CHI CHICAGO, ILL. > Ge HQTELS HOTEL ANDERSON ade MERE HOJ6L RRE HAUTE HOU HOTEL WASHINGTON ANDERSON, INDIANA 462| SHE TE HAUTE, INDIAN WASHINGTON ST. BET.LA SALLE & N.WELLS STS. A WENZEL HOTEL PITTSBURG, KANSAS WENZEL HOTELS HOTEL ANDERSON GRASMERE HOTEL . TERRE HAUTE HOUSE HOTEL WASHINGTON ANDERSON, INDIANA 4621 SHERIDAN ROAD TERRE HAUTE, INDIANA WASHINGTON ST. BET.LASALLE & N.WELLS STS. CHICAGO, ILL. CHICAGO, ILL. CA2WAM .ORUGETTIS 2j3TOH JISSMNaw AOTAMIH2AW IBTOU Sevan sTUAM aaaaT JASTOH SeaMeaso UOSMBIWA ISTO Te 2LEIW MD TLIAZ AL TREES HOTOMINEAW AVAIGH ATUAH FARAAT GAOA HACGIRAHeS [SOA AWVAIGH WOSHAGKHA At QOADHD Jd! OOADINS Hotel Berase A WENZEL HOTEL PITTSBURG, KANSAS WENZEL HOTELS HOTEL ANDERSON GRASMERE HOTEL TERRE HAUTE HOUSE HOTEL WASHINGTON ANDERSON, INDIANA 462! SHERIDAN ROAD TERRE HAUTE, INDIANA WASHINGTON ST. BET.LA SALLE & N.WELLS STS. CHICAGO, ILL. CHICAGO, ILL. hotel Bease A WENZEL HOTEL PITTSBURG, KANSAS WENZEL HOTELS HOTEL ANDERSON GRASMERE HOTEL TERRE HAUTE HOUSE HOTEL WASHINGTON ANDERSON, INDIANA 4621 SHERIDAN ROAD TERRE HAUTE, INDIANA WASHINGTON ST. BET.LA SALLE & N.WELLS STS. CHICAGO, ILL. CHICAGO, ILL. LEONARD HICKS, MANAGING DIRECTOR THE WORLD'S TALLEST HOTEL MORRISON HOTEL James B. McCahey and Thurlow G. Essington, Trustees. AW Great aNetel ia a Great City : CHICAGO eT fa eae UG = [MBH 2 ts ire pee Cs CENTRAL DISTRICT PHYSICAL EDUCATION ASSOCIATION CONVENTION Maren SO, Gly April i, € 1938 VISITATION « Wednesday, March 30, 1938 ELEMENTARY SCHOOLS = Boys and Girls 9:00 a.m. Seward School —_ Whittier School 12:00 a.m. Willard School JUNIOR HIGH SCHOOLS - Beys and Girls 9300 a.m. Jefferson Jr. High School to Phillips Jr. High School 12:00 a.m. Marshall Jr. High School Bryant Jr. High School (Swimming) SENIOR HIGH SCHOOLS Girls Boys 10:30 to Edison Individual 10:30 a.m. Fundamental Athletic 12:30 poem. Sports Skills 11:30 asm. North The Modern 11:30 asm. Apparatus j Dance 8:30 aem. Roosevelt-Fundamental 9:30 aem. Tests and Measurements 10:30 PeMe - Rhythm 10:30 QeMe " " " COLLEGES AND UNIVERSITY (A) 8:30 a.m. to 3:30 p.m. = University of Minnesota - Men's Athletic , Dept. Visits to New Ments Athletic Building, Field House, and Stadium, (B) 8:30 a.m, to 3:30 peme = University of Minnesote » Women's Gymnasium - (except 12:30 - 1:30) Physical Education for Women. 9:00 am. to Dowling School for Crippled Children 1:00 peme Transportation will be furnished to delegates upon presentation of convention badge or membership card, Visitation - Wednesday, March 50th, Bus Schedule Element h - irls. ementary Schools = Boys and Girls Return from school Lv. Nicollet Hotel Going to: as follows: 9:00 A.M. Willard School, Queen & 16th Aves.N. (10:45 = 12:00 10:30 A.M. Whittier School, Blaisdell & W. 26th St.11:00 = 12:15 - Seward School, 24th St. & 28th Aves, 11:15 = 12:30 funior High Schools = Boys and Girls. Return from school Lv. Nicollet Hotel Going to: _as follows: 9:00 A.M. Jefferson Jr. High, Fremont Av.S.& 26th St. 10:45 = 12:00 10:30 A.M. Bryant Jr. High, Clinton & 38th St. 10355 = 12310 Phillips Jr. High, 15th Ave. S. & 22nd St. 11:05 = 12:20 Marshall High , 14th Ave. S.E. & Sth gt. 11:15 = 12:30 Senior High Schools Lv, Nicollet Hotel Going tos: Return from school: 10:00 A.M. Edison High, Monroe & 22nd N.E, 12:30 P.M. Lv. Nicollet Hotel Going to: Return from school: 11:00 AM. North High, Fremont & 17th Ave. N. oo Pele iv. Nicollet Hotel Going to: Return from school: 8:00 A.M. Roosevelt High, 28th Ave. S. & 40th St. 9:30 A.Me 9:00 A.M. . . : . 10:30 A.M. 10:00 A.M. " " . . 12:30 Pelle Colleges pnt erecta Return from Return from Lv. Nicollet Hotel Going to: - .. Bey Mens Athletic Bldgs Womens Gym 6:50 Aelie University of Minnesota 9:55 A.M. 0:00 AsMs 9:30 A.M. ° ° . 10355 A.M. 11;00 A.M. 10:30 A.M. . ” r 11:55 A.M. 12:00 Noon 11:30 A.M. wo . . 12:55 P.M. 1:00 P.M. 12:30 P.M. ” ” ” 1:55 P.M. 2:00 P.M. 1:30 P.M. “ . > 2:55 P.M. 3:00 P.M. 2350 Pele . . . r 5:40 P.M. 5:45 P.M. Dowling School for Crippled Children Lv. Nicollet Hotel Going to: Return from schools: 9:00 halle Dowling School 10:30 Lelie 10:00 A.lM. . : 12:00 Noon Transporting Delegates to Demonstration Thursday, March 3lst. Lv. Nicollet Hotel Going to: Return: 53:00 P.M. Mens Athletic Bldg. University of Minnesota At close of programe Transporting Delegates to Icc Follies Friday, April 1st. Lv. Nicollet Hotel Going to: Return: | 7:50 P.M, Minneapolis Arena At close of program. Central District _ Physical Education Association ANWEAPOLES, NT WO: 2,0:3:55,.758:9 Ute OFFICIAL GUIDE to ATR un @uwwearous, City of today -and tomorrow For the visitor seeking the many recreations presented by a thoroughly modern city and en- joyed in an atmosphere of progressive spirit, sin- cere hospitality, and natural beauty, Minneapolis’ attractions are not surpassed by those of any city = he world. And—it is the Gateway to Vacation- and. You may ride for hours along its tree-lined boulevards, or meet your friends in the new Min- neapolis Auditorium, one of the most modern con- vention halls in the country. A group of ultra smart hotels invites you to restful ease, while a few blocks away you may view the giant flour mills at St. Anthony Falls, which was discovered in 1680 by Father Louis Hennepin. City Has Eleven Lakes No other city has eleven lakes within its city limits, where devotees of outdoor sports may revel in bathing, boating, canoeing, and sailing. A re- tail shopping district offers you the products of all countries shown in all of the modes and not far away is the University of Minnesota, at once the home of the nationally known Minneapolis Sym- phony Orchestra and the University of Minnesota football team. Above the beautiful gorge of the Mississippi River is Minnehaha Falls, famed in Longfellow’s poem “Hiawatha’’-and located in one of the hun- dreds of public parks. This progressive city with its wide streets, fine homes, excellent school sys- @ Lake of the Isles and boulevard - @ tem, and thirty-story buildings is only a few hours drive from the pine woods and resort country of the Land of 10,000 Lakes. Now Fifteenth Largest City Steady progress has marked the advancement of Minneapolis from a sawmill to a metropolis of nearly half a million. ‘The population has never failed to gain 22 per cent or more in any U. S. Census decade. It is now the fifteenth largest city in the nation. Tomorrow—a million population, same natural beauties, same hospitality of its people, added modernity of atmosphere, and a greater mecca for millions of visitors every year, MINNEAPOLIS, City of Lakes. Commercial, financial, educational, and cultural center of the Northwest. @ @ Minnehaha Falls, immortalized in Longfellow’s @ “Hiawatha” YOUR STAY Made Pleasant Hotels of Character Hotel accommodations in Minneapolis are ex- cellent; the rates for rooms and for meals are rea- sonable, which facts are vouched for by visitors who have enjoyed the distinctive services offered in its many and varied hostelries. The personnel of Minneapolis’ hotels is alert to give courteous, considerate service, and to assure the comfort and pleasure of all guests. Convention Conveniences Maintaining the position of Minneapolis as a leading convention center, the hotels offer com- plete convention facilities including large meet- ing places, committee rooms, banquet halls, and ample exhibit space. Minneapolis Municipal Auditorium For the larger meetings and expositions, the Minneapolis Municipal Auditorium is available with its full convention equipment. This $3,000,000 building seats 10,545 persons. It is the scene of convention meetings, expositions, sports’ events, circuses, musical assemblages, and _ religious services. YOWLL: Want te See> Lakes of Minneapolis Millions enjoy the recreational advantages of the Minneapolis’ lakes each year, residents and visitors alike. Bathing beaches, diving, bridle paths, picnic groves, sailing, boulevards, canoe- ing, and motorboat racing are some of the attrac- tions which these lakes provide. University of Minnesota Fourth largest university in America with a campus of 550 acres set in natural scenic back- ground. Exceptional professional schools, in- cluding medicine with which the Mayo Founda- tion is affiliated. Outstanding College of Agri- & Skyline showing flour milling center of the world @ Key to Map—Theatres IR ge ee ee ak Be pee ees es eee 9 SAS LOTe Fe sea eps en oo ae Se aes Pia, 7 Cenhiiy eee te een ee ae ee ee fp ll Grange ses Gage pen es eee ee ei Rte cali e | 8 Hennepin ‘Ononeun 4 oe ne Fo ve ee ee eee 21 MEY CEUTA ene ek ee ee OO SS ce ee 29 ati Oe se ee eet ee en ae a ee eS a Say 15 Metropolitan toe ee ese a ee 2 Minnesota ce Gt etal her ate bee eb ae se eee 20 Pala Ce ees se Pee ers tee a eh ae 3 POtilaGee ee eee se et it So Soa hs clas 12 DEVS Omeel wisn ee ee ear evades os 13 a Lake Minnetonka is dotted with these @ Churches Basilica.of St: Mary, (Catholic)..38 335 ee BS Cenitral*Lutherany Ghurch 3 28: eee 32 Church of The Redeemer (Universalist)...........0....... 17 First Baptist: Churchss 3 ce ee ee 25 Friends, Church-(Quaker).. si ee 36 Gethsemane. Church (Episcopal)... 2. oe es 22 Herinepin Avenue M- E. Church ..3°2 558 2205) 8s es 40 Plymouth Church. (Congregational) 22. sneer ee, oes Al St-Marks Church (Episcopal) 2s ees ee 38 Second Church of:Christ:Scientistvex 22.6 aur e San. 26 Wesley Church (Methodist Episcopal)................... 39 Westminster Presbyterian Church.............2-000..005- 31 HOTELS @ Rates and Locations . . Ke HOTELS No. Without Bath With Bath ryek Rooms| Single | Double | Single | Double | Map ANDREWS Hennepin at 4th Street... .328/$1.50 up|$2.50 up|$2.25 up/$3.25 up 4 BUCKINGHAM 1500 LaSalle Avenue....... 265). Sele Sy 2.00 up| 2.75 up| 37 CURTIS : 10th at 4th Ave. S......... O25) a So ea 2.00 up| 3.00 up} 28 DYCKMAN 27 South 6th Street. ..... S00 |2 See Nee le aoe eae 2.00 up| 3.00 up} 42 FIELD SIlO:S +) 14 13 7 3 0 5 il c 5 14 iz 8 7 0 3 III 2 5 14 19 2 4, 2 0 IV 3 & 19 14 9 1 0 1 VI 4. 1 15 8 6 +) 0 0 VII 2. 5 12 17 5 5 0 0 16 20 88 83 o7 21 2 7 MOTIVATION OF SELF-TESTING ACTIVITIES One of the most satisfactory objectives of self-testing activities is eety manipulatione There is nothing so satisfying to a boy as to be able to manipu- late his body in as many good forms as possiblee “In the introduction to McClow's "Pumbling Illustrated", Martin A. Foss has shown 666 different exareieet, and around 20,000 combinations of muscular feats. The MMcClow study is one of the most exhaustive in the field of tumbling, and yet he does not cover all the terri- tory. Another objective of self-testing activities that should be mentioned is the development of leadershipe Physical abilities are individual, and a boy's skill can quickly be notede The gifted boy is soon discovered and becomes an inspira- tion to his fellows, and is immediately given the place as leader. At West Junior High School practically all the leaders in the physical edu- cation classes are in the ner one-half of the classes in tumbling. There is no doubt that tumbling is a great strength builder and one of the best forms of activity to reach all the muscles of the bodye Tumbling gives much gratification to the performer, especially as he feels himself increase in skill and grace. This physical success builds up confidence in himself and gives him poise to meet his fellows in the regular school classes. Tumbling excrcises can be used all through a person's lifce It is not uncommon to hear a man in his 70's brag about how far he can walk on his hands, and I have read that some famous movie actor claims that his entire program of excercise is handwalkinge Most stunts, once learned, are never lost but we enna throughout lifc.e I think the greatest problem in physical cducation today is the need for graded material. At the present time, the physical cducation classes are large “and composed of heterogeneous groups made up of children ranging in size from midgets to giants with all types of mentality, as wcll as various levels of skill. Each level requires a suitable adaptive form of work. This condition makes jt difficult for the teagher of physical cducation to satisfy the needs of tho the various groups found in the average physical education class. Some of the boys arc completely unskilled and physically illiterate, others aré gifted and highly skilled, moving at a very high rate of speed. After observing tumbling stunts, I felt that each stunt was a little more difficult than the other and that a table of difficulty could be worked out. However without some statistical procedure, I was unable to prove or find the correct grading of stunts as to their difficulty. A few studies have been made of the difficulty of stunts, based chiefly on observation and judgment. McClow has reported on the difficulty of « great number: of stunts and rated the range of difficulty from 1 to 15. The Cotteral twins have done a fine piece of work in rating difficulty and appear to be on the right track, but they have limited their research to the performance of girls and have ohly classified the stunts up to the handwalk. They are also a little indefinite in their nomenclature. Probably everyone feels that he could rate the difficulty of stunts, but will find himself considerably inadequate when confronted with the task. A table of difficulty will not be found absolutely satisfactory because of physiological reasons (some boys being supple and capable of doing a certain type of stunts) however, it is a tool that he well worth usinge Teachers of physical education, if they are to continue in existence, must be able to prove that the material for physical education is graded, and that it ad- vances in natural steps. A large number of administrators come from the time be- fore the age of our informal education, and their general attitude is that all boys can carry on the same activities: that is, the Sixth grade boy and the high school boy are capable of the same difficulty of performancee If we are to stop having the physical education classes made a dumping ground where all boys are placed regardless of their relative age and skill, we must be able to prove to the admin- istrator that the work in the gymnasium has natural steps just as there are levels of advancement in arithmetic, English, or history. Most of us know that these natural steps exist in physical education; and while we have been accused of teach~ ing the same thing to the same boy, day after day, year after year, we are con- stantly teaching on a higher level. For instance, an instructor developing the game of football to a freshman class would teach entirely different material to a senior class; however this fact would be difficult to proves The day is rapidly approaching when we will be forced to go to the administrator and prove to him that we have a graded scientific program built on the basis of difficulty. Our problem is largely to organize these natural stepse The large mass of material and activi- ties present an arduous task to formulate the steps of difficulty as they are shown in arithmetic problense A boy may throw a baseball so far this month, and Qe a month Scien, alee a satiatuctory amount of practice, he is able to throw it much farther. These increases are the natural steps, put it is our problem to show figures bina these stepse We have convinced some administrators that physical education material is graded, and in the Soldan High School of St. Louis, all the physical education class sanigunente are made first, and the academic sub- jects are unde to comply with those assignments. There are several methods of presenting tumbling stunts to physical education classes. Probably the most common practice is to divide the class into squads, and assign a certain stunt or a nunber of stunts to cach mate All members of each squad do the same stunt, whether the boy is good or bad, fat or lean, tall or -short, bright or stupid. After they have gone through one stunt the teacher blows the whistle, and the squads rotate; then they do another stunt at the next mat and follow that procedure until the class period ends. This limits the range of stunts that can be taught in a given class period, and is very dangerous to the safety of certain boyse A clumsy boy of heavy stature finds it very difficult and very un- safe to do a forward somersault with a run, so when this stunt is presented the tendency off the teacher is to look in the other direction while a boy of this type is performinge Probably the best that boy ever does is some sort of a forward roll. On the other hand the nervy type of boy will try stunts far above his capacity while. the lazy or timid boy will refuse to do the more difficult stunts, and will earely ever get past the forward roll stage. This method of presenting tumbling activities is unscientific and nonprogres- sive. I knew one men vho worked on the theory that all stunts could be learned if every boy in the class could learn a nes, so he spent most of his: tumbling time teaching the boys to do the snap-upe This meant that the gifted boy probably learned the snap-up in one short period and then spent the rest of the year prac- ticing it, while the slower boys never learned it and therefore became discouraged. Another method of presenting stunts is to put a line. of mats crosswise in the gymnasium, and have the boys come up six or eight at a time, and all do the same stunt on their mate This is an excellent method to introduce new material or to correct errors in performance, but it will limit the amount of instruction to a very small number of stunts. Practically all the criticisms given against the squad method — applicable to this method alsoe The gifted boy is held back by either of the two previous methods, and it is the slow and awkvard boy that sets the pace for the whole classe Either of these two methods will take the thrill out of tumbling for the gifted boy for he is m = j= x constantly learning new stunts and moves at a very fast rate of speed. The slow boy never gets to feel the thrill of success while competing with these gifted boys, and so will never get anything interesting out of tumbling. In order to get any interest in the class at all, the stunts must be held to the ocdhen ZrOup e There is no chance for the inghructor under these methods to do any remedial work for these slower boys unless he disrupts the entire class. The objectives in teaching stunts lave been too far apart, and they should follow naturally vy developing lead-ups to the main objectivee McClow says, and I have also observed, that there are about fiftecn distinet stunts and some of these fifteen could really be grouped together, making probably ten or twelve groupse It takes a long period of practice for a boy to reach each of the objec- tives. Unless there are definite in-between stcps, he is likely to become dise couraged. If I am unable to present a more scientific method than either of the two methods described above, your time has beon wastod, and nothing nat been s.ccomplished by this discussione The LaPort committec has listed stunts as a very fundamental part of the national physical education program, but they have failed to break the group into ‘ts component partse The whole trend in physical education is toward individua- 1ized instructions Atithe present time, the individual at the on represented by members of varsity teams, is given individualized instruction. Likewise the eroup at the bottom, represented by the modified and remedial srovps are given indiwidval instruction, but the normal boy takes his in a mass, a never treated as an individual. The method to be presented will attempt to give individ - ual instruction to all grow2se Tumbling stunts were used in this study because they are individual activities and lend themselves easily to a progressive arrange- mente The procedure used in this study is the same as is used to standardize academic testse Having aceumu.ated a large number of stunts I proceeded to elimi- nate practically all combinations; all stunts that required apparatus; and all stunts that once perfected would eliminate, to a large cxtent, the use of mats. This elimination left only the fifteen fundamental stunts and those other stunts that, in my opinion,are very necessary to lead up to the fundencntalse For the first two years of this study, twenty-five stunts were usede These stunts were outlined on a mineographed sheet with two columns, one for November cnd one for Marche Eaqch boy in the class was given one of these sheets. During sli the physical education classes, stations were established around the gymnasium for the various stuntse The class was then instructed in the performance of the stunts. Squad leaders were appointed to checks They were told not to require a finished performance on each stunt, but to have each boy go through the stunt in fairly good form. If a boy were capable of performing the stunt, "Yes" was placed in the column for that particular stunt, and he moved on to the next mat to attempt another and so on through each of the various, stations, If he were unable to perform any stunt at any given station, "No" was placed in the proper column. After allowing the boys in all the classes to attempt all twonty-five of the stunts, the percent- age of boys able to perform each stunt was found for each grade, and a table de- veloped for that class. During the winter these twenty-five stunts were used as the subject matter for the tumbling classes, and instruction was given under the old procedure. In March, the sheets were given back to the boys and they were allowed to attempt the same stunts again. After percentages were found in the spring, and the first semester percentages were averaged with these, a rough table of difficulty was established. These percentages were placed on a normal curve to find the degree of difficulty; however, finding the degree of difficulty is not as important as finding the natural steps in the teaching of tumbling stunts. Most of the twenty-five stunts fall in a natural order, with four or five percentage points between each; but, as the table reaches the more difficult stages, there are some wide woes These gaps must be filled eventually, and an attempt has been made to do that during the past yeare- It would be a great accomplish- ment to be able to present to you here today, one hundred stunts, each, one per- centage point more difficult than the previous ones That is the final objective, but, as yet, I am unable to realize that ambition. The formation of the table of difficulty gocs as far as the study could pro- ceed the first year. The second year, however, after the mimeographed sheets had been filled in in November, each boy's sheet was totaled for the number of stunts performed. These papers were divided into groups of Hive stuntse Each boy was placed in his group according to the number of stunts he could perform: for in- stance, any boy that could perform fewer than five stunts was placed in group One, or at the other end, any boy that could perform more than twenty stunts was placed in group Five, ctce. Each group was assigned to five stunts to be learned. These five stunts were taken in their order from the table of difficulty. After a boy Die was assigned to a gros, he practiced only thove 1ive stunts in that groupe. One day a week during the three winter months, December, January, and February was given over to tumbling. There may be some argument against this method of presenting this material, but according to Cozens, who conducted a study in several track and ficld events, this method was rated the beste J. ReSharman, in his book on the teaching of physical education says: "Tt is recommended, therefore, that teachers of physical education, ar- range their instructional program so as to provide for directed practice in cach activity for relatively short periods, distributed throughout the semestere The evidence indicated that this is a better procedure than to practice each activity intensively for a short period (two weeks for cxmaple) and then to leave it entirely, while other activities are practiced intensively"; while the LaPort Committee in the report of their nine year study recommends the vom system, and this next year a block will be attempted in presenting these stunts; however, at the present time, the piece-meal plan is being usede Each boy is required, once a week, to practice intensively on the five stunts assigned to his groupe As soon as he does the five stunts in group One, he is immediately pro- moted to the next higher group, and as he learns the five in that group, he is then advanced to the next, and so on to the top. As stated previously, only five groups were used last year; but this year, an additional group of ten stunts have been studied. The classes are now divided into seven groups) using the same system of five stunts per groupe | It was found that most of the stunts were too difficult for the average boy, and the trend of the grouping was toward the lower end of the tables The addition of the last ten stunts,making seven groups, has resulted in a better distribution this yeare It might be added at this point, that I was forced by the progress of certain gifted boys, to add an eighth group of unstudied stunts, borrowed entirely from MecClow, and assumed to be more difficult than any of those presented in the table. The boys in the lower two groups are considered the slowest group and much in need of remedial work, so considerable attention ond instruction is given this group to motivate tumbling stunts, correct errors, and overcome fearss By using this procedure the danger of personal injury is eliminated since a boy is doing only the stunts that he is capable of performing. Each boy is encouraged to reach igher goals as the steps are shorter and the objectives are more easily reached and his desire to get into the upper groups is given impetus by seeing the other boys promotede This study presents several conclusionse First, the table of difficulty finds a place for each stunt in its natural position, and arranges ail stunts into fif- teen separate classifications as McClow has donee Second, the new teaching method provides every boy with a reasonable opportunity for success, and allows the gifted boy to proceed at his own speed, Third, there is a provision for an accurate ac- count of cach student's progress to be kept as well as an accurate account of classe cs, ages, etcee Fourth, remedial work may be given to the slow groups without sac- rifice of time for the average and gifted groupseLast,this study opens a field of ir- vestigation for all phases of physical education: for exmaple, the same study could be made for each piece of apparatus, swimming, field events, track events, and with some degree of success, game skills» THE BEHAVIOR PATTERN OF THROWING AND SOME OBSERVATIONS CONCERNING ITS COURSE OF DEVELOPMENT IN CHILDREN Monica R, Wild Professor of Physical Education and Head of Department of Physical Education for Women, Iowa State Teachers College A, The Problem An interest in the genetic foundations and growth of the motor activities comnon to the play forms of children in general and of throwing behavior in particular stimulated this study. The main problem was to determine how children of successive age levels use their bodies when executing a hard over- hand throw. Four specific objectives were: 1) To study particularly the hard overhand throw as a special but commonly used type, 2) To discover age characteristics in manner of throwing, 3) To discover sex differences in manner of throwing, 4) Ina general way to study the development of throwing behavior in children of ages two to twelve, B, Sources of Data and Methods of Procedure Thirty-two carefully selected children, a boy and a girl at each six-months'! age level from two to seven years and at each year level from seven to twelve years, were the reactors, They were selected because each had achieved normal development in four significant phases of child growth; had homogeneous home and school environment conducive to good health and normal play life; were right-handed. The children attended the preschools, elementary, and junior high schools of the University of Iowa, This professional courtesy was generously extended to the University of Wisconsin. Observation of nursery school children served ts define the problem and to determine the experimental procedure. Data were secured by motion pic- turese Ina carefully arranged throwing field including distance scale marks and electric clock, each reactor executed three hard overhand throws for whe Film analysis included: 1) securing distances traversed by the ball in recorded time; 2) obtaining sorta description of the throws; 3) tracing body positions, Three measures of objectivity of trial verbal descriptions were secured: 1) a percentage of agreement between the main descriptive items of five matched descriptions - 94,1%5 2) a percentage of agreement between all items --71.4%; 3) a coefficient of correlation between the matched time readings of five throws -4+, 98%, 004. The result under (2) dictated minute detail in the final descriptions. C. Results and Conclusions Treatment of the data has yielded among others the following results and conclusions: 1. Initial velocities of the hard overhand dent one from eight feet per second average for a two-year-old girl to seventy-five feet per second average for a twelve-year-old boy. 2, Movement and timing features of the throw demonstrate an age series of patterns, 3. Six typical age patterns of movement for the whole throw were demonstrated. These six types, of which only four are clearly defined, can be assigned to an age schedule and show a developmental sequence as follows: (incompletely though briefly stated) ; Stage I. Typical antero-posterior movements of body and throwing arm over feet which remain in place. (Type II) Type I is the incipient stage, showing scarcely any body movement as yet. Age 2 to 3, overlapping into 3 to 4. Stage II, Introduction of arm and body movements in the horizontal plane over feet which remain in place. (Type III) Ages 35 to 5 years. Stage III. Introduction of stepping with the unilateral foot {right ‘foot in right-handed throwing); combination of antero-posterior and hori- zontal features. (Type IV) Ages 5 to 6. alte Stage IV, The left-foot-step-forward throw with trunk rotation and horizontal adduction in the arm's ‘forward swing. This throw is the mature throw (Type VI) and is found in all boys from 6% years up. Most of the girls from 65 years - au this form but with arm movements incompletely developed (Type V). 4, The outstanding trend disclosed by the movement types is change from move- ments in the antero-posterior plane to movements largely in the horizontal plane. 5, The outstanding trend disclosed by the timing features is a progressively shorter period of acceleration and an earlier release, This trend attends the change in movement types. 6. Overlapping of features into chronologically adjacent types demonstrates emergence of one stage into the next, 7. Comparison of the girls' performances with boys performances indicates sex similarity in the basic growth pattern of the age and sex differences in the performance level of that pattern. 8, Evidence suggests that the arm action is largely responsible for the speed imparted to hand and ball, 9, The average acceleration per second throughout the interval from the be= ginning of the forward swing to the release ranges from 18 feet to 1200 feet. 10. Four means of evaluating the throw have been diversely arrived at: 1) velocity of the ball, 2) movement performance score, 3) timing score, 4) acceleration of the hand with ball, Relationships between ranks assigned to these evaluations and to age expressed in rank order intercorrelations range from +. 81t,043 to +.95%,012 for the entire group; from +.83%,055 to +.98,007 for the boys! group; and from +,77%,072 to +,956,017 for the girls' ZrOupe m4 ew 11, Comparison of age rank with a final single score derived from the four evaluations suggests that the manner of throwing a hard overhand throw is a function of age. Correlations are +,91".022 for the entire group; nm, 9dm, 027 for the girls! group; 4.97.01 for the boys’ groupe D, Conclusions Interpreted in the Light of Allied Knowledge. Features of change apparent in sequential throwing patterns demon= strate a trend toward better mechanical means of projection and more advan= tageous timing, which contribute opened speed and accuracy. Growth of throwing behavior exhibits certain developmental character- istics present in other forms of growth. Development of the basic type pattern seems dependent upon development of equilibratory powers; its development into an intricately timed activity seems dependent — the proprioceptive mechanism, Maturational factors are assumed as responsible for the basic type patterns of throwing, Learning may be largely responsible for the skill pattern individuating out of and upon the basic growth stage; it may be the factor accountable for the differences in performance between Se@xXeS, SCHOOL BULLETIN. Minneapolis Public Schools No. 28 : March 31, 1938 1937-8 t They're on Local Convention Program ———_——— At top are Anne Wolk and Evelyn Erickson, members of the North high school modern dance class which gave a demonstration yesterday for vis- itors at the. physical education convention. Dr. C. H. McCloy, president of the American Association for Health and Physical Education, is a conven- tion speaker, and Virginia LaValle will be a star performer in the Ice carnival, PHYSICAL “ED” BODY HEARS ANDERSON Session Wednesday Night Starts Full Program of Central Area Con- vention; 800 Attend from 9 States Sounding the keynote of the four-day Central District Physical Education con- vention which has attracted 800 dele- gates from nine’ states to Minneapolis, Alfred Anderson, president, told the first general session last night at the Nicollet hotel that “teaching the youth of the na- tion to win with honor rather than to win at any cost should be one of the principle by-products of any program of physical education.” He made these suggestions for increas- ing sportsmanship among students: Em- phasize fair-play in the primary grades. Foster co-operation of pupils in all grades in evaluating citizenship behavior of their schoolmates. Improve the training of athletic teachers. Emphasize vigorous sports activities, especially of the out- door type.. Miss Perrin Speaks At the second general session this morning, Ethel Perrin, former director of physical education, Detroit, Mich., public schools, spoke on “The Inside Story of the Change of Heart of a Strict Formalist.” Convention business today, tomorrow, and Saturday will be trans- acted in the main in section meetings. Dr. David Bryn-Jones, Carleton college professor, will discuss “Education for Democracy” at the third general session at 9 a. m. Friday. Summarizing the work jof the entire convention, P. E. Mickelson, supervisor of physical education, Fargo, N. D., will speak at the fourth and final general session at 9 a. m. Saturday. Special convention features include: Banquet in the Nicollet hotel grand ballroom at 7 p. m. today, followed by dancing. Speakers will include: L. F. Keller, director of physical education for men, University of Minnesota; Edna Mc- Cullough, Kansas City State Teachers College; Ethel Perrin, former physical education head in the Detroit public schools; Hugo Fischer, Minnesota De- partment of Education; Prudence Cut- right, assistant superintendent, Minne- apolis Public Schools; and J. H. Morri- son, Northern States Teachers College, Aberdeen, S. D. Demonstration at “U” A physical education demonstration in the Men’s Athletic Building at the Uni- versity of Minnesota at 4 p. m. today. ‘Special demonstration and radio broad- cast over KSTP on “Experiments in Teaching Sports Through Rhythm” in the (Continued on page 8) SCHOOL BULLETIN Bulletin of the Superintendent of Schools Minneapolis, Minnesota C. R. REED, SuPERINTENDENT Published every Thursday from the offices of the Board of Education, 805 City Hall, Main 4284 All copy for the School Bulletin must be in the Superintendent’s Office not later than noon on Monday preceding the date of publication. _Printed in the Miller Vocational High School Print Shop Teachers’ Retirement Fund Association The Board of Trustees of the Minne- apolis Teachers’ Retirement Fund Asso- ciation is experiencing increasing diffi- culty in making its investments, due to the Act of the 1935 Minnesota legislature in amending the law governing the in- vestment of the permanent school fund to provide that the fund must be invested in bonds “yielding not less than three per cent.” The investment of the funds of the association is affected by this measure. Since it is almost impossible to buy sound securities at a yield of three per cent, the Board is considering proposing, at the next annual meeting, an amend- ment to the Articles of Incorporation, which will permit them to purchase United States Government and all munic- ipal bonds at a less than three per cent basis. The exact text of the proposed amend- ment will be published in a subsequent issue of the Bulletin. A. M. BANK, Secretary. Easter Vacation The Minneapolis Public Schools will be closed for the Easter vacation from April 9 to 17, inclusive. Administrative offices will be closed on Good Friday, April 15. Men Teachers’ Federation To make plans for the Minnesota State Federation of Teachers’ con- vention at the Curtis hotel, Minne- apolis, April 18 and 14, the Minne- apolis Federation of Men Teachers will meet at the Citizens Aid building at 4 p. m. next Wednesday. “Nature Notes” Publication Attention of teachers is called to “Na- ture Notes,” a bi-monthly publication of the Minneapolis Public Library Nat- ural History Museum, which contains timely and interesting articles on various phases of natural history. Subscriptions are $1 a year or 10 cents a copy, and may be sent to the Museum. This magazine has the recommendation of the Library committee of the Minneapolis. Public Schools. : : OFFICIAL NOTICES English Teachers’ Assembly Dr. George P. Conger, University of Minnesota philosophy professor, will dis- cuss “Turns of Thought and Whims of Doctrine” at the Minneapolis English teachers’ dinner meeting at Benton hall, Y. W. C. A. main building, 1130 Nicollet, at 5:30 p. m. next Tuesday. Price of the dinner is: Members, 75 cents; guests, $1. Reservations are to go to Mrs. Vahlborg Nelson at South high school today, and may not be cancelled after Monday noon. Teachers of Special Education The Guide Book in Special Educa- - tion is printed and ready for distri- bution. Every teacher in special edu- cation may secure a copy by requisi- tion from the Supply House. Civil Service Examination For School Clerks The Civil Service Commission will hold an examination for school clerks on April 80, 1938. Applications will be received up to April 20. The applicant must be be- tween the ages of 17 and 21. For further information relative to this examination call the office of the Civil Service Com- mission. Grade Teachers’ Dinner Varying its usual meeting procedure this month, the Grade Teachers’ section of the Minneapolis Teachers’ League will have a dinner at the Y. W. C. A. main building, 1130 Nicollet avenue, at 6 p. m. Wednesday, April 20. Professor N. L. Huff, University of Minnesota botanist, will present an illustrated lecture on “Minnesota Plant Life” as the highlight of the evening’s program. Dinner reser- vations must be made with building rep- resentatives by next Wednesday. Cost of the dinner and lecture is 75 cents for members and guests and $1 for non- members. Students and non-members may. attend the lecture. Lecture tickets are 25 cents each. League members may attend the lecture on presentation of membership cards. DELAYED PUBLICATION Editor’s Note—Several articles are be- ing held over to next week to make room for material on physical education con- vention. Streamlined Train Ride Now on Excursion List A ride on one of the streamlined trains from Minneapolis to St. Paul is now available as an optional feature of the second grade trip to the postoffice and depot. The trip will arrive at the postoffice at 10:30 in the morning. After visiting the postoffice, the group will eat lunch in their bus before enter- ing the railroad station at approximately 11:40. After inspecting the station and trains they will ride on one of the streamlined trains to St. Paul. After in- specting the St. Paul station, they will return by bus to their school. The total charge, including bus and train transpor- tation cost, will be 32 cents. A minimum of not less than 45 pupils will be re- quired. Teachers who wish to take advan- tage of this feature, but whose class groups run under this number may find it possible to add a few representatives from other class groups in the school to bring the total up to or above the min- imum required. Cc. C. Minty, Field Workers. Dr. W. H. Kilpatrick to Address Luncheon Assembly Some time during the week of April 11, which is Sehool Men’s Week at the Uni- versity of Minnesota, Dr. William H. Kilpatrick, formerly of Teachers College, Columbia University, will give one or two addresses. The Minnesota alumni body of Teachers College, Columbia Uni- versity, of which Miss Bernice Newell is state director, is planning a luncheon for Tuesday, April 12, at which Dr. Kil- patrick will be the guest of honor. The place and hour for .this luncheon will be announced in next week’s School Bulletin. Former students and friends of Dr. Kilpatrick are invited by the Minne- sota Teachers College, Columbia Univer- sity Alumni Association to attend. ‘ School Nurses There will be a meeting of all school nurses on Thursday, April 7, at 3:30 p. m. in room 305, Boys’ Vocational high school building. Dr. E. S. Platou, physician in the hygiene and health education depart- ment, will speak. Senior High School Woodworking Instructors . There will be a meeting of the senior high school woodworking instructors on’ Thursday, April 7; at 3:30 p. m. at the Minneapolis Institute of Arts. MARCH 31, 1938 3 Community Study is Reported at Meeting Mrs. Eva Dratz, Whittier Teacher, Addresses Social Subjects Session at University. For some time the primary grades, through the study of local stores, the greenhouse, the milk plant, the postman, the fireman, the policeman, have used the community as a source of material for the social studies. At the recent State Social Studies Con- vention, held under the direction of Dr. Edgar Wesley at the University of Min- nesota, Mrs. Eva Dratz, a sixth grade teacher in Whittier School, showed the possibilities of the community at inter- mediate level. School Is a Community Mrs. Dratz pointed out that the school itself with its various needs, constitutes a community. Health problems, care and appearance of buildings and grounds, traffic congestion in halls, and policies ‘initiated from time to time, call for group action similar to that in the city itself. Even the problems of welcoming strang- ers is common to both the small and the large group, she said. A recent survey of the school district, made by sixth grade pupils, was re- ported. This included nationality of chil- dren as well as of their parents and grandparents; the type of dwelling in which children live; number of parents owning homes; and a report on ‘the magazines taken or read regularly. The material was tabulated by two compiling committees. Children learned methods of making a survey and of making accurate tabulations in an efficient manner. Information to Be Used The various uses and. possibilities of the tabulated material were shown. One interesting outcome will be a series of assemblies calculated to give pride in cultural background to nationality groups represented in the school, and a proper appreciation for certain minority groups. That children may come into contact with persons prominent in each group is an important part of the plan. Obviously these findings make a point of departure for vital civics, history, geography, and elementary social sociology—in short, the social studies. PHYSICAL “ED” BODY (Continued from page 1) Edison high school auditorium at 1 p. m. today. Ice carnival at the Minneapolis Arena at 8:30 p. m. Friday. Ralph C. Tapp, director of physical education for the Minneapolis public schools, chairman. is. convention arrangements Board to Act as Committee of Whole on Question Of Ignoring Civil Service in Naming Business Head To Study Three Proposed New High Schools, Also, After Spirited Ses- sion Monday The Board of Education concluded a busy and outspoken meeting Monday with the following accomplishments re- corded for the session: Referred to the committee of the whole a proposal that a business super- intendent be named without civil service examination, and a proposal that the civil service commission be requested to certify Harry Benson, acting supervisor of buildings, to that post immediately. Referred to the committee of the whole proposals for three new schools, a new North high, new southwest high school, and a new Morris Park elemen- tary school. Rescinded previous action for payment of the $1,200 charge for the recent em- ployes’ reclassification survey by the Pub- lic Administration Service of Chicago after statements by board members that the survey was “worthless.” Heard a report from Walter Johnson, board member, that the city council and Board of Public Welfare definitely are “not interested” in the school board’s pro- posal for an exchange of quarters by the school and public welfare boards. Accepted the resignation of Dr. S. Alan Challman as director of the Minneapolis Public Schools Child Guidance depart- ment. Dr. Challman has gone to New York City for a year’s study and will be in the New York City schools’ Child Guidance Bureau during that time. Discussion of the selection of a suc- cessor to the late George F. Womrath as assistant superintendent of business affairs arose when Mr. Johnson reported that the civil service commission re- ported it does not expect to be able to conduct the examination for about a month. Arthur LeSueur, board member, charged that the delay in the matter and consequent continuance of a temporary administrative setup is disrupting the morale of shop employes. E. H. Enger, supervising enginer, said he believed work was progressing satis- factorily at the shops. Mr. Womrath died October 12. Ice Carnival Outstanding Minneapolis high school skaters, and nationally known blade stars will share the spotlight at the Physical Education Convention Ice Carnival this week-end. The special convention per- formance at -8:30 p. m. Friday -will be followed by shows Saturday and Sunday evenings, and a Saturday matinee for stu- dents, parents and teachers Saturday at 3 p.m. “English Teachers Face the Future” Roberts’ Article Calls for Full Use of New Media by Instructors: Says All Will Influence Language Presented herewith is an abstract of an article, “English Teachers Face the Fu- ture,” by Holland D. Roberts, contained in the English Journal for February, 1938, and in the March edition of the Educa- tional Digest. We face the challenge of using all the new media of language, the radio, sound films, voice recordings and. the like. All these will influence language, whether the school directs them or not. It is absolutely necessary for English teachers to make use of them. It is being done. A month ago, five high school stu- dents representing Aberdeen; Wash., took part in a planned two-way conversation on student government with a group of students speaking from the short wave station at the Menlo, Calif., school and junior college. The portable transmitter used in the Menlo school cost $125 and may be en- closed in a small suitcase. “Kivery class room can now choose its audience from among class rooms within a radious of several hundred miles,” the author points out. We can look forward to having class rooms in Europe talk with our own. Voice recording as part of oral de- velopment is an important innovation. Says the writer: “We are authoritatively told that we can begin to plan for the use of tele- vision in education.” These and a multitude of other vital changes are important to children. It is more than likely that creative impulse will find outlet in the type of expression which uses the recent inventions. Chil- dren need interest, need something to say which is their own, and an audience be- fore which to say it. Leadership is automatically going to those who break sharply with the past. Creative writing and oral expression must |get away from the worse concept of what is art. Children must see them- selves that their expression about their own world is really art—really creative. —E. K. P. Boys’ Vocational Open-House To give 1,000 parents and friends the opportunity to see classes in full swing, Boys’ vocational high school will have “open house” from 7 to 9:30 p. m. next Wednesday. All shops and departments will be open for inspection, and there will be an exhibit of finished products. 4 SCHOOL BULLETIN January ’38 Issue of “Education Method” Given Over to ‘Pre-Adolescence Discussion Given herewith is the second of a series of reviews of books and articles on cur- riculum trends in grades 4, 5, and 6, National Education Association, ‘Education Method,”’ a magazine published by the Depart- ment of Supervisors and Directors of Instruction, N. E. A. (One copy is in Board of Education library and other copies may be borrowed from supervisors and principals who are members of the organization.) The January, 1938, issue is given over to ‘‘Pre-Adolescence.”’ The editor of this issue, Mrs. Mossman ‘of Teachers’ College, Columbia Univer- sity, introduces it with the following statement: “Tater childhood, the pubescent event, and perhaps the beginnings of adolescence characterize the growth status of chil- dren in the intermediate grades. These children range in age from eight or nine to twelve or thirteen. In terms of pres- ent school classification, they are in the fourth, fifth, and sixth grades. In some sections of the United States the seventh grade is also included as intermediate. What are the growth tendencies of these children? Their needs? Their interests? In attempting to understand them, one finds a paucity of material that helps. Relatively little has been done by way of study of them. Infancy, early childhood, and adolescence have had much attention and study. More Attention Suggested “Are these intermediate children un- interesting? Are they merely marking time? Are they, as some have thought, going through an uneventful period in which they are best occupied in drill and memorization? Or are they individuals, each unique, each living a life that to him, at least, is very important? Are their experiences significant? Are they developing personalities that have their own values? Do they care? Do they have. challenges and concerns? Do they need careful guidance?” Situations ay Pointing out that learning situations vary according to variabilities of the learners, which calls for sympathetic understanding from teachers, Mrs. Moss- man contends that this raises funda- mental questions as to children’s poten- tialities, and the sort of teachers and teaching needed. The January issue pre- sents articles containing suggestions for adequate solutions of these questions. In an article on “Education as Living for Better Living,’ Dr. Kilpatrick dis- cusses various situations in living for children with illustrations drawn from in- termediate grades. Dr. Stoltz of the Oakland schools, re- Weekly Log of Educational Air Proptams FEATURES: North Star School concludes season’s activity with sum- marization program. Journal School Forum turns to vocational education. (See listings.) Instructional Programs Local “NEWS. X-RAY”—WCCO, Tuesday. 2:30 to °2:45 p. m., interpretation of world current events especially for social studies pupils. “LEARN BY DOING’’—KSTP, Thursday, April 7, 1 to 1:30 p. m., extra-curricular pro- gram under the direction of Miss Harriet Lucas with pupils of South High taking part. “UNIVERSITY OF MINNESOTA CON- VOCATION” — WLB, Thursdays, 11:30 to 12:30 p. m. Network “AMERICAN SCHOOL OF THE AIR’— WCCO, Monday through Friday. Thursday, March 31, 1:30 to 1:45 p. musie for the intermediate grades, Broadcast from Riga, Latvia’; 1:45 to 2 p. m., literature for the primary grades, topic: ““How the Raven Turned From White to Black.” Friday, April 1, 1:30 to 1:45 p. m., voca- tional guidance for the junior high schools, topic: ‘Interviews with Boys at Work in Air- Conditioning Plants and Refrigeration Plants” ; 1:45 to 2 p. m., science for the elementary schools, topie: “‘Lighter-Than-Air Craft.” Monday, April 4, 1:30 to 2 p. m., Human Relations Forum, topic: ‘‘Where Shall We Look for Belief and Life-Philosophies ? ve Tuesday, April 5, 1:30 to 2 p. m. , music, topic: ‘‘Operatic Flowering,” the beginnings of Italian opera. Wednesday, April 6, 1:30 to 2 p. m., geog- raphy for junior high schools, topic: “Uruguay: —Land of Cattle.’’ : m., topic: Thursday, April 7, 1:30 to 1:45 p. m., music “Broad- ye4 5 to for the intermediate grades, topic: east from Tartu or Tallinn Esthonia’”’ 2 p. m., literature for the primary grades, re ‘“The Hungry Witch of the Purple Land.”’ “FUN IN MUSIC”’—KSTP, Tuesday, 1 p. m., instruction in instrumentation by Dr. Joseph Maddy. “METROPOLITAN OPERA pee WTCN, Wednesday, 2:45 to 3p “MUSIC APPRECIATION HOUR” KSTP. Friday, 1 to 1:30 p. m., Damrosch talks and concert. For Educational Information SUPERINTENDENT REED—KSTP, Mon- days and Thursdays,.7:10 to 7:15 a. m., talks on educational problems and activities. “SCHOOL NEWS’”—WDGY. Each school day, 8:45 to 8:55 a. m., news bulletins on Minneapolis Public Schools activities. “NORTH STAR SCHOOL’’—WCCO, Wednes- day, 6:30 to 6:45 p. m., concluding broadcast for season. Summarizations talks on two series given this season on child behavior and child training, and vocational guidance. Speakers to be Mrs. Myrtle Hooper Dahl, ‘president of M. E. A.; Walter Englund, executive secre- tary, and N. Robert Ringdahl, chairman of the -M. E. A. radio committee. | “JOURNAL SCHOOL FORUM” — KSTP, Thursday, 4:45 to 5 p. m., vocational series starting March 31 and continuing through April; March 31, ‘‘Development of Vocational Education in Minneapolis,’ a three-party con- versation; April 7, “Training for a Job,” a dramatization by Miller Vocational high school students. | 9th Grade Pupils in National Youth Poll Ninth grade community civics pupils in the Minneapolis Public Schools are par- ticipating in a series. of National Youth polls. Local students recently voted on the following five questions: 1. Should pedestrians who disobey traffic rules be fined just as are motorists who break traffic laws? Should all states have laws requir- ing every motorist to have his car’s brakes tested every six months? Should the U. S. spend a billion dollars in building a bigger Navy? Should the government own all munitions factories? Should the U. S. permit groups within its borders to advocate fas- cism and communism? Readers of the Bulletin are urged to determine their own response to these questions before investigating the an- swers of pupils and parents which are listed below. = i Question I Yes No Undecided BOY Sesotho Ass 810 212 73 Gir lee ea ete 794 116 47 Hathers os. 2s eke 655 69 8 WIGGher SA tintin ess 707 66 18 Question II BO Se nace aees 988 64 36 Girlsaee aan 886 40 26 Wathers.. <2 Viste <5 609 46 9 Mothers: hays. ie 756 26 11 Question IIT Boys eo tie coe 352 153 Ginlsissie ve ioe ee oe 239 481 245 WAthGPa x63 ics 6 aise 434 234 70 Mothers arises 401 239 158 Question IV BOYS 15) ease hua: 808 190 87 Girls, 2 ec eee 652 162 154 Pathers) 2254 305.5 004 135 35 Mothers (os2% 3e.0 629 105 50 Question V BOYS kates tos oe eee 88 910 86 Ginlsee te aes q2 744 123 Fathers. 2: sce. 98 627 33 Mothers 7.855. 38 709 40 ports on the “Growth Needs of Children in Intermediate Grades.” An intermediate teacher in the Win- netka schools, two teachers in the San Gabriel, Calif., schools and a teacher in the Bronxville, N. Y., schools describe experiences in co-operative undertakings with their pupils. Science needs of intermediate grade children and how they are met in the schools of Garden City, N. Y., are re- ported. A reorganization of a social science program in the schools of Iron- wood, Mich., to meet the foreign na- tionality situation is reported. RADIO SCRIPTS SOUGHT Minneapolis school teachers interested in writing radio scripts carrying health education messages are invited to tele- phone the Hennepin County Tuberculosis Association, MA 5275. Information will be given on the script requirements and on the association’s radio periods, which present material of the type desired. A small fee will be paid for accepted manu- scripts.