, 1924-08-07

ana deals with various SClOOl
duction; III. Organization and /
ing Staff; ~. The Curriculum; v.
Efficiency and Instruction.; vi. En-
rollment and Attendance; VII Build
ings and Grounds; VIII. Miscellan-
eous Activities; TX. Summary and
Recommendations.
This report Is as follows:
Introduction
l shall be as concise and brief in
my annual report as possible, to the
end that a larger number may read
the entire report. My first year in
Rawlins public schools is concluded
on July list. In general. the school
was found to be in very good con-
dition. There are numerous evil
dences throughout the system Of the
administrative ability Of my prede-
cessors.
The past year has seen a phenom-
email growth in the Rawlins public
school system. Two additional teach
ers had been engaged for the south
ward and with the first few weeks of
the school year. 1t became evident
that another teacher must be pro-
grade in the central ward. Where
NoA OSoA y rs
Of TAB during the first six weeks in
the fall Of 1922, there were 1913
enrolled for the m period this
school year. This would indicate
an increase of thirty-seven per cent.
This growth was not maintained for
the entire year, however, since the
total attendance for the year shows
an INCREASE Of only twenty per cent
over that of last.
Organization and Administration
1t usually takes the larger part of
the first year for an incoming super
%intendent to become fully acquainted
with his school system. It was there
fore fortunate that the Board OF Ed
ucation followed the recommended
tion found in the last annual report
In giving = secretary to the superin-
tendent to look after the clerical
work of the office. This gives tho
superintendent more time for super
vising the instruction In the grades.
One Il the first and most con-
spicuous things noticed was the
wide divergence In abilities shown
by the pupils within the respective
grades. Reference to the report of
my predecessor shows that this Is
not . new problem. Although 1t
created more or less friction, this
was remedied somewhat during the
year by dem0tions and by special
promotions where that action SEEM
.~ihcation resulted In an "A" and "B"
division In each room except where
there were two grades within = room.
Where there were two rooms for
one grade ~ was true in grades six
and i've the "B" division was placed
In one OOH and the IA" In an
other. The teacher Of each oom
was instructed to cover Just ~ much
Of the course Of study, and only ~
much - could be thoroughly cover
cd. This plan will probably de-
velop into semester promotions or
into . system that 10 equivalent to II.
A step in advance In the orEani-
sation OF the school 10 the intro
duction Of the opportunity room plan.
A teacher has been engaged for Q
year to give full time instruction 10
. group Of about sixteen pupils. In
this o those pupils who have
been greatly retarded by sickness or
for any other reason have . chance
70 receive special instruction adapt
Cd TO their individual needs. This
district receives 5000 aid from the
state for this class.
For the purpose Of checking the
classification Of pupils into the var
ious divisions. Tsrman's Group In
t~elllgence tests were given 70 several
Of the upper grades and the Ptntncr
Cunningham test to the lower
grades.
There 10 . great nssd Of addition
81 e~uprevision IN the lower grades.
In the high school the principal gives
half Of HE time to special super.
vision OF the work Of eight tsachsrs
aad . hundred fifty pupils. In
grades five to eight the junior high
school principal gives one third II
her time 70 special supervision Of
the work Of nine teachers and three
hundred pupils. In grades one 70
four there 10 nc supervision for The
regular class room work. except that
Of the Dupeeintendent for twenty
teachers and about six hundred puD-
IL.
when Il n recalled that there
were over forty teachers II the Raw.
1lns schools last year. Il q evident
that The supertntendsnt cannot give
adequate supervision TO this group.
Reading was taught In very much
the sams way b. I'll teachers thirty
yearb ago.. Today We have 0ayoral
stroagly Differentiated methods many
Of then VEN qeo1. Dat when ~
mig 0eeo AeeAo1s h eno school
system the eAtll becomes eeafuseA h
DasolAe fSo0 efAle y gsa1e, ia
- ~ Do00A11AlD ooe11ey q 0Aay .