ample, the social studies or science reports would vary in topic, number and kinds of sources, proficiency in securing ideas from sources, clarity and comprehensiveness of outlines, clarity and complexity of illustrative materials or demonstrations, and eventually in quality and completeness. In mathematics, tasks undertaken individually or in small groups ranged from mastering the simple facts of number relations to exploring new facts about the number system to the principles of geometry demonstrated in a modern car or airplane.

In the classrooms, where children read individually or in small groups, reading tasks ranged from attempts to improve basic skills through the use of materials far below regular grade level to the enjoyment of fluent reading in materials at college level. The range also extended from the limited and supervised use of few books and resource materials to wide independent exploration in all available reference books and encycopedias on a given subject or problem.

Discussions showed the same range in the ideas contributed by the children, each participating in his own way and according to his own ability. Some contributed substantial facts, opinions, suggestions, and questions; while others contributed less often and more simply. The teachers went to some trouble to see that all took part, and in so doing helped the visitor gain a fuller comprehension of what the more able children were doing.

Instructional Resources

To the observer, long experienced in all sorts of schools, the abundance and adaptability of resources available to assure the education of the more able children was impressive. Reading and laboratory materials, special opportunities, consultant help, field trips-all were available or readily secured.

Reading Materials

Located in the classrooms or easily available in the school library or materials center were books needed for current and anticipated studies. Usually, these materials fitted various levels of reading ability. Included were single or multiple copies of textbooks by different authors in science, reading, social studies, arithmetic, spelling, health, and music. Rarely were there enough copies of anything for an entire class to use the same book. Several levels of dictionaries, several sets of reference books or encyclopedias, and supplementary

related fiction were likewise on hand. In addition, reading material of a leisure type was available to stir the child's imagination along many lines of interest and to give him pleasure. One teacher's group had hundreds of paperbound books neatly lined up on a low shelf. Usually the class had news magazines and in some cases popular and specialized magazines and a daily newspaper.

Central libraries in the schools were well stocked. Two schools estimated their books for grades 1-6 at between 7,000 and 10,000. The children made the first selection of books for a given unit of study, and full-time, well-trained librarians supplemented their selection. Mobile bookcases carried the books to the classrooms and the libraries had comfortable chairs and tables for the children to use when there for out-of-class research or leisure reading.

Laboratory Materials

Proudly shown to the visitor were explanatory charts, flannelboards and portable chalkboards; maneuverable objects such as sticks, pebbles, and dominoes; simple microphones, strip films, slides, projectors, and maps; musical instruments, puppet stages, art materials, newsprint and other paper; crayons, paint, charcoal, oil, water, and clay; boxes of leather, metal, or cloth scraps; and other materials useful for teaching mathematics, science, geography, history, social studies, music, language, arts, or any other field, or for conducting clubs and activities.

Other Opportunities

Special opportunities were in evidence almost everywhere. Several schools had clubs in science, music, health, literature, dramatics, creative dance, story writing, poetry, school or class newspaper, library, foreign language, mathematics, and leadership. Usually instrumental music attracted a large number of children; from one class of 29, 24 were voluntarily taking violin. Several schools had special musicrooms for storage of instruments and for musical activities. Several provided large crafts centers, equipped for simple wood, leather, and metal work, painting, and ceramics; some, the home arts, particularly sewing and cooking. Several schools also had a special room for science, where equipment, collections, and supplies contributing to all areas of scientific study at elementary school level could be kept, and where teachers might bring children for experiments which could not be carried out in the classrooms. Most schools had ample playrooms and outdoor space for physical education and free play.

Consultant Help in the Classroom

Specialists were available to supplement what the teachers and children were able to do for themselves. An art specialist gave help in art techniques, advised on art materials related to interests of the moment, or introduced new fields of appreciation. Music specialists helped the teachers with their background preparation and, upon occasion, helped the children learn to sing a song or play an instrument, venture into rhythms or dance, or increase their understanding of music from other times or places. Physical education specialists helped the teachers and, in some instances, taught the children.

Here and there, the visitor saw plans on the chalkboards showing that someone from the community had been invited to contribute to a study, and several times she saw community people contributing—

University School, The Ohio State University, Columbus

A resource person for social science has just returned from a year in Spain.

for instance, one in science early in the morning before school opened, and one in social science during a free hour on his college-teaching schedule.

One large school had specialists in music, art, physical education, shop, science, and foreign languages; a full-time psychologist, a physician, a reading clinic, and a testing office.

Trips

Firsthand exploration in local industries, arts and crafts centers, stores, public utilities, community service buildings, museums, and parks was easily arranged; sometimes using parents' cars and sometimes using school buses. Several groups enjoyed a week of camping, during which, along with outdoor pleasures, they studied conservation and wildlife.

Classroom Arrangement

Every classroom was vibrant with the children's work: Artusually informal and colorful, expressing their studies or their impressions. Teacher-pupil-made plans for the day or week, notes on what the children were studying, particularly in science and social studies, notes on the kinds of reports they wanted to make and on the progress they were making. Stories, poems, compositions; arithmetic, writing, and spelling papers; class or school newspapers, and examples of humor. A notable feature was that in no instance did competition appear to be the underlying motivating device; rather, friendly human relations, cooperation, helpfulness, and self-development were reflected.

Maneuverability to accommodate function seemed to be the watchword in furniture. The movable furniture made possible practical arrangements of chairs, desks, and tables to suit the immediate need, whether for individual study, group work, or classes with the teacher. Frequently large, smooth tables were improvised by pulling together the children's flat-topped desks; the chairs arranged conveniently around them. Later, the children carried the same chairs to form reading or arithmetic groups with the teacher.

Extensive shelves and wall storage provided ample and accessible space for reading and for laboratory materials related to some current study. Supplementary materials were wheeled in and out on mobile units; a wide shelf and sink with storage space beneath met the need for the use of watercolors, clay, and other plastic materials and for cleanliness; wide window ledges sometimes served as laboratories for plant study; extra tables became work and display spaces for interests and hobbies; filing cabinets, some recessed and some exposed, served as depositories for the teachers' clinical records and for pictures, clippings, and other two-dimensional teaching aids; a storage closet provided room for large and bulky objects.

Fortunate indeed was the class which had an adjoining workroom. Such a room, equipped primarily with bulletin boards and tables

(with access to needed supplies), made it possible for the children to carry out activities which overflowed the classroom and would otherwise have been impossible or at least burdensome for the teacher.

Focus of Energy

Perhaps the most pervasive element in the classrooms visited was a certain atmosphere that stimulated both teacher and children to release and organize their energies for their tasks. No one dissipated his energies by conforming to needless routines or extrinsic standards or by participating halfheartedly or wishing to escape. Apparently each person was doing his best, his interests were genuine, and all elements in the situation, both human and material, encouraged him.