Electrical 
 engineers, (b) Electricians. Note: The U. S. Census lists about a 
 hundred different occupations in this field. 
 
 14. Some Suggested Pupil Projects, (a) Things to do. (b) Things to 
 make, (c) Topics for discussion, (d) Places to visit. 
 
 Organization and Equipment. 
 
 School officials should make provision for Industrial Arts in 
 each of the four years in the high school with special emphasis 
 placed upon the first two years. For the great majority of high 
 schools in North Carolina the "General Shop" plan of organiza- 
 tion is considered most suitable. In a general shop several types 
 of work may be carried on in one room under the supervision of 
 one teacher. A variety of learning experiences selected from such 
 fields as the following should be provided : drawing and planning, 
 woodwork, metal work, electricity, automotives, ceramics, tex- 
 tiles, printing, and photography. Space and equipment should be 
 provided for classes of twenty-five to thirty pupils. Sixty square 
 feet of floor space should be allowed for each pupil, including the 
 
North Carolina Public Schools 259 
 
 space utilized by benches, equipment, and storage facilities. 
 Shops should not contain less than 1500 square feet with a width 
 to length ratio of 1-2. 
 
 The equipment need not be expensive, but should be adequate 
 and suitable in providing experiences representative of those pro- 
 cesses used in industry. The functions of Industrial Arts cannot 
 be attained when only woodwork or woodwork and mechanical 
 drawing experiences are provided. These experiences may have 
 values that are good, but are not considered sufficient for a 
 modern program of Industrial Arts. 
 
 Time Allotment. 
 
 The time allotted to each class in Industrial Arts will depend on 
 the school organization. At the secondary school level it is 
 recommended that not less than one class period a day (one hour) 
 be allotted to this program. If the high school is operated with 
 class periods of forty-five minutes or less, a double period should 
 be used daily. 
 
 One year of Industrial Arts work offered for one class hour 
 daily, when the school is organized on the clock hour basis, should 
 be allowed the same credit toward graduation as is allowed for 
 any other subject. 
 
VOCATIONAL EDUCATION 
 
 Certain requirements must be met when State and Federal 
 funds are used to reimburse vocational education programs of 
 home economics, agriculture, trades and industries and distribu- 
 tive education. In such cases the following general recommenda- 
 tions are made: 
 
 1. Vocational home economics and agriculture should be 
 offered during the last four years of the public school. 
 
 2. Courses in business education and trade and industrial 
 education should be offered during the student's last two 
 years in school in preparation for employment. Terminal 
 courses should precede or accompany employment. 
 
 3. Adequate equipment and space should be provided for each 
 area of vocational education. 
 
 The content of the vocational education courses is planned on 
 the assumption that students have had many experiences during 
 the years prior to enrolling in these classes which have prepared 
 them for this instruction. 
 
 Home living or educative experience in relation to family life 
 has been included in the program of each grade. Most fre- 
 quently through social studies, science, art and health, pupils 
 have had instruction in kinds and care of houses, foods, nutrition 
 and gardening, home furnishings, different types of clothing, and 
 family relationships. These make an interesting and worthwhile 
 contribution to more intensive training offered in the upper 
 grades of the twelve year program. 
 
 Interest in rural living and agriculture have been fostered 
 through the study of gardens and food production, animal and 
 plant life, country life and how people earn a living in rural 
 areas and shops. 
 
 Shop activities, the study of community workers, and how 
 people earn their living can and do contribute to awakening 
 interest in trade and industrial education and distributive edu- 
 cation. 
 
 These experiences should be so planned by teachers and pupils 
 that all activities are meaningful both for the present and in 
 preparation for more intensive training as students progress in 
 the twelve year program. These experiences should be in proper 
 balance with social, health, number and language skills through- 
 out all grades. 
 
North Carolina Public Schools 261 
 
 Specific attention should be given to the dissemination of occu- 
 pational information of the community, the region, and the 
 Nation at some time previous to enrollment in special courses, 
 whether vocational or non-vocational. 
 
 I. HOME ECONOMICS 
 
 Home economics is that phase of education primarily concerned 
 with the development and maintenance of satisfying home life 
 through the building of desirable relationships within the family 
 and its members, and the intelligent use of the resources essential 
 to the well-being of the individual as a member of the family and 
 community groups. This interpretation of education for home- 
 making is expressed in the principle underlying the three year 
 high school program suggested herein. 
 
 It includes the provision of food and clothing for the family, 
 care and guidance of children, maintenance of health and home 
 care of the sick, the management of all resources available to the 
 home, maintenance of satisfactory family relationships, and the 
 application of art, music and literature to the home. 
 
 While no course has been set up for boys, it is believed that this 
 course of study offers many suggestions. Emphasis given any 
 unit of work will depend upon the needs and interests of the class 
 members and the type of the community. 
 
 A. General Requirements. 
 
 The course must be designed for students 14 years of age or 
 older. There must be a minimum of 300 minutes per week of 
 instruction. Five hour periods each week or two periods daily of 
 less than sixty minutes each will meet requirements. One unit 
 of credit is given for each year of instruction completed by the 
 pupil. 
 
 B. Objectives for the High School Home Economics Program. 
 
 To become acquainted with the needs and interests of the 
 individual pupils, their homes, and the communities in which they 
 live, as a basis for planning and adapting the course of study. 
 
 To provide experience for the pupils which will promote their 
 intelligent and independent solution of personal and home 
 problems. 
 
 To use the home and personal experiences of the pupils as 
 materials of instruction for enriching the homemaking course. 
 
 To measure the results of instruction in terms of pupil growth 
 through observable evidences in the students and in their homes. 
 
262 A Suggested Twelve Year Program 
 
 To guide the student : 
 
 1. As an individual : 
 
 a. In understanding the contribution that homemaking 
 training may make in setting up and attaining personal, 
 social, home and vocational goals. 
 
 b. In understanding the vital relation of beauty to every- 
 day living through the discovery and use of the 
 beautiful. 
 
 c. In developing some basic judgment for planning and 
 using one's own money, time, and energy. 
 
 d. In making and maintaining satisfactory relations with 
 others. 
 
 e. Toward an understanding of growing personalities and 
 the home as a place for the best development of each 
 member of the family group. 
 
 2. As a member of the home, in gaining an understanding of, 
 and greater ability to make the best use of individual and 
 family resources. 
 
 3. As a member of the community, in developing skills in the 
 management of resources as they affect the individual, the 
 home and the community. 
 
 C. Suggested Set-Up for a Three Year Program in Home 
 Economics. 
 
 Sharing Home Life for the Fullest Possible Development of the 
 Individual as a Member of the Family and the Making of 
 Optimum Contribution to the Home and to the Community. 
 
 First Year 
 
 Problem: Directing the attention of the individual toward per- 
 sonal development. 
 
 Objective: Understanding of the relationship of personal de- 
 velopment to everyday living. 
 
 Approach: The individual, through consideration of continuous 
 personal development, contributes to the family and 
 her social group — 
 
 1. Personal grooming and health as it affects one's 
 appearance. 
 
 2. Satisfying surroundings — clothing as it affects 
 the high school girl. 
 
 3. Food as it affects the high school girl. 
 
 4. Personal and social development. 
 
North Carolina Public Schools 
 
 263 
 
 
 Second Year 
 
 Problem: Encouraging the integration of the individual and 
 her home life. 
 
 Objective: Understanding of, and greater ability to make the 
 best use of, individual and family resources. 
 
 Approach: The individual, as a thoughtful participant in the 
 use of home resources, contributes to happy family 
 life. 
 
 1. Food for the family. 
 
 2. Maintenance of health. 
 
 3. Clothing for the family. 
 
 4. Living together. 
 
 5. Making surroundings livable and attractive. 
 
 Third Year 
 
 Problem: Emphasizing the development of individual inter- 
 ests and skills for a fuller home and community 
 life. 
 
 Objective: Developing skills in the management of resources 
 as they affect the individual, the home, and the 
 community. 
 
 Approach: The individual establishes relationship between 
 the home and the community through vocational 
 skills and avocational interests. 
 
 1. Planning for a vocation. 
 
 a. Training. 
 
 b. Wage earning. 
 
 c. Marriage and homemaking. 
 
 2. Developing avocational interests. 
 
 a. Participation in clubs and other group activi- 
 ties. 
 
 b. Following individual hobby interests. 
 
 c. Community recreation. 
 
 (Red Cross Unit in Home Nursing might be 
 included this year if desired.) 
 
 II. VOCATIONAL AGRICULTURE 
 
 The purposes of the course in vocational agriculture are : 
 To train boys for proficiency and successful establishment in 
 
 farming. 
 To train for effective citizenship in a rural community and 
 for a happier and more useful life on the farm and in 
 vocations related to agriculture. 
 
264 A Suggested Twelve Year Program 
 
 To provide subject matter and experience most vital in the 
 
 education of boys for agricultural occupations and rural 
 
 life. 
 
 The course outline is designed to be used as a guide for the 
 
 teacher in building his course of study based on present and 
 
 prospective needs of the community. In view of the fact that 
 
 changes in agriculture and in education are rapidly taking place, 
 
 the course of study should be planned in such a way as to 
 
 facilitate the necessary adjustments from time to time made 
 
 necessary by these changes. 
 
 The course of instruction is centered on enterprises repre- 
 sented by the boys home project work and the needs of the farm. 
 
 A. Certain general requirements are to be met by departments of 
 vocational agriculture : 
 
 1. The course is designed for students 14 years of age or over. 
 
 2. Seven 60 minute periods or five 90 minute periods per 
 week of instruction must be provided. 
 
 3. A properly qualified teacher must be employed. 
 
 4. Adequate equipment and travel for teacher must be pro- 
 vided. 
 
 5. One unit of credit is given for each year, or a total of four 
 units for four years. 
 
 6. In order to qualify for a department of vocational agri- 
 culture the high school must have a total enrollment of at 
 least 100. 
 
 7. The course in vocational agriculture must be given during 
 the last four years — grades 9, 10, 11 and 12. 
 
 8. Each student is required to have a project program each 
 year. 
 
 B. Suggested Outline of Course of Study in Vocational Agri- 
 culture : 
 
 First Year Second Year 
 
 Exploration and Guidance and Occupational 
 
 Agricultural Occupations Study 
 
 Current Issues and Current Issues and Problems 
 
 Problems Farm Shop 
 
 Farm Shop Farm Surveys 
 
 Farm Surveys Project Study 
 
 Project Records F. F. A. 
 
 F. F. A. Exchange of Classes with 
 
 Home Economics 
 
North Carolina Public Schools 265 
 
 Third Year Fourth Year 
 
 Guidance and Occupational Guidance and Occupational 
 
 Study Study 
 
 Current Issues & Problems Current Issues & Problems 
 Farm Shop & Farm Farm Shop & Farm Mechanics 
 
 Mechanics Project Study 
 
 Project Study F. F. A. 
 
 Y, F. A. Farm Management 
 
 Soils & Fertilizer Farm Marketing 
 
 Feeding Farm Animals Farm Finance & Prices 
 
 Livestock Improvement Farm Business Law 
 
 Insect & Diseases of Plants 
 Parasite & Disease of 
 
 Animals 
 Weed Control 
 Plant Improvement 
 Advanced Study of Enter- 
 prises including related 
 Science 
 Exchange Classes with 
 Home Economics 
 C. Constant and Elective Enterprises— Distributed Over Four 
 
 Years: 
 
 Constant Constant Elective Other Electives 
 
 Corn Dairy Cattle Cotton 
 
 Pastures Work Stock Tobacco 
 
 Poultry Gardening Peanuts 
 
 Swine Home Orchard Bees 
 
 Legumes Home Beautification Beef Cattle 
 
 Hay & Farm Forestry Sheep 
 
 Small Grain Truck Crops. 
 
 In each year select the constants and electives best suited to 
 the needs of the community and students. 
 Note: The constant enterprises or units are distributed very generally 
 over the State and appear in practically all "live-at-home" pro- 
 grams. The elective enterprises are those which are important in 
 the community, but which do not have a State-wide distribution. 
 
 III. FARM FAMILY LIVING DAY UNIT COURSE 
 
 A. Requirements for the Course. 
 
 The farm family day unit course has been planned for the 
 transition period when schools are changing from the eleven to 
 the twelve year program. It is to be offered in the eighth grade 
 only as schools change to the twelve year system. 
 
 It is recommended for boys and girls fourteen years of age or 
 older who are enrolled in the new eighth grade in rural schools. 
 It is an elective course. All classes should be composed of both 
 boys and girls. 
 
266 A Suggested Twelve Year Program 
 
 This material is planned as a guide for the agriculture and 
 home economics teachers who will offer it. Each teacher will 
 teach that part for which he or she is trained. The course should 
 be developed jointly by the teachers after consultation with 
 principal, parents and pupils. Reports will be made of the same 
 type as required in the regular vocational program. 
 
 A minimum of 180 minutes per week per pupil is required. 
 Two 90-minute periods or three 60-minute periods may be offered 
 weekly to meet this requirement. 
 
 A maximum enrollment per section should not exceed 24 
 students. 
 
 All pupils enrolled in this course shall carry out at least six 
 months of supervised home or farm practice. This practice pro- 
 gram will be supervised by the teacher best qualified to do the job. 
 
 The farm family day unit course should consist of a minimum 
 of 20 lessons, but it is expected that more than 20 will be taught 
 to give a well-rounded course. 
 
 Funds must be made available by the local school adminis- 
 trators for necessary supplies and equipment. 
 
 Since State and Federal funds are used to reimburse the 
 salaries of vocational teachers of agriculture and home economics, 
 first consideration should be given to the students enrolled in the 
 regular vocational classes. The new eighth grade day unit course 
 should in no way curtail the regular vocational program which 
 includes class instruction, supervised practice and projects, part 
 time and adult classes, and other activities related to the war 
 effort. 
 
 Since the farm family day unit course is the definite responsi- 
 bility of the vocational teachers, not more than one vocational 
 period per day should be allotted to either vocational teacher for 
 conducting this unit course. 
 
 The following books have been approved for the Farm Family 
 Living day unit course in the new eighth grade : 
 Sharing Home Life. Lippincott. 1940. 
 Junior Home Problems. Sanborn. 1941. 
 Today's Agriculture. Lippincott. 1938. 
 Successful Farming in the South. Smith. 1939. 
 
 It is recommended that a course in Farm Family Living be 
 offered in schools that have teachers of agriculture and home 
 economics. This course should be taught jointly by the two 
 teachers. The first two books listed above are elementary texts 
 in Homemaking. The last two are elementary texts about Farm 
 Life. If a school has a home economics teacher and an agriculture 
 
North Carolina Public Schools 267 
 
 teacher, it is recommended that one book per student be ordered 
 from this group, with the quantities divided equally among the 
 four titles. (Example: 7 copies of each book for the use of 28 
 pupils.) If a school has only a home economics teacher, the agri- 
 culture books should not be ordered. If a school has only an 
 agriculture teacher, the homemaking books should not be 
 ordered. If a school has neither an agriculture teacher nor a 
 home economics teacher, this course should not be offered. 
 
 B. Suggestions to the Teacher. 
 
 1. The teacher of home economics and the teacher of agri- 
 culture should jointly develop the Farm Family Living 
 teaching program, which in their opinion will emphasize 
 vital problems of their students and the farm families 
 which they represent. The problems suggested in section 
 D, below, may be used as a general guide. 
 2. The teacher should endeavor to develop the attitude 
 that "a farm is a place to live as well as a place to make a 
 living" by emphasizing this philosophy throughout the 
 
 course. 
 
 3. The joint teaching program of the two vocational teachers 
 should indicate definitely the responsibility of each as to 
 topics to be taught, activities to be directed, projects to be 
 supervised and services to be rendered. Generally, the 
 teacher of home economics should assume responsibility 
 for all activities, projects and services in the field of home 
 economics, and the teacher of agriculture for similar re- 
 sponsibilities in his field. 
 
 4. In planning for and teaching the selected problems, activi- 
 ties of vital interest to the individual and group should be 
 emphasized. 
 
 5. Careful plans should be made to make each lesson an in- 
 teresting and desirable experience. 
 
 6. Each pupil should have the opportunity and be encouraged 
 to participate in group projects at school. 
 
 7. Each pupil should apply information by conducting pro- 
 ject work at home. 
 
 8. Study and pupil experiences should be conducted in a 
 democratic way in order to develop effectiveness in critical 
 thinking and genuine cooperative activity. 
 
 9. A minimum of 20 lessons is required for the Farm Family 
 Living day-unit course, but it is highly desirable that a 
 longer period of time be given when possible in order to 
 offer well-rounded units. 
 
268 A Suggested Twelve Year Program 
 
 10. It is expected that the teachers will supplement the 
 material in the adopted books with their school and local 
 libraries and with actual local materials, charts, film strips, 
 slides and other helps from the various State and Federal 
 agencies. 
 
 C. Objectives 
 
 To acquire an understanding of the factors involved in a more 
 
 satisfying farm family living. 
 To develop an interest on the part of the individual regarding 
 
 his responsibility to the farm family. 
 To acquire knowledge and skill necessary in performing simple 
 
 home and farm practices. 
 To develop a consciousness of economic values as applied to 
 
 the farm and home. 
 To establish desirable health habits. 
 
 D. Suggested Problems 1 
 
 1. Feeding the Farm Family. 
 
 2. Clothing the Farm Family. 
 
 3. Care, Repair, and Construction of Simple Farm Equipment. 
 
 4. Living Together in the Farm Family Group. 
 
 5. Safeguarding the Health of the Farm Family. 
 
 6. Providing Recreation for the Farm Family and Friends. 
 
 7. Providing and Managing the Farm Family Income. 
 
 8. The Farm Family and Its Place in the Community. 
 
 9. The Care and Wise Use of Nature's Gifts. 
 
 10. Making the Home Comfortable, Convenient and Attractive. 
 
 IV. Urban family living day unit course 
 A. Requirements for the Course. 
 
 The urban family living program has been planned for the 
 transition period when schools are changing from the eleven to 
 the twelve year program. It is to be offered in the eighth grade 
 only as schools change to the twelve year system. 
 
 It is recommended for boys and girls fourteen years of age or 
 older who are enrolled in the new eighth grade in urban schools. 
 All classes should be composed of both boys and girls. The en- 
 rollment should not exceed 24 students in a single section. It is 
 an elective, non-credit course. 
 
 A minimum of 180 minutes per week per pupil is required. 
 Two 90-minute periods or three 60-minute periods may be 
 offered weekly to meet this requirement. Periods shorter than 
 60 minute s must be double. 
 
 J A detailed outline showing how each of these problems may be developed is given on pp. 
 6-15 of Publication No. 240, Farm Family Living Day Unit Program, which has been distributed 
 to all teachers of agriculture and home economics. 
 
North Carolina Public Schools 269 
 
 The urban family living course should consist of a minimum 
 of 20 lessons, but it is expected that more than 20 will be taught 
 to give a well rounded course. 
 
 Pupils enrolled in this course are expected to conduct home and 
 family projects in connection with their classroom instruction. 
 Reports will be made of the same type as required in the regular 
 vocational program. 
 
 The program should be developed by the home economics 
 teacher after consultation with the parents and pupils. It is 
 desirable that group meetings of parents and pupils be held. 
 
 Funds must be made available by the local school administra- 
 tion for necessary supplies and equipment. 
 
 If a school does not have a home economics teacher, this course 
 should not be offered. When the urban family living course is the 
 definite responsibility of the vocational teacher, not more than 
 one vocational period per day should be allotted for this course. 
 
 Since State and Federal funds are used to reimburse the 
 salaries of vocational teachers of home economics, first considera- 
 tion should be given to the students enrolled in the regular 
 vocational classes. The new eighth grade course should in no 
 way curtail the regular vocational program which includes class 
 instruction, supervised practice and projects, part time and adult 
 classes, and other activities related to the war effort. 
 
 The following books have been approved for the Urban Family 
 Living course in the new eighth grade : 
 
 Junior Home Problems. Sanborn. 1941. 
 Sharing Home Life. Lippincott. 1940. 
 
 If a school has a home economics teacher, it is recommended 
 that one book per pupil be ordered, with quantities divided 
 equally between the two titles. 
 
 B. Suggestions to the Teacher. 
 
 1. The teacher should recognize the value of knowing her 
 student's homes as a basis for determining the content of 
 the course, as this understanding will emphasize vital 
 problems of her students and the homes which they repre- 
 sent. The problems suggested in section D, below, may be 
 used as a general guide. 
 
 2. The teacher should endeavor to develop on the part of 
 students an appreciation for their homes and their respon- 
 sibilities as family members. 
 
 3. In planning for and solving the selected problems, activi- 
 ties of vital interest to the individual and group should be 
 
270 A Suggested Twelve Year Program 
 
 emphasized. Pupils should be encouraged to participate 
 in group projects at school as well as to conduct project 
 work at home. 
 
 4. Careful plans should be made so that each lesson will be an 
 interesting and desirable experience. 
 
 5. Teacher and pupil experiences should be such as to develop 
 an effective and critical analysis of family living. 
 
 6. It is expected that teachers will supplement material in the 
 adopted texts with other materials from their school and 
 local libraries and with charts, film strips, slides and other 
 helps from various State and Federal agencies. 
 
 C. Objectives. 
 
 1. To develop an appreciation for the factors contributing to 
 a more satisfying family life. 
 
 2. To develop a sense of responsibility and duty on the part 
 of each student regarding her part in fostering a more 
 wholesome home life. 
 
 3. To become alert in observing and performing simple home 
 duties. 
 
 4. To develop an awareness of economic values and some of 
 the larger financial obligations of the family. 
 
 5. To form habits which will be conducive to the improved 
 health of each student. 
 
 D. Suggested Problems. 
 
 1. Living Together in the Family. 
 
 2. Feeding the Family. 
 
 3. Selection, Care, and Simple Repair of Garments. 
 
 4. Care, Repair, and Construction of Simple Home Equip- 
 ment. 
 
 5. Safeguarding the Health of the Family. 
 
 6. Providing Recreation for the Family and Friends. 
 
 7. The Family's Place in the Community. 
 
 8. Making the Home Comfortable, Convenient and Attractive. 
 
 9. Wisely Using and Contributing to the Family Income. 
 
 10. Personal Improvement. 
 
 11. Care and Wise Use of Natural Resources and Public 
 Property. 
 
 As an illustration of how these problems may be developed, a 
 suggested outline for problem nine is given here : 
 
North Carolina Public Schools 
 
 271 
 
 WISELY USING AND CONTRIBUTING TO THE 
 FAMILY INCOME 
 
 Suggested Content 
 
 1. Function of a budget in the wise 
 use of income. 
 
 2. Planning how the family income 
 should be spent. 
 
 a. Wise selection, use and con- 
 servation of available family 
 commodities. 
 
 b. Learning to plan expendi- 
 tures within personal in- 
 come or fair share of the 
 family income. 
 
 3. Contributing to the family in- 
 come. 
 
 a. Finding means of supple- 
 menting family income 
 through spare time work. 
 
 b. Contributing to family in- 
 come through cooperative 
 services of family members. 
 
 c. Assuming some responsi- 
 bility for younger children 
 who need care. 
 
 Suggested Pupil Experiences 
 
 Find out ways in which the use of a 
 budget may make the home a 
 happy place in which to live. 
 
 Make a study of some family bud- 
 gets. 
 
 Evaluate budget items. 
 
 Conserve food, clothing, home fur- 
 nishings, and home equipment by 
 wise buying, careful use, early 
 repair, and careful replacement. 
 
 Take field trips to stores and mar- 
 kets to study qualities and prices. 
 
 Find different possibilities for work 
 during spare time to supplement 
 personal and family income, re- 
 view biographies or early life 
 history of prominent men and 
 women to find what spare time 
 jobs they held when a similar 
 age. 
 
 In addition to increased income, 
 discuss values received and new 
 things learned from different 
 kinds of work. 
 
 Evaluate work done by mother and 
 other members of the family in 
 terms of indirectly adding to the 
 family income. 
 
 Observe activities of young children 
 in the home or neighborhood. 
 Make a study of the importance 
 of having younger children learn 
 good physical and mental health 
 habits early. 
 
 Supervise children on playground 
 or at home. 
 
 Make a list of and supervise some 
 of the desirable health practices 
 of younger children at home. 
 
 Plan and prepare simple meals 
 which children eat. 
 
 Select and tell stones to small chil- 
 dren. Teach children suitable 
 games. 
 
 Keep account of personal money 
 spent for a period of time. 
 
 Make and use personal budget. 
 
272 A Suggested Twelve Year Program 
 
 References: 
 Books : 
 
 Baxter, Justin, Rust. Sharing Home Life. Lippincott. 
 
 1940. pp. 451-476. 
 
 Kinyon and Hopkins. Junior Home Problems. Sanborn. 
 
 1941. pp. 44-74, 114-149, 259-299. 
 
 Bulletins : 
 
 Living With the Family. Little. 1942. 44^. 
 
 That For Which We Save and Spend. Federal Security- 
 Agency. U. S. Office of Education, Washington, D. C. 
 1942. 
 
 Household Account and Record Book. The H. M. Rowe Com- 
 pany, Baltimore, Md. 
 
 Consumer Prices. Office of Price Administration and Civil- 
 ian Supply, Washington, D. C. 
 
 Pamphlets : 
 
 Silks and Rayons Kitchen Utensils 
 
 Stretching the Food Dollar Household Textiles 
 
 Dairy Products Money Management Principles 
 
 Fabrics Stretching the Clothing Dollar 
 
 Hosiery Fresh Fruits and Vegetables 
 
 Meats 
 
 These pamphlets are published by the Household Finance 
 
 Corporation, 919 N. Michigan Avenue, Chicago, 111. 2Xfe§ 
 
 each. 
 
 Women's Dresses and Slips. Farmers Bulletin No. 1851. 
 
 1940. 5tf. 
 Buying Boy's Suits. Farmers Bulletin No. 1877. 5^. 
 Quality Guides in Buying Ready Made Dresses. Leaflet No. 
 
 105. 51. 
 These pamphlets are published by the U. S. Department of 
 Agriculture, Washington, D. C. 
 
 V. TRADE AND INDUSTRIAL EDUCATION 
 
 Since the Trade and Industrial program of vocational education 
 has for its objective preparing students to enter advantageously 
 their life's work and since the minimum age for employment in 
 most skilled trades is 18 years, a two-year course should not be 
 started until the student is 16 years old. This arrangement gives 
 the student an opportunity to get a good foundation in high 
 school, including studies in occupations, which will help him to 
 select more intelligently the work for which he is most suited. 
 
 The Trade and Industrial Department of Vocational Education 
 offers two types of courses for high school students: (1) Day 
 Trade. (2) Diversified Occupations. 
 
North Carolina Public Schools 273 
 
 A. The Day Trade Program. 
 
 The Day Trade program is school shop training, planned to 
 prepare students specifically for skilled trades. This type should 
 be considered by the larger centers where the schools have 
 sufficient enrollment to provide groups with similar objectives 
 large enough for a class, and where the community has sufficient 
 industries to absorb the number trained in the trade or industry 
 in which it seems advisable to offer the course. 
 
 Aims of the Course 
 
 The aims of this type of course are very definitely vocational. 
 It is the purpose of this course to give some specific training in 
 one of the trades to be taught. The boy who receives this in- 
 struction will not emerge as a journeyman, but he will have re- 
 ceived some instruction which will develop in him some of the 
 skills useful in the trade of his choice, and much valuable infor- 
 mation will be acquired which will serve as an excellent founda- 
 tion for a successful workman. 
 
 Entrance Requirements 
 
 Pupils must be 16 years of age. The student should have the 
 ability to profit from the instruction. He should want the course ; 
 that is, he should have a genuine interest in the trade being 
 taught. There is no requirement as to school grade completion. 
 
 Time Needed for Training 
 
 The Smith-Hughes Act requires that at least half of the school 
 time be given to shop work. To be specific, three clock hours 
 daily must be provided for this course. 
 
 In most cases two year courses should be planned ; however, no 
 definite recommendations can be made about the length of the 
 course. What is more important is the progress of the indi- 
 viduals who are taking the training. One boy, after IV2 years 
 may be ready for successful entrance into the trade while another 
 may spend 2 or 3 years in the school shop before placement. 
 
 Size of the Class 
 
 This is a "doing" level of attainment rather than an apprecia- 
 tion level; therefore, more individual attention is necessary. To 
 be effective, certainly not more than 20 students should be as- 
 signed to any one class. An ideal situation is 12 to 16 students. 
 
 Content of the Course 
 
 No attempt will be made here to set up any suggested outline 
 of a course to be followed. The competent instructor should be 
 able to make necessary analysis of the trades to be taught. He 
 should select from these analyses the units that can be offered 
 
274 A Suggested Twelve Year Program 
 
 with the equipment he has and arrange these units in their 
 proper sequence for presentation. Some pupils may complete all 
 of the units, whereas others may complete only a part of them. 
 
 For the remainder of the school day pupils can be assigned to 
 such classes as English, civics, history and arithmetic. 
 
 Credit Toward Graduation 
 
 For the three hour period two credits should be allowed ; then 
 if the pupil is enrolled in two other academic subjects, he should 
 have at the end of the year's work units of credit comparable in 
 number to other pupils in the school. If he starts his trade course 
 in his junior year and completes this along with his academic 
 class work satisfactorily, he should be graduated from the high 
 school just like any other pupil. 
 
 B. The Diversified Occupations Plan. 
 
 Diversified Occupations is a form of part-time education used 
 to train high school students in a variety of occupations. It in- 
 volves a cooperative arrangement between the commercial and 
 industrial enterprises of the community and the high school. The 
 commercial and industrial shops furnish part-time employment to 
 students during school hours. Through this employment the 
 students learn the manipulative part of the job under actual 
 working conditions, and are instructed by a journeyman worker 
 recognized by his trade as an expert mechanic. The school 
 facilities are used to furnish the technical subject material re- 
 lated to the job being learned. The schools provide a qualified 
 coordinator who supervises the pupils in their study of related 
 technical information. This coordinator also visits at regular 
 intervals the students during their work period in industry. It is 
 his duty to correlate closely the related material with the kind of 
 jobs the pupils do. 
 
 The word "diversified" is used because one coordinator super- 
 vises the work and directs the studies in a great variety of 
 occupations. In his study room there may be represented as 
 many occupational interests as there are students present. Each 
 one is following an outline of study especially arranged for the 
 occupation of his choice. 
 
 Advantages of the Program 
 
 This program has the merit of being of advantage to the school, 
 to the employer, and to the student. For the student it makes 
 possible a type of training that could not otherwise be provided ; 
 especially is this true when only one or two students desire train- 
 ing in any one occupation. It provides training for the student- 
 
North Carolina Public Schools 275 
 
 learner in a real trade environment and by a recognized worker in 
 good standing with his craft. It provides initial employment 
 under the protection and sympathetic guidance of the coordinator. 
 It almost guarantees employment immediately upon completion 
 of high school. It offers the student an opportunity to try out the 
 occupation of his choice while still under the guidance of the 
 public school. 
 
 For the school this program makes it possible to extend its 
 vocational offerings. It may include all of the occupations of the 
 community that are willing to cooperate and are of the type 
 suitable for offering training. Up-to-date laboratory equipment 
 is made available to the school without expense. Probably the 
 greatest advantage to the schools which this program affords, 
 next to that of being able to satisfy more nearly the training 
 desires of pupils, is the connection with real life situations in the 
 community which are made possible. The schools gain in appre- 
 ciation and respect. Guidance for these schools takes on a new 
 meaning, because now there are means for implementing com- 
 plete guidance plans. 
 
 Requirements 
 
 Age of Pupils. In the North Carolina plan, the minimum age 
 to enter the training is 16 years. 
 
 School Grade Completed. If the school pupil has been pro- 
 moted regularly with his grade, he should start work in diveri- 
 fied occupations at the beginning of his junior year. Most of the 
 courses will last over a period of two years ; therefore, a pupil 
 who starts in his junior year can complete the occupational train- 
 ing and graduate with his class. 
 
 School Organization 
 
 The main responsibility of the school after the placements have 
 been made is that of teaching related information. The student 
 must spend a minimum of two school periods in the study of 
 information related to the occupation and job on which he is 
 working. This study must be supervised and directed by the 
 coordinator. 
 
 Coordinator 
 
 As is the coordinator, so will be the diversified occupations 
 program. He must be a good teacher with a background of 
 occupational experience and education along with plenty of 
 energy. Some of the major duties are: Selling the program, 
 selecting and placing students, selecting training agencies, 
 securing and organizing related materials, supervising students 
 in study and at work, and follow-up. 
 
276 A Suggested Twelve Year Program 
 
 The experience of forty schools in North Carolina indicates 
 that a properly organized program in diversified occupations will 
 go a long way in solving their vocational training needs. The 
 major part of the coordinator's salary may be paid from voca- 
 tional education funds. 
 
 VI. BUSINESS EDUCATION 
 
 Business education deals with the relationships, techniques, 
 attitudes and knowledges necessary for an individual to under- 
 stand the social institutions of business and adjust himself to it. 
 Consequently, business education is equally important for the 
 person who intends to be a consumer of the goods and services 
 provided by business as well as for the individual who intends to 
 participate in producing the goods and services. 
 
 Traditionally, high school business education has been entirely 
 vocational. Within recent years, however, there has been con- 
 siderable recognition of the non-vocational or basic aspects of 
 business education. The facts that many of the critical problems 
 facing the American people are economic in nature and that 
 economic activity influences the life of every person have re- 
 sulted in the introduction of new courses and the revision of old 
 courses to meet these needs. All pupils, irrespective of their 
 occupational objectives, are able to profit by basic business 
 courses. The responsibility for certain phases of the develop- 
 ment of economic efficiency, one of the objectives of education 
 recommended by the Educational Policies Commission, 1 rests 
 largely with business education. 
 
 Vocational business education is still of great importance, due 
 to the fact that most people will end their formal education with 
 high school. Although figures show that about 21% of the pupils 
 enrolled in the public schools of the State finish high school, a 
 recent survey of North Carolina youth shows that only 5.2 per 
 cent attend college. 2 This same survey shows that of the youth 
 expressing a desire for vocational training, about one-third indi- 
 cated a desire for vocational business training. 3 Vocational 
 business education covers training for all business occupations; 
 including workers in retail stores and wholesale organizations, 
 (distributive occupational training), and offices (clerical 
 training) . 
 
 Educational Policies Commission, The Problerrs of Education in American Democracy, p. 91. 
 -Lovejoy, Gordon W., Paths to Maturity, N.Y.A. Project No. 1 - 1093 1, W P A. Project No. 
 665-32-3-828, 1940. page 59. 
 "Ibid, page 82. 
 
North Carolina Public Schools 277 
 
 A. Suggested Curricula for Various Size Schools. 
 
 The amount of commercial work to be placed in the program of 
 study for any high school should be determined by several 
 factors : 
 
 1. The number of pupils in the high school. 
 
 2. The number of teachers. 
 
 3. The local business worker needs of the community. 
 
 4. The probable future plans of the high school pupils. 
 
 Since local situations may make it necessary to adapt the place- 
 ment of subjects in a different order the following suggested 
 curricula are to be considered as guides only : 
 
 SUGGESTED CURRICULUM FOR ONE-TEACHER BUSSNESS DEPARTMENT 
 
 Year 
 
 Basic Business 
 
 Vocational 
 
 Business 
 
 9 and 10 
 
 Everyday Business 
 
 
 
 
 (lunit) 
 
 
 * 
 
 Any year 
 
 Typewriting 
 ( y 2 or 1 unit ) 
 
 
 
 11 and 12 
 
 Alternate years 
 
 Alternate 
 
 years 
 
 
 Consumer Salesmanship 
 
 Shorthand 
 
 Bookkeeping 
 
 
 Business (y 2 unit) 
 
 
 (lunit) 
 
 
 (y2unit) 
 
 
 or 
 Bookkeeping 
 and 
 
 
 Business Business 
 
 
 Office Practice 
 
 
 Law Organization 
 
 
 (each y 2 unit) 
 
 
 (V 2 unit) (V 2 unit) 
 
 
 or 
 Dictation and 
 Transcription 
 (lunit) 
 
 Possibly the business courses for freshmen and sophomores 
 only can be offered each year. Probably there are sufficient 
 students to justify offering first year typewriting each year. For 
 the advanced courses, however, it is believed that a sufficient 
 number of students probably would not be available to warrant 
 offering these courses each year. By offering them in alternate 
 years a more extensive program can be made available to the 
 students of the small high school. Other basic subjects listed on 
 the final page of the business education section may be substi- 
 tuted for those named here. It is suggested that the basic sub- 
 jects be open to all students and required of those planning to 
 take vocational business training. 
 
278 
 
 A Suggested Twelve Year Program 
 
 SUGGESTED CURRICULA FOR A LARGE HIGH SCHOOL 
 
 Year 
 9 and 10 
 
 Any year 
 
 10 
 
 11 and 12 
 
 Basic Business 
 Everyday Business 
 
 (1 unit) 
 Typewriting 
 
 (y 2 or 1 unit) 
 Business Arithmetic 
 
 (%unit) 
 Economic Geography 
 (y 2 unit) 
 
 Salesmanship 
 
 (%unit) 
 Consumer Business 
 
 (%unit) 
 Business Law 
 
 (y 2 unit) 
 
 Business Organization 
 (y 2 unit) 
 
 Business English 
 (y 2 unit) 
 
 Business Economics 
 (y 2 unit) 
 
 Vocational Business 
 
 Senior Year Junior and Senior Years 
 Only 
 
 Clerical Education 
 Distributive General Stenographic 
 
 Education Office 
 
 Merchan- 
 dising 
 
 Store 
 Practice 
 
 Bookkeep- 
 ing 
 
 Shorthand 
 
 Clerical Dictation 
 
 Practice and 
 
 Transcription 
 
 Secretarial 
 Practice 
 
 B. Basic Business Education. 
 
 Basic Business Education embraces those common economic 
 knowledges, understandings and appreciations which are neces- 
 sary for an individual to have in order to live happily, intelligently 
 and fully in present day society. The general purpose of basic 
 business courses is to assist the pupil in becoming economically 
 literate and in using business goods and services in furthering 
 his economic efficiency. This phase of business education as- 
 sumes paramount importance, due to the fact that the average 
 family income in the Southeast is less than $800 per year. 1 If 
 families are to receive the most for their money, they must be 
 able to make choices intelligently, plan wisely, and spend care- 
 fully. Basic business education should help them do this. In 
 addition basic business education involves the development of 
 business skill for personal use. 
 
 National Resources Committee, Consumer Incomes in the United States, Washington: U. S. 
 Government Printing Office, 1938. 
 
North Carolina Public Schools 279 
 
 Specifically basic business education should : 
 
 1. Provide general business information. 
 
 2. Provide occupational information and guidance. 
 
 3. Be used as a basis for occupational training. 
 
 General Business Information. Every pupil after leaving 
 school, regardless of what calling he pursues, will find himself 
 carrying on his economic, social and civic activities in a world 
 dominated by economic and business problems. Basic business 
 is designed to orient all pupils into the business life and services 
 of the community. Because every one has dealings with business, 
 this phase of education is probably as important as many courses 
 that are required of all pupils. 
 
 Occupational Information and Guidance. Basic business 
 courses should provide adequate occupational and educational in- 
 formation to enable pupils to select business occupations for 
 which they are fitted and in which there is an opportunity for 
 employment. The estimate of Prof. Harold Clark of Columbia 
 University that the 400,000 youth leaving school in 1936 chose 
 to go into the professions while 87,000 actually succeeded, indi- 
 cates the need for more adequate occupational information. 1 
 Owing to the highly specialized nature of many of the business 
 courses and the peculiar aptitude demanded for success in them, 
 basic business courses should provide opportunity for students 
 to explore their own aptitudes, interests, and abilities, as part of 
 a functional guidance process. Salesmanship, first semester type- 
 writing, and first semester bookkeeping are examples of courses 
 to be used for this purpose. 
 
 Basis for Occupational Training. Knowledge of basic busi- 
 ness information on the part of vocational students makes pos- 
 sible more efficient and intensive occupational training. Much 
 information which contributes to occupational intelligence and a 
 fundamental business vocabulary can be secured from the basic 
 business subjects. Thus students enrolled in occupational courses 
 will have a common background of fundamental knowledges and 
 skills. 
 
 Outcomes. Specifically, the outcomes of basic business courses 
 should include the following : 2 
 
 1. An adequate, general fundamental business vocabulary. 
 
 2. Knowledge of and ability to use business services and 
 facilities of essential consumer activities. 
 
 lHarold F. Clark, "Exploring Occupational Trends," Occupations, Vol. 14; pp. 766-72, May, 
 "^Cooperative Study of Secondary School Standards, Evaluative Criteria, 1940, "Outcomes of 
 Business Education," p. 92. 
 
280 A Suggested Twelve Year Program 
 
 3. An appreciation and understanding of the more important 
 economic problems of everyday life, with a desire to con- 
 tribute to their solution. 
 
 4. A personality which will be welcomed in business and 
 society alike. 
 
 5. A general notion of the economic nature of business and 
 how it operates, including intermingling of the functions of 
 management, finance, production marketing, and account- 
 ing. 
 
 6. Business skills for personal use. 
 
 7. Insight into one's interests, aptitudes and abilities in view 
 of the requirements of specific business occupations. 
 
 C. Vocational Business Education. 
 
 Occupational training for business education aims to prepare 
 pupils for specific store and office positions. In addition to the 
 specific skills and knowledges needed for successful participation 
 in business as a worker, this phase of the program should pre- 
 pare pupils to use these skills with judgment and common sense. 
 
 Vocational business training should be offered when there is 
 evidence that: 
 
 1. Pupils who take such training are able to, and actually do, 
 secure positions doing work for which they were trained, or 
 
 2. Pupils who take such work continue their training in other 
 institutions, or 
 
 3. Pupils who take such work, by virtue of their training, are 
 able to secure related positions. 
 
 Vocational business education includes: 
 
 1. Training for office or clerical occupations. 
 
 2. Training for distributive occupations. 
 
 3. Training to develop occupational intelligence. 
 
 Clerical Training. Clerical training is that phase of vocational 
 business training designed to develop skills, knowledges, and atti- 
 tudes necessary to secure and handle competently initial employ- 
 ment, and to prepare for possible promotional opportunities in 
 office positions, such as bookkeeping, stenographic, general cleri- 
 cal, machine operation, and filing. 
 
 Census reports show that more than half of all office positions 
 are of a general clerical nature. "There are more than two mil- 
 lion general clerical workers in the United States — more than 
 the number of bookkeepers and stenographers combined." 1 Cer- 
 tain other specialized positions, such as those dealing with 
 machine operation and filing, have also developed within recent 
 
 1 Tonne, Herbert A., Business Education, Basic Principles and Trends. New York: The Gregg 
 Publishing Company, 1939, p. 202. 
 
North Carolina Public Schools 281 
 
 years. The Dictionary of Occupations lists 653 job titles in the 
 clerical occupations and 238 in insurance, which are practically 
 all clerical. Thus there are nearly 900 different clerical jobs. 1 
 Obviously the high schools cannot train for all of these specific 
 occupations, but should limit their offerings to jobs and financial 
 resources available. If local conditions, as determined by com- 
 munity occupational survey and follow-up of graduates, bear out 
 the above findings, fewer pupils should be trained for steno- 
 graphic and bookkeeping positions and more for general office 
 positions. It should be kept in mind, however, that office skills 
 are generally required to obtain initial employment even though 
 they are not used on the job. 
 
 In order to serve the best interests of pupils and society, 
 clerical training should be offered in the last two years of high 
 school, near the time of employment, to pupils selected as far as 
 possible for the various occupational levels on the basis of demon- 
 strated interests and abilities, through exploratory and try-outs 
 courses and tests. 2 
 
 Provision should be made for graduates to take refresher, 
 interim, and promotional courses in order to secure employment 
 or as a means of promotion on the job. 
 
 Distributive Education. This is the term generally applied 
 to the training of store workers. In most instances it is a one 
 year terminal course given in the last year of the public school. 
 Its objective is to train students to obtain and fill satisfactorily 
 initial positions in some retail or wholesale establishment and to 
 provide for the development of occupational intelligence so that 
 they may win promotion. 
 
 The need for this type of business education is shown by the 
 fact that one person out of every seven is employed in some field 
 of distribution. 3 A survey of Mecklenburg County shows that 
 more high school graduates enter retailing businesses in that 
 county than any other single occupation. 4 A study of the 
 graduates of Greensboro High School leads to the same con- 
 clusion. 
 
 The distributive education program utilizes the cooperative 
 training method. Students spend part time in actual employment 
 
 1 U. S. Employment Service, Dictionary of Occupations, Vol. I., Washington : Government 
 Printing Office, 1939. 
 
 Principles of Business Education, Eighth Yearbook, 1942, National Business Teachers Asso- 
 ciation. 
 
 3 Nichols, F. G., "Commercial Education: Principles, Practices, Trends," in L°e, Edwin A., 
 Objectives and Problems of Vocational Education, New York, McGraw-Hill Book Company, Inc. 
 1938, Chap. XVI. p. 436. 
 
 4 Justice, S. Marion, "Implications of a Follow-up Studv of School Leavers," Occupations, 
 May, 1941, pages 563-6. 
 
282 A Suggested Twelve Year Program 
 
 (3 hours per day minimum) for practical laboratory experience, 
 and part time in school. One period in school is devoted to the 
 study of directly related materials, correlated with individual 
 work experiences. The other period is devoted to the study of 
 distribution in our economic system, the functions of retailing, 
 and business organization, control, finance, publicity, merchan- 
 dising and credits. 
 
 Any student may take the course who is at least 16 years of 
 age, is able to profit by the instruction, and whose vocational 
 objective is employment in some distributive occupation. Com- 
 plete information regarding this program may be obtained from 
 the State Supervisor of Distributive Education. 
 
 A program in distributive education should be initiated on 
 evidence of need in the community. In smaller towns where a 
 full time co-ordinator cannot be employed, but where many high 
 school graduates enter retail occupations, they should be trained 
 in the diversified occupations program or the business education 
 department should offer for seniors a vocational course in retail- 
 ing, allowing for work experience as far as possible. 
 
 Occupational Intelligence. The mere acquisition of occupa- 
 tional skills and knowledges, separate and apart from the setting 
 in which they are to be used and the circumstances under which 
 they are to function, is inadequate. To be effective, the occu- 
 pational skills and knowledges must be used with judgment and 
 "common sense." This involves attitudes and appreciations — 
 emotional learnings. This appreciative understanding of the- 
 setting in which occupational skills and knowledges are used on 
 the job may be called "occupational intelligence." Moreover, 
 since the evidence seems to show that lack of occupational in- 
 telligence and personality factors are the primary causes of dis- 
 charge and of failure to obtain promotion, 1 the importance of 
 helping students to acquire occupational intelligence by securing 
 a general conception of the nature, relationships and functions of 
 modern business is apparent. From this description it may be 
 seen that occupational intelligence involves mental alertness, 
 appreciation of the importance of one's work in relation to that of 
 others, the purpose of one's work in the entire organization, and 
 the understanding of the reasons for certain procedures and 
 routines being followed. One of the outcomes of such training 
 
 ^unt, H. Chandler, "Why They Couldn't Hold Their Jobs," Personnel Journal, Vol. XIV, 
 December, 1935, page 227. 
 
North Carolina Public Schools 283 
 
 will be development of "the ability to adapt one's self to occu- 
 pational changes brought about by invention, or social or eco- 
 nomic changes." 1 
 
 The following are suggestions for developing occupational 
 intelligence : 
 
 1. Become acquainted with business routine by — 
 
 a. Cooperative part-time work. 
 
 b. Personal investigation. 
 
 c. Study of office manuals. 
 
 d. Talks and interviews with business men. 
 
 e. Contacts with employment agencies. 
 
 f . Reading books on the subject, such as Business Behavior. 
 
 g. Job analysis — let students participate. 
 
 2. Solicit cooperation of all teachers in integrating materials 
 in their fields which will be applicable to business situa- 
 tions — 
 
 a. Stress the importance of understanding instructions and 
 following them. 
 
 b. Foster the power of observation and mental alertness. 
 
 c. Acquaint pupils with. Merchant's Association and 
 merchants themselves in soliciting advertisements for 
 school publications. 
 
 D. Recommendations. 
 
 The nature of effective business training demands that it be 
 adapted to the needs of the community. Many of the weaknesses 
 in business education arise from the fact that programs have 
 been largely imitative and organized without regard to com- 
 munity needs and opportunities. 
 
 It is strongly recommended that the present course of study for 
 business education be revised. Pending this revision the follow- 
 ing suggestions are made: 
 
 1. Adapt the business education program to the community. 
 Consistent, accurate follow-up will show the extent of the 
 community served by the school. 
 
 a. Close working relationships should be maintained with 
 the business community. This involves field trips and in- 
 vestigations as well as relationships with employers. 
 
 b. Close working relationships should be maintained with 
 placement agencies. No vocational business program 
 should be offered without provision for placement. 
 
 c. The cooperative method of providing work experience 
 should be used as far as possible in the clerical as well as 
 in the distributive field. 
 
 'Cooperative Study of Secondary Schools Standards, "Outcomes of Business Education." 
 
284 A Suggested Twelve Year Program 
 
 d. School time (preferably the last period) should be allowed 
 teachers to maintain community contacts, provide for 
 work experience, and follow-up studies. 
 
 e. Advisory committees from the business community should 
 be asked to assist in curricular planning. 
 
 2. Improve administrative practices: 
 
 a. Allow credit for a single semester of personal use type- 
 writing. Begin vocational typewriting with the second 
 semester's work. Allow pupils in shorthand and book- 
 keeping, who discover they are misfits, to drop the course 
 at the end of the first semester, giving credit for work 
 passed. 
 
 b. Eliminate any tuition charges in business subjects. 
 
 c. In so far as possible assign all business subjects, including 
 the basic business subjects, to teachers qualified in that 
 subject field. 
 
 d. Require such basic business courses as Everyday Busi- 
 ness, and Business English as prerequisite to vocational 
 business courses. Business Law should be taken along 
 with the vocational subjects. 
 
 e. Do not allow seniors to take Everyday Business along 
 with freshmen and sophomores. Consumer Business and 
 Business Law are better courses for advanced non-voca- 
 tional pupils than is Everyday Business. 
 
 f. Scheduling should be arranged to permit correlation of 
 vocational typewriting and shorthand. 
 
 3. Offer a unified program of business education. 
 
 a. Some basic business training should be offered as a basis 
 for (1) intelligent living in our economic community, 
 (2) vocational training for clerical occupations, (3) voca- 
 tional training for distributive occupations. Suggested 
 basic business subjects are: 
 
 (1) Everyday Business or Elementary Business Informa- 
 tion. Exploratory, foundation course for advanced 
 training, and essential business information needed 
 by everyone. 
 
 (2) Business Arithmetic. The arithmetic and forms of 
 business taught functionally, not merely remedial 
 arithmetic. 
 
 (3) Business English. The oral and written language of 
 business, not merely remedial work. 
 
 (4) Salesmanship. Emphasis on development of a pleas- 
 ing business and social personality, and elementary 
 applied psychology. 
 
 (5) First semester typewriting for personal use and try- 
 out problems. 
 
 (6) First semester bookkeeping for personal use and try- 
 out problems. Emphasis on record keeping for indi- 
 vidual, club, and small business. 
 
North Carolina Public Schools 285 
 
 (7) Consumer Business. Choice-making, financial plan- 
 ning and intelligent use of business services. 
 
 (8) Business Laiv. With emphasis on contractural rela- 
 tions as involving the consumer. 
 
 b. Suggested vocational business subjects are: 
 
 (1) Vocational typewriting. Should attain standards 
 set by business offices. 
 
 (2) Shorthand (not to be offered unless pupils have had 
 or are taking typewriting). 
 
 (3) Transcription. Provision for dictation and transcrip- 
 tion must be provided in senior year. Schools offer- 
 ing only one year of shorthand should introduce 
 transcription during the second semester. Machine 
 transcription is preferable to longhand transcrip- 
 tion. 
 
 (4) Vocational Bookkeeping. Senior year, based on one 
 or two semesters of Introductory Bookkeeping. 
 
 (5) Business Organization or Advanced General Business. 
 For an understanding of business relationships and 
 operation; good to develop occupational intelligence. 
 
 (6) Distributive Education or Retail Selling. Some pro- 
 vision for work experience during senior year. 
 
 (7) Clerical Practice or Office Practice for integration of 
 previously acquired occupational skills and knowl- 
 edges. 
 
 Note: A special reading list amplifying the points of view as set forth in 
 this report is available on request from the State Department of 
 Public Instruction. 
 
NEXT STEPS IN CURRICULUM MAKING 
 
 A series of bulletins will be published to carry out the law 
 passed by the General Assembly of 1941 providing for a study of 
 the curriculum and the expansion of the public school system to 
 embrace twelve grades. This particular bulletin, Publication No. 
 235, gives an over-all view of the curriculum ; other bulletins will 
 give more detailed suggestions about the course of study and 
 about organization and administration. 
 
 To assist teachers and administrators throughout the State in 
 improving instruction, the State Department of Public Instruc- 
 tion has published from time to time bulletins concerning various 
 phases of the work as guides for teachers and as a means of 
 stimulating local endeavor. It is the policy of the Department 
 to develop these bulletins cooperatively utilizing in a democratic 
 manner the resources of the more than 24,000 teachers in the 
 State who are in daily contact with the 900,000 children of North 
 Carolina. 
 
 During the past 21 years the following bulletins on the school 
 program have been prepared by the Department and distributed 
 to schools throughout the State: 
 
 Publication 
 Number Title 
 
 26 Outline Course of Study, 1921. 
 
 31 First Year Course in Elementary Agriculture for Sixth 
 
 and Seventh Grades, 1921. 
 52 Courses of Study for High Schools, 1922. 
 
 65 Course of Study for the Elementary Schools of North 
 
 Carolina, 1923. 
 
 66 Lessons in Physical Education for Elementary Grades, 
 
 1923. 
 79 Manual — Courses of Study for the High Schools of North 
 
 Carolina, 1924. 
 91 Outline Course of Study in Americanism for Grades Six, 
 
 Seven, and Eight in North Carolina, 1925. 
 94 Lessons in Physical Education for Elementary Grades, 
 
 1925. 
 98 High School Reorganization, 1925. 
 
 103 Courses of Study for the High Schools of North Carolina, 
 
 1926. 
 
 104 Physical Education in the High Schools, 1926. 
 115 Outline Course of Study, 1927. 
 
 134 High School Manual, Including Reorganization Program, 
 1929. 
 
North Carolina Public Schools 287 
 
 Publication 
 Number Title 
 
 145. Health Education — Suggested Procedure for Teaching 
 Alcoholism and Narcotism, 1930. 
 
 147 Courses of Study for the High Schools for North Carolina, 
 1930. 
 
 154 Course of Study for the Elementary Schools of North 
 Carolina — Reading, Language, Spelling, Health, Ele- 
 mentary Science, Citizenship, 1930. 
 
 166 A Handbook for Elementary Schools, 1932. 
 
 174 Health and Citizenship Education — A Suggested Proce- 
 dure for Teaching Safety and First Aid, 1933. 
 
 177 A Study Guide for Curriculum Study — For use in Sum- 
 mer Schools, 1934. 
 
 179 Suggested Procedures for Curriculum Construction and 
 Course of Study Building, 1934-35. 
 
 187 Courses of Study in Business Education for the High 
 
 Schools, 1935. 
 
 188 Courses of Study in Foreign Languages for the High 
 
 Schools of North Carolina, 1935. 
 
 189 A Study in Curriculum Problems for the North Carolina 
 
 Public Schools, 1935. 
 
 197 North Carolina School Library Handbook, 1937. Revised 
 
 1942. 
 
 198 North Carolina Music Bulletin, 1937. 
 
 204 Home Economics Education for High Schools, 1938. 
 206 Handbook for Elementary and Secondary Schools, 1938. 
 217 North Carolina — Suggestions for Applying the Social 
 
 Studies, 1939. 
 219 Physical and Health Education for the Elementary and 
 
 Secondary Schools, 1940. 
 227 Science for the Elementary Schools, 1941. 
 229 Teaching Democracy in the North Carolina Public Schools, 
 
 1941. 
 236 The North Carolina Twelve Year Public School Program, 
 
 1942. 
 
 238 Art in the Public Schools, 1942. 
 
 239 Music in the Public Schools, 1942. 
 
 240 Farm Family Living Day Unit Program, 1942. 
 
 Other bulletins or courses of study will be prepared and printed 
 as soon as possible in the following order: 
 
 1. Language Arts, including reading, writing, language and 
 spelling. 
 
 2. Social Studies. 
 
 3. Mathematics. 
 
288 A Suggested Twelve Year Program 
 
 4. Vocational Education, including agriculture, home eco- 
 nomics, commercial education, trades and industries. 
 
 Special bulletins will be published from time to time in response 
 to needs as they arise. 
 
 In carrying forward this program for the improvement of in- 
 struction every effort will be made to develop the program demo- 
 cratically through the active participation of all the teachers in 
 the State. In order that the curriculum may be developed along 
 satisfactory lines the following guiding principles for developing 
 a long-term curriculum program are suggested : 
 
 1. Curriculum revision is of necessity a continuous, on-going 
 process, the purposes of which cannot be achieved through 
 sporadic campaigns. 
 
 2. Due to the wide differences in community needs, interests, 
 capacities and backgrounds, curriculum programs worked 
 out on a State-wide basis must be flexible enough to permit 
 satisfactory local adaptation and experimentation. 
 
 3. Curriculum making in a democracy should be a cooperative 
 enterprise, providing for full participation on the part of 
 pupils, teachers, parents, and the laity in general. 
 
 4. Curriculum improvement efforts should be so coordinated 
 as to achieve harmonious articulation of the program be- 
 tween the various grades or levels of educational achieve- 
 ment. Program changes at one level should not be made 
 out of relationship to all other levels of instruction. 
 
 5. The development of a curriculum program cannot advance 
 beyond the thinking and attitude of the individual teacher ; 
 therefore, efforts in curriculum making should be viewed 
 as a means of stimulating professional growth on the part 
 of the teaching personnel. 
 
 6. The success of a curriculum program is dependent upon a 
 wise utilization of the latest information and research con- 
 cerning the growth and development of children. 
 
INDEX 
 
 Act to provide twelve year system, 6 
 Adaptation of plant and animal life, 
 
 210-211 
 Addition, see Mathematics 
 Additional year: 
 objectives of, 9-12 
 placement of, 14 
 curriculum changes suggested for, 
 
 15-16 
 courses for during transition, 16-17 
 Administration, 9-34 
 Africa, see Social studies, seventh 
 
 year 
 Agriculture, 263-265 
 Aikin, Williford M., 10, 17 
 Alcohol and habit forming drugs, 209 
 Algebra, 143-144, 146 
 American history, see Social studies, 
 fifth, seventh, ninth, eleventh, and 
 twelfth years 
 American literature, centers of in- 
 terest in, 95-98 
 Arithmetic, see Mathematics 
 Art: 
 
 a point of view, 225-227 
 in the elementary school, 227-231 
 in the high school, 231-236 
 selected readings in, 237 
 Asia, see Social studies, especially 
 
 fourth, sixth, and tenth years 
 Attitudes, see Mental hygiene 
 Audio-visual aids, 199 
 Australia, see Social studies, espe- 
 cially fourth, sixth, and tenth years 
 
 Basic business education, 278-280 
 
 Basic mathematics, emergency course 
 in, 150-153 
 
 Beginners, acquainting with school, 
 48 
 
 Benefits derived from expanded pro- 
 gram, 11-12 
 
 Biology, see Science 
 
 Bookkeeping, 277, 278, 284, 285 
 
 Books, use of, 47 
 
 Business education, 276-285 
 
 Caswell, Hollis L., 18, 21 
 
 Cause and effect relationships in 
 
 science, 209-210 
 Centers of interest, 92-93, 95-98, 99- 
 102, 159-161, 257-258, 271; see also 
 Units of work 
 Central Curriculum Committee, 3-4, 
 
 9, 14, 17 
 Certification, 13 
 Chemistry, see Science 
 Choral speaking, 66, 71 
 Citizenship, see Democracy teaching 
 Civics: 
 
 ninth year, 188-190 
 twelfth year, 196-201 
 Clerical training, see Business edu- 
 cation 
 Cooperative Study of Secondary 
 School Standards, 25, 34, 279, 283 
 Counseling, 30 
 
 Crafts and construction, see Art 
 Creative writing, 58-59 
 Cumulative Record, 24, 29 
 Curriculum, 14, 35-285 
 Curriculum making, next steps in. 
 286-288 
 
 Day unit courses, 265-272 
 
 Dees, W. A., 9-10 
 
 Democracy, Teaching in North Caro- 
 lina Public Schools, 37; see also 
 Social Studies 
 
 Department of Superintendence, 18 
 
 Distributive education, 281-282 
 
 Diversified occupations plan, 274-276 
 
 Division, see Mathematics 
 
 Drawing, see Art 
 
 Economics, see Social studies 
 Educational Policies Commission, 9 
 Eight Year Study, 10-11, 17 
 Electricity: 
 
 in the home, 211 
 
 as an area in industrial arts, 257 
 
 289 
 
INDEX— Continued 
 
 Emergency courses: 
 
 in health and physical education, 
 224 
 
 in mathematics, 150-153 
 Europe, see Social studies, sixth year 
 
 and tenth year 
 Expression: 
 
 first year, 43-45 
 
 second year, 52-53 
 
 third year, 56-59 
 
 fourth year, 62-63 
 
 fifth year, 65-68 
 
 sixth year, 70-73 
 
 seventh year, 76-78 
 
 eighth year, 81-83 
 
 ninth year, 85-88 
 
 tenth year, 91-92 
 
 eleventh year, 93-94 
 
 twelfth year, 99 
 
 Failure of pupils, see Pupil progress 
 
 Farm family living, 265-268 
 
 First aid, see Health and physical 
 
 education 
 Foreign languages, 105-113 
 French, see Foreign languages 
 
 General ability, test on, 20-21 
 General science, see Science 
 Geography, see Social studies 
 Geometry, see Mathematics 
 German, see Foreign languages 
 Good neighbor policy, see Social 
 
 studies, seventh year 
 Graduation, 13, 16 
 Guidance: 
 
 general statement, 25 
 
 problems encountered in, 26-27 
 
 suggested first steps, 27-28 
 
 in-service training for, 28-29 
 
 individual inventory, 29 
 
 occupational information, 29 
 
 counseling, 30 
 
 exploration of training opportuni- 
 ties, 30 
 
 placement of school leavers, 31 
 
 follow-up, 31 
 
 organizing the school for, 31-34 
 
 Handwriting, 45, 47-48, 54-59, 64, 68- 
 69, 73, 78, 83, 88 
 
 Health, see Health and physical 
 education 
 
 Health and physical education: 
 essentials of program, 212 
 materials of instruction, 213 
 activities in elementary school, 
 
 214-215 
 graded program, years 1-8, 216-221 
 activities in the high school, 221- 
 
 223 
 during the war emergency, 224 
 
 Historical plays, center of interest. 
 92-93 
 
 History, see Social studies 
 
 Home economics, 261-263 
 
 Homogeneity, lack of, 19-21 
 
 Housing, 13 
 
 Human welfare and science, 207-20S 
 
 Humor, suggested unit on, 101 
 
 Illustrative teaching situations: 
 
 second year, 54-56 
 
 third year, 58-59, 163-167 
 
 fourth year, 127-128, 169-174 
 
 fifth year, 175-178 
 
 seventh year, 179-182 
 
 twelfth year, 191-201 
 
 in art, 225-227 
 Industrial arts: 
 
 point of view, 253 
 
 relationship to trades and indus- 
 try, 253-254 
 
 goals of, 254 
 
 scope of, 254-255 
 
 years 1-6, 255-256 
 
 years 7-12, 256-257 
 
 organization and equipment, 258- 
 259 
 
 time allotment, 259 
 Industrial education, see Trade and 
 
 industrial education 
 Instrumental music, 250-251 
 Iowa Silent Reading Test, 19-20 
 
 290 
 
INDEX^— Continued 
 
 Language Arts: 
 
 general statements, 39-43 
 
 first year, 43-51 
 
 second year, 51-56 
 
 third year, 56-61 
 
 fourth year, 61-65 
 
 fifth year, 65-70 
 
 sixth year, 70-76 
 
 seventh year, 76-81 
 
 eighth year, 81-85 
 
 ninth year, 85-91 
 
 tenth year, 91-93 
 
 eleventh year, 93-98 
 
 twelfth year, 98-102 
 
 electives in English, 102-103 
 
 selected bibliography on, 103-104 
 
 foreign languages, 105-113 
 Language usage chart for written 
 
 work, see Standard usage chart 
 Large units of study, see Illustrative 
 
 teaching situations 
 Latin, see Foreign languages 
 
 Latin America, see Social studies, 
 seventh year 
 
 Lay and Professional Committee, 4, 
 9-10 
 
 Lefever, 28 
 
 Lettering, see Art 
 
 Letter writing, 52, 63, 67, 71, 77, 82, 
 86, 99 
 
 Library: 
 use of, 75 
 
 increasing skill in use of, 83 
 leisure reading, 84-85 
 getting acquainted with, 90 
 
 Listening lessons, see Music 
 
 Literature, see Language arts 
 
 Living together 
 in school and home, 162 
 in the community, 162-163 
 here and far away, 167 
 in our democracy, 188-190 
 modern problems of, 196-201 
 
 Mail, Carrying Long Ago, third grade 
 unit of work, 163-167 
 
 Mathematics: 
 
 a point of view, 114-116 
 
 first year, 116-119 
 
 second year, 119-124 
 
 third year, 124-127 
 
 fourth year, 127-130 
 -fifth year, 130-132 
 
 sixth year, 132-135 
 
 seventh year, 136-138 
 
 eighth year, 138-140 
 
 ninth year, 140-144 
 
 tenth year, 145-146 
 
 eleventh year, 146-147 
 
 twelfth year, 148-153 
 
 bibliography, 153-154 
 McKinney, B. T., 21 
 Mental hygiene, 21-22, 37-38 
 Metalworking, 257 
 Modern problems, 196-201 
 Multiplication, see Mathematics 
 Music: 
 
 fundamental principles, 238 
 
 abilities in elementary school, 239- 
 247 
 
 in the high school, 247-249 
 
 typical activities, 249-252 
 Music festival, 251-252 
 Myers, 28 
 
 National music week, 252 
 
 Nature study, see Science 
 
 Newspaper, how to read, a suggested 
 center of interest, 92 
 
 Non-promotion, see Pupil progress 
 
 North America, see Social studies, 
 especially fourth, fifth, sixth, sev- 
 enth, eleventh, and twelfth years 
 
 North Carolina, see Social studies, 
 fifth year and eighth year 
 
 Norway, illustrative unit on, 169-174 
 
 Number charts, 121 
 
 Number concepts, development of, 
 118 
 
 Number vocabulary, 117, 120, 125, 
 128, 130, 133 
 
 Nutrition, see Health and physical 
 education 
 
 291 
 
INDEX— Continued 
 
 Objectives of twelve year program, 
 9-12 
 
 Occupational information, see Guid- 
 ance 
 
 Operettas, 251 
 
 Oral language, see Language arts 
 
 Organization problems: 
 general, 12-14 
 eighth grade, 15 
 
 Over-age pupils, 19, 33-34 
 
 Painting, see Art 
 
 Pearse, Mrs. R. J., 10 
 
 People of other lands, set Social 
 
 studies, fourth year 
 Personality, effect of non-promotion 
 
 on, 21-22 
 Photoplay, unit on, 102 
 Physical education, see Hea'th and 
 
 physical education 
 Physics, see Science 
 Pintner General Ability Test, 19, 20, 
 
 21 
 Poetry, suggested unit on, 100 
 Principles of curriculum making, 288 
 Promotions, see Pupil progress 
 Publications of the Department of 
 
 Public Instruction, list of, 286-287 
 Pupil progress: 
 
 school leavers, 17-18 
 
 pupils not doing full year's work, 
 18 
 
 over-age pupils in elementary 
 schools, 19 
 
 effect of non-promotion, 21-22 
 
 procedure for improving, 22-25 
 
 Readiness, see Reading 
 Reading: 
 
 readiness for, 41-43, 45-46 
 
 pre-primer period, 46 
 
 primer period, 46 
 
 first reader period, 46 
 
 word recognition and phonics, 47 
 
 reading and literature, 53-54, 60-61, 
 64-65, 69-70, 74-75, 79-81, 83-85. 
 89-90, 92, 100-102 
 Retardation, see Pupil progress 
 
 Safety, see Health and physical edu- 
 cation 
 Salesmanship, 277, 278, 284 
 Saunders, Carleton M., 21 
 School newspaper, 72-73 
 Science, 202-211 
 Scientific method, development of, 
 
 209 
 Scientists, study of, 207 
 Seven Cardinal Principles, 9 
 Shorthand, 277, 278, 285 
 Short story, suggested unit, 96-97 
 Singing, see Music 
 Social Studies: 
 
 general statements, 155-157 
 
 concepts and generalizations, 157 
 
 abilities and skills, 158 
 
 outline for twelve year program, 
 158-159 
 
 center of interest as means of in- 
 tegration, 159-161 
 
 bibliography, 161 
 
 first year, 162 
 
 second year, 162-163 
 
 third year, 163-167 
 
 fourth year, 167-174 
 
 fifth year, 174-178 
 
 sixth year, 178-179 
 
 seventh year, 179-182 
 
 eighth year, 182-188 
 
 ninth year, 188-190 
 
 tenth year, 191-193 
 
 eleventh year, 193-196 
 
 twelfth year, 196-201 
 Sociology, see Social studies 
 Song lessons, see Music 
 South America, see Social studies, 
 
 seventh year 
 Southern lands, see Social studies, 
 
 seventh year 
 Spanish, see Foreign languages 
 Spelling, 36, 48, 54, 59-60, 64, 69, 73- 
 
 74, 78-79, 83, 88-89, 95 
 Stacy, H. E., 10 
 Standard usage chart, 86-87 
 State, study of the, 174-178, 182-187 
 Strang, 28 
 Subtraction, see Mathematics 
 
 292 
 
INDEX — Continued 
 
 Teacher allotment, 13 
 
 Teaching procedure, 35-38 
 
 Trade and industrial education, 272- 
 
 276 
 Training opportunities, exploration 
 
 of, 30 
 Transition period, 12 
 Trigonometry, see Mathematics 
 Typewriting. 277, 278, 284, 285 
 
 United States, history, geography, 
 civics, economics: 
 fifth year, 174-178 
 seventh year, 179-182 
 ninth year, 188-190 
 eleventh year, 193-196 
 twelfth year, 196-201 
 
 Units of work, 54-56, 58-59, 90, 91-92, 
 95, 99-102, 127-128, 163-167, 169-174, 
 175-178, 179-182, 191-201, 225-227, 
 257-258, 271 
 Urban family living, 268-272 
 Usage chart, see Standard usage 
 chart 
 
 Vocal music activities, 249-250 
 Vocational education, 260-285 
 
 Wayne, B. A., 10 
 
 Woodworking, 257 
 
 World history, 191-196 
 
 Written language, see Language arts 
 
 293 
 

I