The School helper, 1951 October - 1952 May

PUBLISHED AT THE GEORGIA SCHOOL FOR
THE DEAF, CAVE SPRING, GEORGIA

OCTOBER, 1951

VOL. 5

NO. 1

NOTICE TO PARENTS

Pupils may visit home or have parents visit them

once a month.

Pu.Jiils may' leave the school on Friday afternoons

d~r3~~



.This issue of THE SCHOOL HELPER is mailed
to all p~rents. u .you would like to receive ;this maga-

zine each, month, please send fifty cents to cover mail-

ing cost.



' ..-. .

.

THE SCHOOL HELPER

VOLUME 51

OCTOBER. 1951

NO.

Psychological Aspects of Severe Disability

By C. H. HOLLINGSWORTH

(A paper read before the Annual
Rehabilitation Conference at Savan-
nah, Georgia, August 7, 1951.)
It is indeed a pleasure and a privilege to appear on this program. I delight in making what contribution I can toward a better understanding and solution of mutual psychological problems involved in rehabilitation measures effecting the deaf. It is confessed. however, that I approach the subject - PSYCHOLOGICAL ASPECTS OF SEVERE DISABILITY. as applies to the deaf, with some fear and considerable tribulation. If these emotions partake of the nature of an apology, it is for that of my own profession.
In my humble opinion, many of those in position to know most about the education of the deaf are contributing the least toward the solution of common problems where cooperative endeavor between them and conventional education, on both the state and federal level, is moot essential. This of itself is a deterring factor that has major psychological implications. The Conference of Executives of American Schools for the Deaf, which is the body politic, continually fails to work with conventional education in a medium of understanding and in a spirit of cooperation.
This, perhaps, is a startling statement, coming from an educator of the deaf, but, as witne5~; of my consistency in this thinking, I quote the following excerpt from the secretary's report on a joint meeting in Atlanta in October 1946 on the subject - INTEGRATION 0 F EDUCATION AND REHABILITATION OF THE DEAF AND THE BLIND: "Mr. Hollingsworth spoke forcefully on the advisability of bringing into the school from any and

all educational sources such advice, service, and funds as may be available. He deplored the attitude of many heads of schools 'who build intellectual fences around their institutions and maintain a policy of resistance to outside educational influence.' He pointed out that the school for the deaf and blind are integral parts of the State's educational system and as such have the same primary ob_Tectives as the conventional school; have the same need for stimulating influences; and are entitled and obligated to seek any benefits available through advice, services, and funds, provided by the State or other sources."
The lack of cooperation be~ tween the superintendents of the southeastern s c h o o 1 s supported by the Conference of Executives of American Schools for the Deaf, made difficult, if not impossible, an effort to promote a series of annual conferences on the Integration and Rehabilitation of the Deaf and the Blind-a promotion which would have made our mutual problems easier, if not wholly solved them for this area, ere this good day. Boyce R. Williams never spoke truer words when he said, " Our school people must understand the work of the rehabilitation agency. Each profession must accept the work of the other as important in the total scheme of individual adjustment."
Perhaps it is not amiss to say that, at best, there are more psychological problems involved in the rehabilitation of the deaf than in any other handicapped group. It is believed that the deaf child is more severely handicapped than the average layman, or even psychologist realizes. He has an en-

tirely different psychology from that of the hearing child or any other handicapped child. When he enters school at six years of age, he has missed the important period of life. He does not bring to school any vocabulary whatsoever, consequently, his knowledge is extremely limited and severe complexes might have already set up as a result of his inability to express himself and to understand others. Mr. Stahl Butler, Executive Director of the Michigan Association for Better Hearing, and a former principal of the Georgia School for the Deaf, goes so far as to say that f1rustrations, !together with the resultant disorders, of a young deaf child at six years of age, is a worse handicap than the fact that he does not have one single word of vocabulary. He further states, "a youngster's happiness and vocational success in later life is in proportion to his character development, his personality growth and the adjustment he makes to life, rather than to the academic and vocational skills he acquires in school.''
I do not know that I can go all the way with Mr. Butler in his thinking but, I do agree that the rehabilitation of the neglected deaf child, who probably entered school late, or didn't remain in school long enough, is something fearful to consider. All my thinking the balance of the allotted time could well be taken up with the neglected child in so far as formal school training, including personality development, is concerned. The greatest problem in the rehabilitation of the deaf in Georgia is occasioned. by the neglected child - the child Mr. Butler describes as a psychological problem. The Counselor experiences little difficulty in the rehabili-

THE SCHOOL HELPER

October, 1951

tation of a young deaf man or woman fortunate enough to graduate from school with a good record. As a matter of fact, they never know many of them. They meet them on the streets of our cities without recognizing them. These are young men and women, although deaf, making successes of their lives without ever having a~ked for rehabilitation aid. Consequently, one of the greatest interests of the Counselor should be to see that a young deaf child is prc,perly enrolled in school and at the right time.
In the meantime, there are many deaf people, contacted by the rehabilitation field worker, too long neglected to be enrolled in school as beginners. The partial elimination of this group can be brc,ught about by an enlarged and more effective program of education. Until this is done we will continue to have these misfits with us. Their disposition is a poser requiring the thinking of many people for the best answer. Suffice it to say here, it is believed t h e field of rehabilitation should be made generous to the extent of affording training of some type for the young deaf man and woman lacking the equivalent of say, a fourth grade education. Of course, the ultimate objective, as afore suggested, is for the state to provide proper facilities and compulsory ~hoot attendance for every deaf child, beginning at six years of age. Even then, we should be mindful of the fact that there are many incapable mentally of advancing beyond the third or fourth grade. So the problem remains one of finding the type training and fields of employment beneficial to the deaf children of lower mentality than those with whom you have dealt heretofore.
There is a problem of communication between the rehabilitation Counselor and his deaf client and between the trainer and the trainee . Does the matter of communication, or exchange of ideas, present a psychological

problem? Decidedly so. Dr. Helen Thompson, Clinic of Child Development, Yale University, cautions us that the deaf child's nerves may be wrecked and his health broken by a too rigid confinement to an oral method of communication. Dr. Arnold Gessel, Director of the same clinic, in a recent letter to Mrs. Spencer Tracy, admonishes that the parents of deaf children should resort to any method of exchanging i d e a s through which the child may find satisfactory understanding a n d comforting outlet of self-expression, lest there be harm done. There is a definite carry-over here. The adult deaf, the same as any other adult, is just a grown child.
Then, there is the other concept, advanced by the oralist, contending that instruction by the pure oral method is essential to best results in teaching speech and speech reading. Somewhere between these two concepts, must be found a medium that will not ignore either ideology but will get the best results in the full development of the child. Gallaudet College, the national college for the deaf, successfully employs a practice known as the simultaneous method. That i~; the instructor for instance, will speak orally, use the language of signs, and employ the manual alphabet all at the same time. By this method the totally deaf have a two-way approach to understanding, reading the lips and interpreting the signs. The partially hearing, of course, have the same two approaches to understanding, p 1 u s combining what he both hears and sees. This gives the class, as a whole, a four-way approach to understanding, to be employed by both the teacher and student for the exchange of ideas. This brings us to say that the rehabilitation Counselor and the trainer should employ both the manual and the oral method-that is, writing and speaking-for best results. If there is some proficiency with the manual alphabet and the sign langu-

age , all the better. If you do not believe there is a psychological aspect involved here, just watch the rather frustrated deaf person in a crowd of hearing people turn with discernible relief to the one most considerate of his handicap and most adept in the multiple method of communication.
The division of rehabilitation should recognize a pronounced colonizing tendency of the deaf, when determining their type training and in their placement after training. There is a very natural tendency, on the part of the deaf, tc want to work and reside in urban centers where concentration affords them opportumues to come together for social and club activities and Church attendance. We note such concentration in Atlanta, Macon, Columbus, Augusta and here in Savannah. The proverbial expression " birds of a feather flock together" is naturally applicable to deaf people. By the very nature of their handicap they get considerable enjoyment from one another's company. They find great solace in such. Each deaf person usually pro(its by the experiences of other deaf people in the business of earning a livelihood and in happy living. In all of the larger cities mentioned there are " silent classes" in Sunday School every Sunday, sponsored by one or more of the local Churches. This tendency to colonize by the deaf must be fully recognized and appreciated by all concerned in their rehabilitation and general well being.
There is a great need in Georgia for a special counselor for the deaf in the Division of Rehabilitation. We believe it would be of some advantage if said counselor, or field worker, were an educated, well trained deaf person. After all is said and done we should put great credence in the thinking of an intellectual and well educated deaf person . They have been " through the mill" and understand their own problems better than most of us. Otherwise, a

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THE SCHOOL HELPER

October. 19 51

counselor .to the deaf should at least be someone very famiHar with the psychology of the deaf and experienced in their education.
Finally. a clinical psychologist
should be included on the staff of the Georgia School for the Deafat least for part time service. Every child, on admission. is a psychological problem child. The longer the delay in admission-the greater
the problem becomes. Then there is the matter of
screening applicants. The children for whom applications are made for admission to the Georgia School for the Deaf run the whole gamut of physical and mental disabilities. As is. not more than two thirds of ~he applicants are admitted. :there i~ undeniably too much guess work in the screening. There are children enrolled who are misfits and should be somewhere else. Likewise, there are others rejected who should possibly be enrolled. Only a trained psychologist who has made a particular study of the deaf, is qualified to do this screening in borderline cases. At the same time their diagnosis will hold out hope for the rejected child being placed in some other school or institution better de-
signed to take care of his needs; Conditions most often confused with deafness are aphasia, psychic deafness and mental deficiency.
We do know too that lack of speech or even the lack of awareness of sound does not necessarily predicate deafness.
While the vocational rehabilitationist may not be greatly in~erested in the methods employed tn determining the treatment or training of a six-year-old afflicted child, at the same time, it does become a matter of concern to him some ten or fifteen years later when rehabilitation aid is sought.
!'> correct psychological diagnosis,
~~ the beginning, might spell the dtfference between success and failure in rehabilitation.
May I say in conclusion that a fine relationship exists between the Georgia School for the Deaf

and that of conventional educa- ing knowledge of methods of in-

tion in the State. Especially. is struction and means of communi-

this true in the field of rehabili- cation. (8) Every young deaf

tation. It is believed we both real- child is a psychological problem

ize there is much to be done, but child and m a n y remain so

in a spirit of understanding and throughout their school career. A

cooperation, I think progress has clinical psychologist is needed in

been made that compares favor- the school for the deaf for admin-

ably with such progress made in istering treatment, for screening,

any state. From this point we in- and for proper placement of re-

tend to go continually forward to jected applicants.

the best interest of our young Georgia citizens handicapped by deafness:

In the language of the deaf, I thank you.

Now for a quick recapitulation:
(1) "Old line" leaders in the profession of teaching the deaf
are reluctant to cooperate with, and become a part of, any program engendered by conventional education. This isolationistic tendency is not conducive to the best interest of the profession or of the overall program of special

BIBLIOGRAPHY: HEARING AND DEAFNESS-a
guide for laymen - Dr. Hallowell Davis
(a) Physics and psychology of hearing.
Dr. R. Carhart
(a) Military Aural Rehabilitation.
Dr. S. R. Silverman

education. (2) The congenital deaf child is a much more severely handicapped person, in so far as acquiring an education is concerned, than the average person realizes. (3) Concentration on personality development, the ac-

Psychology of (a) hard-of-hearing children (b) deaf children (c) the hard-of-hearing and deafened adult


quiring of language, reading skills

Pyychology of the long neglected

and vocational aptitudes are rela- child. tively of g r e a t e r importance



than the teaching of speech and

Dr. H. R. Myklebust

speech-reading. (4) Neglect, or a

Vocational Guidance for the

late start, in the training and

Deaf

education of the deaf child is a well nigh insurmountable obstacle barring the path to later successful educational attainment. (5) The field of rehabilitation advantages should be broadened and extended to offer opportunities to

(a) "Differential Diagnosis of Deafness in Young Children"
(b) "The Relationship Between Clinical Psychology and Audiology"

deaf youth with less educational

Dr. Arnold Gessel, Director, Clinic

.background than now accommo- of Child Development, Yale Univer-

dated. (6) Natural colonizing ten- sity

dencies of educated and trained

Dr. Helen Thompson, (Same Clin-

deaf people should be recognized ic)

by the rehabilitation counselor.

Mr. Sta~l Butler, Executive Direc-

(7) Rehabilitation should employ tor uf the Michigan Association for

the services of a highly specialized Better Hearing

counselor for the deaf. This coun-

Boyce R. Williams, Consultant,

selor preferably should be a deaf Deaf and the Hard of Hearing, Of-

man. Otherwise it should be some- fice of Vocational Rehabilitation,

one conversant with the psychol- Federal Security Agency, Washing-

ogy of the deaf and with a work- ton, D. C.

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From the Primary Department

We are a lively little group of boys and girls and feel that we have gotten off to a good start this term. Some of us have been in school before and enjoy showing our little new friends how

good news to report each month this year.
-Mildred Forbes's Class
We are very happy to be back in school. We have six boys and

Of course, the likes and dislikes of the class are different, for which I am thankful as variety is the spice of life.
-Miriam Minter's Class

everything is done. We feel very important being classed with the "old" students. A few of us have been in other schools, and this group likes to show off what they have learned, too.
Since you will be hearing from us quite often, we think that perhaps you'd like to know who we are and where we are from, so we will introduce ourselves. Our girls are Polly Blackwell from Porterdale, Sonja Cone from Albany, Louise Edmondson from Canton, Ida Luke from Douglas, Lynn McCord from Atlanta, and Eleanor Read from Augusta. Our boys are Dan Adams from Atlanta, Byron Cantrell from Roopville, Michael Coleman from College

four girls in our class. The boys' names are Richard Sampler, Richard Mallory, Winston Stephens, Felton Lamb, Melvin Patterson, and Charles Martin. Charles has not been here before. We hope he likes us as well as we like him. The girls' names are Jenell Cathy, Jean Cofer, Betty Wood, and Joyce Bell.
We hope to learn a great deal this year. We are having very pleasant classes and feel as though we are learning lots already.
Each pupil wants to learn to write rather than print.
Each one of us had a very nice summer. We have exchanged stories and experiences. We wen.t in swimming at home, and some of

We have been in school now long enough to adjust ourselves to school rules and routine. Our adjustment was not so hard this time as we have the same room and the same teacher. Our group is Delano Fincher, Eastman ; Fred Gordon, Savannah; James Harris, Scottdale; Betty Ann Lawson. Griffin; Nan McAlum, Glenwood; Jack Patterson, Dalton; Peggy Sims, Cleveland; Jean Smith, Augusta; and Barbara Sue Strickland, Kingston.
We are glad to be back in school and hope to give you some good reports of ourselves from time to time.
-May F. Glenn's Class

Park, Alfred Doyle from Sylvania, Thomas England from Rome, Noel Johnson from Chatsworth, and Bill Stephenson from Macon.
-Jim Irwin's Class
The new school year finds this class having eleven members: Anne Braddock, Eva Mae Chambers, John Coleman, Roger Hooper, Gloria Lanham, Grace Luke, Mary Lou Millsaps, Brenda Padgett, Mildred Ray, Louise Steele, and Carol Whatley.
All the pupils except Grace have been here before. We hope that she will like school and all the girls and boys here.

us said we could swim and dive after a summer of practice.
About the most important thing left at home was the dog or cat which played with us all summer.
We hope our mail from home continues as it has started. We have been very happy to receive letters, boxes, and cards almost every day.
-Bettye Reed's Class
Dear Readers, We want you to meet our class.
We are sure that you will better understand and enjoy the small space we occupy each month if you know us. We can assure you

We 've been in school a month more or less and you might say we've settled down. New shoes are broken in, rubbed heels are well, new overalls have the new washed out and almost all of last year's work has been reviewed.
Back to school time is a happy time for most deaf children. Those who have been here before have learned to adapt themselves to being away from home, and it is good to get back and see their friends, both children and teachers. Classes become almost like families, for the longer a group of boys and girls work and play together the more they have

Louise Steele's birthday was that we are an alert and happy the feeling of belonging together.

September 16; so we had a birth- class of six girls and six boys. It Even on the playground after clas-

day party. Mrs. Irwin's class is not often that we have an even ses, children in classes together to

joined us in helping Louise cele- number of boys and girls.

a great extent play together.

brate.

The ages range from six-year- There are ten children in our

This first month of school has old Jimmie Peterson to nine-year- class. Five girls and five boys.

been spent in recalling things old Eleanor Mullis. Sally Guinn, They are Jane Center of Ringgold,

which the pupils learned last year. Wayne Hadden, John Milford, Roanell Dukes of Columbus, Jer-

But now that we have settled Carole Read, Barbara Roberts, ry Johnson and James Scoggins

down to the school routine again, Martha Smith, and Jimmie Welch of Atlanta, Julia Ferrell of Cairo,

we are ready to start something are all seven years old .Glinda Sallie Jo Kirk of Cedartown,

new.

Burford, Clinton Ivey, and Colin Frances Marshall of Thomaston,

We hope that we shall have Thomas are eight.

Joe Parker of Wray, Ronnie

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.THE SCHOOL HELPER

October, 19 5 1

Smallwood of Toccoa, and Mary to talk about that it has been cia Edwards, Jane Parrish, M ary

Lou Willis of Thomasville.

hard to settle down to work. We Ann Welch, Betty Anderson,

-Mabel Fincher's Class have worked right hard but still Billy Brumbelow, Inez Pollock,

haven't completed our review ; Bobby Jones. Danny Wilson ,

There are fourteen of us, ten however, we hope to before long Wilburn Dukes, a n d Donald

boys and four girls, starting out and plan to really get down to Johnson.

together this year to learn as much as we possibly can. Some of us will have to work very hard, we know , for our parents are already urging us to be smart and learn
fast.

work.
Our class is composed of seven girls, Peggy Ann Dixon , Jo Ann King, Betty Jean Moore, Dollie Bridges, Sarah Jackson Joyce Madden, and Barbara Jackson.

All of us except Patricia were back in school the first day. Patricia was a week late because of ill ness. We were happy to see one another and have settled right down to work, preparing our-

The girls in our class are Bar- There are five boys, Melvin selves for the busy school year

bara Anderson, Bonnie Bryant, Dukes, Edward Clayton, Marvin ahead.

Betty Bruner, and Rosalie Na3tasi, while the boys are Johnny Chandler, Gene Elder, Bill King, Larry Lemming, Emmet Lewis, Fulton McDowell, John Reid, Joey Spurlin, Kerry Thomas, and Dan W ard.
Our teacher appreciates the spirit of cooperation as shown in the letters already received from some of our parents and hopes that this feeling will continue so that we may have a happy and

Hutto, Bobby H u g h e s, and Delano Bryson.
-Jessie F. Jones's Class
There are eleven in our class this time, and we feel quite grown -up because we have Sunday school with Mrs. Highnote's pupils. They are the ones who go down the hill every year, so, of course, they represent all that we could desire.

We started the year by celebrating birthdays. Mary Ann Welch and Betty Anderson both had birthdays the twelfth. Mary Ann was fourteen. Betty was fifteen. They are the oldest in our class. having started to school late.
-Emmalee J. Highnote's Class
NEW PUPILS
Polly Blackwell ________ Po-rterdale Byron Cantrell ____________ Roopville

successful 5ehool year. -Polly Casey's Class
There are three girls and six boys in our class this year. All of us have been here before, except our new friend and classmate, Ida

Delmar Shealy and Geraldine Taylor are the smallest and lead the boys' and girls' lines. Then along come Joel Center, Billy Me Cullough, Jimmy Grier, Jimmie Bryant, and the big boys Bobby Cannady and Roy Garrett. We

Ida Cook ---------------------- Atlanta Michael Coleman ____ College Park Alfred Doyle ______________ Sylvania
Louise Edmondson ________ Canton Thomas England ____________ Rome
Noel Johnson ________ Chatsworth

Cook from Atlanta. She has been in public school there and came to G. S. D. for the first time this September. We are very happy to have her in our class.
Our other girls are Nell Akery from Franklin ;tnd Jean Wiggins from Smithville, Larry Thompson from Toccoa, Larry White from Acworth, Linton Kersey from Vidalia, Virgil Ward from Columbus, Vincent Gray from Calhoun and Carl Boyer from Atlanta are the boys.
We have gotten acquainted with one another again and are now settling down to our school work.
-Doris Brannon's Class

have only four girls so after Geraldine come Janice Lee, Betty Cutshaw, and the tallest but not the oldest is Barbara Winters.
Of course, we are still reviewing but are anxious to get along with some new work.
Thursday morning a notice came .around to go to the dentist. It scared us until we learned that it was for only a check-up; however, some of us are to see him later.
We 'll let you know something about our classroom work in issues which are to follow.
-Gladys Carpenter's Class

Grace Luke -------------------- Douglas Ida Luke ---------------------- Douglas Lynn McCord ______________ Atlanta Jack Patterson ---------------- Dalton Eleanor Read ---------------- Augusta Bill Stephenson _______________ Macon Johnnie Johnson ________ Savannah Dora Wright ______________ Savannah
G. S. D. FOOTBALL SCHEDULE
Sept. 14-G. S. D. 6 Buchanan 20 Sept. 21-G. S. D. 0 Caijl.oun 37 Sept. 28-G. S. D. 12 Dade Co. 26 Oct. 5-0pen Oct. 12-G. S. D. 38 Cumming 7 Oct. 19-G. S. D. 12 Buford 34 Oct. 26-Pepper ell-Darlington Nov. 2-Tallapoosa-Tallapoosa

Nov. 9-Florida Schpol for the

We were all present the first There are twelve in our class,

Deaf-Cave Spring

day of school and were glad to seven girls and five boys. We are Nov. 16-Chattanooga Valley High

be back. We have had so much Ann Mobley, Ann Lynch, Patri-

School-Cave Spring

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From the Colored Department

We had numerous experiences and spent the entire summer at- on our pre-primer reader. Our

during the summer and assume it tending summer school at the same teacher made each of us a copy of

would be a pleasure for you to institution. Miss Flournoy is per- Dick, Jane, and Baby. We col-

share a few of the highlights that forming a dual role as supervisor ored them. We shall add to our

each of us experienced.

of the girls and teacher-in-train- book as we learn the other charac-

Mrs. Griffith reports that she stayed at home the entire summer and worked; she enjoyed it more than anywhere she could have gone. She is a diligent and competent worker in all phases of life and her pride and joy come through this source. During the summer, she gardened and put up frozen foods,
Mrs. McCullough. Mrs. Malone and Mrs. Menifee spent their summer at home also. They, too, adapted themselves to the surroundings at home and report a very enjoyable summer. While at home during their leisure hours, they gathered various kinds of helpful materials that can be used for classroom demonstrations.
Mrs. Chubb attended both sessions of summer school at Fort Valley State College, Fort Valley, Georgia. We were thrilled to know that she was - an A and B student and was able to bring back to us new methods of instruction in certain departments of work. While attending summer school, Mrs. Chubb took courses in public school art, homemaking. and social science. She will be giving new ideas to us during the school year.

ing. With her pleasing personality. she has won the respect of every one. Although her work becomes strenuous at times, she finds pleasure in doing it and is very capable of mastering it in both fields.
Mr. Richmond Burrell of Rome, Georgia received an A. B. degree from Allen Univer&ity. Columbia. S. C. He is also doing a dual role as supervisor of the boys and
teacher- in- training. Mr. Burrell was employed as supervisor of the boys during the last quarter of last school year. He was an asset to the boys and highly respected by them. They are overjoyed to have him as their instructor this year and many accomplishments can already be realized. He spent the summer vacationing in parts of New Jersey and Michigan. While away, he visited many interesting sections of the states; and from his experiences, he can give
his pupils first-hand information that should enrich their lives.
To the new members, may we say to you that there is a great load upon your shoulders and many things are expected of you, but we feel that you are able and can do much for the up-building of the school as a whole.

ters. We shall tell you more about
our classroom activities from time to time.
-Mattie Malone's Class
We would like to tell you a little about ourselves. There are twelve of us, three girls and nine boys. Our age range is from eight to fourteen, but for various reasons we are not on the reading grade level for our ages and are a " Special Class'' doing special work this year.
When you build a house, you make a good foundation. When you build character, you need a good foundation, too. So we are starting our review at the bottom and taking work as fast as we are able. We are enjoying the relaxation period for the weather has been hot and it was hard at first to settle down to long periods indoors. When our teacher flashes the cards, we read the direction, perform the action and write what we did in the Fitzgerald Key.
We learn by doing. Our teacher is only a "by-stander" who provides true to life experiences which come from the environment she creates. To achieve the mastery of a word or experience we mut be

We hope tHat more of the teachers will be able to attend summer school for the purpose of

We are happy to be back in school after a nice vacation at home.

guided to see it, hear it, say it, write it, and use it.
-Lucille McCullough's Class

getting new methods and ideas of There are nine of us in the be-

presenting materials so that each ginning class, four girls and five It has been a long time from

child may share an enriched envi- boys. All except two were in May 28 to September 11, but

ronment and have new experien- school last term. The new pupils here we are at G. S. D.

ces.

are Dora Wright and Johnnie The first week was spent with

Johnson who live in Savannah. the usual routine-orientation, for-

It is with pleasure that we wel- During National Dog Week, ming new acquaintances, and reg-

come two new members to our we made a scrapbook of dogs. istration.

faculty. To each we extend a most We looked for pictures in old The second week we began reg-

cordial welcome.

magazines, cut them out, and ular class work. My class is be-

Miss Mildred Flournoy of An- pasted them in the scrapbook. ginning simple sentence structure

niston, Alabama received an A. B. That was our project for Septem- about everyday experiences. Much

degree from Clark College, Atlan- ber.

time is being given to sentence

ta, at the close of the term of 1951 We have also started working structure,. and in this way we

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THE SCHOOL HELPER

October, 195 1

hope that the pupils will better understand language a_nd be able to use short sentences m sequence.
We are trying to find out what each child's interest is and by this to help him feel a sense of security. However, we know in many cases that a person must experience failure in order to be made to realize his limitations. It is interesting to note the varied interests coming from such a small
class . We have taken several walks
which every one enjoyed. One Sunday we went to church and were fortunate in having a visitor from Atlanta to interpret for us.
Mrs.Griffith suggested that we teachers recognize the many nonacademic skills which the children need to learn in order to become better school citizens in living together and exploring the different types of activities the ~chool program provides and enrich their environment through the daily experiences which become the base of language work.
We are off to a good start in the organization of our work program. Each girl knows her duty in good housekeeping. personal grooming, and dormitory duties. We are working toward the physical activities and citizenship traits which we shall tell you about when we are better acquainted with the characteristics of each field.
-Mildred Flournoy's Class
School days, school days, dear old golden rule days are here again, and we are getting ourselves adjusted to the regular routine of school after a nice long rest during the summer. We want to tell you a little about what we have been doing, but first , let's get acquainted. Our class is just one happy family, five boys and five girls. We plan to work together and strive to accomplish many worthwhile things during this school year.
We 'Started the term off with lots of self-confidence because

Mrs. Griffith promised to guide and assist us in all our undertakings. With her encouragement, do you wonder about the confidence we have in ourselves ?
September 23 through 29 was " National Dog Week", and it was easy for our interest to be centered on dogs as all children love dogs and should have the experiences of having a dog for a pet. We even had what we called a "Treasure Hunt", The treasure was pictures of dogs, of course. After the hunt, we looked for other pictures of dogs and found lots of cute ones. Mrs. Griffith stepped in with the grand suggestion that we make a scrapbook about dogs. We have finished it now and think that it is very nice.
On September 27, we received an invitation to a Dog Show. Mrs. Menifee's class presented the play which was enjoyed by all. We found it educational as well a:s amusing. We wish that you could have seen it, too.
-Louise B . Chubb's Class
Again we find ourselves at the beginning of another school term with a class enrollment of fourteen boys and , as you know, "boys will be boys."
The first two weeks were spent in reviewing last year's work and making plans for vocational training.
Since language is our main means of communication, it is important that we place emphasis on this subject ; therefore, we are devoting much time to language development.
It is hoped that by rotating the large bo~ in their vocational training they will learn more than one trade.
We have begun a recreational hour from four o'clock to five o'clock which we sincerely hope will stimulate an interest in cooperative spirit, fair play, regard for rules, and comradeship.
The week of September 23-29 was National Dog Week. It was interesting to note how the class
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responded to the pictures of various dogs that were shown to them in class. We also discussed the roles that dogs play and the care of dogs.
In culminating National Dog Week, we appreciated the invitation by Mrs. Menifee to a welldramatized five act dog show which her pupils executed superbly.
-R. B. Burrell's Class
Before we tell you about a few of our experiences during vacation, we would like to say that all of us are new to one another, including the teacher. Our ages range from II to I3 years. There are eleven of us-four boys and seven girls. We are very en thlliSiastic and happy and our teacher likes us very much.
During the :summer we had fun! fun! fun! Some of us went swimming, while others skated, rode bicycles, played cooRing with their toy stoves, housekeeping with their dolls, baseball, football , and many other things that made it possible for us to have so much fun during the vacation months. Since we have had fun , we are ready now for the three R 's, reading, 'riting, and rithmetic. We have reviewed last year's work and were happy to know that we did not forget too much. We are enjoying our school work, especially pronoun work, dramatization of verbs, and the Key. We are beginning to realize that constant work in these subjects is very essentail to our use of straight language.
During National Dog Week. we sponsored a Dog Show in our classroom and invited the other classes to see it. It is experience that educates and this experience was both educational and enjoyable. The Dog Show was an experience that originated the motor readiness for reading about dogs. We discussed pets. Then we looked for pictures of dogs in old magazines. Our teacher gave us
(Continued on page fifteen)

THE SCHOOL HELPER

October, 1951

THE SCHOOL HELPER

THE COST WILL be tremendous, he said, but "our traditions of human betterment require us

All communication should be addressed to the School Helper, Cave Spring, Georgia.
Entered at the post office at Cave Spring, Georgia, as second class matter November 1889. Acceptance for mailing at a special rate of postage provided in Section 1103. Act of October 13, 1917. Authorized October 31,
1918. Published monthly during the school year in the
printing department of the Georgia School for the Deaf.

to attempt to free the minds and bodies of our children.''
He estimated Georgia's handicapped children 200,000; hearing defects, 22.200; speech defects, 103,700, and skeletal defects, 20,000.
Mr. Cherry suggested that Exchange clubs and other civic organizations join in the crusade. He said the public must "bring the problems of handicapped children out into the open where they may

KATHARINE CASEY . . . . . . . . . . . . . . . . . . . . . . Editor MARIE KENNARD . . . . . . . . . . . . . . Associate Editor JOHN L. CAPLE and C. G. TURNER ................ Printing Instructors

be dealt with on an obJective 'basis as opposed to a feeling on the part of parents that it is their protective duty to keep the children in seclusion.''
HE COMMENDED present efforts to help handicapped children. but termed them inadequate.

VOLUME 51

OCTOBER. 1951

NO.

He proposed special classes in schools. special

For the promotion of all State-Aided Schools For the Deaf

day schools and custodial home-schools to care for the various degrees of handicaps.

1. Improved recognition as educational institutions with control in the hands of educational boards.
2. Sectional and national associations with accredit ing authorities and approved measuring rods and standards suited to each association terminating in the highest requirements for membership in a national association for schools for the deaf.

He said there is "an all-compelling economic reason" for helping the handicapped. "Each child that is reclaimed and trained to the level where he can produce goods and contribute to the enriched economic order thereby becomes a self-respecting, self-reliant man or woman," he said.

3. A greater Gallaudet College serving the interests

of all the states with special emphasis on research findings openly arrived at and freely disseminated in pro-

MISS JOYNER TO BE BRIDE

moting the educational interests of all the schools. 4. A full utilization of services that can be ren-
dered by the U. S. Office of Education in keeping with the spirit and purpose of its creation.
5. Federal equalization aid for education that will guarantee equal opportunities for deaf boys and girls in all states.
6. Utilization or a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for the Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduates.

AMERICUS, Ga.-The Rev. and Mrs. William Alexander Joyner announce the engagement of their daughter, Miss Marjorie Lurline Joyner, to Connor Wright Hollingsworth, captain, USMC, of Jacksonville, Fla., formerly of Cave Spring.
The bride-elect was graduated from Shorter College where she was a member of the Polymnian Society, president of Student Government, a member of the Shorter Christian Association cabinet, chairman of the honor board and May Queen. She was president of the Southern Intercollegiate Association of Student Government. After graduation she served as

CHERRY PUSHES AID FOR HANDICAPPED CHILDREN
Jim D. Cherry, president of the Georgia Education Association, Tuesday proposed "a crusade to provide adequate educational opportunities for handicapped children."
Addressing the Atlanta Exchange Club, the DeKalb County school superintendent declared:
"It is time for the school people of the state of ~eorgia and for the specialists in the various fields to address themselves to the problems of han dicapped children in all areas, mental and physical."

assistant director of religious activities to the University of Georgia and is now completing a year's work as state director of youth and children's work for the Christian churches of Georgia with headquarters in Macon.
Captain Hollingsworth is the son of Mr. and Mrs. Clayton Hillis Hollingsworth of Cave Spring. He attended the University of Tennessee and Duke University, where he was on the varsity basketball and track teams. He is a member of the Phi Gamma Delta Fraternity. He had served in the Marine corps for eight years and is now attached to the Naval Air Station in Jacksonville, Florida.
-The Atlanta Journal-Constitutio'n

(8)

THE SCHOOL HELPER

October, 1951

NEW MEMBERS OF THE STAFF
It is always a joy to have new additions to our school faculty and staff family, and we take great delight in acquainting each one with all our family secrets. We hasten to let each know that the Georgia School is a real fairyland and that everything started here has a happy ending; that the good fairies who help always defeat the wicked ones who hinder; that good deeds are always rewarded and evil deeds are punished and that courage, kindness and loyalty are chief virtues. We take great pride in announcing to our new friends that we are not a race of supernatural beings who magically intermeddle into other human affairs, but that we always look beneath the surface and break the spell that enchants it by our refusal to judge until we have carefully investigated.

Spring for a great many years feels quite at home
with us as assistant to Mrs. Henderson in the hospit!}l.

Dr. Sam Gamer after a year's leave of absence, has returned as our school physician.

Dr. Murray Stein from Rome is our new school dentist.

We extend to each of these co-workers a very

hearty welcome. We are expecting great things of

them, and we would like to do great things for them

as we join hands and hearts in service, loyalty, un-

derstanding. appreciation and devotion and accept

the challenge for the enrichment of the life of the

deaf child.

-M. T.

Usually it is not very long until these new members of our family are thoroughly initiated and begin to " let us in" on their .secrets. Very soon we are able to converse quite freely; there is a sympathetic link between us ; we are lifting together and our hearts are tugging at the same load as we live happily together ever afterwards.
This year we have the pleasure of welcoming several into our enchanted land, and we feel particularly fortunate in having them join our family circle.
Mrs. Bettye A. Reed returns to our prime1ry department after an absence of two years, during which time she was working on her degree at Shorter College.
Miss Mildred Forbes, who received her training at the Western Pennsylvania School for the Deaf and taught there for one year, is a member of our primary faculty.

TEN COMMANDMENTS FOR PARENTS
1-Thou shalt love thy child with all thy soul, with all thy strength, but wisely, with all thy mind.
2-Thou shalt think of thy child, not as something belonging to thee, but as a person.
3-Thou shalt regard his respect and love, not as something to be demanded, but something worth earning.
4-Every time thou art out of patience with thy child's immaturity and blundering, thou shalt call to mind some of the childish adventures and mistakes which attended thine own coming of age.
5-Remember that it is thy child's privilege to make a hero out of thee, and take thou thought to be a proper one.

Miss Florence D. Israel who comes to us with a great many years' experience in public school work, teaches mathematics in our advanced department.
Mrs. Vera Kimsey comes back home after eighteen years' work in the Alabama School. She is assistant matron and supervisor in the girls' dormitory.
Mrs. Bonnie Jump is having her first experience in a school for the deaf. She is supervisor of the small boys in the primary department.
Mrs. Carolyn Lightner, who is supervisor of the large boys in the primary department, came to us from the Alabama School where for three years she served in the same capacity.
Mrs. G. A. Brewer who has lived in Cave

6-Remember also that thy example is more eloquent than thy fault-finding and moralizing.
7-Thou shalt ~trive to be a sign post on the highway of life rather than a rut out of which the wheel cannot tum.
8-Thou shalt teach thy child to stand on his own feet and fight his own battles.
9-Thou shalt help thy child to see beauty, to practice kindness, to love truth, and to live in friendship.
I 0-Thou shalt make of the place wherein thou dwellest a real home-a haven of happiness for thyself, for thy children, for thy friends and for thy children's friends,
-The Ohio Chronicle

(9)

Superintendent's Corner

"Special Committee Report
T HE Conference of Executives of American Schools for the Deaf in session at the meeting held in Fulton, Missouri June 21. 19 51 noting the rapid establish ment, growth, and development of programs of Special Education for Exceptional Children view with grave concern the current trend and resultant effects in the area of the education of deaf children. This concern is based upon the evident failure of the recognition of the special problems involved in the teaching of deaf children. We therefore recommend:
"1. That classes for deaf chil-
dren not be established unless
a sufficient number of deaf children are available to maintain not less than five properly organized
classes, as already expressed by the Conference at its meeting in
Fairbault, Minnesota in October,

policy of resistance to outside educational influence'."
Certainly it is not becoming of the body politic in the profession to assume a mortgage on the education of the deaf. Neither, do we think the rank and file of the membership of the Conference think so. Yet, the report referred to clearly indicts divisions of special education per se. And, the excuse given is a pitifully lame one. As previously expressed " we can not have our cake and eat it too.' ' If our institutions for the education of the deaf are school~. and receive state support as such, there can be no excuse under high heaven why they should not be operated under the direction of the several states' departments and boards of education. Since they are highly specialized, there is still less excuse for their not coming under the jurisdiction of the divisions of special education within the de-

I T is recalled that our maiden speech before the Convention

of American In-

Supervisory structors of the

W ark

Deaf in J u n e

1939 at Berkeley

California, was on the importance

of the dormitory supervisors in

residential schools for the deaf. It

was maintained that the role they

played in the education of the deaf child was just as important as that of the classroom teacher. It was further maintained that they should be as well trained, as highly qualified otherwise, and

paid as much as a teacher. The suggestion was made that Gallaudet College revise its curriculum to include courses of study offering

majors to young deaf men and

women who might want prepara-

tion for this role in the proper

training and education of young

deaf boys and girls.

1948, and

partments of education.

Lots of water has gone over

"2. That in each class the edu-

With carte blanche acceptance the dam since that good day in

cational level range not exceed of this idea attention can well be 1939 . The Georgia State Merit

two grades.
"We further respectfully recommend that the administrators to residential and day schools for the deaf having five or more teachers be placed on commissions or committees in their respective states, the duties and responsibilities of which have to do with policy making and legislation affecting
such schools."
~
T HE foregoing Special Committee Report, emanating from a recent ConferA faU'x pas ence of Executives of American Schools for the Deaf, well emulates the grievance expressed in this issue's feature article wherein it was said "he deplored the attitude of many heads of schools 'who build intellectual fences around their institutions and maintain a

directed to viewing "with grave concern the current trend and resultant effects in the area of the education of deaf children." From this new position the Conference can better do something about the ills whereof it speaks. As is, it tends to hurt the very cause which it espouses.
This Corner heartily concurs with the Committee on the recommendations made. Would that the approach had been more appropriately made to win conventional education's support. Therein lies
our future of successful operation.
We must become part and parcel
of general education's forward
march contributing that which we
know to be to the best education-
al interest of the deaf child, instead .of using him as a pawn in
a losing and senseless fight to keep his training as something so very
peculiarly apart.

System and Personnel Board were
sold the idea too late this year
for us to look far and wide for
the superior collegiate trained su-
pervisor (if needed there are any,
in so far as Gallaudet College and
other training centers are con-
cerned) so the very next best thing was to rob Alabama, our next door neighbor, of two of its best.
Our good friend Dr. J. E. Bryan writes that all is forgiven if we will just furnish him the formula.
There is no magic formula. It was Thomas Edison who said, 'The secret of genius is hard work. " The attainment of a small thing (that"'s it) by a little man (that 's us) spells eternal perseverance. Success, be it large or small, always comes to those who persevere, if the quest is a righteous one.
(Continued on page fift een)

(10 )

From the Advanced Department

The first social event of our scholastic year is always a welcoming party for the boys and girls. Mrs. Turner and Miss Casey usually chaperon and they have no trouble in planning entertainment. Each one present has so much news to exchange that the party moves along all by its~lf. This year they met at the sprmg and served a picnic supper. Before they had time to get any games started. the boys and girls were busy telling one another about the good times they had during the ~>ummer. These news items were so interesting that they thought perhaps their schoolmates of former days and other readers of the Helper might enjoy sharing some of these happy experiences with them. The following are only a very few of the highlights of their
vacation. Rosemary Smith can entertain
a group for hours telling of the many wonderful sights and interesting things she saw during her visit to New York City. She went with her mother and father, and after their stay in New York they spent some time in New Jersey with Rosemary's brother. In addition to all the wonders of the city she saw so many interesting things on the way going and coming.
Wynell Godwin had a lot of good times during her vacation, but the most enjoyable experience was a visit to Gainesville, Florida. She spent sometime at Keystone Beach and is already talking about going back next summer.
Robert Wooten spent most of his vacation at his h()Jlle in Macon, but he had a very pleasant visit to Augusta. He went with his brother, W. C., and John Pate. They met quite a few of their old friends and enjoyed exchanging news.
David Barrett had some new and exciting experiences while he was at home for the summer. His father is an electrical appliance salesman, and David traveled over the county with him on business

trips. He had plenty of excitement and enjoyed seeing places that he had never seen before, but he still insists that his vacation was just three fourths over, because he had to come back to school in August for football practice.
Jack Watkins worked on the farm for his uncles almost all his vacation. He enjoyed his work, but was glad to come back early and get in trim for football sea-
son. Fain Griffin visited Bob Pen-
nington for about two weeks just after school closed. They went swimming almost every day. Fain thinks that Bob has a lovely home. and he will never forget the many nice things Bob's family did to make his visit a very plea-
sant one. Gene Lanier worked on his
father's farm the first part of his vacation. He enjoys farm work and especially does he like to drive a tractor. The latter part of the summer he worked in a printing office two days every week, and visited his relatives and friends the other days. His vacation ended with a trip to Gainesville, Florida. He and his mother and father
went down to visit his sister and her husband who is studying at the University of Florida.
Franklin Dyess spent most of his vacation at horne. He enjoys playing football so much that he could hardly wait for time to come when the team would return and start fall practice.
Richard Brewer had such a good time at home that he thinks his vacation was very short. His uncle went fishing with him almost every Saturday, and Richard thought the speed boat was lots of fun. They had to go back horne every night, but next summer his
uncle plans to build a cabin near the river so that they can camp over night. Richard would like to have gone to Canada with his uncle on a business trip, but had to come back to school about
that time. Juanice Dukes went to Nash-

ville, Tennessee with her sisters, Jackie and Patricia, and Eugene Whittle in June. She had never been there before and she thought it was quite a nice trip, but she was really tired when she got back home.
Laura Ann Brigman had a lot of interesting things to tell about her visit to Rock City, Tennessee. She is eager for her class to go on a trip there.
Louise Wilson had a most enjoyable trip through Tennessee with her mother in August. They visited friends and relatives and did a lot of sight-seeing. Louise thought the scenery through the mountains was beautiful.
Ann Thompson enjoyed her trips with her family to Tifton, Adel and places of interest in Florida. She especially liked swimming and fishing in Florida. she and her father were very lucky when they went fishing, but her mother could not catch any fish and Ann had fun teasing her.
Barbara Ashworth was very happy to have Mary Suggs visit her in July. She came during the revival at the Baptist Church and she and Barbara joined the church and were baptized at the same
time. Billie Jean Smith had a delight-
ful surprise one day when Betty Ann Chadwick and her sister and brother-in-law came to her home. Billie Jean spent a lot of her time visiting her grandmother and oth-
er relatives. Howard Ledford worked on a
tobacco farm almost from the time school closed until he came back in August for football practice, but he enjoyed his work and feels very proud of the sum of money he earned.
Louise Murphy visited Mr. and Mrs. L. D. Lockhart in Young Harris, during the month of Aug-
ust.
Vivian Turner spent quite a bit of her vacation visiting friends and relatives in Tampa, Plant City and Jacksonville, Florida.
(Continued on page thirteen)

(II)

From the Interrnediate Departtnent

C INTERMEDIATE CLASS pect them to work together nicely. This year the A class consists

In the intermediate department There are more boys than girls of ten students Dorothy Ander-

this term the C Class consists of in this class. These children are in son , J ean Barrett, Claude Butler.

twelve pupils: five girls and seven the classrooms from 8:45 a. m. Betty Ann Chadwick, Junior Gal-

boys. Ten of these were promoted until 2 :00 o'clock p .m. From loway, Doris Jones, Jerry Nix,

from the D Class last May. They 2:00 until 3 :30 they have voca- Betty Pharr, Carol Smith and

are : Sandra Baker, Maureen Jones, tional instruction.

Don Smith. Claude and Carol are

Clarcne King. Patsy Sims, Jadie Brooks Blankeml,hip and Jo new members of this class. We

Noris, Milton Saunders, Dickie Wayne Edwards work in the hope that they will do good work

Taylor, J. M. Thacker, Alvin printshop. Mr. C. G. Turner is and go right along with the class.

White, and Charles Wilson. T.hey the instructor, with Mr. Caple as Each member of the class has

have been joined by Katie May supervisor.

grown quite a bit during the sum-

Rogers, who had the misfortune Rube Collins, Willis Joe Knott, mer, both physically and mental -

to be ill a great deal last term, and Andrew Lee Harrison work ly. They have started off doing

and Clifton West, who attended in the carpenter shop with Mr. good work and they should con-

the Alabama School for the Deaf J . R . Ware as instructor.

tinue to progress during the year.

for seven years.

Daniel Reagin works in the As the highest class in the inter-

These boys and girls have start- pressing room where Mr. RusseU mediate department, they should

ed off this term with a fine spirit. Royston is instructor.

set a good example for the lower

They have all grown taller and Dan Jones works in the shoe classes.



smarter since last year. Of all our shop. Mr. Dillard is in charge of The schedule this year is simi-

fine-looking student body these the work here. All of these boys lar to the one last year. The first

girls are the prettiest and these are being taught to work so that period each day, the pupils go to

boys the best-looking.

, they can be self-supporting when Mrs. Montgomery's room for lan-

There has been a change in the they finish school. Their class g~ge. The 'second period, at

school plans for the C Class and room work is with the same teach- 9 :30, they have social studies for

the D Class this term. These pu- ers who taught them last year. Mrs. Forbes. Recess is from 10 : 15

pils will be in academic classes Mrs. Montgomery teaches to I 0 :30. After recess they go to

all day from 8:45 to 3:30. They language, composition and health. Mrs. Brady's room for arithme-

will have no vocational classes. Miss Casey teaches reading, speech, tic. The next period and the

There are so many new fields of and speech reading. Mrs. Brady period after lunch Miss Casey

knowledge for them to become teaches arithmetic and science, teaches them reading, speech and

acquainted with that they will and Mrs. Forbes teaches geog- speech reading.

have seven class periods each school raphy and history, subjects which At 2 o'clock the A and B class-

day. The subjects which they will are combined as social studies. es go to vocational work for two

study are: arithmetic, composition, Mrs. Forbes is the home room periods. Dorothy Anderson and

health, language, reading, science, teacher for the B class.

Carol Smith have arts and crafts

social studies, speech, speech read- The girls in the class are Sara from Mrs. Ware. Jean Barrett,

ing and Sunday lessons. Several Christopher, Barbara Heath, Betty Doris Jones and Betty Pharr have

of these studies have two or three Sizemore, Yvonne Travis, and homemaking education from Mrs.

divisions. The class will have Shelva Jean White.

Stepp. This is the first year that

four teachers : Miss Casey, Mrs. Sara and Yvonne are studying Betty and Doris have been in the

Forbes, Mrs. Brady, and Mrs. arts and crafts with Mrs. Ware. homemaking department. Betty

Montgomery. In the English and Barbara is taking sewing with Ann Chadwick is taking beauty

health classes they will have Miss Annie McDaniel. Betty Size- culture from Miss Latham. This

fourth grade approved textbooks more is taking home economics is a new department for Betty

and workbooks.

with Mrs. Stepp and Shelva Jean Ann also.

All the teachers are expecting is working in the beauty shop The four boys in the class are

fine things from this group of with Miss Latham.

in three different shops. Jerry Nix

girls and boys.

The days are full of work and and Junior Galloway are taking

E. D. M. play and the children seem happy. printing from Mr. Turner, Don

The year has started off well and Smith i~> taking woodworking

B INTERMEDIATE CLASS we hope that the children will from Mr. Ware, and Claude But-

Last year there were two C make good progress as the days go ler is taking shoe repairing from

classes in our department and this by.

Mr. Dillard.

year they have been combined into

R.. F. At three-thirty school is out

one B class. There are twelve

and all of the class have physical

pupils in the class now and we ex- A INTERMEDIATE CLASS education. The boys play football

(12)

THE SCHOOL HELPER

October, 1951

and all of the boys in the A cJass rc on the team. Mrs. Ware g1ves :he girls exercises and they have been playing volley ball.
The days are full of training both mental and physical.
D. F. B.
The members of the D intermediate class have a great J?any a~ justments to ma~e dunng the1r first few months m school. There are a great many firsts in their school lives. It is their first year 'down the hill' from the primary building; their first experience in rotating classes; their first grade in the intermediate department; their first experience with many new subjects; their first year in the boys' and girls' dormitories, and the first time that they attend Sunday school at the local churches. All of these new experiences call for new adJustments.
The pupils in the class are Barbara Alexander, Ronald Bell, Margene Bruner, Franklin Dubberly, Gene Dominey, JoAnn Edwards, Joyce Mattox, Jimmie Parker. Alton Shirey and Wynona Stockton.
The members of the clasS! have a full day. They come to school at 8:45 in the morning and are in classes until 3: 30 in the afternoon.
The school day is divided into seven forty-five minute periods and it takes a few days for the pupils to learn where and when they should go to each class.
At the beginning of the school. day the pupils go to Mrs. Forbes room for history and geography . They go to Mrs. Brady's room for arithmetic the second period.
After recess the members of the class go to Miss Casey, their home room teacher, for speech and vocabulary study. They go to Mrs.

Montgomery the next period for English and grammar.
After lunch the pupils return to Mrs. Brady's room for instruction in science. Then they go to Mrs. Montgomery for health and Sunday school. They return to Miss Casey the last period for reading and write letters home during the period. Our new pupils are enjoying their new experiences and we hope they will do well in their school work.
K. C.
Lennie Moon was very happy when he found out that the football team had chosen him to be a water boy.
Jean Rentz is happy to be back in school. but she misses her home and friends.
Betty Ruth Baxley is happy to be back at school after a nice long vacation.
James Faulk can hardly wait until Oct. 17th because he wants to go to the Coosa Valley Fair in Rome.
James Pope is happy that he can be on the football team this year.
September 23rd will be Marshall Harper's birthday. He will be seventeen years old.
Louise Smith can hardly wait until fall comes, because she really loves to see the football games.
Essie Mae Taylor is happy to be back at school this fall because she did not like to work on the farm at home.
Ronnie Herrington is now in Mr. Dillard's class. He is trying to study very hard.
-Mr. Dillard's Class
We have three news pupils in our class who came from the primary department. They are Stella Gazaway, Mary Alice Jones and Terrell Leverette.
O'Neal Cornett went by plane to Victorville, California last June to visit his cousin.
Edwin Aldridge visited his aunt

m St. Mary, Florida in July.
James Owens, his father and his brother, went fishing in Jacksonville, Florida last summer.
-Mrs. Simmons' Class
ADVANCED-Continued Mary Ann Pate will never for -
get the many good times she had this summer. The outstanding event of her vacation was a visit to Rosemary Smith in Rome and Tifton.
Guy Jones and Franklin Dyess rode about twenty miles on their bicycles to visit Herbert and Shelv'a Jean White. They had a good time playing baseball with Shelva Jean's brothers. Guy likes to play baseball and he enjoyed several games at different places during the summer.
Bob Pennington enjoyed having Fain Griffin visit him after school closed. In July Bob went to the Masonic Home Camp in Brunswick for a week. His father went with him and Bob had a good time swimming, boat riding and fishing.
Betty Brown learned to can. make jelly and preserves while she was at home. She made some grape and apple jelly and pear preserves. Barbara Ashworth's uncle and aunt brought Mary Suggs to visit Betty for a week, and they had lots of fun keeping house for Betty's father.
Eugene Baggett had a wonderful trip to New Orleans in August. He had never been there before and he saw a great many strange and interesting sights.
Franklin Bagley worked almoot all his vacation. He lives with his brother and his wife. They moved into a new home during the summer and Franklin enjoyed helping them fix up everything.
After the party was over and it was time to go back to the dormitory, they all agreed that though they had each one had a wonderful vacation, it was mighty nice to get back to school.

(13)

Faculty Notes

The Minters' vacation was Brady went to the Coaching favorite hobbies, swimming and

spent in the regular routine of the Clinic in Atlanta August 13-18. fishing.

life of a minister's family except Mrs. Brady visited relatives in Mrs. Turner attended the con-

for two weeks. These were spent Kentucky in August. She went vention in June. She spent July

in visiting relatives, renewing old with her mother, father and sister. and August in Atlanta studying

acquaintances, and finally at a Mrs. Johnson attended the con- library science at Emory Uni-

Florida beach.

vention in Fulton. Later in the versity during the day and baby

Miss Brannon attended summer summer she enjoyed a motor trip sitting for her daughter in the

school at Shorter. She spent part to Los Angeles, Calif. In route evenings.

oi the summer in Atlanta visiting she visited the Grand Canyon, Mrs. Griffith made several trips

1r1any old iriends.

Painted Desert, and other points to Atlanta during the summer,

Mts. Glenn spent the summer of interest. She also enjoyed a and spent the rest of the sum-

with her family in Decatur, Illi- day in Tijuana, Mexico.

mer at her home in Cave Spring.

nois. During the time she had a Mr. Turner had. a nice, pleasant Mrs. Perry spent most of the

nice trip through upper Michigan, vacation at home in McCaysville. summer n Cave Spring. She spent

Wisconsin, and to Canada.

The rest of the summer, he ten days in Knoxvil.le, Tenn.,

Mrs. Fincher spent the summer worked in Copperhill, Tenn.

visiting her son.

at home. Her son, Dan, who is in the Air Force, visited home folk a number of weekends. Other rela-
tives visited the Finchers, too. Mrs. Reed spent the summer
visiting relatives. She went to Atlanta shopping one day.
Mr. Hollingsworth spent most of the summer working on the budget. He attended a Social Service Conference in Washington, D. C., August 2-4and the Vocational Rehabilitation Conference August 6-8 in Savannah.
Mr. and Mrs. Tumlin spent a week at the beach in Panama City,
Florida. Mrs. Carpenter attended her
high school class reunion the last week-end in June. She was graduated from M a n c h e s t e r High School thirty years ago. While in Manchester, she saw Jackie Dukes who is a beautitian there.
Mr. and Mrs. Dillard stayed most of the summer at Cave Spring. They spent one week in August with Mr. and Mrs. Carl Barber of North Carolina at Daytona Beach, Florida.
Mrs. Simmons went to the con-

Mr. Royston spent a pleasant summer at home with his parents.
Mrs. Lucy Tumlin spent the summer at home. Her children from Nowata, Oklahoma, Mr. and Mrs. Eldon R. Chandler and baby, Carol spent two weeks in July with her. Mr. and Mrs. Robert Guffin of Summerville, Ga., her other daughter, and sonin-law, were frequent visitors at this time.
Early in the summer Mrs. Williamson drove to Fulton, Missouri to attend the Convention of the Instructors of the Deaf and took Mrs. W . S. Gibbons and Miss Juliet McDermott with her. They enjoyed the trip up, but the trip back was even better since it included a brief visit to the home of Mrs. Gibbons' cousin in Cairo. Ill. About four days after Mrs. Williamson returned from Missouri she and Mr. Williamson went to Jackson, Mississippi. While there they were guests of Mr. Wiilliamson's parents and visited the Mississippi School for the Deaf in its new location.

Mr. Ware worked on housing projects in Griffin, Ga. Mrs. W are attended summer school at Shorter College for six weeks and was in Cave Spring the rest of the summer.
Miss Latham attended the convention. The remainder of the summer was spent at her home in Cave Spring.
Mrs. Henderson spent most of the summer at home. She visited her son in Atlanta for two weeks.
Mrs. Irwin visited relatives in Dawson and Shellman during the summer.
Mrs. Casey took her annual trip to Virginia in July, spending a few days in Alexandria, Richmond, and Stephens City.
Mrs. Jones attended the convention in Fulton, Mo., in June. She spent a week in Atlanta in August visiting her son and other relatives. The remainder of the summer was spent at her home in Cave Spring.
Mrs. Highnote attended the convention. She and Miss Forbes went to the GEA W.orkshop

vention at Fulton, Mo., and the The Caples attended the conven- which was held at Young Harris

latter part of the summer was tion and made a brief visit with College, in July.

spent at St. Simons with her relatives in Arkansas. Most of the Miss Forbes spent mo&t of the

daughter and family.

summer was spent on the campus. summer at home.

Mr. and Mrs. Brady attended Mr. Caple made trips to all parts Mrs. Kennard attended the con-

the convention in Fulton Mo. in of the state doing field work.

vention in Fulton. Following the

June. In July they visited Mr. Miss Israel spent the summer in convention she and Mr. Kennard

Brady's mother in Waycross and Americus and Macon. She did visited relatives in Fayetteville,

went on to Florida to visit with quite a bit of reading, studying Arkansas.

their brother and this family. Mr. and painting, and enjoyed her (Continued on page fifteen)

(14)

THE SCHOOL HELPER

October, 19 51

" 'Jc O R N E R - C o n t i n u e d couldn't have called a bet-

, ter game myself if I had

been \9itting in the

Allan

stands with a glass

Parks

of lemonade.'

"That is the

tribute Sug Jordan paid Quarter-

back Allan Parks who engineered

Auburn to a shocking 24-14 vic-

tory over V andy Saturday in the

first dawn of a new era on the

Plains.''-The Atlanta Constitu-

tion.

The SCHOOL HELPER, and this Corner in particular, takes great pride in the sports world's punditic praise being heaped on Allan for his part in master-minding an upset victory, second only to that of Mississippi over Kentucky, in the Southeastern Conference Saturday, September 29. Shucks, Auburn's victory was the greater of the two in our mind.

Allan is pleasantly recalled as a young lad who, just a few years back, followed with such avid interest the exploit's of our son W,right as a track and field star. And, it was his dad, Roy G., who rendered sage advice and encouragement while helping him get an athletic scholarship at the University of Tennessee during the early part of his career.

The sun has set on Captain "Pete's" field and track activities except as a team man in the holy bonds of wedlock. We know that Allan is still pulling for him in the game of life. We in turn believe that Allan has just begun a
career with ever greater victories in the offing.

Congratulations, Allan! -And the same to your athletic-minded old man, Roy G. Parks.

CONTRACT LET FOR NEW GYM AT CAVE SPRING
The Preston-Chambers Consruction company of Decatur was

the apparent low bidder today on construction of a recreation building for white students at the School for the Deaf at Cave Spring.
The State Board of Education, meeting in Atlanta, received eight bids for the job.
The recreation building is the first project in a half million dollar improvement program set for the deaf school this year. It will provide a gymnasium and other facilities for the students.
The Decatur company submitted a bid of $222,224 for the job. Other bids included J. P. Roberts of Rome $235,000; Bailey Brazell Company of Greenville, S. C. , $224,512; Johnson and Johnson Construction Company of Rome $244,827.
The board accepted the low bid and awarded the contract subject to the approval of the state architect.
It ordered a slight revision raising the total cost of $222,672. -ROME NEWS TRIBUNEWednesday, September 19, 19 51
FACULTY--Continued Miss McDaniel attended the
convention. She and Mrs. Kate Dykes visited their cousins in Talbot and Harris counties for several days.
Mrs. Stepp spent a weekend in the mountains this summer, but most of the summer was spent working in her new home.
Mrs. Montgomery attended the convention at Fulton, Missouri in June. She spent the remainder of the summer at her home in Cave Spring. A number of week-ends Mr. and Mrs. Montgomery drove to near-by point in Georgia, Alaand Tennessee.
Mrs. Forbes spent most of the summer in Cave Spring. She enjoyed having all of her family with her. In August, she and Mr. Forbes, and two of her daughters

went to Kentucky to v1s1t relatives for a few days. The summer passed very quickly.
Miss Casey attended the convention in Missouri and summer school at the University of Georgia. Highlights of her summer
were seeing the Indian drama " Unto These Hills" in Cherokee,
North Carolina and delightful week -end trips to Lake Raburn, Lake Burton, and to Highlands, North Carolina.
COLORED-Contin~ed poems about dogs. We drew the kind of dog that we liked on scraps of paper. It was very amusing to see the different kind of dog each one drew. For first-hand experience we observed a dog that lives in the neighborhood of our school. We noticed how he responded to strangers and how important it was to approach him in the right manner. We got experience readiness for reading from picture:> of different kinds of dogs plac.:>d along the ledge of the board for us to see and discuss. Some of the dogs were playing, while others were guarding homes, etc. Each one of us that had a dog at home talked about him. He told his dog's name, how he takes care of h!8 dog , the fun he has with him and the tricks he can do. This gave us language readiness for reading. Finally, questions were asked about the pictures such as;
What do you see in the picture?
What are the dogs doing?
What are the children doing, etc?
This picture reading readiness was an incentive to our thinking.
We are very grateful for having National Dog Week because we now can better appreciate dogsman's best friend.
-Hattie Menifee's Class

(15)

HERMAN E. TALMADGE, Governor

GEORGIA SCHOOL FOR THE DEAF

STATE BOARD OF EDUCATION
M. D. COLLINS, State Superintendent of Schools

ADMINISTRATION
C. H. HOLLINGSWORTH, M. A., Superintendent

Janice R. Caple, Secretary Julian Tumlin, Steward Myrtle A. Johnson, Bookkeeper

Murray Stein, D. D. S. Sam Garner, Jr., M. D. Earl Cox, Engineer

INSTRUCTORS
JOHN L. CAPLE, Principal

PRIMARY DEPARTMENT
Marie S. Kennard, B. S., Supervising Teacher Doris Brannon Gladys E. Carpenter Polly Casey Mildred Forbes, B. S. Mabel L. Fincher May F. Glenn Bettye A. Reed, A. B. Emmalee J. Highnote Jim Irwin Jessie F. Jones Miriam B. Minter

INTERMEDIATE AND ADVANCED DEPARTMENTS
Mary P. Turner, B. A., Supervising Teacher Advanced Department
Katharine Casey, Supervising Teacher Intermediate Department
Dororth;y F. Brady, B. S. Jack Bra:dy, B. S. Connor Dillard Ruth D. Forbes Edythe D. Montgomery, B. S. Elizabeth F. Simmons, B. S. Florence D. Israel, B. S. Kathryn W. Williamson, B. A.

VOCATIONAL DEPARTMENT
JOHN L. CAPLE, Supervising Teacher

John L. Caple ... . ......... . .. . .......... Printing C. G. Turner . . Assistant Printing and Assistant Coach J. R. Ware . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Repairing Russell Royston . . . . . . . . . . . . Barbering and Pressing

Sarah F. Ware ... .. .... . .... Arts and Crafts Gladys L. Latham . . . . . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . . Sewing Geverna C. Stepp, B. S. H. E. . Home Economics Earl Cox . . . . . . . . . . . . . . . . . . . . . Machine Shop

COLORED DEPARTMENT
NELLE S. GRIFFITH, Consultant

Mildred Flournoy, A. B.
Louise Chubb Richmond Burrell, B. S.

Lucille McCullough Hattie S. Menifee Mattie Malone

The January, 1~51, i'sue of'-the .Am!!r~can Annals of t he D eaf, a handbook on the educationof the. deaf, contains information on th~ following subjects : -
Residential Schools for the Deaf Public Day Sch'Ools for the Deaf . Denominational Schools for the Deaf Private Schools for the Deaf Preschoof Classes for the Deaf Vocational Education Rehabilitation Personnel in State Departments. of Special Education Ministers and Priests for the Deaf Social Welfare Hearing Aids Approved by The American Medical As-
sociation Summer Camps Publications Speech and Hearing Clinics State Departments of Education Hearing Programs Medical School Personnel in Hearing Problems Parents Education Organizations of and for the Deaf Films on the Education of the Deaf
The January issue sells for $2.00. A yearly subscription for the five regular issues may be obtained for $3.00. Address all communications to the American Annals of the Deaf, Gallaudet College, Washington 2, D. C.

I''
\., i :

:..-..~,

r U~friiavretrasinty ot . 9.~or.m
.4thtna. Geor.ria~

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HOMECOMING PROGRAM
November 10
1. GROUND BREAKING FOR NEW GYM. 11 A..M.
2. FOOTBALL GAME-2 P.M. FLORIDA SCHOOL FO.R THE DEAF
vs.
GEORGIA SCHOOL FOR THE DEAF
3. DANCE-8 P. M.

GENERAL LIBRARY
DEC 13 l0G 2 UNIVERSITY OF GEORGIA

THE SCHOOL HELPER

VOLUME 51

NOVEMBER, 1951

Groundbreaking Starts Ne\v GSD Gymnasium

NO. 2

CAVE SPRING GROUND BREAKING-This was the seen.; as ground was b r oke n for a new ,gymnasium. at the Geo-rgia School fo r the Deaf at Cave Spring yesterday. Holding the shove. in cenfer are Ida Luke,
of Douglas, a six-year-old pupil at the school, and L.. Byrd Trawi~k of Cedartown,. wh<> ,was a pupil fr~m 1889 to 1901. Others are (left to right) Mrs. J . R.

Ware.- Fred .Harden, C . H. Hollingsworth: superinten-

dent of the school; Floyd Rep. Rober.t Scoggin, Grace

Luke; Rep :" Battle Hall, Miss A ; May Clark, R e p . Dean

.CovingtoJ1, Mrs . B. L . Bridges,. Hugh Montgomery,

Betty. J ean Moore, Preston Chambers, Betty Pharr,

Fain Griffin, Juanice Dukes, Howard Ledford, Gene

Lanier.

From , Rome News Tribune, November 11

Ground was formally broken Saturday for the new $300,000 gymnasium at the Georgia School for the Deaf in Cave Spring and the project was hailed as a great forward step b y Dr. J. E. Bryan , preside nt of the Alabama School for the D eaf and Blind, who delivered the principal address.
The ground -breaking ceremonies, held as a feat ure of the school 's annual homecomin g program, drew visitors from throughout the state.
Dr. Bryan stressed the fact th at the new gymnasium would fi ll a vital role in providing recrea tion a! fac ilities for students of the

.

.

school and said the proj ect, alon g ec t. He also discussed oth er plans

with. the long-range program of for the school.

im~rovement . to which it is :Byrd Trawick, of Cedartown ,

linked' represents a major im - old est graduate of the school.

provement in Georgia's educa- and Ida Luke, youngest student,

tio nal system .

participated in the ground-break-

Dr. Bryan spoke at a lunch - . ing ceremonies.

eo n mee ting presided over by C. R ep. Robert Scoggin , chairma n

H. H ollingsworth , president of of the legislative committee for

the school.

the School for the D eaf, and

CULMINATES DRIVE

Rep. J. Battle Hall were among

R ep. Dean Covington gave the those atten ding the luncheon.

response to Mr. Bryan 's talk, ex- Other h omecoming act ivities

plaining that the construction of included a football gam e between

the new gymnasium cu lmin ates . the Georgia School for the D ea f

a five-yea r drive on the part of and the Florida School for the

Floyd representatives to obtain Deaf Saturday afternoon and the

legis lative approva l for the proj - hom ecoming dance last night.

Frorr1 the lntertnediate Departtnent

INTERMEDIATE SCIENCE
All the children are very interested in science this year. And they really should be because we have some nice new work text books that are very attractive and interesting.
The A Class is using the book Making U se of Science. The first unit is on bird life. We have learned a great deal about the different birds and their habits. The children have learned that most birds are helpful but some eat our fruit and garden crops. There are many other things of interest that are taken up in this unit. . The B Class is using Life On Our Earth . This class took up the first unit which is about insects and how they help and harm us. In this unit the children caught different kinds of pretty butterflies and we mounted them. To mount these we used a shallow box filled with cotton and a piece of glass that fits very tight on top of the butterflies which were placed in the cotton. We put some moth crystals in the cotton to protect the butterflies. The class enjoyed doing this very much.
The C Class has been studying about plants in the book, The World About Us . They learned where plants grow, the different kinds of plants and their seed. The boys and girls learned many new things about plants.
The D Class is having a nice time learning about birds in the book Things About Us. The children have enjoyed coloring the bird pictures. The book tells them what colors to use and they try awfully hard to color them nicely.
INTERMEDIATE SOCIAL STUDIES
It is rather hard for the children in the intermediate department to grasp the idea of the world beyond their own homes and school but most of them seem to enjoy the study of geography. By using the globe and maps and pictures along with the texts they

learn a great deal about- the world. Of course the fundamentals are always the same but it is sometimes hard to explain the many changes that take place from year to -year.
The history work in this department is mostly topics on the discoverers, explorers, statesmen and inventors. Along with these people, we study the colonization and growth of our country.
At this time of the year we are thinking of our Pilgrim Fathers and the first Thanksgiving. The following topic is given to the C Class:
THE PILGRIMS
Some people from England came to this country about three hundred years ago. They were called Pilgrims.
They had been very unhappy in England because the king would not let them worship God as they thought was right.
First, the Pilgrims went to Holland. After that, they decided to
come to America. They came in a
small ship named the " Mayflower.' ' They landed at a place called Plymouth Rock, December 21. 1620.
Miles Standish was the leader of the Pilgrims.
The Pilgrims were often cold and hungry during their first winter in America. Many of them died then. Miles Standish died, too.
The Pilgrims were always kind to the Indians. In the spring, the Indians gave them seeds and taught them how to plant corn.
In the fall, the Pilgrims found that they had enough food for the winter. They remembered how hungry they had been the winter before and were thankful to God for giving them good crops. They were grateful to the Indians for all they had done for them. They had a big dinner and invited the Indians to come. They called it a Thanksgiving dinner. This was the first Thanksgiving Day in our country.
Now Thanksgiving Day 1s

usually the last Thursday in November.
R. F.
INTERMEDIATE ENGLISH
Many times an English teacher grows discouraged over the ability of the deaf pupils to express their thoughts and experiences in average understandable English. Only an optimist would ever try to teach language to deaf pupils.
In this issue of the School Helper we want to show how the ability of the deaf children to express themselves progresses from year to year in the four intermediate years.
Following this are some picture descriptions by the C class, a Hallowe 'en party experience by two members of the B class, and several original accounts of the Coosa Valley Fair by pupils in the A class. These papers are original. It has been my aim not to groove the language of the pupils too much, but to let them express themselves freely.
E.M.
A HALLOWE'EN PICTURE
I see a picture of a boy at a Hallowe 'en party. The boys and girls are dressed up at the party. They are bobbing for apples in a tub of water. The boy is catching one of them in his teeth. He is making a funny face because he got water all over his face.
-Clifton West , C Class
A HALLOWE'EN PICTURE
I see a picture of a girl at a Hallowe 'en party. She is trying to bite an apple hanging on a string. She likes to play that. She is having a good time.
-Patsy Sims, C Class
A HALLOWE'EN PICTURE
I see a Hallowe'en picture. A boy is sitting on a fence. He is holding a great .big pumpkin. He is using his knife. He is cutting eyes. nose , and mouth in it. He is making a jack-o' -lantern. He

(2)

THE SCHOOL HELPER

~'l'ovember, 19 51

bas his tongue stuck out. .A rooster and a hen are eatmg the pieces of pumpkin on ~he ground.
--Jadie Noms , C Class
A HALLOWE'EN PICTURE
I see a picture of a boy with a jack-o' - la~te rn and a d~g . The boy is showmg the Jack-o -lantern to the dog. It is afraid . The boy is playing wit~ the. dog. He is smiling. 1 he pck-o -lantern has a . bright light in it. It is shining on . the boy 's face, his blue shirt, and his legs. He has on : black shorts and shoes. The little dog is very fr ightened . He is trying to make himself very small.
-Bobby White, C Class
A HALLOWE'EN PICTURE
I see a picture of a ghost, a boy with a jack-o' -lantern, and a scarecrow. The ghost and the boy are trying to frighten the scarecrow. The jack-o' -lantern has a bright candle in it. The scarecrow is afraid. He has his hands and arms up in the air. He is watching that jack-o' -lantern. I think that soon he will run away.
--James Thacker, C Class
A HALLOWE'EN PICTURE
I see a Hallowe 'en picture of a girl and a jack-o' -lantern in a window . The girl is looking at the jack-o' -lantern. It is on the window sill . It has eyes, nose and mouth . They are bright because it has a lighted candle in it. It is very, very pretty. The gin likes it very much . She is smiling about it.
-Sandra Baker, C Class
OUR HALLOWE'EN PARTY
Wednesday was Hallowe 'en. We had a party in the chapel that night. Some of us boys and girls wore funny costumes. We walked around to show our costumes. Some of us would get prizes. I walked around and around. It made me tired and I gave up. I didn 't get a prize. Dan Jones, Fain Griffin, Mary Ann Pate, and

Sandra Baker got prizes of candy. Then we went by two 's: a boy
and a girl. We went down to the Hall of Horrors in the basement. That place scared me. There were two wicked men. I got scared from an electric shock and I ran out of that place.
We went back to the chapel. I bought a hot dog, a coca cola, and some candy. We played some games. We played Going-to-Jerusalem in two parts. The intermediates played first. Bobby White won that. Later the advanced pupils and our A and B classes played. Jerry Nix got the prize. Some of the boys and girls bobbed for apples. Then we had a race with an apple on a spoon. I got a prize in the apple race. Last we danced with the boys. A lot of boys asked me to dance.
When the party was over, I really was heavy with sleep. When I lay down, it felt good to go to .sleep. Well , we had a good time at the Hallowe'en party.
-Shelva Jean White, B Class
A HALLOWE'EN PARTY
We had our Hallowe 'en party Wednesday night. I had a great time in the chapel on Hallowe'en night. I laughed and laughed at some of the boys who dressed up like girls. Dan Jones was a girl. He was awful. Girls don 't do like that.
I did not go in the Hall of Horrors because I was afraid to go in . I went back upstairs and stayed.
We played games and bobbed for apples in a pan. I didn't get an apple because I didn' t want to get my face wet.
I wore one of Barbara's short dresses and I had a mask on my face and I blew a horn.
I bought two hot dogs, two drinks, and candy. It was good.
I danced about two times before we had to go to bed. Before that we had four girls and four boys dance to see who would win . Rosemary Smith and Howard

Ledford won because they were the best dancers.
-Yvonne Travis, B Class
THE COOSA V'ALLEY FAIR
We did not have school all day Wednesday. We went to the fair. The boys left here first. Then we girls left last. When we got in the fair, the Pepperell float was standing at the front. There were many tents. Our exhibit was in a side tent. There were community exhibits in that tent, too.
An official of the fair led us to some free rides. We rode on the merry-go-round, the octopus, the airplanes, the Ferris-wheel and the tilt-a-whirl. Then we went in the Fun House. Then we had free candy. We went back to ride. Almost all the admissions were fifteen cents each. There were many amusements at the fair.
We ate our lunch at noon. I bought hamburgers and a cocacola. Then we got free coca-colas. We rode again and again. Ann and I rode on the Loop. It was too high and hard to hold. We rode many, many times. It was fun. Then we had free ice cream. After that I rode on the autoshooters with Essie Mae.
Some girls won bears for prizes. I tried once, but I lost.
At 4:00 the boys left first. Governor Talmadge was in the back of a truck. He said that our schools were improving. Then he got on a horse and rode around. Then we got out of the gate at the fair. W e waited for the bus to come. Then we left at five minutes to six. It was such fun at the fair.
-Carole Smitb, A Class
THE COOSA VIALLEY FAIR
We left h ere Wednesday to go to the fair in Rome at the airplane field. When we got to the fair, Mr. Dillard said to wait until the girls got here. Then some of us boys played football until the girls came there. When _the bus was not coming, Ronald, Junior and I decided to go to see

(3)

liTHE SCH00L HELPER

Novembrr, 1951

an airplane -back of ,a man's ' house. spider. I rode on it with Jerry . .play, ~griculture, side show, live-

Then Junior got into it. Then the I b1;1ghed so much because he was stock, admisson, and many others.

. bus was coming. We were trying very funny. Ann Thompson and We enjoyed reading about the fair

to hurry into the fair.

I went in the Ghest Train. It was in the Rome News Tribune.

Then the man gave us free ad- ;not very scary. Then Ann and mission. Then he gave us free I had rides on the auto-shooter. -rities on the merry-go-round, the Boy ! It .was fun .and I liked it <Octopus, the Ferris-wheels, and the a heap ! Laura Ann and I went on airplanes. We went in the Fun the airplanes. We tried to tumble :House and the Glass House. Then .all around. We did half way.

Then there was that wonderful trip to the Shriners circus in Atlanta which was a highlight of the fall. We learned dozens of new .words , as, tricks, trainer, tightrope, trapeze, stunts, span-

I he Said that ' it 'WaS all the free I had two drinks because I was gles and performers. Pictures from

rides. Then -we went to the tent so thirsty and starved to death the circus book were put on our

No. 2 to get some candy. They that 1I could hardly wait. Then bulletin board and we re-lived the

-gave it arouRti free . Then .Betty I looked all .around at the attrac- circus in happy memory in two

Sizemore and I code on the Octo- tions. Sara Christopher, Rosemary newspaper articles, In the At-

plls. Then I r0de on the Loop Smith, Laura Ann Brigman, Es- lanta Constitution, Harold Martin

with Jatlie. After riding on the sie Mae Taylor and Vivian Turn- wrote, "the big white horses were

Loop, Jacrie and I went to ride er won prizes throwing a ball. gallopil).g around the ring with

'On the airplanes. Then I watched I wanted to go on the auto-shoot- their heads bobbing and their back-

the ' boys sho0t the bull'.s eye. er all the time.

ends bouncil)._g up in the air and

IJ'hen \Junic,r won three doUars

Then some of the boys and the pretty ladies in tights were

for 'Shooting the hull's eye. Then girls ate their lunch. I bought jumping on their backs and riding

the man gave out free coca-colas me a hamburger for myself. Then them standing up.'' The mon-

to us.

Laura Ann Brigman and I went keys, dressed like cowboys, looked

Then I went back to ride on in the side show .to see the Negro .and acted remarkably like small

the octopus. Next I walked in a woman holding the snake. Boy! boys dressed up in their Hopalong

tent and looked at the new cars. I almost fainted. Jean Barrett and Cassidy suits with their hats com-

Mr. C. G . Turner told us to go I had rides . on the auto-shooter. ing aown over the ears and their

to the bus, but Guy, Jadie and I We laughed and laughed so much cap pistols slipping down their

went to see the first prize, the fat- that I thou-ght we'd never stop slim hips almost to their ankles."

test pig. Then I went into the laughing. Then I went on with Celestine Sibley wrote about "the

flower show to see them. The Laura Ann again. I had fun with French lady -and the real dancing

flowers were very pretty. Then her, too.

horse, Yellow Bird, and that they

we left there l:o come 'back here. -Don Smith, A Class
THE COOSA V'AI:.EE.Y FAIR
All we boys .and girls had no school Wednesday. The boys went to the fair first. We went last. When we _got there, we went in free. 1"hen -the teachers divided us into two groups. .So it wouldn't be .so crowded inthe tent. 'We saw our 'booth. lt 'looked mighty pret-

were in a movie, " The Greatest

Then Laura Ann and I rode on Show On Earth" which stars

the loop. How that scared nie to Betty Hutton.

death! I think the loop was the best of all. I rode on the loop about four times. Then some of us rested for a while.
'About four .o'clock the boys had to wait on the bus. We got back at .night. We had the most fun at the fair this year.
~Betty Pharr, A Class

We foilowed the gypsying - of an international figure with in-terest, Princess -Elizabeth: s .visit to
America. We read the stories about her -in My W-eekly Reader and cut out the -pictures that appeared in the Atlanta -papers and -in Life m-agazine. -Wlf! learned some new

.words - symbol. royal. province,

.ty .and I wished we couh:l win.

unity, title.



' but we didn 't. Then some of the

INTERMEDIATE READ'ING

Our red letter day at school on

girls and boy.s went all around T .he '' gypsying" the interme- November 11 gave us many ~ew

the midway to see all the rides. A diate pupils have done this fall words to study an-d other news-

man .gave us free rides. First he has furnishea a wealth of material .paper accounts to read. The JleW

gave us a free ride on the merry- for our vocabulary study and has .vocabulary was ,correlated with

go-round, then the . airplanes, the increased interest in newspaper lan-guage work. Some of our ,new

.Octopus, .and the Ferris-wheel. reading.

words were : celebration , arrival,

Then we .went .in the Fun House. One bright October day we .and preparation.

0h! It w.as the funniest that I attended the Coosa Valley Fair. Each class has a list .of words

lharl ever .seen. llhen we went on In addition to having a delight- to study every night .and we tu"

trthe :tHt .a -.whirl. It w;as fun. We ful time, we learned a great many the words in sentences. We have a

bad another free ride. It was the aew words-bo0th, exhibits, dis- (Continued on page seven)

(4)

From the Primary Department

0 IS for the on-coming cold weather.
C is for the black cats which

roam in October. T is for the talk about the

oblins and witches. g D is for the old traditions

carried on for Hallowe'en. B is for the beauty of the

lovely autumn world: E is for the enJoyment we

got from Hallowe'en. R is for the rest we need to

make us hea lthy. Then comes Thanksgiving.

T is for the thanks we

should give to God.



H is for the happy world of

children . A 1s for all the lovely things

around us . N .is for the newness of each

dawn. K is for the kindness we meet.

S is for the swiftness of time. G is for the glory of each

new day. I is for the individual.

V is for the variety in life.

I is for the interest in chil-

ren. N is for the number of fine

children at G . S. D. G IS for the one God, ever

loving.

-Betty Reed's Class

For the benefit of our group of new members we have had a period of sense training. This has turned out to be very enjoyable fo r everyone for, from our point of view , the sense training exercises are all games. It doesn ' t matter much to us that our teacher is trying to develop our sense of touch, our memory, or that she is training us to observe more is training us to observe more closely, so long as we are having fun doing the various types of exercises.
We are glad , though , that we have finished all that, and that we have settled down to doing routine school work. We are finding speech , speech-reading, read ing, and writing just as much

fun , and there is almost as much competition as we had with the games. Everyone tries to read faster. write more neatly, and read our teacher 's lips more correctly than the rest . We are sure that we will enjoy the other subjects that we will soon be studying just as much , and we will tell you about them later.
--Jim Irwin's Class
The period JUSt after recess is probably the part of the school day to which we look forward with more eagerness than any other time. You may think it strange that we should look forward to a time after recess but here is an explanation. The mail is delivered to the primary building during recess, and just as soon as we get to the classroom, it is given to us.
We come into the room with a hopeful glance toward the teachers desk, where the mail is put. When we are seated and quiet, the teacher draws letters, cards, and boxes on the blackboard. The names of pupils who have received mail are put under the pictures which tell what they have. There are always squeals of delight from those who see their names put under a letter, a card, or a box.
Then comes the best part of all. opening the mail. The letters and cards are read and explained to the children. How glad we are to hear from our families and friends! Boxes are exciting, not only to the ones to whom they are sent, but also to the w hole class. Each child opens his in front of the class so that each of us can see what he has.
We like to share what we get with our friends; so the candy, cookies, and such are always passed around . Each of us enjoys Looking at the books and playing with the toys which are sent.
Yes, the period after recess is probably the time of day to which we look forward with most eagerness of all, and the parents and

friends at home are the ones who make it so.
-Mildred Forbes's Class
The end of October with its celebration of Hallowe 'en is a time of fun and frolic . Many, many years ago " All Hallow E'en" was observed with a festival in preparation for a visit from the spirits.
Now we think nothing of the origin of Hallowe'en but have a happy time drawing witches, black cats, pumpkins, and decorations. You mothers and daddies may think they are very crude, but they have been fun to make.
When we see our " art treasures" used to help decorate for our annual Hallowe'en party, we are happier than ever. Then when the black witch appears riding ber broom we ar~ not afraid of h~r. because we have drawn and cut many from paper just like her.
Jack-o ' -lanterns are very funny with their many -shaped mouths, eyes, and noses. But we have the most fun when we take a real pumpkin and make our own jacko' -lantern.
Then we love to " dress up " and Hallowe 'en gives opportunity for just that. Some look like gypsies, clowns or skeletons. Some of us do not have costumes but we all have masks and fancy hats that we have helped make.
Last, but not least, the eats are always enjoyable. Those big red apples are doubly good because we have to bob for them. The orange and black candy, cookies, and orange colored punch bring our celebration to a 'sweet' close.
We try to remember every game played and all that happened because, when it is time to write news , we recall and re- live all the good times over again.
-Miriam Minter's Class
October was certainly a red let ter month for us, especially the latter part as so many things hap -

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THE SCHOOL HELPER

November, 1951

pened. The first was Peggy 's in our class belongs to one of prompt the children. For instance,

birthday . It was Saturday, Octo- these groups.

if Bill got a letter yesterday , we

ber 27, but we celebrated it on All three of us girls are Brown- have him come up with his letter

Friday instead. She had a pretty ies and have been meeting in a and someone tells about it, later

white birthday cake with nine playroom, where we have plenty writing it on the blackboard (Bill

yellow candles on it. It made her of tables and chairs. Here we got a letter yesterday ) . Perhaps

very happy to share it with her make such things as decorations Dan and John got boxes today.

classmates and friends in the di- for parties or cut pictures from We write abo4t that, always

ning room at noon.

magazines for scrap books.

bringing in the time word (Dan

On Friday afternoon, October Larry White and Carl are Cubs. and John got boxes today ) .

26 we went to the Hallowe 'en Mrs . Reed and Miss Brannon are When we have written ali that

party in the playrooms. We the leaders. We meet in a large has happened ( within our vocabu-

played our favorite games, going playroom where we have mattres- lary ) , we study it awhile. Then

to Jerusalem and bobbing for apples. This time we had to get the apples off strings with our mouths while our hands were held behind us. We were in the midst of bobbing for apples when two

ses on which to tumble. We have had lots of fun learning the many steps of tumbling that our handbook offers us. When we go outside, we play dodge ball, drop the handkerchief. or have relays.

the teacher erases all but the subject of each sentence and substitutes a blank for each word erased Next , as a class exercise, the blank~ are filled in (on the blackboard) by the children, usually by those

ghosts appeared. We were so The other boys in our class are who find it the most difficult. frightened that we ran to our old enough to meet with the older We feel that the smart child will

teacher but soon found they were Boy Scouts in the Scout hut. We get it and that the slower child

harmless and had fun with them. have been cleaning it and the sur- needs the drill. Then it was time for our refresh- rounding grounds, so that we will When this is completed, the

ments. We were served delicious have an attractive place for our teacher again erases from the board

punch and cookies and thus ended meetings later on.

all but the subject and again sub-

the first Hallowe 'en party for Many things have been planned stitutes the blanks. Paper and pen-

some of us.

for us to do this year. We are cils are passed , and the child is

-May F. Glenn's Class very happy that we can belong to on his own to copy the subject

these groups and all of us look and fill in the blanks. Depending,

School has been in session two months, and the children have been weighed twice. All but two in our class have gained from one half to three pounds. Mary Lou and Frances haven't gained but haven't lost either, so ali in all we are proud of our weight chart.
Another source of pride was the fact that we were a part of the older primary group's Hallowe'en party this year. None of us won prizes, but we had a wonderful time playing games. Joe and James forgot and went to the younger children's party, but they had a good time, too.
-Mabel Fincher' s Class

forward to Wednesday afternoons. -Doris Brannon's Class
Ever since school started we have really been working hard on what is called News , which, to make it perhaps a bit clearer to you parents, is what constitutes your child's letters and cards home. A great deal of work is behind those few simple lines to which you so eagerly look forward each week, and it is not just copy work . as some of you may think.
Trying to make sure that every child in the class has a clear mental picture of what we are writing about is quite a problem. What seems clear to you may not seem

of course, upon how much news we have, this often takes us until noon and sometimes the whole day.
The next day finds us at it again , but this time it comes easier, although the time words have to be changed. Today written in the news becomes yesterday and must be changed , the same treatment being applied to other time words.
When letter day comes, we decide what we will tell Mother and Daddy, write it on the blackboard , study it, and use the same procedure as was used with the news.

so to the child . We have even So, although we know you enScout troops for Cubs and made extra trips to town , other joy your letters and cards, we do

Brownies had just been organized than on Friday (the usual day) , hope you 'll better understand how when school closed last year. We and have gone for a walk in the much goes into them and not be

did not have many meetings, but middl e of an exercise because, to too disappointed when we repeat,

in that short time all of us be- someone. the picture of to town from time to time, for it is only

came very much interested.

or for a walk was not clear.

through constant repetition and

We have already had several In writing sets of News , the usage that your child learns.

mee tings this year , and everyone teacher has to ask questions and

- Polly Casey s Class

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THE SCHOOL HELPER

November, J 951

The Exchange Club in Rome

1s sponsori ng our Brownie tro.op again this year. We feel very nch

for Mrs. Akin wrote us that she

had deposited sixty dollars to our

credit. We are having a wonderful

time trying to decide how we

should spend it . We are planning

to buy a Troop flag with some

of the money and hope to have

our Scout room painted and some

bright curtains put up.

We Brownies are very much ex-

cited about the trip to the Shrine

Circus in Atlanta on November 6,

which the Rome Shriners are giv-

ing us. It 's a wonderful trip, and.

we can hardly wait for the day to

come. We have been busy making

:crap books for the children who

are in the hospital. This has been

an especially nice way to spend

rainy afternoons and we hope that

they will enjoy the books as much

as we have enjoyed making them.

We have chosen for our prayer

this year the following :

Help us, Lord , to be today

Very kind in all our play.

Make us helpful. make us

strong,

Show us what is right and

wrong.

Hear us when we pray to Thee,

That good Brownies we may

be.

Amen.

-Jessie F. Jones's Class

We have spent a great deal of time lately on calendar work. Everybody likes to talk about the weather it's said, and we are no excep tion . While we were having such nice sunny days , it was a $plendid opportunity to use phrases as : all day , for the rest of the da y. Recently we've needed to use off and on, for a little while, late in the afternoon , almost all night, for a long time, again, twice, and early yesterday morn in g. When there are as many as four chan ges in the weather during a day, we have to do some accurate thinking to write them up correctly.
The Hallowe'en party was the

highlight of October. Betty Cut~haw and Delmar Shealy had costumes. Jimmie Bryant's box did not get here in time for him to wear his things to the party. All of us had masks which started us off in a gay mood. Janice Lee won the prize in going to Jerusalem. We bobbed for apples and all managed to get one. After a relay in which the girls won, we had refreshments. Two ghosts appeared during the party and caused quite a bit of excitement.
All the girls in our class are Brownie Scouts. They are looking forward to going to Atlanta November the sixth to the Shrine Circus. The Rome Shriners are giving all the girl Scouts on the campus this trip to Atlanta. Barbara Winters hopes to get a Scout uniform before then.
-Gladys Carpenter's Class
The pretty fall weather has brought many wonderful and ex citing things. One of the most thrilling was the day we went to lunch and, on our way down the hill, we saw a big truck driving into the school yard loaded with lumber. Our first thought was the new gym and., sure enough, in the next few days more trucks, machinery. and workmen arrived and work was started. It has been fascinating to watch the big bulldozer at work as it digs down in the rich, black earth, and fills trucks in minutes. It is rather puzzling to us as the ground is marked off and we attempt to decide just where the swimming pool will be, as that is the most important part of the gym to us right now. It will be very interesting to watch the gym being built all this year , and we can hardly wait until it is finished .
Our first party this fall was the Hallowe 'en party, which was a grand success. The playrooms were gaily decorated . W e played games and bobbed for apples. The teachers served punch, cookies, and candy. Everybody had a wonderful time. W e enjoyed the many

nice Hallowe 'en boxes from home , too.
-Emmalee Highnote's Class
INTERMEDIATE--Continued test every Friday on the new vocabulary and try to get all of the word meaning right. Jadie Norris, Milton Saunders and Dickie Taylor have made a hundred on every test since school started.
Our activities have been edu cational and inspirational and will furnish us with many pleasant memories. Our thanks go to those who have made gypsying possible and to those outside of our school family who have helped with our activities.
MR. DILLARD'S CLASS Marshall Harper was disappointed that he could not go home for the Thanksgiving holidays. James Faulk received five dollars from home on November 8. He was happy. Betty Ruth Baxley got some new glasses on the 8th of November. She likes them very much. Ronnie Herrington can hard! y wait until Christmas comes. James Pope is disappointed that the Park Theatre in town closed for repai~s. He hopes that it will open agam very soon. Louise Smith is worried about h er sister, Betty, because she has not heard from her since October. Essie Mae Taylor is proud of a new Jacket. Her mother sent it to h er the last of October. Louise Hunt is excited about going home for the Christmas holidays.
MRS. SIMMONS'S CLASS
We have two new pupils, who h ave come down from the primary. They are Linton Kersey and Larry Thompson.
We had a nice dance last Saturday night. It was very pretty.
O'Nea l Cornett's birthday was November 5 . He got many pretty cards.
Edwin Aldridge and Claude Fuqua are on the . footba.ll . team.

(7}

THE SCHOOL HELPER

November, 1951

THE SCHOOL HELPER
All communication should be addressed to the School Helper, Cave Spring, Georgia.
Entered at the post office at Cave Spring, Georgia, as second class matter November 1889. Acceptance for mailing at a special rate of postage provided in Section 1103. Act of October 13, 1917. Authorized October 31, 1918.
Published monthly during the school year in the printing department of the Georgia School for the Deaf.
KATHARINE CASEY . . . . . . . . . . . . . . . . . . . . . . Editor MARIE KENNARD . . . . . . . . . . . . . . Associate Editor JOHN L. CAPLE and C. G. TURNER . . . . . . . . . . . . . . . . Printing Instructors

NEW SUNDAY SCHOOL OFFICERS
New officers have been elected for the assembly which meets in the school chapel each Sunday morn ing before the pupils go to Sunday school at the local churches The new officers are : Robert Wooten, superintendent, Rosemary Smith, assistant superintendent, and Wynell Godwin, treasurer.
The assembly provides training in leadership, an opportunity for spiritual growth, and participation in a self-directed organization.
The program is short and usually consists of one or two songs, a prayer, a Bible selection, and a short talk on morals or character growth by one of the teachers. The service is concluded with the closing prayer which is led by one of the pupils.

VOLUME 51 NOVEMBER, 19 51 NO. 2
For the promotion of all State-Aided Schools For the Deaf
1. Improved recognition as educational institutions with control in the hands of educational boards.
2. S ectional and national associations with accrediting auth,orities and approved measuring rods and standards suited to each association terminating in the h ;ghest r equirements for membership in a national association for schools for the deaf.
3. A greater Gallaudet College serving the interests of all the states with special emphasis on research f ind ings openly arrived at and freely disseminated in promoting the educational interests of all the schools.
4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with the spirit and purpose of its creation.
5. Federal equalization aid for ed u cation that will guarantee equal opportunities for deaf boys and girls in all states.
6. Utilization of a full-tim e state Field Agent and Placement Officer (or both) to locate and enroll deaf cbildren in the State Schools for the Deaf and to work with the Department in job plac.ement and vocational rehabilitation of ex-pupils and graduates.
SOCIAL CLUB OFFICERS ELECTED
Officers of the Student Social Club were m stalled at a meeting in the chapel Sunday morning, November 18. The officers elected for the year are Rosemary Smith, president , Wynell Godwin, vice -president and Robert Wooten , secretary-treasurer.
The club meets about twice a month , usually on Saturday or Sunday night and consists of parties and activities for the year.
Plans for the year include a mid-term frolic , a Who's Who contest, a Quiz program and other interestin g eve nts and programs.

BULLETIN "THE DEAF CHILD" PUBLISHED
BY GALLAUDET STAFF
A bulletin , volume I. number 1, entitled
THE DEAF CHILD. was published in March by the Staff of Gallaudet College, Washington , D . C., as a guide to current education of deaf children . It contains much information for the parents of these children as it treats of the various phases in the education and training of deaf children discussing terminology, proper attitudes toward deaf children, mea ns of communication for the deaf, types of schools available. and vocational and social possibilities after the deaf child finishes school.
-The Ohio Chronicle
During the Thanksgiving season when we pause to count our blessings anew and to give thanks for God's help and guidance, we have noted and appreciated a letter from a parent to one of our pupils. The mother wrote , 'We are well and happy . working in the field every day, picking cotton , enjoying the fresh air and sunshine, and a good well of water,' which shows that happiness is a state of mind. In this day of high cost of living and soaring prices, the best things in life are still free: and fortunate is he who can find pleasure and contentment in the simple things of life and hap piness in work.
In reading this beautiful and simple letter to the children, one pupil added to the letter-'and we should be thankful for our freedom in the United States.' This appreciation of ideas and ideals was perhaps an outgrowth of the preparation for the Thanksgiving chapel program . The service enumerated some of the things for which we, the citizens of the United States, can be thankful. It was based on the four freedoms and the bounty found in the Unit.ed States. Too often the thin gs that we take for gra nted , do not assume importance or value until we observe the lack of these privileges and freedo ms denied to the people of other countries.

(8)

Superintendent's Corner

ONE of the most touching and significant features of the recent groundbreak-

Auld Lang Syne

ing exercises, held in c o n j u nction with Homecoming

Day at the Georgia School for the Deaf Saturday, November 10, was the return to the campus of

five members of the girls basketball team of 1920-28

Beloved Miss A . May Clark,

despite her 82 summers and 45 years of loyal servic~ to the sch?ol as instructor and dtrector of gtrls athletics, came, as sprightly as you please, for the reunion with " my girls, '' to pose for pictures and to reminisce about the good old days when they lost only three regular games over a period of eight years. That was back when they had a basketball court of

sorts. It was up on the third floor of the old academic building.

Chapel Hall it was called.

There were tears in their eyes and joy in their hearts when they witnessed groundbreaking for a new and modern physical education building. They knew it was marking a new era at the Georgia School for the Deaf ; that it was opening up opportunities for botn boys and girls to participate in competitive sports again as of yore, taking on all comers and asking quarter of none. Bless their hearts, it was their indomitable spirit and prayers, along with the wish and determination of others, that brought this good fortune to the school.

Sadness over two desolate decades of the school's history, where in the boys participated in athletic contests under great handicaps, and wherein participation by the girls was practically nil. was dispelled by gladness over the bright future promised by the new gymnasium and athlE:tic field now in the offing.
Truly, for this segment of the alumni, the spirit of AULD LANG SYNE was blended into " Happy Days are Here Again ," as

~ grand ft:nale to the groundbreakmg exerctse.
The members of this team of the middle twenties, who were present, were as follows: Miss A. May Clark, Coach, Ida Lee Harrell Spurlin , Mae Spurlin Bridges, Virgie Lovvorn Jones, Sara Fincher Ware and Alice Holt Hitchcock.
~~~
MISS Katharine Casey, teacher and instructor - supervisor, Intermediate De p a r tOur ment, is our new EdiEditor tor of the SCHOOL HELPER. Miss Casey, a native of Cave Spring, was trained at the Clarke
Miss Katharine Casey
School, Northampton, Massachusetts in the class of 1931. She taught in North Dakota and Idaho prior to coming to the Georgia School for the Deaf in 19 3 7. With the exception of four years out, to help reorganize the primary courses of study in Arkansas beginning in 194 3 and to supervise the academic department of the Mississippi School in 1946 -47, Miss Casey has been with the Georgia School for the Deaf continuouly since starting.
Miss Casey served as Vice President of the Convention of Amertcan Instructors of the Deaf in

1949 , and taught a class of teach ers of the deaf at the University of Texas in the summer of 1948. She is now completing work for both her bachelor's and master's d~grees at the University of Georgta.
In addition to a splendid career as a teacher and supervising teacher, Miss Casey has displayed remarkable talent as a writer and in the field of public relations. The SCHOOL HELPER can be expected to prosper under her guidance and editorship.
~~
ON METHODS
"The Product and the Outcome Belie Such a Theory"
By Dr. Irving F. Fusfeld, Dean of
Gallaud~t College, Washington,
D. C.
" As far back as 1936 the Conference of Executives of American Schools for the Deaf voted, without dissenting voice, to omit from its professional journal the annual summary of definitions and cla ~sification of methods of instruction . For far too long a time the field of educating the deaf had been plagued by snarling controversy and misunderstanding over the oral method, the manual method, and the combined system ; a controversy obscuring the fact that our main obligation is that of dealing with children.
" But this forward-looking move on the part of the Conference did not lay the issue to rest. It still flares. The opposing camps on the matter of methods did not declare even a truce. It is difficult to fol low the logic of the extreme views held by each side. There is much loose talk in both groups. It is not easy to understand why some among the deaf should be so bitter about speech when it has been demonstrated a valuable instrument in terms of life values. Nor is it easy to grasp the fact that the extremists on the other
(Continued on page thirteen )

(9)

From the Advanced Department

MAKE FRIENDS WITH BOOKS
We believe that throughout the high school grades, books should become an increasingly valuable means of enriching pupils' experiences-supplying practical information ; stimulating their curiosities; arousing basic interests ; fulfilling basic needs ; furnishing worthwhile ideals, attitudes and concepts ; intensifying ambitions, and developing a more rounded personality. At this age boys and girls are growing up. They are interested in people - how they live, how they act under different circumstances, how they make a living, how they succeed, why they faiL and how they meet all life situations. They are beginning to think of a career for themselves. It is time to spread the world before them, and a challenging responsibility faces each teacher in the department in helping boys and girls widen their horizons by learning to make friends with books, not only while in school, but throughout life.
During the month of November, we are emphasizing the slogan of the thirty-third annual celebration of National Book Week, "New Horizons With Books,'' with the hope that our boys and girls may be able to look through the books which they are reading now to other books, and by means of the fun, adventure, wisdom and friendship to be found in good books, widen their horizons, and make reading meaningful and purposeful in their lives.
Below are some of the responses given by the pupils when asked to write a paragraph on :
WHY I DO OR DO NOT LIKE
TO READ
With me reading is a hobby , a friend and sometimes an advisor rolled into one. I like to read because I can get a picture of the places, people and things that the book talks about. I like to read also, because I know that reading will improve my language and

grammar. If there is anything I
like besides hunting and fishing, it is reading.
--Jack Watkins

Ever since I was a tiny tot, I

have liked stories. When I could

h ear, I would sit in my grandmother's lap and listen to stories

she told . I have grown up with

books, and I still like to read. I have read a great many books, and

sometimes I have finished a fairly large book in one to two days, be-

cause I was so interested in what I was reading. I know that books

broaden my education and I read because I enjoy it and because I

would like to increase my know-

ledge.

-Dauid Barrett

I like to read books because often on the pages of a book I can v1s1t different countries and

see how other people live. I can learn about places and things that

I can never visit and see, because

it takes so much money to travel.

I can read about things that hap-

pened long, long ago, and would

have been forgotten if it had not

been written in a book. I enJOY reading and learning about things

that I never knew before, and I wish that every one liked to read.
-Robert Woaten

When I was a small girl, I did

not like to read , but I liked to

look at the pictures in a book.

When I got to the intermediate

department, I went to town each

month and got a book from the

bookmobile and had to read it

before the next month. Now I

like to read books, because when

I am lonely I can read and soon forget about being lonely, and I

can have a good time finding out what is happening in an exciting

story. I would like to learn how

to read carefully and understand

everything that I read. -Wynell Godwin

I do not like to read books, but I am trying to get interested

in reading, and sometimes I do

enjoy a book. I believe that I am

just too lazy to read, because I

know that good books are like

good friends and that they will help me in a great many ways. I hope that I can learn to make friends with books.
-Rosemary Smith When I was a little girl, I liked to read nursery rhymes. I remember that my teacher let us play that we were Mary who had a little lamb or Little Miss Muffet or Little Jack Horner or Jack and Jill and other nursery characters, and I liked to go to that class. After this I enjoyed reading fairy stories and fables and then famous ~; tories about people. And now I like to read books, because I want to know what other people say and do, and I think that reading about many different things will help me in every thing I do.
--Jc:.ani..::e Dukes I learned to like books when I was a small boy, because I could always find a great many interesting pictures in books, and I could learn a lot about the war and other things by looking at the pictures. When I grew up, I learned to read and now I enjoy reading books, even if they do not have any pictures because I can learn about what is happening all over the world, and I can enjoy mystery stories, stories about great people, animal stories and stories about many different things.
--Fain G.-iff!J I like to read good stories, and I like for people to tell me interesting stories. When Mr. Fletcher visits us h e always tells a good story and I enjoy it. I like to know what happened a long time ago and I have learned a great many things about this by reading books. I know that if I will read more I can improve my language and vocabulary and learn a lot that will help me when I go out into the world.
-Gene Lanier
I like to read , because I enjoy learning about what happens to other people. I like to guess what is going to happen at the end of the book. I would like to make friends with books, . because I

( 1,0)

THE SCHOOL HELPER

November, 19 51

know that reading will help my language and will help me understand my lessons better. I would lik e to read more.
-Guy Jones like to read books, because they tell me about many different things. They help me to learn more words and their meaning, and they talk about things that I would never know about if I did not read .
-Bob Pennington When I get lonely I like to pick out several good books and read them, because they tell me something to think about.Most of all I enjoy books about famous men and women. I have made a great many friends with people I have met in books, and if it is raining or too cold to visit my other friends, I can always visit my book friends .
-Richard Brewer When I was a little boy, I never did like to read story books, but when I was about ten years old, I began to like to read and now I enjoy reading. I like to read the newspaper so that I can know what is happening all over the world . I hope that I can read a great many more books, because I can learn about so many different things.
-Franklin Dyess
I like to read because I enjoy finding out what happens in a book . When I go to different places, I see things that I have read about and understand them better. I like to read too, because I know that it will improve my language. I like to have books of my own , so that I can read any time that I like. I have JUSt finished reading ~lack Beauty and I not only enJOyed the story, but I learned a lot of new words and about things that I had never known before
-Laura Ann Brigman
My sister is a bookworm and s ~1 e is always trying to get me to read more books. This has made me become more interested in books. I know that reading will

help me to have better language and will help me understand what

other people do, so I am trying

to enjoy reading more. -Mary Ann Pate

Since I was a very small girl, I

have like to read . I could not

hear and know what people were

talking about , so I learned to en-

joy reading. If I know the mean-

ing of more words, I would be more interested in reading. I have

to stop and ask my teacher about

so many words or look them up

in the dictionary, and it takes so

much time, but I enjoy reading

because I learn about a lot of things that other people know.
-Louise Wilson

Books are interesting to me,

and I like to read the different

kinds of stories, because I know

that I can learn about so many

things and this will help me all

my life.

- Betty Brown

I have always liked to read, and

I have read a great many interesting stories. If I could read every

day I would be smarter in my

classes. There are so many good

books that I would like to read,

but I do not have enough time. -Eugene Baggett

I like to read. books, because I

can find out what other boys and

girls do. Sometimes I find people

in books that are very kind and polite and that makes me want to

be that way. I would like to have

many book friends, and. I am go-

ing to try to read more good books, because they will help me.
-Billie Jean Smith

I know that if I read books in

school. I will learn a great many

words so that I can understand

harder books when I finish school,

and that I can learn how other

people have done things. I like to

read because most books that I

have read have been very interest-

ing and they gave me something

to think about.

-Franklin Bagley

I do not like to read as much

as I should . I know that reading

good books will help me under -

stand everything better. I like to know what happens in a book, but I get tired of reading if it is a big book.
-Viuian Turner I have liked most every book I have ever read. I started liking to read because my teachers told me that if I would read lots, my language would. be better and now I like to read so that I can find out how the story ends. I have learned about a lot of things by reading books.
-Louise Murphy If I had never read any books, I perhaps would have been a blockhead. I enjoy reading a book, because I know it will help me, but sometimes I get sleepy when I am reading and do not understand the story. I would like to enjoy books more.
-Howard Ledford I know that I should like to read books. If I learn to enjoy reading now, I can have lots of pleasure reading when I leave school. I will try to read more because I know it will help me.
-Ann Thompson
FACULTY NOTES
Mr. and Mrs. Caple and Mr. and Mrs. Quinn Shipley spent the day in Atlanta November 3.
Mr. and Mrs. Ware and Robby attended the Field Trials near Rome November 3.
Miss Israel had as guests recently relatives from Macon and Forsyth, and North Carolina.
Mrs. Stepp attended the Auburn -Tech football game in Atlanta.
Mr. and Mrs. Dillard spent the week-end wih their friends in Atlanta the last of October.
Mr. and Mrs. Forbes attended a meeting of the Seventh District Letter Carriers Association at Kingsington, recently. A good chicken supper was served in the Community Club House. Congressman Henderson Lanham was present and made a good talk.
Mrs. Glenn and Mrs. Irwin spent a recent Saturday in Rome .

( 11)

From the Colored Departlnent

The month of October has proving our personal appearances. to school and found our teacher

really been a busy and exciting Our teacher looks to see if we busy around the sand table. We

one for us.

have washed our faces and hands , saw many little things and asked

October 12 was 0 1 i v e r cleaned our nails, brushed our many questions, What is this,

Thomas's birthday and he had a teeth, polished our shoes, and if What is that ? I know what this

nice party. First, we played games. our clothes are clean.

is. Ssssh ! Our teacher told us it

We had an apple contest between In our daily schedule we have was to be a surprise, and it was

the girls and boys. The girls won, classroom duties. We learn to do a surprise, too. " A miniature

and our teacher gave them some and to read through our work ex- fair,' ' imagine ! We closed the door

peanuts. In the ringtoss game Lor- periences.

and busied ourselves helping to

ene Coleman made the highest Henry Collins takes care of two get everything ready . Our teach-

score and won some chewing gum. African violets. He knows how to er said we were smart.

The most popular game was the pumpkin march which Herman Smith won. His prize was candy. For refreshments we had Oliver's
?irthday cake and cups of vanilla 1ce cream.
On October 18 we went to Rome to the Coosa Valley Fair and rode on the Ferris wheel and merry-go-round. We went in the glass house and the fun house. We saw many large animals which added new words to our vocabularies. We had a good time.
On October 31 we had our Hallowe'en party. We played games and had lots of fun.
So you see we have really had an exciting month, but during all the excitement we haven't forgotten our class work. We have added new nouns and made a border of baby pictures which we use for number work. We know these questions- When is your birthday and How old are you ? So you see while we were pl.aying we were working, too.
Last, but not least, we have a new classmate, Elijah Sams from Savannah . We are glad to have him in our group.
-Mattie Malone's Class

give them water without getting the leaves wet.
Clarence Reese and Bobby Stephens like to erase the board, Clarence Wiley and Fred Kent like to clean the erasers. Jerome Buchanan and Estelle Long enJOY passing pencils and taking up busy work.
Janie Monford likes to hold the Bible for the morning prayer.
Patricia Gibson enjoys reading the relaxation directions and doing what they say.
Hartwell Rhone likes to go after the mail every day for Mrs. Griffith.
Isaiah Collins likes to clean the classroom and arrange the desks.
Leo Chapman is our all-round pupil. He enjoys drawing and coloring. He is on the alert assis ting Delero Snead in cleaning up the various classrooms
Each child is eager t~ learn and participate in every activity.
We think that we have made good adjustments to group living in class and will tell you more about our supervised games in our next issue.
-Lucille McCullou gh's Class

We passed out invitations saying, " Come to the play-fair." Then , we opened the door and our guests came, and were they surprised ? We were very happy because we helped plan the surprise. Mrs. Griffith came to see the play-fair, too. She asked us the names of the things to see if we knew, but we didn 't mind at all because our teacher had told us the names of everything. She said that was why we made the play-fair, so th'at when we went to the real fair we would know the names of many of the things we saw there. Sure enough we went to the real fair, the Coosa Valley Fair at Rome. We rode on the Ferris wheel , the merry-go-round, and the airplanes. We went in the fun house and the glass house, too. The thing that made our trip to the fair such a happy one was the fact that a ..very; nice man gave us the rides , candy bars, and ice cold coca-colas free! Now was not that a wonderful surprise? Our next one was a nice ride in our teacher 's car. This was followed the ne~t day by a hike during our nature study period,

For the past few weeks we have been thinking and learning stories " About Us and Our Friends." Before we go on with our daily

October ! the month of surprises, thrills, and chills. We surely have had lots of them, for this has really been a month packed

when we gathered many interesting seeds and leaves. Among them were a magnolia pod, a cat-tail, some wild red berries on a vine,

work, we must make plans and with "xcitement. Our first surprise some acorns, and some pretty

think ahead before we can be successful in anything. We plan our day's work and write the plan on the board in simple language for each one to understand . After

slarted a succession of surprises, and it seemed as if one led to another. Listen while we tell you about them and see what you think.

autumn leaves Now, after hearing all of this, won 't you agree that October has been an exciting month for us ? It has been so full

the opening plans, w e have health Our first surprise came one you can hardly imagine our get-

inspection which helps us in im- Monday morning when w e came ting any classroom work done,

(12)

THE SCHOOL HELPER

November, 1951

can you ? But remember we learn
by doing . - Louise B. Chubb's Class
There are several things that we would like to mention in this issue of the Helper ; such as, the helpful suggestions in My Weekly Reader. the personal experiences gained at the Coosa Valley Fair, our preparation for the Hallowe ' en party which was very constructive. and many other interesting experiences that have been incentives toward developing our minds.
W e want to tell you of a desire that was incited when we joined the Crusade for Freedom of October 25 .
We are small insignificant citizens now , yet we are the future citizens of tomorrow. As one writer has said , " A little child shall lead them" We may not be able to lead , but we can be good followers. We want to be good citizens, for we love our country and enjoy all its contributions.
After our teacher explained to us the meaning .of the Crusade for Freedom, we were asked if we would like to give a contribution. W e glad!y said, " Yes.'' Then each of us was asked how much he wanted to give. Some said five cents, while others said ten and fifteen cents. We didn't contribute a large sum, but still we realize that it is not what you give but the .spir.it in which it is _given. W e were willing to give and were very happy to know that we could take an active part in aiding the Crusade for Freedom.
As each of us deposited our money into the ' bank, we felt that we were doing something Ior a worthy cause. May 'Ole' Glory ' forever wave over the land of the free-our America.
-Hattie Menifee's Class
The month of October has been a full and thrilling one.
To begin the events of this CGlorful month , we had a good

sermon by the school's minister which was inspiring to the children as well as to the others present, and we are looking forward to his next visit.
We were invited to a miniature fair exhibition in Mrs. Chubb's classroom a few d.ays before we attended the Coosa Valley Fair in Rome. The exhibition was unique and very tattractively arranged on a sand table. The children had fun identifying the various objects.
Thursday, October 18 the entire student body went to Rome to the fair. Thanks to the persons who made our stay a most pleasant and enjoyable one.
During the last two weeks much emphasis was placed upon citizenship, stressing the rights and privileges of a good citizen. The motive was to get the pupils to see that group living in the dormitory could be happy. We should consider ourselves one large family with the attainment of similar achievements as our ultimate goal. if we are to be a harmonious group.
Since my class consists of girls only. Mrs. Griffith gave us an interesting article about girls, " Pretty Is a Pretty Does." There are fourteen rules vaken .from Proverbs to aescribe -a .woman ; however, this article was .simplified for the pupils. The chief business of every .woman is .to 1be -a real _woman.
- The ideal woman molds . her life so that it will fit with others. She seeks not to live in an atmosphere of aloofness, but rather to live with people, to feel with them, and to suffer with them if need be. The girl who controls herself and meets life with courage will be more likely to have a happy and successful life.
We are diligently striving to make the " ideal woman" of the girls at G . S. D .
-Mildred Flournoy's Class

CORNER-Continuid side are so bitter about the mere suggestion of manual communication. Just as the deaf can find in speech an important ally in their living, so, also, is manual language a vital force in their lives. Those who wish to deny them that advantage entirely are blind to a powerful need among the deaf.
" Speech training, with language, is the core of the school program. With that agreed upon by all but the last-ditch die-hards, no educator worth his salt would advocate anything but the best efforts by the school in due part of its program. If the school is to offer speech training at all, it shoud be an earnest effort to get the best measure about it. However, I believe there are sectors in the school classroom, conditions p r e v a i I partic-ularly on the social and personality .levels. 1On these levels e4reriences unburdened by the severe disqplines .of ;speech training shouW .he ;r.lv.a.i1able to deaf children, and cert.ainly so in the upper CJ,:ge limits.
" I realize fuJI weJJ ,that we have successful 1instances of speech trainiq,g ; I mean in the finished adult product. These instances provide impetus for the speech programmists ; all honor to them for it! But I am not convinced that the all-out speech program is warranted for everyone under every condition of living.
" I do not believe it an -accident that the pupils of the Rochester School take on the regular state Regents high school examinations successfully. That is quite a stint.fur..a s_chool for the deaf. and what t:he .Ro.chester School is not generally credited with is the fact that it also turns out splendid speech and language results. How can anyone maintain that manual communication in the later years for the students of this school has been harmful to them? The product and the outcome belie such a theory ."
-The Kansas Star

(13)

HERMAN E. TALMADGE, Governor

GEORGIA SCHOOL FOR THE DEAF

STATE BOARD OF EDUCATION M. D. COLLINS, State Superintendent of Schools

AD MINISTRATION C. H. HOLLINGSWORTH, M. A., Superintendent

Janice R. Caple, Secretary Julian Tumlin, Steward Myrtle A. Johnson, Bookkeeper

Murray Stein, D. D. S. Sam Garner, Jr., M. D. Earl Cox, Engineer

INSTRUCTORS JOHN L. CAPLE, Principal

PRIMARY DEPARTMENT Marie S. Kennard, B. S., Supervising Teacher
Doris Brannon Gladys E. Carpenter Polly Casey Mildred Forbes, B. S. Mabel L. Fincher May F. Glenn Bettye A. Reed, A. B. Emmalee J . Highnote Jim Irwin Jessie F. Jones Miriam B. Minter

INTERMEDIATE AND ADVANCED DEPARTMENTS Mary P. Turner, B. A., Supervising Teacher Advanced Department Katharine Casey, Supervising Teacher Intermediate Department Dorothy F. Brady, B. S. Jack Brady, B. S. Connor Dillard Ruth D. Forbes Edythe D. Montgomery, B. S. Elizabeth F. Simmons, B. S. Florence D. Israel, A. B. Kathryn W. Williamson, B. A.

VOCATIONAL DEPARTMENT JOHN L. CAPLE, Supervising Teacher

John L. Caple . . . . . . . . . . . . . . . . . . . . . . . . . . . Printing C: G. Turner . . Assistant Printing and Assistant Coach J: R. -ware . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Repairing Russell Royston . . . . . . . . . . . . Barbering and Pressing

Sarah F. Ware .............. Arts and Crafts Gladys L. Latham . . . . . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . . Sewing Geverna C. Stepp, B. S. H. E. . Home Economics Earl Cox . . . . . . . . . . . . . . . . . . . . . Machine Shop

COLORED DEPARTMENT NELLE S. GRIFFITH, Consultant

Mildred Flournoy, A. B. Louise Chubb Elvira Bray

Lucille McCullough Hattie S. Menifee Mattie Malone

-ra.roe~ 'rttetny J6.rqao 10 .!;!&.raA!Ufl
"IIJ.l"'cu'l

'1 '
, I
I '
:I
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THE SCHOOL HELPER

VOLUME 51

DECEMBER, 195 I
Our Beloved Teacher

NO.3

AT CAVE SPRING CEREMONY - This group of one-time star athletes gathered a.t the ground bre~king of a new gymnasium..
Miss A. MaY Clark. who was director of girls athletics for 45 years, stands in front of a group .of women who made up basket -
hall teams that lost only t hree games in eight years, between 1920-28. Left to riaht

ate Mrs. J. R. Ware (Sara Fincher) present girls physical educa.tion director at G. S . D., Mrs. B . L. Bridges (Mae Spurlin) of Atlanta, Miss A. May Clark, Mrs. Fred Jones (Virgie Lovvorn) of Carrollton, Mrs. Douglas Hitchcock, (Alice Holt) of Atlanta and Mrs. Joel Spurlin (Ida Lee Harrell) of Atlanta.
-Rome News Tribune

Miss A . May Clark who was a teacher at the Georgia School for the Deaf for forty -five continuous years was honored at the groundbreaking ceremony for the new gymnasium. 'Miss May' was the director of girls athletics at the school during most of this time. Her girls held an enviable record in our area. They lost onl y three games in the eight years, from 1920 to 1928. Her players are remembered for their exce ll ent teamwork and the evidences of perfect training.
Basketball was on ly one phase of the athletic p rogram. Another equa ll y noted part of the physical education events were the beautiful pageants the department staged

each spring. They were like glimpses into fairyland, with the graceful swirling and swaying dancers as the nymphs in this land of enchantment. 'Miss May' had been a music teacher before she lost h er h earing and she had the ability to transform motion into music for the eye. The dance rou tines were artistic!y and exquisitely done ; the lovely costumes and ideal outdoor setting added to the illusion of fairyland .
Nor were athletics the only facet of this versatile teacher's accomplishments. Miss May was equa ll y gifted in the field of art and even today we enjoy the fruits of this talen t. Many wall hangings, carved screens and chairs

and beautifully woven baskets adorn our school and are mementoes of the work done in the art department under Miss May. Many of us are still fortunate enough to receive water colors and hand-painted cards from her at Christmas time.
In our reminisence of Miss May and h er girls, we give a thank you for the inspiration they have given us in the field of athletics and the memory of a wonderful teacher. We point with pride to these
former students who even today
exemplify the fine qualities and
good sportsmanship they received
as part of the physical ed ucation
training.

From the Advanced Department

VOCABULARY ENRICHMENT
WORDS
Myriad lovely words Are imprisoned Between the Covers of every book But until We speak themWrite themLove themThey are only Black marks On white paper
--Oliue Stoddard Vocabulary development is planned as a definite phase of work in the advanced department. There is a drive through out the high school grades to strengthen the pupils' command of words. We have motivated the study of words by linking vocabulary with every school subject, and each subject has its spe cialized word list. This does away with a great deal of vocabulary difficulty and, because of the growth of comprehension promoted, increases the interest and pleasure in the subject. We believe that intellectual cu riosity is. the mainspring of voca bulary growth, and each teacher tries to motivate each pupil so that he will be sufficiently interested in words, and sufficiently industrious to seek some source of information whenever there is doubt about the meaning of a word. We !Stress the fact that a pupil's proficiency in vocabulary will be in direct proportion to his own effort to check carefully the meaning of any word which he does not understand. We insist that he not be satisfied with mere ly recognizing words, but that he use them in his every day language and in their different shades of meaning. In English all phases of voca bulary enrichment is emphasized -not only the meaning of words, but pronunciation, the use of col orful and vivd words, of abstract words, of forceful words, and shadings in word meanings, syn onyms, antonyms, homonyms, of

words as different parts of speech, idiomatic expressions, and the gen eral contour of words.
Some pupils are ambitious enough to desire to improve their vocabulary as soon as they see that a good vocabulary makes reading easier and that the natural way to acquire a good vocabulary is through reading. It does not take them long to find out that familiarity with words will add to their pleasure, companionship, experience and instruction. They accept the improvement of their vocabulary as their own respon sibility. Other pupils have to be motivated. A great many different approaches have to be devised to get them interested in enrich ing their vocabulary. This is a most complex but challenging
task. As a foundation on which to
build a better vocabulary, every English class is given twenty -five words each Monday. These are taken from a list of most frequently used words, and with their meaning are arranged alphabetically in a note book. On the following Monday , a test is given to determine the mastery of the words as shown by the pupils' ability to use them in a sentence. Provision is often made for direct experiences which will add to an adequate background for understanding these words.
Except for the very frequently used words, we find it more enjoyable to learn the meaning of words while we are reading them, and too, a great many words can be u n d e r s t o o d onl y in the sentence in which they are used . If we can not guess the meaning of an unfamiliar word from the context, or can not draw from the pupils' past experiences any clue to the meaning of the word or can not dramatize the
meaning we look it up, but our
dictionary technique is focu sed on
the function of words in the con text. Each word thus met is listed in a notebook and referred to and
tested often .
(2 )

Word building proves to be a most fascinating and profitable way of securing interest and of enriching a pupil's vocabulary. Words are broken up into prefixes, stems and suffixes and then rebuilt into new combinations.
An important part in our program for vocabulary enrichment is that of evaluating the pupils' development by means of fre quent and varied tests.
We feel confident that out of this emphasized vocabulary program will come the development of ability to recognize words and to associate meaning with them.
M.P.T.
SCIENCE VOCABULARY
BUILDING
In the learning process reading is like the yeast in dough. Without reading skill there can be no " rise' ' in the various subjects dependent upon it. One of the principal ingredients in the recipe for good reading is vocabulary recognition. All teachers strive to have their pupils recognize word meanings from context clues and if that fails, they urge the use of the dictionary.
In most of our science textbooks a glossary is included for the convenience of the pupils and the teacher but too often the pupils do not take the time to look for meanings of unfamiliar terms even when this aid is so readily available.
The problem of increasing vocabulary becomes one of outright teaching vocabulary. In my science classes new words and special terminology pour upon the student in an unending stream and without systematic vocabulary teaching the student is soon drowned in a sea of words. To remedy this situation I have set up a vocabulary list for each of the four grades of our high school and have two alternate lists for retarded or accelerated pupils.
Each Friday the classes are given twenty words and definitions from their science textbook glossaries. On the Friday following

THE SCHOOL HELPER

DECEMBER, 19 51

the assignment a test is given for would reduce the vocabulary as-

each twenty words and a new as- signments through the year and

signment is made which in turn would furnish a background for

is tested the following week. At the new words we would. find

the end of five assignments a in our text. We are constantly ad-

general test is given over one hun- ding to this list other words

dred words. Every opportunity is which we acquire the meaning of

taken to use the words and point as we solve the problems in which

out examples of them. Pictures these words appear. By illustra-

illustrating words are mounted tions and examples, I work out

and filed in groups corresponding with the class the definition and

to the assignments. In the ten meaning of each word the indi-

years that I have given . speci~l vidual pupil does not understand,

attention to vocabulary m th1s and test his comprehension by

way, I have found that it pays asking him to give back to me

dividends. A child who under- an explanation of the word. These

stands his text reads willingly words and meanings are listed in

and learns therefrom; a child. who a notebook and are repeated over

does not understand what he and over again. The pupils' use

reads, does not read for himself of them determines for me wheth-

and so loses his opportunity. Let er they understand them well

us all become teachers of reading. enough to retain them and to in-

beginning with the fundamental telligently work with them.

requirement, a good vocabulary.
K. w. w.

A great deal of time is used in an effort to impress upon the

MATHEMATICS VOCABULARY
BUILDING
In many of the other school subjects, we can select from each reading some especially important details to be remembered, but in mathematics we must remember all facts given in each problem. There can be no skipping, skimming or guessing the meaning of a word, and very few context clues come to the pupils' rescue. They must be extremely careful to understand, the meaning, of every word, so that they can go

pupils the importance of reading mathematics carefully and of trying to learn the vocabulary in the step by step process that leads to solving a problem. I feel that this time is well spent and that vocabulary enrichment will improve comprehension to the extent that the indifference, discouragement and lack of interest among some pupils will be overcome and they will be able to climb the steps in mathematics with interest and enthusiasm.
F. D. /.

to the next step easily and con-

SOCIAL STUDIES

fidently, because each step depends

VOCABULARY BUILDING

more or less on all those which have gone before.
I found at the very beginning of the year's work in my mathe-

There is an abundant qpportunity for vocabulary building in our social studies program. The

matics classes, that the pupils did pupils are daily showered with not comprehend a great many of words that are not familiar to

the terms which I used. I began at once to place special emphasis on the importance of knowing the meaning of every word in our

them and that refer to things beyond the realm of their actual experiences. In order to enrich their vocabulary I have to use not only

daily work.

discussion, but pictures, maps.

I introduced a specialized voca- movies and every available means bulary program by giving each for supplementing pupil back-

~lass a basic vocabulary consist- ground.

mg of words used generally in the An inadequate vocabulary in

study of mathematics. This, I .felt, the social studies hinders progress

to the extent that it is necessary to stop and develop this barrier. A boy or girl who does not know the meaning of such words as, executive, democracy, legislature. primary, judicial can certainly not read with understanding even about the government of his own country.

We compile our special subject

vocabulary material by asking each pupil to list the words that he

finds in his daily reading which

are new to him and. which he

has not been able to work out

the meaning of from context clues. I take this list and add words

that I think might have been overlooked and words with which

it is necessary that the pupil be

familiar. These are put on the

board and their meaning worked

out in connection with the read-

ing content or with the help of the dictionary. Each pupil copies

these words and meanings in his notebook so that they will be

ready for other contacts, uses and

repetitions which has already led

to a much more meaningful vo-

cabulary.

The work books used with our text very often provide repeti-

tion and testing of our vocabulary material by means of multiple

choice exercises, matching words of similar meaning, matching

words opposite in meaning and matching words and meanings. In

addition to this testing, vocabu-

lary tests are a part of the test

over textbook material given at

frequent intervals.

One outstanding objective of

every teacher is to promote growth in reading power and to improve

the skills and. abilities needed for not only word recognition and

definition, but for stimulating a

reaction to what has been read

and for providing opportunity for pupils to develop a desire for read-

ing. Surely vocabulary enrichment

will contribute a large share to-

ward this objective, and time used in this development will be wl'll

spent.

J . B.

(3)

From the Colored DepartrneDt

W-e think the parents of this department will be interested in knowing that we have supervised play and hobby hour every day .
We believe that playthings should further a child's development: test his ideas and skills and help him work out his prob-
lems.
Quiet play, creative materialsclay, fingerpaints. crayons, scissors, and blocks relieve tensions and develop natural talents.
Children need a variety of playthings if they 're to become wellrounded individuals. To be " one of the gang' ' is a natural urge that begins early with s.ocializing in the sandbox and continues later with board games and sports activities. There will be many tears and struggles before the rules of fair play are accepted, but that's a necessary part of growing up and getting along with people.
Recreation and rural arts develop youth's varied interests. Opportunties are unlimited in the recreation and rural arts program because it recognizes the fact that having fun comes as natural as breathing to most young people, but that learning how to play is a factor that needs leadership and guidance plus incentive.
We can' t do much to change present-day world events which cause our anxieties and tenseness, but we can change the atmospliere of our homes. We can do this by planning good times together. We can do it by sharing fun together in the home. Shared fun is the best tonic we can find for a bad case of jitters. We all know from experience that family fun builds up our morale. It gives us courage to tackle hard or unpleasant jobs. It creates a sense of family togetherness which in turn gives us the feeling of strength and security. Many of the little things that children remember about homes and family relationships may be a real source of strength and comfort to them all through life. Perhaps we need to take stock of our own families and

see what kind of memories our

children are storing up.

The purpose of this program

is to help the children appreciate

and develop rural arts, build

healthy bodies, make friends, and

learn leadership ; to encourage the

development of talents and dram -

atics as a part of the rural arts

program; to improve the school-

rooms and schoolgrounds ; to stage

a highly successful display of

handcraft products.

Let's make Christmas merry for

the youngsters and choose toys

according to the age and interests

of your child.

N. S. G.

During the pre - Book Week Season we were little bookworms on our way to bookland.
National Book Week came on schedule and we had the Children's Book Parade. We made a train of crayon boxes and painted the cars yellow. The wheels were made of spools and painted green. A large elephant made of cardboard and painted gray was our engine and his eyes were small black buttons. We put on his back a yellow and green banner which had Children's 195 1 Book Parade printed on it. Then we made little booklets of different colored construction paper and fastened them together with colored ribbons and yarn. We used the children's vocabulary in making the booklets. Some of them are:
Our Toys Cars Food Health Animals Games
We looked in old magazmes and found small pictures which the children could match with words.
For a border we have animal cutouts wearing different colored blankets and carrying packs of books as they joined the Children's Parade to the Book Pair.
To follow up our study of

books, we have started a classroom library. Our teac;her. asked our parents to send us some small inexpensive books. Lorene Coleman's mother sent us four, Elijah Sam's mother sent seven, and Dora Wright's mother sent four.
We have a nice selection of A S
C books, color books. picture word books, animal story books, and nursery rhyme books.
We also have another project started, Toyland. Several of the parents have sent toys, so we decided to build Toyland as a preChristmas activity. When a aew toy is received, it is properly marked with the printed word and put in Toyland. Throu&h play we hope to increase our toy vocabulary.
We wish all a Merry Christmas and a Happy New Year.
-M-attie Malone's Class
Our group has enjoyed workillg together thus far and we think our pleasant hours will be continued.
All the children enjoy taking part in the various activities of classroom work.
Patricia Ann Gibson likes to write the prayer on the blackboard.
Bobby Stephens likes to dust and clean the erasers.
Leo Chapman likes to draw and color calendars on the board for the teachers.
Fred Kent is very alert and wants to write all the time.
Clarence Wiley likes to pass and take up pencils.
Clarence Reese likes to read the directions and do what they say.
Jerome Buchanan likes to hold the Bible for the morning prayer.
Estelle Long likes to hold the flag while we give the salute. She is learning to write and is very eager to learn.
Hartwell Rhone likes to mark the calendar for the wea ther report and go for the mail. .
Henry Collins likes to take care of ~he African violets and chaperon the little boys.

(4 )

THE SCHOOL HELPER

DECEMBER, 19 5 1

Isaiah Collins likes to clean the classrooms and go o~ errands. ..
Janie Monford likes to v1s1t with her classmates and cut out pictures and is doing fair in her
studies. Each child is eager to learn and
to participate in every activity. -Lucille McCullov.gh's Class
During the month of November. Americans everywhere observed Thanksgiving Day. We here at G. S. D . observed this day in the typical fashion by giving thanks for our many, many bles-
sings. Speaking of experiences and
surprises, we have had our share of them again this month.
During "National Book Week'' a box arrived for our teacher. We were curious to find out what was inside and tried our very best to guess - " Is it something to eat? " "No." "Is it something to wear ?" "No." Well, we gave up. Our teacher opened the box and there were enough little books entitled , " About Us and Our Friends," for each boy and girl. We were all very happy. With these and a few other books we started a reading table. Mrs. Griffith let us use her nice ''Look and Learn" book, and we enjoyed that, too. To top off all of this, nice Thanksgiving boxes began to arrive and we had lots of fun sharing with one another.
Another interesting factor is that for the past month each pupil has been under close observation in an attempt to determine just what his or her particular interest or ability is centered around as far as classroom activities are concerned. The results are very interesting and we are sure you would like to know them.
Our class is divided into two groups. Group one consists of the more advanced boys and girls; group two consists of the boys and girls who haven 't been in school quite so long, and can not do all the work done by ~ rQup one. However, the two

groups work well together in most classroom activities. Curtis Harris excels in number work and ca n count to I 00 by 2's and 5's. Russell Williams is an all-round pupil but is more interested in using his hands. He writes nicely and likes to draw. Fannie Scott and Valeria McClendon have a keen interest in all classroom activites. Grady Payne likes spelling and gets a thrill whenever he spells a word that the class cannot remember. Charles Jefferson has an interest in all the work and has advanced from group two to group one. A. J. Booth is the shyest little fellow in our class. He likes to put puzzles together and to play ball during "Supervised Play Hour." Mary Robinson is the smartest speller in group two. She has a good memory, and often remembers some words that those in group one have forgotten. Eddie Bell Baker and Virginia Sapp are our most friendly and agreeable pupils. They are always smiling and doing good work with group two. All in all, we are an ideal class and our teacher is proud of us.
-Louise B. Chubb's Class
We have been so busy that we find it hard to realize another month has passed.
Our class has shown quite a lot of interest in "Outdoor Life.'' We have enriched their interests through visual aids, activities, and dramatization. During book week we collected pictures from magazines featuring outdoor life. Each one selected his picture ; then Del ero Snead and Joseph Bonner cut out the pictures while Joe Louis Pittman and Parris Lewis pasted them. All of us put the pages to gether and made an interesting booklet.
J . W . Thomas and Harry Will King wanted to create the background for this activity, so they decorated our classroom with na tive pine boughs, pictures of lifesize birds, ducks, squirrels, and hunting signs . Posted- No tres-
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passing-Be Kind to AnimalsWhere Neighbor's Meet and Hunt with a Camera. Our teacher seemed to enjoy telling us the meaning of the signs, and J. W. and Harry did a good job, too.
All the large boys have duties in the dormitory as well as in school and seem to be happy in assuming their responsibilities.
Bobby Quarterman enjoys helping the small boys dress every morning. John Evans likes to help Parris Lewis line up the boys to go to their meals.
Bennie Cook and Richard Reese are first-class chefs. They are partly responsible for our most enjoyable meals plus other accomplishments.
Rayford Oliver and Claude Thomas delight in keeping the boys orderly in the playroom.
John Jenkins and Joseph Bonner are our firemen . Since both are from the " Sunny South" they often tell us on the coldest days that we do not need any heat; however, Charlie Harrison occasionally slips downstairs and turns it on.
We enJOY all our duties and feel quite important and worthwhile to know that others are depending on us for various things.
Now back to some more classroom activities. We thoroughly enjoyed our study of cats during National Cat W;eek, and because of our reading readiness program we were better prepared to appreciate the cat show in Mrs. Chubb's room. The Outdoor Life activity gave us rich experiences and so we find each day being filled with happy memories.
-Mildred Flournoy's Class

Hello everybody! We, the han-

dicraft class, want to tell about

the arts and crafts department. The very first art that we are
learning is to make "something out of nothing."

In preparation for the Thanks-

giving Harvest Festival we chose

:ay pineburs from our own native

t rees to make turkeys.

com-

THE SCHOOL HELPER

DECEMBER, 1951

bining, pipe cleaners, glue, and a little paint to bring out the design and detail patterns of the feathers , you could easily recognize what we had made. Then we used the turkeys as place cards and in classroom project decora -
tions. Our next art stands out in us-
ing the pineneedles. By combining raffia, our nimble fingers , under the guidance of our teacher, are making an assortment of useful and attractive articles.
Mildred Hill does excellent work in making the pineneedle articles. She has made a love!y set of hot-dish mats and an ash tray and is working on a wastebasket
now. Elise Campbell does neat work,
also. She has just completed a sewing basket and she, too, weaves the hot-lish mats nicely .
Corrine Williamson makes the hot-dish mats well and does excellent work in braiding rags for rugs.
Mary Massey and Jennie Lou Askew are working on a sofa pillow top which they are making out of small scraps of cotton
print. Barbara Ellington, Mary Nell
Wallace, and Annette Williamson are getting feed sacks ready to make into towels. They rip up the sacks, make the size towel wanted and then hem the sides and fringe the ends. If the towels need bleaching they do that next. The last art is applying something colorful in applique or embroidering. The girls find it difficult to make neat hems and are not at ease in holding their materials. We hope with more individual guidance and constant practice that they will soon find their work easier to master.
-Elvira C. Bray's Class
Since this is the last issue of the Helper for 1951. we want you to know about a few of our accomplishments and interests since the beginning of this school year. Especially do we want to tell you about our language work and

hobby hour.

group went . up the hill to -get

With Mrs. Griffith's consent .some magnol ia burrs. Then. later .

we deviated from our daily sche- . Mrs. Brady's, our . Scout leil.der,

dule and spent a considerable got some evergreen, pine and ce- .-.

amount of time on language and dar. Later we girls painted them

key work and the results were re- to put in the dining room.

ally amazing. Our vocabularies At our next meeting we paint-

were broadened and our usage of ed the materials. W e got some

straight language strengthened. aluminum paint from Mr. Cox

This made it possible for us to and some white paint from Mr.

compose letters to our parents Ware. The Girl Scouts had some

with very little assistance. We poster paint. We had a good

feel grown up now because we are time painting the okra, cotton

able to work independently .

bolls, pine cones and magnolia

Every day we can hardly wait burrs different colors. We painted

for hobby hour. We have a va- them red, silver, blue, purple and

riety of magazines and do we love white.

to look at them. Since we enjoy We put the evergreens on the

it so much, it was decided that window sills in the dining room.

we make a hobby of it. Each of Then we arranged the okra, cot-

us took fifteen cents of our money ton bolls, pine cones, and mag-

and bought a scrap book. We nolia burrs, and evergreens in the

chose special things to look for pine and cedar which we had put

in the magazines. Earnestine on all the window-sills.

Smith chose beautiful flowers , Sara Christopher made a huge

McKiinly Saunders chose dogs, Santa Claus of red paper and cot-

Bobby Wathins chose cars, Geral - wn . We put it at one and of the

dine V ickers chose delicious salads, dining room. She drew another

Leon Pittman chose things to use Santa on the blackboard because

in a house, Marion Smith chose she can drew very well. They

rooms in a house, Dorothy Camp- were very pretty. We think the

bell chose beautiful houses, Don- dining room looks very festive.

aid Parker chose cakes and pies,

-Betty Pharr

Sara Ann Willis chose movie stars,

Catherine Gaskins chose fashions ,

CANDLELIGHT SERVICE

and Luretha Camp chose fruits . The Girl Scouts went to Rome

We are getting all the materials Sunday afternoon, the ninth of

ready before we start pasting be- December to take part in a Can-

cause we want our books to be dle Light Service at the First

very nice and neat.

Methodist Church.

We sincerely wish you a Merry This is a - yearly ser~ice to

Christmas and a very Happy which Girl Scouts of Floyd Coun-

New Year.

ty bring token gifts symbolizing

-Hattie Menifee's Class presents which we will distribute

to less fortunate people at Christ-

GIRL SCOUTS DECORATE

mas.

DINING ROOM

It is also a time for all Girl

W.e Girl Scouts decorated the dining room for Christmas. Mrs. D illard 's group went to the farm to get some cotton bolls. Miss

Scouts to re -dedicate themselves

to the code of unselfish living.

as expressed in the Girl Scout

promise.



Casey's group went to her home May the spirit .of love and ser-

to get some dried okra . Mrs. vice expressed in the ceremony

Johnson 's and Mrs. Brad y's sink deeply into our hearts and

groups went out on a road where minds, and may each of us gain

we always go for a walk, to get strength for the present and hope

some thorn branches for making for the future .

sugar-plum trees. Mrs. Turner's

Contributed by Jean Barrell

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From the Intermediate Department

INTERMEDIATE READING . and . explain twenty-one new

The intermediate classes are words that .she learned on the trip,

continuing to concentrate on word as bannister, permanent waving

building this month. The inten- machine, wicker furniture. Ansive vocabulary study the inter- other sign was " trying to catch"

mediate pupils have done since the teacher. Our oldest class searched

beginning of the fall session is an important phase of our reading program. It is an attempt to increase reading ability. The lack of

diligently to find words that perhaps teacher did not know. I can remember when I did this in school, can't you? Claude Butler

understanding of word meanings. thought he had the solution-he

or a poor vocabulary, definitely picked out Jive words from a

limits the reading ability of the Spanish dictionary to find out if

dt>af child.
An adequate vocabulary is an enormous problem of intermediate deaf pupils. They venture into many fields which are entirely new to them and are faced with a huge new vocabulary in each

his teacher knew the meaning of those , too Amazingly; she knew what they meant. But . what Claude did not know was that he picked out the only five Spanish words that his teacher did know.
K. c.

field. The simple textbooks of
new subJects as science, health, history, geography and literature

INTERMEDIATE SCIENCE
This week in Science the D in-

contain a vast number of new termediate class has been studying

words; words that hearing broth: about " getting ready for winter.''

ers and sisters acquire from radios, This is very appropriate at this

movies, and general conversation. time of year and we have all been

Even the old familiar words thinking about this since it has

often surprise the pupils and as- turned so cold.

sume meanings entirely different We have watched . the squir-

from the meaning they learned. rels getting nuts and acorns and

A plane may not mean an air- taking them up the tree to their

plane but a tool that is used in homes to store for the cold days

the woodshop. A train is a toy ahead when there will be no nuts

or a line of cars but to train is to and acorns to gatper.

teach .

We learned. two new words in

One phase of vocabulary build- connection with gening ready for

ing is instilling in the pupils the w inter. One of the words was

desire to find out what the new migrate. This word is used espe-

words in their books mean and cially in connection with birds;

how to use the dictionary, how although, some land animals, such

to get meanings, and that most as deer, do migrate. " Migrate"

words have several different mean- means to move from one climate

mgs. Another phase of vocabulary to another. At this time of year,

building other than the dictionary birds and animals are moving to

habit, is to instill in the pupils a warm climate looking for food.

curiosity to find out the names of Another word which we have

simple things they see and use learned is hibernate. This means

every day. They may recognize to sleep during the winter. Some

the object but not know the name animals hibernate all winter, while

of it.

others hibernate only part of the

The results of our vocabulary winter. Bears, snakes and frogs

study have been encouraging and are some of the animals which hi-

we see many healthy signs of sue- bernate.

cess. On a short twenty minute Even plants get ready for win-

trip this week to see how many ter. In the summer and fall they
new words we coul<,i learn. one :store up food for the winter.

pupil. Bet ty Pharr, could 'write : Some store their food in their

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roots, some in their stems, some i~ their seeds and some around their seeds.
So in a way, plants and animals are not too different from people. Our class has also studied how people get ready for winter. One day we drew pictures of how our mothers and fathers get ready for winter.
We hope that everyone was ready this year because winter is here!
D. B.
INTERMEDIATE SOCIAL
SCIENCE
As children grow older they lose a little of their enthusiasm about Santa Claus, but they never outgrow the thrill of Santa's sleigh and reindeer.
Some of our geography classes have studied about the Far North and the region about the North Pole. They have learned that dog sleds are used by the Eskimos. But Santa Claus could never get over the house tops driving dogs to his sleigh.
So they have explored other Arctic regions and have found that in Lapland the sleighs are drawn by reindeer. They have learned that the Lapps are a friendly people and are very happy,
Since Santa Claus is our ideal of a friend! y, happy person and sleighs are drawn by reindeer in Lapland , we have decided that Santa Claus comes from that part of the North.
R. F.
SUNDAY SCHOOL AIMS AND
LESSONS
It is the aim of religious education at the Georgia School for the Deaf to prepare each child to take his place in the world as it is now and as it is going to be tomorrow and in the years to come. The ideals and moral principles that are t;tught today will help to shape the world of tomorrow in which these pupils will function as citizens and as con-
(Contint..ed on page t welve )

THE SCHOOL HELPEit

DECEMBER, 1951

THE SCHOOL HELPER
All communication should be addreued to the School Helper, Cave Spring, Georgia.
Entered at the post office at Cave Spring, Georgia, as second class matter November 1889. Acceptance for mailing at a special rate of postage provided in Section 1103. Act of October 13, 1917. Authorized October 31, 1918.
Published monthly during the school year in the printing department of the Georgia School for the Deaf.
KATHARINE CASEY . . . . . . . . . . . . . . . . . . . . . . Editor MARIE KENNARD . . . . . . . . . . . . . . Associate Editor JOHN L. CAPLE and C. G. TURNER . . . . . . . . . . . . . . . . Printine lnstr'llctore
VOLUME 51 DECEMBER, 195 I NO. 3
For the promotion of all State-Aided Schoola For the Deaf
1. Improved recognition as educational institutioM with control in the hands of educational boards.
2. Sectional and national associations with accrediting autb,orities and approved measuring rods and standards suited to each association terminating in the highest requirements for membership in a national asaociation for schools for the deaf.
3. A greater Gallaudet College serving the intereab of all the states with special emphasis on research findings openly arrived at and freely disseminated in promoting the educational interests of all the schools.
4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping witb the spirit and purpose of its creation.
5. Federal equalization aid for education that will guarantee equal opportunities for deaf boys and girls in all states.
6. Utilization of a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for the Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduates.

Barntt . Laur~ Ann Brigman , Claude Butler, Jerry

Nix, and Betty Pharr who played parts of displaced

persons here from Europe. They expressed gratitude

for our freedqms so often taken fox: granted. David

then talked of our heritage and the history of

Thanksgiving Day. Robert Wooten interpreted the

speech of the pupils.

After the "telecast, " the cast played a game in

which they named foods for Thanksgiving Dinner

beginning with A and proceeding through the al-

phabet. Each person repeated all of the preceding

foods named in alphabetical order each time a new

food was added. The boys defeated the girls and

all were treated to candy bars.

The stage was arranged as a television set, en-

clo~d on all sides except for a viewing screen. Flood

lights inside the "~t" emphasized the illusion in a

darkened chapel.

K. W.

BIDS ARE ASKED ON DORMITORY
AT CAVE SPRING
The State Board of Education today advertised for bids for the second project in a half-million dollar improvement program at the School for the Deaf at Cave Spring, a new dormitory for Negro boys.
Construction already has started on the first project, a new gymnasium. Bids are expected to be asked for the next improvement, remodeling of the laundry, next month.
The improvements at the state School for the Deaf were made possible by a special appropriation of the legislature last winter. A special authority also was empowered to issue bonds for additional building at the school, but it is withholding action pending use of the half-million dollar fund .
Bids for the Negro dormitory must be submitted to the state board by 10 a. m. Dec. 19.
The dormitory will be a one-story building, 158 by 45 feet , and will contain nine bedrooms, two supervisors' rooms, a day room, living room, storage room, and service facilities.
-Rome News Tribune, Nouember 30, 1951

THANKSGIVING PROGRAM
To keep up with the times our Thanksgiving Program in the advanced and intermediate departments was a telecast this year. The pupils from Mrs. Brady's and Mrs. Williamson's classes had charge of the program. David Barrett was the .master of ceremonies who identified T -V station , WGSD, and presented Mrs. M . M . Simmons who led a devotional appropriate for Thanksgiving. Following the Thanksgiving Prayer David interviewed Dorothy Anderson, Howard Ledford, Fain. Griffin, Jean

We have thought it well to give to our boys and girls each night after study hall, a little devotional. They are away from home for the most part of their younger days and many miss the benign influence of family prayers. Mrs. Simmons consented to lead these devotionals. Each night a Bible story is given and an application made to our every-day life. The period spent is then closed with a prayer.
The pl;m has been very beneficial in that it has nor only been ins~ructive , but has been an _uplift in rbe pu}'ils ' spi.ritual life, also.

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Superintendent's Corner

"BEAUTY OF LIFE

MR. Gladstone once said to the

.

American p r each e r, Dr..

Talmadge : 'My only hope for the

world is the bringing of the hu-

man mind into contact with di -

vine revelation . Nearly ali the men

at the top of our country are be-

lievers in the Christian faith . I

myself have been in the Cabinet

for forty-seven years, and during

all that time I have been associ -

ated with si xty of the chief intel-

lects of the century. I can think

of but five who did not make pro-

fession of the Christian faith , and

those five respected it.'

" A beautiful life is never an accident. Beauty of person may be a gift of nature, but beauty of character comes only through the grace of God working in us and the response we make to the leading of His spirit. 'Let the beauty of the Lord our God be upon us,' prayed the psalmist. When that prayer is fuliy answered, life attains its highest glory."

We like the above in the November issue of THE FLORIDA SCHOOL HERALD as borrowed from the CHRISTIAN OBSERVER.

We think the story appropriate to all seasons but most especially do we like it at Christmastime when perhaps the thirst of the soul for the beauty of life is more evident than at an y other season. We see it in the bright faces and shining eyes of little children, in older people whose want is to rekindle the spirit of youth ; and , in the resolute courage and faith of those bearing great sorrow looking to the Master, whose birthday we celebrate, to lead and sustain them through the days ahead .

To our patrons, pupils and former pupils, and you members of our school famil y, we take this means of extending to you our love, our most sincere Yuletide Greetings, and deep sympathy for the sorrow that many of you bear. Qur wish for you is a Christmas

of courage and faith , and the sol ace of the Master's kindly light to lead you.
God bless you , enry one, is our prayer.
"THE IMMORTALITY OF THOMAS HOPKINS GALLAUDET
" December 10, 1787, is a date that for the deaf of America will live forever in reverence. It shall never fade in importance nor grow one bit less in the hearts of those who do not hear. It is the birthday anniversary of one of the very greatest pioneers in the education of the deaf, Thomas Hopkins Gallaudet. This father of education for the deaf appropriately was born in Philadelphia,
" Glory to God in the highest, and on earth peace, good will toward men."
Luke 2 : 14
~
P ennsylvania, the City of Brotherly Love.
" His student years found him at Yale. He was graduated from that famous seat of learning in 1805. Friendly and serious-minded young Gallaudet felt disposed in kindness to all humanity and decided to pursue studies that would lead to the ministry. These studies in theology he pursued at Andover, following his Yale years. Onward ever in the finest approaches to the intellectual life proceeded this uncommonly excellent man.
" The classic one incident in his life for which all the deaf of America feel forever grateful to him was that meeting of Gallaudet with a little girl named Alice Cogswell. She met him with ears that were closed and heard t;~.ot and her ch ildish lips that should

h ave prattled were unspeaking. Thomas Hopkins Gallaudet had met with his mission in life: to wage a terrific fight for education of the deaf.
" Gallaudet dropped his plans to preach and sailed for Europe. His purpose was to search out the very best methods so far known in the education of deaf children. Returning with all such knowledge as was available, he undertook in deep devotion and mighty purpose the founding of the first American school for the deaf. The memorable date of this monumental event was the 15th of April. 1817 . The place was Hartford, Connecticut. So well was the foundation laid in this dedicated effort to see some real educational help given to deaf children that the way was opened successfully. Today, there are over 200 schools for the deaf serving around 20,000 children. Gallaudet headed the Hartford establishment for thirteen years. Later, he was a professor of education at New York University, 1923 -33.
' 'This eminent man passed away in body at Hartford on September I 0, 1851. The spirit of his lofty character and beautiful life, however, lives on in the successful education of every deaf child in the classrooms of schools for the deaf all over the nation. When, on this December 10, 195 I deaf people all over the land will gather together in their respective schools and communities to pay tribute to this great educator, then indeed will expression be given to the love, affectionate regard and deep veneration in which Thomas Hopkins Gallaudet is held by the people for whom he did so much. We pay him rightfully the sincerest thankfullness and tribute in the unfailing observance of his memory.
"We must mention, too, the worthy sons of Gallaudet. Following in the fine purposes of their distinguished father, sons Thomas and Edward accom -
(Continued on page thirteen )

(9)

From the Primary Department

Our first little prayer 1s I love Mama. I love Daddy. I love God. Amen.
When this was added to our nading lessons, our teacher was not sure that all of us understood who Mama and Daddy were. She drew sketches on the blackboard of a man and a woman for each of us and labeled them. The possessive form of each of our names was written under the figures that we had selected for our own. Some of us have real pictures of our people at home, and our drawings were associated as much as possible with these. They became even more personal when we realized that one or two of us had lost our daddies, and these figures had to be erased.
A peek at the office files yielded the names of other members of our families and these were added. Now we have thirteen groups of people on our blackboard, and they have been useful in helping us to understand who our mail is from, and to tell things we think of about someone at home. It would be hard for anyone to understand just how real these little figures have become to us, and how much we have enjoyed having them. We don't want them harmed in any way, and anyone who erases even so much as the apostrophe from some one's name is immediately frowned upon. We are beginning to need our blackboard space for other work, but we haven't yet solved the problem of how we could get along without our " families."
---,/in1 lrU/in's (;lass
Turkeys are always thought of in connection with Thanksgiving and this Thanksgiving Day each of us had a turkey. But don't get the wrong idea; let us explain what kind of turkeys we had.
After we had had our daily devotional. our . teacher asked us to

sit around a little table. Then she got some paper and cut out some funny looking designs. We didn't know what she would do with those little pieces of paper. She colored them different colors. Then she got a bag of apples out. of the closet. She sliced one of them in different places and inserted the little pieces of paper. We soon saw that the apple was beginning to look like a turkey. The pieces of paper turned out to be a turkey's head, wings, and tail. Toothpicks were then stuck into the apple for legs and there before us was a big, fat turkey.
Our teacher then gave each of us pieces of paper with the patterns of the turkey head. tail and wings on them. We cut them out, colored them, and put them into the sliced apples. Then we stuck the toothpicks in for legs and we each had a turkey. We put the turkeys on the windowsill where we left them until school was out. They looked very fat and handsome and cocky all standing in a row. When the bell rang for school to be out, we each took our turkey with us to eat later.
So you see, each of us had a turkey on Thanksgiving Day!
-Mildred Forbes' Gass
The weather . is turning cold, Jack Frost paints the landscape
with his lovely hues, You will soon hear the laughter
of a merry ole soul; And if you listen you will soon
hear Santa Claus, too.
Around our heads go with thoughts of dolls, guns, and candy.
Our eyes grow impatient watching time roll by,
In the kitchen we know the smell of Christmas cakes.
And with each new preparation children heave a sigh.
Some of us think back to the first Christmas,
When those wise men of old brought gifts from afar;
(10)

To that little baby who brings joy to all!
\Ve think we hear music and we listen to the . bar.
In all our musings we have but one desire!
To children . adults, and our sire, In our hearts we wish to all with-
out a tearA very Merry Christmas and a Happy New Year!
-Bettye A . Reed's (;ltu~
It is hard these days for us to confine our thoughts strictly within our classroom. and, every now and then, we have to snitch a glance out of the window to watch the activities below us. We didn't realize what it was all about until a few weeks ago when we gathered out in front and Mr. Trawick from Cedartown, the oldest graduate of our school, and little Ida Luke, the youngest and smallesf pupil. spaded up the first dirt toward the building of our new gymnasium. Since then watching the bricks stack up and the lumber pile up has been interesting. but the most fascinating part is the machines. The big machine that tunnels up mountains of dirt and the big shovel that picks up a truck load at a time are wonders to us.
With our gymnasium equipped with such a nice basketball court, we expect to do some playing that will equal or excel Miss Clark's winning team of former days. That is a far goal for us to set, isn 't it?
-May F. Glenn's (;lass
Now that we are getting to be such big boys and girls and have been in school a year before this, we are beginning to understand many things.
When we go to our meals. we always fold our hands in an attitude of prayer, repeat a blessing, and bow our heads. When we go to our classroom each day, we repeat our prayer and are in a reverent manner while we find the words. God, Jesus, love, and

THE SCHOOL HELPER

DECEMBER, 19 51

good. and simple verses in our
Bible.
We understand better when we say, "I love you " that it isn ' t JUSt something we say but we actually have a feeling of love for one another and show it by trying to be kind and good.
Thanksgiving Day meant more to us this year than just turkey and the trimmings. We have learned to thank God in our simpie way for all the good things that come to us. While we were thanking God, we thought that we also should thank those about us who help make those things possible. So we went to them and said, "Thank you."
Now when we say,
Our Father in heaven We thank Thee for this
food. Amen.
I love Mama. I love Daddy. I love God.
Amen.
we say it with more real meaning than ever before.
-Miriam Minter's Class
Just before Thanksgiving I received a letter from the mother of
one of my pupils. It was so ex-
pressive of what I know every mother and father of our deaf children must feel toward the school here that I am copying part of it. She wrote:
Dear Mrs. Fincher, We appreciate your letting us
hear from Joe. I hope he is a good pupil for you. We are very proud of him. The school has meant lots to him already. TlJ.e School for the Deaf is one of the Great Blessings we have to be thankful for.
Very sincerely, Dovie Parker
-Mabel Fincher's Class A letter addressed to The School Helper was received recent-

ly from Mrs. E. P . Center of Ringgold who has a son and daughter in our school.
The following is a copy of Mrs. Center's letter:
The School Helper Cave Spring, Ga.
Enclosed is fifty cents for my subscription to the School Helper.
I do enjoy reading every page of this little paper. It seems to draw me closer to this big family of which two of my own children are members. And it's only natural that I want to know of their many activities. I am so thankful my c~ildren are privileged to be a part of this educational program that they may become self-reliant citizens and enjoy life as much, or more, as any person who has no physical handicap as they do.
Sincerely yours, Mrs. E. P. Center Note : Jane Center is in Mrs. Fincher's class.
Last year the Thanksgiving season was one long to be remem bered by all of us. The very cold weather and beautiful snow are not to be forgotten easily ; how ever, this year will be remembered, also, . The bright sunshine and warm weather were among the many things we found to be thankful for.
On Thanksgiving Day we came to school as usual. After we had finished with our devotional, our teacher told us the story of the First Thanksgiving. Then we made a list of the things for which we should thank God.
At lunch we had a real feast , and in the afternoon we went for a walk.
Friday morning we were invited to Mrs. Jones's classroom, where she told us more about the First Thanksgiving. She showed us many pictures of the Indians and white men working, feasting, and praying together. After we saw how little they had and how hard they worked, we feel th at we can better appreciate th~ rrue
(11)

meaning of Thanksgiving. -Doris Brannon's Class
Just as soon as the notice is posted each month that our " literary contributions" for The Helper are due in a few days, we start worrying about what our subject will be this time. However, once we get started, sometimes it 's difficult to stop! So it was last month when we were discussing News. Space didn't permit a few more points we wanted to bring in , namely paragraphing and sequence.
In the beginning the news, con~; i s ting large!y of single sentences, is written on single lines with the time word , yesterday or today. When paragraphing is introduced, according to time, all the events of yesterday are written in one paragraph; likewise, all of today's events are placed in another paragraph.
Gradually . as ideas develop and material comes more freely, and the difference between morning and afternoon is sensed, we still paragraph according to time, putting all the news items relating to yesterday morning in one paragraph, all those relating to yesterday afternoon in another, and those of this morning in still another, always being careful to stress sequence.
Later, when the amount of material necessitates the step, we have to learn that both time and t'hought must be considered in our paragraphing. We learn, that instead of putting all of yesterday afternoon's events into one paragraph, there may be several statements centering around one thought which will go into one paragraph and that there may be several paragraphs about things which took place yesterday afternoon.
It sounds terribly confusing as we write it, and I imagine, is equall y as confusing to your child at first (except that it isn' t all thrust on him at once.) How-
( Con tint~ed on page rhirrem )

Faculty Notes

Mrs. Minter and her daughter Ann spent the first week-end in November in Hampton, Georgia. The occasion was the birthday of Mrs. Minter's father.
Mr. and Mrs. Brady and Miss Forbes attended the Ga.-Maryland football game in Athens recently.
Miss Brannon attended the Georgia Tech-Duke football game
in Atlanta recently. Mr. and Mrs. Highnote and
P eggy spent a week-end recently
in Buena Vista. Mr. and Mrs. Fincher visited
friends in Plains one weekend
recently. Mrs. Casey, Mrs. Glenn, Miss
Martha Davis, and Mrs. Carpenter attended the Polk County Cenennial Pageant in Cedartown in October.
Miss Ritch attended the Polk County Centennial Pageant, the guest of her niece Mrs. Robert Fricks.
Mrs. H. A. Wilson visited her father, Mr. W . H. Langston who is ill one day recently.
Mrs. Jones spent the weekend. in Atlanta with her son and daughter-in-law, Mr. and Mrs. Tudor Jones, recently.
On the evening of November 6 a beautiful reception was given by Superintendent and Mrs. Hollingsworth and Mr. and Mrs. Hillis Hollingsworth in honor of the new bride and groom, Captain and Mrs. Wright Hollingsworth. The receiving line stood in front of the fireplace. The mantle was decorated with green magnolia leaves and white dahlias. In spite of the inclement weather there were many guests. In the dining room punch was served and ice cream and cake carrying out the color scheme of green and white.
Mrs. Johnson spent a weekend in Atlanta recently.
Mr. Caple has been helping the boys fix up a multigraph machine in the print shop. The machine came from army surplus and many parts were missing. The boys in the machine shop and woo~ sllop helped make the parts.

T he multigraph machine is doing good w ork now and will be used to train girls and boys.
Mr. and Mrs. John Ogden and their son of Hapeville spent the weekend of November I 0 with M iss McDaniel.
Mr. and Mrs. Brady and M iss Forbes had a very nice trip to Clemson , S. C. where they attended the Clemson - Auburn football game.
Mr. and Mrs. Forbes enjoyed having all of Mr. Forbes' family with them for Thanksgiving din-
ner. Mr. and Mrs. Montgomery
spent a qu iet Thanksgiving Day at home. In the afternoon they saw the picture, David and Bathsheba, w hich they enojoyed very
much. Mr. and Mrs. Williamson en-
tertained Mr. and Mrs. A. D . Watson at dinner on Thanksgiving Day. On the Sunday following they motored to Chattanooga .
Miss Beulah Scarborough, a teacher in the public schools of Forsyth, Ga., spent Thanksgiving
with Miss Israel. Miss Casey spent a day in At-
lanta recently.
Mrs. Glenn, Mrs. Carpenter, and Mrs. Irwin attended the Community Concert in Cedartown recently. Mrs. Glenn and M rs. Carpenter were Mrs. Irwin's guests for this occasion.
Mrs. Reed accompanied her mother, Mrs. Stanley Arnold, to Atlanta recently.
Mr. and Mrs. Fincher joined M rs. Fincher's brothers and their families at their mother's home in Bowdon for Thanksgiving dinner.
Mrs. Jones, Mr. and Mrs. Highnote, and Peggy spent the weekend of November 17 in Dothan, Alabama visiting Mr. and Mrs. Harling, Jr. and their new son, Robert the third. Mrs. Harling is the former Miss Margaret Jones.
Mrs. Minter attended the Carol Service in Newnan presented by the Emory Glee Club of Atlanta .

INTERMEDIATE--Continued

tributors to the general welfare. So it is our purpose to equip each

child with an inner peace and with the belief that there is a greater power outside himself to

which he may turn in time of

stress. Each year of the religious

training is planned to add something to the c h i 1d's spiritual growth.

In the intermediate department

the pupils become acquainted with

the Bible and with Bible history.

The lessons used are Bible stories

told in language which the pupils

can understand. The stories are used for three or four years. Each

year has different stories.

In the fall the Bible stories are

taken from the Old Testament and leading up to the Christmas

story. Stories from the life of

Jesus are studied during the win-

ter months and until Easter. After the spring holidays stories of a

few apostles and the spread of

Christianity are studied. Thus the

pupils get a comprehensive picture of the entire Bible in sequence.

After a short chapel service at

the school. all the intermediate

and advanced pupils go to the

local churches for Sunday school.

The intermediate pupils are divi-

ded into three classes. The ad-

vanced pupils use the regular adult quarterlies. So the intermediate

pupils are prepared for this phase

of their growth.

So far this fall the pupils have

studied stories of:

The Creation , Jacob and Ra-

chel. Jacob 's Return , The Boy-

hood of Joseph, The Boyhood of

Moses, David, the Shepherd Boy,

David and Goliath, David and

Jonathan, Samson, and Samson

D estroys the Temple.

At times the Sunday lessons

may appear to be little more than

Bible history because the question and answer method is used; but

each Sunday school teacher uses

the lesson text to show the pupils

how it w ill help them in their

dail y lives .

E. D .M.

:( 1 2 ) .

THE SCHOOL HELPER

DECEMBER, 19 51

PRIMARY-Continued ever before the year is out, he will' have absorbed aU this, we hope, but not without a lot of
bard work.
You may wonder why small primary cbild~en bav~ to be bothered with tbts learmng to paragraph ordeal (public school children at this age don't), but those who know insist that this is the proper time for the deaf child..
-Polly Casev's Class
The rhythm band, under the guidance of Mrs. Casey, Mrs. Fincher, and Mrs. Carpenter, is busy working on music for . the Christmas program. " Jingle Bells" aRd "O'Come All Ye Faithful' ' are written on charts, and, of course, each instrument bas its designated part. Wlhat we are really enjoying are some popular pieces that we have improvised. We decieed that " Here Comes Santa Claus" would be effective with sticks and blocks playing to imitate the reindeer's feet. Our favorite is " Santa Claus is Coming to Town." When practicing we play that one over and over, and it is really relaxing to keep time with the leader and not have to read from a chart.
In our class we are working on the comparison of adjectives. For some time we have been noticing whether this morning is colder or warmer than yesterday morning and the thermometer is consulted f'?r this. That is merely the beginmng of what we have learned. It took several attempts before we "caught on" to, Is Barbara taller than Jo Ann? Is Billy shorter than Roy? About the time we
had that down pat, we were
asked, which is taller, Geraldine
Cilr Betty? Then, Is Delmar taller
or <Shorter than Jimmy? Name a
boy who is taller than Joel.
There seems to be no end to com-
paris<;m . but such is life.
--Gladys Carpenter's Class

The Brownies have had lots of excitement recently.
The most outstanding event was the wonderful time at the Shrine circus in Atlanta, November 6. Three Shriners went on the big bus with us to Atlanta. They were very nice, and we shall never forget them.
Mr. Ware and some of the big boys have painted our Brownie room a light green. We think it is beautiful and are planning to make some new curtains for it. Mrs. Ware will stencil some leaves on them, and we Brownies will color the leaves different colors. Then we are going to cut out and make some Christmas decorations. With a Christmas tree and our decorations, we know that our old Brownie room will be lovely. When we get all this done, we are planning to have a party and invite our teachers. We want them to see bow a little work can change a room.
We have been invited to take part in the Candlelighting Service at the First Methodist Church in Rome, December 9. Some of the Brownies will have new Brownie uniforms to wear. We are looking forward with much pleasure to this experience.
--Jessie F. Jones's Class
Arithmetic is one of our favorite subjects this year, especially with the boys. Our books are new, and we are enjoying them very much. We especially like the workbooks, Number Stories by Findley-Studebaker-Knight. This is the first year that we have bad workbooks and we are very proud of them. Each one of us is trying hard to have the neatest book by the end of the year. The exercises in the workbooks are interesting. We have been studying concepts of size : bigger, biggest, little, larger largest, small , smaller, smallest, long, longer, longest, as long as, etc. Next we hope to take up concepts of quantity : many , mor.-, most, fewer, less, as many as, and

as much as. We are enjoying studying time-telling, too, and writing original number stories. We feel that we have' mad.e a lot of progress these .first four months and hope that our parents will think so, too, while we are at home Christmas.
-Emmalee J. Highnote's Class
CORNER-Continued plisbed greatly, also. Dr. Thomas Gallaudet founded the Church Mission to the Deaf, which since his day has spread . to all parts of the nation and to other lands. Dr. Edward Miner Gallaudet founded the only college for th~ deaf in the world. In 18 57 be established the Columbia Institution and developed it into the the present up-to-date and most remarkable college, Gallaudet. itself. He served the college as its president, 18 64-1911. He is remembered also for a famous biography of hrs father , 'Life of Thomas Hopkins Gallaudet.'
" We salute the immortal mem ory of Thomas Hopkins Gallaudet on this December 10, 195 1. who with his sons brought hope and life and self-respect to so very many of our children and citizens."
-The Ohio Chronicle
A CHRISTMAS CAROL
God rest ye, merry gentlemen; let nothing you dismay,
For Jesus Christ, our Saviour, was born on Christmas Day.
Thtehedaswtanrsroshseonreedthroo'eurghBtehthele~haeym:
When Jesus Christ, our Saviour, was born on Christmas Day.
God rest ye, little children; let nothing you affright,
For Jesus Christ, our Saviour, was born this happy night;
Along the hills of Galilee the white flocks sleeping lay,
When Christ, the Child CTf Na zareth, was born on Christmas Day. -Dinah Maria Mulo"k

.(13),

HERMAN E. TALMADGE, Governor

GEORGIA SCHOOL FOR THE DEAF

STATE BOARD OF EDUCATION
M. D. COLLINS, State Superintendent of School

ADMINISTRATION
C. H. HOLLINGSWORTH, M: A., Superintendent

Janice R. Caple, Secretary Julian Tumlin, Steward Myrtle A. Johnson, Bookkeeper

Murray Stein, D. D. S. Sam Garner, Jr., M. D. Earl Cox, Engineer

INSTRUCTORS

JOHN L. CAPLE, Principal

PRIMARY DEPARTMENT

INTERMEDIATE AND ADVANCED DE' PA.RTMENTS

Marie S. Kennard, B. S., Supervising Teacher

Mary P. Turner, B. A., Supervising Teacher

Doris Brannon

Advanced Department

Gladys E. Carp~nter

Katharine Casey, Supervising Teacher

Polly Casey

Intermediate Department

Mildred Forbes, B. S.

Dorothy F. Brady, B. S.

Mabel L. Fincher

Jack Brady, B. S.

May F. Glenn

Connor Dillard

Bettye A. Reed, A. B.

Ruth D. Forbes

Emmalee J. Highnote

Edythe D. Montgomery, B. 8.

Jim Irwin

Elizabeth F. Simmons, B. S.

Jessie F. Jones

Florence D. Israel, A. B.

Miriam B. Minter

Kathryn W. Williamson, B. A.

VOCATIONAL DEPARTMENT
JOHN L. CAPLE, Supervising Teacher

John L. Caple ...... .... .... .... ... . .. .. . Printing C. G. Turner . . Assistant Printing and Assistant Coach J. R. Ware . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Repairing Russell Royston . . . . . . . . . . . . Barbering and Pressing

Sarah F. Ware .. .... ... ..... Arts and Crafts Gladys L. Latham . . . . . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . . Sewing Geverna C. Stepp, B. S. H. E. . Home Economics Earl Cox . . . . . . . . . . . . . . . . . . . . . Machine Shop

COLORED DEPARTMENT
NELLE S. GRIFFITH, Consultant

Mildred Flournoy, A. B. Louise Chubb Elvira Bray

Lucille McCullough Hattie S. Menifee Mattie Malone

PUBLISHED AT THE GEORGIA SCHOOL FOR
THE DEAF, CAVE SPRING, GEORGIA

JANUARY, 1952

VOL. 52

NO. 4

F=EJ~ 8 1952
U IVERSi:'f OF GEORGIA

LAURENT CLERC
Why did you leave your loved native France And come to live here in this rough new world ? Were you a martyr bred, one who gives all To an ideal. No thought of recompense Nor fame nor gratitude? For well we knowYou bartered much for little when you came.
I think it was because you could not hear. Because you knew (only the deaf can know ) How cruel it is never to understand ! And, much more so, not to be understood! The word of mouth, articulated sound, That magic whereby all those who can hear Transfer their thoughts with ease-to " deaf" obscure And tiny movements of the lips, a twitchOf cheek, a snapping movement of the chin.
All this you . knew (only the deaf can know ) And more. You knew the joy and the relief That can be found in simple printed word That does not change- And how the fettered mind May thus be freed and given chance to fend For its own self-A chance to understand , To an extent, this world of ours, and man!
You knew, in far away America The deaf were pitied ( more often reviled And laughed at and looked down upon and thought To be more animal than human kind) : For Gallaudet had come to France to learn From your preceptor how to reach these minds That he might give, in that far distant land The deaf a chance to learn, a chance to live!
And when he asked " Will you accompany me Back to America and help me teach?" " And teach me, too for there is much to know That I hav-e yet .to learn __ _ I can not stay." - I3rc.luse-you kn ew what only " deaf' ' can know. There WJS no other Jnswcr you could give.
-Olaf L . Tollefson

THE SCHOOL HELPER

VOLUME 52

JANUARY, 1952

NO. ""

Each year the coacheo from the differen-t ochools in our region, which io regi.on 4-C, are aaked to Yote the o..totancling football playera from -ch oc:.hool. The boya who receiYe the moot otea are named to an all-r.aion team. Thia year ~. wlare all happy to learn tha.t Fain Griffin, Mptain of our football team, had b. .n nametl riaht ard on tba all t-tcLon h&m and ucehed a trophy hom the C..er1ia Hiah School Auoaiation. We are all pro111d of Fain and know that he will cleaene the hon.or. Fain i.a a fine football player, always rivinr hia bNt no matter what the odd.

From the lnter1nediate Department

The Christmas bulletin board watching Byron ride the Tractall grandmother while she was at.

arrangemen-t was planned and around the bouse.

hQme. They went Christmas

carried out by the C Class in the 'Claude Butler spent two days shopping together.

intermediate department with the in Atlanta with Billy Adams. He Rube Collins visited Robert

help of their homeroom teacher. spent one night with Carlton Wooten and his family in Macon

The class had. so many good ideas Scurry also.

one day.

that they could not decide which One evening Betty Anne Chad- J3arbara Heath is very proud

was the best one. So they agreed wick and some friends drove all of her baby brother. She had not

to use most of the ideas to show over Atlanta to see the beautiful seen him until she got home

the many sides of the Christmas Christmas trees and lights at the Christmas. He is cute. S h e

season. The final set consisted of houses and churches. They saw brought a large framed picture of

a series of eight groups of pictures Rich's big tree. .

him back to school.

-one for each day.

Jean Barrett and her family Willis Joe Knott went Christ-

The class made an eight-inch went to a Christmas party at the mas shopping and. bought gifts for

frame of white cotton to go home of Mr. and Mrs. Teddy his family. He enjoyed watching

around the bulletin board. This Waters in W,aycross. Jean had a their faces Christmas morning

was outlined in green crepe paper. wonderful time and received a when they opened the packages.

On the white cotton background pen and pencil set of which she Dan Jones hopes that everybody

they arranged about sixty small is very proud.

will have a happy New Year.

figures and objects cut from old Among Betty Pharr's many Joe Wayne Edwards spent

Christmas cards. This made a Christmas gifts was a beautiful Christmas day at his grandmoth-

very colorful and attractive frame. watch. That made Betty happy er's in Crawford, Ga.

A red background was used on because she has wanted a watch. Andrew Lee Harrison and. his

the whole board.

Time flies so fast that she wants brother bought two large model

The title chosen for the series to keep track of it.

airplanes. They worked on them

was: Christmas Has Many Faces. Doris Jones talked with her during vacation.

Each day a different phase of mother while she was at home.

Brooks Blankenship's family

Christmas was presented in Her mother told her how impor- were saddened by the death of

attractive pictures. They were: tant an education is. Now Doris his grandmother at his home

Trimming the House and Tree, wants to get an education and Christmas morning. She had been

Shopping and Wrapping, Anti- graduate as soon as she can.

ill for sometime.

cipation and Realization, Giving and Receiving, Enjoying Home and Friends, and Awe and
Wonder and Delight. The last two displays covered
the actual significance of Christmas. They were: 'Prayer and Praise' and 'Worship and Adore. Him.'
If the use of pictures can make a deep impression, the C Class and some of the other pupils may have gotten a stronger realization

Dorothy Anderson heard someone knocking at the door during the night of December 23. So she woke up her mother. It was her sister and brother-in-law who had come from California to spend Christmas at home.
Carole Smith is pleased that her family have a fine TV set. Now she will not get lonesome
at horne.
Yvonne (Bonnie) Travis received many presents. She likes

Maureen Jones played with her white cat, Cotton, at home. Cotton is big and fat. He likes to sleep by the fire.
Charles Wilson received a suitcase, a fountain pen, a leather billfold, and some clothes among his Christmas presents.
James Thacker is very proud and happy. His father gave him a motorbike. He likes to go fast. He rode it everywhere.

of the real message of Christmas. her new suit and coat best of all.

Alvin White is the envy of all

E. D. M.

Shelva Jean White was delight- the boys because he got a real

ed that her father had purchased football for Christmas.

Junior Galloway and a friend a new Ford tractor. She teased Patsy Sims attended a Christ-

went hunting every day after her father to teach her how to mas party at her Sunday school

Christmas. They killed some drive it. He said that he had no teacher's December 27. They

birds.

time then, but that he would played games and had nice refresh-

Don Smith earned six dollars teach her next summer.

ments.

helping one of his neighbors pull Betty Sizemore, Mrs. Sizemore Clarene King bought some nice

corn.

and three deaf boys drove to a presents for her family with some

Jerry Nix and his brother put ch urch service in Waycross Dec- of the money she earned last suma Tractall together for their five- ember 30. A deaf minister mer.

year old brother, Byron. Christ- preached there.

Sandra Baker spent one day

mas morning Jerry enjoyed Sara Christopher helped h er a1u.l night with Clarene King.

(2)

THE SCHOOL HELPER

JANUARY. 1952

Th~y went t? see Bob Hope in

a good mov1e. .



Clifton West had fun shooting

off firecr-ackers . He and his

brother had some almost every

day. He also earned some money

raking leaves

Milton Saunders went hunting one day and shot a squirrel.
J adie Norris enjoyed the Christmas program at school. He thought that Mrs. Ware's little boy was sweet when he ran and climbed on Santa's lap.

Katie M a e Rogers went to the public school in Franklin with her brother several times.
Dickie Taylor and his sister, Joy. went Christmas sboppi~g by themselves downtown m Macon .Tbey enjoyed the pretty
things in the stores.

Joan Edwards received three dresses, a blouse, and lots of other things. She likes her new skates
very much. Franklin Dubberly enjoyed
being at home. He helped his
father on the farm. Margene Bruner visited Willie
Ruth many times. She liked to hold her baby brother when be cried.
Wynona Stockton enjoyed being in the choir at the Christmas program She likes to sing 'Christmas carols.
Alton Shirey got a pair of brown cowboy boots. Now he wears them every day.
Gene Dominey received a basketball. He will have fun playing with it.
Joyce Mattox had a number of visitors at her home Christmas Day . They had a fine turkey dinner.
Jimmie Parker had a fine time playing with his three brothers. They played cowboys and took turns riding their bicycle.
Ronald Bell received a box of chocolate cherries from under the school Christmas tree.
Barbara Alexander spen t hri strrus with h er mother in

Chattanoo,ga. She received a Cinderella watch.
Winona Butler, from the Florida School. is now a member of the D Class. They all like her very much.
MR. DILLARD'S CLASS Santa Claus was good to Betty Ruth Baxley. He brought her many things to wear.
Jean Rentz had a good time at home during the Christmas holidays.
James Pope bought some fireworks at home. He shot them off.
Lennie Moon and Marshall Harper went to see the movies several times during the Christmas holidays. They had a good time.
James Faulk was proud of a new jacket. Santa Claus brought it to him.
Essie Mae Taylor bad a good time with her cousin at home during the Christmas holidays.
Louise Smith was proud of her new blue coat. Her parents sent it to her for Christmas.
Louise Hunt enJoyed being at home. She misses her family very much.
MRS. SIMMONS'S CLASS f looked at the Christmas decorations in Atlanta. I saw Rich's pretty tree on the roof of their store. Daddy and I went hunting and killed two rabbits. I walked all over Waycross to see the pretty Christmas decorations. I went hunting with a cousin and shot fifteen quails.
-Edwin Aldridge I saw a Christmas program at the Methodist Church in Toccoa . I enjoyed it.
-Terrell Leverett
(Ode :1 white horse all over the field in Vidalia. I helped
(3)

Mr. McKuhen look for some hogs and twelve pigs that were lost in the woods. We found two sows.
-Linton Kersey
I went to Rome to see Santa Claus with Mr. Ware and saw the beautiful Christmas lights. I went hunting with a friend and got three quails.
-Claude Fuqua
My cousin, Doris, drove me in a car all around Canton to see the beautiful Christmas dec orations. I enjoyed watching TV during the holidays. My aunt, uncle and cousins gave me gifts at a Christmas party I visited my sister, Sadie Mae Smith, in Canton on December 31.
-O'Neal Cornett
I stayed at home in Nicholls. Ga. during Christmas. I helped my sister while she worked.
-Mary Lee Johnson
Betty Brown and Sara Christopher visited me at my home in Atlanta. We drove around Atlanta to see the many beautiful Christmas lights. We saw a Christmas play at the church.
-Diann Barber
I looked at Christmas decora tions with my mother and dadd y. I saw the Baby Jesus, Joseph and Mary in a stable.
-Mary Alice Jon es
On December 24 I went to a Christmas program at the Methodist church in Bowdon. My grandmother came for Christmas dinner. We enjoyed looking at TV.
-Clara Stapler
I enjoyed Christmas with my uncle and aunt in Ball Ground, Ga. We went to the Baptist church and saw them sing carols.
-Stella Mae Gaza way
I was glad to be at home for
Christmas in Toccoa. I bought a
tie in Toccoa to give m y daddy.
SJnta was aood to me.
- Larrl} Th ompson

From the Primary Department

Before Christmas we looked forward to going home and to Santa's coming with great anticipation. Now the holidays have come and gone and are only happy memories. However, when school started on January 8, each pupil seemed happy to be back at school.
A good part of that first day was spent in telling about and showing things which were received for Christmas. All the girls, Brenda Padgett, Louise Edmondson, Ida Luke, Eva Mac Chambers, Carol Whatley and Anne Braddock, brought their dolls to the classroom after lunch. We loved them and mothered them a little while, then put them to sleep so we could go ahead with some school work.
The boys brought some of their Christmas gifts to schooL too. Noel Johnson had on a pretty pair of black boots of which he was very proud. Thomas Eng~and was wearing a new watch which he checked with the teacher's watch all during the day. Roger Hooper had a nice, new wallet to show off and was just as pleased with the pictures he had in it as he was of the wallet itself. John Coleman looked mighty dangerous wearing his new holster and guns.
Santa Claus seemed to have been very good to all the boys and girls in our class. At least he left a very happy and contented group of children.
-Mildred Forbes' Class
Now that Christmas and its " visions of sugar plums" are gone, we are settling down for the long winter's work on our various exercises. We have several new things to look forward to and think that we are going to enjoy this last half of the term even more than we did the first.
We have already had some work with numbers, and we are always ready to count anything that is mentioned : We .are beginning extra work in reading, using

numbers; and we like that very a natural and. correct way.

much. Spelling is a new adven- The horizon in. our speech

ture for some of us, and we are ability has widened considerably

finding this new use . for the for the more we use that which

.speech elements that we have we know, the more readily we can

learned very interesting. . "What take up new sounds and combine

color" always gets the attention the familiar ones into new words.

of everyone, and we find match- Our Christmas experiences real-

ing colors and learning more of ly gave us opportunity to express

their names quite an enjoyable ourselves orally and in written

experience. Verbs are fun, too, for work. Some of our language was

they mean action , and we are incorrect but it gave an oppor-

sure that we will like adding new tunity for strengthe.ning the weak

ones to our list. W.ith new words places.

in speech and speech-reading, and more directions for relaxation to learn , we are sure to have a g<>o4 time.
-Jim Irwin's Class

With our good first-year foundation and many accomplishments in the first four months of this year, we expect our minds to be broadened greatly by the time

We are very happy to see 1952

we finish this year. -Miriam Minter's Class

roll around: and 'as we begin the

New Year we have one thought in

mind-health, good fortune, and Christmas is over but not aU

happiness for everyone.

the excitement. It was Christmas

We hope to receive a great deal of mail from home for we enjoy our letters, cards, and boxes very much. We not only enjoy our own maiL but we also get a great thrill out of one another's mail as it is opened, shown, or shared.
Each one of us has either a toy or some article of clothing to show that the merry old fellow with the red suit and white beard remembered to bring us.
We are going to see how much we can learn during the next few weeks. Our writing has already improved lots and now our main project is to improve our speech. You will hear more about that next month.

all over again Tuesday morning, January 8 when we gathered in our classroom for we had so much to talk about. Of course, we each wanted to tell what Santa brought us. It was hard for us to wait our turn and sometimes we would forget and speak out of turn . All the girls got dolls, of course. Big dolls, middle-sized dolls and baby dolls were brought to the ciassroom for all to see. The boys got guns and cowboy outfits.
All of us except Delano Fincher and Eleanor Mullis returned over the week-end. We hope they are not sick and will soon be with us.

-Bettye A. Reed's Class Johnny Chandler, Grace Luke.

Mildred Ray, and Eleanor Mullis

Here it is 19 52 , and almost are recent additions to our group.

half of our school term has passed. We are glad to have them and

As we look back and take stock of hope they will like us.

our accomplishments, we find that We have a long stretch ahead

they were many.

of us but we are going to try to

We have learned to write do the best work possible and will

instead of print, we have learned let you hear about .it from time

numbers and are now able to add to time.

and have learned to write sen-

-May F. Glenn's Class

tences, using the words that we

know. All this has created within All the childri.'n in our. class

us a desire ro express ourselves iq we re back on rime from the

(4)

THE SCHOOL HELPER

JANUARY, 1952

Chris~mas holidays. Most of him. Dan War4 was impatiently

them won 't go home again until waiting to use his new pen and

spring holidays in April and that pencil set. Marvin Hutto was esseems such a long time. Keeping p~cia~ly pleased in telling about

busy at work and play will make h1s auplane. Kerry Thomas didn't

the time fly and with all the new arrive until noon but was almost

things we plan to do, it won't bursting with pride over his new

seem so long until another visit bicycle and seeing his friend, Mr.

home will be at hand.



Rush, while at home.

You parents and relatives at home can help make your children happy by .writing to them often and sending little boxes about once each month. Most of the children receive mail regularly, but a few in our class get very little mail. So, help us keep your

Barbara Anderson seemed most pleased with her cowgirl suit. Fulton Me Dowell got his boxing gloves and punch bag he had asked for, and Carl Boyer was thrilled over receiving a football helmet and shoulder pads.

children happy by writing to We are indeed grateful and

them and sending them boxes.

want to thank our parents and

-Mabel Fincher's Class friends for a happy holiday at

Dear Parents,

borne.

-Polly Casey'& Clase

Christmas is over but the

memories linger on and we must We are glad to be back in

say " thanks" to you for the many school after a nice long vacation .

happy hours we spent at home. We had a grand time at home

Now that we are back in and 01' Santa didn't forget a

school, we want to assure you single one of us. It would take

that we are happy; however, we pages to name everything we got.

do become a little worried and. The first day in school each child

upset at times when we don't was given an opportunity to tt:!l

hear from you

what he did and what Santcl

Letters mean more to us than . Claus brought him. That, of

you probably realize ; so won't course, brought in new language.

you please try to write often? Our We have started the New Year

teacher helps us read everything off celebrating birthdays. January

you write about and often draws the tenth was Peggy Ann Dix-

p.ctures to make your letters clear on's, the sixteenth was Melvin

to us. If you will help fill our Dukes's and the nineteenth was

mail boxes, mail time will con- ['ollie Bridges's.

tinue to be the happiest time of

-Jessie F. Jones 's Cla8s

the day for us.

-Doris Brannon's Class

We all came back on time after

We were all trying to talk at Christmas except Geraldine Tayonce this morning to tell what lor. We hope she will get back good old Santa had brought us. soon .

From all reports he was mighty Before we could settle down to

generous with all of us.

work we had to find out what

SJene Elder had on a pretty new everyboby got for Christmas. Of

~l'mt, and John Reid was sport- course, that was not time wasted

mg new trousers and socks. Larry because we learned the names of

l .emming had brought his new several new things such as; a tele -

games of Chinese checkers to the vision, checkers,and a tent. We

classroom . Betty Bruner was had more practice on partitives,

wearing a pretty necklace and t09. for when somebody wrote

brl l'dt>! . :wd Delano Bryson had that he got rw o socks. it was the

h1 s c HJ s anJ game of Bingo with perfect c;>pportunity to show the

(5)

difference between two socks and two pairs of socks.
From almost the beginning o f our school days we have met the
little word saw and thought we
knew all about it. Just lately, however, we were asked. to write sentences telling what we saw and when and where we saw it. The stumbling block was where. Of course, we knew where the place was but didn't always have the language for it. Several times we had to " take a trip" before Mrs. Carpenter was certain. In front of the primary building, iri the creek, in the road behind the primary building, in the basement, and on the stairs are examples of our ex panding vocabulary. We particularly enjoy writing original sen tences like these because we know they are about our own individual experiences
-Gladys Carpenter's Class
We enjoyed our wonderful Christmas vacation. Santa was good to all of us and we have had lots to talk about since we got back and many things to show one another-new clothes, watches, games and toys. We thank everyone who was respon sible for making our Christmas so merry.
We have a new bulletin board on the stairway landing and each week a different class is in charge of it. The children get a great thrill from picking out their best papers and pinning them up. The teacher is there to advise and aid them, but the children themselves arrange the work on the board. They enjoy this responsibility and take pride in displaying their good papers. We hope that some of you noticed our display the week before Christmas because we were very proud of it. It is a great incentive for us to try to make all our written work our best work and we are looking for -
w:nd co our next turn .
Em/l}alee Highnote's Class

THE SCHOOL HELPER

JANUARY, "1952

THE SCHOOL HELPER

BULLETIN BOARD

All communic~tion should be addressed to the It 1s not surpnsmg that a group ts usua11y gath -

School Helper, Cave Spring, .Georgia.

ered around the bulletin board in Freedom Hall. The

Entered at the post office at Cave Spring, Georgia, . board is a changing scene of instructive and seasonal

as second class matter November, 1889. Acceptance ror material which we all enjoy

mailing at a special rate of postage provided in Section

1103. Act of October 13, 1917. Authorized October 31, There have been many interesting topics on the

1918.

board since school opened in the fall. The first one

Published monthly during the school year in the printing department of the Georgia School for the Deaf.

KATHARINE CASEY . . . . . . . . . . . . . . . . . . . . . . Editor MARIE KENNARD ...... ~ . . . . . . . Associate Editor JOHN L. CAPLE and C. G. TURNER . . . . . . . . . . . . . . . . Printing Instructors

VOLUME 52

JANUARY. 1952

NO. 4

For th-e promotion of all State-Aided Schools For the Deaf
1. Improved recognition as educational institutions with control in the hands of educational boards.
2. Sectional and national associations with accrediting authorities and approved measuring rods and standards suited to each association terminating in the highest r~quirements for membership in a national wociation

was about the opening of school. This was followed by one on football and the football schedule. Then there was a topic on America, The Land of Freedom , with information about the history of travel, people, homes, progress, industry, .and agriculture
a over its broad expanse. An artistic Hallowe'en scene
featured a gay scarecrow made of bright felt on colorful background . Then came Thanksgiving with the history of the holiday and reasons why we in America especially should be thankful. With the opening of the hunting season Georgia game laws and hunting and trapping regulations were displayed, There were two types of licenses borrowed from two of the teachers : a hunting license and a fishing license.

The bulletin board has been a source of interest

to students and passers-by and we are giving details

of two of them.

-E. D. M.

for schools for the deaf.
3. A greater Gallaudet College serving the interests of all the states with special emphasis on research findings openly arrived at and freely disseminated in promoting the educational interests of all the schools.
4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with the spirit and purpose of its creation.
5. Federal equalization aid for education that will guarantee equal opportunities for deaf boys and girls in all states.

The bulletin board presents ideas to the pupils in pictorial form . This makes a greater impression than any other method of presenting ideas. To impress good qualities of character upon the student, the bulletin board for November 5 to 19 presented the ideas of " Keys to Success." Large keys were made and covered with aluminum foil. They pointed to the pictures illustrating the desirable traits. These "Keys to Success" were education, good appearance, courtesy, thrift, industry, unselfishness, and Christianity.

6. Utilization of a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for the Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduates.
DECORATIONS
We extend our sincere thanks to Mrs. Cogswell Cromwell and Davison- Paxon Company for their

GIRL SCOUT NEWS
January is the birthday of the Girl Scout Troop at the Georgia School for the Deaf. This is our fourth birthday. Forty-two girls joined the Girl Scouts this year. We have five patrols, The leaders of these patrols are Mrs. Brady, Mrs. Johnson, Miss Casey, Mrs. Turner and Mrs. Dillard. All of the girls h ave paid their dues which are one dollar.

gift of bright decorations. Their kindness has provided a bright and cheerful aqnosphere about our campus and building. The teachers, staff members and children alike have enJoyed very much these beauc1 ful decorations.

For the past two years we have invited the Rome

Shriners to our birthday supper. Last year we had

a preuy cake. It was real good. We hope to invite

the Shriners again this year. They have ~een so kind

to us. .

-Carol Smith and Doris Jones

(6)

THE SCHOOL HELPER

JANUARY, 1952

HOW Y.OUTH CAN HELP FIGHT TUBERCULOSIS WHAT OUR TUBERCULOSIS ASSOCIATION DOltS

The adage "An ounce of prevention is worth a The Tuberculosis Association is really an educa -

~aonunddo

of to

cure" help

efixgphret ssteusbei:ncualosniust.shYeollutwhhactanyohu~lthp

tional agency . It distributes information to help people understand what tuberculosis is, how to avoid

by studying the tuberculoSiS. problem and spreadu~g it, how to detect it, and what treatment they must

information among those wtth whom they come m have if they do catch the disease.

contact. The disease discovered early can be arrested Tuberculosis is hard to subdue. P eople have to

much easier than advanced cases.

know how important it is to have tests and X -rays

Ever since Apollo's time, men and women have regularly so that it can be detected in early stages

been trying to conquer the '.' white plague," tuber- of development. They must be taught ways to

culosis. It has been causing millions of deaths to prevent spreading it to others. They must have help

both animals and human beings through the cen- in obtaining hospitalization and rehabilitation.

turies. Many scientists and doctors have been trying to overcome it. Some of the leaders among them were Koch, Trudeau, Roentgen and Pasteur. Each made a valuable contribution, but tuberculosis has not been overcome yet. Modern scientists are trying to find new methods of approach and while they try , youth can do its part in the fight.

People are not anxious to do the right thing about their health problems because they do not realize how serious tuberculosis is. It is the Tuberculosi~t Association's job to make these people realize the importance of it. To do this the Tuberculosii Association does things. It puts up posters to warn people. These posters serve their purpose well

Perhaps you ask us what youth can do. Youth because they are easy to notice and can be read by

can take home what it learns in school. Parents all who pass by.

can be encouraged to get physical check-ups and X-ra )'s for the family regularly. Cooking and eating habits can be made more healthful and sanitary by planning meals that are balanced and making sure kitchens are germ free . Dishes and silverware should be disinfected twice a week or more. If a person is ill with tuberculosis in the home, he should know

The Association gives out bookets and pamphlets which teach people of all ages the dangers of the disease. These booklets show the people who are well how to take care of themselves. They show people who have the disease how to conduct themselves in relation to others.

how to prevent spreading his germs to others. He The Tuberculosis Association tells people how

should cover coughs and sneezes and be sure to burn many will die of tuberculosis and how many have

any sputum that comes from his mouth or nose. died in the past. It isn ' t a nice thought , " Will I be

He also should not kiss anyone on the mouth, and a victim of tuberculosis this year ?"

if his case is acute, he should go to a hospital or health sanitarium away from his family. Young persons catch the disease more easily than older people and should be doubiy protected everywhere.

The Tuberculosis Association arranges to make and show movies that will help school children and perhaps some adults to understand the dangers of this disease. There will be lower death rates among

At school boys and girls should be careful of children if these movies are distributed in the school-

drinking fountains, paper towels, roller towels, and houses of America.

unsanitary rest rooms. They should have nourish ing lunches and plenty of exercises, sunlight, fresh air, and rest. They should also be careful not to put anything handled by another person in his mouth. They should be checked often by the school nurse for colds, anemia, and other diseases which lower resistance of the body to disease.

The Tuberculosis Association shows the world that the scientists who fight against tuberculosis are heroes and should be honored. Maybe you think nothing of it, but picture yourself in the scientist's place. What would you think of first? Naturally, you would think that it's unsafe for you and you might catch the disease yourself. But they have done

When youth goes to work in the outside what others couldn't do and progress against the

world, it can take along healthy bodies, good health disease has been made.

habits, and knowledge of what to avoid and what The Tuberculosis Association sells Christmas Seals

to do that he learned before if it contacts persons with tuberculosis.

to help finance its program and aid people who have the disease. It works daily to increase the number

The fight goes on. When it will end we do not of hospital beds available for tubercular patients. It

know . Every discovery helps bring it nearer . Every leads people o observe health rules and teach them

person who lea rns of it helps to bring it nearer. to others. It is easy to see that the Tuberculosis As -

The victory will be ours when youth through edu- sociation is a friend that is doin g a good job for all

cnion becomes tomorrow 's leaders of the world.

of us.

--Dal.)id . Barrett

- Jack Watkins

Superintendent's Corner

ALL the world acclaims the heroism of Captain Henrick

the aea and that loYe. was tranamitted riaht on down the

Board's approved formula gov- crning salaries.

K u r t Carlsen,

A &out skipper of the ill-

Fellow

fated S S Flying

Enterprise t h a t

was lost in a storm on the Atlan-

tic early this month-and well it

might.

The loss of this good ship, with a cargo valued at more than one and one half million dollars. is not what gave the story news value. It was more the epic heroism of the skipper who lived up to the best tradition of the sea. He did this to the extent that Lloyds', the world's shipping in-

line to me--Maybe a li.ttle of the bucc:aneering apirit too .. "

~

A T the present writing the State Legislative Committee of the

General Assembly

Recommen- for t h e Georgia

dat io n s

School for t h e

D e a f is being

asked to investigate the needs of

the school in the light of recom-

mendations previously made to

the State Department and State

Board of Education.

An amendment in the budget

The third need for new mattresses in the boys' dormitory of the white department and in the colored school dormitory is being met, in part, by the purchase of one hundred new mattresses. This purchase was made possible by postponing other lesser needs of the school.
When all the facts are known it is confidently believed that the State Board of Education will approve the requested budget amendment to meet these emergency, and well-nigh critical. needs.

surance house, awarded him its in the amount of $8 ,359.00 to highly coveted silver medal for meet these immediate needs has

~

E what Matthew Drysdale said was, already been approved by the
" recognition of his outstanding State Department of Education

LSEWHERE in this issue of the HE LPER will be found

courage and devotion to duty. " and is strongly supported by the

0 l a f Tollefson's

But there is still something more about this story of the intrepid seaman that adds to its news value. It is like the fourth dimension, undefinable, but yet we feel lt, are inspired by it, and are lifted to a new state of individual courage and faith in our fellow man. It was truly a news story that quickened the spark ~f Divinity within us and fanned tt into a warm glow. Such tempers our souls and gives us resolute courage to check our own compass course and stay with our ship as we battle that tempestuous sea called life.
Yes, that news story reminds us again that there are still real men in the world, in all walks of life, who value duty, when it is dearly defined, above that of

Georgia Association of the Deaf and The Parents' Association.
A breakdown of this request is as follows:
1. Money needed to reopen the primary dining room . . $4,180.00 2. Money needed to adjust salaries for the last six months of 1951-52 .. ........ ... $4,179.00
Total $8,359.00
The primary department dining room has never, before . this year, ceased to operate. It was dosed in order to eliminate personnel in an effort to stay within a restricted budget. We believe it impractical. both from a standpoint of the health and the academic advanceme.nt of the children, for it to remain closed.

Olaf

p o e m ''Laurent

Tollefson Clerc,'' t he read-

ing of which was

featured in a Gallaudet Day Pro-

gram held recently at the OTegon

School for the Deaf. Mr. Tollef-

son, a deaf man , native of North

Dakota and a graduate of Gal-

laudet College, cut his eye teeth as

an instructor at the Georgia

School for the Deaf. As a matter

of fact his ten years ' sojourn with

us makes it rather trite and inade-

quate to say he is well known

here. Rather, his work was of

such high quality and the good

impressions he made so indelible

that we claim him still as part

and parcel of the Georgia School.

- And so he is.

A recent announcement from M r. Tollefson was addressed to

life itself. Such is the answer to Josiah Gilbert Holland's dramatic prayer, " God Give Us Men !"
Captain Carlsen of the good ship Flying Enterprise is, indeed, a stout fellow .
" .. . . .. .. If you 1'0 back far
enough .on our family tree, that
you are worltin& on, you will

The second item, and the amount of money needed, is to adJust personnel salaries to the minimum recommended by the Merit Sy.stem of which we are a part. It is believed the investigation will reveal that the Georgia School for the Deaf is the only school. or institution, in the Merit

"Mother and Dad Hollingsworth." We do not like to bask in the light of the ancients but, we are exceedingly glad to be grandparents again. Congratulations Mr. and Mrs. Tollefson! The poem is excellent and we feel sure that the new addition to your

find a ae afarln'i' m,an. He miaht System not adjusted to, at least, family has brought joy that both

ha ve been a pirate but he loved rhe min imum of the P ersonnel rhc dea f and heari ng ' 'can knqw ."

(8)

Faculty Notes

Mrs. Turner had as her guests during the holidays Mr. and Mrs. Kenion E. Edwa_rds of Atlanta and their two chtldren, Ken and
Clay.
Mr and Mrs. Wright Hollingsworth. of Tallahassee, Florida, spent a ~ew days during the holidays wtth Mr. and Mrs. Hollingsworth.
Mr and Mrs. Stepp got a TV set for Christmas which they enjoyed throughout the holidays. They. also . attended se:veral dinner parties gtven by fnends during Christmas.
Miss Israel spent the holidays in Macon. Cordele, and. Americus.
Mrs. Tumlin spent a week in Nowata, Oklahoma as the guest of Mr. and Mrs. Eldon R. Chandler and Carol. She also spent a few days with Mr. and Mrs. Robert L. Guffin, Jr. in Summerville, Georgia.
Mrs. Henderson visited Mr. and Mrs. John Henderson in Atlanta during the holidays.
Mr. Turner had a pleasant time visiting his parents in McCaysville, Ga. during Christmas.
The Caples drove to Little Rock, Arkansas and spent the holidays with their families.
Mr. Royston spent a pleasant vacation with his parents, during which he enjoyed a trip through Alabama.
Mr. and Mrs. Montgomery spent a quiet vacation in Cave Spring. They had a family dinner on Christmas Day. They spent one day in Atlanta and another visiting in Marietta.
Mr. and Mrs. Forbes spent the vacation at home- They enjoyed having all their family with them.
Mr. and Mrs. Dillard spent a pleasant vacation with Mr. and Mrs. Walter Wade in Atlanta.
Miss Me Dermott and Mr. Asbu ry ca me to see Mrs. William -

son one ~vening before Christ mas. She enJoyed a brief visit with Miss C~y. Mr. 'Ca~y. Mr. and Mrs. Caswell and Maxine one day after Christmas.
Mrs. Perry had as her guests during the holidays her son, Roy, and his family of Knoxville, Tennessee.
Mr. and Mrs. Reed. had as dinner guests on Christmas Eve night, Mr. and Mrs. Stanley Arnold. They spent Christmas Day with Mrs Estelle Reed in Cave Spring. Miss Forbes spent a very pleasant Christmas vacation at home.
Mrs. Irwin attended a dinner party in Rockmart during the holidays.
Mrs. Highnote and Mrs. Jones had as their guests during the Christmas holidays, Mr. and Mrs. Robert Harling and little son, Bobby, of Gainesville, Fla., and Mr. and Mrs. Tudor Jones of Decatur, Ga-
Miss Brannon had as her guests Christmas, Mr. and Mrs. Clarence Brannon of Deer Creek, Oklahoma. She spent two days in Atlanta with a former classmate.
Mrs. Casey spent part of the Christmas vacation in Aiken, S. C. , with her brother and his family who have recently moved there from Virginia.
Mr. and Mrs. Fincher spent the holidays at home.
Mrs- May F. Glenn spent the holidays with her family, Dr. and Mrs. Leo C. Stine in Decatur, Illinois.
Mr. and Mrs. Kennard enjoyed a trip through Florida after 'Christmas.
FACULTY CHRISTMAS DINNER
The Christmas meeting of the teachers' organization was held D ecember 12. The teachers and officers of the Georgia School for the Deaf enjoyed a Christmas _dinner in the d ining room ~- They
(9)

occupied tables at one -end of the dining room during the regular dinner hour. Tickets for the meal were sold to the adults.
The menu consisted of turkey , dressing, rice, gravy, asparagus, cranberries, congealed salad, hot rolls, ice cream and pound cakeThis was, also, the children's Christmas dinner and was enjoyed by pupils and teachers alike. After the delicious meal a short entertaining program was given. Mrs. Turner told a brief Christmas story which had a surprise at the end of it, Mrs. Brady and Mrs. Simmons gave a clever version of 'Twas the Night Before Christmas' adapted from the original by Mrs. Williamson. An interestinglooking box won by Miss Powers in a relay game, proved to contain a coconut.
At the end of the meeting the faculty presented gifts of candy and flowers to Mr. and Mrs. Hollingsworth in wishing them a merry, merry Christmas- Faculty and students joined in the round of applause that went to Mrs. rumlin, the dietitian, for her part in making the dinner a success.
Members of the program committee were Miss Katharine Casey. chairman, Miss Gladys Latham, Mrs. Jim Irwin and Mrs. Bettye Reed.
MID-TERM FROLIC
Just before settling down to mid-term tests, the advanced and intermediate students enjoyed a frolic in the Scout Hut January 12. The hut was warm and inviting witli a big log fire blazing in the fireplace.
The evening started off with hot-dogs and all the trimmings and marshmallows to be toasted over the open fire. Afterward the pupils enjoyed playing a game and talking.
Mr. and Mrs- Jack Brady and Mr. and Mrs. Williamson were present for the evening.

From the Colored Departrnent

We are happy tc;> be back in candies. We especially want to say and prosperous New Year.

school after spending the Christ- ""Thank you" to the St. Joanne - -Lucille McCullough's Clau

mas holidays at home. All of us Chapter of the Cathedral of St.

except three were back on time Philip of Atlanta, for the candy- We are happy to return to

and ready to begin our new year's filled Christmas stockings that school. and our faces are bright
work. We hope they will come each of us received. All in all we as we begin the new year.

soon.

enjoyed every minute of the holi- Each of us enjoyed our Christ-

Santa was good to aU of us. days. but now that the excitement mas holidays at home. Parris

Thoma'S Harris, Charles Jones, :s over we are getting back into Lewis and Joseph Bonner must

and Wilene Whitsett came back our regular school routine.

have had a big time for they did

to school with new shoes. Lorene We are looking forward to a not return until Tuesday afterColeman delights in showing off full and successful year. and full noon.

her new scarf.

it will be, if we can do all the

Mrs. Griffith made a suggestion to our teacher to take a small amount of our spending money and buy each of us a tinker toy. All had enough money to buy one except Edna Foster and Charles Jones. Our teacher bought theirs.

things we have planned, because, as usual. we have great plans for the future. Speaking of the future, America's future lies in the hands of America's future citizens, and America's future citizens are the youth of today. Our education

Now every afternoon during hobby hour we enjoy de'Signing and building different things. We have the junior size and there are fiftythree pieces in each tinker toy.

and training now , will be reflected in us in the years to come. That is why education is the most valu. able gi ft that can be given to a child. We are thankful for and

Some of the things we can make are a doll swing, a truck, a bed,

proud of G. S. D. and the opportunities offered here.

and the alphabet.

To all our families and friends

-Mattie Malone's Class

everywhere. we send sincere wishes for a happy and prosperous New

Most of us worked during the holidays so we could get some of the things we wanted. It was thrilling to shop with our own money buying such articles as watches, boots, identification bracelets, and pens.
Our class activities for the next two weeks will be interesting. Our teacher has already told us that we will work on citizenship and health. We like both of these and are expecting interesting lessons.
W:e are beginning a new bulletin board on "World News Today." We know that news changes often and our bulletin

The Christmas holidays were delightful. and 1952 promises to be a happy and busy year for all of us. We are ready to make great progreS'S and , as we enter this new year, we want to start off right by taking advantage of every opportunity that comes our way. Christmas has come and gone, but the Christmas spirit lingers on. On our first day back at school much time was spent discu'Ssing what Santa Claus had brought every one. All of us got nice clothes and toys and almost everyone got nice story and color books, too. This made our book collection for our little ''Classroom Library" grow . Our teacher supplemented our number of books by giving each of us a "Little Golden Book" and a "Little Wonder Book" for Christmas presents.
We had a pretty Christmas tree here at school before we left for home. Everyone received gifts :~long with bags of fruits and

Year. -Louise B . Chubb's Class
Now that the new year, 1952 which is leap year, has begun our thoughts are turned toward making many improvements. We want to take advantage of every qpportunity that comes our way. We shall try to work harder in school and to make better use of our time. We shall try to be more polite and courteous, to respect the rights of others, and to remember our manners at all times. We shall try to be neater and cleaner in our appearance and do our part in keeping our dormitory and schoolroom clean .
We have made one resolution , that is to work hard and cooperate with our teacher so that 1952 will be the best year we have ever had. We feel that it is going to be a successful year, because we are getting off to such a ~ood start .
\Ve wish each of you a happy

board has to be changed along with the news.
In our last issue we forgot to mention Charlie Harrison's surprise birthday party . He was really surprised when he saw all the boys and girls gathered around the birthday cake on the table. Charlie learned then that " Life is full of surprises. " We enjoyed the dif ferent games that had been planned for us.
-Mildred Flournoy's Class
As usual. the first day of school is the opportune time for a round table discussion of our de-
lightful Christmas holidays. We
have discussed pro and con the nice gifts from 01' Santa. He was very generous for he left us skates. bicycles, cowboy a n d cowgirl suits, guns, dolls, various sets of games, things to wear and many things for school use. Although Donald Parker had not returned and was not in on the discussion.
(Continued on page tuJdue)

(10)

From .the Advanced Department

sHARING EXPERIENCES
The boys and girls in the advanced department thoroughly enjoy sharing experiences with their teachers and with one anothj!r. Their first thought when they have had a good time or an interesting experience is to talk about it in class. Half the fun of these happenings seems to be in sharing them with others Sometimes they tell what has happened to them just to entertain the class, sometime to explain what they have done a n d sometimes tell what they think they would do under certain circumstances. As they share in these experiences they feel not only a sense of enjoyment , but a sense of helpfulness as well. because they are thinking that perhaps they may meet these same life situations some day , and because of having shared the experiences, they can better determine their response.
We believe that in addition to the fact that sharing experiences and emotions helps pupils to organize details that are interesting, to lead up to a climax and to develop the ability to express themselves more clearly, it pays other dividends; and is in itself an important experience in life. This practice of ten leads to group feeling, to a desire to share in making other worthwhile things possible and to the formation of a habit of using the different experiences as measuring sticks to test each one's own principles of conduct.
Always after a visit home, especially at Christmas time, each boy and girl is bubbling over with an eagerness to relive experiences with teachers and classmates. We thought that some of these would be interesting to our readers and we are happy to share them with you. -M . P. T.
Jack Watkins had a wond.erful time at home during the holidays. He thinks when one can do what he pleases and eat when and what he would like to, and

sleep late if he cares to, that be ~s really having a good time.
David Barrett was busy during his Christmas vacation helping his parents and doing a million things that he could not do at school. He had lots of fun going hunting, sleeping late, cycling, eating all he could hold and visiting with his family and friends.
Rosemary Smith went to her old home in Tifton with her mother and father the day that school closed . For five days they visited their friends and relatives there, and returned to Rome the day after Christmas. Rosemary had such a good time in Tifton that she felt very lonely when she first got back home.
Wynell Godwin thought this was one of the happiest vacations she had ever had. She received a lot of gifts and enjoyed eating her mother's good cooking and visiting her friends and relatives. She had a mighty good time in Thomasville on Christmas Day.
Robert Wooten had so many good times during the holidays that it was difficult for him to think of just one special event. Finally he decided that one of the most pleasant things that he remembered happening was the visit that Louida and John Harrell made to his home. Robert thought the holidays were short, but he was happy to get back to school and talk with his friends about all the fun he had.
Billy Nye has just entered our school. He and. his mother drove from New York to Hamilton, Ga. It was a long trip and they were very tired, but Billie had such a good time during the holidays that he forgot about being tired . He enjoyed very much the party at the home of Mr. and Mrs Callaway. H1s father has a position with the Callaway Foundation and the family will make their home in Georgia. Billi~.: was amazed when he found that their Christmas turkey weighed twenty -two pounds and ten ounces. He will miss his
(11)

friends at the New York School for the Deaf. but he thinks he will soon feel quite at home at
CJ. S. D.
Fain Griffin enjoyed being with his family. His brother and his family came from Florida and spent Christmas week at Fain's home. He brought them a lot of oranges, grapefruit and tangerines fresh from the trees. One of Fain's brothers had an accident during the holidays. He and an other man were cutting wood and the axe slipped and cut his root. He had to go to the hospital but before -Fain came back to school. he was getting along all right and was walking with the help of a stick.
Juanice Dukes had a great many pleasant experiences while she was at home On January 6, her grandmother and one of Juanice 's brothers had a birthday. A great many friends and relatives came and they all enjoyed a birthday dinner together. Juanice also had a very pleasant trip to Atlanta. She went wih Roscoe. Jackie, and Eugene.
Gene Lanier spent a very quiet Christmas at 'home helping his mother. One of his sisters who lives in Florida had been staying with his mother since his father 's death in November. Her husband who is a student at the University of Florida came and spent a few days at Gene's home.
Richard Brewer had lots of fun shopping with his father the day before Christmas. Richard 's family gave him two shirts, a pair of boots, a sweater, and a shaving set for Christmas and his aunt gave him a sport shirt and a pair of trousers. He felt very proud of his home town, Columbus, because there were no traffic accidents there during the holidays.
Franklin Bagley had a great many good times to talk about when he came back. He especially enjoyed the New Year party given by the club for the deaf. He met a great many people there that he had known before. They played

THE SCHOOL HELPER

JANUARY, 1952

games and had a lot of good
things to eat. On Christmas Day
he had dinner at his brother's with other friends and went to a movie in the afternoon.
Eugene Baggett spent his vacation hunting and shooting fire works. He had a wonderful time and wishes Christmas came more often and lasted longer.
Betty Brown visited Diann Barber for two days during the holidays. She enjoyed in Atlanta at Christmas time, and thought that Diann 's mother and father were mighty nice to her. The remainder of the time she spent with her father. Betty enjoys keeping house and she is always happy to help her father.
Billie Jean Smith and Betty Anne Chadwick spent one day with some of their deaf friends during the holidays. They had a wonderful time talking together and enjoyed a good dinner- Billie ean could hardly realize that her vacation was over, but she was happy to get back to school and hear about the good times all her friends had and to tell them about what she did.
Vivian Turner spent a few days of her vacation in the hospital, but after that she had lots of fun visiting with her family and friends. She thinks that it is mighty nice to have a few days when she does not have to study and can go and do just what she likes.
Howard Ledford visited the high school in his home town while he was on his vacation. Mr. Anderson, the principal, was very nice to him, and was interested in knowing that Howard played basketball. He tried to do everything that he could to make him enjoy his visit to the school. Howard went hunting several times. One day he saw ten rabbits but shot only one.
Louise Murphy spent Christmas Day at her aunt 's home. Then had a wonderful dinner and enjoyed having so many of the f:l mily toge ther. Louise got quite

a few Christmas gifts and had a good time helping her mother

bake five different kinds of cakes.

She wishes that Christmas could

last all the year



Ann Thompson went to school with her younger sister while she was at home. She enjoyed talking with all the boys and girls at school. She had lunch at the

school cafeteria and thought the

food was mighty good for just

twenty cents. She went to the

movie four times. The one she enjoyed most was - 'Too Young

to Kiss.'' Even though she had such a good time, she was glad to get back to G. S. D . and all

her friends. Guy Jones was happy when
he found that Gene Lanier was going as far as his home with him and his father in their car. They enjoyed the trip together. During the holidays, Guy worked in a store for two days. He had

worked in this store before and.

thought it was lots of fun. He did quite a bit of visiting among his relatives and enjoyed all the good things to eat.

Laura Ann Brigman spent one

night in Atlanta with her sister and then she and the family went

to Baxley for the holidays. Laura

Ann received a great many nice

gifts and enjoyed being at home,

sleeping late and eating so many

good things that her family had

prepared especially for her.

Lousie Wilson visited in Jacksonville, Alabama during her va-

cation. She went with her two sisters and they enjoyed visiting friends and going to the movie.

Mary Ann Pate saw a great many of her friends while she was at home. She spent five days with

Ruth Owens and they visited Martha Maxey and Betty Pharr.

They all had lots of fun together

and Mary Ann thought the time

JUSt flew. She could hardly realize

that it was time to come back to

school.

Bob Pennington did a lot of different things during the holi -

days. He enjoyed just . h ein z at

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hOJne .for the first few days and then he and his father and mother made a trip to relatives in Dothan. Alabama. A great many friends visited Bob's home and he thinks it was one of the most pleasant vacations he ever had .
COLORED-Continued we know that he got many nice things, too.
A few of us brought some of our toys to school with us. Luretha Camp brought her beautiful big dolL Marion and Earnestine Smith brought their skates. McKinley Saunders brought his cowboy suit and guns. Leon Pittman brought a game called Fiddlesticks. We know we are going to enJOY this game because it will help us in our number work and language.
Our discussion climaxed by making our New Year's resolution. We resolved to do more and better work and to make this one of our best years.
-Hattie Menifee's Class
Now that we are beginning a new year, we have many new thoughts and ideas to put into practice.
First, we must plan to use what we have, such a'S pine needles and shucks. Out of these we hope to make many pretty baskets, trays, mats, bags, and chair bottoms. We might also add a little embroidery and rug making; however, these will be very simple at first .
The girls like their arts and crafts class and are eager to do their assignments. Each one is held responsible for making something of her own. This shows her ability to do good work. When the work is not acceptable, we encourage better work and create opportunities to help the poor worker improve.
Our teacher is finding out the needs and abilities of each girl and by knowing these, she is able to plan th~ work that is best suited to each individual.
-Elvira Bra y's C lass

HERMAN E. TALMADGE, Governor

GEORGIA SCHOOL FOR TI--IE DEAF

STATE BOARD OF EDUCATION
M. D. COLLINS, State Superintendent of Schools

ADMINISTRATION
C. H. HOLLINGSWORTH, M. A. , Superintendent

J a nice R. Ca pl e, Secretary Julian Tumlin, Steward .Myrtle A. John son, Bookkeeper

INSTRUCTORS
JOHN L. CAPLE, Principal

Murray Stein, D. D. S. Sam Garner, Jr., M. D. Earl Cox, Engineer

PRIMARY DEPARTMENT
Mar ie S. Kennard, B. S., Supervising Teacher Doris Brannon Gla dys E. Carpenter P olly Casey Mildred Forbes, B. S. Mabel L. Fincher May F. Glenn Bettye A. Reed, A. B. Emmalee J . Highnote J im Irwin Jessie F. Jones Miriam B. Minter

INTERMEDIATE AND ADVANCED DEPARTMENTS
Mary P. Turner, B. A., Supervising Teacher Advanced Department
Katharine Casey, Supervising T eacher Intermediate Department
Dorothy F. Brady, B. S. Jack Brady, B. S. Connor Dillard Ruth D. Forbes Edythe D. Montgomery, B. S. Elizabeth F. Simmons, B. S. Florence D. Israel, A. B. Kathryn W. Williamson, B. A.

VOCATIONAL DEPARTMENT
JOHN L. CAPLE, Supervising Teacher

J ohn L. Caple . . . . . . . . . . . . . . . . . . . . . . . . . . . Printing C. G. Turner . . Assistant Printing and Assistant Coach J. R. Ware . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Repairing Russell Royst on . . . . . . . . . . . . Barbering and Pressing

Sarah F . Ware .. .. .... ... ... Arts and Crafts Gladys L. Latham . . . ; . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . . Sewing Geverna C. Stepp, B. S. H. E . . Home Economics Earl Cox . . . . . . . . . . . . . . . . . . . . . Machine Shop

COLORED DEPARTMENT
NELLE S. GRIFFITH, Consultant

Mildred Flournoy, A. B. Louise Chubb Elvira Bray

Lucille McCullough Hattie S. Menifee Mattie Malone

Dr. 0. C. Aderhold, Pr es.
Dept. o! EdttcatiJOn Univ. of Georgia Athens, Georgia

PUBLISHED AT 11iE GEORGIA SOIOOL FOR
THE DEAF, CAVE SPRING, GEORGIA

FEBRUARY, 1952

VOL . 52

NO. 5

-11A i1 10 1952 UNIVERSI1Y OF GEORQIA

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SPRING VACATION
P arents are asked not to call or send for their children until AFTER the close of school on Friday, (3: 30). April 4. Pupils are expected back in school on Sunday, April 13, .or no later than 8 a. m.. Monday morning.

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THE SCHOOL HELPER

VOLUME 52

FEBRUARY. 1952
Today's Problems

NO. 5

Upon rece1vmg the privileged
invitation to participate on this panel, I became faced with the problem of selecti.ng the information from our f1eld-the education of the deaf and the hard of hearing-which would be of vital concern to this group. The aims and objectives for educating our children are in no way unlike those which are yours. The major difference lies in the fact that you are fortunate in being able to instruct children who possess all their faculties, while we on the other hand must accomplish the same task in by-passing or helping mechanically one of the most vital channels of learning, the child's
ability to hear. In view of this you might be
asking yourselves, of what possible concern is this to me if I am educating children who are not deprived of this faculty. In answer to this I would like to say that it should be of vital concern to each and every educator who is sincerely dedicated toward fulfilling hrs or her obligation to every child. First, it should be a matter of interest to all educators to understand a little about our difficulties, to better appreciate the multiple problems brought about when a child's hearing is impaired. Secondly. in an age of such specialization in all fields including our own, the field of education, it becomes an obligation to know a little more about the work of the other fellow so that we can properly guide those who come to us for help and guidance. It is my earnest hope that from this talk some few of you might be inspired to pay our school a visit and to get to know us and
our work better. . By way of introduction it
might be well to define the terms used by us when referring to the individuals who are deprived of

B:v RALPH L. HOAG
The following paper was presented aa part of a panel diacuaaion which was held aa part of the Arizona State Teacher's Convention on November 3, 1951. The information included in the text of this article was aecured from a collection of articlea from the Little Paper Fa~ily. Sourcea of the direct quotation have b.~en in cluded in the body of the paper.
their hearing either wholly or in part. For the sake of our discussion here permit me to define these terms as follows:
1. The Deaf are those in whom the sense of hearing is non-functional for the ordinary purposes of life. This general group is made up of two distinctive classes based entirely on the time of the loss of hearing.
a. The congenitally deaf are those who were born deaf.
b. The adventitiously deaf are those who were born with normal hearing. but in whom the sense of hearing became non - functional later through illness or accident.
2. The hard of hearing are those in whom the sense of hearing, although defective, is functional with or without a hearing aid.
These definitions of the deaf and the hard of hearing were adopted after study and debate by the Committee on Nomenclature of the Conference of Executives of American Schools for the Deaf, June 23. I 937. These definitions have subsequently been adopted by the NEA and. numerous State affiliated educational associations as well as the National Association of the Deaf. the National Frater-

nal Society of the Deaf, the Volta Bureau, and many other organizations interested in the problems of the deaf and the hard of hearing. These terms are gaining wide acceptance in usage by official organizations and are slowly being adopted by the public in general. It would be well to point out then that the terms Deaf Mute, Deaf and Dumb, and the slang term Dummy are out-moded and incorrect and are not used unless a disparaging remark is the author's intent in reference to the individual so deprived.
The causes for loss of hearing among children are many, and equally varied are the degrees of hearing loss. As a result each child with which we come in contact poses many varied and different problems. Many of our boys and girls are born deaf, others are with only a partial loss of a type of deafness that increases with age. Some children lost their hearing from illness after the onset of speech, and others lost it before si_:>eech patterns could be established. In view of these differences. when coupled with these differences in personality, intelligence, and social maturity that exist among children in your own classes who have hearing, you perhaps can envision what a mountain a teacher of the deaf or the hard of hearing must climb to accomplish her task.
The problems of how our children should be taught have long been " football'' of educators of the deaf and the hard of hearing and in this short talk it would be impossible to review this history. Rest assured, however, that we in Arizona are cognizant of every progressive method in use today and we employ them all to satisfy and achieve our educational obJectives.
One of the most pressing prob-

THE SCHOOL HELPER

FEBRUARY, 1952

lems before us today, and this is general through the United States, is the increase in the number of concerned parents who are attempting to enter their children with a severe hearing loss into public schools with normal children. It is commendable that parents who have a deep love for their children have at the same time high hopes that their child can be like his or her hearing brothers, sisters or companions. These high hopes together with the desire to have the child at home, which is also commendable, serves in a great majority of cases to widen the gap of adjustment to a hearing society in addition to depriving the child of a badly needed education that he could otherwise receive. Strange as it may seem, parents often ask how is it that we can achieve what the public school cannot when their child is sitting in with and doing the work with normal school children. The answer should be obvious, but so often it is not. Teachers in our public schools have problems enough with classes of 30 pupils or more (and in many cases this figure is a very conservative one) to provide the individual instruction necessary for the differences that exist in the class normally, without the added problem of the deaf and the hard of hearing. Properly established, supervised and graded, a class of ten pupils is considered a large one and. in view of our problem or perhaps with further investigation on your part I'm sure you would agree that it is. On the other hand these isolated cases of individuals with severe hearing loss which, when coupled with personal initiative and. above average iJitelligence, have been able to stay with his hearing friends in their classes and still make the grade honestly without posing any great additional bur-
den to the already overworked
teacher. However, these cases are
rare ones and. unfortunately they
are the cases most exploited and

publicized by unscrupulous individuals to further their own interests. The loving parent, together with the child are the victims that suffer irreparable damage. Our plea to you as teachers is to recognize when a child. is in need of specialized training and to take every step available to you to convince both the child and the parent that there are schools available on all levels--elementary, secondary, vocational, and college levels-that are equipped to d.o the job of educating their child to ~he limits of his abilities and capacities.
In our country today there are many schools of all types that supply every need of the child we are discussing. There are private, exclusive boarding schools for the deaf, there are state residential schools for the deaf, there are private day schools for them, and in many of our larger cities there are public day schools for the deaf and. the hard of hearing. Regardless of the economic status of the family the child can secure an excellent education in these schools. However, I wish to qualify what I mean by a proper school for the aurally handicapped. For this qualification I prefer to read to you the recommendations currently being made to all educational organizations both on national and state levels, which were established by the Conference of Executives of American Schools for the Deaf at their recent convention in Fulton, Missouri in June of this year.
''The Conference of Executives of American Schools for the Deaf in session at the meeting held in Fulton, Missouri, June 21, 1951 noting the rapid establishment, growth, and development of programs of Special Education for Exceptional Children view with grave concern the current trend and resultant effects in the area of the education of deaf children. This concern is based upon the evident failure of the recognition of the special problems involved

in the teaching of deaf children. We therefore recommend:
1. That classes for deaf children be not established unless a sufficient number of deaf children are available to maintain not less than five properly organized classes, as already expressed by the Conference in its meeting in Fairbault, Minnesota in October, I 948, and,
2. That in each class the educational level range not exceed two grades.
We further respectfully recommend that the administrators of residential and day schools for the deaf, having five or more teachers, be placed on commissions or committees in their respective states, the duties and responsibilities of which have to do with the policy making and legislation affecting such schools.' '
The reasons for this step are obvious for the same reasons your public schools have numerical grades and in many cases, sections of similar grades It is statistically true that the greater the number of students in one school the more similar the individuals within a group become thereby decreasing the number of different educational problems for the teacher of a class to cope with. This in turn greatly accelerates the progress of the individual groups so graded.
Some of our larger cities in the United States are able to have excellent day schools. These cities h ave a sufficient number of students in residence within the city who are deaf or seriously hard of hearing to warrant the establishment of such a school and in these cases the worthy desire to have the child at home while he or she is attending school is achieved. In these cases a worthwhile program can and is being conducted . On the other hand, other cities in an effort to follow the trend feebly put together a dozen or so students with ages varying from six to eighteen and call it a special day class and even in some cases have the audacity to call it a

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THE SCHOOL HELPER

FEBRUARY, 1952

school for the deaf and the hard language is by far the more im-

of hearing. If the city is fortun- portant of the two. Let us think

ate enough to get a trained teC}ch- about it a little.

er of the deaf (who are at a premium) the teacher is faced with the impossible situation of teach-

In order to function as a human being among other human beings every person must have a

ing on such a wide range of levels. means of communication. Without

Also the professional isolation of it he cannot express his thoughts,

a teacher separated in this way cannot understand the th,oughts

from others in her field make of of others, and usually cannot

the teacher an island of know- prove to others that he is able

ledge and experience that eventu- to think. This means of communi-

ally starves for cooperation and cation is not necessarily speech,

exchange of ideas with others in invaluable though speech is."

her field , the deprivation of which is as detrimental and as out-moded as the one room country school house is in our public school sys-

The ability to secure good, usable and understandable language from her students is the most difficult of the many tasks of a

tem today.

teacher of the deaf. The greater

On the other side of the ledger, if a child of reasonable mental ability with partially impaired and uneducated hearing can get the start he or she needs in a school such as ours, it is possible to progress from this specialized training and move into the public school. This requires training in sound recognition and speech

the hearing loss the more difficult the problem in this respect. Speech as an entity is useless without language and is definitely secondary to it In our field much has been written and much heated discussion has been made in an effort to solve this problem most efficiently and effectively. Also much experimentation and study

training that had been effected by the hearing loss together with electronic amplification under the skilled guidance of teachers specially trained to do this work. There is a boy currently attending your public school that is an example of cases of this kind.
It would be well to bring up at this time another serious problem that confronts boys and girls with hearing losses When the question-" What is the deaf child's greatest need"-is asked of persons not acquainted with the



has been made to find the answer to this problem. The results of all this to date has shown us that there is no one specific formula that answers the need for all individual cases-the method or methods in use today have their place in the education of our children, so, whether it be oral, manual, or the combined use of both, if they reach the desired objective, they should be used The method employed should be the one that fits the child and gets the best results with the individual case.

education of the deaf the answer Mention of this is made in all

most commonly v o 1 u n tee red effort to point out that educa-

is speech. We in the field after tors of properly graded and direc-

much study and experimentation ted schools for the deaf and the

know this to be untrue. This hard of hearing are aware of these

quote from a paper entitled "On facts and as a result are best

Teaching the Abstract to the equipped to educate these children

Deaf, " by Powrie V. Doctor, Ph. toward the goal of successful citi-

D., the current editor of the Am- zenship.

erican Annals of the Deaf is Permit me to offer you a few

typical of the thinking of ex- simple guides that will help you

perienced educators in this field. as teachers to recognize the major

"Speech and language are by differences that exist among chil-

no means the same thing, and dren with different hearing los-

ses, qualified to the extent that they are not hard and fast rules but seem to be true in the majority of the cases.
A child that is born profoundly deaf has little or no conception of sound because of this deafness. Any speech so taught to this child is acquired with difficulty through long, patient hours of work with a teacher. The degree of proficiency in speech depends on the same factors that govern the acquisition of skills by the normal child in the learning process. At best. however, the speech of this child is mechanical and often strange to the untrained listener. For this child, the ability to speak becomes a tool to use only when among familiar friends or out of necessity and then is usually used with reluctance.
A child that becomes deaf ~d ventitiow;,ly after the onset of speech (for example, ten years of age ) has a decided advantage both in being able to talk and in being able to acquire further language development. This child is ordinarily easily encouraged in the continued use of his speech but even in this case it requires much trained guidance.
Lastly a child that is hard of hearing, let us say from birth or very early childhood, may have definite speech characteristics and habits that correspond with what he or she hears. This speech defect can be corrected by training under the guidance of properly trained instructors who understand and appreciate the sounds that are obscured by the hearing loss
(At this point a demonstration of the speech characteristics of students typical of those described above was given. The students participating were Grace Nordwick, Phala Martin, June Robertson. and Caroline Bateman.
To best conclude this discus sion I would like to qoute Dr. Rudolph Pintner's philosophy of the education of the deaf. Dr.
(Continued on page ten)

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Sports Roundup

BASKETBALL SCHEDULE
Dec. 11-Waco-Here Dec. 14-Coosa-Here Dec. 19-Steadman-There Jan. 11-Roopville-There Joan. 15-Steadman-Here Jan. 17-Jo,hnson-There Jan. 22-Tallapoosa-There Jan. 24-Waco-There Jan. 29-Tallapoosa-Here Feb. 1-Coosa Feb. 2-Ala. School for Deaf-Here Feb. 8-Roopville-Here Feb. 9-Ala. School for Deaf-There
GSD va WACO
The GSD Tigers opened their basketball season on Tuesday, December 11 when they played host to the boys and girls from Waco. The GSD girls led by their sharpshooting forwards, Betty Ruth Baxley, Rosemary Smith and Juanice Dukes, were victors over the girls from Waco by the score of 39-21. Betty Ruth Baxley was high with 20 points. The guards Wynell Godwin, Mary Ann Pate and Louise Murphy did a good job of guarding the Waco girls. The GSD boys did not come out as well as the girls, losing to the Waco boys 37-34. The GSD boys got off to a slow start in the first half scoring only 9 points. The score at half was Waco 22, GSD 9. In the second half the GSD boys looked like a different team, they came back strong and with a minute left to play in the game they had the score tied 34-34. but a free throw and a field goal in the last few seconds gave the Waco boys the victory. Howard Ledford was high for the boys with 15 points, Franklin Dyess had 10 points, Rube Collins 5, Lennie Moon 2, and Gene Lanier
2.
GSD vs COOSA
On Friday night, December 14 GSD met the boys and girls from Coosa High School in the Cave Spring gym. The GSD girls were again the victors as they took the game from the Coosa girls 20-17. Rosemary Smith was high for the girls with 9 points. Jua-

nice Dukes had 8 points and Betty Ruth Baxley had 3. The GSD boys went down to defeat at the hands of the Coosa boys by a score of 52-37. Howard Ledford and Franklin Dyess each had I 3 points, Lennie Moon and Gene Lanier each had 5 points and Rube Collins had 1 point.
GSD va STEADMAN
On Wednesday. December 19 the GSD boys' and girls' basketball teams played Steadman School in the Steadman gym. The GSD girls lost their first game of the season to the Steadman girls in a low scoring game 18-9. Rosemary Smith was high with 6 points, Juanice Dukes had 2 points and Betty Ruth Baxley had 1. The GSD boys won their first game of the season from the Steadman boys in another low scoring game 20-17. At the end of the game the score was tied 1717 and the teams had to play three overtime periods before the tie could be broken. Franklin Dyess was high for the boys with 6 points, Gene Lanier had 5 points, Rube Collins had 4, Howard Ledford 3, and Lennie Moon
2.
GSD va ROOPVILLE
On January 11 we traveled to Roopville for our first basketball game after the Christmas holidays. In the girls' game the GSD girls went down to defeat at the hands of the highly regarded Roopville girls. The Roopville girls' team has not lost out one game in the last two years. The score of the game was 4 3-2 7. For the GSD girls Juanice Dukes was the sparkplug dropping in 15 points. Rosemary Smith had 8 point:JS and Betty Ruth Baxley had 4. In the boys' game the GSD boys lost a close one to the Roopville boys by a score of 29-24. Billy Nye, playing his first game for GSD, was high point man with 11 points. Rube Collins had 7 points, Franklin Dyess 4 and Howard Ledford 2.
GSD va STEADMAN
On Tuesday night, January 15

the GSD basketball teams met the teams from the Steadman school in the Cave Spring High School gym. In the girls' game the GSD girls lost a close one to the Steadman girls by a score of 28-24. Rosemary Smith was high for the GSD girls' team with 11 Betty Ruth Baxley had 9 points and J uanice Dukes had 4. In the boys' game the GSD lads defeated the Steadman boys 43-24. Billy Nye led the GSD scorers with 19 points, Franklin Dyess had 9 points. Rube Collins 7, Gene Lanier 6 and Howard Ledford 2.
GSD va JOHNSON
On Thursday night, January 17 the GSD basketball teams journeyed to Johnson School to play the Johnson School basketball teams. In the girls' games our girls could not seem to get started and were defeated by Johnson 29-14. Rosemary Smith was high for the girls with 6 points. Betty Ruth Baxley had 5 points and Juanice Dukes 3. The boys' game was a real thriller. It was a nip and tuck battle all the way with the Johnson boys edging out our boys in two overtime 'periods 4442. Billy Nye, our center, was high with 15 points, Franklin Dyess had 12 points, Gene Lanier 6, Rube Collins 5, and Howard Ledford 4.
GSD va TALLAPOOSA
On Tuesday night, January 22 the GSD basketball team played the Tallapoosa High School in the Tallapoosa gym. Our girls were defeated 31-15 . J uanice Dukes was high for the GSD girls with 6 points, Betty Ruth Baxley had 5 points and Rosemary Smith had 4. Our boys were defeated by the Tallapoosa boys by the score of 35-16. It was a bad night for the GSD boy.s; they just could not get started. Franklin Dyess had 4 points, Howard Ledford had 4, Billy Nye 4, and Gene Lanier 4.
GSD va WACO
On Thursday night, January 24 the GSD basketball teams played the Waco School in Waco. The

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THE SCHOOL HELPER

FEBRUARY. 1952

GSD girls were the victors over the Waco girls in a low scoring game 21 -12. Betty Ruth Baxley was the leading scorer for the GSD girls with 12 points. Juanice Dukes had 4. Rosemary Smith 4, and Louise Wilson 1. The GSD boys defeated the Waco job of making points but credit must also be given to the guards, Wynell Goodwin, Mary Ann Pate and Shelva Jean White, who did a good job of guarding t?e Waco girls. In another low sconng game the GSD boys defeated the Waco boys 26-18 . At the end of the game the score was tied 18 -18 and in the overtime period the GSD boys dropped in 8 points and held the Waco boys to 0. Billy Nye was high for the boys with 12 points, Franklin Dyess had 6 points, Howard Ledford 5, and Rube Collins 3.
GSD va TALLAPOOSA
The GSD basketball teams were host to the boys and girls from Tallapoosa on Tuesday night, January 29. The GSD girls lost to the Tallapoosa girls 41-21. Betty Ruth Baxley was high for our girls with 12 points. Juanice Dukes made 9 and Rosemary Smith 1. In the boys' game the GSD boys went down to defeat by a score of 53 -40. Billy Nye was high for the boys with 19 points, Franklin Dyess shot 14, Howard Ledford 2, Gene Lanier 2, Lennie Moon 2, and Rube Collins 1.
GSD va COOSA
The GSD basketball teams played Coas:a in the Coosa gym on Friday night, February 1. The Coosa girls defeated our girls 3226. Betty Ruth Baxley was high for the girls with 12 points, Rosemary Smith shot 9. J uanice Dukes 4, and Shelva Jean White 1. The Coosa boys defeated our boys' team 66-40. Franklin Dyess was high for the boys with 20 points. Billy Nye made 9 points, Gene Lanier 8, and Rube Collins 3.
GSD va Alabama School for Deaf
On Saturday night, February 2 we had as our guests the boys

from the Alabama School for the Deaf. The Alabama School does not have a girls' team so we played a " B" team game with the boys from Alabama. The Alabama 'B' team defeated our 'B' team by the score of 25-15. Lennie Moon was high for our boys with 6 points. James Faulk made 5 points and Brooks Blankenship made 4. In the varsity game the Alabama boys led by their sharpshooting forward, Scott, defended the GSD boys in a close game 55-49. Scott shot 26 points for the Alabama boys. Billy Nye was high for the GSD boys with 15 points, Howard Ledford had 10, Rube Collins 9, Gene Lanier 8, and Franklin Dyess 7.
GSD va JOHNSON
The GSD boys and girls met the boys and ~iris from the Johnson School in the Cave Spring High School gym on Tuesday night, February 5. Our girls played a good game but were defeated by Johnson 35-25 . Betty Ruth Baxley was high for the GSD girls with 12 points, Louise Wilson shot 6 points, Rosemary 5, and Shelva Jean White 2. The GSD boys, playing one of their best games of the season, defeated the Johnson boys by the score of 51-43. Billy Nye and Franklin Dyess were the big guns for the GSD boys, Billy shot 20 points. and Franklin shot 18. Lennie Moon had 7 pointJs, Gene Lanier 4 , and James Faulk 2.
GSD vs ROOPVILLE
On Friday night, February 8 the GSD basketball teams met the teams from Roopville. GSD's two leading forwards were unable to play in the game. Rosemary Smith has a bone broken in her hand and Betty Ruth Baxley has a sprained ankle. As a result the GSD girls were defeated by the one sided score of 54-9. Juanice Dukes shot 7 points for the GSD girls. Shelva Jean White made 1, and Louise Wilson made 1. The boys from Roopville were the winners over our boys by the score of 64 -38 . Franklin Dyess

one of our forwards was sick and unable to play and this hurt us a lot. Gene Lanier was the high scorer for the GSD with 18 points, Lennie Moon had 7 points, Rube Collins 5, James Faulk 4, Billy Nye 2, and Eugene Baggett 2.
GSD va Alabama School for Deaf
The boys from GSD journeyed to the Alabama School for the Deaf in Talladega, Alabama on Saturday night, February 9. In the "B" team game the Ala. boys defeated our boys 45-24. Fain Griffin was high for our boys with 8 points, James Faulk shot 7, Andrew Lee Harrison 3. Eugene Baggett 2. Franklin Bagley 2, and Claude Bulter 2. The varsity game was won by the Ala. boys by a score of 56-50. Franklin Dyess was high points man for the GSD boys with 14 points, Billy Nye shot 11. Lennie Moon shot 10, and Gene Lanier shot 4.
Pine Log *feats GSD boys in
first round of tournament
On Monday night, February 18 the GSD boys traveled to Marietta to meet the boys from Pine Log in the first round of the Seventh District, Class C basketball tournament. It was a close game all the way, but the Pine Log boys came out on top by a score of 45-39. With four minutes left to play in the game Pine Log was one point ahead of our boys, but that last four minutes our boys had a hard time hitting the basket and we could not overcome the Pine Log team. The Pine Log boys had a good team and after beating us went on to the finals in the tournament. They were beaten in the finals by Cohutta. Our boys played a -good game and we are proud of them for making a good showing against a team that was picked to beat them without much trouble. Billy GSD boys with 14 points, FrankNye was high point man for the lin Dyess shot 7 points, Lennie Moon 6, Rube Collins 6, and Gene Lanier 6.

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From the Advanced Department

INTIMATE GLIMPSES OF
PEOPLE WHO BECAME GREAT
The teachers in the advanced department emphasize the value of familiarity with the life history of famous people. We feel that no high school course is complete that does not introduce pupils to the deligh~s and rewards of biographical study, and this phase of work is given a place of its own in each subject. Effort along this line pays off in a great many helpful ways, and any one of these benefits offers sufficient reward for studying biography.
Incidents, adventures, actions, sacrifices, sentiments and accomplishments in the lives of gripping personalities - real people who actually lived and performed their part in the great drama of life, are irresistible lures which make boys and girls like to read. As they enter imaginatively into the lives of other people, they feel pride in their different accomplishments.
Often a pupil will consciously or unconsciously develop attitudes and behavior patterns similar to those of a famous character he has read about and admired. These biographical sketches give him inspiration to do worthwhile things for himself, because they show how others with just common place backgrounds have begun careers of accomplishment. He learns that famous people worked at small paying jobs, did other simple things common to every day life, and then, in due time, found success. He is learning to trace the growth of character and to evaluate a person's contribution to society and his influence on later times. He is learning, too, to see significance in every day activities.
Sometimes the pupil identifies himself so closely with a famous biography that it is not Robert E . Lee, George Washington or any other person presented that he has in mind when he reads, but he is thinking what he himself

would do under similar circumstances He is looking into his own dim future with comprehension, resourcefulness and confidence. Biography has become an interpretation of life for him. He is learning to make decisions.
The pupils are guided in writing not long, involved life histories which will overburden their minds, but just brief intimate glimpses. Sometimes our objective is only that the pupil having become acquainted with the highlights of an important person , will be able to associate him with events, and upon again seeing his name be able to correctly identify him. Sometimes when the need for application is obvious, we capitalize on situations where ability to imitate or initiate good behavior patterns acquired in reading can be developed and d e s i r e aroused to emulate the spirit of some noble man or woman.
The biographical glimpses are correlated in our curriculum and we find in them imagination, fantasy, emotion, humor and good common sense in a subtle mixture that is good for growing minds.
The pupils enjoy writing these minute biographies in the form of Who Am I? and asking the members of the class to identify them. Below are some of this type.
"WHO AM I?"
I was born on February 3, 1791. I was the son of a blacksmith. When I was very young my father got me a job as a bookbinder, but I was interested in science and I spent all the time I could reading books about chemistry. I finally became a teacher of science and made many chemical discoveries. I died in 18 67. J am known as the Father of Electrical Science.
-Guy Jones
I was born on February 3, 1842. I was a poet and a gifted musician . I suffered from poverty and illness, but in spite of many troubles I tried to be pa-

tient and brave. I wrote a famous poem about a river in Georgia that hurried from the hills and ran through the valleys to take the water to the dry plains. I died in 18 81. Each year a great many people visit my old home in Macon. Georgia.
-Robert Wooten
I was born in a log cabin on February 12, 1809. I liked to read and would walk miles to borrow a book. I split rails, was a helper on a flat-boat down the Mississippi to New Orleans, clerked in a store, was a village postmaster, practiced law, was elected to Congress, debated with Stephen A. Douglas over slavery, was elected president, led the nation through the Civil War, wrote the Gettysburg Address, was shot by John Wilkes Booth just five days after General Lee's surrender in 1865 . I am known as The Great Emancipator.
-Billy Nye
I was a surveyor, looked after a big farm . served with the Virginia troops in the French and Indian War 1785, married Martha Custis, was a rich tobacco planter, was commander of the Colonial armies in the Revolutionary War, forced Cornwallis to surrender at Yorktown 1781, was president two terms and refused the third term, retired to my home at Mount Vernon 1797, and died two years later. I was first in war, first in peace and first in the hearts of my countrymen. I am known as The Father of His Country.
-Rosemary Smith
I was born at Stratford, Vir ginia January 19, 1807. I was the son of a Revolutionary hero, known as " Lighthorse Harry." I was graduated from West Point, fought in the Mexican War, was commander of West Point Military Academy, refused President Lincoln's offer of commander of the Army of the United States, was military adviser to Jefferson Davis, was supreme commander of the Confederate States Army, was

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THE SCHOOL HELPER

FEBRUARY. 1952

president of W~shington and L~e

University unt1l my death m

1870.

-Wynell Godwin

I was born February 11. 1847. I started business as a newsboy. I was a telegraph operator, for
forty-five years. I worked at my laboratory at Menlo Park, New Jersey. I am the father of more than a thousand inventions. Some of my inventions are: the phonograph. the microphone, the mimeograph. the telephone tra~smitt~r. the light bulb. the mot10n ptcture, and the process for making synthetic rubber from goldenrod. I was almost totally deaf, but I did not let this bother me. I died in 1931 . I am known as the Wizard of Menlo Park
-Richard Brewer

I was born in Scotland in 1835 . My family moved to America in 1848. My first job, as a bobbin boy, paid me $1.20 a week. I was a messenger for a telegraph company, I was a telegraph operator. I was superintendent of a railroad, I served in the military transport of the W 'ar Department during the Civil War, I became interested in steel and in 19 0 1. I retired with a fortune of $250,000,000. I gave public libraries to almost every large city, I gave a lot of money for the improvement of people along every line. Through an endowment of $125,000,000 I am still helping people. I am known as the Maker of Steel and the Donator of Libraries. -Fain Griffin

I was born February 15, 1564 at Pisa. My father was a mathematician and a musician. He wanted me to be a doctor. I studied medicine. but did not like it well enough to finish, I built a pendulum for a clock, I examined the stars with a telescope that I made with my own hands, I made many experiments with falling bodies from the Leaning Tower of Pisa, I made the first thermometer in 1592. I found out a great many new things ~bout the solo system. I died m 1642. I am known as the

Man Who Mapped the Heavens. -Gene Lanier
I was born in 1849 at Lancaster, Mass. When I was a boy, I noticed a potato seed ball in my mother's garden. I experimented with the seeds and grew twenty-three different kinds of potatoes. I improved and developed many hundreds of plants. Among my successful experiments were: the spineless cactus used to feed cattle in the deserts, many different kinds of peaches, apples, plums, prunes, berries, and flowers. I died in 1926 at my plantbreeding farm in California where I had worked for over fifty years. I am kown as the Plant Wizard.
-Bob Pennington After eighteen years of teaching. I gave up my job in Washington, D. C. and began to get relief supplies to the wounded soldiers in the Civil War. When the Franco-Prussian War broke out in 1870, I went abroad to organize military hospitals. I was the first president of the American Red Cross, I did a great many things that improved the treatment of wounded soldiers on the battlefield and that helped families in time of great trouble. I died in 19 12 at the age of ninety -one. I am known as the Founder of the American Red Cross.
--Juanice Dukes
FUTURE HOMEMAKERS PARTY
The Future Homemakers Club met in the Homemaking department, December 18th for the annual Christmas party. Each member was greeted at the door by the club's officers Jean Barrett, Juanice Dukes and Laura Ann Brigman.
The rooms were gaily decorated with Christmas balls, red candles and pine boughs. The windows in the hall were covered with icicles and snowflakes. The Christmas tree was bright with many colored lights and handmade decorations.
The group first played games. Each girl was given a sheet of

paper and pencil then blindfolded and told to draw a likeness of herself. T h o s e drawing were passed around so that each girl could enjoy laughing about the funny pictures. Other games were then played.
J uanice Dukes and Betty Pharr served at the punch bowl Laura Ann Brigman and Jean Barrett served bright colored Christmas cookies and candy. Each girl received a marshmallow snowman as a favor.
The gifts under the Christmas tree were given out and everyone enjoyed laughing about the funny gifts some received.
Mrs. Stepp, the club advisor, gave each girl a barrette with F. H. C. painted on it.
Everyone had a very nice time and many things have been suggested for future parties.
- - - ---J-ean Barrett
LINDSEY- STANZ
Martha K. Perry Stanz, daughter of Mrs. Ruby Dickerson Perry and Dewell L. Vann Lindsey, son of Mr. and Mrs. J. D. Lindsey. both of Cave Spring, were married at a candlelight ceremony at the home of the bride Friday evening, January 25 at 7 o'clock. The Rev. Charles Rector, pastor of the Cave Spring Baptist Church officiated. He read a double ring ceremony. The couple plighted their troth against a background of magnolia leaves, fern , white gladioli and white tapers in tall beautifully decorated candelabra, in the bow window of the living room which made a lovely setting for the ceremony,
The bride was lovely in a turquoise ballerina length dress and matching slippers. She wore white gloves and a wisp of veiling. Antique gold necklace and earrings completed her costume. Two yello.w throated white orchids with a shower of tuberoses formed her corsage bouquet.
After the traditional cutting of the wedding cake the couple left for a honeymoon in Florida.

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THE SCHOOL HELPER

FEBRUARY, 1952

THE SCHOOL HELPER
All communication should be addressed to the School Helper, Cave Spring, Georgia.
Entered at the post office at Cave Spring, Georgia, as second class matter November, 1889. Acceptance ior mailing at a special rate of postage provided in Section 1103. Act of October 13, 1917. Authorized October 31, 1918.
Published monthly during the school year in the printing department of the Georgia School for the Deaf.
KATHARINE CASEY . . . . . . . . . . . . . . . . . . . . . . Editor MARIE KENNARD .............. Associate Editor JOHN L. CAPLE and C. G. TURNER ............. ... Printing Instructors

teachers. He had spoken English very little before coming to America but the students found him very easy to understand. The children were fascinated when he spoke and wrote in Hebrew for them. The written symbols were very unlike our English alphabet. He started at the bottom of the page and wrote from right to left.
We wish Mr. Palti a successful and profitable stay in America and hope that other boys and girls will have the opportunity of a visit from this interesting student.
Mr. J. H. McGiboney, Superintendent of Schools of Carroll County accompanied Mr. Palti to Cave Spring and met several of our students who, also, are from Carroll County.
DEMONSTRATION OF SCHOOL WORK

VOLUME 52 FEBRUARY, 1952 NO. 5
For the promotion of all State-Aided Schools For the Deaf
1. Improved recognition as educational institutions with control in the hands of educational boards.
2. Sectional and national associations with accrediting autl\orities and approved measuring rods and standards suited to each association terminating in the highest requirements for membership in a national association for schools for the deaf.
3. A greater Gallaudet College serving the interests of all the states with special emphasis on research findings openly arrived at and freely disseminated in promoting the educational interests of all the schools.
4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with the spirit and purpose of its creation.
5. Federal equalization aid for education that will guarantee equal opportunities for deaf boys and girls in all states.
6. Utilization of a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf
children in the State Schools for the Deaf and to work
with the Department in job placement and vocational rehabilitation of ex-pupils and graduates.
EXCHANGE STUDENT FROM ISRAEL WAS A VISITOR TO OUR SCHOOL
Mr. Michael Palti, an exchange student from Israel. was a very interesting visitor to our school in January. Mr. Palti traced the course of his plane trip from his homeland to America and told the pupils he had traveled 20,000 miles His story of countries in which he had studied and his ability to speak several languages interested pupils and

Mr. Caple and Mrs. Minter accompanied a group of students to the Men's Club of the Second Avenue Methodist Church of Rome in January. Mr. Caple made a short talk on the education of the deaf in Georgia. Mrs. Minter demonstrated speech and reading in a primary class. The pupils said The Child's Creed, a Brownie prayer, the Scout Oath and sang "Jesus Loves Me.''
Pupils taking part in the program were Barbara Roberts, Carol Read, John Milford, Jimmie Peterson, Charles Martin, Ann Lynch, Ann Mobley and Bobby Jones.

A LETTER FROM GEORGIA TUBERCULOSIS ASSOCIATION

The following letter was received by The SCHOOL HELPER:

The Editor The SCHOOL HELPER Georgia School for the Deaf Cave Spring, Georgia

February 5, 1962

Dear Editor:

Your publication, the SCHOOL HELPER, bas been selected as one of nine, submitted to this office in the 1961 School Press Project, to be forwarded to the National Tuberculosis Association for their consideration in nationwide competition.

We offer sincere congratulations to you and the members of your staff directly responsible for the outstanding presentation of information on tuberculosis as a health problem worthy of the recognition of high school students.

The tuberculosis .association bas been strengthed through the SCHOOL HELPER's efforts to increase the understanding of its readers about tuberculosis.

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THE SCHOOL HELPER

FEBRUARY, 1952

We are confident that these efforts ;will prove to
be an important factor in the development of healt~ier, happier, and more valuable citizens, eager to continue the fight against all disease.
The National Tuberculosis Association will name the winners of its "Certificates of Honor" shortly. We hope that we will be able to report further recognition of THE SCHOOL HELPER's excellent entry in this Project.

a lot of fun and were able to let off a lot of steam.

The final question, " Who has the reddest hair?" was won by Franklin Bagley after hairs from the several heads were compared carefully.

The pupils at G. S. D. do not wear hats, but

Monday morning there was no evidence that the

non-existent hats did not fit the heads of the chos.en

few.

-E. D.M.

Sincerely, 0. B. Moore, Jr. Field Representative
The articles submitted by the two students who participated in the Georgia Tuberculosis Association press project were printed in the January issue of THE SCHOOL HELPER. David Barrett's topic was 'How Youth Can Fight Tuberculosis.' Jack Watkins wrote on 'What Our Tuberculosis Association Does. These two pupils are to be congratulated for their excellent articles and a very shiny button should go to their science instructor, Mrs. Williamson, for her guidance and instruction in this field .
Mrs. E . E. Porter, Rome, a regional director of the Georgia Tuberculosis Association was the local sponsor in the project. Mrs. Porter and Mrs. Williamson previewed and showed a film about a boy who had tuberculosis, the treatment he received, and how he was cured.
THE WHO'S WHO CONTEST
The evening meeting of the Social Club on January 27 took the form of a hilarious Who's Who contest. Since Mr. Caple was at the Student's Institute at Gallaudet College and could not be present, it was decided to have the contest very informal.
After warning the pupils that the contest was just fun, questions about the tallest, the thinnest, the shortest, the fattest, the strongest, the oldest, etc. were written on the board one by one. At first the pupils voted in an orderly manner. When ~he voting was almost a tie the candidates were brought to the front of the room amid much merriment to have the point proven. Everyone proved to be a good sport and enjoyed the joke on himself as much as the rest.
Decorum was forgotten and the voting became noisier and more insistent when questions about the prettiest, the handsomest, the best sport, the sweetest, the best ball player, the most popular, etc. were ~sked . Each boy thought that his girl was the prettest and sweetest. Each girl was sure that her friend Was the handsomest, the best. The pupils had

HOLLINGSWORTH PASSES BAR EXAM
C. H. Hollingsworth, Jr., has passed his bar examination and will be sworn in the near future.
Mr. Hollingsworth attended the Cave Spring and Darlington schools and received hi:s BA degree at Mercer University in 1942. After assuming his duties as ordinary last year, he began studying law and took the bar examination in December.
-Rome News- Tribr.:..12e
ST. JOANNA CHAPTER STARTS TV FUND
Televison would meet a very great need in our school. It would furnish enjoyment and be an aid to education. It would al<'>o provide a pastime for week-ends and rainy afternoons.
In the past movies have furnished a part of the recreational program but movies have become a rare treat. The pupils have to go to near-by Rome or Cedartown for all movies except the educational films shown at school. The transportation problem, thus, prevents attendance at any movies.
Each dormitory at school is making a drive for a television set and everyone is watching to see who will get the first one. At present the primary department is ahead with two h u n d r e d and fifty dollars toward a set. The older girls have sixtydollars. The older boys have twenty dollars. The colored department which started its drive late have some excellent plans for a fund-raising campaign.
Each dormitory has a goal of a television set by Easter and each group is working hard to get sufficient funds for that purpose.
A generous contribution of a hundred dollars was sent to the primary department from the St. Joan.na Chapter of the St.Philips Cathedral in Atlanta. We can think of no effort more worthy than television for deaf children nor of one that would bring greater happiness.
Since WSB has increased the strength of Channel two television in Cave Spring has become very clear. UHF television seems to be just around the corner. That will bring in all channels. Patrons and friends of the school can make a group of children very happy by contributing to the television fund.

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Superintendent's Corner

T HROUGH the medium of the lowing a year at Gallaudet and al child. It is the course being ARIZONA CACTUS, E. L. attendance at the first Convention adopted by the day schools for

R., a deaf student, of American Instructors of the the deaf and an increasing number

Puddles

has done s o m e Deaf. this wonder partook of of residential schools. It is the

And

" wishful t h i n k- the nature of dubious misgiv- course that will eventually define

Lakes ing." He wonders ing regarding America's number and adopt standards and employ

why there is so one educational enigma. It was measuring rods that can be uni-

little parental appeal about a learned for instance, that public versally recognized.

school for the deaf. This wonder expanded includes the very . evident lack of general information and the corresponding lack of appreciable understanding by the public in general of the school that is doing so much for him.

support for education of the deaf was definitely more liberal than its corespondent. public undering. That was bad. It was further determined that there was inbred antipathy towards conventional education, the normal medium to

Whicb of the two concepts will best answer and satisfy the wonder of the deaf student? Which of the two idealogies will strengthen and dignify the realm of the residential school?

Let's let E . L. R. speak for lend a hand in delineating and We have said before and we

himself :

disseminating understanding. That repeat; until the residential schools

"I was eight years old when an attack of spinal meningitis left me totally deaf. Though I lived in the same town in which the school for the deaf was located, I knew nothing about it. Whether or not my parents knew of its existence, I do not

was worse. Let's draw a comparsion. In the
ROME NEWS TRIBUNE, February 12, appeared this news item:
GROUP WILL MAP SCHOOL PROGRAM FOR HANDICAPPED

for the deaf identify themselves more closely with general education and become a component part of its plans and progress they are doomed to further miseries and an ever lessening realm of influence.
It is better to be a small ripple in the great lake of public school

know; the fact is I went back

"Dr. Mamie J. Jones, Curri- education than to be a big splash

to th,e public school for a couple

culum Consultant for education in a half hidden puddle of educa-

of years. To tell the truth-!

of exceptional children, with the tional isolationism.-A puddle the

did not progress at ali-I didn't

State Department of Education, borders of which are receding to

understand a thing going on in

will meet with a local group to that of a wallow and a quagmire.

the classroom. I was kept after

discuss the exceptional child

school several times because of mis-understanding t h e teacher. Those two years were the most unhappy ones in my life. Then by chance I learned of the school for the deaf. Needless to say I was homesick for a while, but this faded as I now h,ad sympathetic and understanding teachers, new friends like myself, new life and new hopes."
He further stated ". . . . the height to which a deaf person can rise in the educational scale is limited only by the desire of the

program at 7 :30 p. m. at 418 West First Street.
..Teachers, school administrators, a g e n c y representatives, other interested perso-ns will attend.
"Floyd County !has asked to be considered as a pilot group for the state in the exceptional child program. The long-range program would require the cooperation of the University system, the state department of education, local school administrators and the public in general.

PROBLEMS--Continued
Pintner was one of America's leading psychologists who devoted much time to the study of the psychology of the deaf. Dr. Pintnee was co-author of the familiar Pintner Patterson Performance test as well as other tests of mentality and achievement. He is well known for his writings and studies in the field of psychology and was listed among the foremost in his field. His philosophy in one paragraph sums up the feeling behind this whole discussion and

deaf students themselves .. .. How do I know all of this? I am

"An exceptional child h,as been defined as one who has

wraps it up into a small package.

deaf? I speak from my own experience.''

slight physical or mental handicaps and who cannot fully bene-

" The aim of the education of the deaf should be to make him

When deaf students wonder and fit from the current school a well-balanced, happy individual

are perplexed i'Sn't it time for edu- programs."

and not a pale imitation of a

cators to take stock? The writer, too, wondered
when first cast upon the unknown waters of an obscure edu-

This is the kind of course being followed by the public schools
when dealing with the problems

hearing person. Let us aim to produce happy well-adjusted deaf individuals, each different from the other, each with his own person-

cational endeavor in 1936. Fol- of the education of the exception- ality.''

(10)

From the Primary Department

If all the pupils in our class finish their work by 2: 30 in the afternoon, the last hour of the school day is spent in doing what
we want to do. During the cold weather, we
stay in the classr~om. We can always find somethmg to do. There are books to look at, color books to color, and puzzles to work. Our teacher brings magazines to school. We like to look at them and cut out pictures we find in them. One of the boys has some modeling clay and almost every afternoon he plays with it. He can make all sorts of things out of the
clay. On Wednesday afternoon we
always have a change of scenery. Our teacher meets with the Brownies on this afternoon each week, so we go to Mrs. Highnote's room. All of us feel very grownup sitting in the big desks and just being in the room where the oldest pupils in the primary department have school.
Unless it is raining or very cold and bad outside, we go to town on Friday afternoons. We always look forward to this. We go to any store we want to and buy whatever we want, providing it c!oesn't cost too much, of course. After we have been to the store, we go for a walk until time to come back to school.
We like to go for walks, and on warm d.ays, we sometimes do go for a walk rather than stay in the room. As the time for spring draws nearer and nearer, we are looking forward to many warm days when we can play 011tside and go for walks.
All of us enJOY the period from 2:30 to 3:30 very much.
-Mildred Forbes's Class
We have been taking "look and see' tours lately and have found them to be the most enjoyable part of our work during the past few weeks We start out with everyone ~n the lookout for something interesting to write about, and our teacher has a hard time trying to write or draw all

the things that everyone sees at the same time.
On one of our trips we found a pin that one of our schoolmates had lost, and that gave us such a good understanding of "lost" and " found.'' Our efforts to find the owner of the pin helped some of us understand more clearly that a thing doesn't belong to us just because we found it. That afternoon we saw several animals, and all of us were interested in a duck that had hurt its foot. As we crossed the bridge that is near our school, two of our group dropped the balloons they were playing with into the water-and no one has had any trouble since then remembering what "dropped" means when it is called for on the verb chart.
On another trip we learned where several of the teachers live. and Mrs. Kennard allowed us to learn what "picked" means by really picking some of her daffodils and bringing them back to school with us.
We are putting all of these trips on charts so that we will be able to continue reading and remembering all these nice experiences we have had. We are so glad that someone thought up this idea of " learning by doing.' '
--Jim Irwin's Class
We would like to give you a general idea of our day. We get up in the mornings and dres:; and go down to breakfast. After breakfast we brush our teeth and go to school.
First, we have the prayer ; we all stand very quietly and look attentively. We salute the flag.
We inspect our nails, teeth, face, hands, and hair to be sure we are all equally clean.
Our calendar work is due now. The observation of the weather presents an interesting event during the next period. Now our speech exercises begin , we trill, talk, breathe, and exercise our muscles working toward better speech.

Nouns catch our attention for this period, and we have as our goal, speech reading a dozen nouns each day.
After recess News is the topic of greatest importance with each of us hoping to get some mail. and, of course, hoping most for a box.
Arithmetic always provides a good course, and we often use it for desert. Reading follows the delightful period just mentioned. The des(ription period comes next with adjectives as the main subject.
After lunch we pick up the loose ends, then tie them off.
We are learning our lessons and how to get along with one another. Our major goal through this schedule is to become good citizens.
-Bertye A. Reed's Class
An interesting part of our school work is calendar work and especially so at the end of the month nearing the time to change our calendar. We take turns changing the chart each day to make it up to date. After we have arranged Y e.sterday was ____________
and Today is ------------ we go to the calendar and cross out yesterday. The number (date) for yesterday is marked on the weather calendar and also in the corresponding square to the right of the weather calendar The word yesterday is written under the square with red chalk while the name of the day appears at the top of the square. We put the date for today in another square with today written under it with purple chalk and the name of today over the top.
We tie the weather calendar in with the days. A picture of the weather for yesterday is drawn in that space on the weather calendar and also in the square for yesterday which is to the right of the weather calendar. The weather for today is observed and indicated in the square for today.
-May F. Glenn's Class

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THE SCHOOL HELPER

FEBRUARY, 1952

The map of Georgia had meant only one thing to us until recently, that was " home. " When we went home for Christmas last year, we found the name of our home towns that had b e e n stamped on our mail. With the thrill of that experience connected with it, the map has been very interesting.
This year when we started talking of going home, we noticed little lines running all over the map. If we placed our pointer on the spot marked Cave Spring, we could trace the route to the spot we call home.
Mrs. Minter lives in Rome. Sally and Barbara were surprised to find that they go through Rome going to Trion and Dalton. Glinda, Charles, and Clinton could go through Martha's hometown, Columbus, or through Macon, Bill's hometown, to reach Camilla, Climax, and Albany. Hamilton, Carole, and Colin go to Atlanta and from there to Alto, Augusta, and Whigam. John does not follow the same route as any other since he lives in Cumming. When Jimmie traced the route to Savannah. we remembered that Barbara had some pictures that were made on her vacation to Savannah Beach. She told us that they rode at night and that they rode a " little" fast to get here. Wayne lives in Warner Robins which we found very near Macon.
Mrs. Minter showed us a much larger map that had more than Georgia on it. We found Key West, Florida, the place that Mr. and Mrs. Kennard visited during Christmas. Barbara's father goes to Detroit, Michigan to buy cars and we decided that must take a long time. Jimmie's grandfather lives in Santa Barbara, California
which is far away. We are beginning to realize that
there is more earth than just Cave Spring and that place which we call " home. "
-Miriam Minter's Class
Sallie Jo's birthday was the outstanding event of January for

us. She was nine years old. It made all her class happy to see the pretty cake her mother sent with Happy Birthday, Sallie Jo in the usual place on top. Sallie lighted the candles after dinner and passed some of the cake to her classmates and friends. She received many gifts and cards from home, too. Hers was the last birthday we will celebrate this school year.
Our weights last month were interesting. Jerry, Roanell, Mary Lou, and Frances gained most, with three pounds each.
So many warm days in January made it possible for us to play outside almost every day. The work on the new gymnasium is becoming more interesting as the brick walls grow, and we spend much time watching the work in progress.
-Mabel Fincher's Class

Since we first came to the Georgia School. we have had a devotional period at the beginning of each day. We began with just an attitude of reverence, but soon we learned to say,
I love Mama. I love Daddy. I love God.
Amen.

Year after year we h a v e changed the prayers and added more lines until now it reads as follows:

Our Father in heaven, We love Thee. Thou art good. . We want to be good. Bless Mother, Father, brothers, and me.
Amen.

sisters,

We have also learned Bible verses such as;
God is love.
God is good. He heaJ;'s us. We love Him.
He loves us. God is in heaven.

several

We have learned to find these in the Bible also.

Recently we have been learning more about what the church is and where God is. These are some of the questions that we have been working on for the past several days.
Where is God? Where is Jesus? What is the church? What is heaven?
What is the Bible? What is Sunday? Can God see you? Can you see God?
We look forward to learning more about God and the Bible. Our forty-five minute Sunday school period each Sunday morning has become one of the most pleasant of the week.
-Doris Brannon's Class
Spring is almost here and we are very happy. The first sign is the jonquils in bloom around the hill which we are enjoying very much.
We have been studying about the seasons and can group the months under the correct seasons. We are beginning to read the thermometer each morning, too, and have added warmer than and colder than to our weather report. We are so glad when we can write warmer than for it makes spring seem a little nearer.
We Brownies are quite proud of our Scout room in the basement. The walls and floor have been painted, the windows washed and new curtains put up. The room looks very attractive. We hope to have all the teachers down to our meetings one Wednesday afternoon.
--Jessie F. Jones's Class
To you parents who must wonder from time to time while your child is away from home, whether or not he's eating properly, we wish to assure you that we have a well-balanced menu, and as far as we can, we see that each one eats as he should.
At lunch time the teachers serve the plates, cut the meat for the

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THE SCHOOL HELPER

FEBRUARY. 1952

smallest children, and pour the milk so that everything is ready when they come to their places in the dining room. (Each class is alloted a table but only ten can be seated there; so our two extra youngsters sit at Mrs. Ken-
nard's table.) Have you ever tried being res~
ponsible for what ten little folks eat every day? You must try it some time to see what fun it is ! ! With that many children. no matter what we have for dinner, there'll usually be some one or two who won't care for everything on their plates And, of coul'Se, we come to know who likes what and who doesn't.
Most of the children like greens but those few who don't are asked to eat just a part of their serving hoping that in time they'll develop a taste for them. Sometimes we have to beg and coax and almost stand on our heads to get them to eat JUSt a little of something they don't care for. But, you know what it's like, don't you?
One day we had asparagus, and there were only about half of the group who enjoyed this vegetable. I failed completely that time to get all of them to eat some, but the next time we had asparagus we also had carrot strips. In trying to appeal to one of our little boys to eat the carrot, we told him that the big boys in the Army who fly our airplanes eat lots of carrots to make their eyes strong. Well, that did it! ! As we watched him eat his carrot, he looked up all of a sudden and wanted to know if our pilots eat asparagus, too. When we told him they did, he immediately started eating his, urging all the rest who had left theirs to do likewise, and the first thing we knew, the asparagus dish was empty and had to be sent to the kitchen for a refill. Such eating you 've never seen ! ! Almost everyone had to have a second serving, and they even wanted to send the dish to the kitchen the second time, but we

thought they'd had enough asparagus for one day.
However, we're not always that lucky. although we do try, as nearly as is possible, to see that each child eats properly. And, of course, we try to encourage good manners at the same time.
-Polly Casey's Class
We are busy studying animal characteristics right now. We include insects and fowls in our classification of animals until we are older. It certainly was a surprise to learn that a rooster has a comb and a bird can sing. We are meeting some verbs in a new setting, too, a'S.: A cat can scratch, a duck can dive, a squirrel can climb, a horse can kick, a snake can crawl. a bee can buzz, etc. Even though most of us have seen our mothers "dress'' a chicken, we didn't know that those things were feathers. A pig is much cuter since we discovered he has a curly tail. Did you know that there are animals with long tails, short tails, bushy tails, and a frog has no tail at all?
We have large pictures of these animals mounted on cards with the words a snout, a long neck. a bushy tail, a shell, spots, horns, etc. printed with dashes leading to these corresponding pictures so that when the teacher says "Show me an animal that has a curly tail, an animal with feathers, or an animal that likes corn, etc. we can be sure that the children understand to what we refer. They enjoy this exercisce very much as there is no end to the variety possible with so many interesting animals involved.
We were sorry to have Jo Ann King leave us, but since she is ready for a higher class we understand and wish her well in Mrs. Highnote's room.
Nell Akery joined our group since Christmas, and we are happy to have her.
-Gladys Carpenter's Class
Jo Ann King was recently pro-

moted to our class and we are very happy to have her. We are now the largest class in the primary as well as the highest.
We are finding that geography can be a most interesting subject. In the fall, we talked about our state and where our homes were located, in what section of the state, and in what direction they were from Cave Spring and from one another. Our interest soon spread to the surrounding states. to our United States, and even to other countries. We have enjoyed the maps, pamphlets, tourist guides, and newspaper articles about our home towns brought in by Mrs. Kennard and Mrs. Highnote. We have especially enjoyed "Scenic So.uth.'' a pamphlet sent out by the Standard Oil Company. about points of interest in the South, with lovely pictures. It is fun to find where they are located on the map. Mrs. Kennard made a nice trip through Florida Christmas vacation, stopping at many interesting places, and going on to Key West. We traced her trip. finding all the places where she had spent the night. We discussed the trees and flowers that grow in Florida, the lakes, the ocean, and the gulf. Wilburn's brother, Roscoe, spent several months in California. He wrote Wilburn about the beautiful flowers there and the nice climate ; so we learned something about the state. We recently had a visitor to our school from Israel. We found many interesting pictures of Israel, and we felt that it was quite a treat to meet someone from that country. His visit
prompted many questions about
the country and his trip over here.
Mr. Caple and two of our seniors,
David Barrett and Jack W 'atkins,
recently visited Gallaudet College
in Washington, D. C. That was
another source of interest and we
found a great deal of informa-
tion about our capital.
-Emmalee Highnote's Class

.( 13)

From the Colored Department

We are spending most of our flowers blue. Each of us printed some new verbs and used quite a

time now in reading, number his name. We received a letter few of those we were familiar

work, and colors.

from Oliver's mother telling us with during these experiences.

In reading we use the printed how happy Oliver was over his Among them were; got, took off,

words to match our nouns. Wilene Whitsett and Thomas Harris are still matching, but the rest of us can label the nouns as well as match them now.
Our teacher noticed we were beginning to get a little bored with our daily reading period, but our interest has been considerably increased lately by the introduction of new pictures that Mrs. Griffith gave us. They are big colorful pictures with more than one person or object on them. Our teacher writes the sentences on the blackboard and we hold up the corresponding pictures and dramatize what we see in the pictures.
I see a dog. The dog can run.
I see a rabbit. T~e rabbit can hop.
Just to be sure that we can read the whole sentence instead of just one word, we have some exercises using sentences, as ;
Show me a dog. This is a dog running.
We have gradually added numbers and. colors until now we have sentences as;

card. He can talk a little. His mother told us when he saw his card he said, "This is my name." We are happy to know he will be back in school soon.
The same day we made Oliver's get-well card we wrote Johnnie a letter and each of us printed our name. We haven't heard from Johnnie yet.
We were happy to make our contribution to the March of Dimes.
-Mattie Malone's Class
During this past month we have been making every possible effort to live up to our New Year's resolution to make more progress and better use of our time in the classroom each and every day during 1952. We have broadened our knowledge of words and increased our reading ability, and, at the same time, kindled an intense interest in what we call reading readiness. This reading readiness was brought about partly by the home like, actual. visual classroom experiences that were created for the benefit of the children. We would like to tell you about the one that we got the most response to.

put on, ran, closed, opened played, washed, brushed, drew, combed.. coughed, kissed, danced, jumped, helped, colored, thanked, and walked.
We have also reviewed some work using the prepositions in, on, and under. We have spent some very interesting and enJoyable hours working in our new work books. All in all we feel really proud of our progress thus far, and we are sure that after having read about our experiences you will share our enthusiasm, too.
-Louise B. Chubb's Class
February, with its holidaysValentine's Day, Lincoln's and Washington's birthdays, affords the inspiration for party-giving which comes as a welcome relief during the cold winter months.
Offering the most widespread appeal is Valentine's Day, bringing with it hearts and flowers, lavender and old lace which become cherished memories throughout the years. Regardless of age, there is a universal thrill in receiving a valentine, whether comic or sentimental. signed or unknown.

I see two dogs. One dog is black. One dog is !white.
I see two birds. One bird is blue. One bird is red.

One morning during "Health Inspection" we noticed that Fannie Scott's brown and white saddle oxfords were dirty, also her shoe laces. We decided to let Fannie wash them in the classroom so that every one could get the

We have been doing some interesting work in carpentry. Just recently several of the older boys decided to try their hands in making doll furniture from fruit crates. They have finished a highback chair, a low-back chair, a

Oliver Thomas and Johnnie benefit of the non -oral reading cradle, and a unique doll bench Johnson are still out of school. and language coming from this Now some of the boys are sand-

We have learned that Oliver is out experience. I gave these written papering the furniture, so as to rebecause he iJs sick. We made a get- commands : Get a bucket of warm move the rough edges. After they

well card and sent him. We chose water. Get some soap, too. Get a have finished the sanding they

a pretty quality of white paper, cloth. Take off your shoes. Take will shellac them to make them

and on the inside of the card we your shoe laces out. Wash your pretty and more durable. The

drew a little bear and a bed. W e shoe laces, etc. Using this heading girls will make pads and. cushions

colored the bear brown, the bed What did ------------ d.o? we pro- for the furniture. Those old fruit .green, and the bedspread yellow. ceeded with ; Fannie got a bucket crates around the house are useful

On the outside of the card we of warm water. She got some after all. drew ducks and flowers . We col- soap, too. etc. The response was We have been working hard in ored the ducks yellow and the wonderful. We have introduced arithmetic and reading. These sub-

(14)

THE SCHOOL HELPER

FEBRUARY, 1952

jects have always been a little difficult .to some of us, but with the aid of the number workbooks, the reading work-books, and other reading material Mrs. Griffith has provided for us it is much easier and seems more interesting. We look forward to the time every day for our workbooks to be passed out to us.
In our Weekly Readers we have reading games to test our skill ~nd ability to read and we enJOY working out the puzzles and word
study sheets. -Mildred Flournoy's Class
We have begun to evaluate the development of good reading habits. Poor reading habits retard one's ability to visualize and retain essential facts. To combat this situation we have well-balan. ced reading programs with continuous guidance according to our needs. Before our reading materials were selected, careful study of the interest levels were taken into consideration because even Marion Smith, our best pupiL can improve her reading one hundred per cent.
Our individual work - books help us put into use all the things that we learn from the prescribed course of study.
Please permit us to mention briefly a few of the important facts about one of our workbooks. Mother Goose, a 'reading readiness work - book, prepares each of us in the important skills in the actual reading process. We were already familiar with quite a few of the Mother Goose rhymes yet this book affords us many new ones. It trains us in many skills, such as; following directions, eye movements from left to right, color sense, visualization discrimination, observation and memory, and many other skills that will prove very helpful in the near future.
For added interest, during hobby hour , we are making a few of the familiar nursery rhyme characters. We are going to dress them

as they should be dressed and make a castle for them. This will be in conjunction with our workbooks and will help us recognize each character whenever we see it. We are really enjoying these books and this project
We are able now to write quite a few of the nursery rhymes by filling in the missing words.
To follow up this activity, Mrs. Menifee presented us a beautiful Mother Goose Panorama. It is ten feet long and the colors are very bright and attractive. Of course we realize that she could have given us an inexpensive book of Mother Goose rhymes but she wants us to learn to appreciate both, and to differentiate between the two. We are going to make this book one of our special treasures which will be a token of our appreciation for such a lovely
book. -Hattie Menifee's Class
Our work becomes more interesting as the days pass and we learn how to do more kinds of work.
We have done practice work in making hems and the different stitches in embroidery in class until we can now work independently in the dormitory during our free time. We know how to and when to make a narrow flat hem and a wide hem. We also know the common stitches used in embroidery work; such as the outline stitch, the satin stitch, the lazy daisy stitch, the blanket stitch and the French knot. We have silent reading sentences daily to get more frequent use of the language needed for each one to express her desires in making the choice of work that she would
rather do
In conjunction with the Moth er Goose reading program we are making some Mother Goose character dolls of shucks. Some of the girls are painting their faces and hands, some are doing the hair and others are making their dresses and hats. We are making a

neat dainty shuck braid for the hats, and using dainty feathers and flowers for the trimmings. Here are some of the characters we are making. Mistress Mary Quite Contrary, Mary Had a Little Lamb, Little Bo Peep, Little Boy Blue, Little Red Riding Hood, Little Miss Muffet, Little Tommy Tucker, and Cinderella. All the children are enjoying the Mother Goose rhymes more since we started this project.
-Elvira Bray's Class
More than a hundred years ago Horace Mann made a careful study of reading with hearing children and recommended that whole words should be made meaningful at the beginning. The silent-reading movement developed because educators learned by experience that reading aloud failed to give the pupils the meaning of what they were reading.
In the nineteen twenties the silent-reading movement brought a great improvement in the teaching of reading by making it clearly understood that getting the mean~ng is the main purpose of readmg.
In the early nineteen thirties, Mr James E. McDade, then superintendent of schools in Chicago, became convinced that the solution of the problem would be to require the pupil to get the meaning of the print through the eye and not to say the words. He gave the word nonoral to this type of reading. In 1935 a beginning class of unselected hearing children was started on a wholly nonoral program qf beginning reading. In every case there was to be an association of a printed word with its meaning. Instead of responding to the word, the child might touch the chair; responding to the word walk, the pupil would perform the action. There would be a real meaning attached to every word used. This was the first class that ever learned reading by a totally nonoral method.

THE SCHOOL HELPER

FEBRUARY, 1952

Tests given at the end of the year were very favorable, and the following year, the method was introduced into twenty -one Chicago schools. In 1944 the method was in use in one hundred and thirty-seven schools in Chicago.
The above report was published in the January, 19 52 issue of The Normal Instructor. This is of particular interest to us because we have been using the nonoral or silent-reading method in the Georgia School for a long time.
In my class I am using the fol lowing exercise:
Hide the airplane, Hartwell.
Draw a ball, Leo.
Find the boat, Isaiah.
Open the window, Henry.
Erase the blackboard, Jerome.
Get the boat, Fred.
The verb cards printed in the past tense are placed on the blackboard ledge. After these actions have been performed, I write the question What did ----------- do? The children write complete statements in answering the question. After all the sentences have been written, the children then take turns writing them in the Key.
Who: (Verb) What:
In the present-day teaching of nonoral reading, the teacher does not speak at all but writes on the board anything she wants to tell or ask the children within their immediate experience. The children also carry on little conversations in class, all in writing.
We find the nonoral plan is suitable for the education of the deaf and are glad that we are so progressive in our method.
-Lucille M cCullough's Class
CHRISTMAS PROGRAM
We had our Christmas program . in the chapel. We sang Christmas carols. Then Santa Claus came into the room. He was jolly. He looked at the fireplace and at the stockings hanging from the mantel. He then saw the easy chair. Before he sat down, he turned on the television

set and there appeared twelve boys and girls who sang carols. He sat in the easy chair to enjoy the TV. Then he looked at the clock on the mantel and said "I must hurry and be on my way." Then Santa's helpers gave out the many beautiful gifts under the tree. Every one had a good time. We hope to see Santa again next year.
As a part of the Christmas exercises a choir of boys and girls took part in the television program. They wore white surplices and large red bow ties. They made an attractive and festive picture in the television set. They sang several Christmas carols. The members of the choir were: Barbara Alexander, Yvonne Travis, Katie Mae Rogers, Clarene King, Patsy Sims, Wynona Stockton, Milton Saunders, Alvin White, Dickie Taylor, Rube Collins, Fain Griffin, and Richard Brewer.
-Mrs. Simmons's Class
GIRL SCOUT NEWS
January is the birthday of the Girl Scout Troop at the Georgia School for the Deaf. This is our fourth birthday. Forty-two girls joined the Girl Scouts this year. We have five patrols. The leaders of these patrols are Mrs. Brady, Mrs. Johnson, Miss Casey, Mrs. Turner and Mrs. Dillard. All of the girls have paid their dues which are one dollar.
For the past two years we have invited the Rome Shriners to our birthday supper. Last year we had a pretty cake. It was real good. We hope to invite the Shriners again this year They have been so nice to us. -Carol Smit-h and Doris Jones
BOY SCOUT NEWS
Boy Scout Troop No. 42 has been active this year in several ways. We have 30 boys divided into four patrols. Franklin Dyess is patrol leader of the Panther patrol. Other members of this patrol are Don Smith, Eugene Baggett, Dickie Taylor, Clifton West, Larry Thompson, James

Owens, and Wilburn Dukes.
Franklin Bagley is patrol leader of the Eagle patrol. Other members of this patrol are Jerry Nix, Franklin Dubberly, Milton Saunders, James Pope, Ronald Bell, Terrell Leverette, and Roy Garrett ..
Claude Butler is leader of the Wildcat patrol. Other members are Rube Collins. Jadie Norris, Alvin White, ChJirles Wilson, Linton Kersey, and Jimmy Bryant.
Fain Griffin is leader of the Beaver patrol. Other members are Richard Brewer, Brooks Blankenship, Alton Shirey, Gene Dominy Jimmy Parker, and Donald Johnson.
The troop meets every Saturday morning. at I 0:45 in the Scout Hut.
Activities this year have been leather craft work for the Northwest Georgia Fair and repairing and painting the Scout Hut. Most of the boys are anxious to advance in Scouting They are studying so they can pass the tests. Our troop will re-register in March.

FACULTY NOTES

Mr. and Mrs. Stepp motored

to LaGrange one Sunday in Janu-

ary to see a former classmate,

Mrs. Lamar Poore.

Mr. Hollingsworth and Mr.

Tumlin were in Atlanta on busi-

ness recently.

.

The March of Dimes campaign conducted at school the last of January, was very successful. Teachers, officers and students contributed generously to this worthwhile cause.
Mr. Caple accompanied two of our students, Jack Watkins and David Barrett, to the Student Institute at Gallaudet College.

Supt. and Mrs. Brown, of the Mississippi school, and three students stopped at the Georgia School for the Deaf enroute to the Student Institute in Washington. We were sorry they could not stay longer.

(16)

HERMAN E. TALMADGE, Governor

GEORGIA SCHOOL FOR THE DEAF

STATE BOARD OF EDUCATION
M. D. COLLINS, State Superintendent o! Schools

.ADMINISTRATION
C. H. HOLLINGSWORTH, M. A., Superintendent

Janice R. Caple, Secretary Julian Tumlin, Steward llyrtle A. Jobnaon, Bookkeeper

INSTRUCTORS
JOHN L. CAPLE, Principal

Murray Stein, D. D. 8. Sam Garner, Jr., M. D. Earl Cox, Eneineer

PRIMARY DEPARTMENT
Marie S. Kennard, B. S., Superviaing Teacher
Doris Brannon Gladys E. Carpenter Polly Caaey Mildred Forbes, B. S. Mabel L. Fincher May F. Glenn Bettye A. Reed, A. B. Emmalee J. Higbnote Jim Irwin Jessie F. Jones Miriam B. Minter

INTERMEDIATE AND ADVANCED DEPARTMENTS
Mary P. Turner, B. A., Supervising Teacher Advanced Department
Katharine Casey, Supervising Teacher Intermediate Department
Dorothy F. Brady, B. S. Jack Brady, B. S. Connor Dillard Ruth D. Forbes Edythe D. Montgomery, B. S. Elizabeth F. Simmons, B. S. Florence D. I sr ael, A. B. Kat hryn W. Williamson, B. A.

VOCATIONAL DEPARTMENT
JOHN L. CAPLE, Supervising Teacher

JoJm L. Caple . . ....... . . .. . . . .... . . . . ... Printing C. G. Turner . . Assistant Printing and Aasiatant Coach J. R. Ware . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Repairing Ruasell Royston . . . . . . . . . . . . Barbering and Presaing

Sarah F. Ware .. .. . . .. .. . . . . Arts and Crafts Gladya L. Latham . . . . . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . . Sewing Geverna C. Stepp, B. S. H. E . . Home Economics Earl Cox . . . . . . . . . . . . . . . . . . . . . Machine Shop

COLORED DEPARTMENT
NELLE S. GRIFFITH, Cons11ltant

Mildred Flournoy, A. B. Louise Chubb Elvira Bray

Lucille McCullough Hattie S. Menifee Mattie Malone

>

THESCHOOL

PUBLISHED AT THE GEORGIA SCHOOL FOR
THE DEAF, CAVE SPRING, GEORGIA

MARCH. 1952

VOL. 52

NO. 6

.\PP 10 195~
UtUVERSll'l Of GEORGIA

THE SCHOOL HELPER

VOLU!\1E 52

MARCH, 1952

NO.6

Should School Activities Be Stepped Up?

Below we quote at some length
a section from a longer article
which has already appeared in
several school papers. The article is concerned with the expansion program of Gallaudet College.
Expansion of the college must of coul'se depend, among other things, upon the college student potential of schools for the deaf. This in turn involves consideration of the school programs, their effectiveness or lack of effectiveness. Dr. Fusfeld's statement is an attempt to enumerate the basic factors in the problem in as brief a compass as possible.
Says Dr. Fusfeld:
"In my opinion, one of the fundamental potentials for the College in the past has been the inability of schools for the deaf to carry a bona fide secondary school program. The reasons for this failure are many, and it would not be difficult for the trained observer to note them. For instance, the rate of school 'dropouts' is large ; the prolonged language and speech course necessary holds pupils until the closing years of the adolescent ages, when the individual is thinking and feeling along the non-academic lines ; the comparative late school start deaf children have been getting; the prolongation of school 'infancy' in schools for the deaf (I feel strongly the ordinary school for
the deaf program ts too cautious,
halting and repetitive) the increased emphasis on vocational lines at the sacrifice of academic preparation; reluctance of the schools to maintain a high school staff and high school facilities for small numbers ; and finally, the comparatively slight chance of passing the examinations for en-

trance to Gallaudet on the present competitive plan we have.
"One of the noteworthy phenomena of the first half of the present century in American edudation has been the tremendous growth in secondary school enrollment, which in turn has swollen the enrollment in higher institutions, that is, colleges and universities. But there has been comparatively no corresponding surge in secondary school education for the deaf. The few efforts made in this direction have been either abortive or, if survivin the 'a-borning ' stage, have remained only pale shadows of real secondary schools. Schools for the deaf are delinquent in their high school effort. This, to me, is the very weakest point in the enrollment possibilities upon which the college may depend. In a sense the life-line of college rests on this point. We can do a great deal by arousing new interest in the college, but I frankly feel that the essence of our enrollment strength must come from a re-enforcement foundation sources, that is, in the schools."
Further suggestions that emerge are these, according to Dr. Fusfeld:
" 1. Continue-no, step up-the effort to make the college known abroad and within all the reaches of each school.
" 2. Urge a real, position stepping- up of the program for our deaf children. Let's get the latter out of their educational swaddling clothes with the eternal repetition
of 'A comb, a car, a key, a boy;
etc., ad infinitum.
" 3. Urge real secondary school for our schools for the deaf-in

languages, sciences, mathematics, literature. Real high school work!
"4. Soften up the really tight entrance examination as we now have it!
"5. Establish a broad-scale Preparatory Department of two years to constitute a senior high school area in which we accept without examination, but on a transfer basis, the graduates of schools that have organized on at least a junior high school level. This Preparatory Department c o u 1d serve as a screening as well as a finishing unit for the actual college enrollment. Such a department should be a unit by itself, and not a postgraduate department of the Kendall School."
Two thoughts impress us particularly in the above discussion. Oddly enough the first of these is stated parenthetically, "cautious, halting and repetitive."
The second thought is directly related and another way of expressing the !)arne thing-"Urge a real, positive stepping up of the scho'!~ program for our deaf children.
This point, or complementary
points, is something that should
engage professional thought more
seriously. Enough doubt exists in
our mind about the present-day
trend toward more and more sim-
plified material to make us won-
der if the over-all gain is worth
the loss entailed by lowering stan-
dards to the level of the average.
On the answer to this question must depend both the theory and the practice. It is a subject worthy of close investigation.
--The Illinois Advance

From the Advanced Department

MY TRIP TO GALLAUDET
COLLEGE
Jack Watkina
January 26, 1952 will always stand out in my memory as a red letter day, because it was on that day that Mr. Caple, our principal, David Barrett, a classmate, and I started out, early in the morning in Mr. Caple's car for Washing~ ton, D . C., to attend the Student Institute at Gallaudet College.
We began talking about this wonderful trip long before Christ~ mas, but it all seemed like a dream. We thought it was jui't too wonderful to be true. We realized that it was not a dream when we returned from our Christmas vacation and started making definite plans to go.
Mrs. Turner, our English teach~ er, taught us a great many things about the city of Washington, the many places of interest there and about Mount Vernon, the home of the first president of America. We traced our route on a road map and became familiar with the many places of importance along the way. Every member of our faculty shared with us some exciting experiences that had happened to them in or on the way to Washington. All this added lots to the enjoyment of our trip to our nation's capital.
We started so early in the morn~ ing that we had gone some dis~ tance before I waked up enough to notice things along the way. It was about eight o'clock when I remember noticing a state line marker. Thi<s was the first time I had ever crossed the Georgia~ Tennessee line.
Every time I start on a trip, I get so hungry that my stomach acts like a fierce bull dog. After while we stopped for lunch, and I noticed that Mr. Caple and David, not to mention myself, looked and, I am sure, felt a lot better after we had eaten.
When the end of the day came, we were near Roanoke, Virginia. We were getting a bit tired, so we stopped. at a tourist court

for the night. After we had eaten a good supper and had prepared ourselves for the luxuriant beds the court provided, we tried to go to sleep, but David and I could not sleep for quite while. Maybe the beds were too soft, or perhaps the lights from the neon signs around the court kept us from going to sleep at once.
About noon the next day (Sunday), we were very near Washington, and the first familiar thing that I noticed (from having heard about it) was Washington's Monument. We now knew that we would soon be at Gallaudet College, and the trip had seemed
so short.
Imagine our surprise when we arrived at the college, and among the first persons we saw was Herbert White. We had left him asleep in Cave Spring, and here he was at the college to greet us. If he had not told us that he boarded a train, we would have known for sure that he chartered an airplane.
The college students greeted us in a very friendly way and ac~ companied us to our rooms. David and I found that we were to share living quarters on the camp~ us with boys from New York, Pennsylvania, Maryland and Tex~ as. We felt quite at home by this time, and were looking forward to a wonderful time with our new friends who proved to be very fine boys.
Among the first students who greeted urs were some of our very own former schoolmates who are now students at Gallaudet. We were very happy to see again Lois Watkins, Billy Peace, Duwayne Dukes a n d Thomas Rucker. We found that they are each outstanding students, and we were very proud to tell the visitors from other schools that they were from the Georgia School. They really got busy introducing us to their friends and doing everything they could to make our stay pleasant and profitable.
That evening (Sunday) we

were invited to an assembly where we w e r e introduced to o.ther guests of the College and. to mem~ hers of the faculty and student body. The speakers of the evening were Dr. Elstad and Dr. Fusfeld who both gave us a very hearty welcome.
Next morning we attended a Round Table meeting in the chapel along with the other representatives from the different schools. Dr. Fusfeld explained the theme of the institute, the opportunities of higher education and vocations for the .young deaf student, and asked some interesting questions. A few of the gueste were brave enough to air their thoughts, but the nerves I had were not that strong.
In the afternoon we were shown around the beautiful college campus, and then, accompa~ nied by several college seniors, we took a sight-seeing bus to the United States Capitol, and other places of interest.
That night we attended. a reception followed by a dance in honor of the representatives to the Student Institute. We enjoyed this event very much, annd met quite a few more of the faculty members, visitors and members of the student body.
Tuesday morning we were invited to attend the class of our choice to see how a college class was conducted. I spent most of the time in the laboratory and in the geometry class. It was all quite interesting.
That afternoon David and I went with some other boys to the Smithsonian Institution. That place is so interesting that you forget everything except the thing you are looking at. The only trouble was that we did not have enough time to stay there as long as we would like. We had to get back to the college in time to see the Gallaudet basketball team beat the Montgomery Junior College team 77 to 63.
When Wednesday morning rolled around, we had another

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THE SCHOOL HELPER

MARCH, 1952

Round "Pable discussion, after which we listened in on a student body meeting. Both of these were
well planned. Wednesday afternoon we visited
Mount Vernon. As I walked around the rooms where George Washington once lived, I felt like a mouse in an exquisite, but old-fashioned pantry. But as I walked the sacred paths of this national shrine where the greatest American spent the happiest days of his life, and where he died, I felt proud that I am an American.
That evening we attended Amateur Night. The play, The Love Pirate, made me almost split my sides with laughter. The actors were well trained and each played his part perfectly.
Thursday morning we again visited classes. This time I hopped around among quite a few of the classes. The instructors and the students were very friendly and eager to answer any questions we were brave enough to ask.
That afternoon we were given the privilege of doing anything that we wanted to. There was one place that I had not visited, and I felt that my trip would not be complete until I did go there, so with some friends we started to the zoo. I saw many interesting animals ,birds and reptiles that I had seen only pictures of before. I really enjoyed that trip.
Thursday night students of Gallaudet gave a farewell party in honor of the visitors. we realized that this was our last chance so we put in good time talking, dancing and having fun in general.
Friday morning we met for our last Round Table meetng. Dr. Fusfeld gave us certificates of attendance to the first Student Institute. Dr. Elstad spoke to us and. expressed his delight that so many had attended the institute and wished for each of us a happy and safe return to our different scho,ols.
The time had now come for us to start back home. It was with

real regret that we had to leave such a beautiful place and so many friendly people, but we realized that we had lots of studying to do at school and that just now we would have to be satisfied with happy memories and the hope that some day, not too far away, we could return as students of Gallaudet.
On our way back we s~opped at the Virginia School for a short visit. This school has a beautiful campus and we met some more nice friends there. We spent Friday night at a lovely tourist court near Roanoke, Virginia and Saturday morning found us on our way again. We saw the same things coming back that we had seen going, but seeing them from a different direction made it seem like we were going a different route.
Herbert White came back with us, and when we stopped in Rome (sixteen miles from school ) just long enough to let him get his baggage from the car and say good bye, we began to realize that a wonderful trip was about to come to an end, and it seemed almost impossible that we had seen so many different things, met so many nice people, learned so much that we had never even heard of before, and had so many good times, in just one short week.
We would like to thank Dr. and Mrs. Elstad and every other member of their college family for the many nice things they did to make our visit to Gallaudet such a pleasant one. Everything they planned was a success, and each event did its part toward making our stay there one long to be remembered.
We would also express our apprec1at10n to Mr. Hollingsworth, Mr. Caple, our parents and. our teachers who did everything they could to make it possible for us to attend the first Student Institute at Gallaudet Col-
lege.

TOPICS FOR FEBRUARY

History and. geography are so closely related that the teaching of one necessarily involves the other. It is hard to find texts on history that are understandable to the deaf child and most of the work is given by topics about the outstanding people and the times in which they lived..

The month of February marks the birthdays of some of the men who have made our country what it is : the type of men who laid the foundation for a government that has lasted through the years, the type of men who are needed to keep our government strong and true.
One of these men is Thomas A. Edison whose birthday is February 11th. He grew up the hard way but by his own efforts and his natural ability became a wonderful inventor and gave us some of the things we feel now as if we could not do without.

February 12th marks the birth-

day of Abraham Lincoln whose

character and personality grow

with the years. As time passes

and other presidents come and go,

we realize more and more how

really great he was. It has been

said of Lincoln that "he was ev-

erybody grown a little taller-

the warm and living proof of

our American faith that greatness

comes out of everywhere when it

is free to come."

We call George Washington the

"Father of Our Country" and

should be proud of having had

such a father. His birthday which

comes on February 22nd stands

out as a day to be remembered.

Our nation has grown incredibly

since he first took the leadership

but the nation can never out-

grow the ideals and strength of

purpose that he held before it.

There have been other able men

in the history of our America and

there are able men living today

but none of them can improve on

the ideals and high purpose of

these men whose birthdays we

celebrate in February.

R. F.

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From the Primary Department

March is known as a windy month and a windy month is a good time for flying kites. We always associate March with kites. Strange as it may sound, February 29 was an ideal March day. The sun was shining, it was warm, and the wind was blowing.
After lunch all of us decided that we wanted to get kites to fly; so we got our wraps and started off to town. As we walked down the hill and through the front campus, we noticed how many robins were around. When we got to the creek, we were happy to see that the willows were beginning to turn green. Although we know little about the seasoM yet, robins and willows turning green give one the feeling of spring.
After awhile we reached the store. We got very excited buying our kites and balls of string and could hardly wait to get back to school. As soon as we arrived at school, we went to one of the playrooms and put our kites together. Then we went outside. Several other classes had bought kites, too. The yard was full of boys and girls and the air was full of kites. Some of us who are rather small didn't have such good luck getting our kites into the air; but next year, when we are larger, we'll be able to really make our kites fly.
Yes, February 29 was a perfect March day and our day for flying
kites. -Mildred Forbes's Class
Good morning, friends l Come right in.
It's 8 :45-time for work to be-
gin. Dan, hold the Bible while we say
our prayer And then bring the flag-it's
right over there. Byron, go to the window-then
tell what you see By arranging the chart to show
what the weather will be. Alfred, we'd like for you to an-
swer a question or two

-Did you comb your hair and brush your teeth, too?
Jimmie, you do tongue gymnastics very well
-Will you show which movements make i-e and 1?
Michael, breathing and blowing are ea's.y to show
If you'll make two spots for nasal, one for oral, just so.
Polly, we think the elements will be your choice
So speak up bravely--use a little more voice.
Louise, suppose you speak up loud and strong
And say the nouns that we've worked on for so long.
Sonja, since speech-reading is what you like best,
Do these relaxation exercisesthen we'll allow you to rest.
Mary Lou, reading seems to interest you more,
So read all the nouns as you never read them before.
Gloria, you like to see who has some mail,
So bring us a box or a letter without fail.
Lynn, the colors always appeal to you
So draw a big ball and color it blue.
Eleanor, if you'll get some objects and bring them here
We will see how well you can count, my dear.
How time does fly! The bell is ringing to say
That it is time for us to run and play. -Jim Irwin's Class
As we look around us we think, as always, that this time of the year is the loveliest of all the seasons.
With each passing week we see ourselves progressing. It pleases us that we are able to add a greeting and sign our names to the mail which we send to our parents.
We are acquiring a working knowledge of language which makes us feel much older indeed.
In arithmetic our goal is to be

able to count to ten and use those numbers as our own.
Our families are very nice to see that we get mail each week; this gives us something to write about in our news period.
The changes in the weather each day afford material for our observation of the weather.
The few nouns which we called our own at the first of the year have multiplied in number. We enjoy our reading and think we read quite well. There is evidence that our speech reading has improved also.
Now we come to one of our moot pleasing accomplishments: Speech. We have worked very diligently and now can say the prayer very nicely.
Each of us is able to point to his home on the map.
Colors and their names take up some of our time. Besides learning the colors, we have a good time.
Toward the end of each day our labors are rewarded with a story, games, or puzzles.
-Bettye A. Reed's Class
It would have been no trouble to have guessed the date if you had been in the vicinity of primary hill Friday afternoon. You would have known it was March, that is, if you had not mistaken it for a kite day celebration in Japan. There were kites everywhere and later kites in the trees and on top of the building.
All the week we had looked forward to Friday. If the sun shone we were to fly the kites we had bought the Friday before. Our weather calendar said cloudy Friday morning, but later in the day when the sun peeped in our window the squeals of delight resounded through the building.
Friday afternoon we assembled our kites and went to the pasture back of the primary building to fly them. Barbara Sue was going home for the weekend and decided to take hers home with her for her father to fix. Johnny

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THE SCHOOL HELPER

MARCH, 1952

fixed his but thought he would some never flew at all. Whether From this we learn about the

rather fly it after he got home. they all flew high , or not, we different weather conditions, the

The life of a kite is not very enjoyed the anticipation of it and parts of the days, the meaning

long sometimes; so it was not participation in it. We are in of for a little while, off and on,

long before we were having casual- favor of making it an annual af- all day, yesterday morning, yes-

ties. Fred's was the first to hap- fair, " Kite Day. "

terday afternoon, and last night.

pen. H e was a good sport and ac-

- Miriam Minter's Class We have just recently begun

cepted it graciously. J ean's soon

work with a thermometer. We

followed and landed in a briar patch. Grace, Mildred, Betty Ann, Eleanor, James, and J ackie were more fortunate and had theirs for another day. The girls enjoyed the sport as much as the boys.
-May F. Glenn's Class
Fe b r u a r y is an important month, having the birthdays of two important people; but to the second -year children, Valentine's Day seems much more important with its Valentine box and party.
Soon after the excitement of so many valentines and the party wore off, the bo}'\9 and girls began looking at the month of March

As usual. February was a month of interesting days and events.
The bulletin board has been educational for everyone, even the youngest. Miss Brannon was in charge and she represented the famous birthdays, Lincoln's and Washington 's, as well a~ Valentine's Day with appropriate pictures.
The Valentine box was opened the last period on Valentine's D ay in the older girls' playroom and every child received many valentines. The party was given the next afternoon with all primary teachers in charge. Mary

have one in a window and two drawn on the blackboard. One of these is for yesterday 's report and the other for today's. We compare the two readings for the same hour each day. The children are very much excited about this and can hardly wait to draw the correct number of degrees. We use red chalk to show the mercury on them, after we have read the real one. We will soon learn warmer than and colder than in connection with this. We still have a lot to learn; so maybe we can tell you more about thermometer reading soon.
-Doris Brannon's Class

with visions of kites fly ing h igh Lou and John were among the

against the blue sky. This year children chosen to ride the stick It would do your souls good

kites were displayed in the store horses in the horse races, but to peep in on us during the last

windows long before March . W e neither was a winner.

period of the day sometimes and

drew a circle around February 2 9 No sooner had the Valen tine see your little ones content and at

on the calendar to remind us, excitemen t calmed, than kite-fever play. We go outdoors to play

of " Kite Day," as if such would attacked nearly everyone, especial- when the weather permits; other-

be needed.

ly the boys. That is bein g re- wise, we stay in the classroom.

Much good work and good be- lieved somewhat by buying kites havior were the results of that re- on Friday for those who work m inder. We drew kites, counted - hard in class and keep their be-

kites, colored kites, made sentences havior up to reasonable goodness. about them, and it was always I feel sure that by the time March

exciting.

a rives, all ten of my children will

Friday, February 29 dawned possess a kite and cord.

cloudy and damp, and certainly

-Mabel Fincher's Class

the spirits of thirteen boys and

girls were cloudy. Soon the sun A fter we have fin ished our de-

peeped through and played hide- votional each morning one child

and-seek with the clouds all the comes up and dra ws the pictures

morning. I'm sure a higher Power of the weather for yesterday and

must have been touched. to fa vor today in two squares on the board.

us with such a beautiful after- The date for yesterday is in the

noon.

top square and underneath it the

Before we left the room, we child writes yesterday. In the last

opened up the kites and had them square the date for the present day

ready for the tails to be attached . is put and underneath it is writ-

John Mil fo rd 's father carne for ten toda y. Then the child w rites

him early; so he helped us get a sentence about the weather; such

them ready. Soon there were three as, T he sun shone for a little

kites flying very high ind eed. while yesterday morning. It was

For awhile, when the game was first introduced last fall, everyone wanted to play bingo. We enjoyed many hours of the game, but when they began to tire of that, we got out the checkerboard and dominoes.
Larry is the champion checker player, and when he takes on Kerry or Carl or Delano, who all like to play, there are usually a couple others hanging around to watch the game and arguing as to who'll get to play the next game.
Betty, Barbara, and Julia usually spend their time looking at some of the books. Frequently they get pencils and paper and copy; this they love doing. Other times they play pick-up-sticks or draw and color or watch the boys at play.

Some did not fly so high, and c oudy yesterday afternoon .

We have a nice drawing book

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THE SCHOOL HELPER

MARCH, 1952

which Marvin enjoys, sometimes tracing the pictures and sometimes just trying to copy them.
Bill, Dan, Fulton, and Joe like to get the dominoes and the basket of toy objects, get down on the floor, and build all sorts of things. Sometimes they collaborate and all build toward the same thing ; other times they just build individually, and are never ready
to stop. Occasionally, when the children
are in a p~rticularly receptive mood, we shut the door (so they won' t see any signs of activity in the hall and know what time it is) and have a reading lesson or finish up some work. But, we usually have to be careful not to use this period too often for work instead of play, for when we do, the children start checking
on us and the time. When we go out-doors, the
boys usually play some phase of cowboys, and the girls swing. Frequently, we all play together if we're learning a new game. Sometimes we play ball or football or
jump rope.
The children naturally look forward to this recreation period and now with our television fund growing so quickly (thanks to your wonderful response) that we're sure to have one by the time we go to press again, they have much more to look forward to, and we rejoice with them in their keen anticipation. What a pity the idea to get a set was not born sooner! Thank you for your contribution toward making future days brighter for your youngsters.
-Polly Casey's Class

correlated with religious work, too.
Of course, every day is begun with our Morning Prayer and flag salute. This prayer is made an individual prayer by each child suiting it to his own family.
Our Father in heaven, We love Thee. Thou art good. We want to be good. Help us to speak the truth and obey. Bless Father, Mother, brothers, sisters, and me. This I ask for Jesus's sake.
Amen.
We have also learned an Evening Prayer, A Thanksgiving Prayer, and The Brownie Prayer and know the fi.mt verse of The Child's Creed.
One phase of Sunday work we particularly like is listing the twenty odd Bible verses we know from memory. Then the teacher puts the references on the board and we find them in the Bible. In connection with this we have a set of cards with the books of the Bible written on them. These cards are placed in order by referring to the Bible to put them correctly. We m>e the Old Testament one time and the New Testament another. This is speeding up our reference work.
Much time has been spent on moral truths. Statements are written ; as,
It is right to obey. It is right to speak the truth. It is right to be kind, etc.

however, perhaps our own experiences are more impressive.
-Gladys Carpmter's Class
We are enjoying our reading very much this year. Recently most of it has been assigned readers, Our New Friends, but we also have a nice collection of story books, various news pamphlets, and other interesting reading material for busy work. All our assigned reading is done with the use of the group hearing aid.
Our aims this year have been to awaken a keen interest in reading, to stimulate a strong desire to learn to read, and, most important, to develop the ability to interpret clearly what is read. To try to achieve these aims, acting plays a J,arge part. Our teacher looks over each lesson and decides on the main points to be brought out. She then leads us to get the most from the pictures by asking oral questions using Who, What, Where, WHat color, How many, etc. After the necessary explanations and we are familiar with the n e w vocabulary, we read a story and dramatize it. The story is then read the second time, after which written questions are asked.
We feel that reading is a great means of extending experience, thus making the lives of deaf children richer. We learn much about people, animals and plants, distant lands, famous men and women, etc., through reading. It helps us to enlarge and enrich our vocabulary. We have discovered a great enjoyment in reading and look forward to it everyday.
-Emmalee Highnote's Class

Our religious training is ~eep ing pace with our other subjects. We have Sunday school for fortyfive minutes every Sunday morn ing and also a period of Sunday work on Friday mornings. These
are definite periods, but we spend much more time between times in reviewing or taking advantage of opportunities that <;>~cur t~ e~ plain moral truths. Ctttzenshtp lS

Opposite these are written:
It is wrong to disobey. It is wrong to tell a lie. It is wrong to be unkind.
Stories are told, pictures shown, dramatizations, and personal experiences are used to make the meanings clear. The Good Samaritan and George Washington and the Cherry Tree are splendid illustrations. As with all children,

Two h o m e demonstration agents Miss Kate Matthews and Miss G e r a 1 d i n e McBrayer of Rome visited our homemaking department recently.
Miss Matthews demonstrated the methods of freezing foods. All the homemaking students attended.
A photographer took some pictures of the group.

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Faculty Notes

Mr. and Mrs. A. D. Watson and Mr. and Mrs. J. C. Daven- remember them. Mrs. Turner and

and Mr. and Mrs. Williamson port as their guests for dinner at Miss Ca'$ey were the members of

had as their guests for ten days the Wayside Inn in Cedartown the program committee.

during February, Mr. and Mrs. March 2.

A. D. Watson, Jr., of Stockton, Mr. and Mrs. Fincher visited

California.

Mrs. Fincher's brother and family

CHAPEL PROGRAM

Mrs. Johnson spent a weekend in Decatur one weekend recently. Thomaa A. Ediaon-February 11

in Atlanta during February and John Minter, Emory Univer-

saw " Holiday on Ice."

sity, and Miss Ann Steed, Jack-

It is the usual thing to have

Mr. Royston enjoyed a trip to 'Sonville, Florida were guests of the chapel program in February

Atlanta and a weekend at home Mrs. Minter recently.

based on the life of George Wash-

during the early part of March. Mr. and Mrs. Reed spent a ington or Abraham Lincoln. The

Mr. Hollingsworth and Mr. week-end with Mr. Reed 's mother children expect it and ask when

Tumlin were in Atlanta recently in Cave Spring recently.

there will be a program in chapel

on school business.

Miss Forbes attended the ice about Lincoln or Washington.

Mr. and Mrs. Stepp gave a show, "Holiday On Ice" in At- This year. the February pro-

buffet supper for Mr. and Mrs. lanta in February.

gram was about Thomas A.

Max Gaston recently.

Mrs. Glenn spent the week-end. Edison, whose birthday comes on

Miss Latham went to Atlanta in Rome recently.

the seventeenth. It was not a fin-

during February and saw "Holi- Mr. and Mrs. Tudor Jone'SI and ished product because there is very

day on Ice." In the evening she daughter, Lee, of Decatur, and little time available to practice

attended a play at the Penthouse Mr. and Mrs. Robert Harling and outside of class time. The main

Theater.

son, Bobby, of Gainesville, Fla., object, anyway, was to give some

Lt. Walter Dykes came from spent several day.s recently with part on the program to those chil-

Korea and has been visiting his their mother, Mrs. Jessie Jones, dren who are more or less timid

mother, Mrs. Kate Dyke<s, and who was quite ill. Mrs. Jones and rarely ever appear in any-

his aunt, Miss McDaniel. He will is convalescing at her home now. thing before the whole group.

be stationed at Camp Rucker. Mrs. Tumlin had as her guests

CHAPEL PROGRAM

a In order to secure better at-
tention, there is often little

for dinner one Sunday at the Forrest Hotel. Mr. and Mrs. Robert Guffin, Jr., and Mr. and Mrs. Newton Tumlin.
Mr. Turner had an enjoyable trip to Atlanta March 29 to see the basketball tournament of

The intermediate and advanced departments gave a program in chapel February 29 on Famous Men and Women.
The intermediate pupils read short sketches of people who were born in January, February or

contest at the end of the program to test how much the audience has remembered.
The February program was presented by the B lnte1111ediate Class. First, there was a sketch of the life of Edison and then three

the deaf from six southern states. Mr. and Mrs. Montgomery
attended " Holiday on Ice" February 16th and spent the rest of the week-end in Marietta.
Mrs. Griffith and Miss Casey spent one Saturday in Atlanta

March, or who are connected with some historical event happening in these months. The pupils taking part in the program were: Jean Barrett, Carol Smith, Betty Ann Chadwick, Betty Sizemore, Claude Butler, Dorothy

of the pupils showed the development of the lights. The first one had a candle which was lighted to show the dim light which Abraham Lincoln used. Then an oil lamp was lighted to show the improvement over the candle, and

recently. Miss Brannon 'Spent a recent
week-end in Atlanta with Mrs. Ben Hill, Jr. a former classmate and attended " Holiday On Ice." She also visited friends in Marietta.
Mrs, Irwin spent a recent week-end in East Point witl'

Anderson, Don Smith, Jerry Nix, Junior Galloway, Joe Wayne Edwards, Brooks Blankenship, Daniel Reagin, Yvonne Travis, Doris Jones. Andrew Lee Harrison, and Rube Collin'$.
After the biographies were read the advanced department students took part in a quiz on the famous

finally an electric lamp was turned on. Each child had some comment to make on the type of light he showed.
In telling of Edison's life, one little boy repre'Siented him as a newsboy and had a bundle of newspapers under his arm to sell.

Patsy Sims and her family.

men and women. They were very The children enjoy taking part

Mr. and Mrs. Robert C. Ken- smart and did not miss a single in a program and it gives the

nard of Chicago were the guests of question.

teachers an opportunity to en-

Mr. and Mrs. Kennard recently. Mrs. Simmons helped with the courage them to have self confi-

Mr. and Mrs. Carpenter had program and explained what dence.

Mr. and Mrs. Emmett Davenport some of the men did and why we

R. F.

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THE SCHOOL HELPER

MARCH, 1952

THE SCHOOL HELPER
All communication should be addreSBed to the School Helper, Cave Spring, Georgia.
Entered at the post office at Cave Spring, Georgia, as second class matter November, 1889. Acceptance for mailing at a special rate of postage provided in Section 1103, Act of October 13, 1917. Authorized October 31, 1918.
Published monthly during the school year in the printing department of the Georgia School for the Deaf.

KATHARINE CASEY ...................... Editor MARIE KENNARD .............. Associate Editor JOHN L. CAPLE and C. G. TURNER . . . . . . . . . . . . . . . . Printing Instructors

VOLUME 52

MARCH, 1952

NO 6

For the promotion of all State-Aided Schools For the Deaf
1. Improved recognition as educational institution with control in the hands of educational boards.
2. Sectional and national associations with accrediting autl\orities and approved measuring rods and standards suited to each association terminating in the highest requirements for membership in a national association for schools for the deaf.
3. A greater Gallaudet College serving the interests of all the states with special emphasis on research find ings openly arrived at and freely disseminated in promoting the educational interests of all the schools.
4. A full utilization of services that can .be rendered by the U. S. Office of Education in keeping with the spirit and purpose of its creation.
5. Federal equalization aid for education that will guarantee equal opportunities for deaf boys and girls in all states.
6. Utilization of a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for $e Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduates.

GALLAUDET INSTITUTE PROVES A GREAT HIT WITH STUDENTS
80 Prospective Students From 30 States Carry Away With Them Indelible Impressions of Tremendoua Value of a College Education

Experimenting for the first time this year, the Gallaudet Institute, a brain child of Dean Irving S. Fusfeld, proved to be an overwhelming success -~ar beyond the fondest dreams of its promoters.
The novel project is really the outgrowth of a

survey of Gallaudet College made several years

ago by Dr. Harry Best, who advocated a stronger

programme of publicity designed to enlarge atten-

ance at the sole college for the deaf in the world.

The initial effort has paid off handsomely.

Approximately 90 eager students drawn from

30 states between the Atlantic and Pacific seaboards

enjoyed themselves to the hilt. Alabama sent nine

of her college-hungry prospects. We learn that Mr.

Keith Johnson, a former MacKay School graduate

now studying at the American School for the Deaf

at W'est Hartford, Conn., was one of the three dele-

gates from that school to participate in the unique

affair starting on January 28th and winding up on

F~rouy 1~



The purpose of the Institute, as outlined in an advance circular, was to provide an opportunity for young deaf men and women to survey the
future in mutual discussion ------------ The pupils chosen by the schools to attend were to reside on the college campus, have their meals with the college students, and participate in student activities. For the period of the week they were to all intents and purposes part of the student body themselves. Transportation costs of the youths were borne by their own schools, service clubs of the city where schools were located, or of the home towns of the pupils or by organizations of the deaf, notably chapters of the Gallaudet College Alumni Association.

The theme of the Institute was "Prospects for the Young Deaf Student"-Vocation: Higher Education.
The program included: ( 1) Forum discussions of the theme, Prospects for the young deaf person -Vocation: Higher Education. The meetings for these discussions were held on alternating days, Monday, Jan. 28 and Wednesday, Jan 30. Each session drew upon the possibilities of the main theme in the light of one of the subthemes. Faculty members led off . these discussions with exploratory papers.

On Tuesday, Jan. 29th, and Thursday, Jan. 3 I st aU of the college classes were open for visit by the delegates. The latter were invited to join in the classroom discussions.
Delegates also took part in all student activi ties such as literary societY' meetings, dramatics, sports and recreational activities. A general reception in honor of the visitors started the event off auspiciously.
The regular college student body formed com mittees to care for everything, such as socials, sightseeing, travel information, publicity, and quarters. They certainly did a grand job of it because every delegate went home with a firm resolve to study harder to qualify for scholarships freely granted each year by the U. S. Congress. -The 0. A. D. News

(8)

Superintendent's Corner

T I HE response to an appeal to parents and friends for con-

N addition to what looks like a 99.9% support f r o m

tributions to the Televisions fund for the pur-
Galore chase and main-

"Balm in Gilead"

patrons whose interests, fundamentally, are the same

tenance of a tele-

as that of the fac-

vision set for the primary chil- ulty and staff-the children-

dren has exceeded all expectations. there comes a bit of homey philo-

On learning that television sophy from one to whom the

would be a great asset to the writer was charged with showing

school. both from its visual edu- disrespect. It, indeed, proved to be

cational value and as a delightful " Balm in Gilead." It was left up

entertainment medium, the good to Mr. C. G. Milner, local member

ladies of the St. Joanna Chapter of the State Board of Education,

of the Cathedral of St. Philip, to put it this way: "You can

Atlanta, Georgia. contributed ~ake t~e best old hound dog and

$100 to "start the ball rolling" Jab h1m from one side and then

for the primary department. The someone else jab him from the

note to parents on regular letter other side and then the third

writing day. for the primary person jab him from the 'hind

department, asking for additional side and the first thing you know

contributions. brought results to he will bite his master."

the extent that two 21" screen The assumption, of course.

Westinghouse televisions (one for being, he is still a good old hound

the boys' side and one the girls' dog.

side) were purchased, installed Please accept our expression of

and operating in less than two appreciation "C o 1o n e 1. '' It is

week'S' time with money sufficient hoped ~e can do as much for you

in the treasury for maintenance some t1me.

cost for some time to come.

~

T And, still the money comes
rolling in.

HE twenty-fourth biennial meeting of the Conference of

The large boys and girls and

E x e c u t i v es of

the pupils at the colored school The

American Schools

have started similar campaigns. It Little Rock for the Deaf will

is believed by the time you read Conference convene at Little

this the long-wished-for television,

.

Rock. Arkansas,

conveniently accessible to every April 21-25. John M . Wallace,

boy and girl at the Georgia School Superintendent of the Arkansas

for the Deaf, will be a firm real- School for the Deaf is host and

ity.

Howard M. Quigley, President,

The response on the part of patrons and friends in affording
this unusual treat warms the very cockles of our hearts. That you too, might have a similar treat,
we want you to drop in on any one of our dormitories during
Television Hours and watch and experience the happiness that has been brought to the lives of our pupils, housemothers and teachers alike.

and Superintendent of the Minnesota School for the Deaf is chairman of the program committee.
There is every evidence that this will be an extremely important and fruitful conference. To this end Mr. Quigley has injected some new ideas and rather promising changes in procedure. It is hoped that the overall merit and value of the conference will be strengthened by a move toward a close

Thanks a million folks. We are fusion with general education. It

h'appier and are operating more will be contrary to a correct trend

efficiently as a result of your if such is not the case.

great kindness.

Some of the punch lines in Mr.

Quigley's first notice to school heads late last year are as follows:
"In these difficult times it has occurred to several of us that perhaps we should develop a flexible type of program-one that makes wide allowance for open discussion among all members of the Conference. This will permit a thorough airing of a number of topics, and should give each member something definite to take home to e,id him in his particular situation.
To accomplish this, the program committee hopes to set up a plan patterned after the workshop idea that is used so successfully in a number of organizations. Briefly, this means we will divide our group into three or four smaller groups, eaCjb one to have its own chairman and recorder. Topics submitted to the committee by the Conference membership will be classified into general categories for discussion in these smaller groups. The timing will be arranged such that reports of the recorders will be made at plenary sessions so that everyone gets the concensus of the matters discussed at every meeting of the smaller groups.
"In conjunction with this, of course, will be reports of the standing committees, the conduct of necessary Conference business, etc. If prepared papers seem desirable at any time, these too,will be provided for.
"With this rather sketchy outline to serve as a background, there now comes the most important part of the plan - the part you play in it. Your participation, your support, your enthusiasm for the plan will make it or break it. The committee feels that the problems we all face are vital enough to the interests of the boys and girls in our charge that the utmost advantage should be gained from the all-too brief periods when we can get together."

(9)

From the Vocational Department

ARTS AND CRAFTS

There are fifteen girls in the

arts and crafts class. The girls are

Billie Jean Smith, Ann Thomp-

son, Mary Lee Johnson, Clara

Stapler, Stella Gazaway, Mary

Alice Jones, Netheara Mobley,

Dorothy Anderson, Carol Smith,

Louise Smith, Yvonne Travis and

Sarah Christopher.

We have worked on several

projects this year. Nylon para-

chutes were given to the school

from the war surplus. We have

made lamp shad,es, rugs, and

scarves out of the material. We

have tie-dyed scarves, luncheon

cloths and napkins.

Three of the girls have learned

how to cane and weave seats for

chairs. All of the girls have enjoyed

making Christmas cards and val-

entines for their friends.

Some of the girls have designed

and cut linoleum block prints for

the cover of The School Helper.

At present we are making Ply-

mouth charts for the primary de-

partment.

S. F. W.

COSMETOLOGY
At the present time there are about 1,000 accredited beauty schools in the United States in addition to many unaccredited schools. In 1940 the approximate number of shops in the United States was 95,000. The approximate number of operators in the United States in 1949 was 375,000.
The Georgia Beauty School for the Deaf has helped to contribute some of these operators. Since 1945 eighteen girls have passed the State Board examination required to receive their Master Beauty licenses. These examinations are the same given to other Beauty schools over Georgia. No exceptions are made for deaf students. Out of the eighteen girls who received licenses thirteen have worked in beauty shops.
Mary Roberts is beginning her third year at Davison's Beauty

Salon in Macon. Last year we had and many helpful hints for im-

three students to take the exam- proving lighting in the home.

ination. None made under 85 Miss Westbrook is planning to

per cent on the written work. bring a miniature kitchen to show

These girls had no trouble in us the correct .way of arranging

securing jobs. Patsy Baker is kitchen equipment. This will be

working in Tifton, Jackie Dukes most interesting to Netheara

Whittle in Manchester and Louise Mobley, Dorothy Hughes, Jean

Boyd in Augusta.

Rentz and Louise Smith who

Below is a list of graduates are studying improvement in the

since 1945. Many of these have home. They .are making curtains

married since that time.

for the kitchen and are painting

1945-1946- Joyce Avery two kitchen cabinets.

Etta Lee Kilgore, and Frances

G. C. S.

Bartlett.

1946-1947 - Nellie Moore,

PRINTING

Vera Reeder, Joyce Sellers, and . The printing department is

Mary Frances Bates.

composed of three groups. The

1947-1948- Betty Sue Bran- first group is from 8:45 to 10: 15.

non, Georgia Hargrove, Janie The second group is from 10: 15

Smith, and Lorraine Kicklighter. to 12:00 and the third group is

1948 - 1949-Lois Watkins, from I: 15 to 3 :30. Mr. Caple

Mary Moon, Mary Roberts, and and Mr. Turner are the printing

Louida Benson.

instructors. The following is a

1949.-1950-No examination typical day in the print shop:

held.

1 There are five boys in the first

1950-1951 - Patsy Baker, group. Franklin Dyess operates

Jackie Dukes, and Louise Boyd. the linotype machine. Bob Pen-

The girls in cosmetology have nington washes the rollers after

taken the state board examinations feeding the press. Linton Kersey,

on the same basis as hearing pupils James Owens, Terrell Leverette

and have passed them with flying and Larry Thompson keep the

colors as our records show. We shop clean and feed the presses.

quote from a letter from a chair- In the second group Howard

man of the State Board of Bar- Ledford operates the linotype.

ber and Hairdresser Examiners: James Pope works on the vertical

"The girls we gave the State press. Lennie Moon works on the

Board Examination to in beauty cutting machine. James Faulk

culture made a very high mark makes the proofs on the heavy

which we were proud of.

proof press.

" Miss Latham is doing a grand There are eight boys in the

job and we feel sure when the third group. Jerry Nix sets type

girls go out to work in a beauty on the composition stick, while

shop they will be among the best. Junior Galloway makes it up and
G. L. then puts it on the press. Billy

Nye feeds the press. Jack Watkins

HOMEMAKING
The Homemaking girls Vivian Turner, Juarlice Duk~. Laura Ann Brigman, Betty Pharr, Betty Sizemore, Jean Barrett, and Doris Jones are studying about better buymanship.

works on the folding machine. Gene Lanier operates the linotype
machine in this group. Brooks. Blankenship and Joe Wayne Ed-
wards wash the rollers of the vertical press.
C. G. T.

Miss Louise Westbrook, the

home demonstration agent from

SHOE REPAIRING

Cedartown , h'as shown us some There are eight boys in the

very nice slides on the right type shoe shop this year. They are

of shades to buy for reading lamps Fain Griffin, Claude Butler, Dan

(10)

THE SCHOOL HELPER

MARCH. 1952

Jones, James Owens, Oneal Cornett, Terrell Leverette, Larry Thompson and Linton Kersey.
Fain Griffin takes off old half soles and puts new ones on the
shoes. Claude Butler and Dan Jones
take off the old heels and put on new ones.
Oneal Cornett dyes the new soles black or brown and polishes them on the machine.
The boys work in the shoe Reagin. Each boy has certain jobs Leverette, L a r r y Thompson, James Owens and Linton Kersey help Mr. Royston in the laundry every Wednesday. All of the boys help clean up in the shop on Fri-
day. C. D.
SEWING DEPARTMENT
The girls in the sewing department have been making cooks and maids uniforms and dish towels for use in the school. They patch and mend linens and make many of the things needed in the school. They have made curtains and slip covers for bedrooms and apartments. They make costumes used in school programs and store the costumes for future use.
Some of the time in this department is spent in mending clothes, darning their socks and remodeling garments. New clothes are fitted and altered.
One project of the department was making Girl Scout uniforms. The cloth was given to the school and uniforms were made for the troop. The material for the Girl Scout uniforms was donated by Pepperell Manufacturing Company of Lindale, under the auspices of the Shrine club. The girls made forty-two Girl Scout uniforms.
Many of the girls make their own clothes. Betty Brown and Louise Murphy have made several dresses. Betty is making one now which is bias, Louise Hunt made a blouse and a skirt front and back. The material is striped and the stripes must match at the seams.

The girls in the class are Louise Wilson, Louise Murphy, Betty Brown, Vivian Turner, Louise Hunt, Billie Jean Smith, Ann Thompson, Mary Lee Johnson, Mary Alice Jones, Stella Gazaway, Clara Stapler, Dorothy Hughes, Jean Rentz, Barbara Heath and Wynell Godwin.
A.M. D.

WOODWORKING

We ripped many thin strips of

wood on the rip-saw. W'e used

the strips to frame Plymouth

charts for the primary depart-

ment. Then we stained them with

dark oak stain.

-Edwin Aldridge and

Claude Fuqua

I cut some strips which were

of good grain wood. Don Smith

helped me make a frame of them

for a bulletin board. Willis Joe

Knott and Andrew Lee Harrison

took it to the primary building

and hung it the stairway wall. -Rub~ Collins

Some of the wood-shop stu-

dents carried two utility cabinets

from the sewing room to the

shop. We repaired them and pain-

ted them white. Then we carried

them to the homemaking depart-

ment.

--Guy Jones

Some of the boys wanted some

equipment for practicing pole

vaulting. Guy Jones and I made

back stops for them. Then we

put them in the pole vaulting pit.

-Howard Ledford

Mr. Ware told Marshall Harper

and me to repair a desk for the

colored department. We put a

new piece on one leg of the desk.

We stained it the color of the

desk, and Mr. McAfee took it

back to the colored school.

-Don Smith

Eugene Baggett and I made five hurdles for the primary department. They were eight inches high and thirty inches long. They were to be used by the small children on the playground.
-Franklin Bagley One of the windows in Free-

man Hall was broken, so I put in a new glass and put putty around it.
-Lennie Moon
PRESSING DEPARTMENT
The classes in the pressing department are made up of two groups of boys. The first group begins works at 8:45 and works until 10 : 15. The second group works from 1:15 until 3:30.
The boys who work in this department are Ronnie Herrington, Oneal Cornett and Daniel Reagin. Each boy has a certain job to do. On Mondays we press suits, trousers and shirts. On Tuesdays and Wednesdays we press work pant and school pants.
On Thursdays, Parris Lewis and J. W. Thomas come and press clothing for the colored children. Friday is spent in cleaning up and in delivering clothes and linen to the different departments. We are looking forward to the day when we have a new and modern drycleaning plant.
R. R.
MACHINE SHOP
I work in the shop. Mr. Cox teaches us different kinds of machines and how to use many tools.
Eugene Baggett and I have used the pipe shredding machine, the metal lathe and operated the different types of machines. We have done some drill press work, electric welding, acetelyne welding and grinding. We have done some auto, machine and tool repairing.
Working on cars is a fine thing for me to learn so that I will know how to do these things when I get out of school. Eugene and I can hardly wait for spring to get here as we are going to learn how to drive a car then.
Eugene and I made a chin-up bar, and when we finished the boys all wanted to try it out.
-Franklin Bagley

(11)

From the Colored Department

If we were asked what our most interesting subject is, without a doubt our answers would be our calendar work. We have learned to recognize the days of the week and also the months and can print the days from memory.
Each month our weather calendar is drawn in squares on the blackboard with a picture representing something that we are looking forward to on that particular day. Our February calen dar was a large brown teddy bear with blue pants and socks, a white blouse, and black shoes. In the bear's hands there was a large red. valentine with the calendar drawn inside. Our weather calendar tells tells us what day tod ay is, what day yesterday was, and what day tomorrow will be and gives us a simple report of the weather in the form we can all understand.
Every month our teacher draws each of us a -calendar on paper for us to color. This calendar is the same as the weather calendar on the blackboard. Every morning we mark off yesterday with red crayon.
We murst tell you a little about our Valentine box. Out of the big Valentine box each of us received several valentines. Dora Wright got more than anyone ,and Herman Smith was second. Our teacher gave each of us a Valentine card with some candy. Wilene Whitsett, Thomas Harris and Elijah Sams received Valentine candy from home. Dora Wright, Herman Smith, and Thomas Harris got Valentine cards from home. Our teacher put our candy and cards in the Valentine box.
We are happy to have Oliver Thomas back in school. He has been out since Christmas holidays due to illness.
We won't feel as if our article is complete without telling you something about hc!bby hour. Every afternoon from 2 :30 to 3:30 we have "Hobby Hour." During this hour we play with our tinkertoys. the three Mother

Goose puzzles our teacher gave us, or the balloon color game and matching puzzle Mrs. Griff ith gave us. We also have another puzzle that Herman Smith got for Christmas. When the afternoons are warm and pretty, we go outdoors for calisthenics and action games.
-Mattie M alone's Class
The month of February was an outstandin g month, bringing Georgia Day, Edison's birthday, Lincoln'.s birthday, Valentine's Day and George Washington's birthday.
Several days before the fourteenth the Valentine box was beautifully decorated for our party.
On account of the great number of valentines to be distributed, it was decided best to open the Valentine box before we had the party.
The older children had no trouble addressing their valentines, but the younger ones didn 't know the names of all their friends; so the teachers went with them to the different classrooms. They pointed out the ones to whom they w anted to give valentines and the teacher help ed them address the valen tines.
Mrs. Me Cullough, chairman of the party, had Mrs. Malone, Mrs. Menifee, and. Mrs. Chubb assisting the group of children who were p laying postmen. It was interesting to see the children brigh ten up when they were handed valentine after valentine.
W e h ad our party Friday afternoon . T he playroom w as decorated with red, white, and blue crepe paper. A large heart was p laced over the door as w e entered the playroom. The children played several games.
We enjoyed delic ious punch, cook ies, candies, and nuts. We are looking fowa rd to Valentine D ay next year.
-Lucille McCullou gh's Class
Ever since the fruit crate

furniture project b e g a n last month, the older boys have shown a definite interest in learning the names of the tools used in making the furniture. The boys know now that there are more saws than a hand saw, for they have been taught when and how to use other !Saws, as a hack saw, a coping saw, a back saw, and a keyhole saw. Then they have some knowledge of a hand drill, a framing square, a tri-square, a hand plane, a drawing knife, a screw driver, pliers, nippers, and a brace and bit.
The boys are having experiences in the selection of good material as well as in the choice of de.s.igning and. making a piece of furniture. They acquire orderly habits in the use of the tools and in leaving an orderly shop at the end of the work period.
Besides these experiences they learn how to mix powdered casein with water and make glue, when and also how to use plastic wood.
There is an art in knowing how to use sandpaper, and Bobby Quarterman excels in this art.
Bennie Cook is making a highback chair. Richard Reese has completed a lowback chair. Joe Louis
Pittman is making chair rungs,
and Delero Snead is the official
painter who has acquired the art
in applying shellac.
As one of our projects in my map studies, we pass out neW5papers with directions to follow. When the current events or news items are located and clipped , all of us work together in assembling and attaching the clippings with a pin and string on the right spot of the map. Then we find the names of the cities in which we live and compare the size and distance of one to another and the size of one town to another.
During this month, we recognized N egro History Week.

( 12)

THE SCHOOL HELPER

MARCH, 1952

Our teacher helped us select the pictures to go on our bulletin
board. Mildred Flournoy's Class
Birthdays! birthdays! February has really been crowded with birthdays and other holidays, too. Two great men, Abraham Lincoln and George Wiashington, were born in February and two of our classmates were born in February, too, Eddi~ Bell Baker the ni.nth and V alena McClendon the mneteenth. We hope that they will be great women when they grow up, maybe not a Marian Anderson (a famous singer) or a M a r y McLeod Bethune (a famous educator) , but good respectable citizens who will .be an asset to whatever commumty they may choose to live in.
One day a few weeks ago we saw Mr. Caple pa;s.s our door. Soon he passed again with a movie projector and we got a little excited because we knew that there was a treat in store for us. Our teacher tried to explain to us that the movie was about TB, but we were too excited to pay too much attention. However, when Mr. Caple took time out to tell us the :story before he showed the film, we were on our best behavior. We were so quiet and attentive that our teacher complimented us after the movie was over. We enjoyed it very much and also talking about it later.
We have had a new classmate for the past two weeks. Her name is Lorene Coleman and she was transferred from Mrs. Malone's clas:s. We all like Lorene. We are eager to help her and are glad to have her in our class.
We have found a new way to make use of our little ''Classroom Library" books. We select a book and get some paper and pencils: then we list all the words that we know. At some later date we will list all of the words that we don't

know. We are as eager to learn these new words as we were to master the old ones.
-Louise B . Chubb's Class
If we were asked to name a " Wi'oman of the Year" we would surely agree with Mi&s Millicent Taylor, editor of the Christian Science Monitor, and name the elementary teacher. We feel that a teacher of the deaf should be highly esteemed for none bas done more to mold the future life of the deaf child than the teacher who has worked day after day with a roomful of eager, active youngsters, trying to teach them everything from the 3 R 's to manners and morals, with special lessons of patriotism woven in. To many of us, the teacher is our world -mother, big '.sister, comrade, guide. She fills in where some of our parents fail. She equips us with !Skills, stimulates better thinking, and comforts small heartaches.
There are numerous things that could be mentioned to indicate our personal feelings, but at this moment we are thinking about the campaign that the teachers have begun to raise funds to purchase a television set for all the children. A television would mean so much to us and it would really be an enjoyment and an inspiration. We are grateful to the teachers for this effort and hope that our thanks are accepted.
Since reminiscing and putting our thoughts into words, we must tell you briefly about some of our classroom work. We are enjoying number stories very much. At first the teacher wrote the headings and the stories and we solved them, but now we can
write the stories from the head-
ings by referring to the chart for
this particular work. We write
our problems and then exchange
them so as not to solve our own,
To be sure of the correct answers,

we draw as we go along. For instance,
A boy had three apples. He ate two (apples). Then he had . . . . . . apple. Note: Three apples are drawn belo-w the last sentence and the first two at the left are marked off leaving the answer.
For better understanding, the stories are dramatized. This helps us visualize the meaning of the verbs and to be able to use them at the opportune time.
-Hattie Menifee's Class
As the school term passes, we are working hard to see how many articles we can complete by the end of the term. We realize that our time is getting shorter every day.
Each of us knows exactly what we are to do from day to day. We continue to work on our unfinished articles until they are completed: then we start something new.
Barbara Ellington has complete three embroidered scarves. Jennie L. Askews has completed two scarves and two vanity sets.
We are stressing the use of materials that we have. The whole group of girls are now making hats and bags out of shucks. W'e have completed one bag. Elise Campbell did the braiding. The teacher assisted in getting it together, putting in the lining and zipper. Then the bag got two thin coats of clear shellac. It is most attractive.
We have completed one chair bottom out of shuck'S which was one continuous braid. The braid was woven over and under until the bottom was finished. Then we put on two coats of clear shellac. One of the older boys refinished the chair. You would be surprised to see how nice the chair is now.
-Elvira C. Bray's Class

(13)

HERMAN E. TALMADGE, Gonrnor

GEORGIA SCHOOL FOR THE DEAF

STATE BOARD OF EDUCATION M. D. COLLINS, State Superintendent af Bchoola

ADMINISTRATION C. H. HOLLINGSWORTH, M. A., Superintendent

Janice R. Caple, Seereta.ey .Julian Tumlin, Steward KJrile A. J ohn8on, Bookkeeper

Murra:y Stein, D. D. B. Sam Garner, Jr., .M. D. Earl Cox, ~eer

INSTRUCTO.RS JOHN L CAPLE, Principal

PRIMARY DEPARTMENT Marie S. Kennard, B. 8., Superviling Teacher
Doris Brannon Gladys E. Carpenter Polly Casey .Mildred Forbes, B. S. .Mabel L. Fincher .May F. Glenn Bettye A. Reed, A. B. Emmalee J. Highnote Jim Irwin Jeaaie F. Jones Miriam B. .Minter

INTERMEDIATE AND ADVANCED DEPARTMENTS Mary P. Turner, B. A., Supervising Teacher Adnnced Department Katharine Casey, Superviling Teacher Intermediate Department Dorothy F. Brady, B. S. Jack Brady, B. S. Connor Dillard Ruth D. Forbes Edythe D. .Montgomery, B. S. Elizabeth F. Simmons, B. S. Florence D. Israel, A. B. Kathryn W. Williamson, B. A.

VOCATIONAL DEPARTMENT JOHN L CAPLE, Supervising Teacher

John L. Caple ........................... Printing C. G. Turner . . Assistant Printing and Aaaiatant Coach J. R. Ware ............................ Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Repairing Russell Royston . . . . . . . . . . . . Barbering and Preing

Sarah F. Ware .............. Arts and Crafts Gladya L Latham . . . . . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . . Sewing Geverna C. Stepp, B. S. H. E. . Home Economics Earl Cox . . . . . . . . . . . . . . . . . . . . . Machine Shop

COLORED DEPARTMENT NELLE S. GRIFFITH, Connltant

Mildred Flournoy, A. B. Louiae Chubb Elvira Bray

Lucille McCullo~h Hattie S. Menifee Mattie Malone

THE WIND
I saw you: toss the kites on high And blow the birds abo'ttt the sky; And all around I heard you ppss, Like ladies' skirts acr.oss the grass-
0 wind, a-blowing all day long, 0 wind, that sings so loud a song!
I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all-
0 wind, a-blowing all day long, 0 wind, that sings sd loud a song!
0 you that are so strong and cold, 0 blower, are you young or did? Are you a beast of field and tree, Or just a stronger child than me?
0 wind, a-blowing_ all day long, 0 wind, that sings so loud a song!
-Robert Louis Stevenson

Lib1arl.u n \.Jmver:aty

of

Geor!Pa

. i ':l.tli.IIUII1 .... e o:r~ U\ ,

SCHOOL FOR !HE DEAF, CAVE SPRING, GEORGIA

APRIL, 1952

VOL. 52

NO. 7

THE SCHOOL HELPER

VOLUME 52

APRIL, 1952

NO. 7

Misleading Articles Confuse Parents

It is doubtful if there is any group which is subjected to as much misinfor,mation as are the parents of deaf children. While this has been true for a long time, the situation seems more aggravated today than ever before. There is an unending stream of newspaper and magazine articles which tend to show that the handicap of deafness is being erased somewhere or other by some new procedure. Many of these articles are so obviously absurd as to cause little concern, such as the airplane dive method of curing deafness, the electric glove device which will enable deaf children to speak normally or finger surgery which will restore hearing. Other articles are more plausible and consequently more harmful in that they often create false hopes which lead parents to needless disappointment and expense. They also sow dissatisfaction with regular school procedures. Unfortunately in
many instances the latter type of article stems from speech and hearing centers, or medical clinics which are not infrequently connected with some well-known university or medical center, whose name commands a respect which is entirely undeserved by the article. An interesting example of this type of article was recently carried in a local newspaper and is reprinted below:
Baltimore, Md. - (INS) " Several hundred children born deaf are now learning to speak and live almost normal lives as a result of a scientific discovery at Johns Hopkins Hospital.
It is an electric device, an audiometer, for determining hearing loss in very young children through measurement of skin re-
sistance response.
Had it not been for the dis-

covery, most of these children today would be afflicted with dumbness as weU as deafness.
Early training and development can be accomplished when the hearing ability of the child is determined.
Tests by the audiometer will insure that the baby will talk if it is capable of speech, thus preventing deafness and dumbness, although a hearing aid must be used when there is nothing that medicine or surgery can do.
Scientists at the hospital say that thousands of children in special schools for the deaf would not have to be there-their impairment had been detected and treatment and training had started
earlier.
The apparatus was perfected by Dr. Burt Richter of the Phipps Mental Clinic at Hopkins, for measuring outward stimuli and was adapted for use in the speech and hearing clinic by Dr. James E. Bordley and Dr. William G. Hardy, associate professors of oto-
larynogologr. Dr. Hardy is director of the
hearing and speech clinic at the hospital.
The equipment consists of an amplifier, an ink recording ammeter, control panel and battery.
The patient is placed in a soundproof room wearing an ear phone, and electrodes are placed on the hand, foot, back and thigh. A tone of high intensity is introduced into the ear, followed by four or five seconds of harmless electric shock.
Changes in the subject's skin resistance are amplified and registered in ink on the paper recorder. The sound is reduced gradually until the subject can barely hear it. Thus his sound "threshold" is determined. And once that

has been learned his type of training can be decided and the training itself can be started.
Scores of children are tested monthly with the audiometer.
Parents are instructed how to help the children understand them, by patiently repeating certain words and associating them with objects-but chiefly to understand the problems of a deaf child, which are very different frpm those of one with normal hearing.
Reporting on their work, Drs.. Bordley and Hardy said:
'It has long been recognized that methods of hearing evaluation, while reasonably accurate for the great majority of patients, have been proved unsatisfactory for two groups: Young children and those with psychogenic deafness (due to mental or nervous causes.'')
While careful reading brings out the fact that the device is no more than a means of testing the hearing of young children, the headline states that children born deaf will be helped to normality and the article further indicates that if a hearing aid is fitted to a deaf child early enough he will achieve this normality and be able to attend a regular school for hearing children. Apparently the idea is that if deafness is discovered early everything can be taken care of satisfactorily with a hearing aid and some undefined special training. This overlooks the act that parents usually note the lack of response to sound of a deaf child very early and for all practical purposes are aware of the problem. If this were not so, young children would not be brought into the clinic for testing. Even if the device is capable of exactly ascertaining the decible loss

THE SCHOOL HELPER

APRIL, . 1952

in each ear we cannot see how attained before a hearing aid can will be relegated to the scrap -heap

this will greatly contribute to the be used to advantage.

in the course of a few months:

known facts. Certainly it will not " The statement in the article,'' laboring to teach lip-reading to a

enable the very young child to he continued, "that thousands of child who has acquired no langu-

use a hearing aid advantageously deaf children would not need to age; and paying high tuitional

or to accept training beyond the be in the established schools for fees to place the deaf child in

limitations of his maturity level. the deaf if they had been tested private nursery and kindergarten

Nursery training in regular schools by this apparatus is purely a state- classes with hearing children

for the deaf is usually available ment of opinion and one I con- which, at best, results in a loss of

at three, which is about as early sider entirely unfounded on the time.

as the child can take such train- facts.' ~

While we do not question the

in g.

The head of the 260-student good intentions of the doctors

When misleading implications school said that the age of five or mentioned we do question their

of this article were brought . to six is the earliest that a child can q1,1alifications to advise auth.9'rita-

the attention of the publisher he obtain benefits with individual tively on the rearing and educa-

arranged for the paper to carry hearing aids.

tion of deaf children. To our way

an article in reply as follows:

If parents of children born deaf of thinking no one can be quali-

New Test Not Cure of Deaf
Parents of children born deaf. today were cautioned by Supt. Edmund B. Boatner of the American School for the Deaf against letting hopes soar that a new electrical device developed at Johns Hopkins Hospital can help overcome major obstacles in training the children to speak.
Commenting on a news story originating from Baltimore which stated that with a new testing device hearing loss can be determined early in very young children permitting earlier training and development through use of a hearing aid, Mr. Boatner declared:
"This article cert'ainly tends to leave an impression that is far from that which is justified by the facts . . . the device is nothing more than a means of testing hearing and one which I would judge to be in a somewhat experimental state. However, assuming that it tests the hearing of infants accurately, the further assumption that the use of a hearing aid will enable the deaf child to speak the same as normal cnildren is certainly unwarranted by
experience.

teach them discipline and try to p~t across ideas until they're old enough to be enrolled in a school for the deaf, they "won't be wasting precious time," Mr. Boatner declared.
" Getting language is orie of the greatest problems of the child," he said. A child has to be mature enough to be able to understand what language is. " You can't read lips about something you don't know.''
Teaching the child born deaf is an involved, highly specialized and time-consuming problem, he pointed out.
The philosophy of the Johns Hopkins' release which might be expressed-get the very young child a hearing aid, teach him lipreading, and place him with hearing children, actually makes no valid approach to solving the problem. A hearing aid is no benefit to a young deaf child; lip-reading cannot progress beyond the acquisition of language, which requires years of painstaking training with special techniques; and the placing of a deaf child with normally hearing children . only amounts to placing him at an intolerable disadvantage. Unfortun-

fied to give such advice who has not had long experience in actually handling deaf children through all stages of their development, and who has not learned of their educational problems by several years of classroom teaching. A Ph. D. or an M.D.means little or nothing without this practical experience and it cannot be acquired in a laboratory .or . a clinic.
Actually this confusion of theories all too frequently serves to obscure the basic fact, which is that for the deaf child or any deaf person the major problem is one of communication, that this problem is usually lifelong and cannot be entirely' compensated for. The problem involves both sending and receiving and the adult who suddenly becomes deaf, while able to speak well enough, faces an acute communication problem because of the fact that lip-reading, as useful as it is to many, is under no circumstances an adequate substitute for hearing. The deaf child faces an even greater handicap because his speech at best will never be normal and he tends to be even more handicapped in lip-reading by l~nguge
difficulties.

-..If a child is really deaf those ately, several other medical . clinics The practical approach is not

in whom the sense of hearing is have adopted this line of advice to follow the will-o' -the -wisp

non-functional for ordinary pur- to the parents of deaf children and idea that somewhere, somehow

poses of life, a hearing aid will it is not uncommon to see such communication for the deaf in-

be of little use, and even if a parents purchasing expensive in- dividual can be made as normal

very young child has usable hear- dividual hearing aids for immature as that of the heating person,

ing, sufficient maturity must be children, aids which all too often (Continued on .page fourteen)

(2)

From the Intermediate Department

These themes or compositions it go way up in the air. Baseball will soon be pretty. The nights

were written by the A Class in is a great deal of fun for me. will soon be shorter and the d.ays

the intermediate department. They were chosen for the ideas which the pupils expressed and not for

Hide-and-seek is more fun with lots of boys and girls. When one of them is "It" and closes his

will be longer. The sun will shine bright and make us warm so that we can wear thin clothes.

the quality of English which they eyes, the rest of the boys and The flowers are blossoming al -

used. No one can write fluently un-
less he has something to say.

girls run and hide themselves so they won't be caught. Sometimes I have seen the girls climb up

ready and the grass is growing. The flowers smell very sweet. The grass will soon be good for the

I firmly believe that many of our children have a flair for writing which is satisfied because we

in the trees with lots of leaves to hide. Whenever they see the boys or girls away from base,

cows, horses, pigs, and mules to eat. Many flowers will be taken by people and put into vases. The

stress correct language rather than

the freedom of thought. Of course

all language errors should be cor-

rected. But language will improve

as fluency of thought is made

easier!

E. D. M.

they run and touch the base. I think hide-and-seek is more fun for a crowd to play.
I have to run to play tag. I have to keep away to stop them from tagging me. Sometimes be-

flowers are growing beautiful. The people like to smell the flowers for they look very beautiful. The leaves on the trees are now beginning to grow and get very green.

MARCH WEATHER

fore anyone can tag me, I am The birds are flying back north out of breath. Anyway I like to now. They come back here and

March weather is contrary. play tag. I want to be a good sing. They will build nests and

Sometimes I think that there will sport and try not to fuss all the the mother birds will lay some

be rain most of the time in time.

eggs. The mother birds will keep

March. Then we will have a pretty sun shiny day. Later in the afternoon it may be like winter. Yet it will be spring soon.
We are glad that it will be

Volley ball is a different kind of fun . We had to move back and forth to hit the ball with our own hands. Sometimes the ball bounces an our heads and our

the eggs warm and then the little baby birds will come out and be happy.
Tb'e animals that sleep in winter time now are awake. They

cool when spring comes. The wind blows in March as if it were already spring. We are glad that it won't be cold much longer because we do not want it to.
Maybe the rainbow will come in the sky for people to see sometime in March. I hope that there will be a rainbow soon. I would like to look at it because there will be pretty colors on the sky, I think.
We are very glad that we do

noses. It is fun to play and laugh.
I prefer to play basketball. I am most interested in playing basketball. It is fun to guard the girls and try not to let the ball go through the goal. I am a guard. My basketball uniform number is 5. This is my first year playing basketball. I think basketball is a fine sport and it is also fun to watch the games when the boys play.

go everywhere to hunt for food . They are very hungry. They are happy that springtime is here so they can hunt for food. The frogs are coming out of the mud. The frogs have been sleeping in the mud all winter.
The farmers are starting plowing in the field now. They will plant corn, cotton, and other things. The mules like springtime for the plows pull easily, but they will be very bot, too. The farm-

not have to wear our sweaters I am crazy about tumbling. er will grow much food to make

or coats in spring. We girls will Every time I see tumbling in the much money.

stay outside to play ball or do what we want to.
March has warm days and cold days, but I believe God knows we like spring better than winter.

movies or any other place, it makes me want to do it. There are lots of tricks that you can do and turning cart wheels is the best. But one thing I do hate

I feel happy just because it's spring. I guess spring is my favorite season .
-Donald Smith

-Dorothy Anderson
GAMES THAT I ENJOY
The games that I like are baseball, hide-and-seek, tag, volleyball,

is to be stiff. After I tumble, I can hardly bend over, or run, or laugh. Anyway it is fun. I think
this is all the games I enjoy. Betty Jean Pharr

THE VALUE OF GOOD MANNERS
People need to learn to have good manners every day. Good manners are very important for us to learn. We must always be

and basketball. I think it is fun to play base-

SPRINGTIME

polite to other people. We must never be snobbish to them or they

ball on a beautiful day if it is Spring is coming here now. may think we are not polite.

warm. I like to run for bomeruns. The days are getting longer and If we are snobbish to them, people

I like to hit the ball hard to make it is a little warm. The weather will not be friends with us any-

(3)

THE SCHOOL HELPER

APRIL, 1952

more. We will need friends to make a good living and to be happy.
Good mannel"s help people to act nicely. We ought to have good manners at the table. Boys and girls sometimes stretch out their arms to cut meat. We ought to keep our arms down while cutting meat. Then everybody will know that we have good manners.
Good manners ought to be taught to little children while they grow up, they will know more about good manners and how to act. Sometimes childr8n are not taught how to act to other people. They ought to be, for people will think that their mothers and fathers are not good parents.
If we do not have good manners, no one will come to us or want to be friends with us because they may be ashamed of the way we act. I am glad that the teachers have already taught me about that since I was about six years old, I guess. I really am glad that they did because I want to make lots of friends.
When anyone comes in to visit us, we ought to let them have a seat first and give them a cup of coffee first. Then they'll think we are friendly people. Maybe they'll be surprised to see that. It is best a_lways to honor our guests first. While we are at the table, we should never chew gum, eat fast, or act very rude, just let everyone be comfortable. This is the way we have to do to people.
I have decided that I'll use good manners always. I like people and I want them to like me.
-Bett!J Jean Pharr
WHY I LIKE FLOWERS
It is time for the flowers to grow. I like flowers because they are very beautiful and smell sweet. They are different colors. They are red, purple, blue, yellow, and others. I have not decided the kind. of flowers I like best, but I think that I like red roses best of all. Maybe when I grow up, I will

plant many flowers and then I will choose the flowers I like best.
People, who love to have many flowers, will plant them around their yards now and water them every day so that the flowers will grow and be beautiful. Some of the flowers grow on trees and on bushes, too. People plant flowers so that they can cut them and put them in vases on the tables in their dining rooms or living rooms. I like to put my nose right into flowers because they smell very sweet.
We have yellow daffodils or jonquils around the road to the primary building. They surely are pretty a n d I do enjoy looking at them for they make me happy instead of sad.
We all always wear flowers when Mother's Day comes and Father's Day, too. People, whose mothers or fathers have died, will wear white roses; and people, whose mothers or fathers are still alive, will wear red roses. We can wear flowers to weddings and funerals, also.
I will miss flowers when winter comes next year because cold weather always kills the flowers. Our campus is very pretty now, but when winter comes, it will become barren.
Mrs. Montgomery had some pansies on her desk one day. They made me feel glad just to look at them. They look like people's faces. Flowers make us glad we are alive in spring.
--Jean &rrett
THE VALUE OF GOOD MANNERS
The practice of good manners is to teach us to have good habits and act nicely to other people or by ourselves. It helps us to be polite to other people and then people will be polite to us in return.
When we are going to eat lunch, we should sit down and be still right. After the teacher finishes passing the food to us, we should hold our forks up between the thumb and the finger that is near the thumb. It is good

manners to hold the fork with one hand. If we have any meat on our plates to cut, we should hold the fork in the left hand and the knife in the right hand and cut it right. After eating, if the dessert comes and it is ice cream, we should eat it with a spoon. Sometimes if it is gingerbread, we should eat it with a fork. It will look nice and polite to eat all our food with the knife, fo:rk, and spoon.
If anyone is talking with another person and we want to go through, we should ask them, ' " Pardon me, please may I go through?" The two talkers will let us go past if we have good manners to them.
If a boy or man is sitting near a girl or a woman teacher and she is going to sit down, the man or boy should help the woman by moving the chair out from the table and letting her sit down back a little from the table and not too close to the table. A man or boy should have good manners to women or girls. Polite men should help girls and o I d e r women.
--JerrrJ Nix
TRACK PRACTICE
Every day after school we go to the Consolidated School to practice track. I am practicing the one mile race. When Mr. Brady comes over there, he says, " Run around the field.'' Then I run around the field. He times me. I can run it in 5 minutes and two and one-half seconds. I am very stiff and tired when I stop running. I practice running the one mile race with Fain Griffin.
Franklin Bagley and Lennie practice the low hurdles and the high hurdles. Then Mr. Brady times them. Junior practices throwing the discus. James Faulk practices the pole vault. Jack and Howard practice shot putting and broad jumping. When we are finished practicing track, we come back here to take baths. When we wake up the next morning, we feel stiff.

(4)

THE SCHOOL HELPER

APRIL, 1952

One afternoon I went to the field at the Consolidated School. Then Mr. Brady told Edwin and me to race the one mile. When I raced the one mile with him, I made it in five minutes and four seconds. Then the muscles in the calves of my legs hurt and made it hard for me to run. Then I felt very tired. Some of the other boys practiced the high jump, and the rest of them worked on the shot put, broad jump, discus
throw, and pole vault. When I got back here, I felt very stiff and
my feet hurt. I hope our school makes good
in the track meet. -Donald Smith

TRACK PRACTICE

Track practice season has open-

ed now. Our school has a track

team of boys who are practicing

very hard this year and who are

better than last year. They run,

broad jump, and play different

things.

This year our boys will have

three track meets, one in Rome,

another in Alabama and the third

in Macon. I surely hope we win.

The last one will be in Macon

to see who gets the state cham-

pionships for four whole years

and I hope we win it again this

year.

In spring the wind blows a

little hard and the sun shines

brightly. There's no other season

I like better than spring. The

leaves and grass grow pretty so

we boys have cool places to prac-

tice. Track surely is good exercise

for people. It helps them to have

good posture. The more they

practice, the better they can do

the things. I like track a little bet-

ter than any other sport except

football.

-Claude Butler

GAMES WE ENJOY IN SPRING
We play many games in spring time. We like to play games to have good times.
We girls often play softball in

the afternoon. Some of us hit the ball very hard and it goes high. Some of us have made homeruns this spring.
Many of us girls like to stay
outdoors a long time because we like to throw the ball to one another. Some of us throw the ball very high and it goes into the water sometimes.
The small children like to play hide-and-seek. Some of them hide behind the trees and bushes and in other places. Sometimes it is h'ard to find where they have hidden.
We play hopscotch on the ground and on the sidewalk. It is fun to hop.
I like to pitch horseshoes. The horseshoes are sometimes heavy to throw, but I like to play horseshoes after supper.
Many of us like to play volley ball. In the afternoon while a part of the girls are playing softball, the rest of the girls always want to play volley ball. It is fun to hit the volley ball.
Now we are playing tag. It is fun to run after the others and tag them. It is fun to try not to get tagged.
It is fun to play games outdoors in spring time.
-Carole Smit'h
SPRINGTIME
I like spring best because it has such pretty weather and is cool. The twenty-first of March is the beginning of spring and I am glad of it. We can play baseball in the field and have exercises soon. The sun always shines off and on like the electric lights. We like to feel the warm days.
The plants and flowers are growing now and they are very pretty. We like to pick the pretty flowers in the springtime.
The birds come here from the south and build their nests and sing their beautiful songs. We like to look at different colored birds in the trees, or in the sky, or on the grass. We wish that we could hear them singing. We al-

ways like to look at them building their nests.
Jesus died on the cross on Good Friday on 'a dark afternoon. He was buried in a tomb and He rose to heaven from the tomb on Easter. We will go home Friday to spend our spring holidays and we will come here April 13. The rabbits will carry their baskets with colored eggs next Easter Sunday. The children will be happy to have the baskets of eggs.
I feel like walking on my tiptoes in spring because I feel so happy and gay.
-Doris Jdnes
SPICE FROM THE CLASSROOMS
Age has a very different meaning to some of the pupils in an intermediate class. In determin ing age by using the date of birth and the year 1952 one dismayed young lady juggled the figures in her calculation and instead of sweet sixteen, was an alarming 61. Nearby her nonchalant classmate was borrowing trouble and figuring out how old he would be in 19 90 and in 19 95.
The new gym which is being constructed on the campus has been a topic of interest and conversation. The prize for optimism on its completion goes to little Barbara who wrote home for her bathing suit the day after groundbreaking. She wrote that the new gym was to be built Thursday.
In checking the lesson about the handicraft of primitive people, the teacher found this information, "They knew how to weave basketb;alls from the tall grasses." Where did his interest be?
Gleaned from the httermediate
Health T eata
An infection in the body causes the body lice to increase.
We all have no visitors shot every spnng.
We can protest our bodies against germs by being shot.

,(5)

From the Colored Department

One morning recently our teacher had on her desk a large stack of newspapers, a roll of string, a large jar of paste, a box of tempera paint and a fingerpaint set. After we had said "Good morning," our eyes caught sight of all these things on her desk. We asked her what they were, but she would not tell us. All during the class period our curiosity was about to run away with us. Finally hobby hour arr i v e d and she gave each of us some paper to tear into small pieces. Then she started to paste, and, for two afternoons, she pasted strips of newspaper. We thought she was making a calf but she said she was not. The next afternoon she painted it white and the following afternoon she painted black spots on it. It was a dog made out of newspaper and we named him Spot. With the fingerp'aint set we have learned to mix the colors, but we have not learned to design anything on paper yet.
Mrs. Griffith gave us a clay molding set which we enjoy playing with. So you see we are busy learning to use our little hands.
After the prayer each Sunday morning our teacher talks to us about God. We then match Biblical pictures or color flowers and birds. Our Sunday work consists of matching Biblical pictures, cutting out and pasting Biblical pictures in our large scrap book, and coloring pictures. Each of us has made a booklet to keep our Sunday work in. The booklets are made of bright colored construction paper with a Biblical picture pasted on the front.
We were happy to make another helpful contribution this time to the Red Cross.
-Mattie Malone's Class
We are very much interested in our daily tasks and feel proud of the work that we are doing in class.
Our calendar work is very important to us this month as it

won't be long before we will have a vacation.
We are trying to develop right attitudes and good manners, not only in the classroom but also in the dining room. There are ten of us seated at our table and our teacher sits with us and helps us improve in our table manners.
We are reminded every day to eat all our vegetables, drink plenty of milk, and always eat a little of everything that is put on our plates. If we do this, we find that we are not wasting food. We are weighed every month and can see who has gained or lost weight during the month. Patricia Gibson, Janie Monford, and Fred Kent have especially good appetites and seem to enjoy their food at every meal.
In our classroom we enjo:Y a word game, "I Know It." There are fifty-four cards with the first year nouns and verbs written on them. Several children can play at the same time. The cards an shuffled and the entire deck is placed in the center of the desk, face down. The first player turns over the card and, if he knows it, he puts it in front of him to start his pile. He then draws another card from the large pile. If he does not know the word, he has lost his turn to play until the next round. This game is continued until all the cards are gone.
When all the words in the deck have been mastered, we count our cards to see who had the most and who won the game. Everyone is on the alert to see who can be the leader of the class.
-Lucille McCullough's Class
Again we shall take you to visit our work shop! This time we are working to beautify our dormitory. For the first time we are refinishing furniture, such as an old book case for the boys' living quarters.
Along with learning the technique of carpentry we are learn-
ing the names of the tools we

use. Our teacher took us to the

workshop, and we had a gutQJ-

ing game of the tools that were

there. Mrs. Griffith had most of

the names written on the board

and we matched the tool that our

teacher held up with that of the

name on the board. We found out

that there are many tools that are

similar but have different names.

We have advanced a little in

our work by making round

tables with round legs from cheese

boxes. Soon we will have new drap-

eries for both the girls' and boys'

playrooms and living quarters.

We know that wholesome 'and

gracious living comes from beau-

tiful things. Everybody likes to

enter a beautiful horne after a

day's work in the office, school,

or what have you. Since we live

here nine months out of the year

we consider this horne also. To

beautify our dormitory is a fea-

ture of our culture that the staff

is diligently working on.

We were very sorry to learn

of the death of Parris Lewis's

grandmother. We extend OUf

heartfelt sympathy. We shall be

happy to have Parris return to

school.

This month brought us the

joyous season of spring. We are

noticing the growth of the leaves

and the budding of the trees.

Charlie Harrison and Delero Snead

reported one day that they had

seen a robin. So spring must be

just around the corner.

.

-Mildred Flournoy's Class

At the present we are enjoying the results of a very unique health project, "The Seven Sis-
ters." This is designed to aid in presenting the fundamentals of
good health and is in the form of
a series of exhibits that can be
taken in tum to the different classrooms. These exhibits consist
of a set of seven large dolls twenty-four inches tall. They
were drawn in silhouette and cut out of cardboard. This makes them easy to carry from room to

(6)

.THE SCHOOL HELPER

APRIL, 1952

room and can be used for drama~ tization or as illustrative material.
Each doll is dressed in a wide old~fashioned skirt, pantalettell. sun~bonnet, and black patent leather slippers. Each one carries a basket on her arm filled with various articles appropriate to the particular lesson she is to present. The baskets are made of braided shucks and were made in the arts and crafts class.
The first Little Sister is Sally Soap. Her dress and bonnet are made of turkish toweling. In her basket she carries the articles a child needs to use to keep cleana toothbrush, toothpaste, soap, nail file, towel and wash cloth.
The second Little Sister is "Polly Pep." She stresses the value of eating a good breakfast. In her basket she carries a box of white cereal. dark cereal. an egg, a bottle of milk, some whole wheat bread, and a small can of cocoa. Her dress is of brown calico the color of the cocoa she drinks and her bonnet is cream~ colored like the cream for her cereal.
Next is "Molly Milk." She tells about all the good things that are made from milk and how good they are for boys and girls. Her dress is white, just like the milk; and her bonnet is cream~ colored like the milk at the top of the bottle. Her basket is fil~ led with a small bottle of milk. a can of evaporated milk, a car~ ton of cheese, a tiny can of cocoa, and a small package of butter.
"Jolly Jane" comes next to teach the value of fruits and vege~ tables from a good health stand~ point. She is so fond of oranges, apples, bananas, potatoes, spinach, carrots, and string beans that she always carries one of each. She also carries a can of tomatoes. The fruits and vegetables are mod~ els made from clay and wax small enough to fit into the bas~ ket. Her dress is of green calico, her bonnet orange color, because these are the colors of many of the fruits and vegetables. She

stresses the importance of eating fruits and vegetables every day.
Now along comes "Skippity Ann" with her jumping rope and roller skates. She wears a dress and bonnet with flowers on it. Her part of the project is to teach the health-building properties of outdoor exercise and the impor~ tance of forming the habit of playing outdoors.
" Dolly Do" is sixth in the series. Her frock and bonnet are of red and white checked gingham. She is so named because she likes to do things. For instance, she likes to visit the dentist twice a year in order to take good care of her teeth. She also visits the doctor regularly to be sure that she is growing prqperly. She always dresses to suit the weather and carries a p,air of rubbers in case it rains. In her basket she has a small bottle of cod~liver oil, a toy scale, like the one she weighs on every morning. a table and chair like the one she uses when she eats every day and a dentists' mirror like the one the dentist uses. She urges the establishing of regular health habits.
" Mary Twinkle" is the last little sister to be presented. Her dress and bonnet are of midnight blue and are decorated with silver stars. In her basket she carries a little clock which points to eight o'clock, the time boys and girls should go to bed every night. She says always remember to open the windows wide.
These quaint, colorful. little dolls have a strong appeal for the children. The contents of the b:as~ kets excite their curiosity. The results show a much keener in~ terest in health and nutrition and we feel that this project is really worthwhile.
-Loui~e B. Chubb's Class
It seems as though we have started work with shucks and can't turn it loose. We told you last month what we were plan~ ning to make and now we have actually made those bags and hats. We have many styles and designs

just as you find in any of the c1ty stores. The very first thing that we did was to use a little arithmetic in measuring our head size. If the head size measured twenty~two inches we found that we would need five rows for the crown and five or seven rows for the brim. We always look for beauty and there is more beauty in uneven numbers than in even numbers. Second, each child was held responsible for reading the directions from the board and fol~ lowing them. Third and last every one wrote up her project. For in~ stance, she would say, I made a shuck bag. I braided a continuous shuck braid and sewed it with number eight whlite thread. I made a shuck button or my bag, a flap with an opening, and hand~ les, too. It will be very service~ able.
Our specific aim is to teach the child that the rugged old shuck is good for more than the cow only. Beautiful and useful articles can be made through daily practice a~d acquired skills.
-Elvira B. Bray's Class
Spring was gladly welcomed last week. The first spring day was lovely and even the flowers and birds seemed to have known that 'ole' man winter had gone. The flowers brightened up their colors, and the birds hopped about and fluttered their wings with much anticipation. As we looked from our east window, we could see the beautiful red birds twittering and basking in the warm sun~ shine. All around us seemed to say, "Spring is here.''
The fund ~ raising campaign that we have begun at school to purchase a TV set for the boys and girls is growing rapidly. Some of the parents are to be commend~ ed for their untiring efforts in soliciting funds and giving the small donation that each parent was asked to give.
The boys have challenged the girls to see who can raise the most funds. So far the boys are ahead.
(Continued on page fourteen)

. (7)

THE SCHOOL HELPEll

APRIL, 1952

THE SCHOOL HELPER

serves as the foundation of all that comes after.
Just what is character? Does it just mean

All communication should be addreaaed to the being honest? Does it just mean having a clear sense

School Helper, Cave Spring, Georgia.

of responsibility? Does it just mean being not lazy!

Entered at the post office at Cave Spring, Georgia, as second class matter November, 1889. Acceptance for mailing at a special rate of postage provided in Section 1103, Act of October 18, 1917. Authorized October 31, 1918.
Published monthly during the school year in the printinc department of the Georgia School for the Deaf.

Does it just mean loving the truth? Does it just mean being kind and decent? It is all these things and more. It includes respect for others and selfrespect. Actually, character is so much of the total quality or nature of a person that great amounts of space would be needed to write much at all about it. A dictionary definition might go something like this: " Character-The special ways in which any

person thinks, feels, and acts, considered as good or

KATHARINE CASEY ............ Editor bad."

KARlE KENNARD ........... Associate Editor

In view of this, we see that character is tied

JOHN L CAPLE and

up with an individual's moral nature. In other

C. G. TURNER . . . . . . . . . . . . . . Printing Instructors words, when folks speak of the character of anyone,

they are likely to be thinking of that person in

VOLUME 52

APRIL, 1952

NO. 7 direct terms of his moral nature's strength or weakness. Of course, since character is shown by the de-

For tbe promotioa of all State-Aided School For the D-f

cisions, choices and deeds of a person, then his whole reputation and good name come to depend upon what kind of a character he has.

1. Improved recognition as educational institution with control in the hands of educational boards.
2. Sectional and national associations with accrediting authorites and approved measuring rods and standards suited to each aaaociation terminating in the highest requirements for membership in a national association for BCboola for the deaf.

Thus, we recognize the great importance and value of character. Upon it depend a person's usefulness and the respect of others within the society of which he is a member. It is, then, easy to see that personal happiness is also in a great way dependent upon the earnest development .of a good character. Very few people have ever defied success-

3. A greater Gallaudet College serving the interests fully the basic moral laws of the human family in

of all the states with special emphasis on research find- any serious way and remained happy. It is very

ings openly arrived at and freely disseminated in pro- important that children are given every opportunity

moting the educational interests of all the schools.

to understand this, because, lacking character as

4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with the spirit and purpose of its creation.
5. Fe.deral equalization aid for education that will guarantee equal opportunities for deaf boys and girls in all state&
6. Utilization of a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for Ute Deaf and to work with the Department in job pl!lcement and vocational rehabilitation of ex-pupils and graduates.

adults, they will neither realize their full responsibilities for service to their society nor will they enjoy any real or worthwhile personal happiness for themselves of any lasting value. Good character is strong and real and valuable and certainly is very much worth working for in a sincere and practical way.
Surely, the very best time for character training is when the young human being is impressionable and more easily taught the first great lessons of personal integrity and moral behavil!lr. Where the child is older and without good character, then he

THE IMPORTANCE OF CHARACTER TRAINING has much to unlearn. Beginning all over is always

More and more the true importance connected wid) the character training of children is being

more difficult. The job is twice as hard and more unsure of final success.

realized. Such training, when properly carried on,

This means that the child must be approached

is a full-time affair. Actually, character is the very by lesson and example, while still quite young.

keystone of personality. Without it, nearly every- Some of us may not realize that babies only six

thing about a person loses significant meaning. The months of age can and do receive and keep cer-

ability to understand lessons in textbooks, to write tain impressions. Naturally, by the time the child

well, to be clever in arithmetic and other academic reaches school age, he by all means should be re-

skills really counts for little if such ability fails to ceiving only the best by way of example and in-

exist in company with good character. Character struction and help in regard to the growth and de-

(8)

THE SCHOOL HELPSR

APRIL. 1952

velopment of a good character. Such training should then continue without pause.
All good schools realize this. They constantly try to emphasize its importance. This is not an easy task because two world wars and an economic depression have taken their ugly toll and brought to the world great moral disasters. However, a serious school is never discouraged by the odds against which it fights. Courage is a part of character, too. The school knows that the goal is a thousandfold wor~h any effort made to reach it. Character means sacrifice, too.
Finally, the school can give to the world its bright and clean young men and women who have passed successfully through their courses of study and paid attention in good faith to the valuable lessons and teachings. Then can the school look with deep pride upon these young adults, who with good characters to maintain and uphold, will take their places as respected and useful members of society.
In addition, these straight-thinking and courteous young people will know a personal happiness that is seldom given to those who fail to or will not understand just what a truly priceless thing a good character is.
-The Ohio Chronicle

HELPER GETS A LETTER FROM GEORGIA TUBERCULOSIS ASSOCIATION

The Editor THE SCHOOL HELPER Georgia School for the Deaf Cave Spring, Georgia

Dear Editor:

We are pleased to inform you that THE SCHOOL HELPER'S entry in the 1951 School Press Project has been awarked a Certificate of Honor by the Review Board of the National Tuberculosis Association and the Columbia Scholastic Press Association.

The Certificate is being forwarded to the Floyd County Tuberculosis Association and will be presented to you by the representative of that organization.

We offer sincere congratulations and appreciation of your outstanding work and your efforts toward creating a better understanding of tuberculosis and health problems among readers of your publication.

OBM:sr cc: Floyd County TB Ass'n.

Sincerely, 0. B. Moore, Jr. Field Representative

The American Athletic Assn. of the Deaf haa ratified the establishment of t~ AAAD HALL OF FAME at its recent annual meeting in Houston, Texas. By unanimous vote of the convention William E. (Dummy) Hoy, former major league baseball pitcher and outfielder, was admitted as the first athlete to the Hall. To be honored, a candidate must receive at least 75 per cent of the votes cast by 26 members of the selection committee. Alexander Fleischman, AAAD publicity director, was re-elected chairman of the Hall of Fame and is presently preparing for the next election in September.
Yours in sports, Alexander Fleischman 8629 Piney Branch Road Silver Spring, Maryland
The Rome Shrine Club has again played fairy godmother to one of the pupils at the Georgia School for the Deaf, and as a result a young lady at the school is now the proud possessor of two eyes that look just alike.
The Shriners have sponsored the Girl Scout troop in the School for the Deaf for several years and the Scouts have been the recipients of many lovely courtesies and good times as a result of their thoughtfulness. Last year some members of the club were the guests of the Girl Scout troop at the school
for an investiture ceremony. One alert member, Dr.
Joe Stegall, notice~ that one of the participants, Sara Christopher, had vision in only one eye and asked for details. He offered to present her case to the Rome Shrine Club for consideration and plans for medical attention for the pupil were soon underway. A number of arrangements were made: guardian's permission was secured, appointments and examination by doctors were scheduled, and at last plans were made for surgery and the fitting of an artificial eye.
People are seldom thrilled or delighted with the thought of an impending operation, but the charming girl in our school was an exception. She happily counted the days until her trip to the hospital and to consultants in Atlanta. She was so delighted that the entire school joined her mood and rejoiced with her. The results of the operation and medical attention have been very successful.
Sarah is a good student whose ready smile and
sweet disposition endear her to teachers and pupils. She has a flair for drawing .In fact she did the cover on this month's Helper. Our thanks go to the Rome
Shrine Club for their efforts in helping a very
worthy young lady to look more like her neigh-
bors and to lead a more normal life.

(9)

Superintendent's .Comer

A fellow never gets too old to learn. Sometimes the things we learn as we go A Misnomer along life's way are simple things, facts to which we might have been exposed for many years. Yet, there comes times when we are
appe1lled by our dismal ignorance of facts that have flashed before oui:. faees but yet are unrecognized
for what tpey are. Peculiarly, elements of these facts might have _been impinged on our mind and
a.consciousness like the buttons on vendor's cardboard as he hawks his wares at .the . big football games and still we remain ignora:nt.
The writer has discovered a truth that he thought he had known for lo these many years. Certainly it was known to the -extent that it was recognized as the basis of one of our fastest growing ipdustries; that it requir.ed thousands upon thousands of s k i 11e d craftsmen and craftswomen; and that a group of girls at tpe G. S. D. were trained each year to meet the needs of this phenomenal industry. Yet, withal the full knowledge and tremendous personalized implication of this fact only hit him recently. 1 his tremendous impact on intcliectual awareness leads to th~ belief that this actuality had never previously be.en fully digested.
To avoid further suspense will say that it has just been discovered that a permanent wave is one of the most unpermanent things on this earth of ours.
It all came about this way: The good lady, following long deliberation, decided to have her hair cut and then permanently waved. Well. there were no objections forthcoming. Even though her style of "hair do," over a period of thirty years, was beautifully distinctive and very becoming, it was believed that no harm would be done. It was true that the appearance of threads of silver was making it more difficult to get matching switches

that were used in rounding out the style of the plain but lovely chignon previously effected. What harm could there be in changing her coiffure and having a wave that would last for ever?
That is where appalling ignorance backfired. It was learned that all previou~ knowledge on the subject was, in part, misconceived. It was really learned for the first time why the professional beauticians and hair stylists had projected on the American scene o.ne of the fastest growing and most prosperous enterprises ever known.
Yes, it was learned that a permanent wave is not permanent. What, between weekly visits to the school's beauty salon, and manyt deft administrations between times by the maid and the daughter-in -law, the good lady's permanent wave is kept permanent.
It is submitted to you that the term permanent wave is a misnomer.
~
T RUE to our prediction last month, television is now r e a dily accessible Televisions to every student Cont'd. at t h e Georgia School for t h e Deaf. The fifth 21" screen set for the school was installed last week in the dining room of the colored school. An additional one for the new boys' dormitory, now under construction at the colored school. will complete our needs in so far as television is concerned. When the project is completed it will represent an investment of well over $2,000.00. The installation of the sixth and final television set will represent a most generous contribution made by the patrons and friends of the school for which we all, pupils, teachers, and staff members alike shall be eternally grateful. It all goes to show how very kind people can be when they see an opportunity to help a cause they deem worthy. That it shall continue worthy

and that our appreciation shall not wane will be the goal of all of us.
We thank you one and all so very much for your great kindness in bringing this needed facility in such a generous manner to our deaf children of Georgia.
The Superintendent and Mrs. Hollingsworth, the past two weekends, have made a casual visit to each dormitory to enjoy with the pupils this splendid new facility. We want you to join us on just such an excursion when you find it convenient. It will prove a rich experience and you will all the more appreciate what has been done for us.
CAMPAIGN AGAINST THE
PEDDLERS
Within a few months your children will be coming home .for the summer vacation. Some will be coming home to return no more for they will have been graduated while others will be home for a well earned vacation before returning to school in the fall. The care and responsibility for these boys and girls passes from our hands to yours.
It is very important that you know at all times with whom your children associate. Naturally they will seek the company of other deaf and therein lies both security and danger.
In every large American city there are one or two clubs for the deaf, some of them maintaining their own club rooms. These clubs maintain a wholesome recreational program designed to fit the needs of the deaf. Many of them admit school students . without charge as a means of inducing them to spend their leisure time in wholesome atmosphere and among respectable company.
The real danger lies in unscrupulous deaf persons who are engaged in a nation-wide peddling racket and who are continually on the look-out for additional hirelings for their peddling gangs.
(Continued on page fourteen)

(10)

From the Primary Departt11ent

The school year is almost over, and soon we shall go home for the summer vacation. Of course, we are looking forward to this, but for a few minutes, let us look back at one or two things we have done this year which we have enjoyed most of all.
Every morning just after our prayer and flag salute, we have our calendar work and weather. We have enjoyed this very much. We like to mark the days off the calendar for there is always something to which we can look forward-going home, a party, a birthday, or going to town on Friday. Pictures are always drawn on the calendar to remind us when things will happen. We have learned the names of the days of the week and can arrange them in order from memory. Sometimes our teacher writes the names of the days in a jumbled list and we copy them in order.
We enjoy observing the weather, too. Each morning one of us is asked to tell about the weather. He looks out of the window and then points to the picture and statement which describes the weather-The sun is shining. It is cloudy., or It is raining. The weather is drawn on our little calendar, and the next day, it is recorded on our large weather calend'ar. It is fun to notice the changes in the weather. Sometimes it is cloudy when we first observe the weather. Later the sun may shine or it may rain. We always notice a change and this is drawn on the calendar, too. As time goes by we like to look back and see which days have been sunny, cloudy, or rainy.
We have done other things which we have enjoyed but this is the part of our work which we have enjoyed most. Each of us looks forward to his time to help the teacher with the weather and the calendar work.
-Mildred Forbes' Class
March 16 was Mary Lou's birthday, and we are indebted to

Mrs. Millsaps for a very pleasant afternoon. Instead of sending Mary Lou a box, she sent some money to be used for a party. Mrs. Irwin had the Cedartown bakery decorate a cake and we all enjoyed that. It was pretty and tasted almost as good as it looked. We called one of the Cave Spring stores and ordered some ice cream cups-and you know all boys and girls like ice cream! We had some candy, too, and that made our refreshments seem just right to us.
We have 'an Easter game which we always enjoy, and we played that for a while. This game has a " wheel of fortune" -a cardboard circle divided into six sections. Each section is a different color. A nail in the center with a bobby pin slipped on it makes a good spinner. Every player must be lucky enough to have the pin stop on the brown section before he can really get into the game, for that mean-s that he has won his basket. The other five colors represent the colored eggs, and the first player to get five differentcolored eggs in his basket wins the game.
We also enjoyed trying to put a tail on the big rabbit that was drawn on the blackboard. Some of us did very well, but others completely lost their sense of direction when the blindfold was fastened on, and we had rabbit tails all over the room! It was fun, though, and we are hoping that someone else will have a birthday soon.
--Jim Irwin's Class
With the thoughts of the coming Easter season our minds are filled with rabbits, eggs, ducks, chickens, and flowers. We know these nouns and recognize them readily.
Our first pleasant encounter with Easter came when Mrs. Glenn rewarded us with Easter eggs the last Sunday before the holidays. This reward came as a result of our improvement in

color work. Mrs. Sampler followed this
with chocolate rabbits. Richard received a box with enough chocolate rabbits and brightly colored candy Easter eggs in it for each of us.
The flowers have been called to our attention since our room border consists of flowers and birds. We are able to recognize the different colors of flowers and birds immediately.
Nan McAlum received a pretty birthday card with flowers on it. Jennell Cathy received a card with a wagon filled with spring flowers on the front of the card.
Our weather calendar is decorated with a blue bird and brightly colored tulips.
So we are all aware of the change of the season from these pleasant experiences which help our nature study lesson and make us very happy.
-Betl'ye A. :Reed's Class
By the time this letter from our group gets to you parents we will have been home for our spring holidays and now back at school and well on the last lap of our trip we started in September. When we finish our trip and return to you for our summer vacations, we are sure you will see quite a few changes. We are all a year older, and most of us have had birthdays since last September. We have grown taller, which is very obvious when you see how short our dresses and pants are. and we have gained several pounds in the meantime.
Not only have we had physical changes but mental and emotional as well. We are not such babies anymore. We can go home and come back and not cry. We understand what school is about better and we are much happier. We have learned many things- we can write; we can read many nouns; we can count; we can do speech reading very well; and some of us have improved wonderfully in our speech work.

(11)

THE SCHOOL HELPER

APRIL. 1952

Speech is very difficult for some of us but we are making an effort.
Now that warm days have come again, we can hardly wait for the last of May so that we can be at home with our loved one-s for three long months. We hope that our parents will enjoy having us at home as much as we are looking forward to being there.
-May F. Glenn's Class

beauty and glory, giving to us the reassurance of the resurrection of Jesus.
-Miriam Minter's Class
One day Mrs. Kennard sent a note around to the teachers suggesting that some of us get in more work on verbs, non-drill verbs to teachers of the deaf.
We had used a number of verbs as relaxation directions since coming to school as little tots, so

ergy. Every day when we clean up our classroom, we start begging to go for a walk or outside to play.
One day we went for a walk and noticed the changes in the trees and flowers. All of us were very happy to see the little sprigs of green peep through again.
The two boys in our class who are Boy Scouts went fishing recently. Virgil caught one fish. The rest of us who are Cubs and

Spring has arrived in Cave Spring. The very first sign of spring that we noticd was the robins, red birds, and mocking birds hopping in the grass and singing in the trees outside our

we drew on these and almost immediately we knew how to act and write from memory a number of verbs. It was fun to run, skip, jump, march, bow, dance, walk, draw, color, roll, thrdw,

Brownies walked to the spring one afternoon. We caught a few little fish and put them in a fish bowl. We enjoyed having them in our classrooms. There are many other things we hope to do this spring

windows. While we were outside bounce and write what each child when it is pretty. However, we observing the birds one day, we did. It wasn't long before two couldn't forget our TV.

found that daffodil buds and or three children were dancing, When we can't go outdoors or leaves had sprung up, Semingly, bowing, or doing any one of the when it begins to get dark, our

over night. Soon there were many verbs which brought in good drill TV sets are just what we need. flowers everywhere. It has been on both verbs and pronouns:. We enjoy them very much and are

intresting to see how many wild Pre-primers are a part of our proud of them. You, who have

flowers we could find.

class work. In studying Work contributed, have certainly helped

By the time spring had offi- and Play, helped was plainly ex- make them possible for us, and

cially arrived it was warm enough plained in pictures of Dick and we hope you will accept our very

to leave off our heavy coats arid Jane helping their mother bring simple, but sincere " Thank you.''

ca'ps and wear sweaters. Some in the clean clothes off the clothes

-Doris Brannon's Class

days are warm enough now to line before the rain came. The

leave off our sweaters.

children often point to this verb Since this will probably be the

We are especially conscious that on the verb chart after they have last article of the year, it makes

on some days the rain comes helped me or ach other do some- us realize that the end of the

down in showers. We checked our thing.

current school year is not far off.

weather chart for March and Number stories have refreshed In looking back over the days

found that it had rained on as our use of bought, lost, ate, made, from time to time, we've been

many days as the sun had shone. and gave.

disappointed and frequently dis-

We " almost" believe that the The weather has been liberal. couraged to find that we were reason we have spring wind is to We used rained, sleeted, and not accomplishing as much as we

make our kites fly higher.

snowed all in one morning. Was hoped. There is still a little time

When we go to town on Fridays, we cross a bridge over a pretty creek. Each week we have looked for fish . Just recently we noticed many, many tadpoles. L'ast Wednesday one of the Scouts caught a little fish . Spring days bring out the desire for fishing in most of us you know.
For the last few weeks we have noticed that the sun comes up before we go down the hill to breakfast . Until recently it had been almost dark. Also the sun sets in

cloudy and shone are old standbys.
Inspection questions bring in good drill on washed, combed, and brushed.
There are many more verbs that we use in action work, but this gives you parents and friends
an idea of how we take advantage in every phase of our work to
increase our understanding of verbs.
-Mabel Fincher's Class

left to tie up the loose ends, but there will be little new work taught between now and closing time.
Having our primary dining room closed this year and having to go "down the hill" for our meals has caused more confusion and decreased the efficiency of our work more than we could ever expect you to believe. Everyone has suffered from this, but we are pleased to say we've been assured that our dining room will be

the west about supper time.

Now that spring is here at last, open next year.

Spring is here with all its we are bursting with pep and en- Although we are not satisfied

(12)

THE SCHOOL HELPER

APRIL, 1952

with the progress made, we are gratified at some of the results. Our vocabulary ha.s expan~d considerably: we know many m~re nouns, verbs, and adjectives and can classify them under the proper headings. We know the months and seasons and can tell you in which month and season Christmas and other outstanding holidays come. Our read,ng abilities have improved, and most of us prefer the reading period to any other, which fact speaks for itself. We have learned to count to one hundred and to write and work simple number problems which bring in some reasoning ability. Some of us have improved in lipreading, and all of us have been able to absorb more about Jesus and His life. There are other things we could list, but there is neither the space nor the time: we just want to assure you that the year has been worthwhile in many respects.
Some of us, in the process of growing up, have become better sports in work and in play. Some have grown more polite and thoughtful, and a few of us are learning to control our tempers and emotions better. On the whole, each child in the class has made some improvement in his social and work habits, some making more than others of course.
Watching your child develop, and helping him as he goes along, have really been a source of great interest and pleasure. There's no denying that there have been bad moments, when we wondered if we were doing the right thing, but the many good experiences always outweigh the bad ones.
-Polly Casey's Class
At the present time we are especially concerned with question forms, or rather the particular question form What did ________do?
This requires the long anwer. We are gradually recognizing the difference between this question and the previous ones which required only short answers and

were relatively easy. We learned that the following questions were answered with Yes or No:
Are .......... ? Is .......... ? Was .......... ? Were .......... ? Have .......... ? Has .......... ? Do .......... ? Does .......... ? Can .......... ? Did ..... ? Will .......... ?
Then there are questions that practically tell you the answers by connecting them with their key-words, as;
What ........ ? Who ........ ? Whose ........ ? Whom ........ ? Where ........ ? When ........ ? How ........ ? Why ........ ?
But What did ____________ do?
does not fit into either of these groups. First the answer must begin with a pronoun, in the nominative case, of course. So for awhile we keep this simple aid in sight:
I (verb) He (verb) She (verb) We (verb) They (verb) It (verb)
Our answer must begin with one of these. It also must make a complete statement, as:
Geraldine and Betty helped Mrs. Carpenter after class Friday.
What did Geraldine and Betty do after class Friday?
They helped Mrs. Carpenter. Another "prop" is to write the question form with yellow chalk. We must have sets upon sets of questions asked and later the type questions given are mixed. Finally we will see those three words and know that they require the "long answer".
As with all our drill work we use items from our own

experiences and that keeps us interested and enables us to visualize more clearly.
-Gladys Carpenter's Class
We have enjoyed working on prepositions a n d prepositional phrases this year and have added quite a number to our vocabulary since Septeber. They are: in, into, on, for, under, below, behind, in front of, over, on top of, beside, around, between, to, with and from.
Prepositions are first introduced by the teacher drawing an object such as a table on the blackboard, with directions : Draw a ball under the table. Draw a plant on the table, etc. Action work is used to vary the exercises. The teacher gives directions as; Put the dictionary on Jo Ann's chair. Put the little table behind Patricia's chair. Put the box of books under the green table. After these actions have been performed, a child comes and writes under the heading put Where: Jane put the dictionary on Jo Ann's chair. Ann put the little table behind Patricia's chair, etc. Many prepositions can be taught and drilled on through action work, and the children always enjoy it.
Most of our work this year has been done with pictures mounted on small cards, illustrating prepositions. Our teacher, with Mrs. Kennard's help, has collected a great number of these pictures showing almost all our prepositions. There are pictures showing children under a tree, a cat in a tree, a bird o'n a limb, a picture ouer a bed, a monkey in a cage, a table between two chairs, etc. The children write statements about the pictures. Some of the pictures show more than one preposition, such as; Two kittens are in a basket: Another kitten is beside the basket. Another is behind it. Another is in front of it. Some of the pictures bring in the present progressive and are c'alled for under the head-
(Continued on page fourteen)

THE SCHOOL HELPER

APRIL. 1952

CAMPAIGN-Continued
These Mendicants travel around the country in expensive motor cars and prey on the unsuspecting sympathies of a well-meaning but gullible public to the tune of thousands of dolla~ annually.
They peddle cheap notions and so-called alphabet cards under the guise of educating the public to converse with the deaf by means of the manual alphabet. The gang " boss" pockets up to 75 per cent of the dailY' " take" while the hirelings who do the work often are given only meagre wages and sustenance in return for their efforts.
These peddling gangs are continually on the look-out for likely prospects and your child may be one they have eyes on. It, therefore, behooves every parent to be on the alert-to know with whom his child associates.
In our school your child is being given every benefit that our progressive American system of education can provide. In addition to this he is given thorough training in a trade that will enable him to take his rightful place in productive American industry.
The National Association of the Deaf, the only national welfare organization for the deaf, since its inception in 1880, has carried on a vigorous campaign against these peddlers. Today it appeals to you to help by watching your children more carefully when they are at home in order that they will not be innocent victims of a racket that has ruined the lives of many deaf boys and
girls.
We want your child to take his place in society as an honorable, upright, self-supporting and respected member of his community. We are doing our part in educating him for this. We need your help more than ever now.
Remember, the deaf do not need to beg-they need a chance, not charity. They need help and encouragement to make worthwhile all the training they have or are

acquiring m school. Will you help?
Know your children's friends. If in doubt, consult the school authorities.
MISLEADING-Continued
but to acquire as much lip-readini and speech as individual ability will permit, and at the same time to adjust sensibly to the handicap and to develop all individual aptitudes possible within its limitations.
The deaf child has consistently shown that he can become a useful, happy, well adjusted adult when he has the benefit of an educational program adapted to his needs and his abilities, such as that provided in schools for the deaf. In fact it may be said that the sky is the limit except in situations where communication is at a premium. Certainly it is only common sense to place the deaf person in situations where he is at the least possible disadvantage as to communication rather than to assume that he should be able to communicate as readily as the hearing person
Deaf adults are understandably resentful of the fact that some theorists assume that no concession should be made to the handicap of deafness but that it is incumbent upon the deaf individual to hold his own in all situations with hearing people. Certainly we do not expect a blind person to carry on as if he had full vision. nor do we expect the crippled or the cardiac to ignore their handicaps. It would be unreasonable to expect the deaf to achieve normal communication.
Unfortunately a continual stream of publicity conditions the hearing public to expect the deaf person to speak normally and to "hear'' normally through lip-reading. This is a great disservice to the deaf. What is needed is a clear presentation of the actual facts which would lead the public to a

sympathetic understanding of the handicap of deafness. --Supt. E. Boatner, American Era
COLORED-------Continu,ed
w~ are very enthusiastic about the TV funds and continue to watch the thermometer on the bulletin board which rises to indicate the growing of the funds.
To help raise some funds, a play will be given in Rome, the proceeds of which will go for the TV. Dorothy Ann Campbell, Bobby Watkins, Leon Pittman, McKinley Saunders, and Geraldine Vickers are the ones from our class who will go to Rome April 25. There are a few more from various classes who will go also. We will tell you more about our play and the TV funds in our next issue of the Helper.
-Hattie $. Menife!!'s Class
PRIMARY-Continued ing is____ing Where: For example, A woman is carrying a basket on her arm.
Pictures play such a large part in our work that the teacher has to be continually on the look out for new ones. The children soon tire of the same ones over and over, and, in order to hold their interest, our collection has to be added to almost daily.
-Emmalee J. Highnote's Class
SPICE FROM THE CLASSROOMS
Some " daffy -nitions" gleaned from science papers include :
A device used to stop bleeding from an artery is a tournament.
An example of a simple vertebrate is a man.
A heavy, white, metallic, radioactive element is unanimous.
An infectious, often fatal fever, with intestinal inflammation caused by germs taken into the body with food and drink is thyroid fever.
Invisible rays in the part of the spectrum beyond the vjolet are ultraviolent rays.
The eardrum is called the tinpanic membrane.

(14)

A DOG AND A CAT WENT OUT TOGETHER
A dog and a cat went out together, To see some friends just out of town; Said the cat to the dog, "What d'ye think of the weather?" "I think ma'am the rain will come down; But don't be alarmed, for I've an umbrella That will shelter us bot}\," said this amiable fellow.
-Mother Gooae

HERMAN E. TALMADGE, Gonmor

GEORGIA SCHOOL FOR THE DEAF

STATE BOARD OF EDUCATION
M. D. COLLINS, State Superintendent CYf School.a

ADMINISTRATION
C. H. HOLLINGSWORTH, M. A., Superintendent

Janice R. Caple, Secretary Julian Tumlin, Steward Kyrtle A. J'ohnBOn, Bookkeeper

INSTRUCTORS
JOHN L. CAPLE, Principal

Murray Stein, D. D. S. Sam Garner, Jr., M. D. Earl Cox, Engineer

PRIMARY DEPARTMENT
Marie S. Kennard, B. S., Supervising Teacher
Doria Brannon Gladys E. Carpenter Polly Casey Mildred Forbes, B. S. Mabel L. Fincher May F. Glenn Bettye A. Reed, A. B. Emmalee J. Highnote Jim Irwin Jessie F. Jones Miriam B. Minter

INTERMEDIATE AND ADVANCED DEPARTMENTS
Mary P. Turner, B. A., Supervising Teacher Adnnced Department
Katharine Casey, Supern1ing Teacher Intermediate Department
Dorothy F. Brady, B. S. Jack Brady, B. S: Connor Dillard Ruth D. Forbes Edythe D. Montgomery, B. S. Elizabeth F. Simmons, B. S. Florence D. Israel, A. B. Kathryn W. Williamaon, B. A.

VOCATIONAL DEPARTMENT
JOHN L. CAPLE, SuperTiaing Teacher

John L. Caple ........................... Printing C. G. Turner . . Assistant Printing and A1siatant Coach J. R. Ware . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Repairing Rui!Bell Royston . . . . . . . . . . . . Barbering and Pre11ing

Sarah F. Ware ..... . ........ Arts and Cratta Glady1 L. Latham . . . . . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . . Sewing Gevema C. Stepp, B. S. H. E. . Home Economica Earl Cox . . . . . . . . . . . . . . . . . . . . . Machine Shop

COLORED DEPARTMENT
NELLE S. GRIFFITH, Consltant

Mildred Flournoy, A. B. Louiae Chubb Elvira Bray

Lucfile McCullough Hattie S. Menifee Mattie Malone

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iRE SCHOOL
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PUBLISHED AT THE GEORGIA SCHOOL FOR
THE DEAF. CAVE SPRING. GEORGIA

MAY. 1952

VOL. 52

NO.8

THE SCHOOL HE.LPER

VOLUME 52

MAY, 1952

NO.8

May Day

FLOWER GIRLS, MAY QUEEN, AND LADY-IN-WAITING
"The year's at the spring And day's at the mo.rn; Morning's at seven; The hill-side's dew-pearled; The larks on the wing; The snail's on the thorn; God's in His HeavenAll's right with the world!"

THE SCHOOL HELPER

MAY, 1952

SPRING COMES A-MAYING

PREPARING THE GREEN

Johnny Chandler Jackie Patterson Richard Sampler James Harris Jean Smith Joyce Bell Mildred Ray Betty Ann Lawson Barbara Sue Strickland Eleanor Mullis Dollie Bridges Emmett Lewis Barry White V'~ncent Gray Rosalie Nastasi Jean Wiggins Ida Cook Lynn McCord Louise Steele Michael Coleman
Patricia Edwards
Ann Lynch

Sally Guinn Wayne Haddon Hamilton Parker Ann Mobley Inez Pollock Jo Ann King Gene Dominey Stella Gazaway Mary Lee Johnson Oneal Cornett Linton Kersey J. M. Thacker Barbara Heath Willis Joe Knott Betty Ruth Baxley Lennie Moon Louise Hunt Ronnie Herrington Mary Lou Willia Jane Center
Sallie Joe Kirk
Jerry Johnson

DORIS JONES AND GUY JONES

Jane Parish Margene Bruner Maureen Jones Diann Barber Edwin Aldridge Terrell Levertte Patsy Sims Charles Wilson Daniel Reagin Betty Ann Chadwick Marshall Harper Essie Mae Taylor Grace Luke Jean Cofer Felton Lamb Winston Stephens Peggy Sims Janelle Cathy Fred Gordon Richard Mallory Nan McAllum Melvin Patterson Betty Wood John Coleman

Roanell Dukes James Scoggins Barbara Anderson Betty Bruner Uelano Bryson Dan Ward Fulton McDowell Jimmy Grier Billy McCullough Jimmie Bryant Nell Akery Geraldine Taylor Mary Lou Millsaps Janice Lee Barbara Winter Betty Cutshaw Betty Anderson Mary Ann Welch Wynona Stockton Clara Stapler Ma1y Alice Jones Larry Thompson James Owens Clifton West

THE SCHOOL HELPER

MAYPOLE DANCE

PRIMARY DEPARTMENT

Noel J ohnson Roger Hooper Thomas England Louise Edmondson Eva Mae Chaml:>ers Cynthia Aspinwall Eugene Baggett

Andrew Lee Harrison Dan Jones James Faulk Jean Rentz Louise Smith Neathera Mobley

MUSIC

II We)come Sweet Springtime . . Mrs. Randy Brewer

Ill The His.tory of May Day . . .... Yvonne Travis

There is a legend that May Day originated with the Romans, and was a festival in honor of the goddess of flowers.

The custom of celebrating the arrival of spring was carried to England by the Romans. There, May Day bec.ame one of the most important festivals of the year. Everyone was up at the crack of dawn to "go-
a-Maying." Tb,e maypole was decorated with wreaths
and ribbons made by the children.

To be chosen Queen of the May was the dream

of every girl in the village. Merrymaking lasted the entire day with dancing and festivities in honor of the Queen and her court.

May Day was brought t o America: by the Pilgrims. Foremost among the early customs in America was the "Hanging of the May Baskets."

IV Spring Comes a-Maying . . . . . . . . . . Doria Jonea

. ......... ........ Guy Jones

Brenda Padgett

Dan Adams

Carol Whatley

Charles Martin

"Springtime comes a-Maying Over meadow, valley, hill, In the early dawning When all the earth is still. Here she drops a tulip, There a lily fair, And daffodils are falling From her flower-wreathed hair. Over by the hedge l'OW She drops some violet s down. She leaves her posy tokens At every door in town."

THE SCHOOL HELPER

MAY, 1952

MAY QUEEN AND ATTENDANTS: Louise Wilson, Wynell Godwin, Sara Crisp, Laura Ann Brigman, Rose mary Smitht May Queen; Vivian Turner, Louise Murphy, Ann Thompson, and Betty Brown

V April Cornea a-Showering

"April showers bring May flowers"

Carol Whatley

Dan Adams

Brenda Padgett

Charles Martin

VI May Cornea a-Flowering "May opens up iher basket And out the flowers fall"
Bonnie Bryant Sara Jackson

Barbara Jackson

VII Proceuional May Queens proclaim the coming of Spring and
the joy and happiness that is in our hearts.

Heralds . . . . . . . . . . . . . . . . . . Bobby White Jimmie Parker

Drum Major . . . . . . . . . . . . . . . . Dickie Taylor

Attendants . . . . . . . . . . . . . . Advanced Department

Sara Crisp . . . . . . . . . . . . . . . . . . . . . . . . Herbert White Laura Ann Brigman . . . . . . . . . . . . . . . . David Barrett Louise Wils0;n . . . . . . . . . . . . . . . . . . . . . . . . Gene Lanier Juanice Dukes . . . . . . . . . . . . . . . . . . . . . . Fain Griffin

Ann Thompson . . . . . . . . . . . . . . . . . . . . Franklin Bagley Vivian Turner .. .... .... .. ...... .. .. Jack Watkins Louise Murphy . . . . . . . . . . . . . . . . . . . . . . . . Billy Nye Betty Brown ... . '. . . . . . . . . . . . . . . . . . Bob Pennington
Maid of Honor . . . . . . . . . . . . . . . . Wynell Godwin Crown Bearer . . . . . . . . . . . . . . . . Jimmy Peterson Flower Girls . . . . . . . . . . . . . . . . . . Ann Braddock
Gloria Lanham
Queen . . . . . . . . . . . . . . . . . . . . . . Rosemary Smith Ladies-in-waiting . . . . . . . . . . . . . . . . Ida Luke
Polly Blackwell
VIII Coronation .. Superintendent C. H. Hollingsworth
We crown our Queen of the May. We pledge to her the love in our hearts, friendliness for those around us, and the joy of work and play.
IX Festivities in Honor of the Quc!.en
Now let us }:.e gay and celebrate in honor of the Queen.

THE SCHOOL HELPER

MAY. 1952

THE SCHOOL HELPER
All communication should be addressed to the School Helper, Cave Spring, Georgia.
Entered at the post office at Cave Spring, Georgia,
as second class matter November, 1889. Acceptance tor
mailing at a special rate of postage provided in Section 1103, Act of October 13, 1917. Authorized October 31, 1918.
Published monthly during the school year in the printing department of the Georgia School for the Deaf,

KATHARINE CASEY . . . . . . . . . . . . . . . . . . . . . . Editor MARIE KENNARD .............. Associate Editor JOHN L. CAPLE and C. G. TURNER ................ Printing Instructors

VOLUME 52

MAY, 1952

NO.8

For the promotion of all State-Aided Scb-la For tbe .Deaf
1. Improved recognition as educational institution with control in the hands of educational boards.
2. Sectional and national associations with accrediting authorites and approved measuring rods and standards suited to each association terminating in the highest requirements for membership in a national association for schools for the deaf.
3. A greater Gallaudet College serving the interests of all the states with special emphasis on research findings openly arrived at and freely disseminated in promoting the educational interests of all the schools.
4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with the spirit and purpose of its creation.
5. Federal equalization aid for education that will guarantee equal opportunities for deaf boys and girla in all states.
6. Utilization of a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for the Deaf and to work with the Department in job pl!lcement and vocational rehabilitation of ex-pupils and graduates.

Minuet . . . . . . . . . . . . . . . . Attendants of the Court Soldiers on Dress Parade . . . Primary Department

Bobby Jones Bobby Hughes Billy Brumbelow Larry Lemming Virgil Ward Danny Wilson Gene Elder
Ronnie Smallwood
Joel Center

Clinton Ivey John Reid Bill Stephenson Bobby Cannady Wilbur Dukes Carl Boyer
Marvin Hutto
Roy Garrett

Tumblers Betty Jean Moore Joyce Madden

Donald Johnson Delmar Shealey

Court Jester . . . . . . . . . . . . . . . . . . . . Kerry Thomas May Dance . . . . . . . . . . . . Intermediate Department

Spring Serenade The Dance of Spring The Spring Frolic

Dorothy Anderson . . . . . . . . . . . . . . Joe Wayne Edwards Betty Pharr . . . . . . . . . . . . . . . . . . . . . . Jadie Norris Carol Smith . . . . . . . . . . . . . . . . . Brooks Blankenship Sara Christopher ........................ Jerry Nix Betty Sizemore . . . . . . . . . . . . . . . . . . . . Franklin Dyess Shelva Jean White . . . . . . . . . . . . . . . . . . Rube Collins Sandra Baker . . . . . . . . . . . . . . . . . . . . . . . . Ronald Bell Clarene King . . . . . . . . . . . . . . . . . . . . . . Richard Brewer J o Ann Edwards . . . . . . . . . . . . . . . . . . . . Claude Butler Joyce Mattox . . . . . . . . . . . . . . . . . . . . Milton Saunders Winona Butler . . . . . . . . . . . . . . . . . . . . . Don Smith Katie Mae Rogers ................. Lennie Moon

Maypole Dance

"See the tall Maypole. It points toward the sky
With different colors and streamers That flutter and fly.

We will help wind it On this day in May,
And weave a brig~t pattern With ribbons so gay."

Carol Read . . . . . . . . . . . . . . . . . . . Edward Clayton Barbara Roberts . . . . . . . . . . . . . . . . Melvin Dukes Martha Smith ............... Joey Spurlin Eleanor Read . . . . . . . . . . . . . . . . . . John Milford Glinda Burford .............. Jimmie Welch Julia Ferrell . . . . . . . . . . . . . . Alfred Doyle Peggy A~m Dixon .................. Bryon Cantrell Sonja Cone ............ Joe Parker

X Tbe Leread of Ma:r Baaketa Giving May Baskets teat;bes children the true
meaning of May Day-love, kindnesa and thoughtfulneu toward others. It is an announcement of spring and good cheer. Above all, it is a delightful custom that cb(ildren really enjoy. Shy children find it hard to say, "I love you" even to their closest chums. May baskets say it for them so easily.
So with these baskets we say, "We love you."

XI Delinrinlf May Baaketa to Viaitinr Frieada . . . Primar:r children
XII Rece..ioaal

XIII Tbe Ead of A Perfect Day . . Mra. Randy Brewer

Ushers . . . . . . . . . . . . . . . . . . . . Jean Barrett Junior Galloway

Superintendent~_s__Comer___ _-----. ___ .

D R. M . D. Collins, State Superintendent of Schools, has

THROUGH THE TREES By STAHL BUTLER,

appointed, a n d

Executive Director

A Good t h e State Board Michigan Association for Be.tter

Move

of Education has

Hearing

approved , Mr. P. S. Barrett, Director, Division of

E ve ryday-thinking on the prob-

Vocational Rehabilitation as State lems of the education of the deaf

D irector of the Georgia School for lead to educational objectives in

the D eaf at Cave Spring and the terms of communication skills and

Academy for the Blind at 1\bccn, Georgia.

academic information.

It is believed that this move will very much strengthen these two state institutions and will solidify their status as pertains to all special state and federal aids accorded other public schopls. Most especially will this be true in the realms of trades and industrial education, in vocational education, and in vocational rehabilitation.

There are good reasons for-such objectives. Communication is the problem of the acoustically disabled. Laudable are the efforts to provide a deaf person with the oral skills to enable him to communicate by speech and lipreading with those of his intimate family circle. We do know that even minimum skills in speech and lipreading aid greatly in employment. Aural education is very im-

Under Mr. Barrett's director- portant for those who have u~ual

ship the State of Georgia in 1946 amounts of hearing. No o n e

led the nation in cases closed re- would dispute the need for em-

habilitation. He is past president phasis on language and reading

of National Rehabilitation Asso- skills. Furthermore, one could

ciation and is a member of the make a very strong case for just

national committee on legislation. academic information because of

Mr Barrett has been Director of the extreme retardation of the

the Division of Vocational Re- young deaf child. The great im-

habilitation since 1936.

portance of vocational education

goes without saying. We know

~-

. what an education does for a deaf

Stahl Butler, former principal of the Georgia School for the Deaf, who is well and favorably

person in terms of better employment, greater happiness and richer opportunities for service.

kn9wn here, doe~ . s<;>me _:'down to earth" thinking in the article that follows. If he has picked just one tree in the forest of learning

It is no wonder that some of us, the teachers, have specialized in one or two of these large areas that have interested us. It is understandable that in some instances

on which to center our attention, we have become so involved with

he has certainly picked a big and the solution of these difficult

a beautiful one. But, he does glance about at other giants of the forest to the extent that we know he is not lost in the woods. He does not obscure our vision by the magnificance of just the one tree.

problems that we have lost sight of the woods because we have been so close to the trees.
One reason some of us have gone overboard in certain areas is because of provincialism. Our deaf communities are small and

We commend Mr. Butler's ar- scattered far and wide. Very ofticle to all interested in the edu - ten good ideas have not crossed cation of the deaf and in educa- state lines. Certain leaders, strong

tion, period.

in their own geographical and

pedagogical areas, have dominated the thinking of the local workers and have deliberately striven to keep the groups thinking in agreement with their philosophy of education. Thus provincialism has often been a goal in itself.
One result of provincialism is inbreeding, which sometimes has very fortunate results, hut is usually to be deplored. Strong oral groups have chosen strong oral teachers to better maintain their provincialism; liberal, combined deaf, and mixed groups often have been unable to employ
strong experienced oral teachers.
Because we have so few teacher-
trainers and teacher-training cen-
ters, a certain amount of provin-
cialism and in-breeding is inevit-
able .
To avoid the isolation of teach.
ing in a little red school house,
each educational unit must not
allow itself to be disassociated
from general public education. By
constantly checking our objectives
and procedures against the research
and best thinking of those en
gaged in general education, and
other areas of special education,
we can avoid going to extremes
in attempting to solve our prob
lems; the great bulk of general
education and the opinions of
thousands of other educators will
serve as ballast to keep our ship
on an even keel.
When we look at general edu~ cation, then, what do we see? Communication skills are taught. There is much emphasis on English. Much emphasis is placed on the importance of academic information and skills. But, when you ask the modern public school administrator what his educational objectives are, what does he say?
-The Optimist

He will tell you that the ef- important than academic and vo-

forts of his school are pointed to- cational skills. We also know that

ward personality and character de- any person will not be happY' or

velopment. He will tell you that vqcationally successful if he de-

character and personality training velops a pattern of cheating, steal-

are basic to everything that his ing, lying, or deliberately mak-

staff does; this instruction is like ing trouble, and lacks ethical and

a golden cord that entwines itself moral concepts of behavior. Suc-

through every class, assembly, ac- cessful teaching, then, in order to

tivity or interview, and that his result in happy and successful

teachers are trying to make it graduates must include liberal in-

larger and stronger.

gredients for character and per-

Beginning with the little tots, sonality development, along with

the alert teacher is on the lookout everything else.

for evidence of abnormal selfish- Then, in the eyes of a modern

ness, shyness, nervousness, un- educator, does not our approach

truthfulness, unhappiness, etc., to the great education problems

and he tries to do something for of the deaf 'Seem very narrow and

these individual problems. She superficial when we bicker and

also tries to build in her young- are strongly emotional and pre-

sters self-confidence, temper con- judiced about just one of the pro-

trol, stability, responsibility, and blems-<ommunication?

other attributes of character and We could with some justifica-

personality growth that are con- tion state that it does not matter

ducive to good citizenship in a much whether a child is taught

democracy. If the teacher cannot orally. aurally, or by a combina-

make progress by her own efforts, tion of methods, pust so we

she enlists the cooperation of the achieve a pleasant personality and

parents and other teachers. If a a strong character. However, effec-

certain trait in an individual is tive communication skills are

not corrected as the child grows strong assets of personality and

older, conferences are arranged character, and provide avenues by

and the assistance of counselors, which personality and character

psychologists and psychiatrists is attributes are made manifest.

requested.

But, we do need to place em-

Why has the modern school ph'asis where it belongs. We need

shifted its emphasis in this direc- to deemphasize the importance of

tion? Research has proved what communication skills as such; we

common sense should have taught do need to study what teaching

us long ago. There is nothing different means of communication

more precious than a good charac- does in terms of personality

ter and a pleasing personality, growth. We must pay more at-

and all skills are secondary.

tention to the opportunities of

Research has shown that per- every-day school life that can be

sonality and character are of first used in developing character and

importance for vocational success personality.

and happiness. In our work with We must not continue to let

young and unemployed deaf peo- two or three trees so obscure our

ple, a nice smile and a good ad- vision that we cannot see the

justment to living and working woods.

with other people are much more

-The Optimist

/

HERMAN E. TALMADGE, GoTernor

GEORGIA SCHOOL FOR THE DEAF

STATE BOARD OF EDUCATION
M. D. COLLINS, State Superintendent of Schooll

ADMINISTRATION
C. H. HOLLINGSWORTH, M. A., Superintendent

Janice R. Caple, Secretary Julian Tumlin, Steward Myrtle A. J obnson, Bookkeeper

Murray Stein, D. D. 8. Sam Garner, Jr., M. D. Earl Cox, En&ineer

INSTRUCTORS
JOHN L CAPLE, Principal

PRIMARY DEPARTMENT
Marie S. Kennard, B. S., Supervising Teacher Doris Brannon Gladys E. Carpenter Polly Casey Mildred Forbes, B. S. Mabel L. Fincher May F. Glenn Bettye A. Reed, A. B. Emmalee J. Highnote Jim Irwin leuie F. Jonee Miriam B. Minter

INTERMEDIATE AND ADVANCED DEPARTMENTS
Mary P. Turner, B. A., Supervaing Teacher Adnnced Department
Katharine Caaey, Supervi1ing Teacher Intermediate Department
Dorothy F. Brady, B. S. Jack Brady, B. S. Connor Dillard Ruth D. Forbes Edythe D. Montgomery, B. S. Elizabeth F. Simmona, B. S. Florence D. Iarael, A. B. Kathr')'n W. Williamaon, B. A.

VOCATIONAL DEPARTMENT
JOHN L CAPLE, Supeniaing Teaeher

John L Caple . . . . . . . . . . . . . . . . . . . . . . . . . . . PriDtinc
C. G. Turner . . Assistant Printing and A111iatant Coach J. R. Ware .. ... .... . . .... .. Carpentry Connor Dillard . . . . . . . . . . . . . . . . . . . . Shoe Rep&iriDI Ruell Royston . . . . . . . . . . . Barbering and Preing

Sarah F. Ware ...... .. ...... Arta and Craft8 Glad)'l L Latham . . . . . . . . . . . . Beauty Culture Annie McDaniel . . . . . . . . . . . . . . . . . . . Se'Wiine Geverna C. Stepp, B. S. H. E . . Home Economica Earl Cox .. .. .. .. .. .. .. .. .. .. . llaehble Shop

COLORED DEPARTMENT NELLE B. GRIFFITH, Connltant

MUdred Flournoy, A. B. LouiN Chubb Elvira Bray

Lacflle lleCulloua'h Hattie 8. Menifee ll&We Malone