xt76m9022d1b https://exploreuk.uky.edu/dips/xt76m9022d1b/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1951-08 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Promising Practices in Kentucky Schools", vol. XIX, no. 6, August 1951 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Promising Practices in Kentucky Schools", vol. XIX, no. 6, August 1951 1951 1951-08 2022 true xt76m9022d1b section xt76m9022d1b   
  
  
  
  
   
    
   

Commonwealth of Kentucky

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PROMISING PRACTICES
IN
KENTUCKY SCHOOLS

 

Published by

‘.\‘R DEPARTMENT EIF EDUCATION

BOSWELL B. HODGKIN
Superintendent of Public Instruction

 

 

 

 

 

 

ISSUED MONTHLY

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

Vol. XIX AUGUST, 1951 No. 6

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

   

The In—Service Staff1 of the State Department of Education
has assembled, assorted and arranged the pictures, and has taken
the major responsibility for preparing, editing, and proofreading
the manuscript. Special recognition should be given Mr. Claude
Taylor and Dr. Chester Travelstead for their work in these phases
of the project.

Superintendents, principals, supervisors, and teachers through-
out the state have made this bulletin possible by their contribution
of ideas, pictures, and information? Much of the material could
material.

not be used due to limits on the size of this bulletin, but all of it
has been very helpful. It is hoped that most of this excellent ma-
terial not used in the present bulletin will be used in future bulletins
and displays sponsored by the State Department.

To all these persons we are indeed grateful. Their efforts will
be greatly appreciated by educators and laymen throughout the
state who realize the need for such a bulletin. A pictorial account
of commendable and promising activities in Kentucky’s schools tells
a story all its own. The excellent pictures contained in this publica-
tion speak for themselves. Reading matter has been kept to a
minimum.

It is hoped that this publication may serve many people in
Kentucky—superintendents, principals, supervisors, teachers, and
laymen. Perhaps it should appeal primarily, however, to teachers
at levels of instruction—teachers who are seeking better and more
effective ways of helping boys and girls to learn and to grow.

Boswell B. Hodgkin

Superintendent Public Instruction

18ee members listed at conclusion of Introduction, page 297-
ZSee Appendix B for listing of school systems which contributed

 
 
 
  
 
 
 
 
   
 
 
 
 
 
  
 
 
  
 
 
  
 
 
 
  
 
   

    
   
  
 
  
 
 
 
 
 
    
  
  
 
  
   
 
  

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PROMISING PRACTICES
IN
KENTUCKY SCHOOLS

A Pictorial Account of Some Sound Educational Practices
Being Carried on in Programs of Instruction in Kentucky Schools.

Vol. XIX AUGUST, 1951 No. 6

 

 

 

  

 

 

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TABLE OF CONTENTS

Page
Foreword ............................................... 291
Introduction ______________________________________________________________________________________ 296
Developing Needed Skills .............................................................. 298-299
Teaching Moral and Spiritual Values ......................................... 306-307
Assuring Personal and Community Health and Safety ........... 312-313
Developing Security and Belongingness ..................................... 318-319
Practicing Democratic Living _______________________________________________________ 324—325
Providing Opportunities for Creativeness and Appreciation ...328—329
Participating in Individual and Group Evaluation ___________________ 340-341
Summary ____________________________________________________________________________________________ 344
Appendix A _________________________________________________________________________________________ 347

Appendix B _______________________________________ 349

 

 

 

 

  

 

INTRODUCTION

  

“What is a good school?” “How can we have better school3?”
“What practices carried on in a school, lead boys and girls to full
self-realization and to worthwhile citizenship?” These and many
other similar questions are ever before educators and laymen—
challenging them to search for satisfactory answers.

Quite obviously there are no fixed and crystallized answers to
these questions. For different peoples in different parts of the
world the answers to these questions are not the same. It seems to
be true also that for any one group of people in any given area the
answers to these questions will vary from one generation to another,
What was considered a good school in 1920 is not necessarily deemed
a good school in 1950. Many school practices which were condoned
and taken for granted in 1920 are frowned upon in many schools to-
day and have been completely eliminated from other schools.

In Kentucky we are searching for answers to these questions,
and as we search we become aware that the great value comes
from the search itself—more so than from any set answers or
definitions upon which we might agree temporarily. We are aware
also that the search must be continuous—never ending. It must be

pursued at the state level and in the local community, by educators
and laymen alike.

This bulletin on “Promising Practices” is, therefore, a step in
this search. It does not attempt to give specific and final answers
to school problems; nor does it set forth any prescribed formula,
which, if followed, will produce a good school. Rather does it give
in picture and exposition form brief views of commendable and
promising things which are going on today in various schools
throughout Kentucky—things which we believe are indicative Ofa
good understanding of how boys and girls learn, grow, play, and
work together most effectively. The emphasis is upon developing

the “whole child.”

Kentucky possesses many capable and devoted teachers faith-
fully carrying out their jobs under wise administrators Who help
them to do creative teaching. These teachers are concerned with
children; they see that these children learn the necessary Skills, but
they do far more. The activities planned and guided by these

 
 

   

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estions,
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'aith-
help
with
. but
hese

teachers might be called “The Three R’s Plus.” This bulletin at-
tempts to Show a part of what goes on under the guidance of these
teachers. The promising practices portrayed here may well serve
as an inspiration to other teachers and administrators who are in-
terested in improving their programs of instruction. Further, it
is hoped that this bulletin will stimulate a more widespread use of

these good practices.

Such a publication could well be used as a guide for the in-
service growth within school staffs. Discussions based upon the
highlights of the bulletin could be very helpful to participating

teachers.

It is hoped that other bulletins on promising practices will
follow this one, and that Kentucky teachers will contribute pictures
and information which can be used in such bulletins. In this way

we can continue to grow.

In-Service Staff, Kentucky State Department of Education

Louise Combs, Acting Director, Division of Teacher Training
and Certification

Chester C. Travelstead, State Coordinator, In—Service Teacher
Training

Fred Edmonds, Regional Supervisor

Claude Taylor, Regional Supervisor

 

 

 

  

 

DevelOping thleecled Skills
“The Thret's Plus"

Our conception of the way in which “readin’, ’ritin’, and
’rithmetic” should be taught has changed somewhat during recent
years. Accuracy, mastery, and achieving to capacity are still im-
portant, but good teachers have added the “plus” quality over and
beyond these goals. In fact, the skills needed by boys and girls are
not confined to the “three R’s.” The good teacher gives emphasis

to many more skills, some of which are described in this bulletin.

The practices pictured and described in this section show the
skills being taught in a meaningful way and at the level of the in-
dividual child. The reader will notice that the learning experiences
are laid in life-like Situations so that the child may relate easily the
classroom activities to actual conditions as they are found in his

home and community.

 

 

 

 

 

 

 

 

  

 

READING FOR A PURPOSE

A unit on the zoo has captivated the interest of these children.
They have a motive for reading. They want to find out something
about animals.

An experience chart and animal pictures and cages—all made
by the children—give more significance to the reading being done
by the group.

A variety of reading materials makes possible a greater
emphasis upon individual needs, interests, and abilities.

 

 lildren.
lething

[ made
g done

greater

MAKING ARITHMETIC MEANINGFUL

“Let’s play store!” Addition and subtraction become mean-

ingful to children when these processes are a part of an activity
which is life-like.

Buying, selling, and making change at this store in the school-
room is fun. Not only does this activity require accuracy in problem
solving, but it involves working together, doing things with the
hands and the practicing of common courtesies.

Skill in arithmetic thus learned is lasting—'9‘“ries over into
the home and community. '

 

 

 

 

 

 

 

 

 

      
 
 
 
 
 
 
  
 
   
   

Boys
A reading lessm joy sh
becomes more men learnin;
ingful and interest} ences
ing when the child show

has an opportunity schol

to listen to his on they
about

recorded voice. . ,
t1 0 n t
pedia,

‘ USING RECORDING EQUIPMENT

  

FOR SIX-YEAR OLDS WRITING IS A NEW EXPERIENCE.

Writing improves when taught and practiced in social situations.
Good writing habits are important. Manuscript writing is taught
at the primary level. The change to the cursive form is usually
effected sometime during the latter half of the primary experience-

 

3‘02

 

    
 
 
 
   
  
  
 
  
  
 
   
 

ding lessor
more mean.
1d interest-l
1 the child
Opportunity
to his om

voice.

 

[CE .

utions.
aught
sually
ience.

 

Boys and girls en-
joy sharing their
learning and experi-
ences with others.
Here children are
showing fellow
s c h o o lmates what
they have learned
about using the dic-
tio n a r y, encyclo-
pedia, and atlas.

we

WIDER OPPORTUNITIES IN READING

. A bookmobile or travelling library supplements local school
hbrarles and makes more materials available to children in small

and remotely located schools.

 

 

 

    

 

 

 

      
     
   
   
   
 
  
  

 

 

 

    

 

An informal ap-

 

Imprm

 
   
   

roach is conducive -
p readlng

to effective learning.

 

tinue f

high sch

 
 

Pleasant circum-

 

stances lead to maxi-
H e r (
mum development of

girls are
skills.

ing use
toscope
their 11
There a
chanica
as the
control]

be hell

LIBRARY
CORNER

Children need and deserve a convenient and attractive place
to do their free reading. There is a definite need for both the

central library within the school as well as the reading corner with'
in the classroom.

  

  

         
 
   
    
 
 
  
   
 
 
  
  
 
 
 
   
 
 
 
   
   
   
   
   
   
     
   
 

{BABY
uRNER

lace
the
ith-

‘ There are other me-

Improvement in
reading should con-
tinue through the
high school level.

H e r e b o y s a 11 (1
girls are shown mak-
ing use of the tachis-
toscope to improve

their reading skills.

 

chanical devices such
as the reading rate
controller which may

be helpful.

9

GOOD EQUIPMENT ADDS VARIETY AND
EFFECTIVENEéS TO THE READING PROGRAM

Student librarians
prove very helpful.
At this school boys
and girls learn more
about the value of
books and develop
a greater apprecia-
tion for reading
through such serv-

ices.

 

 

  

 

 

  

 

 

 

  

 

Teaching Moral cnlSpirituali Values

The movement for the discovery and development of moral
and spiritual values in education has arisen spontaneously out of
a very deep concern on the part of educators, parents, laymen, and
other public leaders of Kentucky regarding the place of moral and
spiritual values in education. This concern is shared with a very
Wide-spread conviction in our day that the weakest point in educa-
tion is at the level of values, and that if we are to have an education
that adequately interprets our culture and prepares for citizenship

as we have never stressed before, the place of values in education,

l under the exigencies that beset modern democracy, we must stress
L/and particularly of moral and spiritual values.2

2Bower, Clayton, “An Interpretive Summary of the Workshop” as
reported in Kentucky State Department of Education Bulletin, VOL
XVIII, No. 8, October, 1950, Kentucky State Department of Education,
Frankfort, Kentucky, p. 902.

 

The school is as much responsible for the discovery and develop—

ment of moral and spiritual values as for the teaching-of kgawlZfieI;
the tools of learning, and the techniques of cliltiienship. if; the
“ ' “ ’ f the w oe person w
is concerned With the inteiaction o . h akest
' ' ltural heritage. T e we _
world of nature, socxety, and the cu - _ .1
phase of education, as of American culture, 15 at the level of values

' Depart-
' Educatlon, Kentucky State
111 nuary, 1950, Kentucky

p. 984.

IMoral and Spiritual Values 1 J
ment of Education Bulletin, Vol. XVIII, No. 1 ,t ak
State Department of Education, Frankfort, Ken uc y,

 

 

 

 

 

 

 

 

 

 

 

  

  

 

 

 

 

SHARING WITH OTHERS THROUGH JUNIOR RED CROSS

Helping children to develop a concern for the welfare of others res
is fundamental.

 

 

Photo Courtesy Courier'JoumaI

THIS HAPPENS WHEN WE DO NOT OBSERVE THE RULES

A sense of fair play can best be learned by children when it is
lived by both teachers and children.

  

  

 

 

 

 

 

 

 

 

 

N
O
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There is no substitute for reverence.

responsibility in this area.

ier-JournaI

WE STUDY VALUES

Children at an early age can determine values if given an op-

 

  

 

 

 

 

THE SIGNIFICANCE OF CHRISTMAS

Experiences with symbols and ceremonials representing funda-

mental American institutions are very important in the daily life | (
of the child.

Dramatization of Christmas plays and pageants is one of the
many ways in which children learn.

310

  

 

 

 

 

               

   

 

ich

ide wh
ith a well-
in a demo-

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ing to dec

i t!” Who is go
Indiv duals and groups W
11: play w ide such quest

“STEALING THE BACON”
dn,
i
ill dec
311

!” “No, you d
9

the truth

“I caught you
is telling

 

developed sense of fa
cratic way.

boy

 

  

 

 

 

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Assur

Healthmd Safety

 

PROTECTED FROM WEATHER AND HIGHWAY
HAZARDS WHILE WAITING FOR BUSSES

CHILDREN FORM THEIR OWN SAFETY RULES

 

 

 

 

  

 

 

E Physical development and healthful recreation are vital parts q1
1: of a good school program.

 

 

 

  

 

 

 

 

 

 

 

healthful school homes contribute to the

quality of living that the school

Well arranged, safe,

 

 

 

 

 

is able to provide for children.

 

 

  

      

 

  

 

A GOOD LUNCH

Our school lunch program has as its object not only meeting

the daily nutritional needs of children but also developing an under-
standing of the importance of a balanced diet.

th(
Ar

 

   

FUNCTIONAL SAFETY EDUCATION

BOYS and girls serving as school patrolmen not only protect
others but develop individually by exercising this responsibility. t

  

 

 

 

 

 

 

 

Many health au-
g such periods.
xamina-

lll

.

g the day
ie down dur

Any school can provide some type of rest period.

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Kentucky’s health code

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thori
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t

 

  

 

 

Developingecurity and

Belonhgness

Children want to be a part of the group; they yearn for security.

It is only when these goals are achieved that they learn and develOp
normally.

A child is helped to achieve security and belongingness when he:

Accomplishes something worthwhile.
Good teachers deliberately create the circumstances and at- ' Participates in group discussion.
mOsphere in WhiCh security and belongingness are assured. Receives group approval.
Realizes that he is making progress.

15 given some individual attention and made to feel that t
he is important.

Has opportunities for creative expression.

 

 

 

 

 

 

 

 

 

 

 ’Wur .

SCHOOL POSTAL SERVICE

When children participate in activities which are meaning-
ful, they not only grow and learn but they enjoy What they

are doing.

 

1 C h i l d r e n
I learn best in an
, atmosphere 0 f
f love and under-
§ standing.

CON GENIAL TEACHER-PUPIL RELATIONSHIP

 

 

  

Lkrnwmhfl‘tfltuq Ln

1m

in h
rls as In-

interested
gi

incerely

IS 5
Devoted teachers treat boys and

when a teacher

N
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A
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V
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N
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ividual

d

m
iduals.

A child knows

as an

div

 

  

 

 
   
   

 

 

 

._a

HA-

In

GROUP ACCEPTANCE

Becoming a member of the group and sharing with other
provide experiences that help children acquire a feeling at
security and belongingness.

V t
J... m.

CHILDREN LEARN TO READ BY READING

A good teacher helps children solve their reading problems
through providing opportunities for experiences with reading ma-
terials on the level of the individual. This is very important in
developing security and belongingness.

 

    

«w c.

  

rithothers - . , . _, a,
feeling of WORKING FOR A PURPOSE

Home economics and manual arts programs given opportunity
for creative expression, which in turn promotes security and be-

longingness.

 

 

 

 

 

GUIDANCE

Children at all levels need guidance. Good teachers often give
SUCh guidance to boys and girls in small groups.

 

 

 

 

 

  

 

 

 

 

Ivmg

icL

t
a
r
c

- p
e
D

ing

IC

Pract

WE ARE CITIZENS OF THE WORLD

WE ARE CITIZENS OF THE UNITED STATES

 

 

 

 

 

 

 

  

 

 

 

i curriculum in-

 

  
 
 

  

T h e experi.
ences of hon :
and girls are
g r e a t l y en. ‘
riched through L
participating in
unit activities,
This includes
the mastery of
skills as well as l
a broad under-'
s t a n ding of
democratic liv-
ing.

  
   
   
   
   
   
    
 
   
     
    
  

LEARNING TO DO BY DOING

The school

cl u d e 5 many
experiences be-
yond the limits
of the school’s

Te1

physical facili- and p:
ties. Children of go
learn to live are 1
through study- mosh
ing community When
life. help 1
. and t‘

" their I

and re

 

LOOKING AT COMMUNITY LIFE

  

3‘26

    
 
 
  
  
   
 
 
 
  
   
 
  
 
  
 
 
 
  
 
  
 
 
  
 
 
 
 
 
 
  
   

: experi.
of how
{ll‘ls are
tly enl
through L
gating in
activities,
includes
astery of
5 well as A
[1 under-‘

ling of
ratic liv-

YOUNG CITIZENS LEARN ABOUT AN IMPORTANT

GOVERNMENT SERVICE

T e c h niques
and procedures
0f government
are 1e a r n e (1
most effectively
when p u p i l s V
help to m a k e
and to enforce
their own rules
and regulations.

 

STUDENT COUNCIL

  

3'27

, school room are

 

In this school
an appreciation
for the privile-
ges and advan-
tages of a dem-
ocracy is devel-
oped in a con-
crete and mean-
ingful way.
The same pat-
terns of living
which make for

, satisfying an d

successful citi-
zenship in the

applicable out-
side the school
—both for the

, child and for
V the adult.

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

Joyce Kilmer

ies

“I think that I shall never see
A poem lovely as a tree.

n
mm
m .m
Cr A
r d
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a

y child.

n
u
t
r
o
w.
9
n
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V
O
r
D.

In ever

The urge to create should be nurtured and developed

 

 

 

 

 

 

 

 

  

 

MASTERING SKILLS THROUGH THE CREATIVE APPROACH

 

 

“ CREATIVE ACTIVITIES AT SCHOOL WHICH LEAD
TO HOME BEAUTIFICATION

 

 

 

  

 

 

 

 

 

 

 

 

CH

ided very young children can and do develop
beautiful things.

If properly gu
a keen appreciation for

 

 

(Photo Courtesy C. J.—Louisville Times

TELLING A STORY WITH THE PAINT BRUSH

  

 

CREATIVE ACTIVITIES IN THE HOME ROOM PERIOD

Using the home room period for creative activities pointed to.-

ward individual and group growth is another characteristic of a gOOd
school. '

 

 

  

 

 

GEOGRAPHY CAN BE FASCINATING

. Creative activities lead to a better understanding of the world
11} which we live. Good schools afford opportunities for boys and
girls to pursue their interests and develop their abilities.

 

 

 

 

 

 

  

 

 

 

 

 

 

CHILDREN HELP MAKE THEIR SCHOOL
GROUND ATTRACTIVE

Outdoor activities such as playground beautification, provide
rich opportunities for developing appreciation for beauty.

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EXPRESSION

OPPORTUNITY FOR SELF

inds frequent opportunity for self-

ild f

In a good school a ch
exDression—through 5

doing other things.

ies and

telling stor

ing,

mt

playing, pa

lnging,

ide

  

 

 

  
  

 

ENCOURAGING HOBBIES THROUGH SCHOOL UNITS

A good school helps the child pursue hobbies in keeping with
his interest and ability.

for
tul

 

 

‘éfi'
m

UNDER THE SPREADING SYCAMORE TREE

Well planned field trips provide a great variety of opportunities
for children to appreciate the many wonders of nature.

  

 

 

 

 

 

 

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Choral and band activities offer wide oppor-

es for extensive group participation.

for every child.

tuni

ti

Photos, This Page, Courtesy George A. Hill Studios

 

 Playing and singing in small ensembles give boys and girls wide

opportunities for creative expression and individual achievement.

 

 In such an atmo-'

ldren best develop skills

ic which have lasting value.

ties.

ivi
i

ical act
mess ch

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and broad app

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 Participatim’n Individual
and Grouivaluation

Proficiency in individual and group evaluation can be acquired Effective Evaluation Includes:
only through practice in evaluating. This includes the ability to
accept being judged as well as judging. The school has an obligation 1- A school atmosphere in which it is possible for pupilS, staff
to see that all who are concerned with the school program—the members, and the lay public to work cooperatively.
students, the school staff and the lay public—have many oppor-

tunities to evaluate the many activities for which the school takes
responsibility.

. A continuous study of school needs and activities with the
school staff assuming responsibility for leadership.

 

 

. Provisions for research and experimentation, the results of
which are carried into action.

 

. A comprehensive cumulative record system that is accessible
to staff members charged with the responsibility for helping
individuals and groups solve their problems.

. Plans for improvement based upon cooperative studies of the
strengths and weaknesses of the current program in View of
long range goals.

 

 

 

 

 

 

 

  

 

’E

 

CHILDREN EVALUATE THEIR

  
   

 

 

 

CONTINUOUS EVALUATION OF THE PROGRAM WHEN
THE TOTAL STAFF PARTICIPATES 5 th

    
  
      
 

   

The staff of a good school sets up cooperatively its own goals
and evaluates periodically its progress toward these goals. 6

JG

 

IN-SERVICE EDUCATION

 

th consCientious teachers continue to grow professionally as
ey teach. Professional growth is enhanced by total school staffs
Workmg together. Individual improvement is also paramount.

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

SUMMARY

A GOOD SCHOOL IS ONE IN WHICH:

Needed Skills are Developed

The demands of our complex pattern of living require that we
teach the basic skills well at the level of each child, in a meaningful
way, and in life—like situations so that every child may see a useful
purpose for acquiring these skills. It is becoming more and more
apparent that training in skills is not limited to the three R’s. There
are many other techniques and characteristics that must be devel-
oped. Among these are the acquiring of muscular control; dis-
covering and developing good work habits; estimating accurately
one’s abilities and limitations; developing quantitative and qualita-
tive thinking; and seeing a job through to completion.

xMoral and Spiritual Values are Taught

The obligation of the school does not end with the teaching
of skills. It is just as important that the school guide the children
in the way in which these skills shall be used. Any ability or skill
can be used for evil purposes as well as for good. A sense of values
must be developed by the child if his education is to be an asset
to himself and to those with whom he lives and works. And it is
the responsibility of the school to help every child develop this
sense of values. Values are of a personal, social, intellectual,
emotional, esthetic, recreational and physical nature. Since children
learn about such values best by observing and sharing in the con-
duct of adults or other children whom they admire, it becomes im-
perative that moral and spiritual values be lived in the school—-
by teachers and children alike.

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Personal and Community Health and Safety are Promoted

In defining an “educated person” the Educational Policies Com-

mission says:1

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

2. The educated person protects his own health and that of his
dependents.

3. The educated person works to improve the health of his com-
munity.

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

Alert educators assure the children under their charge, safe
and healthful conditions in which to work and play. In Kentucky
the program of health and physical education in the better schools
goes beyond the minimum requirements of the state health code.

A healthy child is a happy child, and a happy child learns more .
readily than one burdened by disease, malnutrition and other phys— .

ical handicaps.

The Child Develops a Feeling of Security and Belongingness

Every child needs to be conscious of his own worth and ability.
Opportunity for experiences that foster a feeling of security is
necessary for insuring a sense of belongingness. As the child
moves about in an atmosphere free from tension, he feels secure
in his personal and social relationships. In this way he builds a
stability—a reserve of strength—which he may draw upon as a child
and as an adult. .

Democratic Living is Practiced

Many educators agree that we learn best how to become well—
3djusted citizens in a democracy not by being told about it but by
actually participating in democratic processes. The child learns
to be democratic by being given an opportunity to help formulate

\

A 1Educational Policies Commission, The Purposes of Education in
merlcan Democracy, National Education Association, Washington, D. C.,

1938, p. 50.

 

 

 

 

 

  
 
   
 
 
 
 
 
 
  
 
 
 
 
 
  
  
 
 
 
 
 
 
   

 

 

 

and to carry out rules and regulations about activities which affect
him. Several instances have been pointed out in this bulletin where
children at both the elementary and secondary levels are not only
allowedbut are encouraged to learn about and to practice basic
rules of democratic living. Good teachers help children to develop
their powers of self direction by giving them the freedom to assist
in determining goals, procedures, and techniques of evaluation.
These teachers do this purposely in the belief that through such
activities the children learn the true significance of democracy.

Opportunities for Creativeness and Appreciation are Provided

In the better schools, children are given opportunities both to
express themselves creatively through various media and to develop
in appreciations. Creative activities give the child opportunity to
discover what he is capable of doing. As a child accomplishes
things which to him are worthwhile, he is building appreciations of
similar things created by others.

There Is Continuous Individual and Group Evaluation

Evaluation of the school program is an important phase of in-
dividual and group leadership. It should not be regarded as an end
but as a means for determining the next steps leading to improve-
ment. It is a continuous process in which teachers, pupils, and
laymen participate. In a good program of instruction one usually
finds effective evaluation going on as a regular part of classroom
activity at all instructional levels.

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APPENDIX A

Present Members of the Kentucky Committee
on Elementary Education1

Lyman V. Ginger, Chairman

John W. Brooker
Nona Burress

Mary I. Cole

Louise Combs

D. T. Cooper
Theodore Dailey

Mrs. May K. Duncan
Mrs. Frances Childs Durham
Thelma Evans

C. H. Farley

Chalmer Frazier
Charles Graham
Palmer Hall

Carl Hatcher

 

Mrs. Minnie Hitch
Mrs. John E. Kirksey
Lillian Lehman

Mrs. Mary Marshall
Lela Mason
Kathleen Moore

Joy Rader

Mrs. Charles Shelton
R. B. Smith

C. A. Taylor

N. C. Turpen

R. M. Van Horne
Mrs. Naomi Wilhoit
Germania J. Wingo

. 1During the past four years other persons have served on this com-
mlttee and have made valuable contributions to this bulletin. Since the
membership of this committee has changed considerably during this
tlme, it is thought best to list the present members only.

347

 

 

 

 

 

 

 

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APPENDIX B

School Systems in Kentucky Which Have Made
Valuable Contributions to This Bulletinl

County Systems

Adair
Anderson
Ballard
Bell
Breathitt
Calloway
Carter
Clinton
Daviess
Fayette
Fleming
Floyd
Franklin
Green
Harlan
Jefferson
Johnson
Kenton
Laurel
Lee
Letcher
Lincoln
Marshall
Nelson
Oldham
Pike
Pulaski
Rowan
Wayne

 

Independent and Private Systems

Albany

Ashland

Bardstown

Breckinridge Training School,
Morehead State College

Central City

Covington

Ft. Knox

Ft. Thomas

Frankfort

Harlan

Jackson

Kentucky Band of Mercy

Lexington

London

Louisville

Lynch

Owensboro

Paducah

Paintsville

Pikeville

Pineville

Prestonsburg

Princeton

Rosenwald Training School,‘

Kentucky State College
Science Hill
University School, University
of Kentucky

'1‘ 1livery. school system in the state was invited to submit materials.
he fiftyilve systems listed on this page did send in pictures or written

material.

Since this bulletin is composed primarily of pictures, it has

20“ bee“Possible to use much of the written material submitted. It is
oped: however, that much of this exposition will be used as source
material for future bulletins and displays.

349

 

  
 
 
 
 
 
 
 
 
  
 
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
 
   
  
  
 
 
  
  
 
 
    

 

 

 

 

  

 

  

 

 

 

 

 

 

 

 

 

 

 DUNNE PRESS
PRINTERS TO THE COIIMONWEALTH OF KENTUCKY
LOUISVILLE. KENTUCKY

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