If the above schedule represents about what you are doing now, in you, in place of devoting one period a day to geography alone, roaden the scope of the material on 2 days a week to include elated history and current events, and introduce reference books o supplement the geography text? Can you schedule as a group all those tool subjects that contribute to the language arts-readng, oral expression, spelling, writing-so that one may supplenent the other? Can the teaching staff arrange a plan, if there no remedial teacher, for one teacher to take the serious readag problems for one period a day? Can the classroom day be lanned so as to provide for the introduction of audio-visual aids, or social studies, and for teacher assistance in a study period A small group and individual pupil assignments?

If you can do these things, then the schedule of Miss X's class robably will come to look like this:

GROUP (3)-13- 14- 15-YEAR-OLDS-6TH THROUGH 8TH GRADES Teacher-Miss X

9:00

A. M. Daily

Attendance. Songs and audio aids.

9:15 Social Studies: Geography, history, current events.

10:15 Language arts*-English, reading, spelling, writing. 11:10-11:45 Arithmetic

11:45-1:00 Lunch

1:00

P. M. Daily

Use of social studies films or electric transcription on phonograph to illustrate social studies. Assignment of social studies topics. Study period.

2:00-3:30 Shop assignments or maintenance assignment for general educational and prevocational training. Hobbies-Monday.

3:30-4:30 Health and recreation.

If you have seen your way clear to adopt such a schedule as the one above, can you then gradually move from this to the plan outlined under Schedule B on page 77? If so, and if the school experiences used are closely related to real life situations, you will have made progress toward the integration of your school curriculum that will be immeasurably more satisfying both to you and to the pupils in your care than is the traditional type of school program. Such changes cannot come over night. They require earnest study and cooperation on the part of all staff

'Pupils with serious reading disabilities report to special teacher (Miss B) for remedial help.

members. The results, however, in the interest and growth of th pupils will unquestionably justify the time and effort expende upon bringing them about.

READINGS TO GUIDE STUDY AND DISCUSSION

1. CALIFORNIA STATE CURRICULUM COMMISSION. TEACHERS' GUIDE CHILD DEVELOPMENT IN THE INTERMEDIATE GRADE Sacramento, California State Department of Education, 1936. 631 Ch. II. The Organization of the Intermediate Grades

2. GILES, H. H. TEACHER-PUPIL PLANNING. New York, Harper ar Brothers, 1941. 395 p.

p. 221-29. The Unification of an Eighth Grade

3. HILDRETH, GERTRUDE. LEARNING THE THREE R'S A MODER INTERPRETATION. Minneapolis, Minn., Educational Publisher 1938. 824 p.

Ch. I. The Three R's in the Modern Curriculum

4. HOLY, T. C. (1) and DOTY, CORNELIA. SURVEY OF THE GIRL INDUSTRIAL SCHOOL, DELAWARE, OHIO. Columbus, Ti Ohio State University, 1942. 288 p.

5.

-(2) and STAHLY, G. B. SURVEY OF THE BOYS' INDU TRIAL SCHOOL, Columbus, The Ohio State University, 194 275 p.

Ch. XIV. Educational Program

Ch. XV. Recreational Program

6. HOCKETT, JOHN A. and JACOBSEN, E. W. MODERN PRACTICES IN THE ELEMENTARY SCHOOL. Boston, Ginn and Company 1943. 346 p.

7.

Ch. II. Organizing the Class for Living and Learning

Ch. IV. Managing the Daily Program

MACCONNELL, CHARLES M., MELBY, ERNEST O., and ARNDT, CHRISTIAN ( NEW SCHOOLS FOR A NEW CULTURE-EXPERIMENTA APPLICATIONS FOR TOMORROW. New York, Harper an Brothers, 1943. 229 p.

Ch. II. The School of Today: Democracy Through Doing

Ch. III. The Core Program: Getting Started

Ch. IV. The Core Program: Under Way

Ch. V. The Core Program: Setting Standards

8. ROCHESTER BOARD OF EDUCATION. CURRICULUM FOR SPECIA EDUCATION. Rochester, N. Y. Board of Education, 1940. 135 (Mimeographed) (Book 1, Teacher Guide)

Ch. V. The Weekly and Daily Program

p. 24. Chart of Objectives and Units of Work at Successive Levels i Pupil's Growth

TEACHING AIDS AND EQUIPMENT

GUIDING PRINCIPLE

In carrying out a functional educational program providing varied learning experiences for boys and girls, the training school should choose equipment and materials appropriate to the furtherance of its purposes and activities. Teaching aids should reflect the recognition of changing events and concepts in the world of science and technology. They should facilitate learning through ear and eye, through photographs, maps, models, books, newspapers, periodicals, posters, films and film strips, radio and electrical transcriptions. In recognition, too, of the stimulus that the use of these newer developments afford for "doing" in the form of creating, drawing, and constructing, adequate tools and materials should be supplied for experiences in various forms of manual activities. All such new educational media have appeal for the adolescent interested in discovery and exploration of his environment.

DISCUSSION

This discussion must necessarily be limited and can be only ggestive of adequate equipment and teaching materials needed throughout the educational program. Teaching aids that not only help the learning process but tend to enrich the program for oth teachers and pupils are an invaluable part of the equipment every school.

f

Correspondence Course Material

Reference has already been made to the use of correspondence ourses in the organization of the school program, especially for tudents who are eager to follow some line of study that it is not ossible to offer in the regular school curriculum, but for which omeone on the school staff could offer general guidance and upervision. The material made available through corresponence courses thus becomes a valuable teaching aid. Not only s this true for courses lacking in the regular curriculum, but also for any course for which teachers feel the need of supplementary teaching materials. To enrich the knowledge which the

teacher already has in a given field, and to supply additional sug gestions for teaching, explanations, and problems for solution the value of correspondence course material should not be over looked.

Books

A survey of the reading interests in books and periodicals 258 residential school boys reflected the interests of boys in ge eral. Books by Mark Twain, Robert Louis Stevenson, and Jac London had high popularity, with Tom Sawyer and Huckleberr Finn ranking first and fourth, respectively. Love of adventur was reflected in the high counts given to Robin Hood, Call of th Wild, Last of the Mohicans, The Mysterious Island, 20,00 Leagues Under the Sea. Interests were noted in the followin areas: Adventure, mystery, sports, animals, outdoor life, ho bies, popular aspects of science, aviation, and boys and the problems.1 Information furnished by librarians support the findings.

While there are boys and girls who do not enjoy books, the are also boys and girls who are avid for reading. Many will, guided in becoming acquainted with the kinds of reading materi that has appeal for them, grow familiar with the use of book and learn to enjoy them. Where there is p verty of interestin reading materials, there is no opportunity for determining child's potentiality for developing interest in books. A meage! classroom supply of textbooks at elementary or high-school leve often outdated, and a donated miscellaneous collection of book afford no stimulation for either teacher or pupils.

Textbooks and other books wisely chosen are valuable teaching aids. How are they used to best advantage in newer instructiona practices? (California; National Education Association) The purchase of carefully selected books and periodicals, including textbooks, to be used in classroom, library, or cottage, with pro vision for periodic replacements and additions, is one of the firs steps to be taken in supplying adequate teaching aids. The newe texts and informational books reflect changing developments in travel, communication, nutrition, industry, and other fields. The modern textbook is made attractive to children. It bridges the gap from "school learning and reading" to "life learning and reading" as many of the older types of texts were unable to do. Hence, the value of recent publications.

'Polmantier, Paul C. and Gibson, Leonard J.

Boys.

Reading Interests of Institutional Delinquent Journal of Exceptional Children, 9: 135-138, 153, 154, February 1943.

Space in this bulletin will not permit book lists of newer texts, yorkbooks, reference books, reading materials for the retarded eader, and books for informative and recreatory reading. Two f those which have been prepared particularly for use in the uidance of maladjusted boys and girls are Character Education Through Books: a Bibliography, issued in 1944 by the Catholic University of America, Washington, D. C., and An Invitation to Read, issued by the Municipal Reference Library, New York City, in 1941. There are many other types of lists available2 and a wealth of material from which to choose. For example, let the teacher who desires to step up reading interest and reading ability from a mediocre to a higher level dip into Elbert Lenrow's Reader's Guide to Prose Fiction. There he will find listings of prose fiction under many different headings, suggesting the interests, problems, and concerns of young people, and there he may glimpse the possibilities of presenting the reading of literature from the standpoint of life's experiences rather than from the standpoint of "reading" as "reading," or "literature" as "literature" to be labored over out of a textbook. While many of the books listed by Lenrow will prove too difficult for training-school pupils, many others will be found quite suitable. Can you cite Some examples of how careful, sympathetic guidance in reading has helped to solve a boy's or a girl's personal problem? (Lenrow) State, county, and city librarians, State education departments, and teacher-training institutions are among the sources of help for the selection of suitable books for the training school library and for textbook use. Within the school, each teacher will need to study the interests and abilities of his own pupils if he is to guide them skillfully into the world of books. Whether as a text, a supplementary volume of information, or an absorbing book of fiction, one of the foremost places among teaching aids must be given to the printed page.

Visual Aids

Yet the response of many a boy or girl, who is bored and dulled by school and books, can be secured through other forms of teaching aids. Visual materials offer rich possibilities in both content and method and have been utilized to some degree in every training school. Present trends in the development of motion-picture films and film strips suggest that this form of aid affords a stimulating method, the possibilities of which are as yet unrealized. In prewar days they were used to give information, to stimulate the

Information as to current lists will be sent by the U. S. Office of Education upon request.