School leaders manual: program of educational development for Georgia, part II [Oct. 1944]

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School Leaders Manual
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PART II

Program of Educational Development
for Georgia
1
ISSUED BY
EDUCATION PANEL
Agricultural and Industrial Development Board of Georgia
Athens Georgia

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AGRICULTURAL AND INDUSTRIAL
DEVELOPMENT BOARD
OF
GEORGIA
Blanton Fortson Chairman
L Vaughan Howard Executive Director
Name of Member Address
Ivan Allen Atlanta
T F AbercrombieAtlanta
Charles L Bowen Macon
W N Banks Grantville
Cason J Call awayHamilton
MDCollinsAtlanta
Ryburn G ClayAtlanta
Mrs Frank C DavidColumbus
Blanton FortsonAthens
Charles B GramlingAtlanta
Robert W Groves Savannah
Alfred W JonesSea Island
Tom Linder Atlanta
Wiley L MooreAtlanta
Walter R McDonaldAtlanta
Henry McIntoshAlbany
W H McNaughtonCartersville
J L PilcherMeigs
Robert StricklandAtlanta
M King TuckerWaynesboro
Wilson WilliamsAtlanta

EDUCATION BULLETIN No 1 PART II
OCTOBER 1944
EDUCATION PANEL
Members
M D Collins Chairman
Mrs Frank C David
Wilson Williams
0 C Aderhold Director
Address
Atlanta Georgia
Columbus Georgia
Atlanta Georgia
Athens Georgia
Written in Collaboration
by

0 C Aderhold
Paul Carroll
Sam Clemons
Johnnie V Cox
Charles Hudgins
J E Greene
Claude Purcell
R D Pulliam
T E Smith
W A Stumpf
R H Tolbert
Nell Winn
0

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4PREFACE
The material presented in the School Leaders Manual is meant for limited
circulation at least for the present The idea of preparing the manual emerged
gradually and resulted from the efforts of the staff of the Education Panel to
formulate clearly its tasks and to devise effective ways and means of achieving
desired outcomes
The manual is in four parts l Introduction to Educational Planning and
Development in Georgia Z Planning the Program of the School 3 Planning the
Program of County and Local School Administration and 4 Basic Data Needed in
Educational Plmnlng The size of the finished manual suggested the desirability
of binding each part separately The leader in making preparation for initiating
a program of educational planning should have copies of the four parts
The primary purpose of the manual is to provide suggestions for leaders in
carrying on educational planning on the county and local levels It also con
tains some information which will be helpful in working with planning groups An
examination of Parts II and III will reveal however that it does not contain a
blue print of an educational program for any county or community It does contain
a detailed outline of appropriate procedures to use in getting groups of profession
al and lay people to do their own planning
Members of the field staff of the Education Panel will use the manual as a
guide in the twelve to sixteen selected counties It is expected that its use
in these spot counties will give a basis for further revision and refinement of
procedures It is hoped that in its revised form the manual may be of value to
principals and other educational leaders in carrying on local planning and develop
mental programs
The manual s developed by the staff of the Education Panel in cooperation
with several groups and individuals Those giving considerable assistance to the
staff werel
i
1 The members of the Workshop of School Leaders held at the University of
Georgia during the summer of 1944
The membership of the workshop was made up largely of principals and teachers
from the sixteen selected counties This group worked with the staff for a period
of approximately six weeks in developing a point of view and procedures to be used
in county and local planning
2 The supervisory staff of the State Department of Education worked hand in
hand with the Panel staff during the workshop period and certain members of this
staff have given advice and assistance throughout the process of writing the manual
3 The staff of the University of Georgia assisted during the workshop period
and certain individuals have been called upon to malce specific contributions to the
development of this publication
Many others have assisted either directly or indirectly The State Health
Department the Panel on Business and Commerce and the Public Works Panel of the
Agricultural and Industrial Development Board along with many writers in the field
of education The Panel staff has endeavored to give due credit to authorities in
education where they have drawn upon them for information in published form
ii

uTABLE OF CONTENTS
Page
Preface
PART II
PLANNING THE PROGRAM OF THE SCHOOL
Chapter IV Planning for the Individuals and the Groups to be Reached 2
Chapter V Planning a Program in the Problems of Personal Living 20
Unit 1 What Kind of Health Program Should the School Provide 20
Unit 2 What Kind of Program Should the School Provide to Assist
Individuals in Acquiring the Tools of Learning 44
Unit 3 What Kind of Program of Creative Expression Should the
School Provide 62
Unit 4 What Kind of Program of Occupational Guidance Should the
School Provide
Chapter VI Planning a Program in the Problems of primary Social
Relationships
Unit 1 What Kind of Program Should the School Provide To Deal With
the Problems of Hone and Family Living103
Unit 2 What Kind of Program Should the School Provide To Deal With
the Problems of Neighborhood Living
Unit 3 What Kind of Program Should the School Provide To Deal With
the Problems of School Living
Chapter VII Planning a Program in the Problems of Secondary
Relationships
What Kind of Program Should the School Provide To Deal
With the Problems Arising Between Individuals Organized
Groups and Governments
Chapter VIII Planning a Program in the Problems of Economic Relation
ships
Unit 1 What Kind of Program Should the School Provide in Assisting
Students To Deal With the Problems of Earning a Living
Unit 2 What Kind of Program Should the School Provide To Deal With
the Problems of Utilizing Money and Other Resources lsviiJiSxi
9CHAPTER IV
PLANNING FOR THE INDIVIDUALS
AND
THE GROUPS TO BE REACHEDimtfffwKicia

mmCHAPTER IV
PLANNING FOR THE INDIVIDUALS
AND
THE GROUPS TO BE REACHED
Introduction
r w unit la to lead the local community planning
The purpose of this unio is to Jeau provide
frAaHS sestrx l
serve
current educate obtives outline a ids
Say In the pattern of ZXVmJ living should
rtiltf SrasVen ago to be initiated nor does
SfwSl with highschool graduation
The need for rathi S 2
eentunted by conditions no present sum as the oar straining
ohildren parttime and vocationaltrong tal d recreational
of adults whoso skills have been superaedi m
opportunities for people of a ages ine raturnlrg from the
SlTKSj fanuoTional pattern suited to their
interests and outlook on life
The setting for immediate jftlS
by the State Board of JSSI t0 Cntin
service period of teachers from n eight orf immediately the
uous operation of the school xhis fact oio e eyt
question of how the additional period can o services with
e school function in the comity and jr school population
different age groups as well as iww
Because of a situation almostunlworsaW present such dovioeas
the C C C the H I A an4 education on the needs
srws ssrs t
such agencies at the federal level
of iHe nrcblem which should receive careful attention
Further aspects of the PrL or the comnunlty investment
nature to meet adult needs 3
Getting ready to aeet the complexities of modern living is a job
requiring many years of intelligent effort If people are to be pre
pared for effective participation in the present socinl and economic
life and for making the continuous adaptations and adjustments required
the school must begin with the child at an early age and make provision
for his various needs into the period of postmaturity
I Preliminaries
A Leaders objective To lead the local community planning
group to discover the problems involved in deciding what
age groups to reach to think reflectively through the
problem of planning a program to arrive at conclusions
and to formulate and put into action a plan for dealing
with these problems
B Members of the planning group l County superinten
dent 2 local members of county board of education
3 county supervisor 4 local trustees 5 principal
6 teachers 7 P T A members 8 other adults
9 selected highschool pupils 10 hone demonstration
agent ll county agent 12 representatives from County
Health Department
C Informational services required
1 Tables
a Table I
b Table II
c Table III
d Table IV
Number and Percentage of People in Heard
County for the Tvro Major Age Groups
Children and Adults
Consolidated Opinions of the Plan
ning Group on Age Levels of Persons
To Be Served by the School
Summary Statement of Opinions of the
Planning Group on Age Levels of Persons
To Be Served by the School
Number of People l Now Reached by the
Local School and 2 Not Reached by the
Local School
2 Charts
a Chart I Some Problems People Have Who Are Not
Reached by the School
b Chart III Types of Service Which Can Be Rendered
by the School for Various Age Groups
c Chart III Legal Provisions Relating to School
Attendance in Select Group of States
u
d Chart IV Summary of Legal Requirements in Com
parison With Factors Permitted Under
Law for Various Age Groups
e Chart V Educational Provisions Hade in Other
Communities for Various Age Groups
f Chart VI Summary of Opinions of the Planning
Group as to the Age Groups To Be
Served
3 Books panphlets etc
a Georgia School Laws Atlanta Georgia State
Department of Education 1942
b Supplement toi Georgia School Laws Enactments of
the General Assembly 1943 Session Atlanta Georgia
State Department of Education June 1943
c Wank Roland A Smith Creek Village Community Center
Pencil Points February 1944 pp 4446 Stroudsburg
Pennsylvania Reinhold Publication Corporation
d Southern States WorkConference on School Administra
tive Problems Building a Better South Through Educa
tion Tallahassee Florida Southern States Work
Conference on School Administrative Problems 1943
e Planning Schools for Tomorrow The Issues Involved
Leaflet No 64 U S Office of Education Washington
D C Superintendent of Documents 1942 26 pp
f
Proposals for Public Education in Postwar America
Research Bulletin of the National Education Associa
tion April 1944 Washington D Ci National
Education Association
g The Georgia Program for the Improvement of Instruction
Bulletin No 2 May 1937 Atlanta Georgia State
Department of Education 130 pp
h Mueller A D Principles and Methods in Adult Educa
tion New York PrenticeHall Inc 1937
i Educational Policies Commission Learning the Ways of
Democracy Washington D C National Education
Association and the American Association of School Ad
ministrators 1940 pp 191330
4 Visual aids
Wilson Dam School Sound 30 minutes
Knoxville Tennessee Educational Division Tennessee
Valley AuthorityHHHHHHHHBHHflnBHHHMij
Living and Learning in the Rural School Sound 24 min
utes Atlanta Georgiat Division of General Extension
University System of Georgia 223 Walton St N W
Progressive Education Sound 9 minutes
Atlanta Georgia Division of General Extension Uni
versity System of Georgia 223 Walton St N W
II Getting the group into the problem
A The leader may raise questions which will lead the
group to see the percentage of the population now
being served by the school Such questions are
1 How many people outside the 618 age group came
to the school building last year How much tine
did they spend here What did the school do for
them
2 How many people do you know in this community who
have not been to the school in the last year
Do they have problems which the school might help
them to solve What are some of these problems
In answer to the last question the group may be
encouraged to list some of the problems of people
who are not reached in any direct way by the school
Chart I below may be used as a guide
CHART I
SOME PROBLEMS OF PEOPLE WHO ARE
NOT REACHED BY THE SCHOOL
Age level
Type of problem
Lack of a suitable place to leave small
children while mother is working shopping etc
Adult
Where to secure information on the best ways
to can or preserve certain kinds of food
Youth and
adult
How to select purchase and care for
wearing apparel
B Members of the group should be encouraged to tell about
other schools which have planned their programs to reach
age groups outside the 618 year old The following types
of services may be mentioned as being provided in some
schools
1 Bookmobile service
2 Cooperative grist millx WSMfifcWWmm
3 Community cannery or food preservation unit
A Adult classes in agriculture
5 Health clinics located in school
6 Induction of presohool children through pro
vision for 5year olds for part of school day
7 Vocational training for working youth
8 Other
C The leader nay use the sketch of the Smith Creek
Village Conmunity Center Apalacia Dam Tennessee
to show how one school has been located in the cen
ter of its community in order to serve all age
groups with many related services Special atten
tion should be called to the services offered in
this school to groups not usually reached by the
school
Smith Creek Village is an isolated community made up of
the families of employees of the T V A The community
building of necessity must serve many purposes among
which is the school meeting place for religious gather
ings community center for public meetings of various
types pest office general store and recreational cen
ter By this means the school is located in the center
of community activity The building was designed purpose
ly to brin those activities common to a community to
gether in a single building in the belief that each activity
SO represented would be enhanced by its proximity to the
others This is a pattern of united services becoming
typical of the industrial community It might be pointed
out that costsaving through consolidation in this case
was only a minor factor
D In order to draw and emphasize conclusions of the group
the following question should be raised For what other
groups than those now being reached can the school make
provision What types of services should be provided
By use of Chart II the leader may develop with the group
some more specific types of services appropriate to people
of various age levels
CHART II
TYPES OF SERVICE WHICH CAN BE RENDERED
BY THE SCHOOL FOR VARIOUS AGE GROUPS
01
25
612
13 IS
19 25
1 Roland A Wank Smith Creek Village Community Center
Pencil Points February 1944 pp 4446
7
In order to emphasize aspects of preschool education
the leader may raise questions with emphasis directed
toward the needs of young children The following ques
tions are suggestivei
1 Bo we have more or fewer children per fanily today
as compared with 20 years ago
Do children need to associate with other children
of near the sane age in order to develop normal so
cial attitudes
2
3 What benefits would be derived from association
with other children of the sane age
A Are there any cases in the community here mothers
of children under six years of age are working
How are these children cared for when the mother is
away from home
5 Ho many have had difficulty in procuring dependable
people to look after young children Are available
servants as efficient in care and management of chil
dren under six as prefessionally trained persons
F The leader may direct a series of questions to the group
with a view of learning the extent of need for schools
to consider and provide for the problems of outofschool
youth The following are samples of questions that may
be usedt
1 Normally to what extent does this community have
outofschool youth who are not employed full time
2 Should the school do anything for this group
3 Have outofschool youth tended to compete in the
labor market with older age groups
A Could the school do anything to prepare these youth
to be better potential employees
5 What other agencies having a semieducational function
have been organized for unemployed youth U I A
C C C W P A etc
6 Wherein do you think these agencies have failed to
meet their educational function
G What percentage of the population of the county is clas
sed as adult
The leader may present in tabular form the number and per
centre of the population that may be classified as adults
and as children Table I shows these data for Heard CountyfesS32ESS SmtSSSMm 8
A similar tabulation may be constructed to show the dis
tribution for this community
TABLE I
NUMBER AND PERCENTAGE OF PEOPLE IN HEARD COUNTY
FALLING INTO THE TWO MAJOR AGE GROUPS CHILDREN AND ADULTS
Agegroup
Number
019
20 above
Total
2061
2963
502T
Percent
433
564
997
1 What problems if any do these adults have
2 Could the school help them to deal with any of their
problems
H What influence does the modern world have on the respon
sibilities of the school for the various age groups
The leader may help to find an answer in the following
quotation from The Educational Frontier
The idea that a dozen years more or less of schooling
toward the beginning of life could in a world so at sea
and still always changing supply sufficient education
to last the rest of life has become absurd even for those
who try to conceive education in this inadequate prepara
tory fashion If we think of study and learning as in
herent in the effort to grapple intelligently with any
confronting difficulty then clearly new study and new
learning must take place with each new difficulty faced
Education whether public or private can no longer
be conceived as stopping when adulthood is reached
III Procedure for the solution of the problems Planning for
the individuals and the groups to be reached
A What age groups do you think the school should reach
2 The Educational Frontier William H Kilpatrick Editor
in collaboration with Boyd H Bode et al New Yorki The Century Co
1933 P 123
3 Ibid p 131riSSrasEi1 Each person should bo encouraged to suggest what
groups he thinks the school should serve Some
suggestions may bej
a The school has a responsibility to outofschool
youth
b The school has a responsibility to children before
they enter school
c The school has a responsibility for providing
educational opportunities for adults
2 The suggestions of the group should be listed on a
blackboard in a table similar to one of the samples
given below As opinions are given the leader will
encourage discussions and questions for the purpose
of clarifying statements
a TABLE II This table may bo used with small planning
groups in which each person has an opportunity to say
which age groups he thinks should be served by the
school
TABLE II
CONSOLIDATED OPINIONS OF THE PLANNING GROUP
ON AGE LEVELS OF PERSONS TO BE SERVED BY THE SCHOOL
Members of the 8 Age
planning group 03
x
Age
25
Jones
Smith
Brown
x
Age
612
x
Ace Age
1318 125

Adult s
X
b TABLE III When the planning group is larger this
table nay be used more effectively Under each age
group the leader should writein the number of the
people who believe that the school should serve that
age group
TABLE III
SUMMARY STATEMENT OF OPINIONS OF THE PLANNING GROUP ON
AGE LEVELS OF PERSONS TO BE SERVED BY THE SCHOOL
i 01 1 25 612 9 1318 tr 125 Adult r
1 Number t 5 t 10 35 t 35 1 1 25 23
10
3 hat is the number in each age group that the school now
reaches
In order that the planning group nay see what age groups of
the community the school is now serving a table similar to
Table IV nay be placed on the board In advance of the meet
ing the leader should check with the principal in order that
he may be able to give the exact number in each group which
the school is now serving
TABLE IV
NUMBER OF PEOPLE l NOW REACHED BY THE SCHOOL
AND 2 NOT REACHED 3Y THE SCHOOL
01 25 612 1318 1925 0 i Adult
jNumber now s jreached by j rchool j 0 1 0 1 155 t 60 1 0 s
tlTumber not 1 reached by t school 103 93 17 56 95 44o
C What is the number in each age group that the school does
not noT reach
The educational census data will show the number of neople
in each age group that the school does not reach For the
sake of comparison these data can be written in the sane
table Table IV that is used to show the number that the
school now reaches The leader would need to have these
data ready before the neeting In age groups 1825 and
adult the leader should be careful to regard as reached
by the school only those people ho receive direct ser
vices through the school
D For what age groups does the school law provide
1 One of the following neans nay be used for getting
the group into a study cf the provisions made by law
a The leader may read the provisions made in federal
state and local laws for different age groups
b A committee nay make a report on the provisions
made in the above laws
c The group nay be led to consider the law in order
to answer such questions ass
l Does it provide for services to adults
2 Docs it provide for evening and parttine clas
ses for working youthSSSlSSSEi
lV 11
3 Dogs it prohibit establishment of kindergartens
4 Does it prohibit library service to adults
2 The following information will be useful in studying
the legal provision for each age group
a An abstract of legal provisions relating to atten
dance ages from the current volume of Georgia School
Lawst
1 The Constitution of Georgia provides for
taxation to support a statewide program of
elementary education for the children of Georgia
Art 8 Sec 1
2 The State School Law providest
a That the State Superintendent of schools
shall carry out and enforce regulations of
the Board and laws governing the schools of
the State 32505
b That the State Superintendent is required
by law to report to the General Assembly
the number of children of school age 32508
c That the seven months school law equalizes
educational opportunity for all children
of school age Law 1937 p 882
d Tht admission to all common schools shall
be free to all children between the ages
of six and eighteen years 32937
e That county and city boards of education are
required to make a census of the children
between six and eighteen years of age every
five years 321601
f That parents are required to keep in con
tinuous enrollment in school children be
tween eight and fourteen years of age ex
cept as excused by specific provision
A penalty for failure to comply with 10
for first offense and 20 for each succes
sive offense compulsory attendance law for
children eight to fourteen years of age
329906
g That it is the responsibility of the State
Board of Education to ascertain the status
of adult illiteracy and to administer the
program of instruction for adult illiterates
322401 322501jMm 12
h That the county or city board of education
nay establish evening schools for the in
struction of youth over fourteen years of
age 32932
i That the board of education may establish
departments of vocational education offer
ing instructions in agriculture home ec
onomics and trades and to determine the
apes at which children may attend these
schools 32934
3 Supplementary laws provide
a Vocational education to persons who are of
the age that will make it possible for then
to pursue profitably training for a specific
occupation 3222
b For the enforcement of physical education
for boys and girls in the higher gramraer
grades and in high school Supplement
p 16
c For the establishment of a booklending
and information service for the benefit of
citizens of the State to provide books
periodicals and other instructional
materials employ professional and clerical
staff and carry on the work free of cost
except postage Supplement p 7
4 See local ordinance relating to school attendance
in independent districts in this county and in
other sections of the State Lead group to list
any local or municipal ordinances affecting the
attendance age or limitations imposed
5 See legal provisions concerning age groups
served in other states Develop a statement of
legal practices in several states Chart III
shows practices in other statesmSSlmBi 13
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14
6 A committee of the vrhole nay construct a
chart similar to Chart IV showing the legal
requirements on attendance in Georgia In
8 parallel column of the chart statements
may be given to show what is permitted by
law A comparison of these columns will
indicate minimum requirements as well as
the latitude for expansion of services
CHART IV
SUMMARY OF LEGAL REQUIREMENTS IN COMPARISON WITH FACTORS
PERMITTED UNDER LAV FOR VARIOUS AGE GROUPS
Age groups What is actually prescribed by lav What is pe
emitted by law
25
over
40
No state funds are provided
Funds for defectives
612 Funds provided for Attendance re
I quired Physical education required
Funds for defectives
1318 i Funds provided through l4 Funds for
defectives Physical education re
quired
MJ r
Acceptance of federal funds
Library service
Care of defectives
Library service Care of de
fectives
Vocational education Care of
defectives Library service
1925 I Funds provided for higher education
i and vocational education Funds pro
vided for defectives
Vocational education Care of
defectives Library service
jAttendance in public school
2640 Local boards must provide for illiter Vocational education Care of
ates Funds for higher and vocational defectives Library service
education Attendance in public school
Same as 2540
Same aa 2540
The group may be led to conclude
a Compulsory attendance is limited to
6l4 age group
b Funds are not provided for the 18
age groups except for the education of
defectives and vocational education
c Nothing in the law prohibits public schools
from reaching all age groups where facili
ties have been provided through local
initiative
E What groups are being reached by schools in other
communities njv riVjr my
15
1 Raise the following question for group discussion What
provisions do communities that you know about make for
serving all age groups
2 Have special groups visit schools offering educational
services to age groups outside the 6l4 category
3 Suggest to individuals in the group professional reading
material on age groups served by schools in certain com
munities
4 Use pictures and movies to show age groups being served in
schools in other communities
5 Have specialists of personnel from schools in other communi
ties describe programs that make provision for all age
groups
a State Department of Education representatives especially
curriculum vocational rehabilitation library divisions
b Teachers administrators parents from communities whose
schools are reaching all age groups
6 Have the group or a special committee set up and fill in
Chart VHnHHBBHEBHBnraBHnHHnHHnnraBmnS16
CHART V
EDUCATIONAL PROVISIONS MADE IN OTHER COMMUNITIES FOR VARIOUS AGE GROUPS
Community
Van Buren County
Michigan
Parker Schools
Greenville South
Carolina
Carroll County
Georgia
Baldwin County
Georgia
Age groups
reached
Adult
Nature of educational services rendered
Use of auditorium gymnasium and shop
Courses for law enforcement officers
Adult
Adult
Food classes cooperative planning
Homemaking classes Adult recreation
al program
Community canneries shops farmers
meetings credit union
25
Leary Community School
Leary Georgia
Moultrie High School
Toultrie Georgia
Ogechee School
Bulloch County
Georgia
Nursery schools and kindergartens for
children of working mothers
46
18 25
Kindergarten taught by first and
second grade teachers from It00 to
3t00 P II
18 25
Clarkesville School
Haberaham County
Ge orgia
Adult
Recreational facilities operated by
persons in this age group Co
operative growing and marketing of
vegetables
Homemaking classes for outofschool
girls before and after marriage
Canneries shops cereal mills co
operative use of tractors feed mills
freezer locker terracing outfits
F What age grouos do educational authorities recommend that
the school serve
1 The following principles are suggested by the monographs
Building a Better South Through Education of the Southern
States WorkConference on School administrative Problems 1943
a
b
c
d
It is the responsibility of each state to see that ade
quate educational opportunities are available for every
individual within its borders who can benefit thereby to
the extent of becoming a better citizen P 12
Children between the ages of three and six should receive
increasing attention in the school program P 13
Adequate educational facilities and services should not
only be provided but should also be required for all chil
dren and youth between the ages of six and sixteen and
eventually eighteen P 13
Voluntary facilities for continuing specialized education
should be available to older youth Youth between the ages
of 18 and 25 should have the opportunity to receive further
educational training through local and state programs
P 15IHflHHHHBIHHHHHHnB 17 7
e Definite provision must be made to include a large
portion of the adult population within the scope of
public education P 15
2 The various age groups that should be provided for as
indicated on page 8 in Planning Schools for Tomorrow
The Issues Involved Leaflet No 64 of the U S Office
of Education are as follows
a Early school group from ages 2 to 5
b For adults of all ages as well as for children
c Special age groups particularly the 16 to 24 age group
d The traditionally recognized school group
3 The personnel to be served as outlined in Research Bulletin
of the National Education Association Proposals for Public
Education in Postwar America April 194T are the followingt
a Ages 3 through 5 Though school attendance should not be
required the schools should provide for such children
during such hours as the needs of the children demand
b Ages 6 through 17 All educable children and youth of
these ages should be placed by state law under school
authority for these periods during which public day
schools are regularly in session
c Older youth and adults Every educable person should be
encouraged to utilize appropriate school facilities on
a fulltime basis until age 20 and on either a fulltime
or parttime basis after reaching age 20
The specific age groups are definedas followst
1 Early elementaryschool period age 3 through 5 or 6
approximately
2 Later elementary3chool period age 6 through age 11
12 or 13 approximately
3 Secondaryrschool period ago 12 13 or 14 through age
18 or 19
4 Age 19 or 20 through age 23 or 24 approximately
5 The period of supplementary adult education This
period begins whenever an individual legally ceases
to participate in the fulltime program of secondary
school or college
4 The Georgia Program for the Improvement of Instraction
Bulletin No 2 May 1937 of the State Department of
Education outlines a curriculum program on the following
agelevel divisionst 18
a Preschool
b Early elementary
c Later elementary grades 4 5 6 7
d Lower secondary grades 7 8 9
e Upper secondary grades 10 11 12 junior college
f Adult education
5 The conscious process of education of learning cannot be
allowed any longer to stop at the ages of 18 to 22 Public
education deliberate and planned must go on through nature
years
R B Raup Columbia University
6 If democracy is to continue and succeed amid the new con
ditions a higher standard and more diffused social intelli
gence will certainly be necessary An intelligently directed
adult education movement seems a certain necessity W H
Kilpatrick Columbia University
7 A D Mueller in Principles and Methods in Adult Education
states the following reasons why America needs seriously to
consider the development of a system of adult education
a A large proportion of adults receive a meager mount of
formal training
b The formal school period is a period of immaturity
restricting the opportunities for riving the thorough
education and training necessary for carrying on the
duties and responsibilities of adult citizenship
c Since the adult period is a period of civic responsibility
it is at this time that the adults intexest and desire for
learning are at their best
d The tremendous changes taking place in our civilization
require continued educational growth merely to keep
abreast of the time to say nothing of understanding how
to cope with new problems issuing from them
8 It is generally recognized that the first 6 years are probably
the most important period in an individuals life insofar as
the establishment of certain attitudes and traits of character
is concerned Despite this fact the educational opportunities
for this early age group are tragically inadequate
The best ways of providing for special age groups particularly
the 1624 year age group and adults demand serious considera
tion It seems probable that after the attainment of a minimum
level of formal schooling continuous education of various
types either in connection with or independent of established
educational institutions should receive special attention
There is great need for example of education for parenthood
not only prior to but also during the period in Which children
are being reared From Leaflet No 64 U S Office of Educa
tion Planning Schools for Tomorrow The Issues Involved p 8 19
G What age groups shall we plan to reach through the school
The several conclusions from the above sources of information
should be summarized The group should then be led to draw
conclusions as to the different age groups the local school
should serve in the light of this information These con
clusions may be recorded on the board in the form of Chart VI
CHART VI
SUMMARY OF OPINIONS OF THE PLANNING GROUP
AS TO THE AGE GROUPS TO BE SERVED
Nursery school
Kindergarten
Elementary
High school
Outofschool
Adults
Age groups Yes No Recommended Not recommended
01
25
6 12
13 18
19 25
Adults i
As a final step the recommendations of the group should be
recorded in written form These recommendations should be
arrived at on the basis of what would constitute a good school
program with regard to the age groups to be served It should
be understood that the scope and content of the program for any
particular age group will be considered in the light of local
conditionsCHAPTER V
PLANNING A PROGRAM IN THE PROBLEMS
OF PERSONAL LIVING
Introduction
Education in the past has too often been concerned with a study of the
problems of other individuals other groups other races and other nations
As such education became academic and unrelated to the immediate interests
needs and problems of the pupils themselves Little attention was given in
the school program to the individuals problems in personal living
The needs and problems of any pupil who is to develop into an effective and
intelligent citizen are varied and numerous Basic and common problems to all
persons however are those problems having to do with health opportunities for
creative expression acquisition of the tools of learning and choices of vocation
Recent trends in planning school programs indicate that there is a readiness
on the part of the school personnel to work toward the improvement of personal
living School leaders can bo active in assisting groups of teachers lay people
and pupils in studying the problems in this area
Included in this chapter are units dealing with four basic problems as they
relate to personal living I
1 What Kind of Health Program Should the School Provide
2 What Kind of Program Should the School Provide to Assist Individuals
in Acquiring the Tools of Learning
3 What Kind of Program of Creative Expression Should the School Provide
4 What Kind of Program of Occupational Guidance Should the School Provide
Unit I
What Kind of Health Program Should the School Provide
In setting up a health program in the school there are two approaches One
through provision for the study of general health problems in health courses and
another through an analysis of the specific health problems of the pupils and of
the community The second approach it is believed will more nearly result in
a functional action program and will more nearly meet the daily needs of the
pupils
In this unit the emphasis is therefore placed at the very beginning on a
listing of the health problems The planning group should be led to consider
implications for the school program in the light of these problems and to deter
mine methods of attack for their solution
It is not anticipated that problems in all the areas suggested can be
effectively dealt with immediately The maintenance of physical and mental
health is a continuous task and is dependent on many factors such as environment
proper nutrition recreation community control of conditions contributing to
20 21
poor health and the like The magnitude of the problem should not however
prevent planning groups in thinking through the possibilities for action in
some of the more pressing and immediate needs of the pupils
I Preliminaries
A Leaders objective To lead the members of the local community planning
group to discover their health problems to think reflectively through
the problem of planning a health program to arrive at conclusions and
to formulate and put into action a plan for dealing with these problems
B Members of the planning group I l County superintendent 2 local
members of the county board of education 3 county supervisor
4 local trustees 5 principal 6 teachers 7 P T A members
8 other adults 9 selected highschool pupils 10 members of the
County Health Department and 11 hone demonstration agent
C Informational services required
1 Tables
a Table I Some Comparative Data on Communicable Diseases
b Table II 3iscovered and Corrected Defects of Pupils in
Heard County
c Table III Sanitary and Other Health Facilities of the Homes
of Heard County
d Table IV1 Sanitary and Other Health Facilities of All Dwelling
Units of Heard County According to the 1940 Federal
Census
e Table V
Sanitary and Other Health Facilities of the Rural
Farm Dwelling Units 90 Percent of All Duelling
Units of Heard County According to the 1940 Federal
Census
f Table VI Some Comparative Data on Sanitary and Other Health
Facilities of the RuralFarn Dwelling Units of the
U S the South Georgia and Heard County According
to the 1940 Federal Census
Description of a successful community health program The Health
Program of the Chula Consolidated School District Tift County
3 Checklists
Checkslist I What the School Is Now Doing in the
Area of Health
4 Charts
a Chart I Whet Health Program Can Be Developed for Our County
b Chart III Health Program of X School
c Chart III What Shall Be the Health Program of Each Age Group
for Our School 22
5 Books and panphlets
a State Department of Education Georgia School Laws
Atlanta Gaorgiai State Department of Education 1942 95 pp
b State Department of Health Why Adopt the Ellis Health Law
Atlanta Georgiai State Department of Public Health
c The Ellis Health Law Atlanta
Georgia State Department of Public Health 17 pp
d Southern Association Study The Story of Holtville Holtville
Alabama Wallace Whilden James Chrietzberg and Verner M
Sims 1944 191 pp
e f The Parker District High School and
The Parker District Community Greenville South Carolina
Parker District Schools 1942 82 pp
f Extension Division Publication Pine Grove Health Program
New Dominion Series No 22 Charlottesville VirginiaI
Extension Division University of Virginia October 15 1942
3 pp
g k Rural Health Program New
Dominion Series No 14 Charlottesville Virginias Extension
Division University of Virginia June 1 1942 7 pp
h f Toward Better Health New Dominion
Series No 5CU Charlottesville Virginia Extension Division
University of Virginia June 1 1944 7 pp
II Getting the group into the problem
A The leader may raise an overall question to introduce the study and
to lead the planning group into thinking of the health problem
1 Such a question nay bei Is our present health program sufficient to
meet our health problems
2 Examples of probable responses are
a
The president of the P T A may make this reply Our health
program isnt meeting our needs for last year we had so many
cases of contagious diseases that our school attendance caused
us to lose a teacher for this year
The leader may present from Table I the facts on communicable
diseases which were compiled by the State Department of Health
for Heard County 23
TABLE I
SOME COMPARATIVE DATA ON COMMUNICABLE DISEASES THE STATE
OF GEORGIA AND HEARD COUNTY
The rates are per 100000 population
Disease Case ate Death rate Percentage oases fata
State Heard State Heard State Heard
Typhoid Fever
Malaria
Typhus
Scarlet
Measles
Whooping Cough i
Diphtheria
Influenza
Tuberculosis
Dysentery
Poliomyelitis
Cancer
Diabetes
Pellagra
Heart Disease
Pneumonia
Syphilis 7






b A teacher may make the following remark Last year in an exam
ination of our pupils for physical defects many defects were
discovered but few were treated
The leader may wish to give the planning group the following
data on physical defectst 24
TABLE II
DISCOVERED AND CORRECTED DEFECTS OF THE PUPILS IN
HEARD COUNTY ACCORDING TO THE RECORDS OF THE
STATE AND COUNTY HEALTH DEPARTMENTS
Defect
Eyes
Skin
Ears
Number of
defects dis
covered
Number of defects
corrected
Tonsils and adenoids
Lungs
Glands
Heart
Nutrition
Central nervous system
Total examined
c A member of the local health department may say The
prevalence of some of our communicable diseases may be
due to poor housing inadequate sanitary facilities etc
The leader may use the following tables to let the group
find out about housing and sanitary conditions
TABLE III
SANITARY AND OTHER HEALTH FACILITIES OF THE HOMES OF
HEARD COUNTY BY RACES ACCORDING TO THE
1944 STATE EDUCATIONAL CENSUS
i Number Reporting White Colored
Facilities Number Percent Number Percent
Inside toilet 1154 76 66
Running water 1154 109 95
Electric lights 1154 518 449
Family garden 1154 1025 888
25
TABLE IV
SANITARY AND OTHER HEALTH FACILITIES OB1 ALL DWELLING UNITS OF
HEARD COUNTY ACCORDING TO THE 1940 FEDERAL CENSUS
County and militia districts Total Dwelling Units All dwelling units by state of repairs and plumbing equipment
Number Reporting Needing major repairs No prxvate baths
Number Percent Number Percent
HEARD COUNTY 2173 2072 1245 601 2035 982
Dist 693 Cooksville 60 41 21 512 41 1000
Dist 702 Houston 104 86 83 965 86 1000
Dist 761 Texas 197 195 150 769 193 990
Dist 779 Enon Grove 105 97 39 402 97 1000
Dist 778 Franklin 356 347 160 461 322 928
Dist 792 Centralhatchee 204 199 85 427 195 979
Dist 958 Corinth 84 80 1 13 75 938
Dist 939 State Line 150 148 58 392 148 1000
Dist 987 Rockalo 239 232 166 716 232 1000
Dist 1517 Walnut Hill 170 168 120 714 168 1000
Dist 1657 Greenloch 222 204 164 804 204 1000
Dist 1678 Loftin 158 158 83 525 158 1000
Dist 1705 Waresville 124 117 4 115 983 116 992

TABLE V
SANITARY AND OTHER HEALTH FACILITIES OF THE RURALFARM DWELLING UNITS
90 PERCENT OF ALL DWELLING UNITS OF HEARD COUNTY ACCORDING
TO THE 1940 FEDERAL CENSUS
County and Militia districts Total Dwelling Units All dwelling units by plumbing equipment All 4 dwelling units by oilet facilities All dwelling units by lighting facilities
Number Reporting No running water Number Reporting No indoor toilets No toilet facilities Number Reporting No electric lighting
NcJ No No S No A
HEARD COUNTY 1934 1841 1825 991 1904 1895 995 348 185 1900 1645 866
Dist 695 Cooksville j 60 41 40 976 58 57 983 17 295 57 57 1000
Dist 702 Houston 103 85 85 1000 101 101 1000 10 1 99 101 93 921
ft Dist 761 Texas 191 189 186 984 189 186 984 104 550 187 161 861
Dist 779 Shoe Grove 105 97 97 1000 104 104 1000 4 38 104 104 1000
Dist 788 Franklin 201 199 197 989 195 194 995 L 13 66 195 189 969
Dist 792 Centralhatchee 169 165 165 1000 168 168 1000 1 6 167 120 709
Dist 938 Corinth 71 67 64 955 70 66 943 2 3 70 59 845
Dist 959 State Line 147 145 145 1000 146 146 1000 8 6 146 125 856
Dist 987 Rookalo 238 231 230 996 237 237 1000 58 245 238 185 777
Dist 1517 Walnut Hill 169 167 166 994 168 168 1000 2 12 168 167 1000
Dist 1657 Greenloch 213 195 191 980 205 205 1000 120 585 203 165 815
Dist 1687 Loftin 148 148 147 993 147 147 1000 2 14 148 125 845
Dist 1705 Yvaresville 119 112 112 1000 116 116 1000 7 60 116 95 819
TABLE VI
SOME COMPARATIVE DATA ON SANITARY AND OTEER HEALTH FACILITIES OF THE RURALFARM DWELLING
UNITS OF THE UNITED STATES THE SOUTH GEORGIA ALT HEARD COUNTY ACCORDING
TO THE 1940 FEDERAL CENSUS
Nation Region Stateand County All Families OOOs omitted Dwelling units needing major repairs j Dwelling units by water supply Dwelling units by toilet facilities Dwelling units by lighting facilities
Number Reporting OOOs omitted Needing major repairs Number Reporting OOOs omitted No running water Number Reporting OOOs omitted No indoor toilets No toilets Number Reporting 000n omitted No electric lights
No OOOs omitted 7 No OOOs omitted No OOOs Knitted 6188 No OOOs emitted No OOOs omitted 07
iUnited e States C2 7143 6759 2239 331 7063 5769 816 7038 879 590 84 6969 4717 397
The South 3643 3440 i 1313 382 3599 3274 909 3590 3410 949 493 137 3555 329
Georgia 321 304 117 I 385 304 289 950 315 205 968 42 133 314 264 339
Heard C ounty 1934 1 1841 1149 624 I 1841 1825 991 1904 1895 995 348 183 1900 1645 i66
Acttial figures are shovm for Heard County 28
d A parent in the group may say I wish we could get the health
services that the children get at school
The leader may describe the health program of a community that
is providing health services for the people5 for example
The Health program of the Chula Consolidated
School District Tift County
A few years ago the health conditions in Tift County became a
matter of concern to the school principals and to the county
health officer Tift County at that time had a very high
maternity death rate stillbirth rate and infant death rate
The prevalence of typhus typhoid and malaria in the county
was disturbing
The Chula Consolidated School District was especially affected
by these conditions Through cooperative effort of the school
community and county federal and state aid was secured and a
fulltime nurse was assigned to the school district The ser
vices of the county physician county obstetrician and county
health engineer were also available to the district
In order to discover the causes of the high death rate and the
prevalence of certain communicable diseases the county health
engineer made a survey of community sanitation The survey in
cluded a study of toilets screens and water supply
The interest in the survey became communitywide Various
groups worked at phases of the health conditions which the survey
had shown The conditions were discussed in the health classes
at school The health teaching was concerned with local health
problems instead of with textbooks Sone of the problems studied
were Learning the importanc3 of immunizations finding out the
causes of malaria studying the importance of pure water etc
The school set up a health room where the nurse had clinics and
classes for the children at school and for the people of the
community A physical examination was given to every child The
local nurse had the help of the county physician and another
nurse in giving the examinations Highschool students helpad
with the records of the examinations
Hookwor a was found to be the biggest health problem Sixty per
cent of those tested had the disease The treatment was given
and there was complete eradication among the school children
Every child was immunized against small pox approximately 90
percent against typhoid and immunization against diphtheria was
given to a majority of children under ten years of age Immuni
zation for measles and whooping cough was available for any one
who wished it
A health room was also provided in a community building where the
nurse held other clinics and classes A maternity clinic was set 29
up and weekly instruction was given by the nurse and obstetrician
The nurse was available for the delivery of all babies in the com
munity
A clinic was also set up for the control of venereal diseases
The Wasserman test was given to all who wanted to take it Regu
lar treatment was provided for syphilis
The services of the nurse were available to whites and negroes
Clinics and classes were held for both races
The people of the conmunity became prevention conscious In
three years 75 percent of the houses were screened and with
W P A help 90 percent of the dwelling units had pit toilets
A drive was made to destroy breeking places of mosquitoes and
rate so as to reduce malaria and typhus These results were good
Facilities were provided for testing water supply for each dwelling
unit The school had had a shallow well for its water supply
The punping drinking and toilet facilities were inadequate
The study resulted in the drilling of a 600foot well and in the
modernization of drinking lavatory and toilet facilities
B As another means of getting the group into the problem the leader and
members of the planning group may make a tour of the school in which the
meeting is held to study the lighting toilet and water facilities
III Procedure for solution of the problem What kind of health program should
the school provide
A What are the health problems with which our school should deal
1 The leader should draw out opinions from the group After expressions
from the group have been listed on the board the leader should
supplement arriving at soie such classification as the following
a Kow can we provide a healthful school environment
b How can we make provision for the prevention and cure of cor
municable diseases
c How can we make provision for adequate wholesome recreation
d How can we make provision for an adequate nutrition program
e How can we prevent accidents and provide for emergency treatment
Of accidents
f How can we provide for an adequate physical education program
g How can we provide for prevention and correction of physical
defects
h How can the school program contribute to the mental health of
the pupilsi
30
How can the school provide for the development of personal health
habits
A chart siuilar to the one given below nay be used for studying
each phase of the health program Column a may be used to writein
a classified list of the health problems Column b nay be used to
writein a listing of what the school is no doing etc
CHART I
WHAT HEALTH PROGRAM CAN BE DEVELOPED FOR
OUR COMMUNITY
a Problems bWhat we now have cWhat the law provides dWhat provision made in other counties eWhat the 1 authorities say fWhat we want
Providing a healthful school environment







i
1 i
J
31
B What are the health probleas with which the school is now dealing
1 Prior to the meeting the leader nay ask the principal of the school
to be prepared to nake a report to the planning group on the health
program of the school The leader nay suggest the use of a check
list for obtaining the information for this report A sample check
list is given below A check may be placed in the column to indicate
how the school is dealing with a particular problem for a particular
age group
CHECKLIST I WHAT TEE SCHOOL IS NOW DOING IN TEE AREA OP HEALTH
I
f
Health problems Textbook Activities Professional 3 ervices
study County r urse Cot jn f 1 hi7sioian
0b b 12 121S 18 25 Adult Ob b12 1218 IB25 Mui 0b o 12 1218 18 25 Adult 0b b 12 IS 25 b1218 adultfU bL121218 s25 J il2g 1825 Adult
Control of diseases
Diphtheria 1
Measles 1 t
Mump s
Malaria 1 1
Hookworm 1
Smallpox 1
Typhoid
Whooping Cough
Others
Bemediable provisions
Eyes r
Teeth 111 1 1
Handicaps 1
Safety c ducation
Loading unloading buses i i
Clear driveways l l
Condition of buses
Walking on highway
Skates and bicycles i
Smooth floors r
Stairways i i
Eire escapes
Doors direction opening
Eire hazards 7 1
Hailway crossings c
Cross ropds
Development of health habits lit
P er sonal cleanline s s i 1
Care of teeth i 1
Proper clothing 1
JMfll W
wVM
k Irlli aifr
nfrnufriirnl i

AiW
ri yA nt li itittifc i
CHECKLIST I WHAT THE SCHOOL IS NOW DOING IN THE AREA OF HEALTH continued
Health or obi ems

Development of health haMts
Begulax elimination
Care of the eyes
Nutrition
Meal planning
Preparing foods
Eating haMts
Buying and selling foods
Producing foods
Con servation of foods
Physical education
Posture
Strenth coordination
Textbook
s tudy
06
Developing physical reserve
Phys Lxsruratjons
Records
Remediable defects
Sports
Recreation
Hobbies
Social
Physical
Mental health
Pig s surrounding s
School management
Teacherpupil relationship
Congenial work program
12
12
18
18
25
Adult
Activities
066
12
12
18
18
25
Adult
Professional services
County Kurso
06
6
12
12
1
25
Adult
County physician
0b
6
12
12
18
25
Adult
06
6
12
12
18
18
25
Adult
06
6
12
12
18
18
25
AdultI I
i I
rYTT
t
i 1 M
i l 1 i i i j J 1 i N i t I
34
2 As the principal reports on the present health program this infor
mation may be listed in column b of Chart I
3 The leader should guide the group into a critical evaluation of the
effectiveness of the present health program
C What legal provisions are made for health in our school
The Georgia School Law makes the following provisions for health
a The county boards of health are given the authority to adopt
enact establish and maintain all health regulations not in
conflict with federal or state constitutions The county board
of health may adopt quarantine regulations provided such regula
tions shall not be applicable to an incorporated tovn or city1
b No one is allowed to remove any article from a home in which
there has been an infectiousdisease case until such articles have
been disinfected in a manner prescribed by the State Board of
Health2
c Georgia law requires the enforcement of quarantine regulations
for infectious diseases3
d The law provides that a course in physical education with not
less than 30 minutes each day devoted to instruction in health
safety physical exercise and supervised play shall be taught
A manual which sets up the details of the course must be prepared
by the state school superintendent in collaboration with the
state boards of health and education and such advisers as they
may choose4
e County and city boards of education may employ a supervisor or a
special teacher of physical education Boards of education
may allow the use of school buildings or school grounds after
the regular school hours and during vacation as community centers
for the promotion of play and other healthful forms of recreation
under such rules and regulations as to them seem proper5
f It is an illegal expenditure of funds to pay teachers who teach
classes in a building with more than one floor without fire
escapes on both sides of the building Money cannot legally be
expended for the operation of a school in a house where the
stove pipe runs through the side of a building or through a
window or through the roof without being safely encased in a
brick flue6
1 State Department of Education Georgia School Laws Atlanta GeorgiaI
State Department of Education 1942 p 70
2 Ibid p 70
3 Ibid pp 7071
4 Ibid p 71
5 Ibid p 72
6 Ibid p 73 35
2 The Ellis Health Law provides for a board of health in each county
in the State The county board consists of three members The
county superintendent of schools the chairman of the board of roads
and revenues of the county and one physician elected by the grand
jury of the county
Whem two successive grand juries in a county recommend making the
Ellis Health Law operative it is obligatory on the board of health
and the board of commissioners to put the law into operation by
selecting a commissioner of health and such assistants as may be
needed
It is the responsibility of the health commissioner to prevent disease
and to conserve public health Some ways by which this shall be done
are l To establish quarantine 2 to close schools churches
and theaters to suppress an epidemic 3 to inspect and make a sani
tary survey of the buildings grounds and the water supply of every
school once each year 4 to close any school when the sanitary
conditions are such as to imperil the health of the pupils and 5 to
examine each pupil for infectious and contagious diseases and for
physical defects8
D What provisions have been made in other schools for dealing with health
problems
1 The leader my have members of the group to give brief descriptions
of health programs which they have seen being carried on in other
schools
2 A special committee which has worked prior to the meeting may report
on the health programs in other schools The leader may work with
this special committee helping it to gather information by the
following methods I
a Visiting other schools which have outstanding health programs
Some suggested for visitation arei Glenwood School Floyd
County Sand Hill School Carroll County and Pulaski County
Schools
b Reading accounts of health programs in other schools Some
suggested readings are The Story of Holtvllle The Parker
District High School and the Parker District Community Pine
Grove Health Program A Rural Health Program and Toward Better
Health
7 State Department of Health Why Adopt the Ellis Health Law Atlanta Georgia
State Department of Health
The Ellis Health Law Atlanta Georgia State
Department of Health
36
3
c Having special consultants to ooae and describe other health
programs
d Showing motion pictures of outstanding health prograns in action
The committee nay use the following chart as a guide in evaluation
health prograns in other schools
CHART II
HEALTH PROGRAM OF X SCHOOL
Problem I
What health problems
have been dealt with
How were the problems
discovered
Dental health
Problem II
What people worked on
the problems
1 Dental examination by county
health department
2 Teachers study of the records
of the examination
What methods were used
In dealing with the
problems
1 Members of the county and state
health departments
2 Teachers
3 Children
4 P T A
5 Dentists
1 Members of the county and state
health department worked with
teachers groups in
a Studying records in local health
department
b Becoming More intelligent about
the dental health problems
2 Teachers worked with children in
helping then to become intelligent
about the dental health problem
3 Teaohere worked with parents in
helping them to become intelligent
about the dental health problem
4 Teachers and county supervisor made
block appointments with dentists
5 Parents and teachers planned for
transportation to the dentists
6 County clinic took care of indigent
children
37
CHART II continued
HEALTH PROGRAM OF X SCHOOL
Yifhat results were ob
tained
Problem I
Problem II
1 The most important result was the
recognition by the people who
participated in the program that
they could study a problem make
a plan and put the plan into
action
2 The year before the planning took
place 10 percent of the children
had dental corrections made
3 The year the plan was put into
action 35 percent of the children
had dental corrections made
4 Parents and children became aware
of the importance of dental health
E With what aspects of the health problem do authorities recommend that
the school should concern itself
1 Maryland State School Survey Commission The 1941 Survey of the
Maryland Public Schools and Teachers Colleges Baltimore Maryland
Maryland State School Survey Commission 1941 PP 209213
a Children need to engage in physical education activities jif
they are to grow to develop organic vitality as a basis for
health to maintain physical fitness and to develop skills that
may be of use to them during leisure time Given the opportunity
children who are robust and athletically inclined are likely to
find for themselves sufficient bigmuscle activities but the
weak the undernourished the undeveloped the backward and the
crippled these are the children most in need of physical educa
tion
b Each school can make its contribution to the field of recreation
by providing opportunities in the regular school program for art
music science literature drama nature study industrial arts
handicrafts and physical education activities It can also
provide additional opportunities for voluntary participation in
these activities outside of class periods In many rural dis
tricts the school represents the only agency around which a
comunity program of recreation can be built and in such situa
tions teachers and administrators should initiate the organiza
tion and leadership of the program 38
The school can accomplish its aims in health physical education
and recreation programs only when the hone the school and the
community cooperate This cooperation should include such oomnainl
ty agencies as the public health department service clubs social
agencies churches and pa rentteacher associations There should
also be cooperation with publicspirited individuals and with
State and Federal services
c Immunization programs for the control of preventable diseases
should be sponsored jointly by the home the school and the
health authorities The school should promote an understanding
in the community concerning immunization procedures and should
cooperate fully with medical and public health authorities in
programs for protection
d The activities of children should be so planned and regulated
that they do not cause undue fatigue intense nervous stimulation
or unsocial behavior Frequent opportunities should be provided
for breaks in the schedule so that children may relax may move
about and may have a change of atmosphere from the regular pro
gram Marks credits tests and promotions should be evaluated
in the light of their effect upon health
e Health teaching should not be confined however to the physical
education program it should permeate the whole curriculum It
must be consciously woven into all the appropriate activities of
the school It should be taught not as an end in itself but as
a practical means through which the child is led to more abundant
and effective living
2 The Advisory Committee on Education Education in the FortyEight
States Washington D Ci U S Government Printing Office 1939
Pp 8086
a No school system should provide less than the following facilities
as a basis for healthful school environmenti l Safe and sanitary
school buildings 2 200 square feet of play space for each pupil
3 seats adjusted to postural needs 4 toilets located on each
floor 5 natural and artificial lighting in accordance with
approved standards and 6 proper inspection of water and food
supplies
b Important factors in the program of health protection are l Med
ical inspection 2 school nursing service 3 dental clinics
4 immunization and 5 quarantine
c A growing practice is the socalled summer roundup of pre
school children with a view to the detection and remedial treat
ment of physical defects just prior to admission to school
d The emphasis of the health program should be not on telling
pupils how to maintain good health but on giving them school
experineces that will lead to proper health concepts and health
habits The science laboratory the cafeteria the playground
the gymnasium and various phases of community life and activity
will furnish practical material for the study of health as an
objective of educationf 39
e To protect the child against harmful emotional and psychological
disturbances in the classroom is no less important than to protect
him against bad physical conditions
f Physical education should be graded to the physical conditions
of the individual pupil and should include such activities as
ganes rhythms and dances calisthenics selftesting exercises
marching tactics gymnastics and miscellaneous physical activities
including sunnier and winter sports out of doors
g Recreational services to youth during outofschool tine through
the cooperation of the school and community agencies should supple
ment the program of physical education in the school Each eomno
nity should study its recreational needs and opportunities in
relation to the school health program and the leisuretime activi
ties of its youth Community recreation on a yearround basis
and under expert leadership is the program best suited to meet
the needs of youth The program should be broad enough to include
crafts dramatics nature study and a wide range of club activitie
It should be conducted under expert leadership and through the
cooperation of the schools and all other community agencies serving
youth
3 Southern States WorkConference on School Administrative Problems
Building a Better South Through Education Improving Education in
the Southern States Bulletin No 3 1943 Tallahassee Florida
Southern States WorkConference on School Administrative Problems
a Its scope health program not only includes all the activities
of the school such as systematic instruction in health nutrition
the school lunch physical education and recreation and health
services but also renewed emphasis on prevention of illness on
correction of remedial defects on the consideration of mental
health on sanitation and other related problems
Health education to be effective cannot be confined to the
activities experineces counsel and information found in the
school but must include all the conditions which affect the
life of the child P 60
b Attitudes toward health are more important than knowledge about
health Every teacher must to some extent become a teacher of
health giving information and cultivating attitudes P 61
c Physical education can no longer be considered as an adjunct to
education it must become a core part of it required for every
child It must be recognized clearly that the need cannot be
met by the highly competitive interscholastic athletics so popular
during recent years The motivation provided by war needs must
be employed to make physical education as a means of building
better health and physical stamina far more important in the
school curriculum than it has ever been before P 61 40
d Unfortunately it is not yet generally recognized in practice
that the mental health of the child is a major responsibility of
every teacher Teaching procedures schedules punishments
rewards group patterns of behavior and individual traits must
be subjected to constant evaluation from the standpoint of the
mental health of tho child and of the teacher Many of mental
attitudes which later prove a source of strength or of trouble
are developed during these early school years Pp 6162
e Particular attention must be paid to the physical environment in
the school Handwashing facilities dustless floors proper ven
tilation clean toilets and kindred matters should presumably
no longer require mention but unfortunately they are still neglect
ed in many schools because teachers and administrators in practice
still have not recognized health as a primary objective of educa
tion P 62
f The war has brought to particular acuteness the problem of pro
viding wholesome recreation for young people as a school and
community responsibility Complacence is often the forerunner
of tragedy In the long run a wholesome program of school and
community recreation can be developed at less financial cost and
far greater moral and physical gain than if the development is
left to moneyseeking commercial interests P 62
g In 1941 accidents accounted for 31 percent of all deaths of
persons between 5 and 19 years of age The rate of accidental
deaths in this age group rose 97 percent from 1940 to 1941
Many of the lives being saved through improved health practices
are being lost through preventable accidents Successful safety
education methods and techniques have been developed It is now
neoessary to put them to widespread use The school has a major
responsibility in this area which has not yet been satisfactorily
met P 62
4 Report of the Southern Rural Life Conference The School and Changing
Pattern of Country Life 1943 Nashville Tennessee Georgia Peabody
College for Teachers
a The responsibility of schools health departments and other
contributing agencies is to make available the professional and
technical services clinical and laboratory facilities and the
environmental sanitation conditions which the health needs of the
individual require but which the resources of the individual can
not provide except through group organization and to provide the
learning opportunities that enable the individual to know under
stand and practice his own health conservation Fp 3839
b The health program confronting the com unity served by a parti
cular school is the natural basis for any health program in that
school The school affords a point of focus for assembling the
facilities essential to the translation of knowledge into action
hether the immediate purpose bo a service to school children or
a more general community objective P 40m 41
5 State Department of Education The Georgia Victory School Progran
for 194344 Bulletin No 10 September 1943 Pp 252 Atlanta
Georgiat State Departuent of Education
The Georgia Victory School Progran suggests that each member of the
Victory Corps should actively participate in a progran of physical
fitness which has six major objectives These objectives are
1 Correction of reuedial defects 2 prevention and control of
connunicable disease 3 selection of an adequate diet 4 Prevention
of accidents and assistance in giving energency care 5 daily progran
planning to provide a balance of work exercise recreation and rest
and 6 development of sound nental attitude
6 Federal Security Agency Conulttee on Physical Fitness Washington
D 01 Federal Security Agency Office of the Administrator
The National Committee on Physical Fitness believes that a physical
fitness progran for all people nust includeI l Adequate nedical
supervision and services for the correction of remedial defects
2 proper nutrition 3 the practice of personal hygiene including
adequate rest and sleep and 4 healthful living conditions
F What kind of progran shall we set up to deal with health problems on each
age level in our community
1 The group should be led to draw conclusions as to the kind of health
program to plan These general conclusions may be written in column
f of Chart I
2 From the general conclusions written in Chart I the group nay be led
to indicate the kind of progran for each age level A chart with
suggested plan for dealing with a specific problem on each age level
is given below as a guideCHART III
WHAT SHALL BE THE HEALTH PROGRAM OF EACH AGE GROUP FOR THE SCHOOL
Health problems
Providing a health
ful school environ
ment
Making provision for
the control of com
municable diseases
36

Making provision for
an adequate program
of physical education
Making provision for
an adequate program
of nutrition
Making provision for
wholesome recreation
Providing for safety
in the school program
612
1Discovering the
prevalence of cer
tain communicable
diseases
2Planning c ontrol
of one or more
communicable dis
eases such as
the common cold
diphtheria etc
12 18
1Discovering the
prevalence of
certain communi
cable diseases
18 25
LMaking a survey
to determine num
ber of houses that
need screening
2Planning control2Studying census
of one or more
communicable dis
eases such as
malaria typhoid
etc
Adult
data and results
of survey to de
termine causes of
certain communi
cable diseases
3Planning control
of one or more
communicable dis
eases such as ty
phus malaria etoL
Organizing immuniza
tion clinic for pre
school and outof
school groups
Making provision for
wellbaby clinics
Making provision for
regular medical
check of preschool
groupCHART III
TOT SHALL BE THE HEALTH PROGRAM OF EACH AGE GROUP
FOR THE SCHOOL continued
Health problems 56 612 12 18 18 25 Adult
Providing for mental health in the school program
Making provision for correction and prevention of physical defects
l 9Jj Making provision for a program of personal cleanliness i
Unit 2
What Kind of Program Should the School Provide To Assist
Individuals in Acquiring the Tools of Learning
The individual who lacks the ability to read with comprehension to write
with clarity to manipulate numbers with effectiveness to speak with conviction
and to listen with attention is greatly handicapped in his social economic
and cultural pursuits
In spite of the fact that educators have been untiring in their efforts
to find better ways of teaching the three Rs there is considerable evidence
that many individuals have never developed these abilities to the extent that
they can communicate with others in a satisfactory manner A wide gap exists
between research findings and school practices Local schoolplanning should
belp to bridge this gap Unit 2 in Chapter V offers suggestions for the school
leader who is responsible for guiding n planning group in recognizing the pro
blems involved in acquiring the tools of learning in formulating a program to
deal with these problems and in putting the plan into action
I Preliminaries
Leaders objective 1 To lead the local community planning
group to discoverAhe problems involved in acquiring the tools
of learning to think reflectively through the problem of
planning a program to arrive at conclusions and to formulate
and put into action a plan for dealing with these problems
Members of the planning group l County superintendent
2 local members of the county board of education
3 county supervisor 4 local trustees 5 principal
6 teachers 7 PT A members 8 other adults and
9 selected highschool pupils
A
B
C Informational services required
1 Tables
a Table I Median Number Years of School Completed
by People in Heard County From School
Census 1944
b Table II DropOuts in X School According to Grade
Levels
c Table III Illiteracy in Heard County From School
Census 1944
d Table IV Draft Rejectees Due to Illiteracy
2 Charts
a Chart I
Determing What Program the School Will
Provide To Assist Individuals in Acquiring
the Tools of Learning45
b Chart lit School Parker School District Greenville
South Carolina
Tool of Learning Mathematics
Secondary Level
c Chart III School Holtville Alabama
Tool of Learning Writing
d Chart IV How X School will Soon Attack the Reading
Problem
e Chart V An Attack on the Problem of Reading Readiness
by a Group of First Grade Teachers
f Chart VI Tools of Learning
3 Checklist
a Program for X School
Checklist I Inventory of Practices Employed
by School in Helping Individuals Acquire the
Tools of Learning
4 Results of standardized tests if available showing deficiences
in the tool subjects Recommended Stanford Achievement Test
Grades 3 Adult
5 Library circulation figures
6 Number of homes taking daily paper
7 Books
a Hildreth Gertrude Learning the Three PJs a Modern
Interpretation Manhattan Mew York Educational
Publishing Co 1936
b Durrell Donald Improvement of Basic Reading Abilities
Chicago World Book Company 190
c Cans Ron Guiding Childrens Reading Through Experiences
paper New York Teachers College Columbia University
191
d Harrison Lucile Reading Readiness Boston Houghton
Miflin Co 1939
e Pennell Mary E and Cusack Alice Teaching of Reading
for Better Living Boston Houghton Miflin Co 1935
f Witty Paul and Kopel David Reading and the Educative
Process Boston Ginn and Company 1939
g Hatfield Wilbut An Experience Curriculum in English
a Report of a Commission of the National Council of
Teachers of English New York AppletonCentury Co
1935
h McKoe Paul Language in the Elementary School New York
Houghton Miflin Co 1939 A6
8 Consultation service
a State Department of Education
b Teachertraining colleges
II Getting the group into the problem
It is important that the group recognize the problem and
determine to do something about it before considering pro
cedures
Below are listed some means of getting the group into the
problem
A Raise questions concerning the individuals need for
acquiring the tools of learning
1 Are there evidences that acquiring the tools of
learning is a problem in the county and community
Some evidences that may be listed ares
a People cannot spell well enough to write letters
b Children cannot learn geography because they cannot
read
c Children graduate from the school and cannot work
everyday problems in arithmetic
2 Is there any relationship between deficiencies in the
tool subjects and the lack of holding peer of the school
Members of the group may cite cases of dropouts which
were due to inability to read write etc At this point
the leader may present the information contained in Tables I
and II
TABLE I
MEDIAN NUMBER YEARS OF SCHOOL COMPLETED BY PEOPLE
IN HEARD COUNTY FROM SCHOOL CENSUS 1944
Head of household s Mate of head Other members of household i All members Total 5 Children away from home
rnite 73 r i 77 1 67 i i 74 I 930
Negro i i i t
47
TABLE II
DROPOUTS IN X SCHOOL ACCORDING TO GRADE LEVELS
No dropouts
1st
2nd j 3rd J 4th 5th 6th J 7th 8th J 9th
10th11th
3 Are there people whom the school has never helped acquire
the tools of learning
The leader nay present the data in Table III
TABLE III
ILLITERACY IN HEARD COUNTY FROM SCHOOL CENSUS 1944
White
Negro
5 Number of illiterates
Percent of population
140
29
Prior to the meeting the leader may have asked the
principal to secure from the local draft board the
number of men rejected because of illiteracy A3
the principal gives the report the leader may list
the data on the board using Table IV as a form
TABLE IV
DRAFT REJECTEES DUE TO ILLITERACY
7hites
Number of illiterates
Percent of population
Negroes j
In some communities special effort has been made to improve
the school program by making provision for helping individuals
acquire the tools of learning In such cases the leader may
eive the group opportunities to discuss their previous efforts
describe the procedures used and evaluate the results obtained
He should then help the group to consider next steps48
III Procedure for the solution of the problems What kind of program
should the school provide to assist individuals in acquiring the
tools of learning
A What are the tools of learning which every individual must
acquire in order to live most effectively
1 The leader should get opinions from the group Those
opinions may be listed on the blackboard or on a chart
Such a list would probably include the following basic
toolsj
a Reading
b Writing
c Number relations
d Speaking and listening
2 Chart I will be useful in helping the leader to direct
the subsequent thinking of the group toward the solution
of these problems Answers may be written into the other
columns as group conclusions are reached
B What is the school no doing to help individuals acquire the
tools of learning
1 Chart I may serve as a guide to the group in checking its
own efforts to solve the problem of helping individuals
acquire the tools of learning
2 The leader may use the following checklist to help
the group make an inventory of practices employed by
the school in helping individuals to acquire the tools
of learningCHART I
DETERMINE WHAT PROGRAM THE SCHOOL WILL ffiOVIDE TO ASSIST
INDIVIDUALS IK ACQUIRING THE TOOLS OF LEARNING
Tools of learning
Reading
Writing
Number relations
Speaking and
Listening
What the school is
now doing oo help in
dividuals acquire the
tools of learning
What other schools are
doing to help indivi
duals acquire the tools
of learning
What experts say schools
should do to help indi
viduals acquire the tools
of learning
What the school should do
to help individuals acquire
the tools of learning
4 50
CHECKLIST I
INVENTORY OF PRACTICES EMPLOYED BY SCHOOL IN HELPING
INDIVIDUALS ACQUIRE TOOLS OF LEARNING
1 Do you always make sure that the individuals with whom you ork have
a background of experience which riL1 enable then
a To read with comprehension
b To write with clarity
c To use numbers with understanding
d To speak with assurance
e To listen with attention
2 Do you make sure that adjustments are made to differences in ability
in providing materials ins
a Reading
b Writing
c Numbers
d Speaking and listening
3 Do you make provision for the recognition and the correction of
physical defects which are handicapping the individual in his efforts
in
a Reading
b Writing
c Using numbers
d Speaking end listening
4 Do you make provision for the recognition and the elimination of
emotional disturbances that are handicapping the individual in his
efforts in
a Reading
b Writing
c Using numbers
d Speaking and listening
5 Do you make sure that all the tools of learning are used purposefully
Exampless a Reading to find out how malaria is carried from
one person to another
b Writing for the newspaper in order to share with others what
individuals have learned about malaria
c Using numbers in making graphs to show the prevalence of malaria
in control and noncontrol areas
6 Do you make sure that each individual is becoming increasingly com
petent in critically evaluating
a What he reads
b What he and others write 51
CHECKLIST I
INVENTORY OF PRACTICES EMPLOYED BY SCHOOL IN HELPING
INDIVIDUALS ACQUIRE TOOLS OF LEARNING continued
c What number situations he uses
d What he says and vhat he hears
7 Do you make provision for continuous evaluation of the individuals
growth in the skills oft
a Reading
b Writing
c Number computation
d Speaking and listening
8 Do you provide for adequate practice of the tools of learning based
on needs that have been recognized in problemrsolving 52
C That are other schools doing to help individuals acquire the
tools of learning
1 Contributions from members of the group will throw
light on what other schools are doing to help in
dividuals acquire the tools of learning
2 A committee may visit outstanding schools to determine
how they are helping individuals acquire the tools of
learning
3 Accounts of how other schools are helping individuals
acquire the tools of learning may be read by individuals
and reported on in the meeting
4 Charts II and III may be used by the group in studying
how other schools discovered their problems in the area
of acquiring the tools of learning what objectives they
set up ho they worked toward solutions of the problems
and what results were obtained
CHART II
SCHOOL PARKER SCHOOL DISTRICT GREENVILLE SOUTH CAROLINA
TOOL OF LEARNING MATHEMATICS SECONDARY LEVEL
Discovering the
problems
Teacherpupil con
ferences on voca
tional needs
Setting up objectives
Cooperative attack on
problems
Each pupil is helped
to discover the mathe
matical skills required
in whatever vocation he
has chosen The acqui
sition of these skills
becomes his objective
in mathematics
Results obtained
1
3
Teachers and pupils 1
Tork on skills founc
necessary for suc
cess
Each pupil progres
ses according to his
own ability
Meaningful situa
tions are provided
for the practice of
these skills
Example forking in
textile mills figurj3
ing gears produce
tion and the speed
of pulleys
Pupils have
necessary
mathematical
ability for
success in
jobs in the
community
Pupils have
necessary
mathematical
ability for
success for
college
Pupils are
prepared
for solving
everyday
problems in
mathematics 53
CHART III
SCHOOL HOLTVILLE ALABAMA
TOOLOF LEARNINGi WRITING
Discovering the problems
Teachers and pupils dis
cover problems in
1 Writing up experi
ments they perform
in the laboratory
2 Using the printing
shop
3 Writing business
letters
Setting up objec
tives
Cooperative attack
on problems
ObJeotivcB are set
up in terms of pro
blems discovered
1 Expressing
ideas adequate
ly
2 Punctuating
oorrectly
3 Composing an
effective
letter
A Spelling cor
rectly
English room becomes
a laboratory where
the teacher helps
pupils with the writ
ing difficulties they
have encountered in
working on their pro
blems
Results obtained
All pupils use
the English teach
er to help them
develop writing
techniques
1
D What do experts say the schools shoulddo to help
individuals acquire the tools of learning
The literature contains accounts of best ways
of attacking the problem of acquiring the tools
of learning Chart I may be used by the group
to record such expert opinions
2 A committee appointed in advance of the meeting
may report on the opinions of experts
3 The leader may read the opinions of experts
regarding the place of the tools of learning
in the total school program Excerpts of such
opinions follow
a Tippett James L
Schools for a Growing Democracy
Ginn and Company 1936 P
Boston Massachusetts
There can be no question that the schools
must firmly establish abilities like these
1 To read effectively
2 To write legibly and with suitable speed
3 To spell words in common use
4 To use the dictionary and other works of
reference
5 To assemble information relating to a
definite topic54
6
7
8
9
10
To organize and present information to
others
To read and interpret naps graphs and
charts intelligently
To use number relations which are necessary
for successful living on any level of develop
ment at which the individual finds himself
To speak clearly forcibly and correctly
To know how to use information
No member of a social group can take an active
and enlightened part in the affairs of the group with
out these abilities They are the tools by which
immature members of a democracy come into full fellow
ship with each other They are useless if they are
developed apart from actual and progressive contact
with phases of the end to which they are lending
The end is rich and effective membership in a democra
tic state
b Hopkins L T Interaction The Democratic Process
Boston Massachusetts D C Heath and Company 1941
Pp 300308 160171
Some principles of desirable learning are as follows
1 An individual learns best when he has his own purpose
ful goals to guide his learning activities
2 An individual learns best when he is free to create his
own responses in the situation which he faces
3 An individual learns best when he is free to make his
own organization of materials in the process of satis
fying his own purposeful goals
4 An individual learns best when he can share cooperative
ly in the management of the learning experiences with
his fellows and under the guidance but not the control
of adults
5 An individual learns best with sympathetic adult
guides such as parents and teachers who know and
understand him as a growing personality
6 An individual accepts and acts upon the learnings
which he believes are personally valuable to him
Some of the conditions necessary for developing skills
are given below
l The curriculum should be composed of a series of rich
experiences based upon pupil need When meaningful
relationships are not available to cause skills to be
developed functionally the skills should be postponed
until the experience becomes rich enough to furnish
adequate purpose to encompass such refinements 55
c
2 When the need for skill appears in the experience
it should be developed through meaningful integrative
orientation before attempting to give it the refinement
and precision of a skill
3 The experience should be planned managed or developed
by the pupils under the guidance of teachers parents
and others
4 hen pupils have developed all the skills which they
see the value of in an experience the teacher should
forget about such skills until they core normally into
another experience
5 There should be no grade classification of skills
to be taught and no age norms to be reached
Casell H L and Doak S Campbell fadings in Curriculun
Development New Yorkt American Book Company 1937
Po7591 604 318 459 461 63 312
1
2
Provision should be made for the mastery and organi
zation for effective use of habits and knowledge In
many cases special emphasis is necessary to provide for
this mastery Consequently a wellconceived program
of vork will provide for such mastery Frequently
it appears that teachers have pupils engaged in drill
activities merely to keep them busy Often the skills
or facts emphasized are of little significance and re
present mere memorization by pupils This obviously
is undesirable But even though the emphasis on mastery
of habits and knowledge has thus been distorted in many
cases it remains an essential point of emphasis in a
wellrounded program of work This is sometimes re
ferred to as the drill phase or the direct teaching
phase of the instructional program
From the Arkansas Cooperative Program
But learning is far from being mere repetition Let
but the experiences of the child arouse sufficient in
terest in and regard for consequences and repetition
as such retires into the background Felt connection
is the best basis for acquisition We used to think
that much mechanically repetitive drill was necessary
to learning such things as spelling writing and
number combinations Now it appears that bare re
petition without any supporting connection or check
carries no learning effect while for the normal child
a sufficiently varied and interesting school life will
by its inherent use of spelling for example teach
ninety percent of what may be needed And similar con
ditions appear to hold in the case of most if not all
the socalled mechanical operations
7 H ICilpatrick The Essentials of the Activity
Movement Progressive Education lit356357
October 1934 56
3 An adequate prograr of education should provide
opportunities for the mastery of basic skills and tech
niques There are certain abilities techniques
and information which are of very general use Many of
these abilities are of a complex and intricate nature
If children are not given careful guidance in the de
velopment of these abilities they may never achieve
mastery of them Special emphasis consequently should
be given to the systematic cultivation of abilities
which have wide and general use This part of the
curriculum should be related closely to the other phases
of the curriculum and to outofschool activities
From Mississippi Program for the Improvement of
Instruction A Guide for Curriculum Planning
Bulletin No 3 Jackson Mississippi State
Department of Education 1936
4 A child whose teacher tries to teach hin to read too
soon is foredoomed to failure This failure is not
only the relatively harmless one of the child not learn
ing to read until he is ripe for reading It often
results in an emotional reaction against reading iwiich
may persist for years A child who tries under the
urgence of blindly conscientious teachers to learn
fractions before he is ready has developed an attitude
toward fractions that inhibits his learning of them
even when he has reached the necessary maturity
Experiments with different teachers different chil
dren based on intelligence tests progress records
and objective tests reveal that children with a mental
age of sixandahalf in September in a majority of
cases learn to read satisfactorily As we go below
this mental age level the proportion of children ho
succeed drop off perclpitately Other factors are the
physical readiness of the eyes and the childs experien
tial background
The doctrine of ripeness holds in spelling too
There is evidence that systematic work in spelling can
wait harmlessly until a child has at least a third grade
reading ability By this time the child has already
learned incidentally to spell a number of simple
words and he is nature enough to read and study
others
Carleton 7ashburne Ripeness Progressive
Education 13s 126130 Feb 19367
5 More than ever we need a revamping of the curriculum
in mathematics which perhaps as much as any other sub
ject has thus far resisted the impact of educational
intelligence The dead hand of past generations still
dominates the content of the mathematics courses
Little or no effort is made to relate materials to life
needs or even to correlate them with the mathematical
situations arising in the science class By some 57
incomparable superstition it is assumed that the solution
of an equation or the proof of a theorem will contribute
to the happiness of the individual or the welfare of
society
Required mathematics in the modern curriculum vdll be
purely and simply the mathematics of everyday life
It will supply those skills required by quantitytive
thinking in the pupils normal experience Special
courses in mathematics should be organized solely for
the teaching of those things which cannot be cared for
well enough in the social and physical science sequences
Pupils entering the seventh grade should finish the
fundamental arithmetical processes in common and de
cimal fractions If the more complicated processes
were left to the secondary school period particularly
grades seven and eight the pupil rrould have less diffi
culty in mastering them The mathematics instruction
should however be strictly adapted to individual needs
and the program should be limited to the barest essen
tials
A limited number of students Trill elect to continue
the study of mathematics after the ninth grade Formal
courses in algebra geometry and advanced mathematics
should be provided for these
From A New Program for the High Schools
Chicago SchoolsJournal 16175962 March
December 1935
E What should the school do to help individuals acquire the tools of
learning
1 The leader may have the group fill in Chart I with regard to
its own school program The following problems may be listed
for special study
a Hor can we provide the necessary materials and equipment
for the teaching of reading on all age levels
b How can we evaluate progress in reading
c What constitutes a good program of reading readiness on all
age levels for the school
d what are some ways for pupils to share reading experiences
e What are some guiding principles in the teaching of reading
f How can we driw on life experiences in building a program
of number relations
g How can vie build a background of number concepts 58
h He can we provide for individual differences in ability in
teaching mathematics
i How can we use the experiences that pupils have in every
day life as a basis for the language program
2 Chart IV shows what method ve might use to attack the reading
problem
3 Chart V is for the use of the leader It contains an account
of a special committee on reading readiness
4 Chart VI shows what a group might plan for its own school
in the light of hat other schools are doing what the experts
say we should do and what conditions prevail in the local
situation
CHART IV
HOW X SCHOOL ILL ATTACK THE READING PROBLEM

How Te can discover the What objectives e
problems ill set up
1
Through administer
ing scoring and
interpreting stan
dardized reading
tests
Through question
naires to patrons
business men and
others
3 Through group dis
cussions
A Through studying
the reading re
cords of pupils
5 Through studying
the census cards
1
2
Objectives set
up will be in
terms of prob
lems discovered
Parents teach
ers pupils and
other members of
the community
will havo a part
in setting up
objectives
That methods we will
use for attacking
the problems
How we will
measure results
1 A special com
mittee of
teachers cutting
across grade
lines will work
on general prin
ciples for the
teaching of
reading
2 Special commit
tees organized
along grade
lines dll plan
activities for
each age group
A committee con
posed of teach
ers parents
pupils and other
members of the
community will
make plans for se
curing equipment
and materials
necessary for an
adequate reading
program
3
Evaluation
will always
be in terms
of the ob
jectives set
up
Evaluation
rill be
continuous
Many instru
ments of
evaluation
will be used
These will
include t
a Stan
dardized
tests
b Informal
tests
c Question
naires
d Reading
records
e Library
circula
tion
figures
f Anecdotal
recordsCHART V
AS ATTACK OS THE PROBLEM 01 READING READIMESS
BY A GROUP OF FIRST GEADE TEACHERS
How the problems were
discovered
Whet the problems
discovered were

tfhat activities were carried
out in working on solutions
to the problems
How the results were
evaluated
4
1 Group discussions
2 Study of reading fail
ures at each grade level
3 Reading professional
hooks
k Observing in other
schools
5 Studying census data
How can we determine
when children are ready
to hegin reading
How can we work with a
group cf children com
posed of individuals at
many stages of readiness
What activities can we
carry out with children
to help them develop the
expertental background
necessary for beginning
reading
How can we study each
chile to discover his
physical and emotional
handicaps
What activities can we
carry out with children
to help them develop
technical skills neces
sary for beginning read
ing
1 Gave Gates Reading Readi
ness Test Scored and
interpreted results
2 Acquired material and
eouipment necessary for
an adequate readiness
program books paint
paper clay puzzles
hexes of various sizes
building materials tools
etc
7
j 5
Teachergroup listed
activities to develop
readiness Carried
these out with children
Made studies of each
child keeping indivi
dual folders Special
effort was made to
eliminate physical and
eraot ional handicaps
Teachers made study of
the technical skills
necessary for beginning
reading and ways of de
veloping each Develanec
techniques for teaching
these skills
results were measured
1 Informal tests
2 Records of childrens
reading as to Quantity
and auality
3 Anecdotal records
showing childs abili
ty to interpret what
he reads
h Observational records
of development of good
reading habits
5 Records of correction
of physical develop
ment
6 Records cf the childs
progress in social ad
justment
CHART VI
TOOLS OF LEARNING A EROGBAM FOR X SCHOOL
Age j
Group
Reading
TTritinp
Number relations
Speaking and
listening
05 Provide opportunities for
1 Listening to stories read
and told
j 2 Looking at books Caring
for then
5 Taking trips
I 4 Learning to get along with
other children
5 Using many art media
j 6 Caring for pets
7 fetching colors and objects
i 8 Working puzzles
j Etc
2
Provide opportunities for
using pencils chalk etc
in purely manipulative
activities
Write down what the child
says and let him see how
sounds
Etc

Provide opportunities 1
tfor using numbers in
ifunctional situations as
PL Counting the children
1 at school
tj2 Dividing cookies be 3
two en all
Learning difference in i
a quart of milk and a
pint of milk
Learning difference ini
pennies nickels dimes
etc
t
Provide opportunities
to talk informally
about experiences and
to listen to experienc
es of others
Help children learn to
use now words
612 i 1 Continue program of readi
ness providing rich and
i varied experiences
2 Group children according to
ability for reading purposes
5 Provide much reading materia
of varying difficulty
4 Use reading in solving
problems
Etc
1
42
1
Have group sot up penman
ship standards and encoura
ing each child to work for
improvement
Ire vide opportunities for
functional writing situa
tions with emphasis on
writing so others will
enjoy reading it
Examples School news
paper letters etc
Etc
t
h
1
r
Provide opportunities 1
for children to deal
with real number situaj
tions in solving their
pr oblcms
Examples Measuring
lumber to build a playj
Provide opportunities
for speaking and lis
tening in real audience
situations
Set up group standards
for speaking and listen
L
xng
house Figuring inter JS Provide informal situa
tions for discussing
oroblems experiences
etc
Give special help to
children with speech
defects
Etc
ost en our bank account
Provide drill in rocog
nized skills
Etc
ON
oCHART VI
TOOLS OF LEARNING A PROGRAM FOR X SCHOOL continued
1318
1
4
Reading
Continue program of reading f
roadinossproviding riohc
and variod oxpcrioncos
Provide opportunities for
children to read for fun
Include easy books in the
library order
Use reading in solving prob
lens
Put special emphasis on criti
cally evaluating material thatj
is read
Etc

Base work in written Eng
lish upon common errors disj
covered
Use English period to do the
vjriting required in problem 2
areas
Consider composition in eval
uating work in problem areas
Etc S
Make provision roar 1
individuals to progress
according to own abilij
ty i
provide for functional2
mothematics Exampless
Aorking in school stonj
bank etc
Etc 3
1825
1 Keop the libraries open to J
the youth group at all times
Provide opportunities to use
reading in solving problems g
such as a controlling malaria
and b planning recreation p
Provide opportuni
ties for participat
ing in club activi
ties
provide opportuni
ties for participat
ing in assembly and
community programs
Give special help
to pupils with speech
defects
Etc
2
for the
Etc
community
Provide help in improving
everyday writing activities
Write for newspapers
write letters to men in
service
Write out orders for mat
erial
Etc
1
2
lt 1 Open the libraries to the
adult group
2 Provide opportunities to use
reading in solving such pro
blems as a planning adequate
meals for family and b plan
ning the crops to grow
Etc
lokeusc of problem
solving situations to
develop number skills
Example Gaining skill
in handling money in
working on the problem
of mealplanning
Spend monoy on the now
home
Etc
1
2
Provide o ppo rtunitie s
for members to have
charge of group dis
cussions helping
thorn develop skill
in speaking
Provide opportunities
for participation in
community programs
ifcc
Organize an amateur
dramatic group
Etc
62
Unit 3
What Kind of Program of Creative Expression
Should the School Provide
It is assumed that there is general agreement as to the need for a considera
tion of the problem of making provision for creative expression in the school pro
gran All individuals wish to express themselves through the media most appropriate
to their talents and natural endowments In a less complex society the pride of
the craftsman in the finished product of his own hands and brain gave the indivi
dual satisfaction and joy that are often denied him in a machine age
The school can cultivate and develop the inherent urge cf the individual to
express himself creatively tnrough making available the necessary tools and guidance
As these provisions are made the pupil grows in selfconfidence in poise ana in
the development of an integrated personality As such he is prepared more fully
to participate in and to contribute to better living in our democratic social order
The problem of finding suitable outlet for creative urge is not confined to
pupils in school It is one of the problems in personal living of both young and
old In considering this problem the educational planning group should be brought
to recognize the problem as it exists among all age groups and to plan accordingly
The unit which follows is an attack upon the problem of making adequate pro
vision in the program of the school for time place materials and guidance for
various kinds of creative expression
I preliminaries
A Leaders objective To lead the members of the local community
planning group to discover the problems involved in making pro
vision for creative expression to think reflectively through
the problem of planning a program to arrive at conclusions and
to formulate and to put into action a plan for dealing with these
problems
B
Members of the planning group l County superintendent 2 local
members of the county board of education 3 local trustees
4 county supervisor 5 principal 6 teachers 7 PT A
members 8 other lay adults 9 outofschool youth 10 and
selected highschool students
C Informational services required
1 Books pamphlets etc
a Waters Avenue School Faculty School Life in Midget Savannah
Savannah Georgiat Waters Avenue School 1939
b Childhood Education February 1943
0 Progressive Education January 19315 May 1942
d Cole Natalie R The Arts in the Classroom Mew York
John Day Company 1940
63
e Hartman Qertrude and Ann Shumaker editors Creative Expression
Milwaukee Wisconsin E M Hale and Company 1939
f Kelvin A Gordon The Technique of Progressive Teaching New
Yorki John Day Company 1932
g Murray Josephine and Effie 0 Bathurst Creative Ways for
Childrens Programs New York Silver Burdett Company 1938
h Ferebee June Doris Jackson Dorothy Saunders and Alirna
Trout They All Want To Write New Yorki The BobbsMerrill
Company 1939
i Mearns Hughes Creative Youth New Yorkt Doubleday Doran and
Company Ind 1925
j University of Ohio Program of the Lower School Columbus Ohioi
University of Ohio 193839
k
Program of the Upper School Columbus Ohiot
University of Ohio 193839
2 Charts
a Chart Ii What Provision Should the School Make for Creative
Expression
b Chart II Recommended Provision for Creative Expression in Art
3 Checklists
Checklist I Provisions the School Is Now Making for
Creative Expression
4 Tables Table Ii Program of Creative Expression Waters Avenue
School Savannah Georgia
5 Films and slides
Mr Lamar Dodd has some slides made in the University Demonstration
School He has prepared written statements to accompany the slides
These slides are available for use
II Getting the group into the problem
A In order to get the group into the problem the leader may ask some
questions concerning the satisfaction that is derived from any kind of
creative expression As answers are given to the questions the leader
may list the suggestions on the board so that he and the group may refer
to them later
Some questions which may be asked arei
1 Have you ever made written or painted anything
2 What was it
3 Were you proud of it
4 Why were you proud of it 64
B The number of suggestions made by the ueabers of the group will
probably indicate that every person in the group has created some
thing and that he is proud of the thing that he created For these
reasons the leader should be able to get favorable response to such
questions as the following
1 Would you like to have a place to work at the things you like to
do
2 Would you like to have someone give you guidance in developing
your ability to create
3 Could the school do anything to provide these opportunities
4 Should the school do anything to provide these opportunities
C After a brief discussion of the questions the group should be ready
to begin a discussion of the provision the school should make for
creative expression
III Procedure for the solution of the problenj What kind of program of
creative expression should the school provide
A What provision do you think the school should make for creative
expression
1 The leader should get opinions fron the members of the group as
to the provision they think the school should make The
suggestions will probably include the following
a We need a shop where all people can work
b We need a person to help with art and music
c We need many types of art materials
d We should provide tine for doing the things we want to do
e We need a person who understands that every effort made by
an individual to express himself creatively is worthy of
approval
2 The leader should help the group to see that the above suggestions
indicate
a A need to make provision for such areas of creative
expression asi
1 Painting
2 Designing
o Music
4 Dancing
5 Carving
6 Modeling
7 Writing
8 Dramatics
9 Decoration and beautification
10 Building
11 Handwork
12 Other 65
b A need for providing the following I
1 A place for working
2 A tine for working
3 Materials with which to work
4 Guidance while working
3 A chart similar to the one below nay be used for studying
each phase of the problem Column a nay be used to write in
what the groip thinks Golunn b nay be used to write xn what
the school is no doing etc
GEART I
WHAT PROVISION SHOULD THE SCHOOL MAKE FOR CREATIVE EXPRESSION

a What we
think
The school should
provide a tine a
place materials
and guidance in the
following areas for
appropriate age
groups
1 Painting
2 Designing
3 Music
4 Dancing
5 Carving
6 Modeling
7 Writing
8 Dramatics
9 Decoration and
beautification
10 Building
11 Handwork
12 Other
b What we c
now have
What other
schools have
d What authori
ties re con end
e What we
want
B What provision does the school now nako
1 prior to the neeting the leader cay ask the principal to be pre
pared to nake a report to the planning group on the provxslon whxch
the school is now naking for creative expression The report
should include age groups that are reached and the provxsion made
for each group 66
The principal may use a checklist similar to the sample below
for obtaining this information The principal would probably
need to confer with his teachers in getting the information
Checks placed in the columns will indicate the provision the
school is making in certain areas for certain age groups The
leader should be sure that the principal who is to make the
report recognizes the difference between making provision for
creative expression and making provision for activities that are
dominated by the teacherptTuT1 CHECKLIST I
PBOTISIOHS THE SCHOOL IS HOW MAKING FOR CREATIVE EXPRESSION
KEA3 01 REATIVE SESSIONS 7T7L TIME Age Aee Age 06 612 121S Age 1825 Age Adult 06 612 PLCE 1218 1825 Adult 06 LvIiiinliiLS 612 121611825 Adult 06 612 IDAKGE 1218 1825 Adult
anting
signing
sic
1 being
Irving o
Ideling i I
pting
amatics
coration and f
lilding
Indwork
Iher 1
68
2 General observations from the above report may be listed in
column b of Chart I
C What provisions are other schools making for creative expression
1 The leader may have members of the group to give brief descrip
tions of schools that are making provision for creative expression
Conclusions from the group may be listed in column c of the
chart
2 A special committee which has worked prior to the meeting may
report on the provision for creative expression in other schools
a The leader may help this committee to gather information by
the following methods
1 Visiting other schools which are making provision for
creative expression Some schools suggested for visita
tion arej Waters Avenue School Savannah Georgia
Laboratory School Georgia Teachers College Collegeboro
Georgia Sand Hill School Carroll County
2 Having special consultants to come and describe ways of
making provision for creative expression
3 Showing motion pictures of people of different age
levels working in various areas of creative expression
Mr Lamar Dodd has some slides made in the University
Demonstration School He has prepared written statements
to accompany the slides These slides are available for
use
4 Reading accounts of how schools are making provision for
creative expression The brief descriptions given in
Table I may be usedTABLE I
PROGHAM OP CEEaTIVE EXPRESSION WATEES AVEHUE SCHOOL SAVANSAH QSOEfiL
Area of
creative expression
Music
Rhythms
Dances
Tunes
Age
group
612
Art
Drawing
Building
Working with clay
Designing
Making costumes
Writing
Poens
Stories
Plays
612
Time
A period in which
all the group work
under guidance of
teacher Pree time
may be used by child
ren
612 A period in which
all the group work
under guidance of
teacher Pree time
may be used when
children desire
Place
Classroom
assembly
room
A period in whcih
all the group rork
under guidance of
teacher Pree time
may he used when
children desire
Classroom
At desk
At blackboard
At easel
At workbench
Behind screens
Materials
Victrola piano
original poems
familiar poems
pupilmade instru
ments
Classroom
At desk
At library
table
Paints crayons
paper simple tools
wood clay
Old clothes new
cloth paper etc
Guidance
Creative impulses are in
spired but not dominated by
teacher The efforts of
all children are recognized
Each child is made to feel
some satisfaction for his
work
Poems stories plays
to read
Writing materials
Teacher plans with children
as to location and quantity
of materials to be used use
of time consideration of
others
to
Teacher provides an atmos
phere that is conducive to
writing by providing mater
ials by recognizing all
efforts by encouragement
a
pp 3UUh
Waters Avenue
School Paculty School Life in Midget Savannah Savannah Georgia Waters Avenue School 1939 70
D What provision for creative expression do authorities recommend
1 Lets Dream a Dream for Our Children Progressive Education
May 1942 pages 25259
a For Our Somewhat Older Young Children
He has a work space to call his own and a drawer and a
spacious locker in which to keep his stuff His room
has tools and the materials commonly needed and readily
handled by children
Miss Jones has been with the school a long time too She
shows us how to play our instruments and how to write our
music when we play something really pretty and want to keep
it Miss Jones can play just anything on the piano and
organ and helps us sing together so we have fun and sound
good to other people She helps us draw pictures too and
make things out of cloth and clay and leather Of course
3he doesnt spend all her time at this shes just a teacher
like the rest but all of us need her often
b For the Early Adolescent Years
Out little theater is to be large enough for 30 or 40
children only Movable chairs are to be used and stage
equipment is to be modest In this room many children are
to be given the opportunity to participate in dramatic pro
ductions but little theater productions are to be informal
they will lack finish Pupils will often play roles without
makeup or costume
We believe that security and satisfaction are often achieved
through success in the field of special abilities Thus we
shall offer opportunities for outlets for all the special
gifts Young poets and writers shall have special opportuni
ties in addition to those offered in English classes We
shall offer dramatics music art handicrafts woodwork
metal work clothing foods Pupils will write sing and
act play instruments sew cook make objects of wood metal
and leather Creativity will be nurtured and teachers will
search for areas in which the student is most gifted
2 Kasakoff Pauline N Working Creatively with NineYearvOlds
Childhood Education February 1943 pp 268270
Kasakoff tells how a group of nineyearolds set up standards
for working with art materials which were made accessible at all
times
The children sat on the floor and I started the discussion Did
you enjoy your work period What would have made working even
more fun How can we use our time better As a result of the
discussion the class decided upon the following rules 71
1 We nust finish one thing before beginning another
2 If we spill something we nust clean it up without
being told
3 We nust replace in good condition whatever we use
4 If there are many people who want the same material we
nust take turns using it
5 We will have a work period every day unless the class
breaks the rules

3 Steele Ellen W The Growth of Dramatic Forns in the School
Life progressive Education January 1931 p 25
A group of eightyearolds living out the experiences of primi
tive life made a sun dance This is the way they described iti
First we sat in a circle and made a fire
We each made a dance of our own to show
how glad we were to get the fire
Then we shook our rattles and all danced together
We cut trees down and rolled the logs into the fire
When they were burning we rolled them round
and round like the sun to welcome him
We stuck our spears into the fire
We threw burning disks into the air
We danced and waved torches
We wore costumes painted like skins
Miss Steele says of the activityi
The childrens impressions were first enacted in simple panto
mime Then the pantomime became rhythmic patterns as the
rhythms teacher gave it a music background They repeated the
pattern until they were free to lose themselves in the scene
They lived the emotion that the primitive felt about the fire and
the sun their understanding and intensity shaped a truly primi
tive dance form
4 Johnston Belle Creative Verse With Young Children Childhood
Education February 1943 p 262
Miss Belle Johnston first grade teacher Wichita Kansas cites
the principles underlying verse writing by young children But
says Miss Johnston Let it be said at once that no specific
directions for procuring such writing can be given But like all
creative work while it cannot be impelled it frequently can be
invoked The principles suggested are a spirit of camaraderie
on the part of the teacher with her group and an appreciation of
poetic expression the building up of a background through the
selection of poems within the comprehension of the group and
encouraging them to express themselves effectively praising all
efforts made making use of emotional interests setting a stan
dard that the production nust be an authentic expression of the
childs thought ignoring rhyming until after a years work
without it 72
5 Cole N R The Arts in the Classroon New Yorki John Day
Co rapany 1940
Paintingi Children cannot create out of a vacuun They nust
have something to say and be fired to say it More tine spent
in experiencing richly what they are going to paint will bear
fruit in faster outpouring of the childs picture when he gets
started
If anybody thinks teaching childrens painting is a negative
job with the teacher sitting at the desk while the children
junp at the chance to paint anything you want to boys and girls
he is all wrong He will likely find that most of the children
dont want to paint anything very nuch and those who do seen to
want to hash over a picture they nade in sone former roon at an
earlier date P 3
Guidance is required to eet these needst Discussion and build
up to go places and see things to encourage the group to get
going to recognize quickly what is being attenpted to encourage
child to nake it your own way to give children a confidence and
respect for their painting to respect childs own proportions to
encourage big paintings 18 x 24 at least to nount and display
Pp 324
The teacher should renenber that the growing process is nore
iuportant than the endproductj the child is nore inportant than
the picture P 23
Clay works Working with clay answers a definite need in the
eaotional life of the child when we add to the sqeezing and
squashing and nixing and rolling the joy that cones fron creating
sonething beautifxO we are providing enotional satisfaction
indeed P 25
Materials Tray of nixed clayj pan of water little pan of slip
clay nixed with water to gravylike thickness several thicknesses
of newspaper on each desk P 26
Guidance procedurei a All work on the sane subject b Make
it your own way c Encouragement and praise for all efforts
d Help child toward sound construction e Let child see that
his work is being intelligently appraised f Choose two best
efforts leave overnight for drying paint and fire and display
g Make sane subject again next time or two to give children
confidence h Then try other subjects Pp 2543
The teacher will find that childrens painting clay work design
dancing and writing are all the sane underneath There is the
sane marvelous creative ability within the child and the sane need
of confidence and faith to set it free Only as we build the
child through giving joy and faith and confidence are we building
his creative arts Where there is joy and faith there is alno
the good picture or writing or dance It works like nagic
the perfect fornula P 137 73
6 Hartman Gertrude and Ann Shunaker editors Creative Expression
Milwaukee Wisconsin E M Hale and Company 1939
Education is at last learning to use the natural creativeimpulses
At present it is experimenting and the results are good it has
no assured technique as yet but the beginnings are in sight
There is a general agreement that the school life should be free
from authorities that the teachers should be guides rather than
instructors and that these should be learning about children
rather than certain about children that the school environment
should be rich in suggesting materials for the creative impulses
and that the unfolding of the best personality should be watched
and noted as important rather than marks in assigned home tasks
called lessons P 19
7 Murray Josephine and Effie Q Bathurst Creative Ways for Childrens
Programs New York SilverBurdett Company 1938
A significant factor in the childrens creative dramatic develop
ment is a rich supply of interesting ideas and information adapted
to the ability level of the child much facinating detail much
experience in activities of all kinds Pp 82 and 83
The teacher too lives through the childrens experiences She
searches for information with t hem She imagines the dramatic
events that they Imagine She helps them formulate standards for
the techniques which they now desire P 83
The creative dance is a means of dramatic musical expression
Children can create dances only after a great deal of experiencing
of ideas that grip them and stimulate their imagination In
order to create dances the pupils must live abundantly and vary
freely just as they must in order to express themselves with
originality in any other medium P 130
8 Ferebee June Doris Jackson Dorothy Saunders and Alirna Treut
They All Want To Write New Yorki The BobbsMerill Company 1939
After four years of study and observation of the child in creative
writing Miss Ferebee and her collaborators arrive at the following
guiding principles
1Becauseof physical immaturity a childs first handwriting
should be restricted to those uses for which he sees a need
2During the early school years of limited writing ability the
childs Inventiveness and storyfeeling are fostered by fre
quent experiences in tailing and in dictating
3Personal writing should not be expected until the child has had
a wealth of satisfying experience with oral expression and has
gained sufficient physical skill to prevent undue fatigue
4Each childs ability to express his ideas is distinctly unique 74
and personal The rate at which this ability grows is likewise
individual Only hara can cone from trying to force more nature
forms of expression than children show theaselves ready to use
5From the beginning practical writing must neet high standards of
fora and organization vhich nost children accept willingly because
their writing serves a genuine use
6Personal writing needs to fulfill only the childs desires except
upon those rare occasions when correct fora is necessary out of
consideration for others or when the product is to be permanently
preserved
7 It is equally important to accept a childs own fora for his personal
expression and to help hin learn conventional foras for practical
writing Each experience contributes to the other leading to a
natural integration of style and technique as the writer natures
8Since the child can write honestly only that which is truly his
tine to assiailate experience and information is vitally necessary
9Exposure to fine literature contributes immeasurably to a richer
more adequate expression Conversely the effort of trying to write
ones own ideas effectively and colorfully heightens sensitivity to
to good literature Pp 187 and 138
Vriting we believe serves at least two needs for writer and audiencet
that of artistic selfexpression and that of connunicatting functional
ideas One is personal individual imaginative and highly perish
able The other is aore utilitarian realistic or intellectual and
needs the discipline of correct mechanics to be socially acceptable
The former seems to be kept alive best by complete freedom to experi
ment and complete assurance of a respectful reception of the product
regardless of its natureTime out to revamp independent clauses
may mean loss of the whole idea Or of more serious import tine out
to edit story after story may so curb the swift imagination or so
fatigue the uncertain and immature young writer that desire to write
turns too often to dread of writing Confusion that arises from
trying to shape their ideas to an adults conception or pattern has
resulted in confessed ainicry or imitation by even very bright
children Pp 184 and 185
9 Mearns Hughes Creative Youth
Inc 1925
Hew York Doubleday Doran Company
Only when they youth are brought up fearlessly to be thenselves pro
tected from patronizing adults or when in their play them forget that
they are inferior only in these two situations does youth give us a
glimpse of what is as yet an undiscovered or badly charted region
P 114 76
We had faith that the productive range is more extensive than
commonly believed and that the best literary education cones
with the amplest selfrealization of the individual at whatever
age he happens to be So we have not thwarted effort but en
couraged it ratherj we have treated with respect every sort of
genuine selfexpression and have vigoriously refrained fron too
pedagogic correction P 2
Generalizations fron these reports nay be written in column d
of Chart I
10 Fron the Program of the Lower School of the University School
of the Ohio State University pp 514i
A brief discussion period and planning period is followed by a
work period in which children build with wood nodel in clay
paint at the easel crayon build with blocks or engage in self
initiated dramatic play An infornal music period devoted to
singing rhvthns arid playing songs extends the story hour The
last period of the morning is spent in free play outofdoors
when possible and in an indoor play room at other times Kinder
garten
The writing of the group has thus far shown but little originality
although the children are rather creative generally Some poems
have been attempted but with few exceptions they are mainly of
the jingle variety
Some of the children have a keen interest in all types of rhythmic
activities and especially enjoy interpretative dancing with
scarves and vigorous tyoes of folk dancing Many of them have
spent two or three beforeschool periods every week all year in
this type activity All of the children in the group participated
in rhythms work for the Christmas play when they represented
Santas helpers and in the spring when they chose to take parts
as foxes squirrels woodchucks bears and turtles for the May
festival Third grade
11 From the Program of the Upper School of the University School
of the Ohio State University p 10i
The Upper School of the University School of the Ohio State Uni
versity has a fine arts workshop open seven periods a day from
grades seven through twelve This program xThich permits pupxls
of any grade to work in the art room at any time during the day
prevented by necessity the formation of my classes based on
grade groups At every hour in the day pupils with rddely differ
ing interests and abilities shared the facilities of the room
Pupils who worked in the fine arts had the opportunity to plan
to work in the fields of drawing painting ceramics design and
the crafts The school provided many kinds of paints clays cra
yons inks textiles papers boards chalks and woods These
were easily available to everyone 76
12 The place of industrial arts in the progrni of creative expressions
Dr 0 3 Harrison Professor of Industrial Arts University
of Georgia
Children have native impulses to activity They like to do
things They like to manipulate tools and materials they are
curious to learn the why and the how of what makes things work
Educators should capitalize on these traits and use then for aid
ing in the educating of children
Industrial arts should not be taught as a special training for
the few who ray become professional craftsmen but it should be
a part of real life situations in and out of school The indus
trial arts program should be integrated with other broad fields
of subject matter such as social studies home economics language
arts fine arts etc Industrial arts may be employed as a means
of motivation and will offer the pupils an opportunity to express
themselves in a manner which is oost difficult in the traditional
book subjects
We must not believe that creative work is southing which is
distinctly and completely different from other work but rather
working out plans and developing ideas to satisfy ones self In
high school and adult work standard plans should be used only where
they will completely neet our needs
While we want the pupil to create his own work yet there are
certain things he should not do There is no place in our school
program for thoughtless crude and unsightly work It is the
responsibility of the teacher to see twit each child works up to
his individual capacity Every pupil should be required to care
for the tools and materials used and be as economical in their
use as possible
a Principles and suggestions for an industrial arts program
1 Children and adults should learn correct and exact skills
and should not be allowed to experiment or use tools in
any manner they wish
2 Insofar as possible the project should become more
difficult as they progress from one to the next
3 There is a place for imitation in school work as in life
Skills should be imitated but designs procedure and
ideas should be original
4 It is not the purpose of industrial arts on the elementary
school level to develop a high degree of skill
5 Handwork should be correlated ith other subjects in the
elementary grades 77
6 The regular teacher should be prepared to carry on all
handcraft activities
7 Most of the constructive work in the elementary grades
ay be done in the regular classroom with a few tools
and inexpensive equipment
8 There is no place on the junior high level for vocational
education Industrial arts however should present and
interpret the various industrials developments and the
significant features of each
n9 Skills techniques and procedures should be similar to
those found in industry Skill is more easily learned
during the adolescent period than at any other
lOThe general shop organization will continue to be the
best plan for teaching industrial arts in tne junior high
school
HA wide range of activities making use of a variety of
materials should be used In addition to the tradition
al materials there are many newer materials such as
magnesium plastics newer types of steel and metal
alloys
12Us a supplement to the work offered in home economics
there should be a place in industrial arts for girls on
the juniorhighschool level
l3There should be two types of industrial arte in the high
school The general shop program for those who have not
had industrial arts in the junior high school and one
or more unit shop courses related to the activities
carried on in the community
14The shop is a place to learn something rather than a
place to make something It is not the purpose of in
dustrial arts to serve as a repair department for the
school
n15Information and skills should be developed in all the
newer types of activities Pupils should have the
opportunity to become proficient in a few types after
they have had limited experiences with many
16The shop should be as wellequipped as possible in terms
of the school budget Great care must be exercised in
the selection and upkeep of equipment and materialsMh 78
b Some suggestions regarding media
1 Wood is probably the best medium for all levels of
industrial arts work
2 Leather is best used in the upper elementary grades and
high school and in the adult programs of handcraft
3 Linoleum block printing is one of the easiest crafts for
elementary workers
4 Raffia and pine needles usually have more appeal to girls
than to boys Suggested projects are mats baskets trays
brushes and vases
5 work in ceramics including clay modeling clay for potterys
and concrete work should be from original ideas and designs
6 Mechanical drawing should be taught in the junior high and
high school
7 Metal working is valuable in the upper elementary school
and in high school
8 Weaving may be adapted to any grade or to adults
c Materials and hand tools suitable for elementary school
industrial arts
The following list is suggestive of the types of inexpensive
materials requiredi
1 Boxes of all sortss Apple cereal cigar shoe orange etc
2 Broom handles clothespins mirrors rope
w3 Sacks of all sorts Flour gunny sugar
4 Spools string tin foil wrapping paper
5 Plywood
6 Battlewood linoleun Scraps from furniture stores
n7 Laths Costs about forty cents for bundle of 50 from lumber
yard
8 Cellophane from 5 and 10cent store
9 Brushes f to lj from 5 and 10cent store
10 Crayons
11 Crepe paper
12 Paste
13 Clay obtained locally or from supply house Cost S3 cents
a pound
14 Construction paper
15 Cork
16 Nails Sizes 3 4 5penny
17 Newspapers
18 Sandpaper Sizes to 1
19 Soap any kind
20 important hand tools Hand saw coping saw hammer brace
and bit scissors linoleum block cutting tools file
screw driver clamp try square ruler 70
d Provision for space
In the traditional classroom where seats are screwed to
floor the problem of space may prove an obstacle For a
beginning it is suggested that a back corner of the room
be provided with table and chairs and materials from the
suggested list above A start may thus be made and as the
program proves its worth the principal of the school will
doubtless cooperate with the teacher in her efforts to pro
vide this type of experience for the children
E What provision should the school make for each age group
1 After discussing what the school is now doing what other schools
are doing and what is recoa ended the group should be ready to
make recommendations as to what provision for creative expressxon
should make
The recommendations should be in terms oft
a The areas of creative expression for which provision is to
be made
b The provision that should be made for each area
c The age groups that will be reached in each area
2 Chart II is an example of the recommendations that the planning
group may suggest for one area of creative expression
3 Conclusions from the recommendations may be written in column
e of Chart ICBABT II
BECOMMEKDED PROVISION POB CREATIVE EXPRESSION IN ART
Painting drawing designing modeling carving Building etc
Lge group
03
35
612
and
L218
L925
and
Ldult
Time
When child has de
sire
When child has de
sire and when mother
or teacher help him
find a time
When child has de
sire When teacher
helps him to find a
time in the program
inschool out
of school
Place
When there is an
urge or desire
When school pro
vides a time in the
progran inschocl
outofschool
A place at home that provides good
light and ample space
A place at home that provides good
light and ample space A place at
nursery school or kindergarten if
the school provides one
A place at home for childs mater
ials and a space for him to work
Space in the classroom for en
gaging in various types of art
activities
Shop accessible during school
hours and outofschool hours
A place at home for materials and
a space to work Workroom in
school building accessible to
outofschool people
School or community shop accessi
ble at all times or at specified
times during the day afternoon
or evening
Materials
Guidance
Crayons paper clay
blocks old clothes
boxes spools etc
Crayons paper paints
clay blocks old
clothes boxes spools
etc
Painting materials
paper crayons paints
Building materials
tools wood
Clay for modeling
Mothers help in providing
materials Appreciation and
encouragement of effort
Mother and teacher guidance
in providing materials offer
ing encouragement
Painting materials
paper crayons paints
etc
Designing materials
paper pens etc
Building materials
tools woods etc
Clay for modelings
Teacher guidance during time
provided in program for art
activities inschool out
ofschool
Guidance should be such as to
inspire and encourage Guid
ance should include helping
the child evaluate his work
Very little emphasis should
be placed on established
standards
ol
Teacher guidance in shop
Guidance from people in communi
ty who may assume responsibility
for certain days or parts of
days 81
Unit A
What Kind of Program of Occupational
Guidance Should the School Provide
The occupation that an individual pursues largely determines his economic
security his standard of living his contribution to society and his hap
piness In other words it determines whether or not he lives the good the
Xisfying life In fact an individuals occupation is one of the most dominant
influences in his life
The welfare of the nation is determined by the degree to which society
intelligently uses its human resources in producing from the natural resources
the socially useful goods and in rendering the socially desirable services
necessary to meet the needs and satisfy the wants of mankind
Widespread unemployment existed in the decade from 1930 to 190 Man
power is inadequate to satisfy the need required to prosecute e present war
Complicated employment problems are expected to follow the demobilization of the
armed forces and the reconversion of war industries to civilian Ruction Many
new workers will be entering the labor force at the same time All of these
Conditions emphasize the need for the individual the school and society being
concerned about finding solutions to occupational problems
Wide differences exist in individual abilities aptitudes and interests
Furthermore there are wide differences in the personal qualifications necessary
to engage successfully in the numerous occupational opportunities of the nation
These differences stress the importance of the right worker getting into the
right occupation
In the American pattern of living the individual spends long period of
time in school acquiring knowledge end skills and developing attitudes before
entering the most productive stage of lifethat of engaging in an occupation
Youne people are perplexed and confused they must make decisions about
occupations They no longer find work opportunity for JJ J1
about them The work they do is important to themselves and to society iney
need guidance in occupational choices
Leading educators believe that the educational program of the school
should provide individuals an opportunity to think through their problems and
to find solutions according to their needs Individuals need to find solutiono
to their occupational problems The school should provide an occupational
idance SogLi that will help individuals in the light of all facts available
aboufthe individual and the world of work make the most intelligent occupational
choices
I Preliminaries
A
Leaders objective To lead the local community planning group
to discover the problems of providing an adequate occupational
guidance program for individuals to think reflectively through
the planning of such a program to arrive at conclusions and to
formulate and put into action an occupational guidance program
82
B Members of the planning groups l County superintendent 2 local
members of the county board of education 3 local trustees
4 principal 5 teachers 6 selected young people from high
school and outofschool youth 7 adults parents and employers
8 county supervisor and 9 P T A members
C Informational services required
1 Tables
a Table It Fertility Ratios No Children Under 5 Years of
Age in the Population to 1000 Women 20 to 44 Years of Age
b Table IIs Percent Loss of Farm Youth 1519 Years of Age
by Selected Counties 19301940
c Table IIIi Median Wage and Salary Income Received in
1039 and Years of School Completed by Experienced Workers
in the Labor Force Except Those on Public Emergency Works
in Selected Occupation Groups in 190 Who Worked 12 Months
in 1939 for the United States
d Table IV1 Percent Distribution by General Divisions of
Occupations of Gainful Workers 10 Years Old or Over by
Sex for the United States 1870 to 1930
e Table Vt The Occupational Status
2 Figure Figure lj Trends in SocialEconomic Groups in the
United States 1910 to 1940
3 Charts
Chart It Occupational Guidance Activities in the Present
Program
Chart lit Occupational Guidance Program for X School
4 Books and bulletins
a Population Third Series The Labor Force Occupation
Industry Employment and Income Georgia 16th Census
of the United States 1940
WashingtonD Ct Superintendent of Documents 2098 pp
b Population Second Series Characteristics of the Population
Georgia 16th Census of the United States 1940
Washington D Ct Superintendent of Documents 40
216 pp
c Edwards Alba M Population Comparative Occupation
Statistics for the United States 1870 to ljgb Washington
D ct Superintendent of Documents 150 206 pp
d Guidance Manual Victory Corps Series Bulletin No 7
1943 Atlanta Georgiat State Department of Education
49 pp 83
e Organization and Administration Occupational Information
gd GuidanceT940 Washington D Ci Superintendent of
Documents 25 181 pp
f Minimum Essentials of the Individual Inventory in Guidance
Vocational DivisionRLLletln No 202 1939 Washington
D Oi Superintendent of Documents 15 83 pp
g Guidance Programs for Rural High Schools Vocational
Division Bulletin No 203 1939 Washington D Ct
Superintendent of Documents 10 58 pp
h The Individual Inventory in Guidance Programs in Secondary
Schools A Studv of Present Practices in Selected Schools
Vocational Division Bulletin No 215 Washington D Ct
Superintendent of Documents 15tf 60 pp
i A Basic Program of Guidance Maryland School Bulletin
VolTXXV No 1T93T Baltimore Maryland State Depart
ment of Education 20 29 pp
i Occupational Adjustment Interim Report 1938 New York
National Occupational Conference 551 Fifth Avenue 25
io4 pp
k Public High Schools Having Counselors and Guidance Officers
19397 Washington D Ci Superintendent of Documents
39 PP
1 Guidance Manual for the High School Victory Corps 1943
Washington D Ct Superintendent of Documents 20
37 pp
m Darley John G Testing and Counseling in the High School
Guidance Program Atlanta Georgia Science Research
Associates 1943 222 pp
n PrganjW State Programs of Vocational Education
Southern StateTWorkConference Tentative Outline Part III
Chapter VII pp 6 and 7
II Getting the group into the problem
A
The leader should ask some questions that will stimulate group
thinking Suggested examples follow Others may be used Some
time should be given for the reaction of the group to each question
Opinions of members of the group should be secured before the
leader presents chart data
1 Are the problems of making occupational choices more con
plicated today than formerly Why
a Some reasons that may be given in answer to the question
are as follows
1 There are more different occxipations the number now
is near 30000 in the nation S4
2 The birthrate is higher in some areas than in others
It is higher in the Southeast than in any other region
in the United States This makes it necessary for
individuals to migrate to other regions to find occu
pational opportunity
3 The birthrate in the rural areas of the Southeast is
higher than in the urban areas Individuals must go
from the county to cities to find occupational oppor
tunity
b Table I may be presented to show the fertility ratios for
Georgia as compared with the ratios in the United States
in urban and rural areas
TABLE I
FERTILITY RATIOS NO CHILDREN UNDER 5 YEARS OF AGE
IN THE POPULATION TO 1000 WOMEN
20 to 44 YEARS OF AGE IN GEORGIA
AND UNITED STATES TOTALS
t Total t Urban Rural
Year United Georgia States Georgia United j States United j Georgia j States
1940 1930 t 495 580 s 410 488 309 359 I 312 i 382 i 731 t 651 811 t 736
c
d
There are now nore than 1000000 people who were born
in Georgia living outside the State This outward move
ment exceeds the incoming movement 2
Farm youth between 15 and 19 years of age were lost
rapidly from the farms of Georgia during the period
1930 to 1940 as shown by Table II
1 Organizing State Programs of Vocational Education Southern States
WorkConference Tentative Outline Part III Chapter VII pp 6 and 7
2 Ibid 85
TABLE II
PERCENT LOSS FARM YOUTH 15 19 YEARS
3Y SELECTED COUNTIES 1930 1940 J
County
Percent loss
Atkinson
Bulloch
Cnlhoun
Floyd
Hart
Heard
Jones
Morgan
Pulaski
Rabun
Walton
3158
4875
484
4526
4311
5475
5541
5080
3368
2972
4905
e
Figure 1 mry be presented to show the trend of change
in the occupational pattern of the United States from
1910 to 1940
3 Ibid 86
40
50
20
o
u
10
Semi Skjlflad
i i
0
1510
SPiie
s
L etc
jtX
Professional
y
jL

Cl6r
cs
gfcOi

1920
1930
1940
FIGURE 1
TREND OF SOCIALECONOMIC GROUPS IN THE
UNITED STATES 19101940 ALL WORKERS 4
4Alba M Edwards Population Comparative Occupational Statistics for the
United States 18701940 Washington D C Superintendent of Documents
Pp 18418687
f according to Alba M Edwards probable future trends in
socialeconomic groups are as followst The labor force
will continue to increase The professional class will
grow in relative importance Farmers will decrease and
other proprietors will increase in relative importance
Clerks and kindred workers may continue to increase in
relative importance Skilled workers will probably de
crease in relative importance after the war Semi
skilled workers will become the largest group Unskilled
workers will continue to decrease in relative importance
More and more the unskilled laborers compete with the
latent energy in a lump of coal or a gallon of oil or of
gasoline or with the force of gravity exerted through
the streams and the tides
Future demand probably ill be less and less for the
worker who has little to offer beyond muscular strength
and more and more for the worker who is endowed with in
telligence and qiick mental reactions and who can make
rapid adjustments to new situations and new work con
ditions
Indeed the innate qualifications for success may be
done more nearly the same in clerical pursuits skilled
pursuits and semiskilled pursuits intelligence
quick mental reaction and adaptability
The upward trend in the socialeconomic status of the
labor force will continue Some decades hence the nations
labor force may cease to grow in size but present indica
tions are that the upward trend in its socialeconomic
status will continue
2 Does the work of an individual make a difference to the in
dividual and to society
a The leader should get opinions from the group and list
them on the board
b Table III may be presented to show the difference in
wage and salary income and amount of education by social
economic groups
5 IbidI 86
TABLE III
SSoSoJElSI HOnU ED MH3 I 1939 K
Major occupation group
workers
Professional and semiprofessional
Craftsman foreman and kindred
Clerical sales and kindred
Operatives and kindred
Laborers except farm and mine
Farm laborers and foreman
Proprietors managers and officials
except farm
Protective service workers
Service workers except
domestic and protective
Domestic service workers
Farmers and farm managers
Number
1339273
2683509
5312785
390033
1352326
802102
379930
692360
3025340
5139260
Median wage
or salary
income
180305
155169
127517
Il42l4
97976
36293
Median years
of school
completed
156
85
122
85
77
74
109
88
87
79
76
c
In the preface to Comparative Occupation Statistics for
the United States 18701940 the author states
The most nearly dominant single influence in a mans life
it nrobablv his occupation More than anything else per
haPra Sns occupation determines his course and his con
tribution in life And when lifes span is ended quite
likely there is no single set of facts that wxll tell so
well the kind of nan he was and the part he played in life
IseS afa detailed and chronological statement of the
occupation or occupations he pursued Indeed there is
norther single characteristic that tells so much about a
n and his statussocialintellectual and economic as
does his occupation A mans occupation not only tells
for each work day what he does during onehalf of his
irking hours but it indicates with some degree of ac
curacy his manner of life during the other half the
Snd of associates he will have the kind of clothes he
Sll wear the kind of house he will live in and even
S some extent the kind of food he will eat And usually
it indicates to some degree the cultural level of his
family
In similar manner there is probably no single set of
closely related facts that tell so much about a nation as
do detailed statistics of the occupation of its rorkers
6 Ibid3
89
The occupations of a people influence directly their lives
their customs their institutions indeed their very
numbers In fact the social and economic status of a people
is largely determined by the social and economic status of
its gainful workers And were the figures available the
social and industrial history of a people might be traced
more accurately through detailed statistics of the occupations
of its gainful workers than through records of its wars its
territorial conquests and its political struggles
Do occupational opportunities change over a period of time
a The leader should get the opinions of the group and list
then on the board
b To show that occupational opportunities did change from
1870 to 1930
Table IV may be presented
TABLE IV
PERCENT DISTRIBUTION BY GENERAL DIVISIONS OF OCCUPATIONS OF GAINFUL
YEARS AND OVER BY SEX FOR THE UNITED STATES 1870 to 1930
WORKERS 10
1870
GENERAL DIVISION OF
OCCUPATION
Totali Male tFeraala
Agriculture
Forestry and fishing
Extraction of minerals
Manufacturing and
mechanical industries
Transportation and
communications
Trade
Public service NEC
Professional service
Domestic and personal
service
Clerical occupations
53
05
14
205
42
68
07
26
97
06
581
05
17
207
49
78
08
23
25
07
237
190
01
10
9
512
01
1900
Totalj Male tFemale
375
07
24
248
67
106
10
41
97
25
417
09
29
245
80
117
12
31
36
23
190
260
08
56
01
82
369
35
1930
Total Male Female
214
05
20
289
79
125
18
67
101
82
251
07
26
321
94
134
22
45
47
54
85
175
26
90
02
142
296
185
A Are the problems of making occupational choices likely to be
come more or less complicated in the future
The leader should get the opinions of the planning group
5 What is the occupational status of workers in the county
Georgia The United States
7 Ibid
8 Ibid 90
a What percent of the population works
b What percent of the male population works
c What percent of the female population works
d Table V shows the occupational status
TABLE V
THE OCCUPATIONAL STATUS 9
Item
Total population
Male
Female
Number 14 years old and older
Male
Female
Number l4 years old and older
in the labor force
Male
Female
Percent of 14 years old and old
er in the labor force
Male
Female
Bulloch County
26010
13013
12997
17580
8764
8816
9157
7339
1818
52
837
206
Georgia
3123723
1534758
1588965
2223132
1084971
1147161
1225705
889789
335916
54
82
205
United States
131669275
66061592
65607683
101102924
50553749
50549176
52789499
39944240
12845259
522
790
254
B The leader can determine and emphasize the conclusions of the
group by asking and getting to the following or similar questionst
1 Do individuals have problems in making occupational choices
2 Is the school capable of helping individuals solve these
problems more intelligently
3 Should the school provide occupational guidance service for
individuals
It is assumed that the above three questions will be answered
in the affirmative
III Procedure for the solution of the problem What kind of program of oc
cupational guidance should the school provide
A The leader should draw from the group their opinions The following
questions may help
9 Population Second Series Characteristics of the Population Oeprjia
16th OsSgflte Mllppiir 3S Bulloch County p 83 Georgia p 33
Statistical ATstjjcJTTntted States Washington D 01 Superintendent
of Documents 91
1 What problems do individuals have in making occupational
choices and adjustments
a The following is a list of problems which might be
suggested by the group
1 Local
2 State
3 Regional
4 National
b What jobs can one do
c What training does one need to get and to hold a good job
d What is paid for doing jobs
e What jobs provide an opportunity for advancement
f How can a wise choice of an occupation be made by an in
dividual
g Other
2 What problems will the school have in providing an occupational
guidance program
The leader should draw out the opinions of the group and list
them on the board
Following is a list of school problems which might be suggested
by the groupt
a Helping individuals discover the need for making occupation
al choices
b Helping individuals discover their abilities aptitudes
and interests
c Helping individuals discover occupational opportunities
and pertinent occupational information
1 Local
2 State
3 Regional
A National
d Leading individuals to think through their occupational
problems reflectively and to make wise choices
e Helping individuals make good plans for preparing for
their chosen occupation
f Assisting individuals in getting placed in the next
situation beyond the local school
1 Industry training program
2 Trade of vocational school
3 Business school
4 College
5 Other training programs
6 Job 92
g Maintaining contact with all former students and helping
then with new problems
3 What is the school now doing to provide occupational guidance
for individuals
The leader may place a form similar to Chart I on the board
and list the present activities of the school occupational
guidance program
CFART I
OCCUPATIONAL GUIDANCE ACTIVITIES IN TPE PRESENT
SCHOOL PROGRAM

Activity
How the activity functions
1

3
4
5
6
7
3
9
10
11
12
Providing individual comulative records
Collecting occupational information
1 alntaining an occupational information
shelf table or file in the library
Organizing occuostional information
Providing counseling for individuals
Heloing individuals make definite
educational and occupational plans
Providing placement service
Following up former students
Making comnunlty occupational surveys
Maintaining contacts with outside
individuals and agencies to deter
mine employment possibilities and needs
Providing inservice training in guidance
for the staff
Providing sn opportunity for pupils
parents school leavers veterans
adults and others to consult the
school staff
4 What kind of occupational guidance program do other schools
orovide
vembers of the planning group should be encouraged to tell what
thev know about what other schools are doing to provide occupa
tional guidance Contributions of the group should be listed on
the board After all suggestions have been made the leader should
contribute examples Suggested examples follow
a Newark Valley Central School New York
l Collects organizes and disseminates occupational in
formation byj 93
a Securing faots about local employment opportunities
b Collecting and cataloging information about occupa
tions
c Presenting information to students
2 Makes a personal inventory of each student and keeps
a cumulative record The record includes such items asi
a Test results school records and reports including
activities outside the classroom
b Work experience
c Personality ratings
d School plans and programs
e Observation records
f Interview record sheets
g Other items which will be helpful in counseling
3 Provides counseling service for individuals
a A onehalf time counselor is provided for the
approximately 400 highschool pupils The other
half of the counselors time is spent in teaching
science classes
b Counseling interviews pre scheduled so the counselor
is able to see each pupil in the 8th to the 12th
grade Inclusive at least once each year Pupils
in the 9th to 11th grades inclusive usually have
several interviews during the year as a basis for
mpking decisions about their problems Seniors
meet the counselor many times both individually and
in groups In addition to scheduled interviews
pupils may ask for an interview at any time
c Counseling functions in making it possible for each
pupil to formulate a plan of personal adjustment
utilizing all the facts the school has been able to
secure concerning l the individual and 2 the
world in which he lives
d In the Newark Valley School counseling implies a
pprsonal nnd confidential relationship between two
persons in this case the pupil and the counselor
A Newark Valley School disseminates information about
educational and training opportunities byj
Securing cataloging and disseminating information at
all levels for the pupils in the school It locates
school and college scholarships It secures speakers
from technical schools colleges and universities to
talk to punils especially to members of the senior
class several times during the year5
6
94
Placement The occupational guidance program of Newark
Valley School assumes responsibility for both parttime
and fulltime employment of pupils Any boy or girl may
fill out an application for parttime work while attend
ing school The work available is mainly housework for
the girls and farm work for the boys
Followup
students
The Newark program keeps in touch with former

The counselor in charge at Newark Valley makes the
following statementt
We build our whole program on two studiesi l That of
the individual and 2 that of occupational opportunity
and training
Logically individual analysis comes first This task
is started in the kindergarten and carried through the
whole thirteen years of the school program We use a
manila folder for each pupil It follows the pupil
through grade to grade and teacher to teacher When the
pupil enters high school it goes to the guidance
office 10
Two teachers other than the counselor have guidance re
sponsibilities group guidance in the teaching of classesI
in personal problems in the seventh and eighth grades and
social studies in the ninth grade H
b Nyack and Rockland County Schools
Occupational guidance services very similar to those in
Newark Valley Central School are provided by thirteen co
operating schools in Rockland County New York The most
important implications of the county organization are thatt
1 The cost of counseling service to any one school is re
duced
2 The scope of the program is extended
3 The number of contributing agencies is multiplied
A The necessity for duplicating effort in securing infor
mation is eliminated
5 Provision for supervision and teacher Improvement is
assured
10 Paul W Chppman Guidance Programs for Rural High Schools 1939
Washington D C Superintendent of Documents 10 p 58
11 Ibid ic
d
5
95
These two programs are reasonably complete They are
practical and inexpensive There is not likely a school
system in the nption that could not afford to provide
these services 12
Many other schools over the nation provide various guidance
services They are Parker School Greenville South Carolina
Denver Colorado Public Schools Omaha Nebraska Public Schools
Pittsburg Pennsylvania Public Schools Houston Texas Public
Schools Minneapolis Minnesota Public Schools Baltimore
Maryland Public Schools and others The guidance services
provided in the schools vary from one to many functions in the
areas of individual inventory occupational information
counseling exploration of educational opportunity followup
and placement 13
In 193738 approximately six percent of all public high schools
in the United States provided counselors or guidance officers
on half or more than halftime basis During the same period
public high schools in seven states New York California
Pennsylvania Michigan New Jersey Illinois and Ohio em
ployed 61 percent of all counselors and guidance officers in
the United States Only four schools in Georgia on June 30
1938 reported having guidance personnel who devoted onehalf
or more time to guidance functions They were Tubman High
School Girls Augusta Blakely High School Canton High
School and Georgia Vocational Trades School
What do the authorities on guidance say the school should do to
provide vocational guidance for individuals
Members of the group should be encouraged to report their
knowledge of opinions of authorities at this point
A committee may be appointed to investigate the literature on
vocational guidance in order to find out the opinion of
authorities and report back to the group
The leader should have at hand some authoritative opinions
to use in supplementing contributions of the group The
following may be usedt
1 Educational Policies Commission of the National Education
Association and American Association of School Adrainis
trsttorJ Occupational guidance and counseling are now
more necessary than ever

a
b
c
12 ibid
13 Occupational Adjustment
Occupational Conference
Interim Report 1938 New York
551 Fifth Avenue 2H P 104
National96
2 Report of the Georgia State Committee on Administrative
Organization of Public Education in Georgia June 29
1944 Paul Munro chairman KanKaKee Anderson secretary
item 17t It is proposed that a definite program of
guidance be instituted in all Georgia schools from the
primary grades through senior high school and that as a
basis for guidance cumulative record cards for all
children be kept and passed on as children are promoted
For guidance to be successful each administrator and
teacher is urged to study constantly child growth and
child development
3 Introduction to The Training of Vocational Counselors
Bureau of Training War Manpower Commission by Earnest
J Jaqua Professional and Teohnical Division page It
Vocational counseling is not new except perhaps in a
highly professional sense It had its beginning early in
the century chiefly in the service of public school
students Later it built upon the personnel program of
World War I When practiced at its best it is now ac
cepted by industry government and educational institu
tions generally Counseling is advancing to the status
of a professional career of the highest order
4 Foreword Occupational Adjustment Interim Report
National Occupational Conference 1938 by Edwin A Lee
director National Occupation Conferencet
No problem facing American educators today transcends
in importance those which have to do with the schools
function in training for livelihood Whether the problem
be in terms of l selection of occupation 2 vocational
training 3 induction into employment or 4 education
for advancement or reemployment the challenge to do
something about it is inescapable Youth and adults
alike seek help and advice Parents are perplexed and
know not where to turn except to the public schools
Governmental and privately supported institutions con
cerning youth all emphasize the pressing importance of
equipping young men and young women to carry their own
economic load
5 William L Wrinkle in The New High School in the Making
New Yorki American Book Company 1938s
Secondary school boys and girls are interested in look
ing ahead to the problem of making a living They want
security and the realization of interests and goals we
cannot expect students to be able to choose those voca
tions for which they may be best qualified without as
sistance
d Occupational Adjustment Interim Report recommends the
following functional areas for vocational guidance programse
97
a Occupational information
b Individual inventory
c Counseling
d Placement
The Occupational Information and Guidance Service of the
United States Office of Education recommends the follow
ing functions for a local occupational information and guid
ance service program
1 Occupational information
a To secure information concerning local occupational
requirements and opportunities
b To organize and prepare for presentation the in
formation secured relative to local occupations
c To present the general background of occupational
information including requirements opportunities
and trends locally and in the nation as a hole
2 Individual inventory
a To secure information about individuals by means
of reports records tests and measurements and
personal interviews
b To record through use of a cumulative record system
information including
1 School records
2 Tests and neasurements
a Intelligence
b Achievement
c Aptitude s
d Interests
3 Social and economic background
U Trait ratings
5 Occupational experiences
6 Recreational activities
7 Physical and health data
8 Other significant data
c To interpret personal inventory data as a basis for
counseling by utilizing and extending the cumulative
record system

14 Organization and Administration Occupational Information and Guidance
Service loTWashington D Ci Superintendent of Documents 98
3 Counseling
a To assist the individual in the interpretation of
his personal data
b To assist the individual in the identification of
his major problems vocational educational
avocational and personal
c To assist the individual in the planning of possible
solutions to his problems
d To help the individual in making a start toward
carrying out his plans
e To help the individual when necessary in the
modification of his plans
A Exploration and use of training opportunities to secure
record and disseminate information concerning available
training opportunities at all levels for all educational
and occupational fields
5 Placement
a To assist individuals in securing employment through
established agencies or direct service of the school
or both
b To help individuals find parttime job opportunities
6 Followup
a To maintain contacts with all school leavers
graduates and dropouts for a period of years for
the purpose of rendering further aid and assistance
b To check Individual achievements for the purpose of
evaluating and improving the guidance program
c To furnish information as a basis for the evaluation
the possible revision or enlargement of the edu
cational program in the light of schoolleavers
experiences
6 What kind of vocational guidance program should the school provide
for individuals
The leader should guide the group in drawing up a plan for the
local school at this point As suggestions are made they should
be written on the board in a form similar to Chart IICHART II
OCCUPATIONAL GUIDANCE PROGRAM FOE X SCHOOL
OmiTiatioral fuid Age Groups
ance activities 05 12 1318 19 25 Adults
A Individual inventory recorded to 1 Begin cumulative record 1 Continue cumulative record 1 Continue adding new information Add followup data Add followdata up
form cumulative by securing Add data on as discovered
record and recording a ivarks in under previous
data on a Family and school subjects items
cultural b Extracoi 2 Begin adding
background ricula ac data on
b Physical tivities a Educational
and medi c Standar and occupa
cal history dized test tional plans
c Modes of be scores b Counselors
havior d Interests notes
d Interests e Specia1 c Followup
talents as notes
2 Pass record on revealed by d Anecdotal
when child actual ac notes
enters first complish
grade ments f Attendance records g Other 3 Make record available to the next training institution
2 Pass record employment service placement
along from bureau or em
grade to ployer
grade then to secondary school
1
CHART II
OCCUPATIONAL GUIDANCE PROGRAM FOR X SCHOOL continued
Occupational guid
ance activities
3 Occupation
information
vge Groups
Lead individuals to
1 Observe many
different goods
and services used
in and about the
home
2 Discover sources
of goods and
services
3 Note different
occupations of
members of family
neighbors and
others
12
1 Correlate oc
cupational in
formation with
curriculum studies
a Reading
h Writing
c Arithmetic
d Industrial
arts
e Other
13 18
Provide explora
tory experiences
in
a Projects
b Extracur
ricula ac
tivities
c Homework
chores
d Other
Provide chapel
programs
Offer visual aids
5 Conduct trips to
businesses and in
dustries
0 Other
19 25
1 Teach occupa
tional infor
mation in an
organized class
2 Correlate with
curriculum
studies
3 Offer visual
aids
k Conduct trips
to businesses
and industries
5 Provide chapel
programs
6 Sponser career
days
7 Arrange confer
ences with lead
ers from busines
es and industries
g Direct and super
vise study of his
choice soon after
choice is made
9 Other
Supply infor
mation to in
dividuals upon
request
Adults
Supply infor
mation to in
dividuals
upon request
o
oCHART II
OCCUPATIONAL GUIDANCE PROGRAM FOR X SCHOOL continued
Occupational guid
ance activities
Counseling
Age Groups
05
612
Provide teacher
counseling
a To help in
dividual inter
pret personal
ciata
b To help indi
vidual identify
major problems
c To help indivi
dual plan solu
tions to his
problems
d To help indivi
dual riftke a start
toward carrying out
his plans
e To help individual
when necessary
modify plans
Interview all students
who are about to drop
cut of school
13 18
1 Provide a coun
selor end one
period of time
in the schedule
per 100 pupils
2 Schedule an in
terview with the
counselor for
each pupil at
least once each
year as often
as necessary
3 In the interview
lead the indivi
dual to identify
his problems to
think through
and to find solu
tions to his pro
blems
U Help individual
plan training
program
5 Interview all
schoolleavers
19 25
Counsel in
dividuals
who reouest
an interview
Adult s
Counsel in
dividuals who
request an
interview
1
O
t
ICHASE II
OCCUPATIONAL GUIDANCE PROGRAM FOE X SCHOOL continued
Ominstinl uid Age Groups
ancfc activities 05 612 13 18 19 25 Adults
D Exploration and use of training npoortunities Provide complete information about training opportunities in the Provide complete information about training oppor Provide complete information about training oppor Provide individuals with training op
local school and system tunities locally tunities to all portunity in
and elsewhere individuals upon formation
request espec locally and
ially parttime elsewhere upon request
E Placement 1 Assist indi Assist indivi Assist indi
vidual in se duals in secur viduals in
curing part ins partcr full securing em
or fulltime time employment ployment or
employment through establish changing em
through es ed agencies or ployment
tablished direct school through es
agencies or service upon re tablished
direct ser quest agencies or
vice or the direct school
school 2 assist individual in get service
ting into next training situa tion
F Followuo Maintain contact Maintain contact Maintain con Maintain
with all school with all school tact with all contact
leavers leavers school leavers with all school
leavers

oCHAPTER VI
PLANNING A PROGRAM IN THE PROBLEMS OF
PRIMARY SOCIAL RELATIONSHIPS
Introduction
Problems emerging from daily human relationships are many and varied Ten
sions in the home in the school and in the neighborhood are all the more accentuat
ed because of the rapid changes which have been taking place during the past few
decades New inventions Improved transportation and communication and consequent
enlarged opportunities for individual endeavors have produced complexities in family
and community life formerly unknown The consolidation and extended services of the
schools have multiplied the activities in which pupils engage daily which in turn
have multiplied their problems
These problems have long been recognized by educational leaders and efforts
have been made through various methods to find solutions for them The improvement
of human relations the development of qualities of good citizenship the use of
leisure time and worthy home membership have been accepted objectives in most
school programs Though much has been accomplished in the attainment of these
objectives it is believed that a direct attack upon the discovered proclems in
tie primary social relationships of the family the school and the neighborhood
will in the solution of the problems more effectively produce the desired outcomes
As individuals work together on common problems affecting their daily lxving in the
very process of finding solutions they acquire the qualities of worthy home members
good school citizens and good neighbors
In planning the program of the school leaders should therefore concern them
selves with the problems actually existing in the home the school and the
neighborhood and should seek means of dealing directly with conditions in these
areas
The three units in this chapter Problems in Hone and Family Living
Problems in Neighborhood Living and Problems in School Living are suggested
ways through which school planning groups may be brought to consider problems in
the primary social relationships and to make provisions in the school program ior
an attack upon them
Unit 1
What Kind of Program Should the School Provide To Deal With the
Problems of Home and Family Living
I Preliminaries
A Leaders objectivei To lead the neubers of the local community planning
group to recognize the problems of hone and family living to think reflectively
through the problem of planning a program to arrive at conclusions and to
formulate and put into action a plan for dealing with these problems
B
Wfembers of the planning group l County superintendent 2 local
menbers of the county board of education 3 local trustees
4 county supervisors 5 principaland teachers 6 PT A
members 7 other adults 8 selected highschool pupils 9 hone
demonstration agent 10 welfare director and 11 county nurse
103 104
0 Informational services required
1 Tables
a Table Ii SocioEconomic Conditions of hones of Heard County
by Races According to the 1944 State Educational
Census
b Table I Health Unitt Some Comparative Data on Communicable
Diseases
c Table IV Health Uniti Sanitary and Other Health Facilities
of All Dwelling Units of Heard County
According to 1940 Federal Census
d Table V Health Unitt Sanitary and Other Health Facilities
of the RuralFarm Dwelling Units
According to 1940 Federal Census
e Table VI Health Uniti Some Comparative Data on Sanitary and
Other Health Facilities of the Rural
Farm Dwelling Units of the United
States the South Georgia and Heard
County According to the 1940 Federal
Census
f Table III What provisions Are Being Made by Our School in
Dealing with Problems of Home and Family Living on
Each Age Level
g Table IIIi What Other Schools Are Doing To Deal With the Pro
blems of Home and Family Living
2 Charts
a Chart Ii What Kind of ProgramShould the School Provide To
Deal With the Problems of Home and Family Living on
Various Age Levels
b Chart III What Provision Should Our School Make for Dealing
With Problems of Home and Family Living
3 Books pamphlets etc
a Federal Security Agency Four Communities Pioneer Reprint
from School Life Washington D Ci U S Office of
Education 1941
b State Department of Education Curriculum Guide for Homemaking
Education Atlanta Georgia State Department of Education
1944
c Department of Supervision and Curriculum Development Toward
a New Curriculum Washington D Ci U S Government Printing
Office 1944105
d Parker District High School Faculty Parker High School Serves
Its People Greenville South Carolina Parker District
Schools 1942
e Gruenberg S M and B C Parents Children and Money
New Yorki Viking Press 1933
f The Joint Committee on Curriculum Aspects of Education for
Home and Family Living Family Living and Our Schools New
Yorki D AppletonCentury Company 1941
g American Association of School Administrators Nineteenth
Yearbook Education for Family Life Washington D Ci
National Education Association 1941
4 Filmsi Commission on Human Relations of the Progressive Education
Association eight films on common problems of family me
Make Way for Tomorrow is especially recommended
II Getting the group into the problem
A The leader may raise questions to introduce the problem and to
stimulate discussion As the members of the group respond to the
questions the leader should make note of significant suggestions to
which he may wish to refer These suggestions may be listed on the
board Some questions which the leader may ask are
1 What kind of home will a family need in order to get the most
out of family living
2 What would a family as a whole have to do to build this kind of
home
a What would be the privileges of the mother the father and the
children in a home like this
b What would be the responsibilities of the mother the father and
the children in a home like this
B The suggestions made by the group would probably include some or all of
the following statements
1 A pood house is necessary for good living
2 Electric lights and runnirg water will contribute to good living in
the home
3 Reading materials in the home are necessary for good living
4 Good food is needed in order to have good living
5 Strong healthy bodies are important for good living
The leader may suggest that the members of the group look at
living conditions in the community to see how they compare with
suggestions made by the group The following tables may be used 106
TABLE I
SOCIOECONOMIC CONDITIONS OF THE HOMES OF HEARD COUNTY BY
RACES ACCORDING TO THE 1944 STATE EDUCATIONAL CENSUS
Nuaber reporting White Negro
It en Nuaber Percent Nuaber Percent
Horie owned 1154 566 490
Inside toilet 1154 76 66
Running water
1154
109
95
Electric lights
1154
518
449
Daily newspaper
1154
483
419
Faaily radio
1154
826
716
Family garden
1154
1025
888
Table I Health Unitt Soae Couparative Data on Coanunicable Diseases
Table IV Health Uniti Sanitary and Other Health Facilities of All Celling
Units of Heard County According to 1940 Federal
Census
Table V Health Unitt Sanitary and Other Health Facilities of the RuralFara
Dwelling Units According to 1940 Federal Census
Table VI Health Unit Sone Comparative Data on Sanitary and Other Health
Facilities of the RuralFarm Dwelling Units of the
United States the South Georgia and Heard County
According to the 1940 Federal Census
C After discussing the facts shown in the above tables the group should
be ready to go into the discussion of the problem as shown in the
section on procedures
III Procedure for solution of the probleai What kind of program should the
school provide to deal with the problems of hone and family living
A What are the problems of home and faaily living for which provision
should be made in the program of our school
1 The leader should encourage the neubers of the group to name some
of the problems of family living with which various members of
their families are faced As the suggestions are made the leader
may write them on the board The list will probably include such
suggestions as the followingj 107
a Teaching good manners in the hone
b Entertaining in the home
c Giving allowances to children
d Selecting good games radio programs and magazines for the
family
e Sharing responsibilities in the home
f Etc
2 From the list of suggestions the leader may make some such
classification as the following x
a Maintenance of satisfactory sss
b Planning preparation and service of family meals
c Management of time money and energy wyw
d Section care construction and renovation of clothing
e Care and guidance of children
f SprovemeS of home safety home conveniences and home
g Selection housing and household furnishings
h Care of house and household equipment i
t Sintenance of the health of family members physical mental
emotional
j Home care of the sick
k Recreation in the home
CHART I
WHAT KIND OF PROGRAM SHOULD THE SCHOOL PROVES TO DEAL
XOTR THE PROBLEMS OF HOME AND FAMILY LIVING
ON THE VARIOUS AGE LEVELS

a problems
1b What we are
doing
cWhat other 1d What author
achools are
doing
ties recon
nend
e What we
want
1 Home and family
relationships
2 Planning prepara
tion service of meals
5 Management of time
money and energy
4 Care of clothing
5 Care and guidance of
children
6 Improvement of home
safety conveniences i
furnishings
7 Selection of furnishinge 108
CHART I
WHAT KIND OF PROGRAM SHOULD THE SCHOOL PROVIDE TO DEAL
WITH THE PROBLEMS OF HOME AND FAMILY LIVING
ON THE VARIOUS AGE LEVELS continued
e What we
want
a Problems
ib What we are
doing
c What other
schools are
doing
d What author
itles recom
mend
8 Care of house and
equipment
9 Maintenance of
health
10 Home care of the
sick
11 Recreation in the
home
12 Other
B What provisions are being made by our school for dealing with the
problems of home and family living on each age level
1 The leader may use Table II to help the group determine to
what extent the school is helping the people with problems
of hone and family living This table may be written on the
board and filled in by the group The table will show which
problems are being dealt with what kind of provision is being
made and vhich age groups are being reached
2 Since the hone economics teacher is probably doing more with
the problem of hone and family living than any other person it
would be well to talk with her prior to the meeting so that she
will be prepared to discuss the present program its limitations
and possibilities
3 Conclusions from these reports may be written in column b of
Chart I 109
TABLE II
WHAT PROVISIONS ARE BEING MADE BY OUR SCHOOL IN DEALING WITH PROBLEMS
OF HOME AND FAMILY LIVING ON EACH AGE LEVEL
Problems Age groups provided for
05 612 1318 1825 Adults
Boys Oiila Boys Girls Men women
1 Hone and family relationships
2 Planning preparation service of meals
3 Management of time money energy
4 Care of clothing
5 Care and guidance of children
6 Improvement of homesafety conveniences furnishings
7 Selection of furnishings
8 Care of house and equipment
9 Maintenance of health
10 Home care of the sick
11 Recreation in the home
12 Other
Indicate in each blank the kind of provision being made by writing in one of
the following wordsi None poor fair good adequate
C What provisions are other schools making to deal with problems of
home and family living
1 The leader may ask for contributions from the group concerning
programs about which they know Conclusions from these reports
and others referred to below may be written in column c of
Chart I
2 Prior to the meeting a committee my visit schools to determine
what provisions are being made Some schools that might be
visited are Leary School Leary Georgia and Parker District
Schools Greenville South Carolina
3 The accounts of what other schools are doing as shown in Table III
may be helpful 110
TABLE III
VKAT OTHER SCHOOLS ARE DOING TO DEAL ITH THE PROBLEMS
OF HOLE AND FAMILY LIVING
School
Problems
Age
groups
Procedure for dealing with
problen
Experiment
by Alfred
P Sloan
Foundation
in certain
rural school
of Florida
Vermont and
Kentucky a
laproving
the hone
food cloth
ing shelter
612
1318
Teachers helped in preparation of special
textbooks but children did nore than read
from these new books For example
1 Children made fireproof chimney blocks
to ward off danger of fire from over
heated stove pipes
2 Chickens from carefully selected eggs
were hatched and cared for in one class
room
3 Children raised vegetables in a vacant lot
4 Children made new clothes froa old
5 Children learned to repair worn shoes
Certain
schools in
Delaware
under direc
tion of Dela
ware State
Society for
Mental Hy
giene b
Personality
growth of
children
Grades
IIX
Stories personal anecdotes plays panels
notion pictures radio recordings and
other means are used as bases for discussion
Children are encouraged to discuss freely
the problen presented to describe the
problen to appraise the solution to specu
late and explain the notivation behind the
behavior in the situation as presented
Sone of the subjects which seventh and eighth
graders have considered aret
1 The inportance of friends
2 Personality traits of a regular fellow
3 Our inner hunan drives selfpreserva
tion recognition for approval interest
in the opposite sex
4 Relationships with younger brothers and
sisters
5 How various types of punishnents affect
us
1 Data fron several sources were studied
personal data sheets anecdotal records of
former pupils data fron conferences and
hone visits
2 Learning experiences used by groupt
aOut of school field trips novies
observations of behavior of children
and adults
bIn school infornal discussion refer
ence reading novies
cSurveys of housing cost of living
recreation vocational opportunities
dConferences with individual pupils
Woodrow Wil
son High
School of
Cedar Rapids
Iowa c
Personal and
social living
Specific pro
blems
lCost of es
tablishing
a ho roe
2Marriage for
college cou
ples
3How much
savings be
fore marriage
llth12th
grade boys
and girls
a Department of Supervision and Curriculum Development Toward a New Curriculum
Washington D Ci U S Office of Education 1944 p 13
b Ibid p 26
G Ibid p 27School
Claremont
Junior High
School d
Waterloo
Alabama Q
Waterloo
Alabama f
Ill
TABLE III continued
WHAT OTHER SCHOOLS ARE DOING TO DEAL WITH THE PROBLEMS
OF HOME AND FAMILY LIVING
Problems
Age
groups
Procedure for dealing with problem
Improving iami
ly living
9Tb
grade
3 Attack of problem
aProblems raised and defined
bReports made of observations
cFormulation of generalizations
A elubroom equipped with pingpong table
radio card table etc was established for
the ninth grader and any ninth grader might
sign out of study hall for the club
Standards of conduct were outlined by pupils
and approved by the faculty
All teachers felt that pupils gained in the
ability to budget time and to be responsible
for selfdirection in utilizing time The
teachers also felt that the club demonstrated
its worth as a spot where informal social
opportunities nay be had
Home and
community
improvement
and beauti
fication
Providing a
liveathome
program
Studied homeplanning interior decoration
grade conveniences etc housetohouse canvas to
secure list of jobs each hoe wanted done
selections made and work undertaken as demon
stration project owner furnishing materials
5 homes and 4 barns painted furniture re
worked in 3 houses and a church etc analyz
ed conditions in their own homes noticeable
improvements made
Sent out mimeographed sheets each month tell
ing what crops to plant how to plant and
fertilize how to conserve
Demonstrations were hald in canning
Children in school planted garden seed and
flower seed in boxes Plants were shared and
transplanted to gardens all over the community
As a result many people had food crops coming
off mich sooner than in previousyears
School
groups
and cut
ofschool
groups
Ibid p 35
Department of Supervision and Curriculum Development Leadership at Work
Washington D Ci U S Office of Edcuation 1943 p 240
f Ibid p 241 112
TABLE IIIcontinued
WHAT OTHER SCHOOLS ARE DOING TO DEAL WITH THE PROBLEMS
OF HOME AND FAMILY LIVING
School
Parker
School
District
Greenville
S C S
Problems
Making the
hone a better
and happier
place in which
to live
Age
groups
High
school
hone
making
class and
parents
Procedure for dealing with problem
Parents were invited to classroom to give
suggestions as to how to make the classroom
a better and happier place in which to live
The parents suggestions included the follow
ing
1 Good manners in the home
2 Accepting duties in the home
3 Assuming responsibilities in the home
4 Entertaining in the home
5 Budgeting in the home
6 Caring for clothes
Parents were asked to help evaluate the
study A questionnaire was sent to then and
they were invited to the school
D What kind of program do authorities recommend to deal with
the problems of hone and family living
Conclusions from these recommendations may be written in column d
of Chart I
1 The general characteristics of a desirable program for dealing
with problems in home and family living are as followst
a The program should be comprehensive including areas in
all phases of hore living
b The program should be continuous making provision for all
age groups since all age groups have home problems
c The program should be functional based on the fundamental
problems of the homes in the community as they are discovered
through intelligent means
d The program should be planned organized and administered
according to the characteristics of a particular age group
e The program should be flexible emphasising those problems
which are crucial at a given time
f The program should be a community program planned cooperative
ly by teachers pupils parents and school administrators
gParker District High School Faculty Parker High School Serves Its People
Greenville South Carolinat Parker District Schools 1942 p 62
2 state Department of Education Vocational Division Curriculum 9SJL
Homemaking Education Atlanta Georgia State Department of Education 1944 pp O115
g The program should be individualized permitting individuals
or groups to progress at own rate of speed
2 The following are authorities and citations from then on the
problems of home and family livingt
a Englehavdt W L and N L Englehardt Jr Planning the
Oomnunlty School New Yorkt American Book Company 1940
Pp 8182
The problems of home living and the needs of family life are
exceedingly varied and complex They involve marital relations
social problems within and outside the family group home plan
ning home furnishings and equipment child care and develop
ment finance clothing food purchasing physical and mental
health sanitation the arts recreation and vocations Hone
living presents problems for solution in all spaces within the
school No one or few laboratories and shops can be assigned to
the specific purpose of meeting the needs of hone life In the
discussion of arts and crafts shops nvoh of the activity may
be associated with hone design improvement or repair of appli
ances and equipment Interior decorating furniture building
textile design and care of the automobile all aspects of home
living nay be centered in the arts and crafts shop The social
recreation spaces may be used for the improvement of human re
lationships and discussion of common family problems The small
group discussion planning and study roomswill be of much
value to the informal parent groups discussing child care
health purchasing and marriage problems There remain how
ever certain homeliving problems which require other types
of spaces than those suggested elsewhere The problems include
selection purchase and preparation of food shelter and cloth
ing hone nursing and child care and development
In order to attain the desired degree of integration of home
living problems and to meet individual needs for adults three
general arrangements have commonly been used The first plan
which has not been very widely organized is hone demonstration
The second plan revolves around a practice homo The third plan
utilizes the facilities of a suite of laboratories with a wide
variety of equipment In some cases two of the three plans
may be combined to offer the benefits peculiar to each
b Douglas A A Modern Secondary Education New Yorkt Houghton
Mifflin 1938 Pp 394 404
Former stress upon skill technique and information whiah
girls were evidently supposed to retain until they took charge
of their own homes has given way to emphasis upon the attitudes
and duties which help the girl to become a more cooperative and
useful member of the family circle to which she belongs This
point of view is in harmony with the theory that conceives the
most effective educational practice to be that which supplies
activities which are suited to the maturity and interest of the
pupils 114
Two of the best known organizations for girls whose activities
contribute to hone training are Camp Fire Girls and Girl
Soouts The hone arts are stressed and it is interesting
to note that the first six activities in which proficiency
badges were earned were in order hone nursing laundering
first aid needlework child nursing and cooking Of the
fortyodd subjects for which proficiency badges are given nore
than onefourth are in subjects directly related to the services
of wonan in the hone as nother nurse or homenaker
c Education Policies Connission The Purposes of Education in
Anerican Denocraoy Washington D Ci National Education
Association 1938 Pp 80 87
One important responsibility of education therefore is to
improve and develop hone and fanily life Effective discharge
of this responsibility requires work with younger children with
adolescents and with adults Children at various points in
their school careers nay be helped to understand the fanily as
a social institution to acquire honemaking skills and to work
out happy and socially constructive adjustments with members
of their immediate families Young people nay be helped to
master and appreciatethe specific knowledges and insights
needed in marriage houemaking and parenthood Married couples
and parents on the job nay be given opportunity to study their
problens and work out ways of handling their obligations
Education for fanily living will deal chiefly with problens
of everyday hunan relationships problems of children in the
parental homes problens of young people as they struggle to
separate thenselves from parents and to enter into comradships
within their own age groups problens arising in the cycle of
fallinginlove engagement marriage and the establishment
of ones own home problems of parents in trying the understand
growing children and in cheerfully according an increasing
measure of independence to children as they attain maturity
Such education will seek to make clear the Important hunan value
to be protected in all these different areas of life
d Problems in Teacher Education Volume V Nashville Tennessee
The Curriculum Laboratory George Peabody College for Teachers
1940 Pp 9596
Rural boys and girls of today receive little training from
their parents in the home which is pertinent to the hone artshat
crafts and simple mechanical arts Consequently the rural
elementary school program must include opportunities for child
ren to have learning and experiences in honemaking Elementary
schools should not necessarily offer courses in farming and
manual training as vocational subjects Education in the
areas of homenaking will have to be just as general as the
other school subjects 115
Children who have worked democratically together with teachers
in the schoolroom will likely work together democratically in
the hone Work to bo done will be discussed in the family
group each will be given an opportunity to express his opinion
and say what part he feels that he can do When plans have been
completed each accepts responsibility for his part
The family learns to solve its problems and its differences
through discussion based on facts and reason the outoome is
generally a compromise The school that encourages initiates
and guides the development of democratic home relationships makes
a genuine contribution to the family and the community
e Committee on Building a Better South Through Education Improv
ing Education in the Southern States Tallahassee Florida
Southern States WorkConference on School Administrative
Problems Bulletin 3 1943 Pp 66 67
tone important and conscious objective of education must be the
development and improvement of the American home The school
will have to face the problem more directly during the coming
years than it has at any time up to the present A conscious
objective of education must be to develop an appreciation of the
fundamental role of the family and the home as the creator and
guardian of many of the basic human values
In addition to the basic education regarding home and family
life which must be found throughout the curriculum provision
must also be made in the school program for the education of
married persons and parents to improve their understanding of
of the problems and their knowledge of how to solve the problems
of home life
f Educators suggest that the program in home and family living
should be based specifically on discovered problem actual
living conditions and living habits In Curriculum Guide
for Homemaklng Education 5 some procedures for discovering
probleus are as follows Information secured from superinten
dent principals supervisors as to what they believe to be
basic problems and needs information secured from administra
tors of other agencies in the community which deal with
problems of family life Child Welfare County Nurse etc
as to facilities of their agencies in lping families solve
their problems information about homes and home background of
pupilssecured fro home record forms or similar devices ob
servation of pupils in informal situations to discover their
habits and behavior visits to homes to secure suggestions
from parents to observe living conditions family habits fami
ly relationships personal conferences with pupils
State Department of Education op cit pp 1113 116
E What provisions should our school make for dealing with problems
of boae and fauily living
1 After studying the other phases of the problem the Soup should
be encouraged to make recommendations concerning the pro visions
which the focal school should make These recommendations should
be written in column e of Chart I
2 From the general conclusions the group should be led to make
specific reconroendations in terns oft
a Problems of fanlly living for which to make provision
b Age groups to be reached
c Procedures for dealing with the problems
d Means of evaluating results
3 Chart II shows samples of recommendations which may be made for
dealing with a problem of family living
CHART II
7HAT PROVISION SHOULD OUR SCHOOL MAKE FOR DEALING WITH
PROBLEMS OF HOLE AND FAMILY LIVING
Problems
Improving
physical
conditions
in the home
Age
groups
612
1216
1925
Adult
Procedure for dealing with each
problem
1
2
Cooperative study of home conditions
by teacher and individual pupils
Cooperative planning of teacher and
pupils to determine what individual
pupil can do to improve living con
ditions at home
3 Planning school activities around
things that can be done for the home
a Some children may need to 3e arn
to make rugs curtains etc
b Some children may need to learn
to make simple furniture
c Some children may need to learn
to paint furniture
d Other
4 Planning with outorschool groups
and adults some things which need
to be done in their homes
a Cooperative buying of paint and
materials
b Cooperation of labor
c Cooperative use of tools
d Guidance in building and
repairing furniture in hoae
and shop
e Planning improvements in sani
tary facilities
Evaluate results in
terms of
1 Number of homes
that participate
in the program of
home improvemerit
2 Number and types
of improvements
made
3 Desire to continue
program of home
improvement
4 Desire to undertake
attack on other
problems 117
Unit 2
What Kind of Program Should the School Provide To Deal
With the Problems of Neighborhood Living
I Preliminaries
A Leaders objective To lead the local community planning group to
discover the problems involved in neighborhood living to think
reflectively through the problem of planning a program to arrive at
conclusions and to formulate and to put into action a plan for deal
ing with these problems
B Members of the planning group 1 County superintendent 2 local
members of county board of education 3 members of local board of
trustees 4 principal 5 teachers 6 PT A members 7 other
adults and 8 selcted high school pupils
C Informational services required
1 Tables Table It Participation of Adult Population in Local
Elections Franklin Georgia School District
2 Charts
a Chart It What Program Can the School Plan To Deal With
Problems of Neighborhood Living
b Chart III How the School Is Now Dealing With the Problem of
Neighborhood Living
c Chart IIIi Radford Virginia High School Students Make
Improvement in Public Recreation of the City
d Chart IV Waterloo Alabama Conducts a Campaign To
Improve Home and Community Living
e Chart V Newark New Jersey Writes Book on Newark
a Project in Community Appreciation and Under
standing
f Chart VI Quincy Illinois Schools Contribute Assistance to
Local Ration Board
g Chart VII1 Moultrie Georgia High School Program of
Community Beautification
h Chart VIII1 Mount Pleasant Michigan High School helps
To Save a Valuable Food Crop
i Chart IXt What the School Will Do in Dealing With the
Problems of Neighborhood LivingT 118
3 Books and pamphlets
a Everett Sanuel editor The Community School New Yorkj
D AppletonCentury Company 1938
b Clapp Elsie Community Schools in Action New York The
Viking Press 1939
c Educational Policies Commission Purposes of Education in
American Democracy Washington D Ci National Education
Association 1938
d Department of Elementary School Principals How To Know and
Use Your Community Washington D Ci National Education
Association 1941
e Educational Policies Commission Learning the Ways of Democracy
Washington D Oi National Education Association and The
American Association of School Administrators 1940
II Getting the group into the problem
A The leader may raise questions a discussion of which will throw the
group into the problem of planning a school program which will help
the people solve problems of neighborhood living Such questions
which may be asked aret
1 What are some of the problems which this community has that cannot
be solved by individuals working alone
The leader may list on the board the problems which are brought
out by members of the group Their suggestions would probably
include the followingi
a Establishing a community library
b Building a community cannery
c Beautifying public property
d Controlling tuberculosis
e Providing recreation for all
f Bringing about intelligent participation in local government
B The leader may stimulate further thinking by presenting facts to
show a need for local groups to take the initiative in planning for
better neighborhood living Table I nay be used to show lack of
participation in local elections 119
TABLE I
PARTICIPATION OF ADULT POPULATION IN LOCAL ELECTIONS
FRANKLIN GEORGIA SCHOOL DISTRICT
Election ctal number people voting age No qualifiedPercent qualiNo actuallyPercent voters fied voters of voting actually total voting of t 4 total
School trustees Mayor
III
C Does the school have a responsibility in helping the people to become
more intelligent participants in neighborhood living
procedure for solution of the problem What kind of program should the
school provide for dealing with the problems of neighborhood living
A faat are the problems of neighborhood living with which the school
should deal What can the school do to help each individual recognize
and become sensitive to wholesome community living What can the
school do to help pupils to do something about solving these problems
The leader should get from the group opinions concerning the jobs of
the school in helping each individual to live effectively in his
neighborhood The group may state such problems of neighborhood
living as the following
1 What can the school do to help individuals to use and conserve
community resources
2 What can the school do to provide desirable forms of community
recreation and to develop ability to participate effectively in
these forms of recreation
3 What can the school do to help the pupils understand prepare
for and participate in community organizations
4 What can the school do to help pupils understand and use the
services agencies of the community 120
5 What can the school do to develop attitudes favorable to
community effort in meeting local emergencies
6 What can the school do to develop attitudes favorable to united
effort in removing or regulating conditions that are physically
or morally harmful
7 What can the school do to prepare individuals for effective
service in civic organizations
8 What can the school do to prepare the individual for effective
participation in political life of the community
9 What can the school do to help individuals think and act with
tolerance toward people and issues of the communxty
10 What can the school do to encourage the willing support of all
essential agencies of the community
In order that these problems might be kept constantly before the
group the leader should prepare a chart similar to Ohart I
filling in the first column with the above listingsI
CHART I
WHAT PROGRAM CAN THE SCHOOL PLAN TO DEAL 1ITH THE
PROBLEMS OF NEIGHBORHOOD LIVING
Problems of
neighborhood
living
What the school
is now doing in
dealing with the
problems of neigh
borhood living
1 Conserving
and using
community
resources
2 Providing
for communi
ty recreation
3 Other
What other
schools are do
ing in dealing
with the pro
blems of neigh
borhood living
What experts
reconuent that
the school should
do in dealing with
problems of nelgh
borhood living
What will the
school do to
deal with the
problems of
neighborhood
living
B With what problems of neighborhood living is our school already
dealing
The leader uay place a chart similar to Chart IJ on the board
and list problems of neighborhood living with which the school is
baling at present The second column will indicate the extent to
which the school attempts to meet the problem 121
CHART II
HOW THE SCHOOL IS NOW DEALING WITH THE PROBLEM
OF NEIGHBORHOOD LIVING
Problems
1 What is the school doing to help
individuals to use and conserve
community resources
2 What is the school doing to provide
desirable forus of community recrea
tion and to develop ability to par
ticipate effectively in these forms
of recreation
3 What is the school doing to help the
pupils understand prepare for and
participate in community organizations
4 What is the school doing to help
pupils understand and use the service
agencies of the community
5 What is the school doing to develop
attitudes favorable to coninunity
effort in meeting local emergencies
6 What is the school doing to develop
attitudes favorable to united effort
in removing or regulating conditions
that are physically or morally harmful
7 What is the school doing to prepare
individuals for effective service in
civic organizations
8 What is the school doing to prepare
the individual for effective parti
cipation in the political life of
the community
9 What is the school doing to help in
dividuals to think and act with
tolerance toward people and issues
of the community
10 what is the school doing to encourage
the willing support of all essential
agencies of the community
How the problem is dealt with
C What provisions have been made by other schools for dealing with the
problems of community living
The members of the planning group should be encouraged to tell about
schools that are now providing opportunities for experiences in
community living The leader should be prepared to supplement this
information with practices in other schools representing a variety
of programs and activities This information may be organized as
shown in Charts III VIII 122
CHART III
RADFORD VIRGINIA HIGH SCHOOL STUDENTS MAKE IMPROVEMENTS
IN PUBLIC RECREATION FOR THE CITY
Goals of the school
program for com
munity living
1 Improved recreation
through public play
grounds
2 Supervised play op
portunities through
securing a permanent
director
Prooeduree used in working
toward goals
1 Investigated playground facili
ties
2 Estimated necessary equipment
5 Located possible sites for play
grounds
4 Collected statistics on juvenile
delinquency and possible causes
5 Secured approval of a playground
project by entire school
6 Issued questionnaires to leading
business men on need for a play
ground
7 Secured free help from boys
toward developing a suitable
ground
8 Petitioned city manager and city
council for financial help
Results obtained
1 Received money to pay
salary of playground
supervisor
2 City recreation com
mission was appointed
3 Comprehensive plans
for recreation were
formulated and
adopted
CHART IV
WATERLOO ALABAMA CONDUCTS A CAMPAIGN TO IMPROVE
HOME AND COMMUNITY LIVING
Goals of the school
program for com
munity living
1
2
To get residents to set
tle in their minds that
Waterloo is their home
and that they can make
a living there
To restore civic and
personal pride by
making the community
selfsustaining
3 To impress the community
with the need for home
and community improve
ment and betterment
Procedures used in working
toward goals
1
2
3
4
School assumed a distinct commun
ity responsibility and organized
for action
Student survey of conditions was
made
An inventory of home needs was
made by the students
Students analyzed conditions at
their own homes frankly with an
idea of getting help in making
improvements
6 To all homes mimeographed
sheets were sent weekly by the
school telling about what and
how to plant for gardens how
to cultivate improvement of
pastures etc
Results obtained
1 Community kept
from abandoning
their hones and
farms
2 Houses were built
improved painted
3 School house was
repaired and
beautified
4 A liveathome
program was es
tablished
5 Farms gardens
and pastures were
made to yield larg
er productions
123
CHART V
NEWARK NEW JER3EY WRITES THE BOOK ON NEWARK A PROJECT
IN COMMUNITY APPRECIATION AND UNDERSTANDING
Goals of the school
program for com
uunity living
1
2
3
To prepare from Mater
ials made available by
gift a history of the
developnent of Newark
To enlist all schools
of the city in a co
operative enterprise
To afford direct ex
perience for classes
in history English
geography and civics
1
2
Procedures used in working
toward goals
1 General outline of the book was
planned in council chapter
topics were determined
2 Each school contributed a chap
ter
3 General features were under
direction of art teacher
principals and public
librarians
4 Work involved library and
general research
5 Work continued from opening of
school to April 1933
6 Completed work became property
of the public library
Results obtained
1
2
3
Training in research
Valuable contacts
betveen school and
connunity
Appreciation of
history and progress
of connunity
CHART VI
QUINCY ILLINOIS SCHOOLS CONTRIBUTE ASSISTANCE TO
LOCAL RATION BOARD
Goals of the school
progran for con
nunity living
Procedures used in working
toward goals
To afford help and
relieve congestion
at war price and
ration board
To provide the board
with a dependable and
able corps of workers
3 To gain experience under3
real working conditions
1 Eighty students were assigned
to work one day in each two
weeks providing ration board
with eight regular workers
2 Ration board personnel gave
individual instruction and
job training to the workers
Workers continued at assigned
jobs throughout the year or
were used for temporary
emergency work when needed
Results obtained
1 Ration board was pro
vided with dependable
help
2 The public was able to
get prompt service and
saved tine
3 Students gained valua
ble experience under
working conditions 124
CHART VII
MOULTRIE GEORGIA HIGH SCHOOL PROGRAM OF COMMUNITY RECTIFICATION
Goals of the school
program for commun
ity living
1 To make community
beautification a
schoolwide program
for classes in hone
making and vocation
al agriculture
2 To gain information
about types of beau
tification adapted
to certain locali
ties
3 To make beautifica
tion at home and
around public build
ings a continuous
activity
Procedures used in working
toward goals
Results obtained
1 Certain classes cade an intensive
study of beautification
2 Each student was urged to plant
at least one tree on his home
grounds
3 Each student participated in
planting trees on school grounds
4 Students landscaped hone and
building grounds naking rock
gardens and planting flowers
and shrubs
5 Agricultural students studied
landscaping of public areas
1
2
Students purchased
and planted many
trees
Students learned what
trees and shrubs grew
best in the locality
Grounds at two country
schools and at an
orphanage ware land
scaped
4 Improved attitudes and
new appreciations
about landscaping and
beautification were
formed
CHART VIII
MT PLEASANT MICHIGAN HIGH SCHOOL BOYS HELP TO SAVE A VALUABLE FOOD CROP
Goals of the school
program for comnun
ity living
1 To contribute to the
war effort by harvest
ing food crops
2 To gain experience
and skill in the per
formance of a job
Procedures used in working
toward goals
Results obtained
1 Working conditions for the pro
ject were worked out beWeen
school authorities and growers
and sugar companies
2 Compensation insurance was pro
vided by sugar companies
3 Transportation was provided by
the growers association
4 Boys were paid on a tonnage basis
5 Each group of 25 boys was super
vised by a male faculty neiaber
6 Exemption from classes was pro
vided for all workers
7 For the physically unable and
those who did not wish to work
classes were conducted
8 Instruction was given field
workers in proper methods of
pulling and piling and cutting
off tops
1772 tons of beets
which would have been
lost otherwise were
harvested
This quantity of
beets produced 489
309 pounds of sugar
A total of 1936 was
paid the workers
Under guidance the
students readily
adapted themselves
to the work
Administrators tea
chers and students
were brought in close
touch with labor and
industry
6 Contributing to
worth while activ
ity had a maturing
effect on the boys
4
5 125
What do experts recommend that the school do in dealing with problems of
neighborhood living
The leader should have at hand some expert opinions with which to supplement
contributions which have been made by members of the group The following
are expert opinions which the leader may use
1 Educational Policies Commission Learning the Ways of Democracy Washing
ton D Oi National Education Association and The American Association
of School Administrators 1940 P 181
Democratic education teaches through experience that every privilege
entails a corresponding duty every authority a responsibility every
responsibility an accounting The emphasis here is on the words through
experience for that is the only means whereby the lesson of responsi
bility can be learned
The responsibilities with which we are chiefly concerned are those which
are willingly assumed by the person who knows that he and his fellows
cannot long enjoy freedom unless they give heed to the duties which
freedom exacts
2 Everett Samuel editor The School Community New York D Appleton
Century Company 1938 P 127
To fulfil its functionsthe school must necessarily become the center
of community life in its own neighborhood a clearinghouse if you will
for all neighborhood ideas programs and enthusiasms It must aid in
correlating these according to an effective plan through which the well
being of the community as a whole may be forwarded and insured It must
establish intimate contacts with the children the adults the hones
the welfare organizations and even the business interests of the
community
The range of such activities comprises the background of the educational
process within the school itselfrt
5 Langfitt R Emerson Frank W Cyr and N William Newsom The Small
High School at Work New York American Book Company 1936 P 374
The responsibility of the school in the future should be conceived in
terms of the larger needs of the communityi l The school should under
stand the community of which it is a part its strengths its weaknesses
and its needs 2 the school should take the leadership in promoting
the welfare of the community through other agencies as well a3 through
its own program 3 this leadership implies that the school should
cooperate with other agencies in studying and appraising the community
4 the school should also cooperate with other agencies in coordinating
community activities and life 5 the school through its staff pupils
program and facilities should enrich other community activities ift
mediately and directly
4 William L Wrinkle in The New High School in the Making New York Ameri
can Book Co 1938 saTi Teachers should think of their local communi
ty as a wonderful textbook the finest available 126
5 Southern States WorkConference on School Administrative Problems
Building a Better South Through Education Improving Education in
the Southern States Bulletin No 3 1943 Tallahassee Floridat
Southern States WorkConference on School Administrative Problems
P 47
Society is composed of communities The school is one of the
important agencies in the community and cannot in reality separate
itself from the community The school is maintained by the
community to develop its children into selfsufficient useful
citizens and has the obligation to contribute to community improve
ment
The communitycentered school seems to be the best type yet develop
ed for the children to l learn the growing body of information
concerning natural and human resources 2 engage in experiences
in the successful association with others from which they will grow
into an understanding of the physical social and economic world
in which they live and develop their own talents and exercise them
with due regard to the rights of others and 4 relate their own
developing capacities to the problems of utilizing the resources
in their environment
6 Report of The Southern Rural Life Conference The School and the
Changing Pattern of Country Life Nashville Tennessee George
Peabody College for Teachers 1943 P 63
An important step in the improvement of the community is the
development and the acceptance of the idea that one of the basic
purposes of the rural school is to assist the people of the community
to utilize the school itself for the improvement of their general
living conditions The acceptance of this idea makes necessary an
educational program for outofschool youth and adults in connec
tion with the regular rural school program This involves coopera
tive activities carried on by lay leaders children and teachers
with the general aim of making the community a healthy wholesome
and satisfactory place in which to live Of course the school
cannot do this job alone but it is the logical agency through
which some of the efforts of other agencies working toward the same
goal may be coordinated
7 A Report Prepared by the Parker District High School Faculty Parker
High School Serves Its People Greenville South Carolina Parker
District Schools 1942 Pp 4 and 5
Approximately 1400 boys and girls and a great many parents and
other adults from the fourteen communities and elementary schools of
Parker District come to our high school each year for work and study
A number of the children each year take their places in the adult
life of their community We believe that it is one of the most
important jobs of our school to equip each boy and girl for effec
tive living in the community Certain qualities of good citizen
ship we believe are a part of the equipment needed for this
effective living The school can assist pupils to achieve these
qualities by leading them to assume the responsibilities of daily
living to learn how to get along well with others and to develop
and use their abilities in leading themselves and others into
worthwhile activities 127
We believe that the schools responsibility for improving the
quality of living in the community requires it to help People
to improve their homes to spend their leisure tine in worthwhile
activities to work together cooperatively on community projects
and to assune their rightful places in community life
E What will the school do to deal vrith the problems of neighborhood
living
1 The leader is now ready to direct the attention of the group to
filling in the last column in Chart I The program set up for the
school should be determined by the best practices dijccnrered in
other schools by what the experts think and by prevailing local
conditions
2 Chart IX shows suggested problems in the area of neid ving
and may be used by the leader as he guides the group to plan its
own program for dealing with such problems
CHART IX
WHAT THE SCHOOL WILL DO IN DEALING WITH THE PROBLEMS
OF NEIGHBORHOOD LIVING
Goals of the
program
Procedure for use
1
1 To develop the abili
ty to recognize the
problems of neighbor
hood living
2 To develop the abili
ty to do cooperative
planning for neighbor
hood improvement
3 To develop leadership
ability in carrying
out the plans which
the group has made
To develop the abili
ty to evaluate cooper
atively efforts toward
community improvement
The school will attempt
to accomplish the above
by working vrith the
community on the fol
lowing projects
1 Community beautifi
cation
2 Community recreation
3 Innunizations
4
Base the social studies curri
culum on problems of neighbor
hood living
Examples
a Malaria control
b Beautification of parks and
public properties
c Planning community recreation
al program
d Screening homes
e Making library facilities
available to the public
f Other
Give the people experiences in
taking the leadership in the
above projects
Lead the participants in these
projects to evaluate their work
in terms of more effective com
munity living
An example of the way one class
might work on this problem is as
follows J
1 Make and carry out plans for
making the classroom more
livable
2 Make and carry out plans for
beautifying the school grounds
Evaluating results
through
1 Records of commu
nity improvements
2 Records of the accom
plishment of groups
working on commu
nity problems
3 Case studies show
ing personality de
velopment of parti
cipants in communi
ty projects
4 Evidence of recog
nition on the part
of the people that
other community
problems exist
5 Evidence of a de
sire on the part of
the people to make
cooperative attacks
on community pro
blems 128
CHART IX continued
WHAT THE SCHOOL WILL DO IN DEALING WITH THE PROBLEMS OF
NEIGHBORHOOD LIVING
Goals of the program
Procedure for use
3 Work with the school recreation
committee in planning and putting
on monthly community entertain
ments
4 Make and carry out plans for com
munity participation in immuniza
tion clinic
a Make a study of communicable
diseases and the part that
immunization can play in con
trolling them
b Share the findings with others
in the school and community
through 1 newspaper articles
2 assembly programs 3 ra
dio skits 4 letters
5 posters and charts and
6 community programs
c Work with the health committee
in setting up a health unit
in the school scheduling im
munization clinics and helping
the doctor and the nurses with
their work in the clinics
Evaluating results
through
3
129
Unit 3
That Kind of Program Should the School Provide
To Deal With the Problems of School Living
I Preliminaries
A Leaders objectives To lead the local community planning group to
discover the problems of school living to think reflectively through
the problem of planning a program to draw conclusions and to for
mulate and to put into action a plan for dealing with these problems
effectively
B Members of the planning group l County superintendent local
members of the county board of education 3 local trustees
4 principal 5 teachers 6 PT A members 7 selected high
school pupils 8 county supervisor and 9 other interested lay
people
C Informational services required
1 Books pamphlets etc
a Education Policies Commission Learning the Ways of Democracy
Washington D Ci National Education Association 1940
b Department of Supervisors and Directors of Instruction
Mental Health in the Classroom Washington D Ci National
Education Association 1940
c Giles H H TeacheivPupil Planning New York Harper
Brothers 1941
d Bode B H How We Learn New York D C Heath and
Company 1941
e Committee on Building a Better South through Education
Improving Education in the Southern States Bulletin No 3
Tallahassee Florida Southern WorkConference on Adminis
trative Problems 1943
2 Charts
a Chart I What Kind of School Program Should the School
Provide To Deal With the Problems of School Living
b Chart IIi What Kind of Program Should the School Plan for
Dealing with Problems of School Living
3 Checklists Checklist I What Is the School Now Doing To Give
Pupils a Part in Dealing with Problems of School
Living
4 Tables Table Is What Other Schools Are Doing To Provide for
PupilParticipation in School Management 130
II Getting the group into the problem
A The leader may raise questions to introduce the problem and to
stimulate discussion As the members of the group respond to
the questions the leader should make note of significant sug
gestions These suggestions may be listed on the board Some
questions which the leader may ask arei
1 What kind of school will we need in order for the pupils
to get the most out of school living
2 What would the people who live at the school have to do
to build this kind of school
a What would be the privileges of pupils teachers bus
drivers janitors and others who live in a school like
this
b What would be the responsibilities of pupils teachers
bus drivers janitors and others who live in a school
like this
B The suggestions made by the group would probably include some
or all of the following statementst
1 Wellkept buildings are necessary for good school living
2 Good conduct on the school bus will help to provide a happy
school life
3 A building that is free of fire and safety hazards is necessary
for good school living
4 A lunch period in hich there is quiet and wholesome conver
sation fill contribute to good school living
5 Assembly programs in which the pupils participate ill make
school life happier
6 Attractive school grounds contribute to better school living
7 The arrangement of the classrooms has a lot to do with school
living
8 The general sanitary conditions greatly influence school living
9 Good heating and good ventilation are necessary for good school
living
10 The mutual respect of all who live at the school is basic to
good school living
The leader may suggest that the members of the group look at
living conditions at the school to see ho they compare with
suggestions made by the group A tour of the buildings and
grounds may be made to observe inadequacies of the following
conditions t 131
1 Care of buildings
2 Care of school equipment furniture books etc
3 Use of gymnasium auditorium library shop etc
A Provision for safety of children coming to and from school
C After the tour there may be a short discussion of conditions which
have been observed The leader may thenask such questions as the
followingt
1 Who is responsible for living conditions in the school
2 Why do these people have difficulty in keeping living conditions
as they should be
3 Should the pupils have any part in administration operation and
management of the school
After a brief discussion of these questions the group should be
ready to go into the discussion of the problem as shown in the
section on procedure
III Procedure for the solution of the problemt What kind of program should
the school provide to deal with the problems of school living
A What are the problems in administration operation and management
of the school in which the students may have a part
1 The leader may make some explanation of the philosophy
of education which is concerned with pupilparticipation
in planning the administration operation and management
of the school The suggestions given in section D of this
report may be helpful
2 After discussing the importance of teacherpupil planning
the leader may get opinions from the group about some
problems in administration of t he school in which pupils
may assume some responsibility The list would probably
include the following 3Uggestionsi
a Keeping the building and grounds clean
b Avoiding confusion in the lunchroom
c Maintaining better sanitary conditions in toilets
d Taking better care of school propertyplayground
equipment furniture books etc
e Making classrooms more attractive
f Beautifying school grounds
g Working out plans for the use of school facilities
such as auditorium library gymnasium shop etc
h Providing for safety of children going to and from
school on school grounds in buildings etc
i Working out standards of behavior for children
riding buses
j Working out ways of sharing school equipment such as
play equipment books and tools
k Helping to plan for such group activities as assembly
programs recreational programs and programs for
special days pnd commencement 132
3 The leader may help the members of the group to see
that the suggestions made indicate that the pupils
should assume some responsibility in dealing with
problems in the following areast
a Getting to and from school
b Using and caring for school facilities
c Using and caring for school equipment
d Planning school activities
4 A chart similar to the one given below may be
used for studying each phase of the problem
Column a may be used to writein a list of pro
blems Column b may be used to writein a listing
of what the school is now doing etc
CHART I
WHAT KIND OF SCHOOL PROGRAM SHOULD THE SCHOOL PROVIDE
TO DEAL WITH THE PROBLEMS OF SCHOOL LIVING
a What we think
Getting to and from
school
Using and caring
for school facili
ties
Using and caring
for school equip
ment
Planning school
activities
ra
What we are
now doing
cT
What other
schools
are doing
td What authore What we
ities recom plan to do
mend
B What is the school now doing to give pupils a part in
dealing with the problems of school living
1 After the group has arrived at some conclusions
about what part pupils may have in dealing with
problems of school living the leader may find out
what the school is now doing to provide opportunities
for pupilparticipation in problems of school living
2 h checklist similar to the one following may be used
for checking The checklist maybe put on the board
and filled in by members of the group The leader may
check the response of the group in the appropriate column 133
3 The conclusions of the group may be written in
column b of Chart I which is being used to
study each phase of the program
CHECKLIST I
WHAT IS THE SCHOOL NOW DOING TO GIVE PUPILS A PART
IN DEALING WITH PROBLEMS OF SCHOOL LIVING
Problem areas in school living
1 Getting to and from school
a Riding on the bus
b Riding bicycles
c Walking
d Other
2 Using and caring for school
facilities
a Lunchroom
b Toilets
c Library
d Shop
e Auditorium
f Gymnasium
g School grounds
h Other
3 Using and caring for equip
ment
a Playground equipment
b Laboratory
c Shop
d Furniture
e Books
f Other
A School activities
a Assembly programs
b Programs for special
days
c Recreational programs
d School publications
e School clubs
f Commencement
s Other
Extent of provision for pupilparticipation
None
Poor
Fair Good
AdequateiVJLLJUJIl 134
C What are other schools doing to provide opportunities
for students to participate in school management
The leader may get contributions from the group in
the ways listed below Contributions from the group
may be supplemented by the leader General conclusions
may be written in column c of Chart I
1
2
The members of the group may tell of schools about
which they know that are providing for pupilpar
ticipation in school management
A committee may visit some schools where pupils
do participate in school management Among the
schools recommended for visitation aret
a Bass Junior High Atlanta Georgia
b Peabody Elementary and High School
Milledgeville Georgia
c University Demonstration School
Athens Georgia
3 The following accounts of what other schools are
doing may be helpfulj 135
TABLE I
WHAT OTHER SCHOOLS ARE DOING TO PROVIDE FOR
PUPILPARTICIPATION IN SCHOOL MANAGEMENT
Problems
1 To reduce
Schools
Waynesboro
safety hazards Virginia
2 Problems of t
transportation
conduct and
safety of bus
passenger
3 Control of
conduct in c
study halls
4 Care of
buildings and
grounds c
Lincoln Consoli
dated School
Ysilanti Michi
gan
Shaker High
School Shaker
Heights Ohio
Huntington High
School Newport
News Virginia
Procedures
Carried on by pupils in health class through
informal procedure Activities
1 Discussion
2 York done in small groups
3 Survey of location of fire extinguishers
4 Study of speed of cars passing school
Each of 17 buses has president vicepresi
dent and secretary elected by pupils who
ride in bus Each morning bus secretaries
make written reports containing number
pupils in each bus number of absences con
ditions of roads mechanical difficulties
and conduct of pupils Reports are made
to bus captain elected by student body
Captain during the day meets each problem
reported
For the first six weeks all pupils report to
teachersupervised study halls They may
then apply for transfer to the honor study
hall which is under student supervision
Conduct problems are handled by student
committee which has authority to punish
infraction of rules and to return offender
to teachersupervised study hall if neces
sary
Inspection committee functioning under
student council visits rooms of school
twice a month Attractive bulletin boards
and other indications of neatness are noted
Torn shades broken pencil sharpeners and
other equipment in need of repair are re
ported to principals office for remedy
a Education Policies Commission Learning the ys of Democracy
Washington D Cj National Education Association 194o7 p 129
b Ibid p 191
C Ibid p 204
d Ibid p 210136
TABLE I
WHAT OTHER SCHOOLS ARE DOING TO PROVIDE FOR PUPILPhRTICIPATION
IN SCHOOL MANAGEMENT continued
Problems
5 Planning and
presenting
assembly
programs e
Schools
6 Shaping com
mencement pro
grams
University High
School Oakland
California
Many schools
7 Student
management of
clubs and
similar activi
ties
Mont Pleasant
High School
Schenectady
New York
Procedures
Student council appoints one of its mem
bers as student commissioner of assem
blies who in turn sets up a student
assembly committee
Responsibility of committeet plan and
carry out assembly programs also since
assembly attendance is voluntary build
up student interest Many of the programs
are on political and social topics
Students share largely in the planning as
well as in the program Examplesj
1 Panel discussion on Value of Secon
dary Education principal and 13
students participating
2 Student committees plan topics of
student addresses at commencement
3 Students and teachers compose and
present historical pageant
Student interest centers in clubs of
the school and most activities are
carried on through clubs Any group
may take initiative in organizing but
must find faculty sponsor who will act
as advisor Students make and carry out
own plans
3 Ibid p 230
f Ibid p 236
8 Ibid p 238 137
D What do authorities recommend concerning pupilparticipation
in school management
Conclusions from these recommendations may be written in
column d of Chart I
1 The Mack School Ann Arbor Michigan lists principles which
served as a guide in their efforts at group cooperation
a If real social living is to be achieved participation
of all individuals concerned should be as wide as possible
at every level of planning There should be group action
at the point of locating problems at the point of making
suggestions for the solution of the problems and at the
point of appraisal of the ork done
b There should be adequate records of plans activities and
decisions The pupil committees keep records of each
meeting Each semester and at the end of the year they
summarize their activities
c There should be respect for all suggestions Every
committee is encouraged to give due consideration to all
suggestions no natter how trivial they may seem at the time
d There should be extension of responsibility as rapidly as
needs are recognized by the group
2 Howard A Lane Northwestern University saysi The only valid
test of a social institution is Does it improve the quality of
living of the individuals it presumes to serve A school can
offer no other basis for evaluating its procedures School
buildings teachers supervisors workbooks automatic light
switches are valuable only if the children live better because
of then 2
3 The problem of making the democratic spirit prevail in these
dark days of hostility and uncertainty falls chiefly to education
The reformer may cry that it is a social problem the financier
nay hold that it is an economic problem the politician may claim
that it is a problem of statescraft and the escapist may fold his
hands and murmur resignedly that it is a problem which can be
solved only by the inexorable march of destiny But the basic
problem underneath its social economic political masks is
forever and always simply and completely the problem of
modifying human behavior by the method of education 3
1 Department of Supervisors and Directors of Instruction Mental Health
in the Classroom Washington D Ci National Education Association 1940 p 206
2 Ibid p 143
3 Educational Policies Commission Learning the Ways of Democracy
Washington D Cj National Education Association 1940 p 406
138
The need of cooperation has great significance in ones
consideration of the needs of the child today Living
in a democracy requires cooperation for the fundamental
principle of a democracy is cooperative effort The
child may best acquire the technique of cooperation in a
school organized to offer opportunities for pupilpartici
pation and group effort
The development of a selfcritical and selfimproving
society rill succeed or fail according to the skill of
people in that society in discovering what its major
problems are and how to deal with them Thus in the class
room for the social group there constituted and for each
individual in it that process of education is valuable in
which the constant attempt is made to seek the most impor
tant problem and the most important aspects of that problem
It would seem that there cannot be too much emphasis on the
nature of this job in the school When the problem approach
is adopted as the way of curriculum building we are on the
road toward a selfcritical society and toward continuous
education Choices made on the basis of consciously es
tablished criteria choices made with a clear understanding
of purpose and limitations selfevaluation of progress
toward those purposes all these sre essentials in the problem
approach The very fact that it la so hard to recognize what
is the real problem the fact that when the problem is defined
the hardest part of the battle is over will scarcely be re
cognized by pupils unless they experience the struggles which
come when they must set forth their own problems and apply to
them the best thinking of which they are capable
The school then is not a place either for the regimentation
of pupils or for the indulgence or coddling of their whims or
fancies If we emphasize the proposition that the school is a
form of social living in which every pupil has both rights and
responsibilities we provide the same basis for intelligent
applicant of compulsion or discipline in school as out of school
The big question is always whether the methods that we employ
serve the ends of promoting voluntary cooperation a sense of
social responsibility or duty a disposition to consider others
and the like Every school has numerous opportunities for
participation on the part of the pupils in the management of
affairs that are of common concern The pupils should be in
vited to share responsibility in so far as they are capable of
doing s and tney should be permitted to make mistakes with
in reasonably safe limits Democracy like swimming requires
practice as well as theory
4 Education Seminar Problems in Teacher Education Curriculum Laboratory
Nashville Tennesseej George Peabody College for Teachers 190 p 92
5 H K Giles TeacherPupil Planning New York Harpers 194l p 78
6 B H Bode How We Learn New Yorks D C Heath and Company 190 p 272rsmsmmsm
139
7 Social understanding can be developed only through democratic
school procedures which give children the opportunity to par
ticipate in democratic processes
What are some of the essential characteristics of the democratic
school procedure The following list thousrh not complete is
highly suggestive
a Primary attention is given to the solution of school
problems by the school group
b Cooperative effort is stressed
c The techniques of critical thinking are carefully evaluated
d Planning both by individuals and groups is greatly
stressed
e Individual differences and individual rights are accorded
tremendous importance
f Techniques of working effectively in groups are taught
through guided practice
g Pupil assumption of responsibility is stressed
h Group decisions are accepted but minority rights are
protected
i The needs and purposes of learners are accorded primary
importance
j Full cognizance is taken of the whole nature of learning
k Evaluation is n cooperative undertaking based upon progress
in achieving total growth
1 School procedures can develop social understandings
E What kind of program of pupilparticipation in school management
do we want to plan for the school
1 After studying each phase of the problem the members of
the group should be led to make some recommendations as
to the kind of program they want These general conclu
sions may be written in column e of Chart I
2 From the general conclusions the group should be led to
make specific recommendations in terms oft
a Problems of pupilparticipption for which to make
provision
b Procedures for dealing with the problem
c Means of evaluating results
3 Chart II shows a sample of the type of recommendations
which may be made

7 Committee on Building a Better South through Education Improving
Education in the Southern states Bulletin No 3 Tallahassee Florida
Southern States WorkConference on School Administrative Problems 1943 p 37 i4o
CHART II
WHAT KIND OF PROGRAM SHOULD THE SCHOOL PLAN FOR
DEALING WITH PROBLEMS OF SCHOOL LIVING
Problems
Procedure for dealing with problem
Evaluation in terms ofj
Improving be
havior in the
lunchroom
Student council may appoint a
committee with representatives
from other classes to work out
suggestions for improving be
havior in the lunchroom If
there is no studerit council
the principal may appoint a
committee to do this
Some suggestions the committee
might work out arej
a Space the dismissal of
classes for lunchroom
so that too many students
are not trying to get in
or get served at one time
Fiveminute intervals
have proved satisfactory
in Moultrie High School
Moultrie Georgia
b Set up standards of con
duct for the lunchroom
to be approved or amended
by each class
c Have a study of good table
manners
1 Changed behavior of
students
a Care of equipment
l Tables
2 Chairs
3 Dishes
b Conservation of food
1 Wise selection
of foods
2 Eating foods
selected
c Table manners
1 Eating quietly
2 Wholesome con
versation
3 Courteous to
others at table
d Coming into and
leaving lunchroom
1 Order without
regimentation
2 Quiet conver
sation
2 Changed attitude of
students
a
b
c
Spirit of cooperation
Assuming responsibi
lity
Courtesy i4l
chapter vii
planning a program in the problems
of secondary social relationships
Introduction
The history of America is the story of a rapidly shrinking world From
society in which the individuals contacts were confined to the family group
and the immediate neighborhood has emerged a social order which must take into
account the interdependence of individuals groups Z c
individual matures and his social contacts extend beyond the home and the im
mediate neighborhood he faces such problems as the following
1 How can I as an individual establish satisfactory relationships with
individuals outside my immediate social groups
2 How can organized groups achieve their own purposes and at the same
time act for the good of society
3 How can government best serve individuals and organized groups and
how in turn can individuals and organized groups more actively
participated and intelligently support local state and national
government
4 How can the United States lend its efforts to working with other
nations in formulating international policies for the postwar period
The school if it purports to meet the individuals needs and to J
of democracy must accept the challenge It must assume responsibility forhelp
ingits pTopieecognize these and similar problems think through the problems
rellecWvely formulate intelligent plans and put the plans into action
Chapter VII contains suggestions that the school leader may use in working
with a school group in planning a program that will help the people solve their
problems in the area of secondary social relationships
What Kind of Program Should the School Provide to
Deal With the Problems Arising Between
Individuals Organized Groups and Governments
I Preliminaries
Leaders objective To lend the members of the local comriunity
olanning group to discover the problems involved in improving
the relationships between individuals organized groups and
vernmentSrtoPthink reflectively through the problem of planning
fprogram to improve relationships to arrive at conclusions to
formulate and put into action a plan for dealing with these problems
A 142
Members of the planning groupt l County superintendent 2 local
members of the county board of education 3 county supervisor
4 principal 5 local trustees 6 teachers 7 PT A members
8 other adults 9 selected highschool pupils and 10 interested
officials of local county State or National Governments
TenYear
C Informational services required
1 Tablest Table It Georgia County Jail Commitments
Period 19381939
2 Charts
a Chart It What Program Can We Plan for the School for
Improving Relationships Between Individuals
Organized Groups and Governments
b Chart lit How the School Has Attacked the Problems of
Individual Organized Group and Government
Relationships
c Chart Hit Provisions Made by Waters Avenue School Savannah
for Dealing With Problems Arising Between Indi
viduals Organized Groups and Governments
d Chart IV t Provisions Made by the Schools of Oakland Cali
fornia for Dealing With Problems Between Indi
viduals Organized Groups and Governments
e Chart Vi Provisions Made by X School for Dealing With
Problems Arising Between Individuals Organized
Groups and Governments
f Chart VI The Program of the School in Dealing With the
Problems Arising Between Individuals Organized
Groups and Governments
3 Books
a Giles H H TeacherPupil Planning New Yorkt Harper and
Brothers 191
b Wrinkle William L The New High School in the Making New
Yorkt American Book Co 1938
c Fourteenth Yearbook of Department of Superintendents The
Social Studies Curriculum Washington D Ci National
Education Association 1936
d Educational Policies Commission The Unique Function of
Education in American Democracy Washington D Ct National
Education Association and American Association of School
Administrators 1937
II Getting the group into the problem
A The leader may raise questions which will cause the group to begin
thinking about problems that result from the social and economic143
interdependence of individuals organized groups and governments
Such a question might bei
During the last few years because of governmental regulations we
as individuals have had to do some things which have not seemed
directly beneficial to us What are some of these things
The leader should list the answers that are given
to the question may be as followst
Some responses
1 Pay income tax
2 Cut down on the use of gasoline
3 Reduce cotton acreage
4 Raise the wages of laborers and reduce their working hours
B We conform to the above regulations because we realize that often
the individuals wishes must be subordinated in order that the
Interests of society may be protected There are people commonly
oalled criminals or delinquents who do not conform to these and
other governmental regulations What are some of the crimes for
which people have been convicted in our community
The leader should list contributions that are made by the members
of the group in answer to the above question The following crimes
may be listedt
1 Larceny
2 Petty theft
3 Arson
4 Perjury
5 Prostitution
6 Assault and battery
7 Disturbing public peace
8 Murder
The leader may present Table I to show the prevalence and trend in
the number of convicted violators of the law in Georgia from 1930
1939 145
C Does Table I give a complete picture of the number of people who do
not conform to governmental regulations
Evidences of nonconformity on the part of socalled lawabiding
citizens may be listed Such a list might Include the following
1 Illegal purchase of alcoholic beverages
2 Misuse of public funds padding expense accounts
3 Bribery buying votes
4 Black market disregarding ceiling prices
5 Misrepresentation of fact by newspapers
A discussion of the question will probably lead the group to conclude
that intelligent participation in local state and national affairs
and conformity to governmental regulations are major problems with
which the people of the community are faced
D Is there any connection between conforming to governmental regulations
and intelligent participation in formulating governmental policies
E Since intelligent participation in formulating governmental policies
and conforming to governmental regulations are major problems with
which the people of the community are faced what is the responsibility
of the school
Members of the group may be led to cite instances showing that the
more intelligently people participate in formulating policies the
more willingly they conform to regulations
III Procedure for solution of the problemi What kind of program should the
school provide to deal with the problems arising between individuals
organized groups and governments
A What are the problems involved in improving relations between indi
viduals organized groups and governments
1 The leader should get opinions from members of the planning group
These opinions may be listed on the blackboard Problems which
the group members will probably suggest are as follows I
a
b
c
d
e
f
h
i
j
k
1
m
n
Who can give me help for terracing my land
From what source can I get help to finance the building of my
home
How can we get better police protection
Why cant we have better school buses
Why do we have to have rationing
Why has my income tax been increased
Why does the government allow newspapers to criticize its
policies so severely
Why cant we get federal aid for education
To what extent can we be independent of the National Govern
ment in formulating local policies
Why does the Government try to control production
Why do cities have to help support county government
What can our National Government do to keep from having
another war
Why do we send so much money and materials to other countries
Why is our use of the sea and the air of international concern 146
2 These more specific problems may be classified into the following
areas for inclusion in the school program
a What kind of program should the school provide for dealing with
the problems of individual and group use of governmental services
b What kind of program should the school provide for dealing with
the problems of the support of governmental agencies
c What kind of progran should the school provide for dealing with
the problems of governmental protection of individual and group
rights
d What kind of program should the school provide for dealing with
the problems of improving relationships between our government
and other governments
3 A chart similar to Chart I may be prepared and kept before the
group throughout the study The four problem areas named above
should be listed in the first column
CHART I
FHAT PROGRAM CAN WE PLAN FOR THE SCHOOL FOR IMPROVING RELATIONSHIPS
BETWEEN INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS
Problems What the school is now doing What other schools are doing What the experts recommend What program the school will set up
1 Individual and group use of governmental services
2 Support of governmental agencies
3 Governmental protection of individual and group rights
4 Relationships between our government and other governments
147
B What kind of progran do we now have for dealing with problems
arising between individuals organized groups and governments
1 A teacher conmittee may report to the entire group its findings
with regard to what the school is doing to help people solve
problems arising between individuals organized groups and
governments
2 The leader may depend upon contributions from individuals to
help the group determine what the school is doing
3 The problems arising in the general area of government are
Innumerable and in a riven comunity problens are likely to
be colored highly by local conditions For these reasons no
attempt is nade here to list and solve all of the specific
problems with which a school program might be concerned Chart
II su ests problems which the school nay have attacked and
ways in which the people may have worked on the problems
CHART II
HOW THE SCHOOL HAS ATTACKED PROBLEMS OF RELATIONSHIPS BETWEEN
INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS
Problems
Age
group
How the problem was
discovered
Procedure used to solve
the problem
Results obtained
How can we
enjoy the
playground
more
612
By teacher and child
ren discussing a play
ground squabble
Children suggested rules
for playground behavior
Rules were put on a
chart
Each rule was discussed
by the group and modifi
cations were made
Modified list of rules
was accepted by group
Improved be
havior on the
playground
Development of
ability to
solve a problem
together
How can we
know for
whom we
should
vote
High
school
seniors
Many of the high
school seniors were
seventeen and
eighteen years old
They were faced
with the problem
For whom should
I vote
Members of the group made
tentative guesses as to
the gubernatorial candi
date for whom they would
vote
Reasons were given by
each individual for his
choice
Choices and reasons were
checked by a thorough
study of each candidates
platform
Members of the group de
fended their choices in
terms of candidates
platforms
Individuals made final
decisions as to how
they would vote
Large percentage
of the pupils
voted in the
next election
Individuals be
came more in
telligent about
making decisions
in voting
Individuals be
came more criti
cal of propa
ganda in cam
paign litera
ture 148
CHART II continued
HOW THE SCHOOL HAS ATTACKED PROBLEMS OF RELATIONSHIPS BETWEEN
INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS
Problems
Age
group
How the problem was
discovered
Procedure used to
solve the problem
Results obtained
How can we best
use the services
of the health
department
How do ration
ing and price
control help
all of us to
get the neces
sities of life
C What kind of program do other schools provide for dealing with
problems arising between individuals organized groups and govern
ments
The leader should encourage the members of the planning group to
tell about schools that are now providing opportunities for their
people to think reflectively through problems arising between indivi
duals organized groups and governments Charts III IV and V
describe such programs in other schools 149
CHART III
PROVISIONS MADE BY OTHER SCHOOLS FOR DEALING WITH PROBLEMS ARISING
BETWEEN INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS
WATERS AVENUE SCHOOL
SAVANNAH GEORGIA
Goals to be reached
Procedure used in working toward
goals
Results obtained
1 To promote desira
ble group relation
ships
2 To provide many
varied activities
and experineces
in which pupils
would have a
responsible part
in planning exe
cuting and judging
1
2
3
The teachers studied the idea of
pupilgovernment to understand
the idea of freedom on the part
of the pupils
Pupils drew up and adopted a creed
for planning and putting into prac
tice cooperation to make better
school citizens
Each homeroom was organized and
training in parliamentary proce
dure was given and used
4 Each homeroom elected representa
tives to a school council The
school in its organization be
came a Midget Savannah
5 The duty of the council was to
encourage pupils to improve their
conduct in such a way as to promote
better groupliving
1 Pupils were learn
ing to react in the
right way
2 Desirable habits
and tastes were
developed
3 Pupils learned to
have a quicker com
mand of the funda
mental processes
to be more worthy
members of a group
to be able to work
with others to
know civic obli
gations to utilize
their leisure time
and to conform
willingly to con
ventional standards
of behavior
CHART IV
PROVISIONS MADE BX OTHER SCHOOLS FOR DEALING WITH PROBLEMS BETWEEN
INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS
OAKLAND CALIFORNIA
Goals to be reached
Procedure used in working toward
goals
1 Results obtained
Recreation was pro
vided for all age
groups on Halloween
No vandalism was
reported in the
neighborhood
Adults and children
had successful ex
perience in coopera
tive planning
1 To provide Hallo
ween fun for all
2 To prevent vanda
lism on Hallo
ween night
3 To develop de
sirable quali
ties of citizen
ship skill in
group planning
cooperation in
carrying out a
community project
and concern for
the welfare of
all
Community Halloween Committee decided
that private school church and club
parties were not taking care of all the
people
Street parties were thought to be most
successful
Planning for street parties was done by
neighborhood groups
Neighborhood planning groups included
representatives of service clubs rer
chant groups teachers students PTA
police and recreation department
Student groups worked on the problem
raising md discussing such questions as
l Do young people have a right to de
stroy property or injure people 150
CHART IV continued
PROVISIONS LADE BY OTHER SCHOOLS FOR DEALING WITH PROBLEMS BETWEEN
INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS
OAKLAND CALIFORNIA
Goals to be reached
Procedure used in working toward
goals
2 Should Halloween fun be provided for
all
3 Are we willing to plan for recreation
and assume responsibility for such
a program
At committee meetings students made sug
gestions based on class decisions
Results obtained CHART V
PROVISIONS MADE BY OTHER SCHOOLS FOB DEALING WITH PROBLEMS ARISING BETWEEN
PROVISION KAI7IDlILSj ORGANIZED GROUPS AND GOVERNMENTS
X SCHOOL
roa
ils to be reached
Age group
Procedure used in working toward goals
Hieh school
1 To spend our money
in such a way as to jseniors
provide greatest
benefit to ourselves
and to others
i
2 To help the group
to broaden its j
social horizon
i
3 To encourage con j
serration of
money and other
resources
U
lfTb the problem of spending their money to e
Sst advantage memhers of the group raisea the following
auestions
a Fow can we get the most for our moneyf
h Why cant we get as much gasoline as we want
c Why does the government want us to invest so much in
stamps end bonds
Group discussion of these questions resulted in some
tentative solutions to the problem
a We sWd cooperate in the gasoline rationing he
cause the army needs the fuel
0 We should not huy more than we need of commodities
which are scarce because others may not get their
Theteacher made information available and the group
investigated the prohlem to determine
p Were our conclusions valid
b Are there other reasons why rationing and invest
ment in war bonds are necessary
c Onthe basis of our findings what individual ana
groun action should we take
The group decided upon the following action
a Individuals will buy only necessary commoaities
We will keep a record of all we buy
The group will pledge 7500 per month to buy
stamps and bonds This represented 10 percent
of the earnings cf the group
The group will act as distributing agent for
OPA literature
The group will plan community programs to aiscuss
rationing and price control
b
d
Results obtained
1 Improved attitude
toward rationing
and price con
trol
2 Development of a
feeling of com
munity responsi
bility
3 Development of
ability to think
through a problem
constructively
152
D
What kind of program do the authorities recommend to deal with the
problems arising between individuals organized groups and govern
i
2
3
The leader should encourage members of the group to contribute
to the discussion the authoritative opinions with which they are
familiar
Individuals or committees may have been appointed prior to the
meeting to investigate the literature They should report their
findings to the entire group at this point
The following are authorities and extracts of opinions with which
the leader may supplement group contributionst
a Wrinkle in The New High School in the Making gives the
following criteria for the selection of a problem for study
by highschool studentst
1
2
3
4
5
6
7
8
It must be functional insofar as society is concerned
It must be functional insofar as the student is concerned
It must contain no material retained merely because of
tradition
It must be so varied as to provide for the individual
differences of all students
It must recognize that the student who plans to enter
his lifes work after graduation needs a different
training from that given the student going on to college
It must offer students whose mental discipline is weak
an opportunity to enter wellorganized work until confi
dence has been established
It must offer direct and planned training in the higher
mental processes necessary for a life in which decisions
are not provided by an authoritarian
It must affort the student an opportunity to acquire the
information necessary for intelligent participation in
democratic procedures
b Paul R Hanna in 1935 Yearbook Department of Elementary School
Principals p 54 sayst
Every community urban and rural is filled with challenges
to achieve the good life The physical health and safety of
our citizens can be still further increased through coopera
tive planning and action The beauty of our homes streets
parks and playgrounds countryside and public places can be
enhanced immeasurably The recreational and leisuretime
facilities for childhood and adulthood need to be expanded
in every population center The cultural life needs to be
deepened through community participation in music arts
pageantry and similar spiritual and aesthetic endeavors
The quantity and quality of the agricultural and industrial
goods and services with which we satisfy our needs for daily
living can be multiplied to provide a standard of living far
beyond the present level In general the community tasks
awaiting the positive and vigorous attack of the hosts of
eager American children and youth present a thrilling adven
ture in social betterment

153
c The National Education Association Department of Superinten
dence The Social Studies Curriculum Fourteenth Yearbook
p 5760 statest
Now a true picture of communities states the nation and
the world shows many facts beyond dispute many opinions held
by different persons and groups and frequent clashes of
opinions and interestsHence we are compelled to bring
into any true picture of a community or a nation facts
opinions differences of opinion and methods employed in
settling differences of opinion
Not only do the social studies deal with debatable questions
they also deal with changing issues This element of change
involves emergency questions and problems The social studies
if realistic in conception cannot be confined to reciting past
phrases traditions and events They must come to grips with
new things
d From Wrinkle The New High School In the faking p 51 comet
1 The school should volunteer leadership in community
state and national affairs In the determination of
economic problems the school should insist upon open
discussion of issues on their merit rather than on
decision by prejudice
2 Education can accomplish these ends by making provision
for the following functions l The school must offer the
student experience in democracy and its functionsj 2 the
school must give the student training in the thought pro
cess necessary for constructive thinking and 3 the
school must encourage the student to value and acquire
understanding rather than information
3 Since every current issue is controversial teachers of
the new social studies are almost forced to deal with
controversial issues Of course a wise teacher will not
abuse his position by indoctrinating his students with
his social political and economic beliefs That would
be transcending his rights but he must insist upon free
dom of open discussion he must insist upon having his
students deal with social and economic realities
The Educational Policies Commission The Unique Function of
Education in American Democracy p 68 sayst
Even in the most independent communities the impacts of na
tional economy are felt and the social studies which the
schools teach are of necessity deeply concerned with that
economy The agelong conflict between centralism and parti
cularlism between collective interest and private interest
has not closed and cannot be closed but upon educational
leadership devolves a certain responsibility for keeping that
conflict within the bounds of exact knowledge good will and
the democratic process and of contributing to the formulation
of wise and humane decisions
e 154
E What kind of program will the school provide to deal with the problems
arising between individuals organized groups and governments
1 The group should begin to consider thekind of program the school will
set up in terms of what we now have and what expert opinion and ex
perience seem to indicate is best practice The group may refer to
Chart VI
2 Because local conditions will influence the selection of areas for
study no attempt is made here to indicate the scope of the problem
Chart VI shows some problems which the group night decide to include
in the program of the school Age groups which might work on the
problems procedures which might be used in attacking the problems
and ways of evaluating the results are also included in the chartCrjiitl VI
ihli PHUGlLriai Oi Thi SCHOOL Iim jJJjiALLaG Ixxi xxib
PHiisLEiiS ARISING itteirtiiiiifi
INDIVIDUALS ORGANIZED GROUPS AND GOTOBHMEBTS
Problems
Age groups
Procedures
Evaluating results in terms of
What kind of student
government organiza
tion can we set ud
What should he the
Qualifications for
voting
How can we take care
of ourselves What
people will help us
How can we establish
a community cannery
How can the U S
help make a lasting
peace
612
12 18
12 18
3 5
612
Adult
12 18
18 25
Have council made up of homeroom represen
tatives
Have council assume governing duties
Have homerooms instruct representatives
Get opinions as to Qualifications
Check opinions by
1 Studying history of voting
2 Getting expert opinions
3 Group discussions of proposals
Draw conclusions
Conduct group discussions ahout way of
caring for myself including
1 How other people help
2 What we must do for ourselves
Set up rules for caring for ourselves
Get opinions from group
Test opinions hy
1 Finding out how other canneries were
estahlished
2 Reading what the authorities recom
mend
Plan our cannery and estahlish it
Get opinions from the group as to what
policy should he
Check opinions by
1 Studying history of international
relations
2 Studying proposals of experts
Group draws conclusions
Development cf sense of responsibility
Development of independent action
Development of techniques of cooperative
planning
Development of more intelligent attitudes
toward voting
1 Tolerance of all people
2 Peeling of responsibility
Development of ability to direct their
own activities intelligently
Development of a sense of the interde
pendence cf people
Community improvement cannery
Development of a belief in cooperative
planning
Development of intelligence in national
and international affairs
Active participation in formulating
governmental policies
en
EtcCHAPTER VIII
PLANNING A PROGRAM IN THE PROBLEMS
OF ECONOMIC RELATIONSHIPS
Introduction
The changed order of economic life in modern times has created many problems
which must be faced by people at all ages These are of two general types
1 Those which are related to the choice preparation for and pursuit
of an occupation which meets with social approval and which is economi
cally remunerative to the individual engaged
2 The selection and utilization of goods and services to provide the great
est degree of satisfaction and wellbeing consistent with the highest
welfare of society at large
The school should not only be sensitive to the needs of people of all ages
but also must see that the needs are met
Today young people to a lesser degree than formerly acquire their vocational
skills by working with their parents or through apprentice training in the business
of someone in the neighborhood Vocational training has become more highly specia
lized requiring both a mastery of the science and a proficiency in the art which
parents are unprepared to give even if time from their own highly specialized jobs
permitted
Adults in the modern world continually have problems of making adjustments
to the changing conditions in the matter of earning a living The school should
not only be sensitive to these needs but should also be consciously dealing with
these conditions Wherever people need to learn in order to meet lifesituations
there the school has an obligation and should meet the obligation if it is within
its power to do so
Likewise the selection and the utilization of goods and services involve a
range of knowledge too extensive and complex to be guaranteed through the limited
experiences of the home and the community
As has been the case in other areas of living where requirements too complex
to be met through home training were transferred to the school these functions
also are being delegated The school must either make provision for them or permit
the individual to make his ventures among economic relationships with distorted
attitudes and inadequate preparation In most cases the school has not assumed
responsibility in these areas to the degree to which they have been relinquished
by other agencies of society The consequent lack of synchronization has left
youth in no position to meet the complex problems of an economic nature with which
they are confronted
It is the purpose of Chapter VIII of this manual to aid in discovering
techniques and to develop plans by which the school can aid people in dealing more
effectively with the problems growing out of their economic relationships
156 157
Unit 1
What Kind of Program Should the School Provide in Assisting Students
To Deal With the Problems of Earning a Living
Introduction
The purpose of unit one is to develop procedures for planning the vocational
training program to meet the needs of a local community
The pattern of training for earning a living has undergone a radical change
since the early days of our country when economic relationships were of a different
and simpler order from those of today Except for oceangoing trade which was
limited largely to coastal towns and villages the economic problems of early
American communities revolved about the satisfaction of their wants mainly through
home production or exchange of goods skills with the local artisan The utiliza
tion of power resources was little above the primitive level of what man could
produce by skilled hands and broad shoulders Time was at a premium and boys and
girls at an early age learned from their parents or through apprenticeship training
in the neighborhood to perform their share of the work In this pattern the school
made no direct contribution to vocational training No provision was made in the
schools to prepare for any occupation during the first half century of national
life and then only through college training to provide in a limited way for the
professions
Emphasis on vocational training in the public schools is very largely a
development of the present century In many cases the schools have made only a
gesture toward vocational training feeling not too sure that it is their responsi
bility In spite of the fact that highschool training is the last period of
formal education for a large majority of boys and girls the collegepreparatory
courses have received major emphasis It is little wonder that for many the high
school has little apparently to offer and still less to challenge the student
There are many fundamental changes taking place which tend to reduce except
in war time the amount of adolescent labor and increase the importance of the
schools supplying vocational training Some of these changes aret
1 Relatively fewer workers are now employed in agriculture and in the
crafts and trades where young apprentices are customary
2 There has been an increase in the proportion of workers required for
clerical tasks handling and selling goods and other types of activities
demanding experience and education above the elementaryschool level
3 There are now two adults to every individual under eighteen years of age
At the time of the first census of the Thirteen Original States there was
one adult to every two individuals under eighteen years of age
4 Modifications in custom and in labor laws have had a part in reducing
adolescent labor1
Adapted from Science in General Education Report of the Committee on the
Function of Science in General Education Commission on Secondary School curriculum
New Yorke D AppletonCentury 1938 Pp 235239 158
This situation imposes new responsibilities upon the school It must not
only involve the interest of these adolescents in staying in school longer but
it must also help them to acquire abilities to furnish goods and services to
society through some carefully chosen vocation
Since April 1940 tremendous changes in employment have been taking place in
this country Over ten million men and women have been inducted into the armed
forces Twenty million men and women have gone into work in warproduction pursuits
About ten million men and women have shifted from nonwar industries to the armed
forces or to war industries Each year about two million youth have been leaving
school and seeking entrance into some form of productive work
After World War II ends there will doubtless be a period of tremendous
employment readjustment when seven to ten million men and women are released from
military services and eighteen to twenty million in civilian warproduction find
it necessary to secure work in production for peacetime uses In addition there
will be thousands of young men and women expecting to go into the labor force for
the first time during this period
Given employment opportunities schools with the necessary facilities and
personnel will have a great opportunity for meeting the needs of the people of
the area in making their readjustment in employment As an indication of the
opportunities of the schools in vocationaleducation reference is made to an
article in School Management by Dr George D Strayer of Teachers College on the
subject Predictions of Things To Come in Postwar Work in which he statesi
In postwar America there must be developed the greatest program of adult
education that the world has ever seen Here the challenge will be unmistakable
At the wars end we shall find ourselves confronted with the greatest problem of
Fuidance education training and placement for millions of those discharged from
the armed forces and for other millions who will be displaced because of the change
from war to peacetime industry
In America after the war educational institutions will have to plan their
curricula according to the work in which men and women will be engaged A large
percentage of the whole population will be enrolled in some part of the school
system 2
In planning the school program of vocational education primary consideration
should be given to the major vocational needs of the community Affiliations
should be established however with other schools operating on a regional basis
to serve the needs of those small groups that cannot be provided for directly in
the local school or those involving a more elaborate organization than would be
economically justifiable in the local community
I Preliminaries
A Leaders objective To lead the members of the local community plan
ning group to realize the need of providing a program of vocational education in
the community to think reflectively through the problems involved to reach con
clusions as to the kind of vocational program to provide and to execute the
conclusions reached
2 James C Wright Vocational Training problems When the War Ends Vocation
al Division Leaflet No 12 Federal Security Agency U S Office of Education
1943 159
B Groups to be reachedt l County superintendent 2 local members
of county board of education 3 oounty supervisor 4 local trustees
5 principal 6 teachers 7 PT A nembers 8 other adults
and 9 representative students from the high school
C Informational services required
1 Tables
a Table I The Number and Percentage of Persons Engaged in
Various Occupations in Calhoun County
b Table III Where Our Youth Go for Employment
c Table Hit Employed Workers in Hart County by Major Occu
pation 1940
d Table IVt Occupational Trends on Number Employed in Certain
Major Occupations Calhoun County
e Table Vi Trend in the Type of Population of Calhoun County
f Table VI Net Loss of Ruralfarm population Through Migration
or Death for Various Age Groups Hart County 1930
1940
g Table VIII Number and Percentage of Different Ages Attending
School
h Table VIII Number of Replacements Needed in the Various
Occupations of Calhoun County
2 Charts
a Chart It Vocational Training Program of X School
b Chart Hi Kind of Vocational Education Program That Has Been
Provided in Other Communities
c Chart III The Overall Program of Vocational Education Pro
vided by State Board of Education for Rural and
Urban Communities
d Chart IV1 Specific Types of Vocational Education Provided
by the State Board of Education for Rural and
Urban Communities
3 Books and pamphlets
a Aderhold 0 C A Philosophy of Vocational Education in
Agriculture Bulletin of the University of Georgia April
1940fl 160
b Oeftsus of the United States 1940 Population Characteristics
of the Population Washington D Ci United States Printing
Office
c Census of the United States 1930 Population Characteristics
of the Population Washington D Ci United States Printing
Office
d Curriculum Guide for Hpmemaking Education Vocational Division
Atlanta Georgia State Department of Education Mimeographed
February 1944
e Georgia Homemaking Education Bulletin Vocational Division
Atlanta Georgia State Department of Education Mlneograph
ed September 1944
f Organizing State Programs of Vocational Education Southern
States WorkConference Vocational Division Atlanta Georgia
State Department of Education 1944
g Report on Accomplishments of Vocational Agriculture program
in Georgia for 194544 Vocational Division Atlanta Georgia
State Department of Education
h Science in General Education progressive Education Association
New York D AppletonCentury Company 1938
1 Vocational Education in Virginia Richmond Virginia State
Board of Education March 1942
j Vocational Training Problems When the War Ends Federal Securi
ty Agency Washington D Ci U 3 Office of Education 1943
4 Filmi Georgia Schools Go to the Farm Atlanta Georgia Divi
sion of Vocational Education State Department of Education
5 Consultation service
a State specialists
1 State Director of Vocational Education
2 Director of Vocational Rehabilitation
3 State Director of Vocational Guidance
4 State Area Supervisors of Vocational Education
b County specialists
1 Teachers of vocational agriculture
2 Teachers of home economics
II Getting the group into the problem
Below are listed some means of getting the group into the problem of
considering their vocational needs These suggestions are broadly repre
sentative The approach may differ in relation to the particular types of
problems encountered and in accordance with the vocational needs In a 161
typically rural community removed from the centers of industry the
approach will differ from that of a community planning largely to meet
the vocational needs of an industrial community
Raise a few wellselected question and have them discussed briefly to
get the group to see the need for dealing with the problem The following
are a few questions which may be raisedi
A What activities absorb the time of young people today during the age
when they were formerly learning occupational skills by work with
their parents and others
Are methods of apprentice training a logical part of our educational
practice in preparing for vocational competency
B Will mehtods of learning through experience suffice for the training
of people who enter various occupations today
1 Can boys now learn all desirable practices in farming from their
fathers and hope to compete effectively in modern methods of
agriculture
2 Can all girls learn from their mothers the use and application of
modern household practices
C What changes are taking place in the methods and means of carrying on
the various occupations Are the methods known to older people adequate
to meet the future training needs of young people
D What are the chief occupations engaged in by the people of the county
and what is the number of people engaged in each
The data in Table I may be used to answer this question
TABLE I
THE NUMBER AND PERCENTAGE OF PERSONS ENGAGED IN
VARIOUS OCCUPATIONS IN CALHOUN COUNTY
Occupation
Farming
Ho me making
Trades and industries
Unskilled labor
Clerical
Professional
Total
No employed
1972
1765
90
593
27
43
4490
Percentage
4430
3970
198
1302
50
90
100
I

162
E Do these persons engaged in these occupations have any occupational
problems If so could the school help them to deal with any of these
problems
The leader should be ready to suggest certain problems faced by
persons engaged in these occupations He should also have success
stories ready to tell of how other schools have helped their people
to deal intelligently with these problems In a rural county where
farming and homemaking are chief occupations the film Georgia
Schools Go to the Farm may be shown
F Does the school have any responsibility to furnish training to youth
who will be replacing those in the county dropping out of occupations
G Raise a question regarding the extent to which the youth of this
community become employed locally or leave the community for employ
ment
Get opinions from members of the group After the opinions have
been given data gathered from Census Punch Cards may be presented for
the local county in the form of Table II
TABLE II
WHERE OUR YOUTH GO FOR EMPLOYMENT
Total number of youth em
ployed away from hone
Employment in County
Number Percent
Employment outside County
Number
Percent
Notet The above data are obtainable from census punch cards
H What opportunities for vocational training do boys and girls get for
jobs which will take them away from the community
III Procedures for the solution of the problemj What kind of program should
the school provide in assisting students to deal with the problems of
earning a living
A What kind of vocational program should the school provide to meet
the needs of the people of the community
1 Lead the members of the group to give their opinions as to the
kinds of vocational training they would like to have provided in
the school As the various opinions are given they might be
listed the leader keeping in mind the sources of the suggestions
given
163
2 After opinions are listed the leader should encourage the
members of the croup to give reasons for their opinions These
reasons will suggest guides which may be listed on the board
to help the group members to know when they have arrived at a
sound choice The reasons given will probably suggest the
following as well as other criteriat
a Needs of society
b Opportunities for placement
c Vocational interests abilities aptitudes and resources of
the people to be trained
d The number to be trained
e Stability of the population
f Occupations represented in the community
g Trends in the number of persons in each occupation
h Rate of replacement in each occupation
i Population trends
j Vocational needs
k Standard of living of the people
1 Legal provisions
If the above guides are not suggested the leader should lead
the group into suggesting then in order that they may have as
nearly a complete list of pertinent guides as possible
B What kinds of vocational training are now being offered in the school
and what is the enrollment in each part of the program
The information to answer this question may be presented in the form
of Chart I
CHART I
VOCATIONAL TRAINING PROGRAM OF X SCHOOL
Kinds of training Age groups reached Methods used with each age group
1



C What types of vocational education are provided by law
1 The state school law imposes no obligation making vocational
training mandatory The statements of law in this field fall
under two headingsi l Statement of conditions necessary to
participate in specified types of vocational education and
2 permissive legislation authorizing county and city boards
to establish evening schools manual labor schools and depart
ments of industrial education in the public schoolsi
164
2 References of the two types give the following information
a Acceptance of the provisions of the SmithHughes act in
providing for the preparation of teachers of vocational
courses and in matching Federal funds to provide vocational
education of the various types to those eligible to carry
on this form of training Laws 3222
b Acceptance of the provisions of the Federal Act of 1920 as
relating to vocational rehabilitation of disabled persons
and for carrying this program into effect through the
necessary agencies which are required Laws 3223
c Provision for acceptance of the conditions set forth in the
GeorgeDeen Act for training in the distributive occupations
through parttime and evening schools and reimbursement to
workers over 14 who have entered upon employment Provisions
of the Georgia High School Accrediting Commission
d The commission recognizes and makes provision for instruction
in various occupational fields and requires as one of the
constants in the program of studies a course in occupational
guidance carrying a minimum of onehalf unit of credit
Accredited High Schools of Georgia 194344 pp 1318
D What kind of program of vocational education has been provided in
other conuiunities to meet their needs
This information should have already been collected by the leader or
by a committee from the local community and arranged on a chart for
exhibition Such a form as in Chart II might be used in collecting
the information from each school
CHART II
KIND OF VOCATIONAL EDUCATION PROGRAM THAT HAS BEEN
PROVIDED IN OTHER COMMUNITIES
1 Types of training Age groups reached Objectives and methods used in dealing with each group
614
1418
1825
Adults
614
1418
1825
Adults
165
E What kind of program of vocational education is recommended by
authorities in this field
The following paragraphs represent in part the recommendations of the
Vocational Education Committee of the Southern States WorkConference
on School Administrative Problems held at Daytona Beach Florida
May 28 to June 10 1944i
When planning state programs of education for vocational pursuits
in the South the needs and characteristics of the Southern popula
tion should be kept in mind The needs of the surplus population
of farming areas must be more adequately cared for To the present
time vocational education programs of less than college grade assume
that all farm boys will be farmers This is an erroneous assumption
and must be remedied It is socially undesirable and under present
conditions economically Impossible
In general state programs of education should be so planned as to
meet the vocational training needs of rural groups as well as the
needs of those reared in the urban centers and those who come into
urban centers from farming areas to become engaged in professional
industrial commercial distributive and other occupations Sound
state programs must include vocational guidance vocational education
and placement machinery
F What types of programs of vocational education are provided by the
State Board of Education for rural and urban communities See
Charts III and IV
CHART III
THE OVERALL PROGRAM OF VOCATIONAL EDUCATION PROVIDED BY STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMMUNITIES
Kind of Kind of Classes of persons
community program to be served
A Local school Those 14 years of age and others
1 Vocational guidance who live in the jurisdictional area
2 Agriculture of the school unit
3 Homemaking
4 Industrial arts
5 Connercial education
6 Distributive education
B Area vocational school Those of at least employable age at
Rural Occupations for which completion of school who live within
training will be offered jurisdictional area of local school
governed somewhat by kind unit and those living near enough to
of industries offering be transported to and from center
employment in the immediate
community
C State vocational school Rural and other youths 14 years of age
Trade Industrial and and older who must look to industries
distributive occupations for employment and In the discretion of the State Board of Education can pursue profitably training for a specified occupation
E5
166
CHART III continued
THE OVERALL PROGRAM OF VOCATIONAL EDUCATION PROVIDED BY STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMMUNITIES
Kind of
community
Types of
training
Classes of persons
to be served
Urban
Robert L Cooley director of the Mil
waukee Vocational School says that a
successful progran of vocational educa
tion in a modern city following this
war must be prepared to take people
where it finds then and as it finds
then without quarreling about their
being as they are or where they aref
Their needs oust becone its curriculum
That is the curriculuns in vocational
education oust be handed up to the
school Such programs of vocational
education will vary fron city to city
according to the vocational nakeup of
the connunity and the size and composi
tion of the population and the special
needs growing out of postwar adjustments
In general however the program will
include offerings int
1
2
3
4
5
6
Vocational guidance
Trade and industrial pursuits
Homenaking
Cornercial pursuits
Distributive occupations
Public employment services
L Inschool groups beginning at
junior high
2 Young people just entering
employment field
3 Older youths and adults al
ready employed
4 Retiring war veterans
5 Persons demobilized from war
industries 167
CHART IV
SPECIFIC TYPES OF VOCATIONAL EDUCATION PROVIDED BY THE STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMMUNITIES
Types of organization
for training
A Industrial arts
B Honienaking
Age groups
to be reached
Junior high
Senior high
Outofschool
youth and
adult
High school
Objectives and methods used for
each age group
Exploratory activities to discover interests
and aptitudes Simple construction work in
wood netal plastics and electrical appliances
More complex problems dealing with exact skillst
Metal work including sheet metal forging cold
metal art metal machine shop auto machanics
etc
Drawing wood work electricity and plastics
to meet the needs of individuals and groups in
local situations
Problems in construction to meet the needs of
individuals and groups in local situations
C Vocational
agriculture
Outofschool
youth and
adult
D Trade and indus
trial education
1 Trade prepara
tory
a Day trade
school
b General In
dustrial
school
High school
Older farm
youth and
adult
14 years and
over
14 years and
over
A curriculum of homelike learning experiences
based on the educational needs of the group in
which pupils engage in purposeful activities
acquiring needed traits understandings and
abilities as means of achieving their purposes
A curriculum set up on a longtime basis to
deal with the groups persistent problems of
homeliving initiated with the problem in
which the group shows most interest
The learning activities built around the
problems of the farm and the farm home The
school assists students in organizing these
problems for study and in thinking them through
and in solving them skillfully and intelligent
Such groups should be led to deal intelligently
with the problems which they face Some of
these problems arei Providing for the family
planning and providing cost enterprises both
crops and animals planning and producing food
for the animals planning repairing of farm
buildings constructing and repairing farm
machinery and equipment To carry out objec
tives with many of these problems adequate
community facilities as shops and food
preserving centers must be provided
To prepare students to follow one trade only
For students who have reached occupational
choice
To prepare students for one or more of a group
of related trades

I 168
CHART IV continued
SPECIFIC TYPES OF VOCATIONAL EDUCATION PROVIDED BY THE STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMMUNITIES
Types of organization
for training
c High school
d Parttine
classes
2 Trade extension
and evening
classes
a Evening
classes
b Parttine
classes
3 General con
tinuation
Age groups
to be reached
14 years and
over
14 years and
over Young
workers tem
porarily en
ployed in
juvenile jobs
Employed
workers
Employed
persons
Objectives and methods used for
each age group
E Distributive
education
1 Parttime
classes
a Contin
uously
scheduled
parttine
classes
Over 14
years
Yorkers in
distributive
occupations
14 years and
over
Inschool or
outofschool
groups
Students enrolled in course divided into two
equal groups School and work in local indus
try or trades alternating usually weekly
School training for certain number of hours
per week during school year Designed to give
preparation so that eventually they may be able
to enter upon permanent type of employment or
trade or industry in which there is definite
possibility for permanent work and advancement
Generally course is set up to deal with
technical and related information pertinent to
the occupation to make for permanency and ad
vancenent in occupation In certain cases
course is set up to furnish specialized train
ing in phases of manipulative work in which
groups are deficient or do not have an oppor
tunity to acquire skills on the job
For those yearround occupations 48 hours
per week over 9month period often devoted in
part to study of science mathematics and
drawing related to occupation involved
For those in seasonal occupations Short
Intensive courses during slack season
Set up usually on parttime basis To promote
civic and vocational intelligence to establish
proper attitudes of mind on social and civic
matters to build up working knowledge of
subjectmatter courses where needed and to
assist in guiding young workers through tempo
rary positions to nore permanent and satisfac
tory employment for which they show particular
interest and ability
Training in the iaarketing and merchandising
of goods
Onthejob instruction continuous over period
of at least onehalf year to upgrade or semi
professionalize distributive personnel
wVHH
169
CHART IV continued
SPECIFIC TYPES OF VOCATIONAL EDUCATION PROVIDED BY THE STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMMUNITIES
Types of organization Age groups Objectives and methods used for
for training to be reached each age group
b Shortunit Outofschool Supplementary instruction offthejob de
parttime groups signed to advance the proficiency of the
classes workers in the occupation
c Cooperative 14 years and Supplementary instruction offthejob which
parttime over Regular contributes to the immediate and lonetime
training ly enrolled in vocational needs of the individuals engaged
school School in the occupation
and distribu
tive occupation
Meets personal
qualifications
Able to profit
from instruc
tion
2 Evening 16 years or over Supplementary instruction offthejob work
classes Employed or tem ers to gain greater proficiency in present
porarily employ employment or to gain promotion to the next
ed in Distribu level of employment in the same line
tive occupation
G What additional data about occupations and human resources should
be evaluated In setting up a vocational training program
1 What are the major occupations represented in the county and
what number and percentage of people are engaged in each
The leader should encourage the members of the group to list some
of the chief occupations and the approximate number in each
occupation The type of data in Table III should then be pre
sented to the group in answer to the above question In order
to make the information realistic actual data are supplied for
Hart County 170
TABLE III
EMPLOYED WORKERS IN HART COUNTY BY
MAJOR OCCUPATION 1940
Number employed
Occupation Male Female
Professional workers 80 113
Semiprofessional workers 5 1
Farmers and farm managers 2211 57
Proprietors managers and officials non farm 131 7
Clerical sale3 etc 88 54
Craftsmen foremen etc 133 2
Operatives 142 116
Domestic service 14 164
Service not domestic 47 32
Farmlaborers wage 452 43
Farmlaborers unpaid family 536 345
Laborers nonfarm 76 2
Occupation not reported 38 17
a Sixteenth Census of the United St ites Population Second Series Georgia
Table 23
2 What are the trends in the number of persons employed in the
various occupations
The group should be led to give their opinions in regards to the
trends in the number of persons employed in the different occupa
tions
After the opinions are assenbled the tabulated data should be
presented to show from actual figures the occupational trend on
number employed in certain major occupations over a period of
years for a given county This would probably be feasible only for
the major occupation classes because of the difficulty of making
comparisons of data of various census years The data supplied
in Table IV are from census figures for Calhoun County 171
TABLE IV
OCCUPATIONAL TRENDS ON NUMBER EMPLOYED IN CERTAIN MAJOR
OCCUPATIONS CALHOUN COUNTY
Occupation Years
1900 1930 1940
Farming 1972
Homemaking 1765
Trades and industries 90
Distributive 593
Clerical 27
Professional 43
Total 4490
3 What is the trend in the types of population of the county
The group should be led to realize the importance of paying
attention to this matter and to express judgments on the kinds
of changes taking place in the population of the country Then
the following type of data should be presented for the county
Table V contains data for Calhoun County
TABLE V
TREND ON THE TYPES OF POPULATION OF CALHOUN COUNTY
1930 1940
Type of population W C T W C T
Rural farm 1718 6013 7731 1881 5559 7440
Rural nonfarm 1427 1418 2845 1428 1570 2998
Total 3145 7431 10576 3309 7129 10430
4 To what extent are youth leaving the county for occupational
employment What occupations are they entering
The above questions should be raised with neubers of the group
and opinions obtained as to the importance of this factor in
providing training Then data should be presented to reveal the
extent to which the youth leave the county for employment and the
extent to which they are entering various occupations not represent
ed in the county
There are now more than 1000000 people who were born in Georgia
living outside the State This means that one out of every four
persons born in Georgia is living in another state In 1930
there were 475000 whites and 407000 Negroes composing this cut
ofstate group About 80000 people left the State between 1930
and 1940 172
Where do they go In 1940 all incorporated places in Georgia
showed population gains throughout the State Cities of 2500
and above show the greatest relative gains Total gains of all
cities of 10000 or more account for 100081 or 561 percent of
of the states population between 1930 and 1940Our farm people
move to the city ty the thousands
When do they go The trends with each of these factors are about
the sane for whites and Negroes In 1920 the State had 243091
farm children between the ages of 10 and 14 years inclusive In
1930 these children were 20 to 24 years of age and there were only
123873 of this age remaining on farms This is a loss of 119218
or more than 49 percent in ten years By the age of 35 the cumula
tive loss had amounted to 165722 or 635
The type of data in Table VI should then be presented for the
county
TABLE VI
NET LOSS OF RURALFARM POPULATION THROUGH MIGRATION OR DEATH
FOR VARIOUS AGE GROUPS HART COUNTY 193040
1930 1940 Loss Percent loss 19301940
Age Number Age Number 19301940
Under 5 1521
59 1483
Under 5 1615 10 14 1560 55 341
59 1876 15 19 1653 223 1189
10 14 1794 20 24 1313 481 2681
15 19 1684 25 29 958 726 4311
20 24 1133 30 34 732 401 3539
25 29 788 35 39 692 96 1218
30 34 728 4044 641 87 1195
Total 9618 7549 2069 2151
5 What is the number of outofschool boys and girls in the community
as revealed by the educational census What is the number of boys
and girls in school 1418 years of age
6 Raise with the group the question of what specifically the school
is now doing to provide for the education of the children who
later leave the farm for occupations in the city Are our schools
now offering adequate opportunities for vocational education for
those going from our farms to the cities at the age3 of 18 to 20
years
Organizing State Programs of Vocational Education Southern States Work
Conference Vocational Division Atlanta Georgia State Department of Education 175
7 Those going to school beyond the eleventh grade are in college
at the ages of 1822 years We may assune that this college group
is obtaining vocational education on the college level On this
level men and women are being educated for the vocations of law
business engineering medicine teaching preaching etc There
are relatively few however in college attendance What do the
facts show in this respect concerning the youth of Calhoun County
See Table VII
TABLE VII
NUMBER AND PERCENTAGE OF DIFFERENT AGES ATTENDING SCHOOL a
Age group Nunber No attending school No not attending school Percent atter ing school
56 483 190 293 393
713 1668 1577 91 945
14 15 417 308 109 739
16 17 453 209 244 461
18 20 656 107 549 163
2124 730 19 711 26
Notel 353 boys and girls 1418 are not in school
a P s Census 1940
8 How many people are needed for replacement in the major occupations
of the county
A table similar to Table VIII night be filled out to arrive at an
estimated number of replacements needed as well as the number of
persons for whom the school should provide training of the various
kinds to meet the county replacement needs
TABLE VIII
NUMBER OF REPLACEMENTS NEEDED IN THE VARIOUS OCCUPATIONS
OF CALHOUN COUNTY

Occupations
Farming
Number in
1940
2070
Estimated number
of years average
person remains
in occupation
50
Number replace
ments needed
annually
41
Number of trainees
in 4 year high
school needed
annually
164
a The basis for this figure is the average number of years farmers farm in eight
counties of Georgia as found in Graduate research A Study of the Rate of
Replacement of Farmers in Georgia by R H Tolbert University of Georgia
1944ifc ijffitivrFgS
SJiJ
174
9 Yihat kind of vocational program should the school provide to aeet
the needs of the people of the connunity
In light of all the facts the group should be led to a conclusion
as to the kind of vocational program to provide for the school
A committee should be delegated to write up the recommendations
of the group before the next meeting 175
Unit 2
What Kind of Program Should the School Provide To Deal With the Problems of
Utilizing Money and Other Resources
It is more important today than ever before for people of all ages to under
stand the full implications of their role as consumers of goods and services The
social and economic bearings of consumption habits are much wider and more complica
ted than they were in the past
The modern child begins to meet this problem early because he is called on to
buy more things than his parents bought during their younger days The modern con
sumer of each age group needs knowledge habits and attitudes to enable him to
offset the powerful influence of modern advertising to buy with discrimination
and to learn for himself the things he really likes He needs also to develop re
flective thinking and selfdirection in selecting goods and services with regard
for the social factors involved In this development the school can assist by help
ing him to be critical to know the common things he buys and to be socially sensi
tive in his purchasing of goods and services
Becoming proficient in the selection of goods and services does not mean merely
getting the most or the best for the least money the effects of buying habits on
others is a matter of increasing importance The efficient and careful use of goods
already acquired is also of eocial significance and may properly be expected of all
intelligent members of a democratic society The wise use of services includes
attitudes of respect and consideration for employees and servants and a discussion
of these attitudes should furnish opportunities for cultivating social sensitivity
The utilization of money as a medium for securing goods and services as well as
the planning of wise investments should receive consideration in the school program
Problems should be selected with appropriateness to the experiences of pupils at
various age levels Deciding how to invest his own earnings and allowances in order
to obtain the greatest immediate or future security and pleasure is relatively more
important for the pupil than the study of problems involved in institutional business
banking insurance or investment
In this section planning procedures are developed for recognizing and dealing
with the problems which people of all age groups experience as consumers and users
of goods and services
I Preliminaries
A Leaders objectives To lead the members of the local community
planning group to realize the need for providing a program in
training for the utilization of money and other resources to
think reflectively through the problems involved to reach con
clusions as to the kind of program in training for the utiliza
tion of money and other resources and to set up and to execute
the conclusions reached
1 Adapted from Science in General Education Report of the Committee on
the Function of Science In General Education Commission on Secondary School
Curriculum New Yorkj D AppletonCentury 1938 pp 249252 176 p
B Groups to be reached l County superintendent 2 local members of
the county board of education 3 county supervisor 4 local trustees
5 principal 6 teachers 7 PT A members 8 other adults and
9 representative students from the high school
C Informational services required
1 Tables
a Table It The Relation Between Quality and Cost of Mens
Undershirts Listed in Order of Quality
b Table lit Comparisons in Fabric Count of Twelve Brands
of Mens Shirts 194l and 1944
2 Charts
a Chart It Studying the Problems of Utilizing Money and
Other Resources
b Chart II How the School Is Now Dealing With the Problem
Utilizing Money and Other Resources
c Chart Hit Unit Organization for Dealing with Problems of
Consumer Education
d Chart IV Course Titles in Curriculum for Different Age
Groups With Experiences To Be Carried On
e Chart V Americus Schools Organize for Home Improvement
in City and Surrounding Community
f Chart VI South Pasadena California High School Study
of Current Economic Problems Through Investigations
of Neighborhood Practices
g Chart VII Webster Groves Missouri Public Schools
Promotion of Security and Permanent Tenure
Among Their Number
h Chart VIII Program for Consumer Education in Denison
University Granville Ohio
i Chart IXt A Program for Teaching the Intelligent Use of
Money Goods and Services for Each Age Group
in the School
3 Books and pamphlets
a Building a Better South Through Education Tallahassee
Floridat Southern States WorkConference on School
Administration 1943
b Consumer Education for Life Problems Proceedings Third
National Conference Institute for Consumer Education
Bulletin No 3 June 1941 Columbia Missourii Stephens
CollegePMIHHI

v ii 177
c Consumer Education Why and How Bulletin 75 Curriculum
Laboratory July 1940 Nashville Tennessee Peabody
College for Teachers
d Consumers Guide U S Department of Agriculture
Washington D Ct Superintendent of Documents
Yearly subscription 50
e Consumer Reports The Buying Guide and Bread and Butter
New York Consumers Union of United States Inc
Yearly subscription for all three 400
f Consumers Research Bulletin Washington N J Consumers
Research Inc Yearly subscription 300
g Georgia Victory Corps Series Bulletin No 6 September 1943
Wartime Citizenship Wartime Consumer Educption pp 1637
Atlanta Georgiat State Department of Education
h Gruenberg Sidonie Matsner and B C Gruenberg
Parents Children and Money Learning to Spend
Save and Earn New York The Viking Press 1933
i Haran The Education of the Consumer New York McMillan
Co 1927
j Heil Consumer Training New York The McMillan Co 1943
k Kennedy and Vaughn Consumer Economics Peoria Illinois
Manual Arts Press 1939
1 Making Consumer Education Effective Proceedings Second
National Conference Institute for Consumer Education
Columbia Missouri Stephens College Bulletin No 2 July
1940
m Mendenhall and Harap Consumer Education New York
D AppletonCentury Company
n Preliminary Report on the Consumer Problems Course
Institute of Consumer Education Columbia Missouri
Stephens College 1940
o Sorenson The Consumer Movement New York Harper and
Brothers 194l
p Trilling Mabel E Kinsfiam Eberhart Florence Williams
Nicholas When We Buy Chicago J E Lippincott Company
1939
II Getting the group into the problem
Below are suggested some means of getting the group concerned about
this problem and desirous of thinking through the problem Some or
all of the suggested means may be used determined by local conditions
and the interest manifested by the group
vI 178
A Locate and define the problem so that members of the group
may clearly understand the implications of the problem and
later may be enabled to offer appropriate suggestions for
solving the problem
B Building A Better South Through Education Southern States Work
Conference on School Administrative Problems Tallahassee Florida
1943 contains the following statement emphasizing the need for
consumer education
In the early days of our civilization the purchaser had a
reasonably good opportunity to know what he was buying because
most of it was prepared or mads in his home community and by
people he knew
The situation today poses a very difficult problem for
persons throughout the nation Purchasers are finding them
selves in danger of being almost entirely at the mercy of
producers because of their lack of knowledge concerning
purchasing
C Do we always need most those articles we buy or even if we can
do we buy those things e really need
After the question has been considered by members of the group
the following story might be told
A father with a large family and a low income traded in
the family radio which was still in working order for a
new console model at an exchange price of 75 At the
sane time the oldest daughter was badly in need of an
operation hich had to be postponed for a year because
of the trade for the new radio
D If there is a merchant or a store clerk in the group ask if
he finds that all people are able to procure goods on the
basis of quality and cost
The following story might then be told to illustrate the
point that all people are not able to buy on the basis of
quality and cost
A worker earning big pay in a war industry went into
a clothing store to buy a felt hat He scornfully re
jected the 500 and 750 hats shown him and demanded
something better The salesman is said to have switched
the price tag from a 01000 hat to one at 500 and sold
him the latter for 1000 with the customer commenting
Thats more like it

179
E Is there necessarily a relation between the price paid for
something and its value in terns of quality or usefulness
Table I may be used to help answer this question made up
of data resulting from tests made in a research laboratory1
TABLE I
THE RELATION BETWEEN QUALITY AND COST OF MENS
UNDERSHIRTS LISTED IN ORDER OF QUALITY
Brand Retail price t I t L Brand Retail price
A 055 H 045
B 125 i I 065
C 039 t J 069
D 069 K 025
E 029 I t L 039
F 065 1 5 M 069
G 1 100 t 1 N 1 060
F Does a brandname always insure quality
Opinions should be obtained from members of the group
After brief discussion Table II might be presented
showing a comparison of twelve brandname mens shirts
tested by Consumers Union 2 in 194l and retested in 1944
1 Mens Knit Undershirts Consumer Reports 8s 389
February 1943
2 Mens Shirts Consumer Reports 9323 February 1944 180
TABLE II
COMPARISONS IN FABRIC COUNT OF TWELVE
BRANDS OF MENS SHIRTS 1941 and 1944
Si

Brand Year Price Fabric count
A 1941 1944 V 200 250 Extra high Medium
B 1941 1944 200 225 High Medium
C 194L 1944 135 146 High Low
D 1941 1944 200 224 Medium Medium
E 1941 1944 149 165 High Medium
F 1941 1944 139 198 Medium Medium
G 1941 1944 129 138 High Medium
H 1941 1944 2W 250 Medium Medium
I 1941 1944 135 165 Medium Low
J 1941 1944 149 169 Extra high Medium
K 1941 1944 119 157 High Low
L 1941 1944 200 249 High Low
i
0 What are some of the causes for the lack of apparent relationship
between cost of some kinds of articles and the quality or useful
ness of the articles
Doubtless such reasons as advertising aonearance flavor odor
method of distribution reputation packaging etc will be
given
H In general is advertising a good guide to go by in selecting
between different commodities to buy Get opinions from various
members of the group
At this point the leader might present to the group examples of
misleading advertising which have produced warnings from the
Federal Trade Commission 181
III
I Do we always properly maintain and use those goods which we
have procured intelligently
Get opinions from members of the group Then ask why we do
or do not properly maintain and use items which we have bought
Doubtless such reasons as lack of proper realization of the
problem and lack of understanding as to how the item should be
maintained and used will be given
J Should the school provide a teaching program for dealing with
those problems of utilizing money and other resources
Several definite commitments should be obtained from various
members of the group as a basis for leading them to think
through the problems of providing a school program for utilizing
money and other resources
Procedure for the solution of the problemt What kind of program
should the school provide to deal with the problems of utilizing
money and other resources
A With what problems in utilizing money and other resources do you
think our school should deal
The leader should get opinions from the group concerning the
problems in this area which should be dealt with in the school
program The statements given by the group should be phrased
as problems and these in turn grouped around categories repre
sentative of the larger problem
General consensus favors the following problem areast
1 Discovering what money goods and services one needs for
health and happiness
2 Discovering available means of satisfying these needs in
this community
3 Planning the use of available time energy and money to
satisfy the needs first with the means available and
second the goods and services chosen to satisfy the needs
A Planning goods and services to be purchased considering
the effects of potential purchases and their use on per
sonal health and satisfaction family haopiness community
welfare and larger socioeconomic systems
5 Selecting each particular good or service in terms of plan
ned criteria
6 Paying for goods and services in economically desirable ways
7 Using each good and service in rays to gain greatest benefit
from it for oneself and others
In order that the problems may be kept constantly before the group
the leader should prepare a chart such as Chart I filling in the
first column with problems relating to the above areas 182
CHART I
STUDYING THE PROBLEMS OF UTILIZING MONEY AND OTHER RESOURCES
1 2 3 4
5
What we think the What our school What other What authori What we
school should do to is already doing schools are do ties say the will do to
help individuals to help indivi ing to help in school should help indi
utilize money and duals utilize dividuals utilize do to help in viduals
other resources money and other money and other dividuals utilize
resources resources utilize money and other resources money and other resources
1 Discovering what
money goods and
services one needs
for health and
happiness
2 Discovering avail
able means of
satisfying these
needs in this
community
3 Planning the use
of available time
energy and money
to satisfy the
needs
4 Planning goods and
services to be pur
chased consider
ing the effects of
potential purchases
and their use on
personal health and
satisfaction
5 Selecting each par
ticular good or
service in terms
of planned criteria
6 Paying for goods
and services in
economically de
sirable ways
7 Using each good
and service in ways
to gain greatest
benefit from it
for oneself and
others i
183
B With what problems in utilizing money and other resources is our
school now dealing
1 The leader may place a chart similar to Chart II on the
board and list problems of utilizing money and other resources
with which the school is dealing at present The problems may
be grouped under the major areas chosen for consideration in
the previous step In a second column the ways by which the
school is dealing with these problems may be stated
CHART II
HOW THE SCHOOL IS NOW DEALING WITH THE PROBLEMt
UTILIZING MONEY AND OTHER RESOURCES
Problems
Discovering what money goods and
services one needs for health and
happiness
a What money goods and services
are required for my health and
happiness
b Do I need a new coat
Discovering available means of
satisfying these needs in this
community
a Can I make the thing I want
or earn the money for obtaining
it
b Can I make the coat
3 Planning the use of available time
energy and money to satisfy the
needs
a What amount of time do I have
What skills do I have to use or
sell
b How much can I earn in available
time
c Do I have the skill to make the
coat I would like to wear
4 Planning goods and services to be
purchased considering the effects
of potential purchases and their use
on personal health and happiness
a Is it fair to make the coat and
deprive some one of my business
b Is it better to earn the money in
doing a job I like and am pre
pared to do
How the problem is dealt with 184
CHART II continued
ROW THE SCHOOL IS NOW DEALING WITH THE PROBLEMi
UTILIZING MONEY AND OTHER RESOURCES
Problems
How the problem is dealt with
5 Selecting each particular good or
service in terms of planned criteria
a What are the criteria by which I
can decide what to buy and how
much I can pay
b How may these criteria be applied
in the purchase of the coat
c How may I know what goods or
services will make the greatest
contribution to my health and
happiness
6 Paying for goods and services in
economically desirable ways
a What are the ways by which I
can pay for a coat
b What method of paying is best
in this case
By what means can I evaluate
the various methods of paying
for goods or services
c
7 Using each good and service in ways
to gain greatest benefit from it for
oneself and others
a Hot long may a coat of given
quality last with care
b What methods of care should
be used in getting most wear
from a coat
c Is it better to buy an expensive
article and expect long effective
use
2 The leader may ask the members of the group to report and explain
what school experiences pupils are now having which guide them in
solving each of the problems listed
3 From literature dealing with the subject of consumer education two
policies of implementation are generally described
a The program is organized around units in the subject areas
b The program is carried out through specialized courses
Assuming that the school recognizes the problem and is dealing
with it under the first method above what are some of the units
with which we are dealing

lt 185
The check list in Chart III may serve as a guide for listing
the units that have been developed with pupils in the school
CHART III
UNIT ORGANIZATION FOR DEALING WITH
PROBLEMS OF CONSUMER EDUCATION
Title of unit Suggested basie understandings to be developed Suggested key questions for consideration Suggested activities Suggested teaching materials
Choosing and buying an adequate diet
Buying Fannies wardrobe
Making family budgets
Getting the most heat from fuel
Planning a trip to Chicago
A Assuming that the school recognizes the problem and is dealing
with it under the second method above what are some of the
courses nor being given to guide the pupils in the experiences
of consumer practice
The check list in Chart IV may serve as a guide for listing the
course titles represented by the curriculum for different age
groups together with the experiences to be carried on 186
CHART IV
COURSE TITLES IN CURRICULUM FOR DIFFERENT AGE GROUPS
WITH EXPERIENCES TO BE CARRIED ON
Elementary Junior High Secondary Adult
HOUSEHOLD SKILLS SCIENCE FOR THE CONCUMER CONSUMER
CONSUMER ECONOMICS PROBLEMS
Experiences Experiences Experiences Experiences
Learning the Buying and repair Selecting and Procuring
skills of building ing household buying lunches shoes for the
appliances cosmetics and family
Other Other entertainment Other Procuring groceries Procuring fertilizer for the farm Other
C What provisions are made in other communities for suiding
pupils in the intelligent utilization of money and other
resources
The leader should guide the group to report some practices
being carried out in other schools An attempt should be
made to pursue this approach far enough to secure descrip
tions of practice covering a variety of aspects of consumer
education and the grade levels at which each has been carried
on The list of statements should be placed on the board in
order to enlist as great variety and number of responses as
possible
A chart similar to Chart V may be drawn up to show the
purposes organizations and outcomes of the programs
described A few sample arrangements are given with
notations offering a basis for criticism See Charts VVIIImmMmiiSR
187
CHART V
AMERICUS SCHOOLS ORGANIZE FOR HOME IMPROVEMENT
IN CITY AND SURROUNDING COMMUNITY
Goals of the school program I Procedures used in working
for teaching pupils how to i toward goals
utilize noney and other re
Results obtained
sources
1 To ascertain the types
and extent of home im
provement needed in city
2 To furnish sources of
materials and labor
3 To bring dealer and
purchaser together for
consultation
4 To provide sources of
loans for home improve
ment
Are the above desirable
goals from the stand
point of pupil growth
1 A survey of residential
section of city was made
by students to learn
from each homeowner the
nature and the type of
construction and re
pairs needed
2 Students assisted in
putting a vacant store
in condition for an
exhibit of building
materials
3 Students served as
clerks to make appoint
ments for conferences
between homeoTiers and
building supply dealers
4 Assisted building supply
dealers and others in
making estimates of
materials and service
5 Helped bank and loan
representatives to com
pute total costs for
improvements ns a basis
for loans
1 Over 100000 in
vested in building
repairs
2 Types of improvements
made
a Houses repainted
b Houses recovered
with fireproof
materials
c Old vacant
houses torn down
for materials
d New plumbing fix
tures installed
e New household
equipment added
f Houses divided
into low rent
apartments
g Lawns and premis
es improved
3 Started movement for
new homes
Idle money in banks
put to work
Are the results
indicated above
desirable from the
standpoint of pupil
achievement What
other statement of
results would you
think necessary
188
CHART VI
SOUTH PASADENA CALIFORNIA HIGH SCHOOL STUDY OF
CURRENT ECONOMIC PROBLEMS THROUGH INVESTIGATIONS
OF NEIGHBORHOOD PRACTICES
Goals of the school program
for teaching pupils to utilize
money and other resources
1 To help pupils to become
better acquainted with
current economic problems
faced by the consumer
Procedures used in working
toward goals
1 The following outline
of units was adopted
a How I may become
an intelligent
consumer
b How can we raise our
level of living
through improved pro
duction methods
2 The solutions to the
problems were sought
through investigations
of local economic prac
tices
Results obtained
A technique by
which to attack
any current
economic problem
The habit of ex
pecting results
through the pro
cesses of educa
tion rather than
by methods of
legislation 1S9
CHART VII
WEBSTER GROVES MISSOURI PUBLIC SCHOOL St PROMOTION OF
SECURITY AND PERMANENT TENURE AMONG THEIR NUMBER
Goals of the school program
for teaching pupils to utilize
money and other resources
Procedures used in working
toward goals
Results obtained
1 To promote better educa
tional opportunities for
the children by improving
the quality and increasing
tenure of teachers
a To obtain greater
security for the teach
ing staff of Webster
Groves School
b To promote better scho
lastic and educational
standards
c To promote general en
richment of personal
and professions lives
of the teachers of
Webster Groves
1 Create a desire on the
part of good teachers
to want to become mem
bers of the organiza
tion
2 Promotion of teacher
initiated organizations
such ast
a Webster Groves Pub
lic School Employees
Mutual Benefit Associa
tion
b Group insurance
c Hospitalization
3 Credit union
A Provisions for security
made by community through
its board
Free discussion
Group decisions
Staff initiative
5 Aid for professional
growth in timeoff and
money contributions to
attend school and pro
fessional meetings
6 Aid and provision for
visiting schools in other
communities
7 Careful sympathetic
orientation of new staff
members
Would these practices neces
sartly guarantee a higher
type of teacher for Webster
Grove Schools
Staff membersj
168
64 have masters
degrees 93
undergraduate
degrees 10 re
maining have
above two years
college
l4 national con
ferences attend
ed in oneyear
period by mem
bers of the
staff
3 Many teachers
are in demand as
instructors in
demonstration
schools and for
summer teaching
4 Teachers enjoy
large freedom in
classroom teach
ing
Visits for in
terviews are
made at expense
of the community
5 Teachers have
studied and
traveled in
Syria Mexico
China Denmark
and other foreigi
countries
7 Teachers promote
good recreation
al practices
have learned to
play together
Are the above
adequate measur
es of a higher
quality of teachr 190
CHART VIII
PROGRAM FOR CONSUMER EDUCATION IN DENISON UNIVERSITY GRANVILLE OHIO
Goals of the school program
for teaching pupils to utilize
money and other reqources
1 To whom should the course
be offered
2 What should be its con
tent
3 How should it be conduc
ted
Are the above statements
of goals How iould you
atnto the goals of this
program
Procecures used in work
ing toward goals
Results obtained
1 Analysis of consumer
problems in making
choices
2 Consideration of market
devices such as brands
labels and trademarks
3 Marketing practices such
as fraud misrepresenta
tion and waste
A National income and its
distribution
5 Family incomes and ex
penditures
6 Standards of living
7 Functions and services
of government relating
to pure food laws ad
vertising control
standards antitrust
las resale price
tariffs and taxes
8 The consumer coopera
tive movement
9 A study of monopoly as
it affects consumers
10 The results of capital
ism compared with other
economic systems
11 Recent changes in con
sumer behavior
1 Techniques in
dealing with
income
2 Techniques of
tise buying of
goods
3 Ability to
select and use
consumer credit
4 Bases for analy
sis of contro
versial consumer
questions 191
D What kinds of programs do educational leaders recommend for guiding
pupils in learning how to use money goods and services
Previous to the meeting the leader should designate several
people to make a study of the literature on the subject and
prepare brief summaries of programs recommended by authori
ties in this field At the meeting in which this part of
the program is presented definite statements should be given
and discussed by the group
For guidance the leader should have prepared some briefed
statements representative of the opinions of authorities
such as the followingt
1 Henry Harap in The Education of the Consumer McMillan
1924 sets forth the function of the school in relation
to consumer education
It is the purpose of this study to discover the ob
jectives of education for American economic life with
reference to the consumption of food shelter and
clothing The conclusions of this inquiry ill be
termed educational objectives because they are the
habits skills knowledge or attitudes which should
be achieved by educational activity P 4
2 Leland J Gordon Needs in a Small Town in Consumer Edu
cation for Life Problems National Conference Institute for
Consumer Education Stephens College Columbia Missouri
191 sets forth the purposes of consumer education as it
may apply to people living in the small towni
The central purpose of consumer education is to pro
mote consumer welfare Consumer welfare requires an
abundance of wealth to satisfy consumers wants This
wealth must comprise commodities and services which will
increase consumers wellbeing it must be produced ef
ficiently and distributed widely
How may consumer welfare be increased One method is
by educating consumers to prepare them better to meet
three central problems which must be faced in an eco
nomic system which permits freedom of choice
The first problem is that of choosing among the exten
sive array of available goods and services
The second problem consumers face is that of buying
goods and services This involves choosing a specific
item from among many offered
The consumers third problem is that of usine the items
purchased so as to receive maximum satisfaction and in
creased wellbeing P 3 5jjvijntiyiiMiJ

192
3 W W Charters and Janes E Mendenhall in summarizing the round
table discussion reported in Consumer Education for Life Problems
op cit say
The objectives toward which the activities of in
struction should be directed are related to a basic
philosophy of living and to a set of values that con
trol the lives of students Attention was centered
upon the objectives for adequate training in the three
main processes of consumption choice purchase and
use of commodities and services
Courses in consumer education have already been
introduced in a number of schools However these
courses alone Fill not solve the problem Unless
the entire school curriculum is reoriented to place
greater emphasis on pupils as consumers the problem
is likely to become even more serious during coming
years P 66
4 Edmonson Roener and Bacon in The Administration of the Modem
Secondary School MacMillan 191 discuss the subject of consumer
economics under the following headings
a Thrift Education
Thrift programs have become a part of the curriculum or
ganization of many secondary schools The most common
arrangement is a provision for making savings deposits
either through collection in the homerooms or a school
thrift bank A few schools go beyond this basic arrange
ment and follow in some measure a program of thrift in
struction Some schools attempt to correlate thrift
education with such subjects as English civics and the
commercial studies P 363
b Consumer Education
Today the great majority of administrators see the need
for consumer education A number of schools are carrying
on experiments in teaching intelligent purchasing and in
consumer problems generally The commercial social stu
dies science and home economics departments have all
given some emphasis to consumer problems In some schools
courses in consumer education are offered P 364

193
c Conservation Education
During recent years the secondary schools have given such
emphasis to conservation education Various experinents
have beett tried Some schools offer separate courses on
conservation others attempt to correlate conservation in
struction with other courses The director of educational
work in the Forest Service of the United States Department
of Agriculture oroposes four general objectives for conser
vation educationi l to replace much of the sentimentalsm
about conservation with facts and understanding 12 to de
velop the realization that conservation must be considered
as dependent on natural laws 3 to transmit knowledge of
the kinds of activities in which man engages in conserva
tion and 4 t0 realize that conservation implies some sort
of public control P 364
5 Building a Better South Through Education op cit contains
statements regarding ID the groups to be reached with this
type of nrorram 2 the kind of program to conduct as well
as 3 the type of organization to set up to carry on the
program
It was assumed that consumer education should be
carried on through l4 years of schooling from the
first grade to the end of general education in the
junior college
What should be taught in each area should be de
termined by the problem of consumption at each
level of experience the purchase of candy in the
first grade and of cosmetics in the twelfth grade
These problems should be assembled from a study of
individual children of the families in which these
children are reared and of the local community
ylth such problems identified the school should
begin to plan the program for each grade level
In preparing a plan emphasis should be placed upon
the current personal problems of children at their
present level of experience and development Account
should be taken of the fact that these problems vary
in intimate and emotional character also that an edu
cational program is effective in direct ratio to the
immediate importance of the problems to the individual
child
The second problem discussed was whether consumer
education should be offered in separate courses and
units or as aspects of other courses already estab
lished in the school curriculum The consensus of
opinion supported the case for wide experimentation
using a variety of forms of organizing programs of
consumer education No standard and universal form
should be prescribed partly because the best methods
are not yet known and partly because trained teachers
are not yet prepared for initiating a thoroughgoing
program Pp 117118

h 194
6 J Cecil Parker What and Fow To Teach High School
Students in Making Consumer Education Effective
National Conference Institute for Consumer Education
Stephens College Columbia Missouri 1940 makes the
following statement regarding organization for in
struction t
Consumer education is not an independent dis
cipline for which some department or depart
ments of the secondary school can assume
responsibility
The advisability of special courses in consumer
education depends upon local school and commun
ity situations In general special courses are
not desirable
E What program for utilization of money and other resources do
we recommend for our community
The group should be led from a consideration of the foregotog
to outline for the school a program for the utilization of
moneynS other resources As a guide to thinking in this
respect Chart IX is suggested
fc 195
CHART IX
A PROGRAM FOR TEACHING THE INTELLIGENT USE OF MONEY GOODS
AND SERVICES FOR EACH AGE GROUP IN THE SCHOOL
Ape groups to Problems of utilizing money and
be reached other resources with which the
school will deal
Elementary
612
Suggested objectives methods and
procedures in dealing with the
problems
1
Analyzing needs and choosing
what goods and services to
purchase
Which contains the most
in food valuei candy
bar bag of peanuts or
pint of milk
2 Market selection and buying
of goods and services
What are the criteria by
which to determine the
quality purity and clean
liness of milk
Objectives
To teach habits of analyzing
problems of buying which will
result in intelligent solu
tions to buying problems
Methods and procedures
Develop charts showing daily
food requirements list
foods which satisfy require
ments
i
3
Using the items purchased
to get maximum satisfaction
and increased wellbeing
a How should milk be kept
before it is used
b That are some good ways
to serve milk
Objectives
To teach that price is not the
only standard to use in buy
ing
Methods and procedures
a Visit dairy milk stations
creamery and stores make
notes on observations
Develop a set of buying guides
h
A
Junior High
12 l4
Consideration for the
effect the purchase and
use will have on others
How much should we
pay for bottled pas
teurized milk in this
community
If we get it in a store
If it is delivered to
our homes
Objectives
Using the things we buy for
maximum benefit and pleasure
Methods and procedures
b
Study recipes requiring milk
make milk drinks make list
of cooked foods requiring milk
Prepare appetizing foods re
quiring milk
a
b
Objectives
Analyze factors involved in
economic situations and reach
conclusions as basis for
action
Methods and procedures
Analyze factors involved when
customers buy milk by price
alone What happens when pre
vailing price goes below cost
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