to do first-grade work, his physical' and mental maturity, and general health, are given consideration when application for entrance is made.

The present course of study for the first grade is planned for the child who has a mental age of 6 years. A child who is not 6 years old mentally, although he may have reached his sixth birthday and have entered school, is not ready to do the work of the present prescribed curriculum. If he is to accomplish this prescribed curriculum his status or readiness for it should be carefully determined. Mental age is the most important and best single factor in this determination. Chronological age alone as a determiner of admission to the first grade is unsatisfactory and results in failure for a large number of children enrolled in the first year of school.

While approximately 25 per cent of the total enrollment in the rural elementary schools of North Carolina were in the first grade in 1927-28, the second grade enrolled only 13 per cent of the total enrollment. A comparison of the number of pupils in the first grade in 1926-27 with the number in the second grade in 1927-28 shows a loss of 44,000 pupils. Of all the grades in the school system the largest losses occur between the first and second grades. The 72 per cent of normal-age children for the grade (entering at 6 years) during 1925-26 was higher than the percentage of normal-age children for any other grade in the system but the percentage of promotions for the same year was lower than any other grade. This is a very significant fact for, as a rule. the lower the percentage of promotions, the higher the percentage of retardation. The percentage of retardation in this grade and at this period of the child's life may not seem of very great importance; but the loss of a year or more in school, the cost of reteaching, the effect on the child and his future progress or failure, and of having to go over the same ground a second or third time, are serious results or outcomes of the situation.

By the plan outlined here, which we are striving to promote and establish in each school situation in North Carolina, the teacher should have a much better understanding of the preschool child applying for entrance into the first grade. In addition to the child's name, birthday, and parent's address, it is essential that the teacher have information concerning his mental age and general ability to do first-grade work, including some knowledge of his health and physical and social maturity. This information should serve the teacher as a means for better understanding the child and his needs and as a guide in the selection of school activities, situations, and experiences to supplement and adjust the curriculum to the needs of the individual during his progress through the first grade.

The following form is being used to assemble such data as may prove helpful to the teacher and supervisor in (1) getting a picture of the whole child, including a brief family history as a background, and the child's present equipment, physically, mentally, and socially; (2) the proper classification of the pupil at the beginning of the school year; (3) working out an adaptation of the curriculum. to meet the interests and needs of the individual pupils; and (4) establishing a record system which implies child study on a more scientific basis.

INFORMATION BLANK FOR SCHOOL ENTRANT

(time, care, friendliness, sympathy, enjoyment, discipline, child's response)

Mother

tion

living

------, age ----, education
health history

оссираComments

(time, care, friendliness, sympathy, enjoyment, discipline, child's

C. Social: Respects the rights and property of others
Shares in home duties and responsibilities
well with other children

or with others

Gets along

Likes to play alone Responsive when spoken to

Is there companionship for the child during waking
with adults
Re-
Has the child been very much

hours? With children
action to companions
alone?__

Reaction to being left alone

7111

A study of the items recorded here enables the supervisor and teacher to determine the most serious problems of the grade as a whole, and helps to place the emphasis on the relatively more important needs of the first grade as a group. On this more scientific basis the remedial work is planned, and the problem of meeting the needs of the children of different degrees of maturity is attacked right at the beginning of school, and normal progress according to his ability may be assured each school entrant.

A study of the "Information blank for the school child" should enable the teacher to answer the following summarizing questions and give her valuable information concerning the individual child entering school:

PHYSICAL

1. Is the child's height and weight normal for his age?

2. Does he make regular annual gains in height and weight?

3. Does he have the following general appearence of health:

Is apparently of right weight for height.

Skin of good color.

Flesh gives appearance of firmness.

No noticeable pallor or circles under eyes.

Usually happy and good-natured.

Does not tire or become irritated easily.

Is active mentally and physically (not nervously so).

Has good posture and motor control.

4. Does the child show regularity in the daily routine of sleeping, eating, eliminating, bathing, dressing, playing, and working?

5. Does he possess (a) good food and sleep habits? (b) the habit of caring for himself in bathing, dressing, and using toilet?

6. Does he have a regular physical examination once a year, and have physical defects attended to promptly?

7. Does the child have adequate and healthful diet?

8. What contagious diseases and successful vaccinations has the child had?

MENTAL

1. What is the child's mental age and intelligence quotient according to the best available mental tests?

2. Does the child show ability to plan and carry out ideas through construction work with play materials? Does he make things?

3. Does the child stick to one activity or enterprise until it is finished? 4. Does he understand and respond to reasoning?

5. Does the child have knowledge of everyday facts he needs to know: His age, birthday, parents' name and address, days of week, etc.

6. Does he have a growing vocabulary, and speech which is free from defects?

7. Is the child happy and free from worry and unnecessary fears or emotional upsets? How does he act when a wish is denied?

8. Does the child show self-assurance and stability and exhibit some control when angry?

9. Is the child cooperative and willing to accept suggestions?

10. Does the child ask questions to obtain information?

11. Does he distinguish between truth and falsehood, make-believe from real? 12. Does he know a few simple stories, rhymes, songs, and games?

SOCIAL

1. Does the child get along well with other children, does he play fair, does he have the ability to do things with other children?

2. Does he respect the rights and possessions of others; show responsibility for caring for his and others' possessions?

3. Does he show independence, self-reliance, asking for help only when needed. 4. Does he have good manners at the table or in contact with others?

5. Does the child obey reasonable and fair requests promptly? Is he easily guided?

6. Is he free and independent in his responses to everyday situations? 7. Does he share in home duties and responsibilities without being forced? How and when the "Information blank for the school entrant is used is important because of the several and different factors which enter into the success of the program pertaining to assembling the data concerning the school entrant and making practical use of the

same.

In our experience it has seemed best to plan for either an all-day program held at centrally located schools in different sections of the county or city during the spring term and attended by parents and the preschool children; or a two or three day clinic held at these school centers as early as practicable after the closing of the school for the spring term. Outlines indicating the main problems and scope of the programs for the beginners' day and the educational clinic follow:

THE BEGINNERS' DAY PROGRAM

1. Survey to determine scope of problem.

2. Selecting schools for clinics.

3. Deciding on dates.

4. Transportation for beginners and parents.

5. Assistance available.

6. Publicity needed.

7. Program:

(a) Preparation for clinic at school.

(b) Enrollment of beginners.

(c) Physical examination.

(d) Refreshments and party

(1) Parents leave children and hear lectures on child care and training.

(2) Assemble in auditorium for lecture.

(e) Stories and mental tests.

(f) Vists to classroom with parents

(1) Special program to interest beginners.

(2) Favors to take home.

8. Vaccinations.

9. Leaving clinic with record sheet showing defects to be remedied during

summer.