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Handbook for elementary and secondary schools
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THE LIBRARY OF THE UNIVERSITY OF NORTH CAROLINA THE COLLECTION OF NORTH CAROLINIANA ENDOWED BY JOHN SPRUNT HILL CLASS OF 1889 C375- J^87p3 UNIVERSITY OF N.C. AT CHAPEL HILL 00034026054 This book must not be token from the Library building. HO^ tti-feft' JUN 26 19J 7 Digitized by the Internet Archive in 2011 with funding from Ensuring Democracy through Digital Access (NC-LSTA) http://www.archive.org/details/handbookforeleme1953nort for ELEMENTARY AND SECONDARY SCHOOLS 1953 ified by tke Stale Svpeiiiteadeat of Pmblic Iiitrictita Raleifli# N. C. PUBLICATION N O 2 3 5 HANDBOOK FOR ELEMENTARY AND SECONDARY SCHOOLS 1953 PREPARED UNDE DIVISION OF ir THE DIRECTION OF THE iTRUCTIONAL SERVICE ISSUED BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, RALEIGH, N. C. o cr o _j CD 3 <o 3 Q LlI lU Q if) CC Q. CO < UJ Q UJ < or < o CD UJ < UJ _j Q. O LlI CL UJ X 1 < o 2 2 iii a: y o i CO Q 0^ z ?.° UJ 5>^- -J !^ <o si ——_ r^K o s -1 soo FOREWORD Periodically, the State Department of Public Instruction pre-pares publications, each of which is designed to improve the efficiency of our public schools in specific subject areas. This Handbook is similar to these other publications in that it is designed to improve efficiency in organizing and administering a school program. This publication has come to be known as our basic guide in suggesting desirable procedures and practices for organizing a school in such a way as to permit and encourage the best instruction possible. Effective teaching is our primary concern, and all administrative matters involving the planning and the use of the school plant and the organization of the in-structional opportunity for boys and girls. This is the philosophy upon which the suggestions and recommendations contained in this publication have been developed. We believe that such a premise is educationally sound. This Handbook contains standards of attainment necessary for accreditation. These standards, however, should not be re-garded as maximum goals, but rather as minimum levels of achievement beyond which a richer and fuller program may be envisioned. The suggested standards may well serve as aids in evaluating and improving a school. Only through a planned process of analysis and inventory can a school project its future growth in educational opportunities. This publication was originally prepared in 1938 under the direction of the Division of Instructional Service, with the co-operation of staff members from other divisions of the depart-ment. It was revised and reprinted in 1947; and now since the second printing is exhausted, a third revision is found necessary. This new edition is released with the hope that it will be help-ful to administrators, supervisors, and teachers in their efforts to improve the organization and administration of North Caro-hna's public schools, and thereby improve the quality of instruc-tion afforded our boys and girls. State Superintendent of Public Instruction January 1, 1953. PREFACE This Handbook for Elementary and Secondary Schools is designed to supply information needed by superintendents, su-pervisors, principals and teachers in the public schools of the State. It covers the program in both elementary schools and high schools, indicating that we regard the process of educa-tion as a continuous process from the first through the twelfth grade. It w^ill be observed that this Handbook consists of four parts : Part I concerns State Administration and includes the duties of State officials and professional staff together M^ith a few^ per-tinent excerpts from the General Statutes. In Part II the standards for accreditation of elementary and secondary schools are set up. The suggested standards are not meant as limits to w^hat may be undertaken in any school, but represent the minimum necessary for the creation of a satis-factory teaching and learning situation. Lines along which im-provement can be made will suggest themselves to many admin-istrators, supervisors and teachers, and it is hoped that many schools in providing educational opportunities will go far beyond the minimum suggested in the requirements for accreditation. Our effort is to indicate what may be regarded as a good elemen-tary school or a good high school. It is admitted, of course, that every child should have training in a good school, and the purpose of standardization and accreditation is to indicate how a satisfactory situation can be created and operated. In Part III various aspects of public school work are discussed, particularly those having to do with the materials necessary to successful instruction. More and more it is recognized that abundant materials are necessary in order for pupils to have satisfactory educative experiences. It is hoped that provision will be made for various types of instructional materials to the end that learning on the part of boys and girls may be facilitated and accelerated. Part IV undertakes to present the. various course of study publications and to suggest the use of such bulletins in the im-provement of instruction. We hope this Handbook will aid and guide the teacher, the supervisor and the administrator in the administration of better schools for all North Carolina boys and girls. J. Henry Highsmith, Director Division of Instructional Service CONTENTS PART I. STATE ADMINISTRATION Page The State Board of Education 7 State Superintendent of Public Instruction 8 Relationships at the State Level 9 Excerpts from the Law 10 State Staff and Services 15 PART 11. REQUIREMENTS FOR ACCREDITED SCHOOLS A. The Elementary School 36 Curriculum 36 Instruction 36 Organization and Administration 37 Instructional Equipment 39 General Equipm.ent 42 Classroom Equipment 43 Instructional Materials for Each Classroom 44 Library 45 Dictionaries 51 Maps and Globes 52 The School Plant 63 Evaluation 79 B. The Junior High School 91 C. The High School 92 Certificates for High School Teachers and Principals 93 Length of School Day and Class Periods 94 Requirements for Graduation 94 Library 96 Maps 105 The Science Department 108 The School Plant 115 Student Records 116 Membership in the Southern Association 116 High School Evaluation 116 PART III. FACTORS RELATING TO ADMINISTRATION, ORGANIZATION AND INSTRUCTION Suggested Topics for Pre-School Meetings 117 Organization and Administration 118 The Elementary School 118 The High School 125 Supervision 138 Guidance Services 143 CONTENTS - Continued Pagb Suggestions for Planning Pre-School Clinics and Conferences 150 Testing 156 Measuring Pupil Progress 165 Libraries 167 Audio-Visual Materials 170 Resource-Use and Outdoor Education 186 Special Education 204 Professional Development 214 Selection, Purchase and Distribution of Instructional Supplies 234 Textbooks 238 Regulations Governing Athletics in Public Schools of North Carolina—- 241 PART IV. THE CURRICULUM Curricular Blueprint 245 Language Arts 247 Foreign Languages 247 Mathematics 248 Social Studies 252 Science 253 Health 256 Safety Education 259 Physical Education . 260 Art 263 Music 266 Business Education 272 Industrial Arts 273 Home Economics 274 Agriculture 275 Trade and Industrial Education 280 Distributive E ducation 283 Directory of Publishers .— 287 Index 289 I State Administration' THE STATE BOARD OF EDUCATION The Constitution of North Carolina, as amended in 1945, pro-vides for a State Board of Education- composed of a membership of 13 persons, as follows : (a) three ex-officio members including the Lieutenant Governor, elected as chairman by the board, the State Treasurer, and the Superintendent of Public Instruction as ex-officio secretary ; and (b) ten members appointed by the Gov-ernor and confirm.ed by the General Assembly in joint session, with two appointed from the State at large and one appointed from each of eight educational districts as determined by the General Assembly. Appointments, subsequent to the first one, are made every two years for overlapping terms of eight years, in a 3-2-3-2 order. "The per diem and expenses of the appointive members shall be provided by the General Assembly." Powers and Duties. The Constitution specifies that the State Board shall have the following powers and duties : It shall "suc-ceed to all powers and trusts of the President and Directors of the Literary Fund and the State Board of Education as hereto-fore constituted." Also it shall have the power to "divide the State into a convenient number of school districts," . . . "regulate the grade, salary and qualifications of teachers," . . . "provide for the selection and adoption of the textbooks to be used in the public schools," . . . "generally to supervise and administer the free public school system of the State and make all needful rules and regulations in relation thereto." More specifically, the State Board is empowered to (a) adminis-ter the State appropriations for instructional services ; instruc-tional materials such as textbooks and libraries, plant operation, vocational education, transportation, and other operational costs ; (b) make rules and regulations for teachers certification; (c) make rules and regulations on census and attendance; (d) devise financial records and reports ; (e) approve powers for local ad-lExcerpts frcm Education in North Carolina, Today and Tomorrow. A Report of the State Education Commissiion, 1948. 2The Constitution of North Carolina, Article XX, Sections Eight and Nine, 1945. 8 Handbook for Elementary and Secondary Schools ministrative units' action; (f) manage the State's permanent school fund; (g) determine the school centers and attendance areas ; and (h) administer federal funds for vocational education. The Board is clothed with authority to make all rules and regulations necessary to carry out the purpose and intent of the law. The Board elects its chairman and vice-chairman. In accordance with the law, regular Board meetings are held each month. Special meetings may be called by the secretary with the approval of the chairman. A majority of the Board constitutes a quorum for the transaction of business. STATE SUPiRiNTENDir^T OF PUBLIC INSTRUCTION The Constitution also provides for a State Superintendent of Public Instruction who "shall be the administrative head of the public school system and shall be secretary of the Board."" He is elected by popular vote for a term of four years. He serves as a member of the Council of State, as an ex-ofticio member of the State Board of Education, as ex-officio chairman of the Board of Trustees of East Carolina Teachers College, and as an ex-ofRcio member of the Board of Trustees of the Greater University of North Carolina. Powers and Duties.'* As an elected State oificial, the law sets forth a number of general duties of which three are "to look after the school interests of the State and to report biennially to the Governor at least five days previous to each regular session of the General Assembly; to direct the operations of the public schools and enforce the laws and regulations thereto ; to acquaint himself with the peculiar educational wants of the several sec-tions of the State and to take all proper means to supply such wants by counseling with local school authorities, by lectures be-fore teachers' institutes, and by addresses before public assembly relating to public school and public school work." The State Superintendent is authorized, in addition to the aforementioned general duties, to perform such specific duties as approving a program of studies for standard high schools, preparing a course of study for the elementary schools, approving plans for school buildings, and serving as executive officer of the State Board with regard to vocational education. 3The Constitution of North Carolina, Article IX, Sections Eiglit and Nine, 1945. 4Public School Laws, 1943, Paragraph 115-28. State Administration 9 Relationships at the State Level In implementing Section 8 and 9 of Article IX of the Con-stitution relating to State educational organization, the General Assembly stated that one purpose of its Act^ of 1945 was "to de-fine and clarify the duties and responsibilities of the State Board of Education and the State Superintendent of Public Instruction in connection with the handling of fiscal affairs of the Board and such other duties and responsibilities as set forth in this Act." Division of Functions of State Board. The act emphasizes that the State Board of Education is to be the central educational authority and, as such, is responsible for planning and promoting the educational system. At the same time, Section 5 of this act states that the duties of the Board are to be divided into two separate functions as follows : (a) "Those relating to the super-vision and administration of the public school system, of which the Superintendent shall be the administrative head, except as they relate to the supervision and management of the fiscal af-fairs of the Board;" and (b) "Those relating to the supervision and administration of the fiscal affairs of the public school fund committed to the administration of the State Board of Educa-tion, of which the Controller shall have supervision and manage-ment." Secretary of Board. Section 8 of this act prescribes the duties of the State Superintendent as secretary of the Board. Four of the ten enumerated duties are: "1. To organize and administer a Department of Public Instruction for the execution of instructional policies established by the Board. "2. To keep the Board informed regarding development in the field of public education. "3. To make recommendations to the Board with regard to the problems and needs of education in North Carolina. "4. To make available to the public schools a continuous program of comprehensive supervisory service." Controller. Section 4 of this act provides for the appointment of the Controller by the Board, subject to the approval of the Governor. Section 9 states that "the Controller is constituted the spublic Laws, 1945, Chapter 530. 10 Handbook for Elementary and Secondary Schools executive administrator of the Board in the supervision and man-agement of the fiscal affairs of the Board." This section then de-fines the fiscal affairs of the Board, thereby pointing out de-finitely the scope of responsibility for which the Board expects to look to the Controller for professional advice. Section 10 of the act sets forth in considerable detail the duties of the Con-troller and the procedures to be followed as he discharges his responsibilities. EXCERPTS FROM THE LAW The Public School System The following sections of the law define the public school system as to the number of grades or years. Most schools in North Carolina now offer the twelve year program as authorized by the General Assembly of 1941. 115-4. The school system defined.—The school system of each county shall consist of eleven years or grades, except when the provisions of 115-5 to 115-7 have been complied with, in which event the system shall consist of twelve years or grades; and shall be graded on the basis of a school year of not less than one hundred and eighty days. The first seven or eight years or grades shall be styled the elementary school, and the remain-ing years or grades shall be styled the high school: Provided, the system, for convenience in administration, may be divided into three parts, the elementary school, consisting of the first six or seven grades, and a junior and senior high school, embracing the remaining grades, if better educa-tional advantages may be supplied. (1923, c. 136, s. 2; 1941, c. 158, d. 1; 1943, c. 255, s. 2; C. S. 5386.) 115-5. Twelve grades authorized upon request by local unit.—Upon the request of the county board of education or the board of trustees of a city administrative unit, the state board of education 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 submitted. (1941, c. 158, s. 1; 1943, c. 721, s. 8.) 115-6.—Provision for cost of operating twelve grades.—When the re-quest for the extension of the system of the public school to embrace twelve grades is submitted as provided in 115-5, the cost of the same shall be paid from the appropriation of the state nine months' school term in the same manner and on the same standards, subject to the provisions of 115-5 to 115-7, as provided in the "School Machinery Act." (1941, c. 158, s. 2; 1943, c. 255, s. 2.) 115-7. Application blanks for requesting twelve grades; allotment of teachers.—The state superintendent of public instruction and the state board of education shall provide the necessary blanks and forms for re- State Administration 11 questing 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 an-nually thereafter, and the state board of education 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. (1941, c. 158, s. 3; 1943, c. 721, s. 8.) Local Provisions for Equipment 115-91. Duty of board to provide equipment for school buildings.—It is the duty of the county board of education or the board of trustees of a city administrative unit to provide suitable supplies for school buildings under its jurisdiction, such as window shades, fuel, chalk, erasers, black-boards, and other necessary supplies, and to provide public schools with reference books, library, maps and equipment for teaching science, and the teachers and principal shall be held responsible for the proper care of the same during the school term. (1923, c. 136, s. 66; 1945, c. 970, s. 2; C. S. 5474.) Editor's Note.—The 1945 amendment substituted "public schools" for "standard high schools" in line seven. School Organization The follovsdng are sections of the School Machinery Act: 115-352. School Organization.—All school districts, special tax, special charter, or otherwise, as constituted on May 15, 1933, are hereby declared non-existent as of that date; and it shall be unlawful for any taxes to be levied in said district for school operating purposes except as provided in this article. The state board of education, in making provision for the operation of the schools, shall classify each county as an administrative unit, and shall, with the advice of the county boards of education, make a careful study of the district organization as the same was constituted under the authority of § 4 of chapter 562 of the Public Laws of 1933, and as modified by subsequent school machinery act. The state board of education may modify such district organization when it is deemed neces-sary for the economical administration and operation of the state school system, and it shall determine whether there shall be operated in such district an elementary or a union school. Provisions shall not be made for a high school with an average daily attendance of less than sixty pupils, nor an elementary school with an average daily attendance of less than twenty-five pupils, unless a careful survey by the state superintendent of public instruction and the State Board of Education reveals that geographic or other conditions make it impracticable to provide for them otherwise. Funds shall not be made available for such schools until the said survey 12 Handbook for Elementary and Secondary Schools has been completed and such schools have been set up by the said board. School children shall attend school within the district in which they reside unless assigned elsewhere by the State Board of Education. It shall be within the discretion of the state board of education, where-ever it shall appear to be more economical for the efficient operation of the schools, to transfer children living in one administrative unit or dis-trict to another administrative unit or district for the full term of such school without the payment of tuition: Provided, that sufficient space is available in the buildings of such unit or district to which the said children are transferred. Provided further, the provision as to the non payment of tuition shall not apply to children who have not been transferred as set out in this section. City administrative units as now constituted shall be dealt with by the state school authorities in all matters of school administration in the same way and manner as are county administrative units. Provided, that the State Board of Education may, in its discretion, alter the boundaries of any city administrative unit and establish additional administrative units when in the opinion of the State Board of Education such change is de-sirable for better school administration: Provided, that in all city admin-istrative units as now constituted the trustees of the said special charter districts included in said city administrative unit, and their duly elected successors, shall be retained as the governing body of such district; and the title to all property of the said special charter district shall remain with such trustees, or their duly chosen successors; and the title to all school property hereafter acquired or constructed within the said city administrative unit, shall be taken and held in the name of the trustees of said city administrative unit; and the county board of commissioners of any county shall provide funds for the erection or repair of necessary school buildings on property, the title to which is held by the board of trustees as aforesaid, and the provisions of § 115-88, to the extent in con-flict herewith, is hereby repealed: Provided, that nothing in this sub-chapter shall prevent city administrative units, as now established, from consolidating with the county administrative unit in which such city administrative unit is located, upon petition of the trustees of the said city administrative unit and the approval of the county board of education and the county board of commissioners in said county: Provided, further, that nothing in this subchapter shall affect the right of any special charter district, or special tax district which now exists for the purpose of retiring-debt service, to have the indebtedness of such district taken over by the county as provided by existing law, and nothing herein shall be construed to restrict the county board of education and/or the board of county com-missioners in causing such indebtedness to be assumed by the county as provided by existing law. The board of trustees for any special charter district in any city admin-istrative unit shall be appointed as now provided by law. If no provision is made by law for the filling of vacancies in the membership of such board of trustees, such vacancy may be filled by the governing body of the city or town embraced by said administrative unit. In all cases where title to property has been vested in the trustees of a special charter district which has been abolished and has not been re- State Administration 13 organized, title to such property shall be vested in the county board of education of the county embracing such special charter district. (1939, c. 358, s. 5; 1943, c. 721, s. 8; 1945, c. 970, s. 4; 1947, c. 1077, ss. 3, 6.) 115-355.—Organization statement and allotment of teachers.—On or be-fore the twentieth day of May in each year, the several administrative officers shall present to the State Board of Education a certified statement showing the organization of the schools in their respective units, together with such other information as said board may require. The organization statement as filed for each administrative unit shall indicate the length of term the state is requested to operate the various schools for the fol-lowing school year, and the state shall base its allotment of funds upon such request. On the basis of such organization statement, together with all other available information, and under such rules and regulations as the State Board of Education may promulgate, the State Board of Educa-tion shall determine for each administrative unit, by districts and races, the number of elementary and high school teachers to be included in the state budget on the basis of the average daily attendance figures of the continuous six months period of the first seven months of the preceding year during which continuous six months' period the average daily attend-ance was highest, provided that loss in attendance due to epidemics or apparent increase in attendance due to the establishment of army camps or other national defense activities shall be taken into consideration in the initial allotment of teachers: Provided, further, that the superintendent of an administrative unit shall not be included in the number of teachers and principals allotted on the basis of average daily attendance: Provided, further, that for the duration of the present war and for the first school term thereafter, it shall be the duty of the State Board of Education to provide any school in the state of North Carolina having four high school teachers or less and/or four elementary teachers or less not less than the same number of teachers as were allotted to said school for the school year of one thousand nine hundred and forty-four—one thousand nine hundred and forty-five. Provided, further, that in cases where there are less than twenty (20) pupils per teacher in any school a reduction in the number of teachers may be made. The provisions of this section as to the allotment of teachers shall apply only to those schools where the reduction in enrollment is shown to be temporary as determined by the State Board of Education. It shall be the duty of the governing body in each administrative unit, after the opening of the schools in said unit, to make a careful check of the school organization and to request the State Board of Education to make changes in the allocation of teachers to meet requirements of the said unit. In order to provide for the enrichment and strengthening of educational opportunities for the children of the state, the State Board of Education is authorized in its discretion to make an additional allotment of teaching personnel to the county and city administrative units of the state, either jointly or separately as the State Board of Education may prescribe, and such persons may be used in said administrative units as librarians, at- 14 Handbook for Elementary and Secondary Schools tendance assistants, special teachers or supervisors of intruction and for other special instructional service, such as art, music, adult education, special education, or industrial arts as may be authorized and approved by the State Board of Education. The salaries of such personnel shall be determined in accordance with the state salary schedule adopted by the State Board of Education. In addition, the State Board of Education is authorized and empowered, in its discretion, to make allotments of funds for clerical assistants for classified principals. (1939, c. 358, s. 8; 1941, c. 267, s. 3; 1943, c. 255, s. 2%; 1943, c. 720, s. 1; 1943, c. 721, s. 8; 1945, c. 970, ss. 6, 14; 1949, c. 1116, s. 3.) Editor's Note.—The 1945 amendment inserted in lines twenty-one and twenty-two the words "first seven months of the." It also rewrote the third proviaio in the first paragraph and inserted the last proviso therein. The 1949 amendment added the last paragraph. For comment on the 1943 amendment, see 21 N. C. Law Rev. 361. Expenditures From State Funds 115-356. Objects of expenditure.—The appropriation of state funds, as provided under the provisions of this subchapter, shall be used for meet-ing the costs of the operation of the public schools as determined by the State Board of Education, for the following items: 1. General Control: 3. Operation of Plant: a. Salaries of superintendents a. Wages of janitors b. Travel of superintendents b. Fuel c. Salaries of clerical assistants c. Water, light and power for suprintendents d. Janitors' supplies d. OiRce expense of superintend- e. Telephone expense ents 4. Auxiliary Agencies: e. Per diem county boards of edu- a. Transportation cation in the sum of one hun- (1) Drivers and contracts dred dollars ($100.00) to each (2) Gas, oil and grease county (3) Mechanics f. Audit of school funds (4) Parts, tires, and tubes 2. Instructional Service: (5) Replacement busses a. Salaries for white teachers, (6) Compensation for injuries both elementary and high and/or death of school chil-school dren as now provided by law b. Salaries for colored teachers, b. Libraries both elementary and high c. Health school d. Workmen's compensation for c. Salaries of white principals school employees d. Salaries of colored principals e. Instructional supplies In alloting funds for the items of expenditures hereinbefore enumerated, provision shall be made for a school term of only one hundred eighty days. The State Board of Education shall effect all economies possible in pro-viding state funds for the objects of general control, operation of plant, and auxiliary agencies, and after such action shall have authority to in-crease or decrease on a uniform percentage basis the salary schedule of teachers, principals, and superintendents in order that the appropriation of state funds for the public schools may insure their operation for the State Administration 15 length of term provided in this subchapter: Provided, however, that the State Board of Education and county boards of education for county ad-ministrative units and boards of trustees for city administrative units, shall have power and authority to promulgate rules by which school buildings may be used for other purposes. The objects of expenditure designated as maintenance of plant and fixed charges shall be supplied from funds required by law to be placed to the credit of the public school funds of the county and derived from fines, forfeitures, penalties, dog taxes, and poll taxes, and from all other sources except state funds: Provided, that when necessity shall be shown, and upon the approval of the county board of education or the trustees of any city administrative unit, the State Board of Education may approve the use of such funds in any administrative unit to supplement any object or item of the current expense budget, including the supplementing of the teaching of vocational subjects; and in such cases the tax levying author-ities of the county administrative unit shall make a sufficient tax levy to provide the necessary funds for maintenance of plant, fixed charges, and capital outlay: Provided, further, that the tax levying authorities in any county administrative unit may levy taxes to provide necessary funds for teaching vocational agriculture and home economics and trades and indus-trial vocational subjects supported in part from federal vocational educa-tional funds: Pro\4ded, further, that nothing in this subchapter shall prevent the use of federal and/or privately donated funds which may be made available for the operation of the public schools under such regula-tions as the State Board of Education may provide. Provided further, that the tax levying authorities in any county administrative unit may levy taxes to provide necessary funds for attendance enforcement, super-vision of instruction, health and physical education, clerical assistance, and accident insurance for school children transported by school bus: Provided, that nothing in this section be interpreted as repealing the present statutes requiring the State Board of Education's approval of local unit budgets. (1939, c. 358, s. 9; 1943, c. 255, s. 2; 1943, c. 721, s. 8; 1947, c. 1077, ss. 7, 7%.) Editor's Note.—The 1947 amendment added subhead 4d, struck out the words "with the approval of the State Board cf Education" formerly appearing after the word "unit" in line twenty of the last paragraph and added the last two provisos thereto. STATE STAFF AND SERVICES In North Carolina the educational leadership provided by pro-fessional personnel at the State level is under the direction of the State Superintendent of Public Instruction and the Controller There is also an Assistant State Superintendent and an Ad-ministrative Assistant who act for the State Superindent in his absence and perform such other duties as he may direct. The other professional staff is organized by divisions, each of which is responsible, under the direction of the Superintendent, the Controller, or both, for renderng certain designated services. The names of these divisions with brief statements of their respective areas of responsibilities follow: 16 Handbook for Elementary and Secondary Schools Division of Auditing and Accounting. It is the function of this division to maintain accurate ac-counting records on the funds coming within the jurisdiction of the State Board of Education, to audit the expenditures and prepare the audit report of the Nine Months School Fund, to assist in the preparation of the biennial budget request and annual budget, to disburse all funds of the Board, to assist in preparing salary schedules, to keep all budget accounts and pre-pare budget reports, to promote better accounting practices of both State and local funds in the field, to prepare various statis-tical and financial data for the Controller, and to establish the salary rating of all principals and teachers. More specifically this work is divided into five parts, as follows : 1. Budgeting. Assist in the preparation of the biennial budg-et request and the annual budget of all funds of the Board. Prepare detailed reports on all funds monthly. Estimate needs and prepare quarterly requests for budget allotments. Prepare requests for transfers and changes in budgets for all funds. Devise and prepare operating budget forms to be filed with the Controller by county and city boards of education. Make special studies and prepare financial and statistical data from the in-formation contained in these budgets. Assist in the preparation of the salary schedules for teachers, principals, and superin-tendents. 2. Disbursing. Prepare State Auditor's and disbursing ac-count warrants for the disbursement of all funds of the Board and the Department of Public Instruction. Receive and deposit all receipts coming into the various funds. Establish the salary rating of all teachers and principals and certify these ratings to county and city superintendents. These ratings are used as a basis for the county and city superintendents to issue State checks paying salaries of teachers and principals. Maintain files and prepare invoices to the Veterans Administration for tuition due for veterans farmer training courses. Prepare statistical data on ratings of teachers. 3. Accounting. Set up and maintain budget accounts on all funds of the Board, wage records of all employees on State level, loan fund note registers, a complete set of books on each of the 172 administrative units on the "Nine Months School Fund" and the "State School Plant Construction, Improvement and Repair State Administration 17 Fund," and wage records of each teacher, principal, superin-tendent, clerical assistant, and mechanic. Maintain subsidiary-ledgers on Federal programs and prepare reports from these records. Prepare allotments and certification of funds to school administrative units. Prepare all necessary printed forms for use in accounting for funds. 4. Auditing. Make a continuous detailed audit of the Nine Months School Fund and the State School Plant Construction, Improvement and Repair Fund, consisting of monthly reconcilia-tion of treasurer's statements, verification of classifications of expenditures, detailed review of invoices as to State contract prices and State Board regulations, verification of amount of withholding tax and retirement vouchers, verification of pay-ments to teachers and principals as compared with established rate of pay, comparison of employed personnel with allotments, test check endorsements on vouchers, and exercise budgetary control over expenditures. Prepare an annual audit report for the Controller. 5. Field Services. Prepare forms and memoranda of instruc-tions and information for use of school administrative units in accounting for funds. Assist in drawing up machine accounting system for superintendents' offices. Work to improve accounting practices and office procedure in the superintendents' offices in all 172 administrative units. Assist with planning and conduct-ing short schools for clerical personnel and superintendents con-cerning all phases of school finances. Division of Instructional Service. This Division has the responsibility of planning, organizing, directing, and coordinating the instructional program in the 172 city and county school administrative units, It is headed by a director who is responsible for the organization of the Division and the integration of the activities of the members of the staff; holds conferences with the staff as a whole or with individual members for discussion of program and policy; co-ordinates the activities of the elementary supervisors and the advisors in high school, library services, science and mathematics, driver and safety education, resource-use education, physical and health education, and music. He also directs preparation and revision of bulletins and other materials helpful in instruc-tional program; and carries on necessary correspondence and field work in promoting instructional program. 18 Handbook for Elementary and Secondary Schools There is an assistant director who performs the following duties : assists director ; visits and inspects high schools ; assists in preparation of curriculum and administrative bulletins ; confers with principals and teachers in county and city administrative units ; assists in conducting workshops, work conferences and evaluations of high schools ; and prepares statistical reports based on preliminary and annual reports from white high schools in the State. There are four general supervisors who participate in making plans and programs for the work of the Division ; hold workshops and other types of meetings to promote effective programs of instruction in the various city and county administrative units in the State; work closely with the approximately 200 white su-pervisors in city and county schools in conferences, teachers' meetings, panel discussions, and work reports and testing; pre-pare curriculum bulletins and materials ; make evaluations of schools ; and inspect schools for purposes of accreditation. Six supervisors in special subject matter fields are employed. Advisors in Music Education, Resource-Use Education, Science and Mathematics, Safety and Driver Education, Physical Ed-ucation, and Library. They are responsible for directing and pro-moting areas of specialization in the elementary and secondary schools of the State. Work involves: (1) visiting schools and classrooms in the interest of improved teaching and better use of instructional materials ; (2) holding conferences and workshops with teachers, supervisors, and administrative personnel; (3) preparing curriculum materials and bulletins; (4) cooperating with local, State, and national organizations to promote better school programs ; and (5) evaluating and accrediting public schools. Division of Insurance. This division plans and develops a fire insurance program for insuring the properties under the jurisdiction of the local boards of education, analyzes the insurance of the different adminis-trative units, simplifies their fire insurance programs and at the same time gives these units sound insurance at a minimum cost. It also consults and advises with other school agencies for the purpose of improving the insurance risk. This division also maintains an inspection and engineering service, deemed by it appropriate and necessary to reduce the hazards of fire in public school buildings. The inspections by its engineers are used as a basis for offering such engineering advice as may be necessary State Administration 19 to safeguard the children in the pubHc schools from death or injury from school iires and explosions and to protect the school properties from loss. The work is divided into three main parts: 1. Administrative. Adopt policies, forms and endorsements for issuance of fire insurance policies. Keep books and all records relative to operation and prepare all reports required by the State Board of Education pertaining to this division. Contact superintendents and prepare proposals for insuring school prop-erties. Issue insurance policies and handle all correspondence relative to this division. Meet with local boards, advising them on fire insurance matters. Supervise engineering and rate making. 2. Engineering. Make detailed inspections of all school prop-erties insured with the State. Make scales and diagrams of each building, compiling data necessary for establisliing rates and making safety recommendations. Give advice on different types of construction and prepare detailed surveys for each school unit insured. Gather information for loss adjustments. 3. Rate Making. Analyze type and construction of build-ings, fire protection facilities, location of buildings and losses incurred for the purpose of establishing proper and sound rates. Division of Negro Education. This division under the direction of a director has the respon-sibility for planning, organizing, directing, and coordinating the State's instructional program for Negroes. This includes super-vision over the activities of professional and administrative per-sonnel who are inspecting, advising, and aiding public schools for Negroes throughout the State relative to instructional ma-terial, study-courses and all activities designed to improve the educational services rendered Negroes by public schools. Func-tions also include helping to determine policy, scope of program, personnel needs, curriculum coverage, and funds required to carry to completion the program's objectives. Work involves consider-able contact with national. State, county and city educational officials to promote, correlate and integrate plans and programs for Negro education. Work is guided by local. State, and federal laws and by administrative policies and regulations suggested by the State Board of Education and the State Superintendent of Public Instruction. This division is largely a service agency 20 Handbook for Elementary and Secondary Schools in relation to the rules and regulations of other divisions of the Department. Also, this division arranges for and assists in the field service of other divisions of this Department, and likewise is assisted by other divisions. Provision is made for an assistant director under whose ad-ministration and supervision the teacher training program for Negro teachers is carried on. Through visits to the institutions of higher learning (public and private) and conferences with college administrators and staffs (both at the institutions and at the State office) , plans are worked out to provide an adequate supply of teachers and constant effort is given to developing programs by which the quality of teachers may be continuously improved. Through visits and conferences (individual and gen-eral), surveys of present conditions and proposed plans (as they effect Negro school organization) , speaking to groups of teachers, or parents, or principals and supervisors, efforts are made to promote the general improvement of Negro public schools; such as better school facilities, better attendance of pupils, more ef-fective instruction. Through staff" conferences contributions are made to the entire program of the division. By letters, reports on surveys, mimeographed courses, programs of study, plans of operation, suggestions are made which should stimulate and make more effective the teacher training program, in-service growth of school personnel, improved school organization, more productive and worthwhile instruction, better understanding of patrons of plans, purposes, shortages and achievements in pub-lic education. Two supervisors are employed in organizing and working with committees, teachers, principals, supervisors, and patrons in connection with their plans for enriching the instructional pro-gram of the Negro schools; and in inspecting and checking re-ports of schools desiring an accredited rating by the State. These supervisors also handle general correspondence and compile re-ports of regular visits to schools, annual statistical reports and analyze reports filed by supervisors and elementary school prin-cipals. They also conduct and assist in school surveys projected in connection with the consolidation of schools. One high school supervisor (secondary) is employed in organ-izing and working with committees, principals, supervisors, and teachers in the evaluation of secondary schools. This person also performs the following services: (1) inspects condition and adequacy of school plants, sites, equipment, and supplies; State Administration 21 (2) evaluates teaching techniques and school organization and administration; (3) holds conferences concerning findings and possible solution to problems; (4) visits and encourages non-accredited schools to become accredited; (5) handles correspond-ence and compiles reports ; and (6) conducts and assists in school surveys projected in connection with the consolidation of schools. Division of Plant Operation. This division has the following duties ; Plan, supervise, corre-late, and direct the work and program involving the economical and efficient operation of all physical facilities and utilities of the public school plants. Consult, advise and instruct superin-tendents and local school boards on all problems involving the operation and maintenance of school plants. Keep abreast of changing phases and factors in this field and by personal surveys, pamphlets, letters, and work clinics, to convey such information to local administrators. The work is divided into four main parts: 1. Budgets. Prepare and submit to the Controller a recom-mended biennial budget request for funds covering the salaries of all service personnel, all fuel costs, water, lights, and power costs, and janitorial supplies and telephone rental. Allot funds budgeted by State Board to all administrative units under each item of expense on a fair and equitable basis as reflected by surveys, charts, and statistical data covering each school plant. 2. Procurement. Procure by requisitions to the Division of Purchases and Contract, all fuel required by the public schools. Select the proper fuels best suited to each heating plant. Regu-late and determine the tonnage from statistical data secured by actual plant surveys. 3. Engineering Service. Make inspection of heating systems in schools, all safety devices, both heating and electrical. Consult with superintendents regarding any heating, ventilating, electri-cal, or maintenance problem. Assist in establishing correct lay-outs of heating plants, viewed from an understanding of main-tenance problems and efficient operation. Prepare reports of findings and recommendations of engineering inspections for use of administrative units. 4. Training Service. Plan, supervise and direct training schools each year for all service personnel, including all janitors, 22 Handbook for Elementary and Secondary Schools maids, and maintenance personnel, and conduct on-the-job train-ing- of all service personnel. Division of Professional Service. The major concern of this division is the education of the school personnel, to the end that there may be effective teach-ing and school administration. Senior colleges and universities must provide the formal education of the school personnel. This division plans, organizes, coordinates and directs that work at the college level. The programs of teacher education are made effective through the certification and classification of the school personnel, which is a responsibility of this divison. Work operates under State laws and by administrative policies and regulations developed in conferences with the State Superintendent of Pub-lic Instruction. It implies the research, leadership and staff personnel necessary for accomplishing and maintaining the objectives. An assistant director is employed to assist the director in administering and coordinating at the State level the services relating to teacher education and certification. Activities in-clude: holding individual and group conferences with superin-tendents, principals, and teachers; assisting superintendents in setting up school organization ; supervising the classification and rating of school personnel for budgetary purposes; engaging in special studies and appropriate research for the division; and sharing with the director responsibilities for field services. There are three main divisions of work: 1. Higher Education. This includes responsibility for the direction of higher education in general. The director is secretary of the North Carolina College Conference. He plans, organizes, coordinates, and directs the programs of teacher education. This includes the curriculum and the programs of instruction for pre-service and in-service education of the school personnel, and the quantitative and qualitative standards of the institution. Work is accomplished through: studies, leading to programs of action; committees; interviews and conferences with individ-uals and groups from individual colleges; visits to institutions; correspondence. 2. Teacher Rating and School Budgets. Each county and city superintendent files an operating budget (3 copies) on which are entered the names of all principals and teachers. The rating- State Administration 23 certificate classification, experience, etc., is established for each employee (about 30,000). This rating determines the monthly salary each employee receives. Another responsibility of the division is to assist superintendents in setting up and preparing their budgets. This is accomplished through correspondence, office conferences, and interviews, and visitations to the field. 3. Certification of School Personnel. The developing of cer-tification standards and requirements is a democratic process involving the school personnel, colleges, lay groups, individuals and others. Study is constant and continuous. Back of any action are State-wide studies. Final action is a responsibility of the State Board of Education. The administration of certification is a major activity of the division. Much of the operational routine —canvassing credentials, issuing certificates, counseling school personnel, college teachers, students, correspondence, office con-ferences and interviews, etc., are identified with that activity. Division of Publications and Statistcs. This division has the responsibilty to: Plan, develop, and prepare publcations. Edit, revise, and direct rewriting of school information and subject-matter bulletins. Compile for publication annual school directory, school laws, compulsory school attendance laws and regulations, etc. Plan and direct the review and coordination of information programs, including research and statistical studies. Consult and advise with other departmental staff members concerning information for bulletins, etc. Devise, revise, and approve the various re-port forms. Prepare charts, graphs, and illustrative materials. Prepare the Biennial Report of the State Superintendent. Serve on various committees and attend conferences pertinent to school publications, pupil attendance, civil defense activities, etc., as required by the State Superintendent. Advise with as-sociates, superintendents, members of General Assembly and others concerning school matters as required in the absence or relief of State Superintendent. Assist in drafting bills for Leg-islature and in interpretation of law. Sign correspondence and official documents for State Superintendent as necessary. Determine need for and approve purchase of supplies, print-ing and equipment. Prepare budget for supplies, service, and expense. Place orders and approve payment of bills for materials and equipment procured and responsible for their receipt, place-ment, and inventory. Has responsibility for printing, multi- 24 Handbook for Elementary and Secondary Schools graphing, and mimeographing; for distribution of printed forms and publications, office supplies and equipment; and for mes-senger, mail, and other related services for all divisions. More specifically, the work is divided as follows: 1. Publications. Write, edit, proofread, etc., the two monthly publications—"State School Facts" and ''North Carolina Public School Bulletins." Prepare and compile other publications and printed materials—directory, laws, registers and various report forms. Write articles for the press and assemble information for replies to questionnaires and letters. 2. Research and Statistics. Prepare statistical tables, edit-ing reports, compiling statistics, making statistical studies, ana-lyses and interpretations in the dissemination of information. Attend conferences and advise with superintendents, graduate students, and other relative to studies and the improvment of reporting and publishing of educational information. Prepare State Superintendent's Biennial Reports. 3. Purchasing. Review needs for supplies and equipment. Place orders for materials, including printing, approve payment of bills. Has charge of sales of various publications, including necessary bookkeeping and accounting of receipts. 4. Stock Supervision and Central Services. Has responsibil-ity for supervision and inventory of stock and equipment. Re-ceive, store, issue, and distribute a large variety of printed materials—bulletins, forms, books. Discuss need for supplies and materials. Responsible for services of mailing, mimeograph-ing, addressographing for all divisions. Wrap and fill orders for local schools and rate packages for mail and express, etc. Per-form messenger service. Division of School Planning. This division is responsible for planning, organizing, directing, and coordinating school surveys and the development of over-all, long-range plans for schoolhouse construction. Administrative responsibilities include: advising boards of education and architects regarding State and Federal laws and regulations, counseling on financial planning, processing and ap-proving State aid and Federal aid applications for construction, maintaining statistical records of construction and construction allocations, maintaining records of building committee of the State Administration 25 State Board of Education, approving all plans and contracts for schoolhouse construction, establishing liaison with various de-partments and divisions of State and local agencies. State survey responsibilities include studies to determine: population trends, general characteristics of school buildings, need for special rooms and general facilities, need for service systems (heating, ventilation, lighting, water), problems in transportation of pupils, recent construction, cost of school plants and pupils housed by periods of construction, rating of school plants including expectant life of plant, number of pupils per classroom, use of non-public-owned facilities, advisability of re-habilitating and remodeling school plants, financial needs and resources, capital outlay capacities per pupil enrolled, State aid for capital outlay, long-range organization planning for each of the 172 administrative units. More specifically the work includes two types of services, as follows : Architectural Design Services. Maintain library of plans and architectural drawings for reference and guidance. Formulation of standards and typical layouts. Consultation with school boards and architects prior to development of plans. Inspection of sites. Review of preliminary plans. Review of working drawings and specifications. Review of change orders, addenda, and revisions. Preparation of plans for approval by the State Board of Educa-tion. Engineering Services. Consultant to local boards of educa-tion in selection of sites. Inspection of existing buildings as to present hazards and their removal, expediency of renovation or expansion, correcting and enlarging service facilities, applica-tion of the N. C. Building Code. Consultation with local board's architect prior to and as construction progresses. Inspection of work in progress and final inspection upon completion. Examina-tion of mechanical specifications. School Health Coordinating Service. This division has the responsibility for planning, organizing, directing, and coordinating the public school program in the re-lated fields of health instruction, phyhical education, safety, healthful environment, mental hygiene and health services. The director: (1) makes recommendations to State Superintendent regarding needs for new plans and activities that involve changes 26 Handbook for Elementary and Secondary Schools in policies; (2) makes recommendations to the State Health Officer or his designated representative regarding the need for new plans and activities that involve the health services ren-dered by State or local health departments; (3) supervises and assists staff members as needed; (4) reports periodically to the State Superintendent and Health Officer concerning the status, progress and needs with respect to the related fields; (5) ad-ministers school health funds of the State Board of Education; (6) works with school systems and health departments in plan-ning, organizing and administering the school health services program; (7) plans and participates in the preparation of in-structional materials and in in-service training programs in health and physical education; (8) coordinates the school health activities of the other divisions of the State Department of Public Instruction, the State Board of Health, other agencies and organizations, and teacher education institutions; and (9) participates in State and national organizations and professions engaged in promoting the health of children. The entire progressional staff, consisting of a director, a con-sultant in mental hygiene, two health educators, an adviser in physical education, and a public health nurse, is concerned with State planning and promotional work with school and health department personnel through consultative services ; field visits ; planning and carrying on in-service education; production of curriculum materials; reviewing and recommending use of ma-terials ; locating and recommending use of local, State, and national resources ; evaluative procedures ; joint State conferences and committees; and State and national organizations, in the following areas: a. Health Services. Teacher screening. Observation. Audi-ometer testing. Teacher-nurse conferences. Physical and psychological exams (promote and help work out pro-cedures for). Correction of defects and other follow-up activities. Records and reports. Pre-school clinics. Use of services for learning opportunities. b. Health Instruction. Problems and needs; knowledge, atti-tudes and habits ; activities and experiences ; materials and resources; evaluations; areas of instruction: (a) mental health, (b) community health, (c) family life, (d) com-municable disease control and sanitation, (e) safety, (f) personal health—nutrition, dental, rest and sleep, alcohol, State Administration 27 posture, eyes, ears, nose, throat, heart and blood, cleanli-ness and grooming. c. Health Environment (Physical-Emotional). Facilities (a) selection and provision, (b) care and use. Balanced pro-gram. Schedules. The teacher. Other personnel. Length of day or activity. Use of facilities for learning experi-ences. d. Physical Education. Organization. Facilities and equip-ment. Schedules. Personnel. Program for: (a) required and recommended physical education class instruction, (b) recreational activities, (c) intramural activities, (d) ath-letics (advisory service) . Division of Special Education. The director of this division performs the following services: Promotes, operates and supervises special courses of instruction for handicapped, crippled and other classes of individuals re-quiring special types of instruction. Aids school districts in the organization of special schools, classes and instructional facilities for handicapped children. Supervises such programs. Adopts plans for the establishment and maintenance of classes in schools and homes. Prescribes courses of study for special schools, classes, and individual instruction. Prescribes minimum requirements for handicapped persons to be admitted to any special schools, classes, or instruction. Recommends competent medical and psychological services. Cooperates with school districts in arranging for school at-tendance of handicapped in locality in which he does not reside. Cooperates with other agencies—State Department of Public Welfare, State Board of Health, State Schools for Blind and Deaf, State tuberculosis sanatoria, children's hospitals, and other agencies concerned with the welfare and health of handicapped individuals—with reference to educational activities of the handicapped. Investigates, studies needs, methods, and costs of special education for handicapped. Makes rules and regulations governing the education of the handicapped. 28 Handbook for Elementary and Secondary Schools Division of Teacher Allotment and General Control. The purposes of this division are: (1) To allot teachers and supervisors to the various county and city administrative units according to law and regulations, to make studies to sufficiently guide the State Board of Education in sound policies regarding teacher load and teacher position possibilities. (2) To prepare forms for the county and city school funds budgets, to check budgets to see that they are in balance, and to present them to the controller for consideration by the State Board of Education. All local fund budgetary changes made during the year are processed in this office. Expenditures as shown on the budgets for the preceding year are placed in bulletin form. (3) To allot and certify funds under General Control and Instructional Serv-ice, and to aid in the preparation of budgets for the number of teachers for a biennium. More specifically the areas in which the director works are as follows : a. Teacher Allotment. He has responsibility for teacher al-lotment, rendering decisions in doubtful cases, and makes recommendations in investigated cases. Other duties are: Offers suggestions regarding rules and regulations govern-ing teacher allotment to finance committee of the State Board of Education. Allots supervisors and special teach-ers to units that qualify for such. Confers with superin-tendents, principals, teachers, school board members and others. Coordinates with State Department of Public In-struction to bring about a more satisfactory organization of schools. b. Local County and City Budgets. He confers with superin-tendents until budgets have been prepared and approved by the State Board of Education ; prepares financial statement showing expenditures from State and local funds for pre-ceding year by objects and items, and by units and division between funds; sees that budgets are properly balanced; and makes any necessary budgetary changes during the year. c. Allotment and Certification of Funds. He determines for General Control items: Salaries, appropriations for travel of superintendents, office expenses, instructional supplies. He also certifies funds under General Control, Instruc-tional Service and libraries each month to the 172 units. State Administration 29 d. Statistical Data. He makes studies on teacher load, esti-mating number of teachers necessary for biennial budget which requires interpreting attendance, enrollment and other statistics. Other duties are: Cutting stencils for mimeograph material from division; keeping books on monthly travel of superintendents ; checking and keeping up-to-date the Organization Statement of General Infor-mation; keeping a record of the per capita distribution to county and city units and certifying this data for signa-ture of Controller. Division of Textbooks. The work of this division is described as follows: 1. (a) Supply free textbooks to grades 1-8 in the public schools in the State, (b) Supply high school basal books to 146 of the 172 administrative units that are in the State high school rental system, (c) Supply supplementary readers to 85 of the 172 administrative units that are in the State supplementary reader system, (d) Supply li-brary books to the schools of the State. 2. Purchase books from publishers and make them available to the schools from warehouse located in Raleigh. 3. Establish minimum manufacturing standards and specifi-cations for textbooks. 4. Audit textbook records in the superintendents' offices an-nually. 5. Participate in conferences that pertain to the improvement of instruction as effected by use of books. 6. Establish and revise annual rental fees for the high schools and the supplementary reader rental system. 7. Check monthly and annual reports from the superintend-ents' offices on books and finances for accuracy and to see that textbooks are being used properly. 8. Check publishers invoices for accuracy and approve for payment. Areas of specific work performed by a director, assistant direc-tor, warehouse foreman, bookkeeper and the secretarial and clerical staff include the following: a. Manufacturing Standards and Specifications. Assist in es-tablishing minimum manufacturing standards and speci-fications for textbooks as to quality of paper, printing, 30 Handbook for Elementary and Secondary Schools binding and cover fabric. These standards are established by directors of 17 states in the southeastern part of the United States working together as an organization, along with advice and suggestions from the U. S. Bureau of Standards and a Committee of Textbook Publishers. b. Purchase. Place orders for free textbooks, high school books, supplementary readers, and library books. Estab-lish a formula for awarding contracts to publishers to assure a price as low as any other state. Request supplies and materials for needs of the division. c. Printing. Plan and revise accounting and report forms to be used by the State office and the administrative units. A list of free textbooks, supplementary readers, and high school books is revised and printed annually. A list of about 5,000 library book titles is revised and printed an-nually. d. Auditing Administrative Units Textbooks Records, (a) Visit the offices of the administrative units to audit text-book records, (b) Assist in setting up uniform records in the superintendents' and principals' offices when needed, (c) Check textbook room in regard to supply of textbooks on hand. e. Warehouse. Receive, check and store books ordered from publishers. Assemble and fill orders and ship books to school administrative units. Assist in taking inventories of books on hand. Division of Transportation. The work of this division involves responsibility for planning, organizing, executing and coordinating the State's transportation program for public school pupils. This covers the establishment of school bus routes, procurement of transportation equipment, supervision of maintenance and repair activities, safety promo-tional programs, records, reports and accounting connected here-with, and any other allied activities necessary to the safe, effi-cient and effective operation of the program.* A director and five professional assistants more specifically perform the following duties: *For further information see Rules, Regulations and Laws Governing Public School Transportation in North Carolina, issued by the State Board of Education. State Administration 31 a. Budgetary. Prepare, submit and recommend biennial budget request for State funds to meet transportation costs. Make annual allotments and monthly certifications of funds to administrative units to meet current trans-portation obligations. b. Procurement of Equipment. Prepare or approve plans and specifications for all school transportation equipment and maintenance facilities. Receive, inspect, accept or reject all new transportation equipment. Determine needs and allocate buses and related equipment to counties. c. Maintenance and Operation. Supervision of maintenance and operation activities, promotion of transportation safe-ty program, recommend disposal or repair of equipment, determine need for specialized equipment, analyze operat-ing costs records; conduct meetings for maintenance per-sonnel. Supervision of State operated bus body repair shop. Assemble information necessary to determine stand-ards, unit costs, etc. d. Bus Routing. Plan and supervise school bus route surveys pertinent to school consolidations. Establish routes with cooperation of local school authorities. Devise and furnish reports to provide needed State-wide information concern-ing transportation and generally assist school officials in planning and operating safe, adequate and economical pro-grams. Division of Vocational Education. This division is headed by a director whose work is outlined as follows : He directs and coordinates the State's vocational pro-gram. Helps the supervisors with their plans and organization. Determines operational policies. Interprets and applies federal and State laws related to the vocational education field of service. Establishes and maintains liaison relationship with cooperating agencies. Keeps currently informed of new trends for vocational education. Serves on various related boards and committees. Is responsible for reports and keeping accurate records of all activ-ities. Is responsible to the State Board of Education for estab-lishing budget needs, securing the necessary funds, and keeping the spending within the budget allowance. Is responsible for the employment of all new personnel. Keeps himself alert for the detection and correction of strained working relationships among 32 Handbook for Elementary and Secondary Schools personnel. The director must visit a sufficient number of projects each year to keep himself well informed about the operation of each type of service. Attends and participates in national meetings of vocational personnel. Schedules and conducts staff meetings. Advises administrators about the eligibility and allot-ment of vocational teachers. Recommends to the State Board of Education teacher salary schedules. Is responsible to the State Superintendent of Public Instruction for policies and pro-cedures. The work of the several departmental supervisors and their respective professional staffs is outlined as follows: a. Vocational Rehabilitation, Plans, directs, coordinates and stimulates the program. Plans and directs continuous research and investigation in the development of ways and means for the rehabilitation of the mentally and physical-ly handicapped. Responsible for the establishment of di-agnostic and corrective clinics. Determines program per-sonnel, including the selection and appointment of the Professional Advisory Committee and Rehabilitation Coun-cil. Establishes, develops and maintains cooperative agree-ments and working relationships with public and voluntary agencies. Establishes standards for all rehabilitation serv-ices. Prepares for the director budget needs and justifi-cation. Exercises control over expenditure of funds. Maintains adequate records and provides necessary reports. b. Vocational Home Economics. Plans and supervises the State program of home economics, including vocational and non-vocational departments and adult classes. Recom-mends schools eligible for the allotment of vocational teachers. Approves to local school officials the qualifica-tions of teachers for employment. Prepares for the direc-tor budget needs and its justification. Safeguards the spending of the allotted funds. Compiles statistical in-formation pertinent to the program. Prepares descriptive report for the State Board of Education and the U. S. Office of Education. Conducts conferences with supervisors to interpret policies and to improve supervisory procedures. Initiates new practices. Assists local school officials with plans for space and equipment. Serves on various com-mittees and commissions. Prepares articles for bulletins, State Administration 33 magazines and newspapers. Participates in vocational meetings. Prepares for State-wide use a State course of study. Works with teacher training colleges in an ad-visory capacity. c. Distributive Education. Plans and supervises the State program of distributive education through local school systems for high school pupils and for adults. Is respon-sible for the selection and training of suitable personnel needed for the program. Supervises the preparation of suitable instructional materials. Organizes and schedules itineraries for special instructors. Prepares for the direc-tor budget needs and their justification. Keeps the public informed about the program by magazine articles, pub-lication of bulletins, and news releases. Acts as secretary of the Advisory Board for Commercial Education. Serves on various committees and commissions. Helps select and organize local advisory committees. Teach graduate courses in summer school and conducts workshop for improvement of coordinators and special instructors. Helps merchants associations and business men organize special institutes for training personnel. Conducts re-search to determine training needs and effectiveness of training programs. d. School Lunch Program. Plans and supervises the School Lunch Program in North Carolina in conformity with State policies and federal requirements. Keeps staff mem-bers and local school administrators informed about regu-lations and procedures. Prepares bulletins, the State Plan, and the School Lunch Guide. Assists local school admin-istrators in the planning of suitable space and the selec-tion of needed equipment. Conducts staff meetings, local workshops and advisory committee meetings. Is respon-sible to the director for preparation of budget needs and the safeguarding of the spending of the funds allotted. Keeps informed about conditions in local schools. Par-ticipates in national and regional meetings. Works with cooperating agencies. Shares with the Department of Agriculture responsibility for protecting the use and care of surplus commodities distributed to the schools. Keeps the public informed through talks and news articles. 34 Handbook for Elementary and Secondary Schools Recommends to colleges the needs for training local man-agers and supervisory personnel. e. Vocational Agriculture Education. Plans and supervises the State program of vocational agriculture in North Carolina schools. Recommends schools for allotment of new teachers. Aids school officials in the selection of teach-ers. Prepares annual report for State Board and U. S. Office of Education. Advises school officials concerning policies and requirements. Conducts conferences with teachers and State staff supervisors the preparation of instructional material. Serves on boards, committees, and commissions. Supervises the publication of news articles and bulletins. Keeps the colleges informed about needs for teachers and courses. Participates in national meetings of vocational agriculture personnel. Visits local schools. Prepares for the director budget needs and its justifica-tion, and is responsible for safeguarding the expenditure of funds. f. Trade and Industrial Education. Plans and supervises the State program of trade and industrial education, which includes: day trade, diversified occupations, extension classes for apprentices and other workers, on-the-job training, and industrial arts. Assists school officials in the planning of study courses, shop arrangements, and equipment needed. Assists local school officials in the selection of teachers. Determines the qualifications of teachers and arranges for their training. Plans and con-ducts workshops for in-service improvement of instruc-tors. Prepares for the director budget needs and its justi-fication, and safeguards the expenditure of the funds al-lotted. Serves on committees and commissions. Assists in the improvement of local programs by planned visits to local schools. Is responsible for the preparation of annual report of program activities for the U. S. Office of Educa-tion. Participates in national meetings. g. Guidance Services. Plans and supervises guidance pro-grams in high schools of the State. Organizes and conducts conferences, meetings and workshops ; plans and supervises training of counselors. Keeps informed about new trends in guidance services. Serves as consultant to or member State Administration 35 of guidance or other educational committees. Maintains a library of current guidance publications. Evaluates and recommends to school officials reference materials suitable to local needs. Prepares and distributes monthly news bulletins. Keeps schools informed about occupational needs and trends. Attends and participates in national meetings of guidance personnel. Directs research to civic, educa-tional or business groups. Keeps informed about current practices by visiting counselors at work in their schools, and recommends new procedures. Veterans On-the-Job and Institutional Training. Plans and supervises the State programs of veterans on-the-job, and proprietary institutional training. Keeps supervisory staff, business establishments, and institutions informed about changes, either by ruling or legislation. Prepares necessary memoranda and forms to comply with federal regulations. Determines whether a school or business has met the standards required. Maintains v/orking relation-ship with the Regional Office of the Veterans Administra-tion. Compiles data required to justify salary and travel reimbursement. Compiles data needed to justify renewal of a contract with the Veterans Administration. Keeps all necessary records of meetings of the Veterans Edu-cation Committee. Notifies school officials affected, busi-ness establishments whose applications were considered, and the Veterans Administration of decisions made by the Veterans Education Committee. Investigates com-plaints and recommends action. Prepares budget needs and justification to the director, and safeguards the spend-ing of the funds allotted. PART II Requirements for Accredited Schools The main purpose of accreditation is to promote the best pos-sible conditions in the school as a whole to the end that maximal, desirable results for all boys and girls may be achieved. Requirements for accreditation are set up as an indication of what constitutes or suggests a fairly satisfactory learning sit-uation for boys and girls. In addition to the requirements enu-merated, there are other elements or factors regarded as sub-jective which should be taken into consideration. Thus the evaluative items include the philosophy of the school staff, the objective of the school, the school organization and administration, the pupil activities program, the library service, the guidance service, the curriculum including instruction and expected outcomes, the school equipment and supplies, and the adequacy of the building and grounds. THE ELEMENTARY SCHOOL CURRICULUM A school to become accredited must have a program based on suggestions and practices outlined in the North Carolina school curriculum bulletins. The practices of the total school program should be centered towards the maximal development of each child, according to his capacity, in appreciation subjects, in cre-ative arts, in basic skills, and in personality. (See Part IV.) INSTRUCTION Accredited schools will be expected to have: 1. Methods, procedures, and practices in the instructional pro-gram based upon a functional, balanced program for the child. 2. Either Primary or Grammar Grade Certificates for all teach-ers, with a majority Class A. Blanket certificates held by teachers who have had experience in grammar grade work will be approved. Special teachers of music, art, physical and health education, and full-time librarians should hold certificates in their fields. Where teachers are employed for special subjects from local funds, they shall meet the same Requirements for Accredited Schools 37 certificate requirements as State-allotted teachers. High school certificates will be recognized in grades seven and eight in regular grade work which includes all subjects, but not for departmental instruction in a selected group of subjects. Effective after 1952-53 the War Permit and the Emergency B ratings will not be acceptable in an accredited school; the Emergency A rating will be acceptable only in grades seven and eight, ORGANIZATION AND ADMINISTRATION 1. Distribution of Pupils. Administrators are urged to organize their schools so as to achieve a distribution of pupils which will approximately equal-ize the number of pupils under any one teacher. Combination grades made of sections of consecutive grades, such as grades two and three, grades three and four, and the like, are preferable to having extremely small and extremely large single grades in the school. 2. Administrative Details. Careful attention should be given to all administrative details, such as cleanliness and care of school property ; selection, storage, and use of supplies and equipment; and accuracy and complete-ness of permanent school records. 3. Daily-Weekly Schedules. The daily-weekly schedules and programs of work should pro-vide for all the subject areas in the curriculum, including activ-ities in dramatics, music, art and physical education. The school should carry out the suggestions on Daily-Weekly Schedules and Programs of Work in this Handbook, page 122, and in mimeo-graphed bulletins from the Division of Instructional Service. 4. School Lunch Period. The school lunch period should be supervised by each teacher. Food menus and the selection of foods are a part of the health teaching program. The lunch period and the lunchroom provide for more than satisfying hunger. An opportunity for social and emotional development and an environment conducive to this development is provided. This environment might be divided into the following phases: 38 Handbook for Elementary and Secondary Schools Physical. The lunchroom proper should be adequate in size, light, attractive, sanitary, and reasonably free from kitchen noises and odors. The workers should be clean and neat with wholesome attitudes. Meals. Nutritionally adequate meats or meat substitutes should be served regularly with each meal, including wholesome foods in interesting combinations of color and flavor. Time. The minimum time allotted for eating should be 20 to 25 minutes, with additional time allowed for handwashing and serving. Supervision. The eating of the meal should be so supervised as to promote desirable social environment. This supervision might include development of desirable food habits and table manners ; training in conversation with respect to topics and tone, with each child participating and forming the habit of re-maining seated at the table until all are finished. Principals and teachers should be familiar with the bulletins on nutrition and lunchrooms prepared and distributed by the School Lunch Pro-gram supervisors and by the State Board of Health. Of interest to principals and superintendents who are developing lunchrooms are Publication No. 274, Food Service in North Carolina Schools, and bulletins of the State Board of Health dealing with lunch-room sanitation. 5. Records. The school files should contain an up-to-date and accurate scholastic attendance and health record for each child. In addi-tion to the regular health and accident record card, the School Beginner's record card should be used for the first grade. The North Carolina Cumulative Record folder is recommended for all grades, one through twelve. This folder should include im-portant (not minor) behavior notes, standard test profile sheets, and other items useful in interpreting the child's growth and development. Register sheets may be filed either in envelopes or in the Cumulative Record Folder. The child's folder or his permanent record envelope should also contain his school health examinations and a record of corrections made. 6. Reports to Parents. A statement of the progress of the child should be sent to the parents periodically. This report should take account of the Requirements for Accredited Schools 39 child's capacities in the areas of the school curriculum and of his growth in personal assets. Development in social relationships, work habits, interests, self-control, and initiative are important parts of child growth. Where the teacher's written statement is used in the primary grades, care should be taken to make the record of conditions, need and progress as objective as can be given, and as free from teacher's judgment and opinions as can be made. A suggested pupil report card has been devised and may be purchased from the Division of Publications and Statistics, State Department of Public Instruction, Raleigh, N. C. INSTRUCTIONAL EQUIPMENT 1. Library. A basic minimum collection of 500 books exclusive of dupli-cates, and including designated subjects. Three books per pupil in average daily attendance are required, regardless of the size of the school. (See Library, page 45) . 2. Dictionaries. A minimum of 12 dictionaries per classroom in grades 4-8. One teacher's desk dictionary for each room, grades 1-8. One unabridged dictionary with recent copyright date for the school. (See Library, page 51). 3. Maps and Globes. The number of maps and globes will vary with the size of the school. Minimum requirements are: a. Eight physical-political maps. Note the following ex-ceptions : (1) Schools with thirteen or more teachers will secure the minimum requirements plus the following addi-tional physical-political maps : World, North America, South America, United States. (2) Where grades 7 and 8 are not contained in a school (a six-year school) the maps of Africa and Asia may be omitted. (3) Where the seventh grade is contained in the high school, a map of the Western Hemisphere or North and South America and one of the World are required. (4) For the eighth year in the high school building, maps of North Carolina, the World and the United States are required. 40 Handbook for Elementary and Secondary Schools (5) A five-year school may exclude the maps of Asia, Europe, Africa and Australia. b. Three blackboard outline maps—the U. S., World, and North Carolina. One of these may be a reversible map of the U. S. and World. c. Two political maps, one of the United States and one of North Carolina. Schools with thirteen or more teachers will purchase an additional map of North Carolina, unless the school has no eighth grade. d. Ten United States History maps. Where grades 7 and 8 are not contained in a school, six history maps will be acceptable. e. One 16" globe, physical-political. Schools with thirteen or more teachers will purchase an additional globe. f. One atlas for grades 5-8. (See Library Catalog for list). 4. Supplementary Readers. A minimum of 80 books per grade for a five to an eight teacher school. Additional readers in sets of 10 to 15 books will be re-quired for any grade that has more than one section. A minimum of five copies of any one text in any one field must be provided for credit. There should be a varied selection, including history, science, music, art, geography and travel, poetry, literature, health and citizenship.. 5. Art Equipment. a. Textbooks for children in grades 1-8. Supplied free on basis of State regulations. b. Ten art prints or ten color slides for each grade, selected from the lists in the course of study. Art in The Public Schools, 1949, page 65. c. Detail materials. (See Instructional Materials for each classroom, page 44.) 6. Music Equipment. a. Textbooks for children in grades 2-8, A teacher's book is supplied for grade 1. Supplied free on a basis of State regulation. b. A record player and a minimum of 50 records for each 8 classrooms to aid the basic singing, listening and rhyth-mic activities. Requirements for Accredited Schools 41 c. Piano. d. Instruments for toy orchestra. e. One set of pictures of orchestral instruments. f. Song books suitable for assemblies. g. Detail materials. (See Instructional materials for each classroom, page 44.) 7. Writing Equipment. a. Textbooks for children in grades 1-8. Supplied free on the basis of State regulations. b. One set of handwriting scales for use in grades 1-8 ; alphabet perception cards for grades 1-9 ; one diagnostic chart for discovering and correcting handwriting faults. c. Detail materials. (See Instructional Materials for each classroom, page 45.) 8. Manuals. Manuals for free basal textbooks in each grade in music, read-ing, writing, art, science and arithmetic. 9. Simple Visual Aids. a. Picture file. b. Number charts. c. Number games. d. Counting Materials. e. Museum. f. Clock or clock face. 10. Tools. A set of simple tools for each 8 teachers, or fraction thereof —such a set to consist of: 1 small strong saw, 1 vise, 1 block plane, 1 small hand drill with assorted bits, 1 assorted set of 3 screwdrivers, 1 coping saw with 12 assorted blades, 1 small large-headed claw hammer, assorted nails, tacks and screws. See State Contract certifications for such kits of tools for elementary schools. 11. Flags. One United States, one North Carolina. 12. Indoor Game Equipment. Checkers, Chinese checkers, dominos, jig-saw puzzles, ring toss, quoits, darts and dartboards, chinning bars, balance beams, 42 Handbook for Elementary and Secondary Schools bean bags, bean bag targets, table tennis equipment, shuffleboard equipment and records for listening and rhythmic activity. 13. Outdoor Game Equipment. Rubber playground balls in a variety of sizes to be used for bat ball, kick ball, soccer, speedball, volleyball, newcombe, dodge ball, basketball, bean bags, deck tennis rings, horseshoes and stakes, rubber footballs, Indian clubs or pieces of wood 2" X 4" X 6" for relays and games, phonograph and records, tether balls and poles, box hockey equipment, softball equipment and first aid kit. There should be sufficient balls and other equipment to enable satisfactory practice of basic skills by all children. The recom-mended ratio is one ball or other similar piece of equipment for each eight pupils. Staggered schedules of physical education permit maximum use by many students of a basic supply of materials. All the equipment in the school is available to each teacher as needed when it is kept in a central supply cabinet and checked in and out for the physical education period. If each teacher insists upon an individual supply, it will be impossible, in most instances, to supply the quantity and variety of equipment desired. GENERAL EQUSPMENT Minimum Requirements. 1. Principal's office and equipment. 2. Filing space for school records. 3. Storage space for general supplies. 4. General bulletin board. 5. Janitorial supplies and storage space. 6. Duplicator or mimeograph. 7. Paper cutter. 8. First-aid kit with equipment. 9. Emergency rest room and equipped cot. 10. Scales for weighing children. Recommended, But Not Required. 1. Cafeteria or lunchroom. 2. Rugs, cots or other provisions for rest periods in primary grades. 3. Playground appartus and equipment. Requirements for Accredited Schools 43 4. Running water and plug for electric attachment in each room, 5. 35 mm. film-strip projector, 6. Motion picture machine, 7. At least one room which can be darkened so as to use lantern and motion picture machine, 8. Radio, 9. Variety of good pictures, panels, statuary, vases and other objects of art, 10. Growing plants, 11. Aquarium or terrarium, 12. Weaving frame and weaving materials. 13. Accessory material for basal reading texts: Sentence and phrase cards for pre-primer and primer level one; word cards for pre-primer and primer level one ; and word cards for first reader. 14. Auditorium and equipment. CLASSROOM EQUIPMENT Minimum Requirements, 1. Recitation chairs, 12 to 15, in each first and second grade classroom. Also recommended for grade 3. Movable fur-niture, individual tables and good posture chairs, are rec-ommended for all grades. It is very important that table and chair heights are properly matched and that space is provided for children's materials. Note: Becsuse of different sizes of children in cl-ssrooms, each room should have chairs, tables or desks of at least three dif-ferent heights. For illustration, table heights in grade 1 should be 20, 22, and 24 inches. 2. Adequate lighting. 3. Teacher's desk and chair. 4. Shelving adequate for books. (Refer to Section I on School Plant.) 5. One table for work or reading, 6. Provision for care of lunches which are brought to school. (Screened boxes or cabinet.) 7. Window shades or Venetian blinds where needed. 8. A bulletin board, minimum size 12' to 16' x 3' to 4'. Does not apply to schools accredited prior to 1952-53. 44 Handbook for Elementary and Secondary Schools 9. Coatrooms or screen boards, with coat hanger space for each child. 10. Cabinet or closet for classroom supplies. 11. Cabinet or closet for teacher's supplies. 12. A full length mirror for use of pupils. SNSTRUCTIONAL MATERIALS FOR EACH CLASSROOM Art. 1. Copies of basal text, distributed free on the basis of State regulation. 2. An easel, at least 24" x 30". 3. Crayon. A continuous supply with at least one box per pupil. 4. Powder or wash paint. Set of six colors, in pound or pint size for each teacher. (Refer to "Art In The Public Schools", page 160.) 5. Art brushes, 2 dozen per classroom—one dozen of these to be one-half inch wide or more in flat or round brushes (the first preferred) and one dozen of the round brushes in sizes not smaller than two-eighths of an inch in diameter at the base of the hair. Some larger brushes three-eighths or four-eighths of an inch in the round, pointed brushes are desirable. In this collection there should be some flat and some pointed brushes. The very small water color brushes, formerly Nos. 1, 2, 3. 4, and 5 are not needed in the elementary school. 6. Modeling clay. Approximately 10 pounds per classroom, clay flour or domestic moist. 7. Manila drawing paper. White 9"xl2", 200 sheets, cream 9"xl2", 200 sheets. (Recommended but not required). 8. Manila tagboard, 24"x36", 100 sheets. 9. Unfinished newsprint, 18" x 24" x 36", 500 sheets. 10. Paste, 2 quarts; 1 doz. paste brushes, 11. Scissors. 2 doz., blunt point. 12. Yard stick and 2 doz. rulers. Music. 1. Copies of basal texts in music, supplied free on basis of State regulation as follows: Experience in Music for First Grade Children (this book is supplied as a desk copy for each full time first grade teacher.) Requirements for Accredited Schools 45 New Music Horizons (Grade 2) New Music Horizons (Grade 3) New Music Horizons (Grade 4) New Music Horizons (Grade 5) New Music Horizons (Grade 6) American Singer (Grade 7) American Singer (Grade 8) 2. One staff liner. 3. Each teacher shall have a pitch-pipe. 4. The music manual for the basal series. 5. Phonograph records accompanying basal books. Writing. 1. Copies of basal text in writing supplied free on the basis of State regulations. (Same numbers per grade as for music, except that there is a choice of manuscript or cursive writing books in grades 1 and 2.) 2. A pencil for each pupil. Soft, large lead, pencil for grades 1 and 2 ; pencil with medium soft lead and with eraser for grades 3-8. 3. Paper with guide lines for first grade and other grades where needed. 4. Writing practice paper, continuous supply. 5. Handwriting scale recommended for each classroom. LIBRARY Minimum Requirements. A. Books. Basic book collection averaging three books per pupil in average daily attendance and including a minimum of 500 titles, selected from the State approved lists of books for elementary schools and including the distribution indicated below. Duplications are not counted in the first 500 books. Not more than four copies of a title should be put in the library records. Textbooks are not counted as library books. 1. Encyclopedia. One approved set, copyrighted within ten-year period. Encyclopedias can be purchased through the Division of Textbooks, State Board of Education. Sets starred are recommended for first purchase. If more than one set is secured it is desir- 46 Handbook for Elementary and Secondary Schools able to add a different one, rather than to duplicate, until all three sets are owned. *Covipton's Pictured Encyclopedia. 15 vols. * World Book Encyclopedia. 19 vols. Britannica Encyclopedia. 19 vols. 2. Unabridged dictionary. One. Dictionaries can be purchased from the Division of Textbooks, State Board of Education. Webster's New International Dictionary. Unabridged. Sec-ond Edition. Merriam. New Standard Dictionary. Unabridged. Funk. 3. Types of books. Minimum No. Dewey Decimal Nos. Subject Required 000^099 General Works _.__ 030 Encyclopedias 1 set 100-199 Philosophy and Conduct _.. 200-299 Religion 5 '^- 300-399 Social Science 300-396 Civics and Citizenship 10 380-389 Communication, Transportation 10 390-395 Customs and Holidays 5 372, 398 Storytelling and Fairy Tales-. 25 400-499 Languages 423 English Dictionaries (unabdg.) 1 500-599 Science 40 600-699 Useful Arts 600-609,620-679, 690-699 Inventions and Machinery 10 610-619 Health 10 680 Industrial Arts 5 700-799 Fine Arts 700-759 Art 10 780-789 Music 10 ' ,»- 800-899 Literature 821,821.8 Poetry 20 900-999 History 912 Atlas 1 910-919 Geography and Travel 50 900-909,920-999 Biography and History 50 F Fiction 100 E Easy Books for grades 1-3 125 Additional books to average three per pupil selected from various classifications. 4. State approved list of books for elementary schools. Division of Textbooks, State Board of Education. Library Catalogue. Rue. Subject Index to Books for Primary Grades, Subject Index to Books for Intermediate Grades, and their sup-plements. American Library Associations. Children's Catalog and its supplements. H. W. Wilson Co. A Basic Book Collection for Elementary Grades. American Library Association. Requirements for Accredited Schools 47 B. Magazines. Minimum of five magazines selected from the following list is required. Titles recommended for first choice are double starred, for next choice single starred. Suitable for Primary Grades ** Child Life My Weekly Reader Children's Activities (primary editions) Children's Playmate **Story Parade *Jack and Jill Wee Wisdom Suitable for Upper Grades **Am.erican Girl National Humane Review American Junior Red Cross Neivs *Nature Magazine American Junior Red Cross Newsweek Journal Open Road for Boys **Boys' Life Plays, the Drama Magazine *Flying for Young People Current Events **Popular Mechanics Highlights for Children Popular Photography Holiday Popular Science Monthly Horn Book Magazine School Arts Magazine Junior Arts and Activities ^Science Neivs Letter Junior Natural History **The State Magazine Today's Health Junior Scholastic Travel Life Uncle Ray's Magazine Model Airplane Neivs World Youth My Weekly Reader (upper Young America grade editions) Young Citizen **National Geographic Magazine Young Wings **National Geographic News Bulletin Magazine subscriptions can be placed with reliable dealers who give combinations and discounts not possible with in-dividual subscriptions. Ask for bids. The following dealers are satisfactory: Herman Goldberger Agency, 147 Essex St., Boston 11, Mass. Mayfair Agency, 51 East 33rd St., New York 16, N. Y. F. W. Faxon Co., 83 Francis St., Boston, Mass. Washington News Co., 1121 Fifth St., Washington, D. C. Upton G. Wilson Magazine Agency, Madison, N. C. C. Library Organization. (See North Carolina School Library Handbook. Publication No. 197. State Department of Pub-lic Instruction.) 1. Accession record, kept up-to-date. 2. Books classified and marked by the Dewey decimal classification system. Proper classification numbers are given in the Division of Textbooks' Library Book Cata-logue, and Children's Catalog listed above. If a list of 48 Handbook for Elementary and Secondary Schools books giving author, title, publisher, and leaving a one-inch margin on the right-hand side of the page is sent to the State School Library Adviser, State Department of Public Instruction, Raleigh, N. C, she will indicate the correct classification number for approved titles not included in the North Carolina list noted. 3. Simple shelf list on cards. 4. Card loan system with record of number of books loaned (circulated) kept. 5. Record of yearly additions, discards, total number of books, circulation statistics. 6. State school library report blank filled out and sent in annually. D. Instruction in the use of books and libraries. (See North Carolina School Library Handbook. Publication No. 197. State Department of Public Instruction. Chapters III and VII.) 1. Care of books. 2. Make-up and printed parts of books. 3. Use of the dictionary. 4. Use of the encyclopedia. 5. Arrangement of books in the library. 7. Use of the card catalog. (This is taught if there is a card catalog.) 8. Simple bibliography making. 9. Note taking. 10. Special reference books—atlas, handbook of games, handbook of science, etc. E. Library room, furniture, and equipment. 1. Book shelves to accommodate books and allow for growth. 2. Central library room required for elementary schools with 10 or more teachers. It is highly desirable that schools with less than 10 teachers have a central library room. F. Library budget Annual expenditure of at least 50c per year per pupil in average daily attendance for books and magazine*. Requirements for Accredited Schools 49 G. Librarian. Teacher designated to be responsible for organization and reports for the elementary school library who should not be assigned other extra-classroom duties. 1. Schools luith 15-20 teachers. Teacher-librarian with minimum of 6 semester hours in library science. 2. Schools with more than 20 teachers. Teacher-librarian with minimum of 12 semester hours in library science. 3. A trained school librarian employed by the city or county administrative unit can fulfill the training re-quirements for 1 and 2, if this trained school librarian gives specific time for guiding the untrained teacher-librarian. Recommended, but not required. A. Books. 1. Book collection of ten books per pupil selected from approved lists. 2. Balanced book collection to mett informational and recreational needs. The following percentage distribu-tion will serve as a guide: Dewey Decimal Nos. Subject Percentage 000-099 General Works 2% 100-199 Philosophy and Conduct 1/2% 200-299 Religion and Mythology _. 1% 300-397 Social Science ,. 5% 400-499 Languages ¥2% 500-599 Science 8% 600-699 Useful Arts 5% 700-799 Fine Arts 3% 800-899 Literature 5% 910-919 Geography and Travel 121/2% 900-909,920-999 History and Biography... 12y2% F, 372, 398 Fiction and Fairy Tales 20% E Easy Books for grades 1-3 25% 3. Indexes, reference tools for locating information. Brewton. Index to Childreyi's Poetry. H. W. Wilson. Price based on school membership. Children's Catalog. H. W. Wilson. Price based on school membership. Eastman. Index to Fairy Tales, Myths, and Legends. Sup-plement. Faxon. Educational Film Guide. H. W. Wilson. Filmstrip Guide. H. W. Wilson. Index to Folk Dances and Singing Games. A.L.A. Rue. Subject Index to Books for Primary Grades. A.L.A. Rue. Subject Index to Books for Intermediate Grades. A.L.A. Subject Index to Children's Magazine. Meribah Hazen, 445 West Wilson Street, Madison 3, Wisconsin. 50 Handbook for Elementary and Secondary Schools 4. Special reference books. See the latest edition of Suggested Reference Collection for the School Library. This list may be secured from the State School Library Adviser's office. B. Magazines. Additional magazines above minimum requirements. C. Library organization. Dictionary card catalog with author, title, and subject cards. D. Library room, furniture, and equipment. (See Planning and Equipping the School Library. Publication No. 257. State Department of Public Instruction.) 1. Central library room large enough and equipped to seat largest class group with double the space for schools of more than 500 enrollment. Room 22' x 35' can be "^ planned to seat 36 elementary school pupils and to allow space for a small charging desk. A room at least 50' long is recommended. Larger schools require more space. 2. Workroom with running water and electrical outlets for librarian. 3. Storage room for back issues of magazines, books to be sent to binder, etc. 4. Standard book shelving. Shelving should not be over 6' high. Each shelf 36" long with solid upright between I sections. Shelving and uprights should be made of 7/8" or 13/16" boards. When stationary shelving is built, 10 inches in the clear should be provided between shelves. Sections for reference books and for large picture books should have 12-14" between shelves. This provision should be made as sections, not as the bottom shelf in several sections. Regular shelves should be 8" in depth. Those for picture books should be 10-12" in depth. Sloping shelves for magazines and picture books are desirable. Depth of sloping shelves 14-16". A 2" cor-nice and a 6-8" base are satisfactory. All projections along uprights, tops, and sides should be avoided. 5. Tables 34" to 36" by 60" to seat not more than six. Chairs of suitable height for tables. Longer tables will Requirements for Accredited Schools 51 not fit in room 22' wide. Round tables 4' in diameter to seat four. 14" chairs for tables 25" high. 16" chairs for tables 27" high. 17" chairs for tables 28" high. 6. Fihng case to hold folders 10" by 15" (legal size). Not fewer than four drawers. 7. Catalog case for shelf list and card catalog. 8. Dictionary and atlas stand. 9. Bulletin boards. E. Library budget. Sufficient funds for needed replacements and new books, magazines and newspapers, publicity, binding, and audio-visual materials other than films will average about $1.00 per pupil in medium-sized or large-sized schools. F. Librarian. 1. Teacher with library science training given responsibil-ity for the library and relieved of other extra-classroom duties. 2. Full-time trained school librarian. DICTIONARIES A. Minimum of 12 dictionaries from approved list for each classroom in grades 4-8. The following are approved: Webster's Elementary Dictionary for Boys and Girls. Ameri-can. $1.72. Thorndike Century Beginning Dictionary. Scott. $1.90. Thorndike Century Beginning Dictionary. Scott. $1.73. Thorndike Century Junior Dictionary. Scott. $1.90. The Winston Dictionary for Schools. Winston. $1.69. B. One dictionary for the teacher's desk in each classroom. The following are approved: Webster's New Collegiate Dictionary. Merriam. $5.40. Webster's Students Dictionary. American. $2.64. Thorndike Century Senior Dictionary. Scott. $2.83. Macniillan Modern Dictionary. Macmillan. $3.70. Winston Dictionary. Advanced edition. Winston. $2.85. C. One unabridged dictionary for the school. Webster's New International Dictionary, Second edition. Merriam. $22.50. New Standard Dictionary. Unabridged. Funk. $22.00. 52 Handbook for Elementary and Secondary Schools MAPS AND GLOBES Maps, charts, and globes required for the minimum collection are supplied by the following companies: George F. Cram Company, Inc., 730 E. Washington Street, Indianap-olis 7, Ind. Denoyer-Geppert Co., 5235-5259 Ravenswood Ave., Chicago, Illinois. *Modern School Supply Co., Goshen, Ind. A. -J. Nystrom and Company, 3333 Elston Avenue, Chicago, Illinoi?. Rand McNally and Company, P. O. Box 7600, Chicago 80, Illinois. Weber Costello Company, 12th and McKinley, Chicago Heights, 111. The names and addresses of other companies which supply supplementary maps are listed under "Approved Maps and Ma-terials to Supplement Minimum Requirements." It is recommended that schools make their selection of maps, globes and charts from the lists given below. These listings are in accordance with recent catalogs of the companies. In ordering maps be sure to ha\^e copies of the latest catalogs of the com-panies with which to check the descriptions and prices. It is also recommended that m.aps be obtained mounted singly on spring roller, or as in the case of the smaller history maps, with two or more maps on one roller. Blackboard outline maps can be satisfactorily used in the mounting with plain rollers, top and bottom, to allow for the use of reversible maps. Required Maps for Elementary Schools. I PHYSICAL-POLITICAL MAPS : Set of eight. Schools with thirteen or more teachers required to have following addi-tional: World, North America, South America and United States. For exceptions, see page 39. Select the required set fiom the following lists: A. THE GEORGE F. CRAM CO., INC. Superior Series. Hand mounted, uniform size 51" wide, finished with "Markable-Kleenable" finish. Mtg. ZE. Single map, spring roller, steel board. CSPl —United States and Possessions CSP2 —North America CSP3 —South America CSP4 —Europe CSP5 —Asia CSP6 —Africa CSP7 —World CSP12—Australia Listed here only for four physical-political maps in Modern Land-Form Series: United States, South America, Europe and Asia. Requirements for Accredited Schools 53 b. denoyer-geppert. 1. J-rp Series. Political names emphasized. Size 44" x 58". Political boundaries in purple. City symbols graded by pop-ulation. Trunk lines and steamer routes in red; also caravan routes. Mtg. 12. Single map, spring roller, steel board. Miles to inch Jlrp —United States and Possessions 75 J2rp —Europe 75 J3rp —Asia 150 J4rp —Africa 115 J5rp —North America 115 J6rp —South America 115 J8rp —Western Hemisphere 300 JlOrp—Australia and the Philippines 75 S9arp or S79rp—World 400 2. Simplified maps or larger physical-political maps may be substituted for or added to the minimum requirement. These are particularly desirable for a study of the World, United States, Europe, and Asia. C. NYSTROM. 1. Landform Series. Physical-Political. Size 44" x 56", except World map which is 52" x 44". Mtg. 02. Spring roller board, dust-proof cover. Miles to inch LPl —United States, Mexico, and Possessions 75 LP2 —Europe 75 LPS —Asia and Australia 170 LP4 —Africa 110 LP5 —North America 110 LP6 —South America 110 LP98—World 530 2. Atwood Series. Regional Political. The main map is col-ored to show four natural surface regions: (1) Young Rugged Mountains, (2) Old Worn-down Mountains, (3) Uplands and Plateaus, and (4) Lowlands and Interior Plains. Appended maps show relief, rainfall, population, land use. Lambert's equal area projection is used. Mtg. 02, Hand mounted. Spring roller on board. Miles to inch ARl —United States, 52" x 55" 55 AR2 —Europe, 52" x 55" 55 AR3 —Asia, 52" x 55" 137^ AR4 —Africa, 44" x 65" 110 AR5 —North America, 44" x 65" 110 AR6 —South America, 44" x 65" 110 AR80 —Australia and the Far East, 44" x 65"-- 165 AR981—World (Summer Rainfall, Winter Rain-fall, 52" X 62" (Van der Grinten Projection) AR982—World (Thermal and Vegetation Re-gions) , 52" X 62". AR983—World (Population and Occupations), 52" x 62". 54 Handbook for Elementary and Secondary Schools 3. Parkins Series. These are large Physical Environment maps, size 65" X 58", and may be substituted for maps in the other series published by this company. 4. Simplified maps or larger physical-political maps may be substituted for or added to the minimum requirement. These are particularly desirable for a study of the World, United States, Europe and Asia. D. RAND McNALLY. 1. Ranally Physical-Political Series. Size 40" x 56". Shades of green, buff, brown, and red indicate altitudes; blue, the the ocean depths. National boundaries, principal cities, main railroads, canals, steamship routes and Federal power proj-ects in U. S. are indicated. International color scheme to designate altitude. Mtg. MC. Spring roller, portable steel board, hand mounted. Miles to inch RBlOl—United States and Possessions 80 -^ RBIOO—North America 118 RB200—South America 118 RB400—Asia . 174 RB500—Africa 125 RB300—Europe 80 RB801—Eastern Hemisphere 315 RB802—Western Hemisphere 315 2. Special Ranally Physical-Political World. Size 65" x 45". Map shows post World War II boundaries. Mtg. MC. Spring roller, portable steel board. RD906—World. 300 miles to inch. 3. Simplified maps or larger physical-political maps may be substituted for or added to the minimum requirement. These ( are particularly desirable for the study of the World, United States, Europe and Asia. E. WEBER COSTELLO. 1. New Reality Political-Physical Maps. Edited by Edith Par-ker. Comparable scale of miles, except for United States States and Europe. All man-made features shown in red, equal area projections, emphasizes zone lines, absence of border maps. Mtg. No. 12. Single, spring roller board. Miles to inch United States, 58" x 44" 55 Europe, 58" x 65" 55 Asia, 58"x65" 110 Africa, 44" x 58" 110 North America, 44" x 58" 110 South America, 44" x 58" 110 Australia & Western Pacific, 44" x 58" 110 World (By Hemispheres), 58" x 44" 440 Requirements for Accredited Schools 55 2. New Semi-Contour Political-Physical Maps. Emphasizes the physical. Equator and zone lines in deep red, vivid color combinations for land surface elevations. World map avail-able w^ith the Mercator and the divided hemisphere projec-tions on same sheet. Mtg. 12. Spring roller on steel backboard, size 40" x 54". Miles to inch United States 80 Europe 80 Asia 160 Africa 120 North America 120 South America 120 World Hemisphere and Mercator Q60 3. The larger Magna-Graphic maps of the United States and World may be substituted for maps in either of the series listed above. II. BLACKBOARD AND UNLETTERED MAPS. Three maps required. One reversible United States and World (or sin-gly, if preferred) and one of North Carolina. Select from the following. A. THE GEORGE F. CRAM CO., INC. 1. Unlettered color outline m.aps are printed showing land in attractive color. All water is ocean blue and adjacent con-tinents in neutral shades. Unlettered colored outline maps have "Markable-Kleenable" finish. Maps are hand miounted. Mtg. ZA. Single maps. CUEl-11—United States and World. Size 38" x 44". (These two maps are mounted on panel board which is reversible.) GUI —United States, 51" wide. CU46 —North Carolina State, 60" wide. (Plain wood rod top and bottom.) B. DENOYER-GEPPERT. 1. The Cartocraft Slated World Outline Map. Size 64" x 50". Semi-eliptical. Land areas black with bright outline, water in light blue. Mtg. 10. New CS 9b. Plain roller mtg. 2. United States and World, reversible. Size 64" x 50". 50 miles to inch. Mtg. 10. New CS 19b. Wood rods top and bottom. 3. United States and World, reversible. Sizes 64" x 50". Mtg. 10. RS 19. Plain wood red top and bottom. 4. North Carolina State slated map. Mtg. 10 RS132. Size 64" x 50". Wood rods top and bottom. RJ. Size 44" x 50". Wood rods, top and bottom. 56 Handbook for Elementary and Secondary Schools c. nystrom. 1. The Royal Series. United States and World reservible. Van der Grinten Projection. Size 64" x 46". Meridians and par-allels extend through water bodies. Mtg. 00. RBC198. Round mouldings top and bottom. 2. Progressive Series. United States and World, reversible. Size 50"x44". Mtg. 00. PH198. Round mouldings top and bottom. 3. State Blackboard Maps. North Carolina, Mercator Projec-tion. 60" wide. Mtg. 00. Round mouldings top and bottom. D. RAND-McNALLY. 1. Blackboard Outline Series. Size 66" x 46". United States and World Equal Area, reversible. Mtg. A BR906. Wood rod top and bottom, reversible. 2. North Carolina State Blackboard Outline Map. Size 54" x 30", Mtg. A. E. WEBER-COSTELLO. Standard Series. 1. United States and World, reversible. Size 60" x 50". Mtg. 10. W26, Plain roller top and bottom. 2. North Carolina State Map. Size 60" x 50". With or without covinty outlines. Mtg. 10. Rod—top and bottom. III. POLITICAL MAPS OF THE UNITED STATES AND NORTH CAROLINA : One each required. Select from the following : A. THE GEORGE F. CRAM CO., INC. 1. CSl. Superior Series United States and Possessions. Size 51" wide. "Markable-Kleenable" finish. Mtg. ZE. Spring roller, steel board. 2. CMSl. Modern Series United States and Possessions 51" wide. Mtg. ZE. Spring roller, steel board. 3. CST.SO. Superior Series North Carolina State. Size 60" x 40". "Markable-Kleenable" finish. Mtg. ZE. Spring roller, steel board. 4. The Superior Series Simplified Map of the United States may be substituted for CSl, if desired. Requirements for Accredited Schools 57 b. denoyer-geppert. 1. Jl. United States and Possessions. Size 44" x 58". 75 miles to inch. Red boundary lines, special tj'pe lettering and symbols to indicate relative population of cities. Mtg. 12. Spring roller, steel board. 2. SIASC. United States and Possessions (Extra large) 64" X 74". 50 miles to inch. Mtg. 12. Spring roller, steel board. 3. NC910. North Carolina. Political and physical maps. Size 44" X 64". Mtg. 24. Spring roller, steel board, two maps on roller. 4. The Simplified Political United States map may be substi-tuted, if desired. C. NYSTROM. 1. American Geographers Series. AGl. United States and Possessions. 52" x 72". 55 miles to inch. Mtg. 02. Spring roller, dustproof. 2. Finch Series—Cultural Map. Fl. United States. 64" x 45". 48 miles to inch. Mtg. 02. Spring roller, dustproof. 3. North Carolina. US132. 52" X 26". One map on a roller. Mtg. 02. Spring roller, dustproof. 4. The Simplified Political United States map may be substi-tuted, if desired. D. RAND-McNALLY. 1. Ranally-Political Series. Special United States. No. RCIOI. Size 65" x 45". Scale 50 miles to an inch. Hand mounted. Mtg. MC. Spring roller, steel board. 2. XN32. North Carolina Political. Size 60" x 40". Hand mounted. Mtg. MC. Spring roller, steel board. E. WEBER-COSTELLO. Magna-Graphic Political Map. 1. United States. Size 66" x 45". Scale 45 miles to inch. Mtg. 12. Spring roller on backboard. 2. North Carolina State Map. Political. Size 52" x 26". Mtg. 12, Spring roller on backboard. 58 Handbook for Elementary and Secondary Schools IV. UNITED STATES HISTORY. Required: A minimum of 10 maps for a seven or eight year' curriculum, except the Weber-Costello Series which con-tains only 9 maps. Select from the following: ^ A. THE GEORGE F. CRAM COMPANY, INC. Superior Series. Size 52" x 40". Hand mounted. 34 maps com-prise the complete Series. The ten maps selected here begin with early explorations and show the logical sequence of histori-cal happenings from then through World War I. 503—Voyages and Discoveries to 1610. 505—Claims of the Nations in North America. 506—Early Grants and Origin of the Thirteen Colonies. 509—The Thirteen Colonies. 510—Western Land Claims and the Ordinance of 1787. 517—Territorial Expansion to 1854. 518—The United States in 1861. 520—The Westward Movement of Population to 1870. 530—Trade Routes and the Pacific Ocean. 531—South America, Commercial and Present Day. Mtg. ZE. One map on spring roller, steel board. Mtg. ZE2. Two maps on one spring roller, steel board. B. DENOYER-GEPPERT. Size 44" X 32". Hand mounted. 24 maps comprise the complete series. The 10 selections here give a logical sequence of historical facts from world explorations, 1492, to island territorial acquisi-tions of the U. S. A2 —World Explorations to 1580. A4 —International Rivalries, 1580 to 1662 and 1750. A5 —English Colonial Grants. A7 —Colonial Commerce and Industry. ' , AlO—Westward Movement. A12—Territorial Acquisition. A15—Secession. A16—The Civil War 1861-1865. A20—Resources and ConserA^ation. A24—Greater United States. Mtg. 24. Two on roller. Note: Maps of the European and Pacific areas in World War II from the Wesley Our America Series, WA 33 and WA 34, would be a desirable addition to minimum requirements. C. NYSTROM. Sanford-Gordy Series. Size 50" x 38". On vellum cloth. 21 maps complete the historical sequence. The 10 selections give a histori-cal sequence, from European beginnings to Spanish-American War, with possessions after the World War I. SGI —Mediterranean World to about 500 B.C. SG2 —The Roman World. Expansion and Conflict. Requirements for Accredited Schools 59 SG4 —The Age of Discovery. SG7 —Early Colonies. SG8 —Division of North America Among the Nations. SGIO—The Westward Movement. SG15—The Expansion of the American Nation, 1783-1860. SG16—The War Betvi^een the States. SG17—Growth of the Great West. SG20—The United States as a World Power after Spanish- American War. Colonial Possessions and Mandates After World War. Mtg. 02. Two maps mounted on each roller. D. RAND-McNALLY AND COMPANY. The Earle-McKee American History Maps. Each map shows the historical development in all parts of the United States and is therefore useful in the study of State history. Mtg. MC. Single, spring roller, portable steel board, hand mounted. Mtg. MR. Multimap set, 10 vellum maps on heavy-duty spring roller, portable board, dustproof cover. EMW 901—A Century of World Exploration—1480-1580. EMA 101—The Struggle for a Continent—1498-1763. EMB 101—Origin of a Nation—1763-1789. EMC 101—Early Westward Expansion—1790-1819. EMD 101—A Growing Nation—1820-1848. EME 101—Expansion and Sectional Conflict—1848-1860. EMF 101—Armed Conflict and Reconstruction—1861-1877. EMG 101—Emergence of Modern United States—1787-1912. EMH 101—The United Ststes in the 20th Century. EMW 906—Background of World War II (1912-1937). E. WEBER-COSTELLO. 1. Tryon Illustrated Maps. A series of 9 maps. Give an histori-cal seqeunce from early explorations to the time of acquisition of outlying territories and possessions. Each map shows present continental United States, except as it appeared at different periods. This series is not recommended for the high school. Mtg. 12. Single spring roller board. TIA—Routes of Certain Travelers, Traders, Discoveries, and Explorers, 1270 to 1700 A.D. T2A—Present Continental United States, Except Alaska, as it appeared in 1609. T3A—Present Continental United States, Except Alaska, as it appeared in 1754. T4A—Present Continental United States, Except Alaska, as it appeared in 1790. T5A—Present Continental United States, Except Alaska, as it appeared in 1829. T6A—Present Continental United States, Except Alaska, as it appeared in 1861. T7A—Present Continental United States, Except Alaska, as it appeared in 1893. T8A—Present Continental United States, Except Alaska, as it appears today. T9A—The United States and its outlying territories and possessions. 60 Handbook for Elementary and Secondary Schools V. GLOBES. 16 INCH PHYSICAL-POLITICAL, AND RE-LIEF. Minimum requirement: One globe. Schools with thirteen or more teachers are required to have an additional globe. The additional globe may be a Simplified globe. The cradle mounting is recommended. Select from the following: A. THE GEORGE F. CRAM CO., INC. Physical-Political Globe. B. DENOYER-GEPPERT. Physical-Political Globe. C. NYSTROM. Parkins Physical-Political. D. RAND McNALLY. Ranally Physical-Political. E. WEBER COSTELLO. Reality or Semi-Contour Political-Physical. Approved Maps and Materials to Supplement Minimum Requirements, Map publishers have many useful maps and charts which should be purchased by schools as teachers indicate a need for and show proficiency in the use of them. Attention is called particularly to the fact that most of the approved companies have a graded program of maps and globes. The beginners or simplified maps and globes will be found useful in introducing pupils to map study. No attempt will be made to give an exhaustive list of supple-mentary materials. Every school should have a file of the cata-logs of the companies which supply the minimum collection and other companies listed in this section which have one or more approved items. 1. Other Globes. The companies listed on page 52 can supply globes designated as beginners, simplified or project globes. George F. Cram Company supplies a 12" simplified globe and a 16" project globe. Denoyer-Geppert Company supplies a 16" and 20" project globes; both 12" and 16" simplified globes, and 16", 20" and 24" slated globes. A. J. Nystrom Company supplies a 16" and a 22" project globe, a 12" and a 16" simplified globes, and slated globes in 12", 16" and 22" sizes. Requirements for Accredited Schools 61 Rand McNally Company supplies beginners, slated and sim-plified globes in 12" and 16" sizes. Weber Costello
Object Description
|Handbook for elementary and secondary schools
|North Carolina. Department of Public Instruction.
Education--North Carolina
School management and organization--North Carolina
Education--Curricula--North Carolina
|North Carolina, United States
|Time Period
|(1945-1989) Post War/Cold War period
|Includes bibliographical references.
|Raleigh, N.C. :State Superintendent of Public Instruction,1953.
|North Carolina Department of Public Instruction
|State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754
|Physical Characteristics
|291 p. :ill., forms ;23 cm.
|Health Sciences Library. University of North Carolina at Chapel Hill
|Digital Characteristics-A
|17604 KB; 310 p.
|Publication (North Carolina. Department of Public Instruction) ;no. 235.
|Digital Collection
Ensuring Democracy through Digital Access, a North Carolina LSTA-funded grant project
North Carolina Digital State Documents Collection
|Digital Format
|Pres File Name-M
|Pres Local File Path-M
|Full Text
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