POMONA CITY SCHOOLS

By Wm. M. Culp

The measure of a town is in its schools. The measure of the schools is in the men and women who give their time in work in those schools. The pace those men and women teachers can go is in direct ratio to the support of the citizens whose children are being educated.

The measure of a town is also in its streets, its houses, its lawns, its shade trees, its parks, its churches, its stores.

The measure of a town is what it aims to accomplish in the future.

The measure of a town is in its ideals. In measurement the small city of Pomona ranks high. Its schools are in the hands of an able administrator, G. V. Whaley. Its schools are manned by alert principals and energetic teachers. Its streets are broad and well paved. Its shade trees are in abundance. Its lawns are a healthy green. Its churches are numerous and active. Its children are an optimistic group. Pomona claims a population of 19,000. It boasts of Genesha Park of 1200 acres, a beautifully kept place, of trees and shrubs and wading pools, in which there lies a Greek theatre capable of holding 10,000 people. Pomona is the permanent home of the Los Angeles County Fair. Seventyfive acres are in the Fair grounds upon which improvements costing over a hundred thousand dollars have been erected. A magnificent Y. M. C. A. building costing $300,000 has been built, giving Pomona one of the best plants in California.

Its school population numbers nearly 4000. A half million dollars is spent annually in the maintenance of its school system. Six hundred thousand dollars have

been voted for the building of a new high school plant. One hundred and forty-seven teachers are in the system, apportioned between one junior college, one senior high school, two junior high schools, seven elementary schools and two kindergartens.

The superintendent, G. V. Whaley, is a school executive of wide experience. Previous to coming to California in 1911 he had eleven years of supervisory work in Iowa schools. In California he has held the superintendencies of Antioch, Vallejo, San Diego, and for the last five years that of Pomona. He received his A. B. degree from Stanford and his Master's from California. He has nearly finished his requirements for his Doctor's degree from the University of California.

A keen student of educational finance, Mr. Whaley is also awake to the best edu

cational tendencies of the day. The Pomona schools are used by the student teachers of Pomona College in their student training. Mr. Whaley gives a course in school management to these students at Pomona College.

In the management of these student teachers Mr. Whaley has so organized the work that it is extremely beneficial to both the student and the Pomona city schools. Miss Winifred I. Williams of the Pomona High School and Miss Phebe Sheldon of the Kauffman Junior High School give half of their time to these students.

The students are given lesson plans; they are assigned to live teachers in the system. Instead of staying the whole term at one school, they only stay one month. In this way they observe the methods of from three to five good teachers, and are able to form their own views as to the best

method of presenting their subjects. The effect upon the Pomona teachers is to keep them doubly alive to the best of modern educational procedure.

Of particular interest at the present time has been the appointment of a new committee to work on the organization of a new course of study. A classroom teacher from each grade has been chosen as chairman of that grade group. Several principals have been added as ex-officio members

of the committee. An intensive course on curriculum building has been outlined. Members of the representative grade committee are Misses Elizabeth C. Eells, San Antonio School, first grade; Agnes Fox, Garey Elementary, second grade; Flora Ruth Carothers, San Antonio, fourth grade; Cross, Washington School, third grade; Clara Lamma, Central School, fifth grade; Minnie McMahon, sixth grade; Emmett Clark, principal of Kauffman Junior High School, seventh grade; R. A. Coverdale, principal of the Garey Junior High School, eighth grade; and H. P. Reynolds, principal of the high school, ninth grade. The following principals are ex-officio members of the committee: Misses Edith E. Blakemore, Lincoln School; Lucy B. Green, Hamilton School; Ann R. Burnam, San Antonio School; and Alice Blanchard, Washington School.

One of the things that has proven very successful this last year has been the after rated at the Washington Elementary School school play program which was inaugusuccessful was the movement that it has been taken up in the other schools of the city. High Y boys are assigned to each school and they are the arbiters and directors of the various games played. They enforce the rules of right playing. These

after school play programs are held once a week.

The school project of which Pomona citizens are most proud is that of their new high school plant, for which $600,000 has been voted. Up to the present time $475,CCO have been spent in acquiring an 18-acre. site and in erecting the main building. Of $125,000 recently voted $50,000 is for a gymnasium, $25,000 for a mechanic arts building, and $50,000 for the equipment of the main plant. The plant will be ready for occupancy at the opening of the fall

term.

Situated on the main highway through town, the new high school building, Tudor Gothic in style, makes a vivid impression as of being well proportioned and of solid construction. It is built of reinforced concrete with brick veneer.

Mr. Whaley in determining the plan of the building has had it built with the viewpoint of eliminating every foot of waste space. The idea of future expansion has predominated also. The plant is built to care for from 1200 to 1500 students; the ultimate plan is to enlarge the plant when necessary so that it can accommodate from 2500 to 3000 students.

The building is T-shape in construction, of two main floors and basement. Additional sections can be easily added by just extending the wings of the building.

The Pomona High School has been made the community center of the city. The high school auditorium has been built with that phase in mind. Seating 2040 people the new high school auditorium is the largest meeting place in Pomona. Already famous singers and musicians have given concerts in the new auditorium.

In construction the auditorium vies with any first-class theatre in California. The acoustics are perfect, the tinting of the walls soft and delicate of warm gray, with trimmings high lighted with gold. There is an artistic proscenium arch. A $3,000 silk velour curtain fits into the setting. The lighting effects are most pleasing, with glares on the side walls and lights

of Tudor Gothic design in the ceilings.

In constructing the stage its continuous use has been considered. It is of of 35-foot depth and 66-foot width. Storage of scenery is effected in balconies on each side. Scenery can be handled from the floor. Instead of the usual dressing rooms on each wing, there are two rooms designed for both class-room and dressing room purposes. An iron frame work has been erected in these rooms on which curtains can be hung in order to make it a dressing room. In day time these curtains can be removed and the rooms equipped with blackboards and chairs can be used as a regular class-room. Windows are cut in the back of the stage wall so that it will not be necessary to use artificial light. Gymnasium classes can be conducted on the stage floor if necessary. The illumi

nation of the stage can be of 500 watt if necessary. The auditorium is equipped with a fine motion picture outfit.

The administrative offices of both the superintendent and the high school principal are designed for the economical handling of business. The two suites occupy the two sides of the main entrance.

The principal's suite is so arranged that the main office can be under the direct eye of either the principal or the girls' or boys' vice-principal. The principal's office is on one side of the main room, while the other two offices are on the other. Of interest is the emergency hospital room for the girls that is adjacent to the girls' vice-principal's office and opens also out into the main corridor.

The various classrooms for the numerous departments have all been planned with the idea of expansion in mind. The chemistry, physics, biology and agriculture departments have been carefully worked and are being well equipped. Each department occupies several laboratories. Lecture rooms for the three subjects have been furnished. Storage rooms have been economically placed.

The chemistry rooms are exhausted by separate motors.

In the biology and agriculture departments is a herbarium extremely well thought out.

The cooking department is adjacent to a large cafeteria room and kitchen, spotlessly white. The cafeteria will seat 400 at a time. The sewing department has been taken care of adequately.

The commercial department of three rooms of typing, bookkeeping and stenography are so arranged that they can be under the control of one teacher or three.

located under stairways. In the building of this high school building Mr. Whaley has brought into play his experiences in the construction line. This is the ninth building that Mr. Whaley has helped build costing more than $200,000. It is due to Mr. Whaley's aggressiveness and far-sightedness and his ability to see things educationally that the Pomona school system ranks high.

The library department consists of three rooms a library room capable of holding 70,000 titles, a stock room and repair room. Of unique interest is the situation of the band and orchestra room. It is literally built five feet above the main walls of the central corridor of the building on the roof. Aboce the walls are so insulated one inside the building can scarcely hear the music. Outside in looking at the building the orchestra room blends in with the setting.

The heating system is of the hot air type. Huge air intakes are on the roof. The various offices and auditoriums are on separate units. The auditorium can be filled with new air in two minutes.

In the whole plant not a foot of space is foot of space is wasted. Janitor rooms and store rooms are

BOOK REVIEWS

The Life of Pasteur, by R. Vallery-Radot; Doubleday, Page & Co.

Creative Chemistry, by Edwin E. Slosson; Century Company.

Discovery, The Spirit and Service of Science, by Sir Richard Gregory; MacMillan Company.

The Future Independence and Progress of American Medicine in the Age of Chemistry; a report by The Chemical Foundation, Inc., New York City.

The Riddle of the Rhine, by Victor Lefebure; The Chemical Foundation, Inc., New York.

The American Chemical Society is undertaking a Prize Essay Contest in order to interest the boys and girls of today in the bearing of chemistry on every-day life. The above-named five reference books are being sent to every accredited high school in the country. Further information of the contest may be obtained from the Committee on Prize Essays, Munson Building, New York.

These reference books are all distinctive. Their style is free and interesting, not didactic or too formal. It is to be presumed that no person would enter such a contest unless he were deeply interested in the subject. How much, therefore, the student will glean from these books which interpret chemistry so interestingly into terms of life! The books are not texts in the usual sense of the word. They are fascinating

stories in actual fact and contain an abundance of material which is an astonishing revelation to the layman.

Music Appreciation With the Victrola for Children: "Designed to meet the needs of the child mind during the sensory and associative period of development from first to sixth grade, inclusive. Learning to Listen and Listening to Learn." Nearly every school today has a phonograph, but it is not known in every school how to correlate studies with the machine. The Victor Company has compiled this book on music appreciation which every teacher should possess if she wishes to make the best use of the music period. The volume contains lesson outlines on a basis of one lesson per week for each of the first six school years; the correlation of music with other subjects, geography, reading, physical education, is handled; informational notes, projects, special day music, the childhood of some of the great musicians and an alphabetical index of appropriate records are some of the features of the book. This volume caters to every phase of elementary school life where music can be introduced in work and play. It is beautifully illustrated with reproductions of well known paintings. (Published by Victor Talking Machine Company, Camden, New Jersey.)

Political Action, by Seba Eldridge: "The book presents a careful and analytic statement of the obstacles that oppose the success of democracy. . . . The method of the book contributes toward the growth of the realization that in sociology, as in any other field of research, scientific explanation is nothing less than a description and evaluation and correlation of all the factors, that is, of all the conditioning phenomena, that affect the result to be explained." Conditions are explained in detail and this is one of the merits of the book, as it deals with social problems in need of readjustment. This is one of the Lippincott Series. in Sociology and is edited by E. C. Hayes. (Lippincott Company, Philadelphia.)

The Homemaker Trained by Kitchengarden Methods, by Mabel Louise Keech. This is a revised edition of The Momemaker which was originally published in 1912. Besides a two-year course and an advanced course in homemaking, an additional chapter has been incorporated which is designed especially for vacation schools. This latter course consists of twenty lessons outlined. Mothers, teachers and all who are interested in homemaking will find hints that will lighten the work and add interest to it, either in practice, or in training young girls. The lessons are attractive with the lesson itself, songs, games and chats which add to the value of the work. There are some changes necessary in adapting the book to various city classes perhaps, for old-fashioned equipment such as coal stoves and lamps are used in illustration of the care of the home. Housekeepers will find some short-cuts to their duties; teachers of domestic science will find the arrangement and courses of service.

(J. B. Lippincott Co., Philadelphia.)

It is with pleasure that we take up a book written and edited by a Californian. The statistics on oil, wheat, fruit and mineral production impress the California development abroad, but the production of books by Californians, even though published in New York, Boston or London, have a cultural value far beyond the material and temporary life of the state. Alice Cecelia Cooper, supervisor of Senior English, University High School, Oakland, California, has edited Poems of Today-a collection of the contemporary verse of America and Great Britain, Ginn & Company publishers. The great value of this volume is that the author has, with a fine educational approach, selected from the poetry written since 1900, material that students. in the high schools should know. The Californians represented in the list are Edwin Markham, Ina Coolbrith, Herbert Bashford and Harry Noyes Pratt. The book has a definite place in the high school curriculum in English. The pages devoted to "The Form of Poetry," "The Enjoyment of Poetry" and Biographical Notes are especially valuable.

Learn to Study Reader, Book One, by Ernest Horn and Grace Shields: This book is an educational innovation and bids fair to revolutionize the teaching of reading. It is not just another reader, nor is it suffi

cient to say that it is distinctive. On the contrary, it is so wholly unlike any other reader in aim, scope and use that it may not be compared with the ordinary first and second readers. It is not a "reader" at all in the sense in which that term is com

monly used; it is rather the initial step in teaching children how to make us of firstgrade material after they have learned to "read" an ordinary first reader. It is the inauguration of a far-reaching scheme for the creation of proper silent reading habits. It is, therefore, a silent reader, pure and unalloyed, and puts into practice the principles that Dr. Horn has so forcibly and so widely explained from the platform.

The caption, Learn to Read indicates the nature of this series. Book One is the first step in the development of those silent reading habits suggested by the use of the Horn-Shields Flash Cards, so widely and satisfactorily used.

In the Teachers' Edition, the text is preceded by a full manual of directions for the treatment of each lesson, and contains. an introduction by Laura Zirbes, which in itself is an extremely valuable contribution to the literature on silent reading.

The place of this book is in high first grade or low second grade, depending upon the abilities of the children. (Ginn & Company. Price 64 cents.)

SAN FRANCISCO

OWENS, DIRECTOR

Of all the schools in California the Beach School held on the beach at Coronado, Hotel Del Coronado is the most inviting to both child and adult. Think of a school in an open bungalow on white sands looking out upon the blue Pacific with the white caps breaking peacefully, with the air warm and balmy, with Point Loma and the Coronado Islands in a blue haze, with park shrubbery in the background, with army hydroplanes humming overhead, with no rattle or bang of street car or auto, no huge stuffy building, and you have the setting of the Beach School on a February day.

This school is in the capable hands of Director Mrs. Janet D. Owen. A combined Montessori and kindergarten course. is given. Primary, grammar and high school pupils are enrolled. Individual work is the practical end of the school. Eight teachers handle some eighty pupils. Five open bungalows are situated on the beach; unequalled opportunities for nature study are given. Foreign languages are begun in the younger classes by means of games and songs and all the activities and interests of the child. Out-of-doors dancing is given and dramatics has its part.

It is of interest to note that Miss Estelle Adams is writing a Beach primer which will be published shortly.

Henry G. Clement, the efficient Superintendent of Schools, Redlands, Calif.

THE REDLANDS CITY SCHOOLS Henry G. Clement, Superintendent By Wm. M. Culp

For a Down Easter to come West is considered quite a compliment to the West by other Down Easters who remain steadfast on the rock-clad shores or pine-clad wastes of our northern eastermost state. What Maine lost California gained when fifteen years ago Henry G. Clement, a Yankee schoolmaster, came to Redlands as principal of the high school.

For nine years as principal of the high school and these last six years as superintendent of Redlands city schools, Mr. Clement has been the dominating factor that has made his school system one of the best in California. A genial kindness, a Yankee shrewdness, an unbounding well of good humor, a love of school teaching, a liking for boys and girls, have been those things that have made for his success.

Redlands is an ideal place to work in. It is a suburban town lying against the San Bernardino mountains amid the orange groves. It is peopled with a well-to-do class of citizens, pleasant homes predominate, children are of a high type. The citizens favor good education and educational

facilities.

The population of Redlands is now around 13,000. The school enrollment is nearing the 3000 mark. The senior high school enrolls around 700 students. The junior high school, recently housed in a new $185,000 plant, numbers 450. There are 1600 pupils in six elementary schools and 200 pupils enrolled in the kindergarten.

In carrying out his school program Mr. Clement has gathered together an excellent corps of executives and teachers. There are 104 teachers in the system.

The high school is under the guidance of A. Haven Smith, who has made a great success during his three years of principalship. C. E. Latham is principal of the junior high school. Miss Marjorie F. Burr is principal of the Crofton school, Miss

school. Mrs. Susan E. Conrad of the Kingsbury school, Miss Beulah Paul of the Lincoln school, Miss Leta Scott of the Lugonia school, and Miss Emma L. Jackson of the McKinley school.

There are supervisors of penmanship, music and nature study. Miss Lenore Conrad is supervisor of penmanship, Miss Fredericka Southworth of music, and Miss Sophie L. Cumings and Hubert E. Barnes of nature study. Miss Matilda A. Clifton is the school

nurse.

Of particular interest is the report of the United States Chamber of Commerce of a year or so ago that stated that Redlands ranked number one in the efficiency of its system. The Red

lands elementary district is practically from bonded debt-a feature unique in these queer times.

Another item bringing out the efficiency of the system is the fact that the high school last year graduated 130 pupils, while the largest enrollment of any one class in the system was not over 200. Over 50 per cent of the high school graduates during the last 15 years have continued their school work. The majority have attended the University of Redlands, situated in Redlands.

An unusual amount of student government in the high school has worked successfully. During the last eight years the students have had charge of the study halls and have run them efficiently.

Mr. Clement's handling of educational tests has given him the name of knowing more about the practical side of that phase of education than any other school superintendent in Southern California.

According to Mr. Clement it is not the test that counts, but how you follow it up. And that is why the Redlands system is different. Each elementary principal is regarded as holding an office of real dignity and importance. Each principal is relieved of classroom instruction so that time can be given to supervision and instruction to groups of children found needing it.

Whatever the merits of classifying by mental age may be Mr. Clement has found it wise and expedient to keep children, where possible, in their natural age group. The children are educated largely by their social contacts. These contacts are most natural and potent between children of the

same age.

one

Mr. Clement and his principals recognize the great difference in ability by dividing each elementary grade into several groups and assigning work to each group according to its ability. The junior high school classes are similarly divided and in addition each grade in that school has a special class for those pupils who require an extraordinary amount of personal instruction. Children are changed rapidly from group to another and regardless of ability they are put through the junior high school in three years. It is considered the rule, subject to exceptions, that no boy or girl should be retained in the first eight grades beyond the age of fifteen. Intelligence tests are given to all pupils from the fourth grade through the high school. These tests are used rather as indications for a modification or enrichment of a particular course than as a basis for promotion. The weaknesses revealed are systematically attacked.

Opportunities are being given more and more to the classroom teachers for the giving and the correction of the tests. The teachers are found far more critical of any poor showing in that particular room than the principal or superintendent would think of being.

Mr. Clement is prepared to accept the dictum that each child has a definite limit to his possible achievements, but he is less and less ready to believe that that limit can be defined. In any case, it is known that every child has abilities to be realized, for all practical purposes, only through the utmost use of the teacher's sympathies and intelligence.

HORACE M. REBOK Superintendent of Schools of Santa Monica

Superintendent Rebok retires June 30, 1924, after seventeen years of service to the children of Santa Monica. He led the fight during all these years of educational leadership. He refused to be a clerk of the Board of Education, and stood for the initiative in policies. He retires because he would not serve a board where a majority of its members demanded servility. Superintendent Rebok has a clean and honorable record of service to the children.

MR. L. P. FARRIS ENTERS OAKLAND SCHOOL DEPARTMENT

were

Mr. L. P. Farris has left the principalship of the Marysville high school to accept. that of the Alexander Hamilton junior high in Oakland. Mr. Farris has been four years in Marysville, where he has built up a splendid union high school with several thriving branches. His townsmen especially sorry to lose him, not only because of his efficient and up-to-date management of his school and its affairs, but because of his activities in the community. He has been an energetic member of his various lodges and has contributed in every possible way both to the social and educational life of the community in which he lived. Mr. Farris was last year president of the Northern California Teachers' Association and has a statewide reputation as one of our most successful high school principals. When the Alexander Hamilton junior high needed a principal, Mr. Farris was invited to take the position. This is one of the large new junior high schools of Oakland, having nearly 1200 students and approximately forty teachers. The larger school will give Mr. Farris a splendid opportunity and Oakland will profit greatly by having a man of Mr. Farris' vigor and ability among its school officials.

A few of the reasons why

The Test and Study Speller
Excels

1. It economizes time and effort by testing first and then providing for the study of the words misspelled.

2. The distribution of the words in the various grades is based on use, not on difficulty.

3. It contains the best method for the teacher to follow and the best presentation of that method.

4. It organizes the work around the viewpoint of interest. Each lesson has a purpose; it is not just a list of words. A three-book series for grades three to eight

SILVER, BURDETT AND COMPANY