Ferndale Schools 1941 Learn To Live and Live To Learn

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39015073277736
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SCHOOL OF EDUCATION
LIBRARY
Lett to rightMr. Herman Barth, Mr. M. L. Richards, Mr. Edgar F. Down, Mr. Fred G. Cadwell,
Mr. John Goodman, Mr. Clarence Smith, Mr. E. Donovan Sweeney, Mrs. Elizabeth Beasley.
Foreword
To the "Hoarp oj Epncation:
In this report an attempt has been made to place before you as well as the
public, some of the interesting facts about the schools of this district.
The material is more in the nature of information given in narrative form
than in the form of a bulletin type of report. In this portrayal we have tried to
place ourselves in the position of the parent or layman who would like to ask
many questions about the schools and what they are doing. We have attempted
to answer such questions in as direct and interesting a manner as possible.
We have endeavored to weave into this material some of the present phil-
osophy of education and to describe how it is being carried out in our schools.
Many activities not included in the school curriculum a generation ago have be-
come a real part of the school program and school work today. We have tried to
show how these activities are carried on today. It has been necessary to be brief
on account of limited space and more particularly because we are anxious that you
and the public shall be interested to read all of it.
It is with pleasure that my associates and I present this report to you.
Edgar F. Down
iii

Superintendent oj Schools.
Coolidge
Grant
Harding
Jefferson
Board of Education
Fred G. Cadwell
President
ElIzabeth Beasley
Secretary
E. Donovan Sweeney
Treasurer
Herman Barth
John Goodman
M. L. RIchards
Clarence SmIth
MM-
Table of Contents
Foreword .
School Buildings
The Teacher
The Kindergarten
The Three R's .
Activities Program

High School
Shops and Crafts
The Arts .
Physical and Health Education
Music ....
Spelling ....
Science ....
Social Studies
Health ....
School Libraries
Physically Handicapped .
Safety Education
Field Trips
Parent Teacher
Public Address System
Welfare
Testing Program
Visual Education
Recreation ....
Athletics ....
New High School Gymnasium
Acknowledgments
Program of Studies
Graphs and Charts 34,35,
MM-
36
in
10
11
12
13
14
16
19
20
21
23
24
24
26
School Buildings
THE 5,400 grade and high school
pupils in the public schools of this
district are housed in nine buildings.
The Board of Education offices and
Public Library are in the old Central
School Building, which is the oldest
public building in the district. It stands
on a part of the site of the old one-room
white school building which served this
district until 1913. Because of its loca-
tion it has not been used for school pur-
poses for the past fifteen years. Almost
all the school buildings of this district
have been erected since 1920 and there-
fore are comparatively modern.
Due to the rapid growth of the dis-
trict from 1920 to 1930 the resources
of the district were taxed to the limit to
The Teacher
THE MOST important factor in the
education of a child is the teacher.
James A. Garfield said, at an alumni

dinner in New York City in 1872, "My
definition of a University is Mark Hop-
kins at one end of a log and a student
on the other." The selection of a teach-
er, therefore, is extremely important.
The following is the procedure in
selecting a teacher. First, there must be
a need for a teacher, either through a
vacancy having occurred or the neces-
sity for an additional teacher. Second,
the superintendent and principal discuss
the qualifications required to meet the
needs of the particular situation.
The next step is to examine the ap-
plications on file. Applications are kept
in the active file for about one and a half
years. If there is someone who seems
qualified, the credentials of that teacher
are obtained from the Placement Bureau
of the college or university from which
the applicant has been graduated. If
there is no application of a qualified
construct classrooms. For that reason
some things considered necessary at the
present time have had to be left for fu-
ture building, among these are gymna-
siums, auditoriums, and shops.
The following is a list of the schools
with the grades served in each and the
normal capacity:
School
tirades Included
Normal
Capacity
Coolidge
Kindergarten -
8th
1000
Grant
Kindergarten -
6th
160
Harding .
Kindergarten -
6th
420
Jefferson
This is one of seven of the modern Kindergarten rooms in this district. It is light, pleasant, and
presents a delightful atmosphere to the little child entering school.
The Kindergarten
EACH ELEMENTARY SCHOOL has a
room equipped for Kindergarten
with a teacher in charge who is trained
for that work. To the casual observer
the Kindergarten is a pleasant place in
which young children are happily at
play. It is that, but it is much more.
Kindergartens give much considera-
tion to the child's health, both physical
and mental. An effort is made through
physical examinations during the
Kindergarten year to detect handicaps
which may interfere with a child's de-
velopment. His basic needs for self-
expression are understood. He sings,
dances, paints, builds, listens to stories,
plays, and learns about the world in
which he lives.
The Kindergarten is now recognized
as being as important a part of the

school life of the child as the elementary
grades or the high school. Teachers are
trained and rooms are built and equip-
ped especially for kindergarten work.
What does a year in Kindergarten do
for the child? In the first place, it af-
fords an opportunity for a gradual, in-
stead of an abrupt, transition from the
home to the school. Mothers and teach-
ers know only too well how difficult the
change is for many children from the
home to the school. Many children are
almost overcome with fear. The teach-
er is a stranger and such a large number
of children bewilders the child who has
not been away from parental care.
The getting used to the teacher and
the children is sometimes called sociali-
zation. Then he begins to learn many
of the little courtesies of life, how to
take care of himself independently, how
to share with others, how to work and
play together with other children and
many other lessons which help him to
get along in the more formal first grade.
I'tt'tc Two
In the regular classroom the three R's and kindred academic subjects are taught with some
emphasis as in other years. This is one such room in this district.
The Three R's
THE "Three R's" are as important to-
day as they ever were. It is true that
methods of teaching and the uses made
of these skills have changed. Consider-
ation is now being given to a child's
readiness to master facts and figures.
Individual differences in children are
recognized.
Reading
In learning to read, for example, a
child is given a slow, gradual begin-
ning. He is encouraged to read much
easy material before attempting more
difficult books. Through excursions
and pictures he is given a background of
experience about which he is to read.
Thus there is built up a real enjoyment
of reading which is essential for success.
Many books have been acquired so that
a child's inclination is not thwarted by

a lack of material.
As pupils progress through the
grades, they are grouped and regrouped
on the basis of reading ability. Reme-
dial measures are provided to meet the
needs as revealed by a diagnosis of pu-
pils' difficulties.
Teachers plan and systematize their
reading instruction. Children are given
help in unlocking new words by means
of phonetics and context clues.
In the latter part of the elementary
grades, the essentials of reading are
fluency and enjoyment. Reading be-
comes the tool for getting experiences
and answering questions about the
world in which one lives. Geographies,
histories, library books, reference
I'tutr Three
books, make up a large bulk of the older
child's reading.
In the junior high school less atten-
tion is given to reading as a subject. In
certain extreme cases further practice in
the fundamental principles is given.
Handwriting
To write at all one must learn to
make legible letters, and to write thorn
swiftly and easily. This requires prac-
tice. Once the need for written expres-
sion is felt, practice in penmanship be-
comes important and more interesting.
Children can learn manuscript writ-
ing more easily than cursive writing,
that is making separate letters that re-
semble the printed form rather than
different looped and connected letters
commonly used by adults. Beginners
spell better and read better when th:y
use the manuscript form. Therefore,
children in the first grade are taught the
manuscript forms which they use

through the second grade. At the be-
ginning of third grade the transition to
cursive writing is made with a few
weeks' practice.
Again, handwriting is recognized as
a tool for expression. Schools set aside
certain periods for practice. All teach-
ers follow some systemized plan for
helping the child to become a rapid,
legible writer. This practice is con-
tinued through part of the junior high
school.
The maintenance of a high standard
in all written work does even more than
formal practice to achieve good, legible,
neat writing.
Arithmetic
Arithmetic is a field in which all sorts
of investigations have been made. Much
that was formerly taught has been
found, through careful analyses, to be
of questionable value. The subject is
one that has been traditionally the bug-
bear of the curriculum.
Very definite attempts have been
made to make arithmetic more func-
tional in the everyday life of the indi-
vidual. The abilities of many children
to master the concepts and facts of arith-
metic have been examined. Accordingly,
many changes in methods of teaching
arithmetic have been suggested. Because
of the comparative ease with which re-
sults can be measured, continual evalua-
tions are being made. The placement of
the different processes has been changed.
The work has become individualized to
a very large degree.
In the Kindergarten and the early
primary grades, the need for arithmetic
has been recognized. It is known that
little children buy at stores, that they
enjoy games involving counting, that it
is necessary to learn to tell time as soon
as possible, that their efficiency is in-
creased by learning to read numbers to
find pages in a book or on a street, that
experiment of delaying formal practice
until the third grade except for the most
advanced pupils. The reason for this
delay is the very apparent lack of effi-
ciency in mastering number facts with-
out a background of understanding.
As soon as formal teaching begins, it
is necessary to individualize the work
very materially, because the learning
rate of children varies so markedly.
Teachers employ charts which record
the progress of each child as he proceeds
toward mastery. Eternal vigilance is
exercised to guard him against the for-
mation of bad habits such as counting
on his fingers, making marks, and the
like.
During the fourth, fifth, and sixth
grades, children are taught the multipli-
cation and division facts with their
uses. They work with fractions and
decimals and arrive at the junior high
school period with varying degrees of

proficiency. Always the alert teacher
looks .for practical applications of the
learnings. Children help with attend-
ance records, they measure distances,
they learn to estimate, they learn to read
speedometers, gas and electric meters,
they compute averages, they learn the
use of the scales in weighing themselves
and in computing losses or gains in
weight, they interpret graphs. Text-
books provide many good "thought
problems" so that children have the ex-
perience of deciding upon which process
to employ.
Teachers make many provisions for
individual progress during this period.
Children who have the greatest diffi-
culty are encouraged occasionally to use
crutches such as tables of facts, writing
the number to be carried, and even em-
ploying some system of counting. All
this is done with great reservation and
only for the most extreme cases.
In the junior high school grades
much that was formerly taught has been
eliminated. Partial payments, square
and cube root, and the like have been
replaced by practical, functional aspects
of the subject. Family budgeting, con-
sumer problems, school banking, local
taxes, ways of investing savings are
typical examples of the activities which
have replaced the old, difficult, and for
the average person, useless phases for-
merly stressed.
Of course percentage with its various
uses is emphasized. Time is provided
for much review with the attempt
toward a more complete mastery of
facts and processes met earlier in the
grades. Throughout all the grades an
increasing effort is being made to make
arithmetic useful and meaningful and
to relate it to social living, with the re-
sult that we are confident that it is more
interesting and causes fewer emotional
disturbances. The child gifted in mathe-
Pupils of this first grade have been learning about a farm. This is their farm project. The boy
is pumping water for the cows. The farmer is drawing in hay. They hope he will make the grade.
The hired man is plowing. They have even provided for the country school, seen in the background.
Activities Program
IN SCHOOL circles, especially among
the "higher ups," there is a conflict
between the "progressives" and the
"others." The progressives have the
credit for bringing into the schools some
leaven by which school work has been
raised from the level of drudgery for
many a child to a place of interest and
delight. The progressives brought in
the activities program whereby the child
"learns to do by doing." Like every-
thing else, such a program can be over-
done. Some of the happiest days in the
school life of many of our boys and girls
are the days they have spent in the ac-
tivities, making a store project, a farm
project, a city project, or a Postoffice.
In these they actually live. They learn
to read, because they must read signs and

directions. They learn to print and
write because they have to have some in-
formation to impart. They learn num-
bers because they must buy and sell.
They develop initiative. Many a child
for whom it has been hard to learn to
read or write or spell finds that he can
draw, or build or contribute to the ac-
tivity in a way all his own. That gives
him courage, and faith and a sense of
well being.
The time now spent in activities for-
merly was spent in "busy work." "Busy
work" was deadening. It had little to
contribute to the learning processes.
Activities include projects, dramatics,
art, music, nature study, health, his-
tory, almost everything that has to do
with living.
I'age Sir
High School
AT THE high school age, boys and
girls are beginning to think about
their future, what they are going to be,
and what they are going to do. Parents
and teachers would be very happy if
each one could decide during his high
school period just what occupation he
would follow. Only a very few do
know, however, and high school pupils
are just like we were at that age. It is
not only impossible to decide upon an
occupation, but probably it is best for
them and for us that they cannot al-
ways make such a decision.
Certain facts become evident how-
ever. A large percentage of one-half th?
student body will become mothers and
homemakers. That will be their occu-
pation. There will be a period of transi-
tion for most of them and it is impor-
tant that they should have the best
training possible for that period as well

as for their later life work. Every girl
should therefore be given the fullest
opportunity to develop a strong healthy
body. She should be trained in good
health habits, care of children, nursing,
and homemaking.
It becomes the job of the girl to be
the financial manager of the home. The
girl should have training therefore, in
buying, in home management, and in
economics. Over and above this she
should be given training in etiquette,
manners, and culture in order that she
may be fitted to have the finest kind of
home and to provide the best kind of
environment and culture for her family.
Girls should have an opportunity for
the same kind of academic training as
boys and must not be denied any of the
cultural values.
It is evident that more boys and girls
are going to high school than ever be-
fore. This is the result of the child labor
laws which have raised the age of em-
ployment, the inability to procure job"
due to the general labor conditions and
because the present school practice is to
move pupils along even though they
may not have the ability to master aca-
demic subjects in a manner that would
qualify for entrance to college.
High schools are still fundamentally
academic. They are measured and
judged by the attainments of their grad-
uates. The public still wants that kind
of a high school. Yet, there is the pro-
blem of the pupil who cannot make
suitable academic progress.
There is much talk about more voca-
tional training, which usually means,
training along some mechanical line. No
high school is equipped to teach all the
kinds of training required for the mul-
tiplicity of occupations, but through the
introduction of some vocational train-
ing the school can develop in each per-
son certain qualities which will be valu-
correspondence courses and through the
aid of business and industry.
There are over 1600 pupils in Lin-
coln High School. The school since its
organization as a high school has con-
tinuously been on the accredited list of
the North Central Association of Col-
leges and Secondary Schools. It has
continuously held the highest rating
given high schools by the State Depart-
ment of Education.
The high standing is attested to by
the scholarships and honors that have
come to its graduates. The University
of Michigan gives an award annually to
the school whose students make the best
record in their freshman year. The
first award to be given by the Univer-
sity was given to the Lincoln High
School for the year 1938 and 1939.
Graduates of Lincoln High School are
admitted to any college in the United
States on the same basis as graduates of

any high school, public or private.
Activities
High school students are encouraged
to participate in social activities. Partici-
Shops and Crafts
LIKE ALL good modern schools, the
schools of Ferndale begin handi-
crafts as soon as a child comes to school.
Kindergarten children hammer and
build. Throughout the elementary
grades, our schools provide regular
times when children may make things
that they are interested in making.
All buildings have some shop facili-
tiestools, lumber, metal, and leather.
In the junior high schools the range of
handicraft activities increases. An effort
is made to stimulate better workman-
ship.
Work in the shop and with crafts
may or may not be related to other
activities. A group of boys and girls
may be making a piece of scenery for a
pation in such activities helps to round
out and broaden one's education. Often
it helps one to determine the field of oc-
cupation for which he seems most
adapted. A large portion of the student
body is active in some club or school
organization. The following activities
carried on in high school offer many
opportunities for social and cultural
development: Hi-Y Club. Girl Re-
serves, Girls' Athletic Association,
Boys' "L" Club. Campfire Girls, Inter
Nos (Latin) Club, French Club, Pal-
ette and Brush, Student Board, Debat-
ing, Oratory, Photography Club, De-
clamation, Lincolnian Staff, Annual
Staff, Stamp Club.
When a pupil enters high school, the
problem of what he is going to take
becomes important. Therefore, a pro-
gram of studies is given on page thirty
three showing the department and
grades in which the subjects are given.
Parents and pupils should consult
One of several shops in a junior high school. The tractor is not in tor repair but has been loaned
by Mr. Henry Ford and has been used to clear land for gardens.
These girls enjoy making rugs on hand looms.

I'u'n' .Vt'ju'
Art in the Lincoln High School. Here pupils express themselves in a great many ways.
The Arts
So CLOSELY related to the crafts as to
be almost indistinguishable from
them is the work in art. This work,
beginning in the Kindergarten, runs
continuously throughout the elemen-
tary school and becomes more diversi-
fied and specialized as the children
reach junior high and high school. The
art work includes the use of various
media such as crayons, paper and scis-
sors, water colors, calcimine paint, fin-
ger paint, plasticene, clay, and so on.
Art is continually being interrelated
with other subjects. The art work ties
in closely with dramatics, in the mak-
ing of scenery, costumes, and adver-
tising posters. It is used in connection
with units selected from the social
studies.
One out of every ten pupils partici-
pated in a poster contest having for its

subject "Education for National De-
fense." Before starting the poster these
pupils must have ideas, so the art
teacher became a teacher of history,
civics and citizenship for several days.
All who made posters, and many who
were never even successful enough to
finish one. contributed something to
democracy. They did something to
themselves that reading from books
could not do.
Like shop and crafts, for some chil-
dren art may affect vocational choice.
But for all children it is an avenue of
expression through which they may
develop an increasing sensitiveness to
beauty.
Page Ten
In this art class in a junior high school pupils are using several different kinds of material.
Each seems to have his own kind of work.
Physical and Health Education
"Healqi is qiat qnality oj life qiat
enables one to live most anp serve
best."
"The bopy is bnt qie resting place of
qie minp anp sonl anp as snch it
shonlp have the best oj care."
TT Is difficult, especially in the elemen-
tary grades, to separate physical
education from the remainder of the
program. In the kindergartens, the
various activities such as marching,
rhythm work, and out-of-door play
periods largely constitute the physical
education program. Wherever the
school building does not have a gym-
nasium, as is the case in nearly all our
elementary buildings, the old recess
period properly supervised constitutes
the most important part of physical
education. Games are taught, but much

free play is provided as children much
prefer to organize their own play
groups.
Elementary teachers provide rest pe-
riods during the day, when windows
are raised and stretching and bending
exercises are given. It is necessary to
resort to much of the Swedish gym-
nastic exercises in the classroom.
In the junior and senior high schools
in which there is more departmental-
ization, teachers who have specialized
in physical and health education are
employed. Team games of both an
intramural and interscholastic nature
are played. Besides the physical de-
velopment that takes place, the boy or
girl learns very many valuable citizen-
ship habits such as cooperation, loy-
alty, teamwork, and good sportsman-
ship.
I'aar Eleven
One o/ the three Junior High School bands.
Music
APPRECIATION and participation in
music have become important in
the work of each school. More students
than ever before are enjoying the privi-
leges of free instruction and school-
owned instruments. While not strictly
on a twelve months' basis, instru-
mental music is taught during the sum-
mer months in connection with the
Recreation Department.
Music appreciation is emphasized
through records, radio, and the public
address systems in the various schools.
On account of the interest of the De-
troit Symphony organization, pupils
have an opportunity to attend the con-
certs given for school children. Before
they go to the concert, records of the
music to be given are bought. These
records are played so the pupils may
know about the music they will hear.

They also learn about the composer.
about the theme, and circumstance of
the writing of the composition.
Vocal music has been a part of the
school curriculum for years. It begins
when the child starts school in the
kindergarten. By the time he reaches
the seventh grade he should be able to
sing two, three, and four part music.
It is not the thought of the school that
all children will be musicians. Every
pupil, however, will get more out of
life through some knowledge and ap-
preciation of and participation in
music.
Instrumental music begins in the
kindergarten. Each kindergarten is
equipped with kindergarten band in-
struments which help the child to de-
velop the sense of rhythm. Next come
the pre-band instruments in the pri-
mary grades. Students may now follow
a complete course of instrumental train-
I'tntc Twelve
ing through the twelfth grade. From
the pre-band class, students progress
through the beginners' class, beginning
band and orchestra, then to junior high
band and orchestra and senior high
band and orchestra.
Each school maintains at least one
performing organization. There are
three junior high school bands, two
junior high school orchestras, one senior
high school band, and one orchestra.
There are also several grade school in-
strumental groups. The instrumental
program as a whole trains boys and girls
in cooperation and self-discipline, pro-
vides a healthy pastime for leisure and
often is the only thing which keeps the
child on the right road through a very
sensitive period of life. It teaches loy-
Spelling
TRADITIONALLY the subject of spell-
ing is closely related in people's
thinking to the "Three R's." Now we

regard it as a tool necessary for express-
ing ideas in writing, and most schools
give spelling a definite place in the
school program.
Like arithmetic, spelling lends itself
well to testing and measurement.
Countless investigations in the field
have been made. Drill on useless ma-
terials is being avoided. Modern text-
books have eliminated the unchildlike
meaningless words of the old spellers.
We have learned that some children
possess an almost uncanny way of
spelling without conscious effort or
drill, apparently observing the words
in their reading and retaining the
image, so that without thinking they
write the words as they have seen them
We have also learned, on the other
hand, that some children need drill and
alty to an organization, responsibility
as an individual and in a group. It
tends to unite the privileged and under-
privileged.
Bands and orchestras play at many
public and private functions during the
year. The summer recreation bands
play five or six concerts on various
playgrounds during the summer.
Parent-Teacher groups have been
very interested in these musical activi-
ties and have been very helpful in get-
ting uniforms and instruments.
The culmination of instrumental
music for the grade schools is the all-
city band and all-city orchestra com-
prised of the best musicians in each
school. Concerts given by them are su-
perior to those given by the individual
groups.
practice upon almost every word that
they have need to use.
Accordingly in second grade we be-
gin a systematic study of a list of
approximately three thousand of the
most common English words and over
a period of years help children to learn
Frequent tests are given in spelling
so that each child's spelling growth
may be evaluated. Results vary mark-
edly for children who have received the
same type of teaching. Individual pro-
cedures are often employed for those
who deviate far above or below the
average. This systematic attack is one
of the able teacher's ways of helping
the child to spell correctly.
Children are stimulated to want to
spell well and when doing written
work are urged to find out how to spell
all words which are to be a part of
their compositions. At first, they ask
the teacher or a child, who is recog-
nized as having unusual ability to
Science
WITH REGARD to work in science in
the elementary schools, the field is
so great and so fascinating that the se-
lection of subject matter is very diffi-
cult. Nevertheless, the objective of each

school is to disclose to the children some
of the natural phenomena surrounding
them as well as the scientific discoveries
and progress made by man.
In the kindergarten and in the pri-
mary grades the child's curiosity is pro-
tected and developed by his interest in
the things he finds about him, by help-
ing him to learn more about these
things, and by producing an environ-
ment conducive to further inquiry and
interest. Illustrative of the typical ac-
tivities carried on are: keeping a
weather calendar; taking care of pets
such as rabbits, kittens, and chickens;
observing and caring for fish, turtles,
frogs, toads, and salamanders: setting
free in the spring those creatures whose
natural habitat is in this climate: plant-
ing seeds and later transplanting the
plants to boxes and school gardens;
watching butterflies and moths emerge
spell, how to spell the puzzling words.
Later they are introduced to the dic-
tionary and are shown how to look for
the words which they need.
A child's personality is a factor in
the type of spelling that he does. If he
is careful and painstaking, a good
worker, and is desirous of approval,
he generally produces well written, cor-
rectly spelled papers, regardless of his
potential ability. If he is careless and
defiant of conventions, his papers are
likely to be carelessly done with words
spelled inaccurately. Thus, it can be
seen that character education, too, has
its place in producing results in spell-
ing.
from their cocoons: learning through
field trips to recognize certain birds,
flowers, trees, insects, and rock forma-
tions: and simple experiments with
light and magnets.
Some schools have attempted to es-
tablish a foundation for the under-
standing of the biological process of
In the later elementary grades and
in the junior high schools the main
objective in science teaching has been
expressed as the development of an
appreciation for and an understanding
of the forces of nature which operate
according to natural law in our en-
vironment.
Science is integrated naturally with
many other subjects in the school cur-
riculum such as health, the social stu-
dies, and industrial arts. For example,
the study of geographic principles
needs to be amplified by science. A
knowledge of air pressure, temperature,
movements of the earth in reference to
the sun. movements of the moon in
reference to the earth, and the cause of
wind, enriches the study of climate as
encountered in the attempt to give chil-
dren a true concept of the world as a
whole. The social studies are further
vitalized by comparing the length of

historical periods with that of the total
history of the earth, and by indicating
the changes in the social order that fol-
lowed scientific discoveries and inven-
tions.
Typical of units of work in science
covered in the fourth, fifth and sixth
grades are 1) the earth, what it is like,
how it moves, its probable age, forces
which have changed it, the develop-
ment of life upon its surface; 2) the
sky and the universe, which includes
some conception of the stars, the moon,
and the solar system; 3) plants and
animals; 4) magnets and electricity.
In junior high school such units are
amplified and enriched according to the
increased understanding of the chil-
dren. Consideration is given to com-
munity sanitation and health, to fire
prevention, and to the conservation of
natural resources.
To secure the real interest of chil-
dren, science teaching must include
more than intellectual experience. It
must provide an opportunity to do. to
experiment.
A room where science is taught even
in the elementary schools should be
I'nfte Fifteen
something of a laboratory, at least a
workroom where children will want to
go to work out problems, a place where
they can observe, handle, and manip-
ulate.
The actual subject matter taught in
a science course is of less importance
than the ideas that should develop.
Such ideas are, that there is orderliness
in the universe, that judgment should
be suspended until sufficient data have
been secured to substantiate it, that
observations should be made carefully
and accurately, that for every effect
there is a cause, in this way helping to
eliminate superstitions and needless
fears, and forming a desire to con-
serve intelligently the beauties and re-
sources of natural environment.
Much gardening has been done in
our schools. Lawns have been re-
Social Studies
Two SUBJECTS, history and geog-

raphy, traditionally occupied places
in school curricula. Both courses were
purely factual, depending upon the
child's memory of textbook material.
As time passed educators realized that
such teaching was sterile and meaning-
less to many pupils. They became con-
cerned with meanings, understandings,
attitudes, and relationships. The sum
total of facts was beyond the ability of
anyone to remember.
The more inclusive term of "social
studies" replaced the formal history
and geography. By this term is meant,
the study of how human beings live
together on the earth. It is the study
of man, influencing and influenced by
his natural and human environment.
This conception of the field caused it
seeded, shrubs and trees have been set
out and cared for by children. Experi
ments have been conducted with chem-
ical gardens.
Science has not yet found as definite
a place in the school curriculum as cer-
tain traditional subjects. Most teachers
have not been trained in methods nor
have they acquired the knowledge and
attitudes necessary for successful teach-
ing in this field. But in many of the
schools a beginning has been made.
The age of science in which we live
makes knowledge and understanding
imperative for an intelligent citizen.
It is good for man to sense and feel a
part of a universe in wh'.ch there is
a natural law and order. It may give
him a sense of belonging: it may even
give him faith in God as the great
planner of it all.
to embrace some of the material found
in history, sociology, geography, poli-
tical science, and economics. It spread
farther into the fields of religion, phil-
osophy, science, mathematics, the
crafts, fine arts and recreation, in fact
into all fields of human thought and
This is a picture of a community built by second grade pupils alter learning how people
live together. Social Science is more than the study ot textbooks.
mary grades, they have tried to help
the child become really familiar with
his immediate surroundings. They
have studied a farm, a store, a post
office, means of transportation and
communication as well as many other
aspects of our immediate community.
Trips have been made for the pur-
pose of directed observation and more
complete understanding. Children have
visited farms, stores, pet shops, the post
office, bakeries, newspaper plants, air-
ports, and produce terminals. They
have taken train rides to Detroit, where
they have been conducted through
Pullman cars, engineers' cabs, baggage
cars, mail cars, and the like. They have
watched the boats come and go on the
Detroit River.
They have returned to their school
rooms and have reproduced their ex-

periences in their own simple way dur-
ing their crafts and art periods. Dur-
ing this time they have played at keep-
ing store and at taking trips. Some
schools have gone further and have
actually contributed to their own
school community by establishing little
post offices and supply stores, where
they have sold real stamps, notebooks,
and pencils for real money.
Children, a little older, at third
grade level, have studied and drama-
tized the life of a simple primitive
people like the North American In-
dians, so that they may see human re-
lations and man's relation to nature in
their simplest form. At this point they
Payc Seventeen
were building their background from
books and pictures rather than by ac-
tual experiences.
Then in the later part of the third
grade or in the fourth grade, children
have been introduced to simple peas-
ant culturespart way between prim-
itive life and our own complexityas
for example, the rural life of Holland.
Mexico, or Japan. Others have come
back to the study of our own state of
Michigan, which has been enriched by
vacation trips taken by many boys and
girls.
In the later elementary grades (the
fourth, fifth, and sixth), the children
have been led to get an overview of
the world as a whole. Both geography
and history have been used as starting
points. During this period teachers
have kept in mind such objectives as,
1 ) to enable children to interpret
maps, globes, charts, graphs, etc.; 2)

to build up a sympathetic under-
standing of peoples regardless of dif-
ferences: 3 ) to help children to realize
the relation of people's needs and re-
sponses to their environment: and 4)
to stimulate children to an alert and
open minded interest and attitude
toward the ever-changing world in
which they live.
Children have learned to delve into
history and geography books, into ref-
erence books, and encyclopedias for
their information. They, too, have
drawn pictures and constructed proj-
ects, illustrative of the concepts gained.
A junior weekly newspaper has come
into most of the middle grade rooms.
This has led pupils into an awareness
of what is now happening in th3
world.
Methods of teaching have also
changed. Children are given more prac-
tice in contributing. In many rooms,
they are organized into committees
whose duty it is to gather information
on various aspects of the unit being
studied. They report their findings
with talks and slides. They are given
the opportunity to express opinions.
They are encouraged to think in terms
of a solution to certain problems con-
fronting the peoples studied.
There have been variations in the
methods and the actual amount of sub-
ject matter covered in the various
classes. The richer the experience has
been, in general, the less the subject
matter studied.
In the junior high school a greater
emphasis has been placed upon history.
The young people at this level have
explored the historical background of
our own country. Again they have not
been limited in opportunity to extend
beyond the most apparent facts. They
have been led to attack crucial prob-
lems confronting our world today
Health
PARENTS are the ones most directly
concerned with the health of the
child. The teaching of health habits,
detecting illness, and prescribing for
minor diseases begin in the home. Quite
often it escapes the attention of th3
parent and the child comes to school
not only ill, but with a contagious dis-
ease which may involve the health of
others.
Teachers are on the alert to detect
such cases when the children come to
school in the morning. Therefore, the
teacher is the first step in school for the
preservation of health.
If the nurse is not in the building,
the child is sent to the principal who
must decide what is best to do with the
child who is ill.
There are one full-time nurse and
two part-time nurses in the schools.
Their time is divided among the

schools as nearly equitable as possible.
Realizing the extreme value of good
health, the schools have carried on
many projects during the last year with
gratifying results. General examina-
tions of pupils were made and notices
were sent to parents calling their atten-
tion to defects. Dental examinations
and instruction on the care of the teeth
were given. A follow-up program was
carried on to determine the results of
the project.
Lincoln High School Seniors were
examined and parents notified of the
results.
Special department children had
their yearly check-up with the otolar-
yngologist.
The Health Chairmen of the local
P.T.A.'s met with the Nurses once a
month to discuss the health needs and
were informed what was being done
in their respective schools for the health
and welfare of their own school chil-
dren.
A health fund was established by
the Teachers Club.
A lecture on tuberculosis by Dr.
Sherman of the Oakland County T.B.
Sanatorium was given under the spon-
sorship of the Lincoln High School
P.T.A. with all other local P.T.A.'s
being invited.
All suspicious cases of T.B. are sent
to Dr. Benning's Clinic held Saturday
A.M. for tuberculin tests. One posi-
tive case was found this year in a child,
who had been sent to North End
Clinic, and this case is now under their
supervision.
Contagion this year in our schools
has consisted of 83 cases of mumps,
160 of chicken pox, 34 of scarlet fever,
and one case of whooping cough.
Consultations with parents at school
are made possible by sending home ap-
pointment slips for them to see the
One corner of the high school library. This is the academic work shop ol the school.
School Libraries
EACH SCHOOL, in Ferndale has a
school library. There are in all
school libraries 14,881 catalogued
books. 4,901 copies of these are in the
Lincoln High School, 6,685 copies are
in the four Junior High Schools and
3.295 copies in the three Elementary
Schools.
These books have a wide circulation.
In the high school, the average circu-
lation for a month is 2.1 70 copies. In
the Coolidge School the circulation is
between 1,000 and 1.100 copies a
month and in all other schools the cir-
culation is from 400 to 500 copies a
month in each building.
Lincoln High School. Coolidge and
Taft Junior High Schools have full
time librarians. In the Roosevelt School
and in the three elementary schools,
classroom teachers serve as the libra-

rians. All librarians are assisted by stu-
dents except in the high school, which
has one paid assistant and several N. Y.
A. girls.
Use of the library is taught in the
English classes.
Sets of reference books are a part of
all school libraries for use in research.
A number of magazines are pro-
vided in each school library for the use
of students to supplement their class-
room work as well as for extra-curricu-
lar activities and recreational reading. In
the high school, which has a subscrip-
tion list of 49 magazines, additional use
is made of them for term papers and
public speaking. To make the use of
magazines more effective, the high
school subscribes to the "Reader's Guide
to Periodical Literature" and teaches the
use of it in its English classes.
I'aar Twenty
Professional magazines for the fac-
ulty are ordered for the most part by
individual teachers.
Two hundred and eighty-two new
books were added to all libraries this
year. These were purchased mostly by
individual schools from their school
funds for their particular or immediate
needs.
Besides the regular libraries of cata-
logued books which nearly takes care
of the library needs of the children
from fourth grade up, there are room
libraries. These average between 30-
100 books per room in Kindergarten
Physically Handicaj
A RECIPROCITY agreement between
"^^Ferndale. Hazel Park, and Royal
Oak has made possible a department
for the deaf and hard of hearing chil-
dren and a sight conservation depart-
ment in Ferndale, and orthopedic
rooms for the crippled in Royal Oak

and Hazel Park.
Such departments, for several rea-
sons, are expensive to operate. The
special equipment is expensive and
transportation is costly. Obviously,
comparatively few handicapped pupils
can be assigned to a teacher. However,
the State by Statutory Act finances
such departments up to the amount of
$200 per child over and above the aver-
age cost of education of a normal child.
Expert teachers, specially trained in the
field of education of the handicapped
child, are employed.
Deaf
This department has been equipped
with a special hearing aid. A power-
through the third grade in all schools.
These books are, mostly, single copies
of easy books to supplement the young
child's reading. These numbers do not
include sets of supplementary readers
but are used as such by groups of chil-
dren for regular reading classes. In
some schools these room library books
circulate; in others, they do not. These
books seem to take care of the library
needs of the young child.
Purchase of library books is made
by a fund set aside in the regular
budget for that purpose, and supple-
mented by money from penal fines.
ful amplifier and microphone picks up
the teacher's and pupils' voices. Each
pupil is equipped with earphones and
individual controls. Each child thus
gets some auditory reception to facili-
tate the teaching of lip reading, devel-
opment of language for the many who
do not speak, and to aid in the teach-
ing of regular subject matter. The
powerful microphone picks up speech
from any part of the room and carries
speech formation, corrections, and
tonal voice qualities to each pupil.
Hard of hearing pupils are given an
opportunity to have contact with nor-
do not develop speech and enroll in the
State School for Deaf and learn sign
language.
Sight Saving
In every school system of any size
there are children with such defective
vision that they cannot profit most
from the regular classroom, or that to
work in a regular classroom makes such
a strain on their eyes that it is not ad-
visable for them to be in such rooms.
A special room is provided in the
Taft School for such pupils. The room
faces the east and special shades regu-
late the light. Special lighting is also
provided. The crayons and the black-
boards are all colored to make it easy
on the eyes.
Pupils use large type books and
write with specially built, large type
typewriters. These pupils are not
blind, and the Braille System is not
taught. Totally blind pupils should

go to a special school for the blind.
All the activities of the school are
available to these pupils, and they are
encouraged to take all the work pos-
sible with other children.
Special Education for Retarded
Ferndale Schools also provide edu-
cation and training for boys and girls
who have no physical disabilities but
are retarded scholastically because they
may be subnormal mentally, or because
of social or emotional maladjustment,
illness, etc.
The Department for
Mentally Retarded
Placing of pupils with their peers
serves to give them success experiences
which they might not have in the reg-
ular classes with normal boys and girls,
in which the slow child might become
confused and discouraged, and, in
many cases, delinquent.
The small special classes afford op
portunities for greater individual atten-
tion, and consequently, the retarded
pupils show considerable gain in the
mastery of the simple fundamentals
which will later help them find gainful
employment. Much emphasis is placed
upon handwork and crafts such as
weaving, woodwork, leatherwork, art
metal work, and sewing. These crafts
will serve them in good stead as leisure
time activities and as a foundation for
later training in vocational work upon
which they will need to depend for a
livelihood.
The Adjustment Room
The Adjustment Room serves pupils
of the district who may not be perma-
nently retarded, but who for various
reasons are in need of special coach-
ing in the academic subjects. Many
would be classified as low normals, or
dull normals. Others in need of indi-
vidual attention because of social or
emotional maladjustment which has
Every day, morning, noon, and night, a safety patrol boy sees that the passage is made safe.
Automobile drivers recognize these boys by the white belt and shoulder strap
and stop when directed.
Safety Education
"INSTRUCTION in safety and an oppor-
tunity to participate in safety guid-
ance are furnished the pupils of the ele-
mentary and junior high schools. The
work is sponsored by the Automobile
Club of Michigan. They keep the
records, and furnish equipment and
awards for patrol and service squads.
Each boy and girl can earn the
"Knights of Anaras" award badge by
giving three months of satisfactory
service and by passing a written exam-
ination in safety. The schools that
qualify in safety teaching receive a
bronze plaque.
During the 1939-40 school year,
boys and girls had 416,315 contacts
with safety. Each contact represents
some participation in safety by one

pupil. This is an average of 109 con-
tacts per pupil in the elementary and
junior high schools. This outstand-
ing record is furnished by the Auto-
mobile Club and comes from the
monthly reports turned in by the
school patrol captains.
The captains of the Taft and Wilson
schools patrol were given a trip to
Washington, D.C., because their schools
had the highest number of safety con-
tacts per pupil.
The Automobile Club of Michigan
claims that, since safety has been taught
in the schools, there has been a 37 per
cent reduction of children's accidents.
I'arte Twenty-three
Field Trips
THERE is a great variation among
children in the opportunities they
have had to do and see things. Some
families have the means with which to
travel and the children of such families
have a great advantage over those who
seldom have an opportunity to go
away from home.
Field trips, therefore, are very im-
portant undertakings in school. Teach-
ers have made arrangements for their
classes to take train trips from Ferndale
to Detroit. Most of these little people
have never been on a train. They have
played with toy trains at home, they
have seen trains go by, but to have the
real thrill of a long trip to Detroit, so
affects them, that it is hard for them
to sleep the night before.
The train crew is as interested as
any one in these trips, and no greater
attention could be extended to royalty

than is given these little people. Usu-
ally this trip is planned for Kinder-
garten or first grade children.
Parent Teacher
The Parent-Teacher AssocIa-
tIon furnishes a meeting place
where, in the interchange of ideas, both
parents and teachers may get a mutual
understanding of problems and objec-
tives. Then, working together they
may cooperatively proceed to help their
common interest, the child.
The Parent-Teacher Association in
many schools furnishes a social outlet
for the community and tends to bring
out community leadership. It furnishes
an opportunity to present new ideas
and plans for progressive activity.
All the Parent-Teacher Associations
have given the children many addi-
Just imagine the opportunity of
climbing up into the cab of a real hot
steaming engine full of power and sit-
ting where the engineer sits. That is
thrill enough for anyone, but think of
what it means to the little boy and girl
five or six years old.
Then there are trips to the farm
where these children have a chance to
see where milk comes from, or to pet
the nose of a real horse, or see a little
colt. A trip to the farm for the little
boy or girl from the city is a trip full
of information and never to be for-
gotten.
They visit the fire hall, the city hall,
a factory, and of course classes of older
pupils visit the art museum, and Green-
field Village.
Yes, and a visit to the river and the
big boats must not be forgotten. Field
trips are first hand learning opportun-
ities. We do not do as much of this in
the United States as they do in Europe.
In this, the older countries are in ad-
vance of us.
tional advantages at the schools, espe-
We have just lted a ride on a train. The porter
let us get into a berth. He tucked the blankets
around us and we peeked through the curt a'm.
We found that when you want i.ttle chickens you
have to "set" a hen. This hen hatched these
chickens. We like to have them in our school.
We are on a real farm and here is an old-fashioned hay rake. We had a ride on it.

/W 7;.v..t.i
Public Address System
THROUGH THE ASSISTANCE of the
parent-teacher groups, public ad-
dress systems have been installed in the
Coolidge. Jefferson, Lincoln High,
Roosevelt, and Taft Schools. The
public address system enables all the
rooms or any room of these schools to
get any radio program that they may
desire. In this way these schools have
the opportunity of using the many
educational programs now available.
Principals are able to speak to the
entire school at one time. The system
is of great value in uniting the school.
Morning exercises, including reading
passages from the Bible, the Lord's
Prayer, and the Flag Salute, may be
broadcast in the school so that all the
pupils may be united and take part at
Welfare
BECAUSE of the close contact of the
teacher with the pupil, she is gen-

erally the first one to detect the child
who is in need. Sometimes there is a
lack of food or the right kind of food,
sometimes it is clothing, or it may be
health, teeth, eyes, or some other diffi-
culty that comes to the attention of the
teacher. It often happens that the
teacher and the principal have the best
contact with the home which enables
them to be of most assistance where
there is need.
The public will never know the real
welfare carried on by the teachers.
They collect quantities of clothing and
food and distribute it among those in
need. They furnish hot lunches and
milk, they purchase glasses and even
finance many tonsillectomies.
The Teachers' Club sponsors an
annual benefit party, the entire pro-
ceeds of which are used throughout the
the same time in their separate rooms.
Besides these activities, programs are
prepared and broadcast by the pupils
on safety, health, current events, and
various topics. This is excellent train-
ing in English. The pupil who goes
before the microphone with his manu-
script must have it correct. The whole
school is his judge and becomes a very
critical and helpful audience.
The public address system in the
high school gymnasium is an indispen-
sible part of the equipment. That room
is so large that a speaker cannot be
heard without amplification.
Teachers are just beginning to real-
ize the vast use that can be made of the
radio in the modern school.
year to buy articles of clothing, to pay
for the care of the teeth, or to supply
other needed things which the home is
unable to provide.
The various clubs of the city are
very active and very generous in the
work of taking care of children in need.
They have a committee in' each club
At Christmas time the teachers have
assisted the Ferndale Firemen in bring-
ing Christmas cheer to many families.
Home calls have been made and the
needs of the families reported to the
Firemen, who furnished Christmas
boxes containing clothing and food.
Many of the students, P. T. A. mem-
bers, and teachers have made up Christ-
mas baskets of food.
The student body has contributed
to the welfare of others outside our
Testing Program
THE TESTING program is conducted
with nationally standardized tests
which include established norms for
grade, age, and achievement of pupils.
By these tests it is determined whether
or not the Ferndale students are pro-
gressing at a satisfactory rate as com-
pared with pupils of other school sys-
tems.
Tests are also used to show both

strong and weak progress in subjects.
This permits the teacher to give def-
inite help, in a remedial way, where
Visual Education
SO-CALLED visual education is not
new to schools. It started years ago
with the "Magic Lantern." Some
thirty years ago the Keystone View
Company, who had been making stere-
oscope views and selling them through-
out the country, (perhaps you have a
box of them about your home among
the antiques) came out with the Six
Hundred set. In this they combined
the stereoscope views with the slides.
These are used extensively today.
community by giving to the Com-
munity Fund, Red Cross, Children's
Crusade, and by purchasing Christ-
mas, Easter, and Crippled Children's
Seals.
It would be an interesting story if
the many cases of assistance given in the
schools could be told. The half will
never be told or known except by the
giver and the recipient. After all, this
is as it should be.
needed to aid pupil progress.
Tests Used
Elementary anp Jnnior High School
Detroit First Grade Intelligence Test
Otis Self-Administering Test of
Mental Ability
Stanford Achievement Test
Senior High School
The Otis Self-Administering Test
of Mental Ability
Iowa Silent Reading Test
Schorling-Potter Arithmetic Test
American Council Psychological
Test.
Then came the development of the
moving picture and later the sound
moving picture. All these facilities are
used in the schools of this district.
There are some disadvantages to
their extensive use such as the time
Getting ready lor Hallowe'en. Recreation department selecting the best costume.
Recreation
IN MANY cities recreation is a depart-
ment of the city, operated, con-
trolled, and financed by the city. The
school board in such cities cooperates
and permits the use of school property
by the city usually without the schools
being reimbursed for anything except
heat, light, and janitor service.
In this district recreation has been
carried on jointly by the School Dis-
trict and the city of Ferndale. The week
school closes in June summer play-
grounds open. Prior to this time a staff
of workers has been selected and plans
have been made for activities on the
various school grounds,
sideration.
About $3,000 is spent for the sum-
mer program. For this $3,000 lives
are saved, accidents reduced, children
occupied, and delinquency and the be-

ginning of delinquency partially elim-
inated. The results are hard to measure
in dollars. Keeping children off the
streets and giving them something to
do are greatly appreciated by the par-
ents of these children who have to be
in the city during the long summer
vacation.
The recreational program for the
remainder of the year might be divided
roughly into incidental activities and
regular activities. In 1939 the first
incidental activity came through the
dedication of the new Lincoln High
School Gymnasium. The recreation
department sponsored a concert given
by the Kryl Symphony Concert Com-
pany. This brought many together
for the first time in the new gymna-
sium. Then there was the Hallowe'en
celebration. This was one of the most
successful incidental adventures of the
I'age Tu-enty-eittltt
year. Every school in the city had a
program. Literally thousands of young
people and parents took part in the
activities. Space would not permit a
recounting of the varied entertainment
developed by the schools. Opportunity
should be given to express appreciation
to teachers and others who have helped
change the old-fashioned night of
rather crude and oftimes destructive
hilarity to an evening of merriment
and pleasure.
All through the year, there have
been many such rather incidental com-
munity activities which the recreation
department has developed and carried
out.
Then there are the regular activities,
regular, because they carry on through
the season with each group having a
regular time assigned to it such as the
badminton, basketball, tennis, handi-
craft and hobbies. These are organized

on a unit or class plan for a twelve
Athletics
ATHLETICS constitute a very impor-
tant part of the activities of a
school, particularly of a high school,
and include football, basketball, base-
ball, track, tennis, and golf. If the high
school had a swimming pool, aquatic
sports would be included. Such activi-
ties create a school spirit which unifies
the school by giving a common interest
to all the students. Games afford the
public an opportunity to have a school
interest also, which helps the school and
helps the community.
A good athletic program requires
good teaching, careful planning, and
constant supervision. The number of
games won is not the most important
objective, although, for the morale of
week period, with centers in Lincoln.
Washington, Grant, Coolidge. and
Harding Schools. The recreation pro-
gram is flexible enough to include any
organization, and any activity that
offers recreation to the people of this
district.
Mention should be made of the
Community Center located or having
its headquarters at the "Castle on the
Nine." The "Castle on the Nine" was
developed by "Youth Incorporated,"
an organization of young people, as-
sisted by some adults interested in
youth.
The recreation department is now
located in the "Castle" and has be-
come quite the center of out of school
youth activity. There is always need
for more purposeful recreational
opportunities. Recreation is usually
thought of as a kind of athletic activ-
ity. It is more than that. It is anything
that helps youth and adults to use
their leisure time better.
the team, a reasonable showing is neces-
sary. The important goals are health,
A building used constantly by the community as well as by school.
have to be relied upon to carry a good
part of the whole program.
The total income last year was
$3,000. Over $2,000 was spent for
equipment. Perhaps this appears to be
too large an amount. However, when
one considers the fact that 130 boys
came out for football and that they
must have equipment that gives good
protection, that 125 boys were outfitted
for basketball, that about 50 boys need
track suits and that about the same
number had to be equipped for baseball.
it is very easy to see where the money
went. Besides all this outlay, there are
the expenses of officials and supplies.
The athletic field has been equipped
with lighting so that night games can
be played. It is expected that many who
enjoy games and who cannot attend on
account of work will have the op-
portunity of attending these events.

Through this means it is hoped that
athletic activities will become self-sup-
porting.
7\[ew High School Gymnasium
THir, NKW high school gymnasium
might well be called a child of the
depression and the "New Deal." Dur-
ing the years of 1937-8-9. delinquent
taxes came in unusually well. A por-
tion of this surplus was set aside with
the idea of building a gymnasium for
the high school, which was very much
needed. The Board of Education hoped
that a very suitable addition might be
built if the district should be able to re-
ceive help from the Federal Govern-
ment, either through P. W. A. orW.P.A.
In the fall of 1937 the Board thought
that it was unlikely that the district
could finance a building under P.W.A.
/'ott, thirty
because it would mean that there must
be 55 (7< of the cost of the building on
hand before it would be considered in
Washington. If the district could fi-
nance 55%, then there would be some
prospect of the Federal Government
making a grant of 45 %. A grant is an
out and out gift by the Federal Gov-
ernment. About this time the P.W.A.
folded up for some months. The Board
of Education then thought it might be
possib'e to start under W.P.A., in
which case the district would furnish
th? material and the Federal Govern-
ment the labor. In this way it would be
possible to do as much as the district had
money to finish and leave the rest for
the future. With this in mind a W.P.A.
Project was filed. Before it was ap-
proved, however, information came to
the Board that the Federal Government
had re-opened P.W.A. By that time the
Board had enough money in the bank

so that it felt it was within striking
distance, at least, of going ahead on
P.W.A.
The Board was fortunate in that it
had looked ahead and had plans, far
enough along, so that it was able to get
a rather close estimate of the cost, if built
under contract, as it would be by build-
ing under P.W.A. It was estimated that
th; cost of the new gymnasium would
be $21 1,000 of which the Federal
Government would pay $95,000 and
the district $1 16,000.
It was a real struggle to get $ 11 6,000
deposited in the bank in June, 1938,
when the project was filed, but the
Board of Education managed to do it.
although there was much worry about
how to meet the next payroll.
When bids were finally received they
were less than the estimated amount by
about $ 15,000. This was fortunate and
encouraging. This meant that there was
some money left for alterations to the
o'd high school building to provide
much needed additional room.
An estimate of the cost of alterations,
such as needed to be done, amounted to
$40,000. It looked at first as if the dis-
trict might have to put in $25,000 more
if the alterations were to be made. The
Federal Government, however, was
agreeable to having an amendment
made to the original application, and
the government contributed about
$1 1,250 and the district had to put in
$13,750 more.
The final cost of the new gymnasium
and alterations to the old building was
$247,519.98. The cost to the district
was $136,136.00, the remainder being
a grant from the Federal Government.
All is paid for. Not a bit of debt of any
kind is against the new gymnasium or
the alterations to the old building. This
is the first school building to be built in
the district for the past thirty years, at
classed as authors or professionals in
book publishing.
Therefore grateful acknowledgments
are due to Miss Evelyn Wilson, Prin-
cipal of the Washington School; Mr.
Alfred Wiitanen, Principal of the Taft
School: Mr. Howard Kern, Principal
of the Jefferson and Grant Schools: Dr.
Ralph Van Hoesen, Principal of Lincoln
High School; Miss Edith Thayer, Prin-
cipal of the Wilson School: Mr. Paul
Best. Principal of the Roosevelt School:
Mrs. Caddie Henrikson, Principal of the
Harding School; Mr. Fred Wall, Prin-
cipal of the Coolidge School, and Mr.
David Brown, Director of Recreation,
for writing many of the articles and
for their suggestions and constructive
criticism.
Deep acknowledgment goes to Mr.
Adrian Pollock in charge of the print-
ing department of the Lincoln High
School. If this book is pleasing to the

reader from the point of view of print-
ing, general arrangement and physical
characteristics, the credit goes to Mr.
Pollock and his student assistant, Dick
Hoey. The graphs in the back of the
book are the work of Roger Bishop,
who learned how to do this work in
the high school, while the cover is the
clever work of Raoul J. Pepin. Both
these young men are entitled to sincere
thanks for their part in making this
book attractive.
Much of the credit for the pictures
goes to a member of the Board of Edu-
cation. Herman Barth. who not only
took many of the pictures but who used
such great care and patience in getting
the best.
Appreciation is extended to Mrs.
Max Covert who patiently typed and
re-typed articles, also for careful read-
ing and correcting of manuscript. Ack-
nowledgments are due also to Miss
Gertrude Pantillon and Mrs. Adrian
Pollock for assisting in the proofread-
ing.
Last, but not least, is appreciation
for the many suggestions and work of
Ralph Muller, Assistant Superinten-
dent.
If you have enjoyed reading about
your schools, then we shall feel that our
efforts have not been in vain.
I'attc Thirty-two
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J'oiic ThirtY'fottr

I'age Thirty-fife

I'ttue Thirty-six

STATEMENT
PUBLIC SCHOOLS OF
THE CITY OF FERNDALE
IN ACCOUNTWITH ST\ ^_
MR ^fif/ Q//j0fA\^4O
KOR ALL SERVICES RENDERED IN EDUCATING
ONE CHILD FOR ONE SCHOOL DAY:
.0/b
.3/0
.061
.oof
.0/Z
I'tttte Thirty-seven

Learn to live and live to learn.

Ferndale (Mich.)
[Ferndale, 1941?]

http://hdl.handle.net/2027/mdp.39015073277736
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etjvuj oi edoq heqi ji ,yueqq Jieqi ecioj sucaueiuy ^ /O

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To the "Hoarp oj Epncation:

The material is more in the nature of information given in narrative form

to answer such questions in as direct and interesting a manner as possible.

and the public shall be interested to read all of it.

It is with pleasure that my associates and I present this report to you.

Generated for mbreenbo (University of Michigan) on 2015-01-05 00:12 GMT / http://hdl.handle.net/2027/mdp.39015073277736

The Three R's .

Generated for mbreenbo (University of Michigan) on 2015-01-05 00:12 GMT / http://hdl.handle.net/2027/mdp.39015073277736

Shops and Crafts

Physical and Health Education

Public Address System

New High School Gymnasium

Graphs and Charts 34,35,

THE 5,400 grade and high school

pupils in the public schools of this

district are housed in nine buildings.

The Board of Education offices and

Public Library are in the old Central

School Building, which is the oldest

public building in the district. It stands

on a part of the site of the old one-room

white school building which served this

district until 1913. Because of its loca-

tion it has not been used for school pur-

poses for the past fifteen years. Almost

all the school buildings of this district

have been erected since 1920 and there-

fore are comparatively modern.

Due to the rapid growth of the dis-

trict from 1920 to 1930 the resources

of the district were taxed to the limit to

THE MOST important factor in the

education of a child is the teacher.

James A. Garfield said, at an alumni

Generated for mbreenbo (University of Michigan) on 2015-01-05 00:12 GMT / http://hdl.handle.net/2027/mdp.39015073277736

dinner in New York City in 1872, "My

definition of a University is Mark Hop-

kins at one end of a log and a student

on the other." The selection of a teach-

er, therefore, is extremely important.

The following is the procedure in

selecting a teacher. First, there must be

a need for a teacher, either through a

vacancy having occurred or the neces-

sity for an additional teacher. Second,

the superintendent and principal discuss

the qualifications required to meet the

needs of the particular situation.

The next step is to examine the ap-

plications on file. Applications are kept

in the active file for about one and a half