4 i tf 1 A vx V School Leaders Manual nA i PART II Program of Educational Development for Georgia 1 ISSUED BY EDUCATION PANEL Agricultural and Industrial Development Board of Georgia Athens Georgia l A 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 A 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 CD txi P d 3 e Ji L1 Cyj pJ xl Tl J 1 13 CD M rt H H ft p H o 0 3 o 4 D o 1 0 3 0 P c O P H p1 3 T J o 3 i O Tj o p CD a m cd B CD ni M Pj O H r3 ri Hi CD 1 0 J H pi 3 H p c CD O M i n 4 r B c Tf CD p CD 4 H O rn i M 4 l 1 13 13 M 33 CO CD C CD 03 0 n M C3 o 0 o hj 3 j P c a p ffl IB c M B H 3 0 B P o w h O O CO o a W O M J o ft n tt CD P 3 o 3 3 CD i CD O c nj J h1 1 Pi p H o d P CD d cd H a5 CD 5 B o p B ii JD B O c B 3 p 1 M O CD c H cn P CD C CD a CD a 0 r Ji 1 CO ii M M W o H H T c hj O o O o O M c B CD hfc O B H fei 4 CD O 3 O JJ O 3 d H d JD O Q c M 3 P ij h C CO CO Hi P M H cy H Q3 3 1 o 33 CO o o d M O 1 1 0 CD CD 1 cy M c PI 0 H o 0 o PJ Hr l gg c CD 3 P 9 B o H a B1 ri b 1 3 o ff o s Oj 0 CD o n 3 t H HJ d 1 IS C3 15 M O CD O CD 1t Pi o H p O H J 03 O CD 4 po CD CD B M rA IX X X X X 1 tsj H H H d 1 H 03 03 cn 13 c r cn 3 H ij 03 co CB W o 3 s B pj o i Ii CD H jgj i i d c o Tl 1 3 p O w CD o 03 H O C tH pi o 1 CD 3 O crj CD PO M CD M B o K M n d tf ct j k K o CO 03 O CO I CD O F h t rfS pl 1 1 X H X X X M H O r O P T3 p o 3 It1 HI CD CO CO B 3 B Kl H1 CD ll H CD JB w t1 c 1 Ct r1 r O H it rJ g trj 1 o H H p J CW 1 1 CD w g 3 co a 1 M M 1 s Ul co h p ti W i j M w H X 1 X X ll O C P n p o PO CD H CD H O V X HJ CD J H1 W H O pi cd c 03 c CD n p p hi to CO SB 03 H CO M 1 S t h cf O H fe o c CD 3 IS p fcri o 13 j tJ o P 3 Nj H O 13 T1 B XJ 05 W B H O CD c O p o 3 oh B CD S PO P Hj 0 3 J M H CO CD d r r4 X X M X X 1 o CO P c c H O M Hj CD 13 CD CPv J hi O O tS 3 o B i 03 O M CD 3 5 CJ HI ttJ LJ T l ctJ H JlJ CO 5 ti sJI H 1 O CD P O c CJ j o PI CD i OH p J CD H i O O CD 1 H CD 3 3 Oi 4 X ti H Ki X w x H P H 3 CD CD CT3 CO O O O d CO CD B H s CD CD 1 3 hr 0 4 9 3 P O 3 P T3 13 lJ Hi D 1 M CD B B CD C CD M p O OS c i5 4 Oj P c 4 1 4 1 CD 3 P jX 0 cd n 3 s 1 rm H tj lj 3 c H H p CJ M r X 1 V X k X X r1 H CO CD p Qi c H H M c VJ1 p H 1 3 CO CO T CD O H CD H O CD 3 O 3 H CO 03 B 10 O S CD CD O 1 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 of productionBBHeHHUHBHHHiV lite fMI siol O firitSTH Ul