The Caledonian-record. [volume] (St. Johnsbury, Vt.) 1920-current, 1922-10-12

5. Organization and perform.
ance of work.
6. Needs and means OF
improvement.
This is a very brief and incom-
plete outline of course, and ir
actual operation it would undoubt-
edly be greatly changed and en-
I larged. But it will serve to illus
trate the point, that accurate
complete and tabulated knowledge
must replace guess work, approx
imation, or perhaps entire lack OF
any such compilation of facts and
conditions.
1t should be for example very
simple matter to ascertain the sup
ply and quality of text books in
the schools in, say, 1922, with
notes that certain ones are out
of-date, dilapidated or poorly
adapted to the pupils; to list the
needs and, following definite
program covering a short or long
period, to find that by 1924 or 1926
previous condition of possibly So
pei cent satisfactory equipment
has been raised to 90 per cent.
Similarly a tabulation and esti-
mate of trained, certifcated and
successful teachers could be made
in any one year, and following a
definite plan of improvement in
service and improvement by re-
placements when vacancies occur,
definite facts expressed by stastis-
tics, graphs or summaries would
show what progress had or had
not been made in a period of
years.
The method of carrying through
such a study is we'll illustrated
by the scoring cards used in our
plan for improving rural schools.
The conditions and needs of such
schools are very clearly and de-
tinitely set down and serve well as
a basis for constructive work. A
corresponding procedure in other
lines would be equally valuable
and fruitful.
For the individual teacher a
study of her field of work would
be somewhat more intimate and
detailed and would deal more
with personalities. Yet it would
cover many of the same subjects
suggested for a superintendent,
though limited largely to one unit.
The study or survey might run
somewhat as follows:
A. My room and building.
/. Its condition as to repairs.
2. Its condition as to capacity,
light, heat, ventilation, compe-
tence, cleanliness, etc
3. Adequacy of books, supplies,
appliances.
A. Grounds, outbuildings, play
apparatus, etc.
5. Needed changes.
B. The work and the workers.
/. a. My education, training
and experience; b. My efficiency
in instruction, management and
discipline; c. Ny shortcomings
and how to overcome them; d.
My strength and how to develop
it,
2. Pupils (studied individual
lU.
a. Kind and environment.
b. Grade and ability-deter-
mined by tests, observation, per-
sonal knowledge, etc.
c. Spirit, industry, ambition,
social and vocational needs, etc.
d. Needs for adjustment of
work, program, guidance, individ-
ual help, social activities, etc.
8. Superintendent, school Off
cials, and patrons.
Characteristics and help
fitness Subjective and objective
factors).
b. Mutual relations, interest
and cooperation.
c. Needs and how to meet
them.
A. Nature and content of work.
/. Adaptation of course OF
study and program to groups and
individuals.
2. Accomplishment of as
signed work.
9. Needed adjustments.
c. Finances.
/. Value returned for eXpen-
ditures.
2. List of needed things.
d. Personal account of stock.
/. Record of professional
growth.
2. Record of achievements.
3. Cultural and social adj
vancement.
have purpoSely suggested an
outline somewhat similar to the
first one, to indicate the practical
identity of the problems which all
school workers face. Moreover
the advantage of similarity of in
vestigation and study are self evil
dent. Should an outline be devils
ed for the state department, for
school directors or for interested
patrons, it should correspond
closely to that used by either SUI
pcrintendent or teacher.
Whatever its form, study of
any problem should be simple,
accurate, frank and complete, in
order to con titute J sound and
practical basis for progress.