Planning


Curriculum Study

WITH

Local Groups


FLORIDA PROGRAM
FOR IMPROVEMENT OF SCHOOLS

BULLETIN NO. 6
OCTOBER, 1939













F or STATE DEPARTMENT OF EDUCATION
TALLAHASSEE, FLORIDA
COLIN ENGLISH, Superintendent


' C. ~ "
' '
" '"'


'~---~-


'


'






Iq9.c c' 9




Progress---

Through Local Studi Groups

Significant progress in a democracy is made possible only to the extent
that local groups and individuals exercise intelligence and understanding
of the problems which confront them from day to day. The program for
the improvement of instruction in Florida schools is dependent, in a large
measure, upon the responsibility which these groups are willing to assume
in planning for curriculum study and in developing programs suited to meet
the needs of the youth now enrolled in our public schools.
This issue of the Florida School Bulletin is, accordingly, devoted to
suggestions concerning the organization of local groups for a study of in-
structional problems. It is anticipated that much initiative will be exercised
by superintendents, principals, and supervisors in developing local plans in
accordance with local conditions. While a series of meetings has been ar-
ranged by staff members of the Department of Education for the purpose
of offering aid in the solution of this problem, it has been thought advis-
able to reduce some suggestions to printed form for ready reference by
those planning the activities of local study groups. It is the purpose of this
bulletin to set forth the place of group study in the general or long-range pro-
gram of curriculum development in Florida and to offer as many concrete
suggestions as possible for the initiation and development of these groups.
In recent years, some rather valuable experience has been gained in the
initiation and development of programs of general education suited to the
Florida secondary school. A workshop established at the University of
Florida during the summer of 1939 where six cooperating secondary schools
laid plans for long-range programs of curriculum revision gives evidence
of the readiness and capacity of our school personnel to effect the needed
changes in an intelligent manner. There is a growing demand for an ex-
tension of this type of service and it is planned to provide additional facil-
ities at the Florida State College for Women as well as at the University
of Florida during the summer session of 1940. These additional facilities
can take care of the needs of approximately 12 additional high schools
and six elementary schools.
Realizing, however, that it would not be feasible for all schools of the
state to participate immediately in the summer workshops, considerable
effort has been made during the past two years to produce bulletins and
other materials which should prove of great value to local groups or to
individuals interested in studying and revising their local curricula. State
Department publications which are ready for distribution are described
briefly in this bulletin in order that the school people of the state may
know what is now available. Requests for bulletins which are available
through purchase, or which are furnished free to the teaching personnel
of Florida organized for curriculum study, will be filled so far as the sup-
ply will permit.

... ., COLIN ENGLISH.


Page 2 Florida School Bulletin' ;.-,- Vol. II, No. 1








Discussion Groups in

The Florida Curriclium Program

Two aspects of the Florida Program for the Improvement of Instruc-
tion have received attention from the inception of the movement: (1) the
development of local initiative and effort toward improving instruction in
individual schools and (2) the production of materials designed to assist
in the improvement of instruction in the state as a whole. Of necessity,
any real progress which will come as a result of the second phase of the
program will depend upon the use which individual teachers and individual
school faculties make of the materials produced.
While this bulletin is primarily directed toward assisting local groups
that may wish to carry on a discussion of these and other materials, it
will be of considerable value for all those concerned to see this phase of
the program in relationship to the long-range program for curriculum
development in Florida. Two outstanding needs of Florida schools so far
as instruction is concerned are these: (1) the need for each school faculty
to plan cooperatively a complete school program and (2) the need for each
individual teacher to plan his work in relationship to the complete program
of his school. As a service to whole school faculties desirous of making a
cooperative attack on the curriculum problems of their respective schools,
a workshop was established at the University of Florida during the sum-
mer of 1939; in addition, plans are being laid for similar facilities at the
Florida State College for Women in the summer of 1940. Since it will
hardly be possible to meet the needs of all school groups through the work-
shop procedure, it seems advisable to work out techniques whereby school
faculties may, under their own initiative, go through somewhat the same
procedure as that which would be employed by workshop groups. Indeed,
it was with this purpose in view that Bulletin Two, Ways to Better Instruc-
tion in Florida Schools, was prepared.
The long-range program for the improvement of instruction in Florida
schools envisions every school faculty at work upon its own problems. It is
believed that more fruitful results may be obtained through making pro-
vision for democratic discussions by local groups upon issues and problems
which vitally concern them. Discussion in small groups does not in any
way preclude the formation of county-wide or regional groups. In fact,
the latter are to be encouraged. As is specifically pointed out in Chapter
I of Bulletin Two, Ways to Better Instruction in Florida Schools, "County
superintendents and principals, as well as teachers, are urged to encourage
the formation of study groups and to participate democratically in their
discussions and planning. It is hoped that officials of the district asso-
ciations of the Florida Education Association and county superintendents
will assist in organizing groups throughout their districts. Their work can
be especially valuable in organizing the teachers of very small schools into
larger groups in which the combined thinking of all can be utilized. County
classroom teachers associations and organizations of principals may also
sponsor the use of these materials and consider the broader aspects of
the improvement of instruction in their own program."

Vol. II, No. 1 Florida School Bulletin Page 3


119074










While certain problems seem to be specific and immediate when looked
at from the standpoint of a local school, most problems have their roots
in deeper issues which are of concern to all schools. Although each prob-
lem must be solved in terms of the immediate situation, much help will
come through seeing the local problem in terms of its wider setting. It is at
this point that county-wide or district meetings will prove most helpful.
The discussion group should be kept within proper numbers so that each
member will have sufficient opportunity to express his views. Within very
large school systems a similar problem presents itself. To move in the
direction of a common philosophy or to arrive at a common basis for solv-
ing the many perplexing problems which arise from day to day requires
group thinking. But it is an exceedingly difficult task to arrange for large
faculty groups to think as-a-body-of-the-whole. If it is necessary to resort
to choosing representatives of the various interests, fields, or grades in
order that the general body be small enough to insure adequate discussion
of the total school curriculum, care must be exercised to have the represen-
tatives give as careful and unbiased account of the proceedings as is pos-
sible to the respective sub-groups which they represent. In small schools
where the total faculty group does not exceed twenty-five persons, discus-
sion may be carried on successfully through having the faculty sit as a
committee-of -the-whole.
Techniques for Group Thinking
The difficulty involved in arranging for the meeting of total school
faculties, and the danger involved in having such a meeting degenerate
into a mere pushing forward of special interests has caused some adminis-
trators to adopt a policy of holding departmental meetings only. The
teachers have themselves given hearty approval to such a plan since it
often results in giving a particular group the complete right-of-way to
discuss concrete or specific problems pertaining to their own area. Such
departmental discussion meetings have a distinct place in any long-range
program of curriculum development in the state or local system. However,
the emphasis in the past has perhaps been too much in this direction and
it is now felt that there is much to be said for discussion groups where
the thinking is done by persons of varied interests. Many responsible per-
sons now feel that a better program for curriculum development can be
evolved if the thinking of the entire group is utilized. Elementary school
teachers and secondary school teachers, for example, will find much of
common concern which they may profitably discuss together if proper
opportunity and stimulation is provided; problems which neither can solve
through working separately may be solved through cooperative effort. When
teachers realize the difficulties facing administrators, and administrators
understand the difficulties facing teachers, problems which now baffle
both groups working separately may be faced and met with more satis-
faction to all concerned.
To carry on these discussions in such a way that persons of varied
interests will feel genuine concern, real leadership will be needed. While
much of the leadership will naturally come from the administrative and
supervisory staff, the possibility of utilizing teacher leadership should not
be overlooked. Recent descriptive accounts of significant curriculum re-
vision in public schools reveals the fact that in numerous instances it was


Florida School Bulletin


Page 4


Vol. II, No. 1










the classroom teacher with vision who led the way to improved instruc-
tional procedures. It should be pointed out, however, that persons who
have a great deal of insight themselves do not always prove successful lead-
ers of group discussion. Qualities essential to such leadership do not differ
greatly from those which characterize civic leadership in other areas of
democratic life. A judicious, well-balanced, and yet challenging attitude
on the part of the group leader will do much to point the discussion on
a high plane. Even more important is the choice of a leader who is re-
spected and yet not feared by the group for it is the group chairman more
than anyone else who through the use of tact, can help each member lose
the feeling of fear and contribute his best to the discussion'. Through
pointing the discussion toward basic issues, through utilizing the time to best
advantage, and through the making of brief summary statements from
time to time, the leader may himself make a most valuable contribution
to the worthwhileness of the meeting2.
Suggestions to Group Leaders
A recent statement issued to group leaders contains the following
suggestions for conducting a successful discussion on a democratic basis:
1. Prepare in advance, read, think. Decide as best you can what
points are basic, most worth discussing by the group.
2. Plan the time carefully so that all points receive due consideration.
But expect to vary wisely from your plan; a really fruitful discussion may
well be allowed to run beyond its time.
3. Don't talk too much. It is not your duty to instruct the group, but
to help the members to think creatively together. To "save time" by tell-
ing them "the right answer" is usually to waste time.
4. One of your chief duties is to keep the discussion on the point.
If it wanders, restate the point of discussion and start afresh. A good side
line, however, may at times be worth while. Put the decision of this to
the group.
5. Try to secure participation from all. Draw out the shy by friendly
encouragement. Informal discussion outside the group may disclose re-
sources to tap inside. Discourage any who would talk overmuch with all
the tact you possess.
6. Attempt to get (and make) brief statements, not speeches, perti-
nent statements that push the quest further along.
7. Don't smooth out or cover up all differences. On the contrary, if
the difference be basic, bring it out clear and sharp.
8. When many opinions threaten confusion, a minute of silence to
think it over will often help. In suggesting the pause, restate the precise
question to help direct thinking.
9. Summarize (a) when a major point is finished before going on
to the next, (b) when the discussion has been long drawn out or confused,
and (c) shortly before the close of the period.

SFor a complete discussion of the art of serving as chairman of a meeting where
persons are engaged in group thinking see Chapter V of The Process of Group Thinking
by H. S. Elliott. (The General Board of Young Men's Christian Association, Association
Press, 347 Madison Avenue, New York, 1928.)
2 For techniques which may be used successfully in the development of democratic
cooperation, see the bulletin by Courtis, McSwain, and Morrison entitled Teachers and
Cooperation. (Single copies may be secured by sending 25c to S. A. Courtis, University
of Michigan, Ann Arbor, Michigan.)


Florida School Bulletin


Page 5


Vol. II, No. 1










Suggestions to Participants
The same statement contains the following suggestions to those who
wish to participate in such a discussion:
1. Come prepared to carry your full share; study in advance, read,
think. Anything less is selfish.
2. Remember that discussion is not debating. We argue here neither
for the fun of it nor to win, but to get the question better studied.
3. Make short statements, not speeches. Talk to the point. Push the
ball along.
4. Don't wrangle over verbal differences.
5. Don't monopolize and don't wrangle over small points. In such
matters watch yourself searchingly and keep a firm hand on your tongue.
6. Don't let others monopolize or wrangle over small points. Be cour-
teous, but support the leader in maintaining the proper standards of shared
search.
7. Remember that it is creative thinking that we seek. Expect to get
and give stimulation. To the thoughtful, conceptions are ever in process
of reconstruction. Expect to get new insight. All should profit, for the
group is wiser than the sum of its members.
8. Occasional visiting between groups is stimulating. Some individual
visiting (upon consent of the others) may also prove helpful. Visiting,
however, should not be overdone.
The importance of group thinking in a democracy can scarcely be
over-emphasized. Certain leaders not directly connected with the field
of education are stressing the values to be obtained from forums, panel
discussions, or town-meetings of the air. If American schools are to make
a real contribution in preserving and extending democracy, the pupils,
teachers, and laymen must learn the techniques of group thinking. One
recent writer sums up the advantages of this method of attack on common
problems in the following manner:

Group thinking is essentially the instrument of democracy.
It assumes the right of the rank and file of folks to think and de-
cide for themselves . . In a discussion it is assumed that the
group has a right to come to its own opinion even though it may
disagree with that of the leader. Indeed that of the leader should
be integrated. Group thinking and propaganda are in direct oppo-
sition to each other.
If persons would do what they are told and if leaders could agree
as to what they should be told, we might dispense with this demo-
cratic process of deliberation and simply employ a few experts to
tell the rest of us what to do on personal, racial, international, and
other questions. When once started on a venture in democracy,
however, people demand a right to form their own judgments
on a basis of evidence. The only way really to insure the future of
democracy is to secure such experience in this process that people
will become able to make increasingly better decisions. Likewise,
this is the only guarantee that the people will cooperate enthusias-
tically in plans adopted. Whether it be considered fortunate or
unfortunate, nevertheless, it is true that persons in the long run


Florida School Bulletin


Page 6


Vol. II, No. 1










do successfully only what they figure out for themselves. Likewise
enthusiasm for any course of action is in proportion to the amount
of thought and effort a person has put into planning and deciding
upon it.
Again, whether fortunate or unfortunate, it is also true that
the experts do not agree as to what is right and proper ...
If the unanimous opinion of experts were possible, it is still
doubtful whether the conduct of life on such a basis of benevolent
and expert authority would be desirable. It would rob the rank
and file of folk of the joy of discovery and adventure. It would
give unparalleled opportunity for the development of selfish ambi-
tion .. It would prevent growth, because growth of those partici-
pating is in proportion to the amount of the thought and effort
put into what is undertaken1.

If such a procedure is used by persons initiating the study of curricu-
lum problems in Florida, first-hand experience with the democratic pro-
cess will be made possible. It seems reasonable that if teachers feel free
to carry on intelligent discussion with regard to problems which are of
real concern to them they will be willing to apply the same technique in
dealing with pupils. While it may not be possible to apply the demo-
cratic procedure immediately or in all situations, fruitful thinking neces-
sary to real progress in a democracy will be limited .until leaders become
more far-sighted in this regard. A careful study of Bulletin Two and of
other bulletins which have been issued to date reveals a great deal of
faith has been placed in the ability of local groups to utilize the material
provided in a manner which seems to meet most adequately the demands
of the local situation.
1 Harrison S. Elliott, The Why and How of Group Discussion, The Association Press,
New York.



SOUTHERN ASSOCIATION REQUESTS

SELF-EVALUATION OF SCHOOLS

The Florida Committee of the Southern Association of Colleges
and Secondary Schools has asked that secondary schools which are
members of the association use Evaluative Criteria in every case pos-
sible for self-analysis of the school this year. W. W. Little, state
chairman, has advised the State Department that the committee will
be glad to have a member visit the school to discuss the school sit-
uation and check the evaluation report with the principal and the
faculty. The visit will be scheduled after the evaluation report has
been filed with the committee.


Florida School Bulletin


Page 7


Vol. II, No. 1










Now Available---

State Department Curriculum Bulletins


For the convenience of teachers, principals, and superintendents inter-
ested in attacking curriculum problems, a brief digest of State Department
publications is given at this point. Some of these bulletins are free to
Florida faculty groups which are organized for curriculum study; others
are available only through purchase. Some are in a state of revision or
have already been revised. A short descriptive account designed to set
forth the nature and purposes of each is included so that schools may choose
wisely those which they will order. Inasmuch as the supply will be limited
and the bulletins will be distributed only to those who request them, it
would be well to place requests at as early a date as possible. It should
be noted also that requests for free materials should be made only through
the principal of a school. In the case of several small schools united
for joint-study under the supervision of a county superintendent or his
representative such requests should be sent through the county super-
intendent. Some statement of the manner in which the material is to
be used should likewise accompany the requests in order that the limited
supply may be conserved for use of groups actually engaged in study. Any
of the publications, however, may be secured by individuals who remit
the purchase price in full as indicated.
RECENT BULLETINS
Bulletin No. 1, Source Materials for the Improvement of Instruction,
1938, 245 pp., 55c. (A limited number of copies available upon proper appli-
cation of the principal or superintendent as indicated above.) This bul-
letin was prepared by a group of Florida teachers working at the curricu-
lum laboratory of Peabody College, Nashville, Tennessee, during the sum-
mer of 1938. It contains much material which will be of value to both
elementary and high school teachers although it was written primarily
from the secondary point of view. It is concerned with a number of prob-
lems which are of significance to Florida and which, if keenly sensed by
teachers, may stimulate them to study the complex problems involved in edu-
cating young people to live the democratic way. Teachers of the special sub-
jects, particularly teachers of the social studies and English, or teachers in
schools that are moving toward some type of integrated program will find
much that is useful in their exploration of problems significant to the
child and to society. If the material presented is used as an exploratory
guide rather than as subject matter to be presented to the class directly,
greater value will accrue through its use.
Bulletin No. 2, Ways to Better Instruction in Florida Schools, 1939, 75c.
(Limited number of copies available free to organized study groups upon
application of principal.) This bulletin might well serve as a frame of
reference to be used in the production of all future bulletins, and in the
revision of local curricula. Part I is given over to basic considerations and
suggested procedures, while Part II amplifies this point of view and offers
suggestive guides to teachers for developing the major aspects of the school


Florida School Bulletin


Page 8


Vol. II, No. 1









program. There is no attempt to set forth any single pattern or procedure,
but rather to challenge and to suggest several ways and means whereby a
school may improve its curriculum in accordance with pertinent data now
available. Each chapter of this bulletin is consistent with a point of view
in keeping with the aim of education in a democracy and with recent
information in the field of psychology and related sciences. A clear analysis
of the present Florida scene and of the position of youth in our society
today should furnish a challenge to every thinking teacher or administra-
tor in the state.

A chapter dealing with organization of instruction should prove help-
ful to administrators who wish to move toward improved practice by grad-
ual, transitional steps rather than by any radical revision of their present
programs. The chapter entitled "Large Unit Teaching" should interest
all teachers and supervisors who wish to give careful study and attention
to this phase of instructional procedure. Included in Part I of the table
of contents for this bulletin are the following: (1) How to Use This Bulle-
tin, (2) Problems Which Challenge Florida Schools, (3) Tentative Point of
View, (4) Aids in Defining a School's Objectives, (5) Organization of In-
struction. Included in Part II are these: (1) The School in the Community,
(2) Guidance, (3) Living in the School, (4) Large Unit Teaching, (5) Evalu-
ation, (6) Growth in Service.

Bulletin No. 3, A Preliminary Guide to a Study of the Elementary
School Curriculum in Florida, 1939, 25c. This is a short bulletin designed
to focus the attention of elementary school teachers, administrators and
supervisors upon an appraisal of present practices in elementary schools
of the state and upon the adequacy of the present Elementary Course of
Study. Questions for faculty discussion which will lead to a comparison
of the point of view found in the present Elementary Course of Study and
that presented in Bulletin Two, Ways to Better Instruction in Florida
Schools, are given. There is a brief questionnaire designed to explore the
thinking of the elementary teachers of the state with respect to certain
fundamental issues and to provide a means whereby they may make known
their wishes regarding the content and nature of a future bulletin which
will be prepared particularly for the elementary school. It is intended
that Bulletins Two and Three be discussed in relationship to each other
and to the present Course of Study for Elementary Schools, which was pub-
lished in 1933.

Bulletin No. 4, Plans for Florida's School Health Program, 1939, 15c.
This preliminary statement concerning an improved health program for
Florida schools was prepared by a representative group of lay and profes-
sional workers at a conference held in Gainesville during the summer of
1939. The foreword indicates the tentative nature of the preliminary pro-
posals and states that it "should be thoroughly understood that this is
only a first step. The plan must be translated into action while it is being
at the same time improved. Supplementary bulletins amplifying various
aspects of the program, particularly those dealing with health instruction
must be developed." Included in the table of contents are the following:
(1) Basic Facts and Principles (relating to a health program for Florida),


Florida School Bulletin


Page 9


Vol. II, No. 1










(2) Special Administrative Considerations, (3) Healthful School Living,
(4) Health Service, (5) Health Instruction, (6) Suggestions for Evaluation
of the School Health Education Program, (7) Sources of Materials. This
bulletin might well be taken into consideration by groups planning im-
proved instructional programs either at the elementary or secondary level.
Certainly, no school in Florida should be satisfied with any program which
does not conserve and improve the physical and mental health of its pupils.
Bulletin No. 5, Physical Education in the Secondary School, 1939, 50c. This
bulletin offers practical suggestions to schools for developing a program
of physical education, however limited their resources may be. Schools
which do not have special teachers of physical education should find aid
in developing limited programs even though they must labor under the
handicaps of a lack of personnel. The bulletin is concrete and may be
easily read. Topics which are treated in the various chapters include:
(1) Aim and Objectives of Physical Education and Its Relationship to
Other Phases of the Curriculum, (2) Administrative Standards and Poli-
cies, (3) Procedure for Planning the Local Physical Education Program,
(4) Physical Education Class Procedures, (5) Units of Instruction (Team
Games, Individual and Dual Sports, Gymnastic Activities, Aquatics,
Rhythms), (6) Intramurals, (7) Play Day, (8) The Interscholastic Pro-
gram, (9) Sportsmanship, (10) The Florida Education Association Depart-
ment of Health, Physical Education, and Recreation.
Bulletin No. 6, Planning Curriculum Study with Local Groups, 1939, 10c.
This issue of the Florida School Bulletin is a reprint of Bulletin No. 6.
BULLETINS OF LESS RECENT DATE OF PUBLICATION

(Available only through purchase from Rose Printing Company, Tallahassee1)
Course of Study for Florida Elementary Schools, Vol. I, 1933.
This bulletin is now out of print and orders cannot be filled. No re-
print is contemplated in view of the fact that a guide to practices in ele-
mentary schools will be prepared in the summer of 1940. In the meantime,
such copies of the old course of study as are available should be shared in
order that elementary groups may carry forward the discussions suggested
in Bulletin Three.
English Course of Study for Florida High Schools, Vol. II, Part 1, 1934.
Price 60c.
Social Studies Course of Study for Florida High Schools, Vol. II, Part 2.
1934, Price 60c.
Foreign Language Course of Study for Florida High Schools, Vol II,
Part 5, 1935, Price 40c.
Home Economics Course of Study for Florida High Schools, Vol. II,
Part 7, Price 60c.
Commercial Course of Study for Florida High Schools, Vol. II, Part 9,
1935, Price 30c.




1 All prices quoted are for orders which are to be sent postpaid to educational workers
within the State of Florida.


' Florida School Bulletin


Page 10


Vol. II, No. 1










REQUEST FOR STATE BULLETINS

NOTE: Materials will be sent free only upon proper
application of principal or superintendent.


1. D ate .................................... ........... C ou n ty ......................................... ....

2. What schools) is being organized for curriculum study under
are

your direction? (List elementary and high school separately)



School Classification in Number
State Directory Teachers












(Data concerning additional schools may be given on separate sheet)

3. When was'the initial organization meeting held? ......................................

4. For how long a period of time will this group continue to study,

according to present plans? From ............................. ........................ to

months
........................................................................ o r .............................. y e s
years
5. State the exact time and place of meetings that will be held during
the currentyear (1939-1940)


Date Hour Place










Vol. II, No. 1 Florida School Bulletin Page 11









6. Check here the bulletins needed by the study group:

................Curriculum Bulletin One, Source Materials ($ .55)
...............Bulletin Two, Ways to Better Instruction in Florida
Schools ($ .75)
...............Bulletin Three, A Preliminary Guide to a Study of the
Elementary Curriculum in Florida. ($ .25)
...............Bulletin Four, Plans for Florida's School Health Program
($ .15).
.................Bulletin Five, Physical Education in Secondary Schools
($ .50).
(Each school will receive free its quota of the above, depending upon
the number of teachers involved. Additional copies may be secured
through remitting the purchase price.)
7. Write in the space below the person to whom the materials should
be sent (express collect).

S en d M materials to .................................................................................. .................................

A d d ress (E x p ress O office) .................................................................. ............................
8. State here details concerning organization, discussion leaders
(names), general or specific objectives to be sought:









9. In what ways can the State Department further assist you in
this work?




If our school receives these bulletins, I hereby certify that
they will be utilized in group study work and that effort will he
made to keep the State Department informed concerning our
progress.


Principal or Superintendent
(The signature of the county superintendent is needed
only where a group of small schools are meeting under
his direction.)

Page 12 Florida School Bulletin Vol. II, No. 1










Suggested

Approaches to Curriculum StudS

Of the bulletins just described, Bulletin Two, entitled Ways to Better
Instruction in Florida Schools, has been written especially for use by dis-
cussion groups. Principals and superintendents will feel much responsi-
bility for initiating the study so that maximum values may be secured.
Perhaps the first step which the administrator or supervisor will want
to take in making plans is that of familiarizing himself with all the ma-
terials available. A small group of key teachers may be utilized to ad-
vantage in laying preliminary plans for study.
Issues or problems which the teachers of the school feel most signifi-
cant at a particular time may constitute a desirable starting point. The
situation faced by the principal in initiating a faculty discussion group is
very similar to that faced by the teacher who seeks to guide pupils into
a study of a problem of significance to them and to society. Wherever
possible, the suggestions given below have been related directly to the ma-
terial contained in Bulletin Two; this should greatly facilitate the use of all
the suggested materials.
1. Make Use of an Immediate Problem.
As has been indicated above, a very fruitful approach to initiating a
discussion of vital curriculum problems might be that of utilizing some
immediate or pressing problem confronting the group. Some problems are
common to both elementary and secondary teachers, the problem of read-
ihg, for example. Many questions might presumably be raised: What is
the responsibility of the elementary and high school for developing in the
child the ability to read? Should we expect all children to read all types
of material upon entering high school or is reading development a con-
tinuous process? If special attention is needed in order to assist certain
pupils in making improvement in this regard, how can the situation be
met most satisfactorily? No one of these questions can be settled merely
by taking a vote or by passing resolutions of regret. Teacher-relationships,
the mental and physical health of the child, parent-school relationships,
the psychology of the reading process-all are at stake.
If it appears from the preliminary discussion that the faculty members
are not agreed as to just what their respective responsibilities are with
reference to this problem, the chapters of Bulletin Two relating to Growth
in Service or to the School in the Community may be pertinent. If the
discussion takes a turn toward the psychology of the reading process, the
chapter on Tentative Point of View which contains a brief description of
the nature of the learning process may prove useful. Too often, when
questions of this sort have come before faculty groups they have been
handed over to a special teacher or to a small committee for action. While
further study by a small group has distinct possibilities, particularly in
regard to saving the energies of the entire group, the findings of the smaller
group should be reported to the entire body where further recommenda-
tions for improvement and action by all concerned are in order. Otherwise,


Florida School Bulletin


Vol. II, No. 1


Page 13









the solution of the reading difficulties of the school will be loaded upon
a single teacher or small group with the other teachers making little or
no contribution.
The immediate problem which presents itself as a challenge to the
teachers may lie outside the so-called "direct teaching phase" of the school
program. Such a problem as that of providing social experiences for young
people who must travel many miles to school by bus and who cannot
remain after school hours for participation in class functions or intra-
mural sports should concern all of the faculty group. In seeking a solu-
tion to this question the group may find it necessary to delegate part of
the work to a sub-committee but this will not relieve the whole group of
responsibility for meeting the issue. Again, a philosophy of education and
of human relationships is at stake. Through referring to the chapter,
Problems which Challenge Florida Schools or to the one on Guidance the
faculty may work out some feasible plan. The plan finally arrived at
should then be checked against the general objectives or philosophy of the
school which would require a consideration of a Tentative Point of View,
Chapter Three.
2. Make a Survey of Community or Pupil Needs.
The six cooperating schools which began a study of their programs
during the school year 1938-39 found this to be a very acceptable type
of approach. Teachers who are alert and who sense the lack of proper
educational and recreational facilities may have felt inclined, at times,
to do something to remedy conditions. At least, they have frequently
commented upon or lamented the situation; the children themselves have
done likewise. Here is a real problem and yet it is one about which the
individual can do relatively little if he works alone.
The greatest weakness in using this method of attack is however, that
the whole procedure can be left to result in only the making of a survey.
The results may be tabulated and forgotten. Unless the faculty group is
interested and is capable of interesting students and laymen to the point
where some action toward improvement will take place, the potentialities
of this method of attack will not be fully realized. However, if teachers
can, through such a study come to a closer realization of the total situa-
tion in which the pupils live, some modification of the curriculum in the
direction of meeting the more obvious needs of youth may be effected. Very
simple forms which may be useful for beginning'a study of pupil and com-
munity needs are given in Chapter Six, The School and the Community.
Near the close of Chapter Two, Problems Which Challenge Florida Schools,
there is a rather careful analysis of the situation which the youth of
Florida face at the present time. Such a general discussion should be help-
ful to the faculty group in seeing the local problem in its larger setting
and should lead to a desire to effect the necessary changes in the school
program.
This, in turn, would lead to a consideration of the basic principles
upon which any defensible school program should be built and point to
the necessity for formulating a tentative philosophy to which the group
would, as a whole, be willing to subscribe. Chapter Three, Tentative Point
of View, and Chapter Four, Aids in Defining a School's Objectives, would
accordingly be pertinent at this point.


Florida School Bulletin


Page 14


Vol. II, No. 1









If this approach is used it would seem wise to study pupil needs in
relationship to community needs, for they are almost inseparable. This
is simply a recognition of the fact that many of the problems which youth
of today experience come from the relationship of these individuals to
their environment and not wholly from within the individuals themselves.
Sub-committees may well be organized which will compile necessary data
for further consideration.
Further discussion should be concentrated upon bringing out the rela-
tionship of the data at hand to needed changes in the curriculum or to
activities which students, teachers, or lay groups may carry on that will
improve the conditions noted. Many rich resources which can be used
for instructional purposes may be uncovered in this way and should be
of interest to teachers no matter in what grades or subject fields they may
be working. The very concrete and practical problems of selecting text-
books, library books, or other materials present additional opportunities
for beginning a study of evaluation and of the philosophy back of the
evaluation which has been made. As teachers approach the evaluation of
their immediate action, they often become more conscious of the mean-
ing of this action and more interested in taking a long-range view.
3. Try to Evolve a Philosophy of Education
This approach might challenge certain faculty groups. From day to
day, policies with regard to grading, marks, promotion, the handling of
attendance and the many other details with which teachers or admin-
istrators are faced demand attention and disposition. Both students and
patrons quickly recognize differences in teacher attitude concerning these
points, and embarrassing situations frequently develop. Moreover, new
situations are arising every day with regard to which administrators and
teachers would like to be able to forecast the opinion of the group. Con-
sequently, a frame of reference or general philosophy upon which concrete
decisions may be made would be a very practical and useful thing.
Confronted with the task of writing out a common point of view,
faculty members of the cooperating schools in the workshop last summer
found that regardless of the fact that individual teachers held views with
regard to this matter, the groups as a whole did not. Indeed, one individual
teacher, in writing an article for publication concerning her experiences
in the workshop, pointed to the fact that when this challenge first present-
ed itself silence pervaded the scene. Each faculty member was hesitant
about speaking. When members did contribute they were unwilling to
give a point of their own but preferred, instead, to quote what famous
"Professor So-and-So" said in his book "Such-and-Such." Only when the
process of democratic discussion got under way and when teachers were
sure that their real feelings in the matter rather than pedagogical quota-
tion was the thing wanted did they come out into the open with basic
issues and beliefs. Furthermore, such a discussion did not center on philo-
sophy apart from a purpose or apart from real problems facing every mem-
ber of the group.
If each member of the group could write out a tentative statement or
statements of his basic beliefs, not to exceed a hundred words or so, and
bring these to the larger group, discussion might be facilitated. Some
person (perhaps a secretary) might collect these statements in advance and


Florida School Bulletin


Vol. II, No. 1


Page 15










duplicate them (without disclosing the authors) in time for distribution
before the group meeting. The faculty might then be prepared to judge
the merits of the various proposals or to formulate interesting questions
about how some of the statements might be applied in practice. Whenever
possible, the discussion leader should require that statements of philosophy
be justified in terms of something more basic than mere appeal to an
educational authority. The basic sciences, the facts concerning the nature
of learning, the meaning of democracy and other matters of great import-
ance might well make a contribution. Chapter Four, Aids in Defining a
School's Objectives, could be read by individual teachers prior to the general
discussion. The whole group may wish to refer to it at the time of the
general conference.
The bibliographical material suggested at the close of the chapter on
Tentative Point of View will also be essential to a full discussion preliminary
to any tentative statement of philosophy which is to be accepted by the
group as a whole. The discussion leader should watch two things, in par-
ticular, if this approach is chosen: (1) the necessity for getting justifica-
tion for a point of view from something more basic than mere quotations
from famous educators and (2) the necessity for checking upon the meaning
which may have been couched in general terms. This may be done through
calling upon the group to show how these general statements could be ap-
plied in practice. If these two points are watched carefully, this approach
will not degenerate into a mere course in the philosophy of education. If
this approach is taken, however, the leader should not seek to obtain agree-
ment too soon. If the members of the group have not arrived at a com-
mon point of view no half-way statements (which may be contradictory)
are acceptable. Understanding rather than superficial agreement should
be the goal.
A slight variation of this attack might be used to advantage and is
practically the same approach as is taken in Chapter Four, Aids in Defin-
ing a School's Objectives. If faculty members should bring in statements
of conflicting points of view together with the evidence or reasoning sup-
porting each, the group as a whole may explore the merits and demerits
of each and out of the discussion formulate a statement which may repre-
sent a true integration of the varying points of view.

4. Check Present School Procedures Against Those Indicated as De-
sirable in Bulletin Two.
The local school system has many practices which may have been the
result of tradition, expediency, compromise, or of genuine thinking which
was done in the light of the total situation confronting the school at the
time the original precedent was set. Policies with respect to guidance,
living in the school, evaluation of pupil growth, or school-community rela-
tionships may be summarized and clearly stated. The faculty might then
look for basic assumptions or beliefs upon which such action was origi-
nally based. One interesting result of such a discussion might be a reali-
zation on the part of the group that the policies adopted regarding the
various types of problems were based upon conflicting points of view with
respect to the nature of the individual or the nature of society. The basic
assumptions concerning the nature of society and the nature of the indi-


Florida School Bulletin


Page 16


Vol. II, No. I









vidual which are summarized near the close of Chapter Three, A Tentative
Point of View, would be worth checking at this point. Also the various
chapters which elaborate the basic point of view as it may be applied to
guidance, to living in the school, or to evaluation would greatly assist
the group in making a careful analysis lof points of difference or likeness.
It is not necessary or even possible to take up all the policies with regard
to any issue nor can every group of problems receive consideration. The
group leader will seek to vary the problems or aspects of problems to be
discussed in such a way that a fair balance is maintained. For example,
the following random sampling of questions might receive attention: What
is the policy of the school with reference to inter-scholastic participation
in athletics? in dramatics? Are these policies in keeping with coopera-
tive, democratic living or is competitive success the major goal? Is the
music program of the school designed to enable certain groups or indi-
viduals to win state contests or is it designed to develop common under-
standing through use of a common medium of expression? Is health
regarded highly in connection with athletics but ignored in the academic
subject fields? Upon what does the school justify the policy of extend-
ing the secondary school term longer than the elementary term (if such
is true in the local situation) ? Is there as much provision made for crien-
tation of pupils entering junior high school as there is for those entering
first grade or college? A wide-awake, thinking group of teachers will likely
be interested in discussing these and many other topics of real significance
in the local situation. They have, perhaps, discussed problems such as
these before, but few of the discussions have been pointed directly
toward an analysis in terms of a consistent point of view. If the faculty
disagrees with the point of view set forth in Bulletin Two they should
establish a new basis for discussion and proceed to analyze policies in
relationship to their own defensible position.
5. Use the Set of Evaluative Criteria Developed by the Southern
Association.
This is an excellent approach particularly for those schools that are
members of the Southern Association' and that would wish to work on
problems connected with the application of these criteria. It is commonly
recognized that the application of any set of criteria however objective
they may appear should be done by persons of considerable insight. A
study of Bulletin Two preceding, during, and following the application
of the Evaluative Criteria should make for considerable improvement in
the school program as a whole. While the immediate purpose may be
that of applying the criteria as critically as is possible, the long-range
purpose is always that of school improvement. If a local school is experi-
encing difficulty in the application of the criteria, further study and
reading in Bulletin Two might build considerable insight so that the cri-
teria may be applied even more critically. A study of similarities or dif-
ferences in ways of attacking basic problems, or a discussion of how
improvements may be effected through faculty group action should prove
an effective means of stimulating real thinking and desire for improve-
ment. For example, if an application of the criteria revealed certain
1Reference is here made to Evaluate Criteria (1938 Edition) Basic Information, Co-
operative Study of Secondary School Standards, 774 Jackson Place, Washington, D. C.


Page 17


Vol. II, No. 1


Florida School Bulletin










aspects of the instructional program or school facilities needed attention,
the question still remains as to what to do about it. What factors are
operating so as to produce the conditions described? Can the problems
which are revealed be best met through a direct or an indirect attack?
Should the school proceed to strengthen the weak spots, or should it ignore
certain aspects about which little can be done at the present time? These,
and many other questions can and should be answered tentatively by the
administrative and teaching staff of each school.
6. Select Three Outstanding Professional Books and Relate These to
the Material Contained in Bulletin Two.
During the summer of 1939 no state publication was in print which
covered the material that is now available in Bulletin Two. Accordingly,
several of the cooperating schools began a study of certain professional
books which were broad enough in scope to provide a basis of study to
be used in connection with the reorganization of their own curricula.
Listed among these were such books as The Changing Curriculum, A Chal-
lenge to Secondary Education, and Education for Youth in Modern America.
If a faculty could begin a careful analysis of one or more books of this
nature and could do individual readings in connection with available state
bulletins, a readiness for a well-rounded attack on the total curriculum
of the school might be built up. Such a book as High School and Life,
the Regents' Inquiry into educational practices in New York, could be uti-
lized in such a way as to stimulate an entire group to a desire to improve
their instructional aims and procedures. Again, the leader or the plan-
ning committee must see to it that the books are truly discussed and not
merely reported on in a routine fashion. It seems impossible to get away
from the necessity for stimulating and wise leadership no matter what
approach one may choose.
Schools interested in attacking the problem through reading recent
professional books may secure a copy of the suggestions for faculty study
which was provided for the cooperating schools in mimeographed form
last spring by writing to the Curriculum Laboratory, College of Educa-
tion, Gainesville, Florida. Included in this material are questions for
faculty study as well as bibliographical materials of interest. Individual
schools may wish to set up committees which will order certain books that
have been placed in the selected bibliographies at the ends of the various
chapters in Bulletin Two. Upon examining this material the faculty com-
mittee may then choose the three (or other number) which will be selected
for use in discussion groups. If this plan for initiating curriculum study
is chosen, it is again necessary to take precaution lest the reading of the
books become an end in itself. Current problems of the local school, the
relating of the local problems to the wider problems treated in these pro-
fessional books, and plans for a revised curriculum better adapted to
meeting the needs of the local youth should be kept constantly in mind.
7. Initiate a Visit for the Purpose of Observing Newer Practices.
This method of approach is one frequently used by good teachers
in launching an attack on units of work. The faculty may decide to visit
some other school nearby or they may plan to visit laboratory or demon-
stration schools operated in connection with colleges or universities of the
state. The visit may be used in such a way as to arouse interest among


Florida School Bulletin


Page 18


Vol. II, No. 1









faculty members in taking up problems vital to curriculum study, or the
visit may be planned after some study has already been done. Both have
values and should be taken into consideration. If the visit is made in the
spirit of trying to look for values and for new insight into the reasons
underlying procedures and techniques used, superficial comparisons may
be partially eliminated. There is a real opportunity here for the group
leader to encourage a practical application of what is sometimes referred
to as the scientific method. Teachers should be encouraged to think of
what they see as only a segment of a total plan. Their judgments of what
they see should therefore be made in terms of the long-range purpose of
the program of the school which they visit and not in terms of specifics.
Nor should they expect to see anywhere a perfect program. Some schools
which they visit may be doing a very intensive and frontier piece of work
along one line or phase of the work; they themselves may be doing a su-
perior job with reference to another phase of education. To challenge a
teacher to make observations in a charitable manner, and to draw con-
clusions very carefully and only after sufficient study is an obligation of
the administrator or group leader who is planning such a visit. For this
very reason, some leaders may prefer to encourage some study prior to
the visit. Teachers may then point their observation and conferences with
a view toward a clarification of certain points of theory which they would
like to see in practice. Some schools using this approach have taken the
entire faculty group for one or two visits and then have worked out a
plan whereby smaller groups may make later visits for the purpose of
following through certain phases of the work which are particularly in-
teresting.
Principals and supervisors are aware of the values inherent in field
trips when they are properly related to the study in progress at the
time. They are also conscious of the fact that a sight-seeing tour for the
mere purpose of superficial looking achieves little tangible results. Since
it is obvious to the reader that various chapters of Bulletin Two such as
Guidance, Evaluation, or Large Unit Teaching may furnish an excellent
background in terms of which the observed practices may be analyzed, fur-
ther elaboration seems unnecessary at this point. It should be pointed out,
however, that observation of practices in schools which are moving but
which have not reached the highest stage of perfection may be quite helpful
to those schools just beginning to move. There is a great tendency for
teachers to return from trips to more ideal situations with a feeling that
lack of local resources would prevent action on their part. If they can
be helped to see that "high thinking" and good practices may go on in
humble surroundings, they may accept the challenge with greater enthusi-
asm. While it is true that books, flexible seating arrangements, and ade-
quate supplies of paper and other materials are necessary to improved in-
struction, the price paid for this equipment is not the sole criterion of its
effectiveness or worth.
Following such a visit or series of visits in which the chief purpose
has been the desire to understand better the principles underlying good
teaching and more adequate school programs, the teachers may wish to
analyze their own situation. What is the local school doing supremely
well? In what phases is it strong? What phases of the program need


Florida School Bulletin


Vol. II, No. 1


,Page 19









strengthening? What kinds of planning or study need to be carried on?
When this point is reached, any of the foregoing suggestions might become
useful and might make further contributions toward carrying forward plans
for a long-range program of faculty study. For example, as a result of
one or more visits the faculty may conclude that individual schools tend
to be strong at some points and weak in others in accordance with (1)
the range of abilities possessed by faculty members, (2) the human and
physical resources of the community in which the school is located. This
might easily lead to an analysis of the community resources and needs as
suggested in item two of this section of the present bulletin.

8. Utilize the Visits of Members of the State Department or of the
Colleges as Opportunities Arise.
During the year 1939-40 most of the schools will receive a visit from
some member of the State Department staff. It has been emphasized that
these visits are for purposes beyond that of mere inspection. Since it may
not be possible for staff members to reach your school early in the fall,
this approach may be feasible only in the cases of those schools which are
being visited at the time. If study groups (regional and district groups as well
as individual faculty groups) will advise the State Department of the time
and place of meeting, it may be possible for staff members to work in a
few of these visits in the course of other duties.
Even though the local or regional discussion group should be already
in action, similar arrangements would be in order. If the leader has dis-
cussed possible approaches with the local group prior to the visit of the
staff member, much more can be done by him at the time of his short
visit. Instead of directing his remarks to plans in general he will be able
to give more pointed suggestions concerning ways and means of using the
particular approach which has been chosen. The choice of an approach
should, if it is to prove effective, be a matter of group decision following
proper discussion and deliberation. The suggestions given in this bulletin
are designed simply to aid the leader in thinking out possibilities. (If
he holds these suggestions in reserve until the group has offered their own,
he may find that their suggestions are more fruitful than any of those
presented in this discussion.) Even though identical proposals may be
made they are of much greater weight if contributed by, members of the
group. If district meetings of the Florida Education Association or county
groups will attempt to use the panel discussion and small group discussion
techniques in connection with their programs during the current year,
the discussion method may be better understood. If the general themes
of these meetings could be directed toward some phase of initiating and
organizing curriculum study groups, considerable impetus would be given
to the general movement. For example, such practical questions as these
might receive attention: What is the function of the leader in a local
discussion group for curriculum study? Should this person be a principal,
supervisor, or classroom teacher? How will local conditions affect this?
What are the responsibilities of each member of such a group? How can
participation from each member be secured and over-participation on the
part of a very assertive member be directed into wholesome channels?
Can schools be improved through individual teacher study, alone, or must


Florida School Bulletin


Page 20


Vol. II, No. 1









we have the group-thinking process? These and many other questions will
arise as the planning goes forward. A short demonstration of a faculty
group engaged in such a discussion might well constitute an outstanding
feature of such a program. It should be noted that no mechanical ar-
rangement has been worked out for initiating discussion groups through-
out the state. Suggestions concerning profitable ways of solving the prob-
lem are welcome, and certainly it will be mutually helpful for groups to
keep the department informed from time to time as to the progress which
is being made.
9. Elementary School Groups May Utilize Bulletin Three.
As was pointed out in the brief digest, Bulletin Three is designed for
use by elementary faculties in particular. Through participating in a
discussion of the fundamental issues at stake, elementary teachers will
find it necessary to consider the basis for their respective positions. Bulle-
tins Two and Three, studied in conjunction with the present Course of
Study for Elementary Schools should provide a base for further improve-
ment of the elementary school curriculum. In the process of discovering
trends which have occurred since the publication of the course of study
teachers will find much need for discussion in order to clarify their think-
ing at various points. In view of the fact that elementary faculties are
being asked to fill out the short questionnaire which is included in Bulle-
tin Three, and thereby to participate in determining the kind of material
to be provided next in that area, group thinking becomes of even greater
importance. For it is not prejudiced opinion that is wanted; on the con-
trary, it is expected that any position taken by the individual teacher be
backed by sufficient evidence and clear reasoning. Any elementary facul-
ty would find it almost impossible to handle this questionnaire in a cred-
itable manner without a considerable amount of study. However, the
approach should not be limited to a study of the questions outlined in
Bulletin Three. Any of the approaches suggested above may be used in
orienting a group to the study of this bulletin quite as well as to a study
of Bulletin Three or the other materials.
10. Plan to Produce Certain Needed Materials for the Local School.
Tangible evidence of study is frequently an incentive to further effort.
The six cooperating schools whose faculties attended the summer work-
shop held at the University of Florida in the summer of 1939 produced
three general types of material: (1) a general bulletin containing a survey
of pupil and community needs, a tentative statement of philosophy, a plan
for reorganizing the curriculum of the entire secondary school, revised
tine schedules, and point of view in special interest fields; (2) a bulletin
devoted to a statement of point of view and general plans with regard to
health and recreation, guidance, library, social living in the school, com-
munity relations, and evaluation; (3) a bulletin devoted exclusively to the
individual pre-plans of teachers. Schools which plan to attend any of
the workshops next summer will conserve their energies and will facilitate
in a marked degree the amount of work which they can accomplish if they
will complete in written form the analysis of pupil and community needs
(should this be the method of attack chosen). Considerable reading may
be done by all schools with reference to educational philosophy. The build-


Florida School Bulletin


Vol. II, No. 1


Page 21










ing of a professional library in the local school which contains a mini-
mum of one or two books for each teacher should also be achieved as
funds permit.
Chapter Five of Bulletin Two deals with steps which schools might
take in re-organizing their instructional programs. Through using this
and other sections of the bulletin as a guide, it might be possible for a
school to produce a set of materials highly comparable to that which the
cooperating schools produced in the workshop. Production might be spread
over a period of two or three years, provided a careful record were kept
of the deliberations of the group as it moves forward in planning the total
school program and in the adaptation of individual plans to the school as a
whole. Teaching materials which are not now available and which cannot
be procured even through purchase may be developed through releasing
the energies of teachers for constructive work. These materials will be
relatively useless, however, unless they are of a kind which lend themselves
to improved procedures consistent with an acceptable basic point of view.
This will call for much study of the bulletins available through publication
by the State Department and of recent professional books. It would seem
that this approach might prove particularly advantageous in dealing with
teachers of marked creative ability. For example, two special groups of
Florida teachers have within the past year engaged in writing a "Code
of Ethics" and in making a study relative to "Records and Reports to
Parents." It should be fairly obvious that the basic point of view set forth
in Bulletin Two or some other defensible point of view formulated by the
local faculty in keeping with democratic principles would serve as a criterion
for judging the worthwhileness of these efforts. Other groups of our teach-
ers who may wish to engage in the collection, review, or editing of units
of work for release to others through the curriculum laboratories or other
agencies will find the rather detailed set of criteria contained in Chapter
Nine of Bulletin Two of considerable use.
If a school did nothing more than develop within the coming year a
clear statement of philosophy to which the group could conscientiously
subscribe and for which each individual member would be willing to work,
much real progress will have been made. In addition, it would be highly
desirable for teachers of the special subject fields of the secondary school
to write out a point of view for their own areas. Such a point of view
should, however, make clear the contributions which these areas might
make toward meeting the needs of youth in a democracy rather than state
the objectives of the subject in terms of content to be covered or mastered.
The production of materials by local faculties is of tremendous sig-
nificance to the Florida program for improvement of.schools. Bulletin Two
sets forth criteria and challenges schools to work out: (1) More adequate
statements of school philosophy, (2) More effective means of making and
utilizing surveys of youth and community needs, (3) Better ways and means
of discovering and making use of community resources, (4) More inclusive
programs of guidance, (5) Daily programs of school living which are
more in keeping with the nature of the human organism, (6) Broader
programs of evaluation which center attention upon changes in pupil
behavior rather than in terms of skills alone, (7) More extensive appli-
cation and use of the unit method of teaching, (8) More effective methods


Florida School Bulletin


Page 22


Vol. II, No. 1









of organizing faculty groups for curriculum study, (9) Programs which will
more adequately care for the social needs of adolescents, (10) Plans for
effecting more desirable community-school relationships.
Schools which attempt modifications of their programs with reference
to these and other important phases of the school program should report
their progress from time to time. It is highly desirable that schools keep
records of their accomplishments in this regard and that they forward
descriptive accounts to the Curriculum Director. Future bulletin produc-
tion will depend in large measure upon securing these accounts.


Bulletins and Units of Work

Available for purchase from the Florida Curriculum Laboratory,
P. K. Yonge Laboratory School, Gainesville

BULLETINS
Bulletin
No. Title Pric3s
Y-1 A Partial Interpretation of the Core Curriculum, 1938......----..........$ .25'
Y-2 Program of Physical Education, 1939--...................................... .10
Y-3 Aesthetic Activities of the School Program, 1939............................ .20
Y-4 The Mathematics Program, 1939................. ............ ................. .15
Y-5 The Core Looks Back and Ahead, 1939........-.....--...- ................ .20
Y-6 General Plans for the Core Curriculum, 1939-40............................ .25
Y-7 Individual Teacher Pre-plans for the Core Curriculum, 1939-40.. 2.50

Complete Curriculum Record of the P. K. Yonge Laboratory
School including All Units of Work in "The Core Curriculum,"
the Mathematics and Science Programs, Grades 7 through 12,
1938-1939 ......................................... $20.00
UNITS OF WORK
Core Curriculum-Grade 7
Forces Affecting the Health and Safety of Man-.......................................$ .10
How Continual Growth and Development Have Made Us Dependent
upon Other Nations and They Upon Us-.............................. ............ .20
How Man Has Communicated with Others....................... .....-- ....... .05
H ow Our Society is Organized.................................................................... ... .20
How to Play Several Kinds of Games of Different Countries................... .10
A Study of Some Vocations We Are Interested in.. ------- --- ................. -... .20
How Does Science Aid Us in Protecting Our Health, and the Health
of Our Friends?............... --........ ......--------- 15
A Short Courtesy Unit.......................................... .. .05
Developing an Historical Pageant................... .................. .. .............. .10
Guided Reading and Creative Expression .........-- --............----- .05
Homes Around the World---------..............-.--- -. ........................ .10
The People, Products, and Occupations of the British Commonwealth
of Nations...........................--------------------..............................10
Joan of Arc-a True Story in Religion..... ---------.............. ..... ................. .10
Government of Gainesville and Florida.......................................------------------... .10
Conservation of Forests in Florida and the United States........................ .20
1Add 10c for postage.


Vol. II, No. 1


Florida School Bulletin


Page 23











Core Curriculum-Grade 8
How Man Has Conquered Superstitions............................... .... ........... 15
Safety in Our Everyday Lives........ ......----------------------- .20
Health Conditions in Our Community ....-......--- .......-.....---..-...-.......... .20
Exploring Important Facts About Government..........................------...... .05
How the American Standard of Living Has Been Raised-.......-....---........... .20
The Ideal Com m unity.......................... ........... ................. .... .05
The Effect of Science and Invention Upon Recreation .....-..................... .05
Conservation of Natural Resources-................... ............. .05
The Story Behind the Modern Grocery Store.- --------......................... .15
Core Curriculum-Grade 9
Organizing for Service................................ ......... ..........................----- -- 05
Enjoying W written Expression Today................................... ................ .. .20
How Our Government is Run by Political Parties....................................... .10
The W world W ar-................................------.....--... . .. ........... ... .15
How Our National Government Operates------ ----.....................---................. .15
The Newspaper and the Community ............-----------........ ---......... .10
The Industries of Alachua County..........-------------............. .... 10
Our Book: A Study of Alachua County....................................... .20
Developing a Hobby............-...-............. ................... ....................... .10
How Home Life in America Has Changed...... ............................. .15
Development of Transportation & Communication................................... .15
Core Curriculum-Grade 10
The Germ an Czech Situation ........................... ...................... ...................... .15
The Development of Science and vMedicine ..................----............ .20
How Commerce and Industry Have Developed-----------............ ................... .15
W world W ar.............................................................. ............................. ............. .05
The French Revolution --..... ---....... ........... ... ....... ......... .................. .20
Italy: Its Culture and People................................................... 20
Economic Conflicts Among Nations.................................... .15
How Some Nations Have Gained Control Over Others................................ .20
How Labor Unions Have Arisen and Developed.............................-.... .20
British Imperialism in India--..-........----.. ........... ................... ................ .20
How Religion Has Influenced Secular Aspects of Life--.................................. .20
The Novel and the Short Story--- ----------....................... 10
W hy the League of Nations Failed..................... ..... ............................ .10
The Social and Home Problems of a Group of Countries............................ .10
How Man Has Conquered Smallpox .................................------ .. --- .20
How Some Old and New Dictators Came into Power---------................................. .10
How Man's Beliefs Grew into His Religion and Were Incorporated into
the Church.................. ............------ -.... .............. 15
Core Curriculum-Grade 11
How Man Seeks the Abundant Life....................-................ .20
How Dictatorships Influence the Social Order.......................................... .20
Services and Costs of Local Government...................... ..................15
The Improvement of Society Through Education.----.......................-----.. .20
Making the Best Use of Leisure Time-................... -......................................- .10
Do We Pay Too Much for Our Government? ......................... .............. .15
Why Must We Maintain. Our Standard of Living?....................................... .15


Florida School Bulletin


Title


Price


Page 24


Vol. II, No. 1








Title Price
How Does Religion Influence Social and Political States?-........................... .10
The Economics of Consumption as Related to Housing, Advertising,
Chain Stores, and Credit ..... .. .......... ...------ ........ ...-.-. .........- ----- .20
How the Labor Unions Affect the Standard of Living-----..................--............ .15
Drama: Come Out to the Kitchen............ ...............--------------------. .15
How Certain Social Problems in Definite Periods of History Have Been
Expressed in Literature ...... -----..... .. ...... ........-... .15
How Our Race Problem (Negro) Affects Us............................ .------- .15
Dictatorships ....---...... ........ ............. .........------------. .10
Leisure Reading..... .......... ................ ..... ..--- ... . ............------ ---- .05
Core Curriculum-Grade 12
Personality, Conduct, and Success.................--------...- -------- .20
How Our Opinions Are Formed-..........---............. -............................... .220
Proposed Means of Bringing About a Better Distribution of Wealth ... .15
Facing Family Problems.....-.........-...........----..-.......... .... --------.20
How May We Assist in Securing Industrial Democracy?..- ................... ... .15
An Investigation of Selected "Blots" on American Life............................... .15
Personality Problems for Seniors...............--..- ---------.------ .20
The Senior Class Play--..-..........----- .... .... ------------- .15
Facing Family Problems-............... ----.......... ---........ ...................... .20
Improvement of Economic Conditions in the South.................................... .20
Selected Problems in American Life....---- ---......-........-....-----...-.----. .20
Our Part in Bringing About Industrial Democracy.....------------........................... .15
Consumer Education-... --.-.....-.......-...- -- .-----.. ----................. .05
Guidance-A New Outlook on Life---........... ...............-.........---------- .20
Our Continuing Struggle for Representative Government.......................... .10
Attempts at Maintaining Peace----------....... ..................... -------.20
Causes of War and How to Keep Peace Today.............----....--..........--..---------- .20

MATHEMATICS
Mathematics as a Part of the Core Curriculum
Grade 7
Telling Tinme ....--------....................................------- .--------.. .15
How Transportation Has Been and May Be Improved...............................-- .20
How to Improve Housing Conditions----.........--------------................ .20
How to Enjoy Leisure Time ........................ -.... --------.........--------....---......20
How We Obtain a Pure and Fresh Supply of Food-....-------..................-...... .20
Grade 8
History and Use of Our Numeral System .............. ................................ .05
Expressing Relationship by Formulae and Equations and Graphs.--......... .05
Measurement .-..................-----------. ------------------- .05
Percentage: Its Use In Business...-------......------..................... 05
Supporting the Government .................-------------------- .05
Insurance* Protection Against Losses............. .....--- .. .............. .05
Investing MIoney......................--- ---. .------..................... .05
Money and Banking ---------..... .............- ........ .05
Grade 9
Measurement ..' .. ....... ... -,.; ----. ---. --- ---..... .05
Graphic Representation of JInf.v'.tion' ....''.. .--..-: --. .. ...------- .05
Refinishing the Third lFdr' ft;te'P. K. Yonge LAboi'or, .School-...... .05
S.Vo, : FloSchoo u Page 25
Vol. II, No. 1 :.,', 2. Florid.a SScoolBuHetm~ *.. / o. .Page 25









Going Into Business-Percentage --.................. ................------. 05
Home-Life Mathematics ...-.... ........- ...--~........ ...-...... .05
Leisure and Mathematics -........-- ------------..... --...-.......--- .------- .05
Elementary Business Mathematics .....- -...... ........-...... .05
Plane Geometry
Straight-Line Figures................------ ..............-----------. .05
The Circle---.... ----...........- --.. ---..... ----------- .05
Proportion and Similarity .............. ................................ .... .05
Areas of Polygons....--....... ......--- -----....-...........-------- .10
Trigonometry
The Slide Rule............. .......... .. ............. ...... .10

SCIENCE
General Science
Relation of the Earth to Other Heavenly Bodies ............................ .10
The Earth's Surface and Its Changes ............ -----............ .10
Weather and Climate ................... ------_ ..... .10
Water and Its Uses .. ---..........---.. -------.------- .05
Man and His Food .........--.--.........-------..... --. ........ .10
How to Keep in Good Physical Condition .---- ----...~.....-.....--.......- .05
Construction of Buildings ..............--.-...--- ........------ .05
Electricity and Its Uses .........----.. ....... ... .... ......... .05
Clothing --..............----.. ..- .......... .......- ---- .05
Infectious Diseases ...------...... --. .....--- ...----- .----- .10
Machines and Their Uses ................----- -- ------............... .05
Biology
How Living Things Obtain Food ...............------.. ----....... .10
How Living Things Use Food -......-....-.....- ----- .......---- .10
How Living Things Grow ......................... ......... ... ...... .. .10
How Living Things Maintain Their Kind .......--...........-..... --.......-....... .10
How Do Plants and Animals Live Together and What Are Their Rela-
tion to Their Physical Surroundings? ......--.....---- .........---- .15
Hobbies in Biology -......... .... . .............. .. .........--- ----.. .10
How Are Living Things Grouped and Named? ....................... -----...... .10
The Behavior of Living Things (Plants, Animals, and Man) -................ .10
Adaptation of Living Things to Their Environment .--......----........------ .05
Physics
Historical Background of Physics ............. ...................... ... .10
Matter in Motion ...----.....--.... ..--------............. ......---- .15
How Man Best Uses Energy .----........-- ----------. -- .15
Heat ---........ ----------........ ..........-----......--- .15
The Phenomena of Sound ............................................ ... .15
Electricity ......... ............. ............ ----------------- .15
Light .. .....- ... .............. ..... ........- .15
Chemistry
Why Should I Pursue Science in High School This Year? ........................ .10
Foundations of Chemistry --...............................-----....---- .....-....---- .10
A Knowledge of the Structure ,p.FMattep-Fprms a Basic Foundation for
the Study of All nc ... .... ....... ...... ............. ... ...........-------- .10
Related Groups'. ...... ... ...-.--- ---------- ..............---------......... .10

Page 26 ; .Bulletin Vol. No.
Page 26 ". l.orida SohooJ .Bulletin *' Vol. II, No. 1
'"- :. : .'. ".
I'
....... ......










Classification of Elements into Families:
A. The Halogen Family ...............................--....... ............................. .10
B. The Nitrogen and Phosphorus Family ....................................... .10
M etallurgy ...................................... --- .. ...... ........................................ .10
The Mathematics of Chemistry ..--........................-....................... .10

ELEMENTARY UNITS OF WORK

Kindergarten
The Christm as Season .................................................. .................. .10

Grade 1
Gardens (Prepared by a committee of teachers) -1937-38 ........................ .15

Grade 2
Wild and Cultivated Flowers, West Springfield School, Jacksonville,
1937-1938 .......................-................................ ........... .20

Grade 3
The W weather ................-----....... .....................~.--...... .10

Grade 4
Pioneer Days Along the Eastern American Frontiers, West Riverside
School, Jacksonville, 1937-1938 .-------..... .................. ....... ..... .20

Grade 5
A Trip to Mexico --........................ .. .--. -------. ................ .10
The Phoney Community Bank ........-..---......------.... .........--. 10

Accounts of Units of Work completed in the schools of Florida will be
welcomed by the Florida Curriculum Laboratory. Such accounts, if condi-
tions warrant, will be duplicated and made available for purchase.


Florida School Bulletin


Vol. II, No. 1


Page 27