School leaders manual: program of educational development for Georgia [Jan. 1946]

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School Leaders Manual
Program of Educational Development
for Georgia

ISSUED BY
EDUCATION PANEL
Agricultural and Industrial Development Board of Georgia
and State Department of Education
Atlanta GeorgiaAGRICULTURAL AND INDUSTRIAL
DEVELOPMENT BOARD
OF
GEORGIA
Blanton Fortson Chairman
jhan Howard Executive Director
Name of Member Addr
Ivan Alli Atlanta
T F Abercrombie
Charles L Bowden Macon
W N Banks Grant
Cas away
Ryburn G C
Mrs Frank C David olumbus
Blanton 1
Charles B Gra nta
Robert W Grc Sav
Alfred W Jo
Tom Lender Atlanta
Wiley L Moore Atlanta
Walter R McDonald mta
Henry McIntosh Albany
W H McNaughton Car
J L Pilchkb
Ed Stevens
M King Tucker
Wilson Williams
Meigs
Uav
Waynesboro
Atlanta
EDL
N BULLETIN No 1 REVISED JANUARYEDUCATION PANEL
M D Collins ChairmanAtlanta
Mrs Frank C David Columbus
Wilson Williams Atlanta
0 C AderhoId Dirsctor Athens
Written in Collaboration
by
0 C AderhoId
J L Dickerson
Johnnye V Cox
J D Messer
Pendleton Mitchell
Jeanne Orr
R H Tolbert
Nell Winn
Ivlaterial appearing in this manual may with
the usual acknowledgment be reproduced for
the advancement of Education Permission to
use material quoted from other sources should
be secured from the original publisherPREFACE
Public education in Georgia is under the direction of two constitutionally
establislied Boards The State Board of Education and the State Board of Regents
The State Board of Education through the State Department of Education is charged
with the responsibility for leadership in the operation of the public schools of
the State The State Board of Regents through the Office of the Chancellor of
the University System of Georgia has a similar responsibility in the realm of
higher education These responsibilities obligate the two agencies to provide
personnel and materials for assisting educational administrators and teachers in
instructing the children the youth and the adults of the State
Many problems of education in the State are common both to the State Board
of Education and to the State Board of Regents The Education Panel was organ
ized as a part of the State Agricultural and Industrial Development Board of
Georgia and functioned as a part of that organization from March 1944 to Jan
uary 1 1946 The Panel was charged with making studies and investigations in
education at all levels and for initiating and carrying on longrange develop
mental programs
From March 1944 to January 1 1946 the Education Panel completed seven
research projects They are
1 A Study of School Buildings in Georgia
2 A Study of School Transportation in Georgia
3 Problems of Administrative Organization
4 A Study of Supply end Demand of Teachers in Georgia
5 A Study of Educational Opportunities for White Veterans
6 A Study of Educational Opportunities for Negro Veterans
7 A Study of the Georgia School for the Deaf
Bulletins have been published on each of these statewide studies and are
available upon request The Panel has under way a comprehensive study of the
Needs for Professional and Vocational Education in the State This study invol
ves the gathering organizing and interpreting of much information about the
occupational opportunities and educational requirements for participating in
these occupations The Panel expects to inaugurate at an early date a study
dealing with the financing of education in Georgia
The second phase of the Education Panels activity during this period has
been concerned with organizing and initiating local and county educational plan
ning and developmental programs The first year was devoted to intensive plan
ning in twelve spot or demonstration counties The second year has been de
voted to giving training to local end county leaders and in assisting them in
carrying on educational planning and development in their local and county school
systems There are at present 165 white and 92 Negro school leaders who have
been given training in educational planning and who are now carrying on programs
of educational development in their local school systems
iii

The first edition of the School Leaders Manual was developed by the staff
of the Education Panel of the Agricultural end Industrial Development Board of
Georgia in August 1944 It was written as a guide for the members of the field
staff of the Panel to use in carrying on educational planning and development in
twelve spot counties It was later used in summer school workshops in train
ing 256 leaders These leaders have also used the Manual in educational planning
in the local school systems
The revised School Leaders Manual has been written as a guide for superin
tendents principalsteachers and leading lay citizens to use in planning for
more adequate educational opportunities for all the people of Georgia School
leaders will find the Manual helpful in planning comprehensive programs of school
improvement t
The authors of this manual have brought together the best currentthought
with respect to educational planning and development They have drawn upon the
experiences and the writings of a large number of Americas leading educators
The reports of the programs of instruction in operation in many schools through
out the country have been studied and briefly reported in severalchapters of
the Manual
The present authors of the Manual gratefully acknowledge the contributions
of Paul Carroll S P demons C F Hudgins J E Greene Claude Purceli
R D Fulliam T E Smith and A Stumpf for their contribution in the de
velopment of the first edition of the Manual Kepresentatives from the State
Department of Education The University ofGeorgia Kest Georgia College Car
rollton Georgia State College for Women Milledgeville Georgia Southwestern
College Americus Georgia Teachers College Statesboro and Atlanta University
made many helpful suggestions and otherwise contributed to the development of
this publication Several thousand professional and lay citizens through plan
ning groups in the twelve spot counties in the State and through the school
leaders workshops held in the State in the summer of 1945 hac provided holpful
suggestions and assistance to the authors
On January 1 1946 the Education Panel was transferred to the State Doard
of Education and made a Division in the State Department of Education The wor
of the Panel will be continued as one of the functions of the State Department
of Education The members ofthe Panel Staff are available tothe public schools
of the State and will assist upon request local school systems and the Univer
sity System in problems dealingwith educational planning and development
IVTABLE OF CONTENTS
I INTRODUCTION TO EDUCATIONAL PUNNING AND DEVELOPMENT 1
II A PHILOSOPHY OF EDUCATION20
III SUGGESTED PROCEDURES AND TECHNIQUES FOR ORGANIZING AND LEADING
A GROUP IN EDUCATIONAL PUNNING31
IV INITIATING THE PLANNING PROGRAM39
V PUNNING AND DEVELOPING A HEALTH PROGRAM FOR THE SCHOOL46
VI PUNNING AND DEVELOPING A PROGRAM OF CREATIVE EXPRESSION 76
VII PUNNING AND DEVELOPING A PROGRAM FOR HELPING INDIVIDUALS
ACQUIRE THE TOOLS OF LEARNING108
VIII PUNNING AND DEVELOPING A PROGRAM OF OCCUPATIONAL GUIDANCE FOR
THE SCHOOL 127
IX FUMING AND DEVELOPING A PROGRAM TO DEAL WITH THE PROBLEMS OF
HOME AND FAMILY LIVING 154
X PUNNING AND DEVELOPING A PROGRAM FOR THE SCHOOL TO DEAL WITH
THE PROBLEMS OF NEIGHBORHOOD LIVING 176
XI PUNNING AND DEVELOPING A PROGRAM TO DEAL WITH THE PROBLEMS OF
SCHOOL LIVING 189
XII PUNNING AND DEVELOPING A PROGRAM FOR THE SCHOOL TO DEAL WITH
THE PROBLEMS ARISING BETWEEN INDIVIDUALS ORGANIZED GROUPS
AND GOVERNMENTS203
XIII PUNNING AND DEVELOPING A PROGRAM TO SOLVE THE PROBLEMS OF
EARNING A LIVING217
XIV PUNNING AND DEVELOPING A PROGRAM OF THE SCHOOL TO DEAL WITH
THE PROBLEM OF UTILIZING MONEY274
XV PUNNING AND DEVELOPING A PROGRAM OF THE SCHOOL TO DEAL WITH
THE PROBLEMS OF UTILIZING NATURAL RESOURCES 291
BIBLIOGRAPHY317LIST OF TABLES
CHAPTER V
I Some Comparative Data on Communicable Diseases The State of
Georgia and County 51
II Discovered and Corrected Defects of the Pupils in County 52
III Sanitary and Other Health Facilities of the Homes of Heard
County by Races 53
IV Sanitary and Other Health Facilities on all Dwelling Units of
Heard County54
V Sanitary and Other Health Facilities of the RuralFarm Dwelling
Units 90 Percent of all Dwelling Units of Heard County 55
VI Some Comparative Data on Sanitary and Other Health Facilities of
the RuralFarm Dwelling Units of the United States the South
Georgia and Heard County 56
CHAPTER VII
I Median Number Years of School Completed by White Persons in Heard
County From School Census 1944 Ill
Comparative Enrollment by Grades Heard County Schools
194344 112
Illiteracy Among White Persons in Heard County From School
Census 1944112
Draft Rejectees Due to Educational Deficiencies in a Certain
Georgia County 18 26 Years of Age112
CHAPTER VIII
I Median Wage and Salary Income Received in 1939 by Experienced
Workers in the Labor Force Except Those onPublic Emergency
Work in Selected Major Occupation Groups in 1940 WhoWorked
12 Months in 1939 for the United States133
II Percent Distribution by General Divisions of Occupations of
Gainful Workers Ten Years and Over by Sex for the United States
1870 to 1930134
II
III
IV
VII

III
IV
V
II
III
IV
V
II
III
Estimated Employment in Georgia in Manufacturing and Agriculture
in 1950 Based on Projections of Trends from 1904 to 1945 by
Percentages of 1939 Employment I35
Fertility Ratios Number Children Under Five Years of Age in the
Population to 1000 Women 20 to 44 Years of Age in Georgia and
United States Totals I36
Percent Loss Farm Youth 1519 Years by Selected Counties
19301940136
CHAPTER IX
Certain Social and Economic Conditions of the Homes of Heard
County by Races 153
Some Comparative Data on Deaths Due to Certain Communicable
Diseases the State of Georgia and Decatur County 159
Sanitary and Other Health Facilities of all Celling Units of
Heard County16
Sanitary and Other Health Facilities of the RuralFarm Dwelling
Units SO Percent of all Dwelling Units of Heard County 161
Some Comparative Data on Sanitary and Other Health Facilities
of RuralFarm Dwelling Units 162
CHAPTER X
Participation of Adult Population in Local Elections178
CHAPTER XI
What Other Schools are Doing to Provide for PupilParticipation
in School Management 124
CHAPTER XII
Georgia County Jail Commitments TenYear Period 19301939207
CHAPTER XIII
Number and Percentage of Graduates going to Georgia Colleges
and Their Grades During the Freshman Year Hartwell High School223
Loss of White Pupils Due to DropOut Emigration Etc Hart
County 194044 X224
Employed Workers in Hart County by Major Occupational Groups
1940225
viiiIV
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
Ths Number and Percentage of Persons Engaged in Various Occupa
tion Groups in Community 1944 226
Place of Residence of White Persons Who Have Left Their Parental
Homes in Hart County Not Including Those in Military Service
1944 1229
Net Loss of RuralFarm Population Through Migration or Death for
Various Age Groups Hart County 193040
230
Population Trends Hart County 19201940 234
Population Trends for the Farm and NonFarm Groups by Race
Hart County 19301940
235
Trend in Age Distribution of White Population of Hart County
19301940 235
Fertility Ratios Hart County 1930 and 1940 236
Changes in Type of Farming Hart County 19251940 237
Trends in Number and Size of Farms Hart County 19251940238
Trends in the Number of Farm Operators by Tenure and by Race
Hart County 1925 1940
239
II
A Comparison of the Farm and NonFarm Per Capita Income in
Geo rgia 2 39
Number of Persons Needed Annually for Occupational Replacement
Hart County 1940240
A Comparison of the Number of Youth in Hart County Reaching
Adulthood Annually to the Number of Persons Needed for Employ
ment Within the County 241
Number and Percentage of Male Farm Youth Needed for Replacement
in Farming in Hart County 1940242
Distribution of Persons by Occupation Groups and Number of New
Workers Needed Each Year in the Toccoa Area 1940 243
CHAPTER XIV
The Relation Between Quality and Cost of Mens Undershirts
Listed in Order of Quality 279
Comparisons in Fabric Count of Twelve Brands of Mens Shirts
1941 and 1944 279
axII
CHAPTER XV
Relationship Between Productiveness of Land and Support of 222
Rural Churches in Upper South Carolina Conference 1939 194T297
Efficiency in Utilizing Wood from the Forests of the United
States 1938 297

LIST OF FIGURES
CHAPTER VIII

1 Change in Occupational Pattern of Georgia 1910 1940 by
Percentages of all Yforkers 132
2 Trend of SocialEconomic Groups in the United States 19101940
All Workers 139
xLIST OF CHARTS
CHAPTER V
I Guide for Developing the Health Program of the School61
II Health Program of X School 63
III A Suggested Plan for Dealing with Health Problems 74
CHAPTER VI
I Guide for Developing the Schools Program of Creative Expres
sion
82
II Program of Creative Expression Waters Avenue School
Savannah Georgia 84
III Program of Creative Expression Ohio State University School
Co lumbus Ohio 85
IV A Suggested Plan for Making Provision for Creative Expression
in Music 100
V A Suggested Plan for Making Provision for Creative Expression
in Language 101
VI A Suggested Plan for Making Provision for Creative Expression
in Art i
102
CHAPTER VII
I Guide for Developing the Program of the School for Acquiring the
Too Is of Learning 114
II School Parker School District Greenville South Carolina
Tool of Learning Mathematics Secondary Level 115
III School Holtville Alabama Tool of Learning Writing116
IV Tools of Learning A Program for X School 125
CHAPTER VIII
I Guide for Developing the Occupational Guidance Program of the
Schoo 1
141
XI
gcpascgwuawtt wBwsfff
II Occupational Guidance Program for X School150
CHAPTER IX
I Guide for Developing the Program of the School to Deal with the
Problems of Home and Family Living164
II How Some Other Schools Deal with the Problems of Home and Family
Living 1
III A Suggested Plan for Doalingwith one Problem of Home and Family
Living i 15
CHAPTER X
I Guide for Developing the Program of the School to Deal with the
Problems of Neighborhood Living 180
II Radford Virginia High School Students Make Improvements in
Public Recreation for the City181
III Waterloo Alabama Conducts a Campaign to Improvo Home and
Community Living 181
IV Moultrie Georgia High School Program of Community Beautifica
tion I82
V Mt Pleasant Michigan High School Boys Help to Save a Valua
ble Food Crop 182
VIII Guide for Developing Detailed Plans for Dealing with Problems
or Neighborhood Living 188
CHAPTER XI
I Guide for Developing the Program of the School to Deal with the
Problems of School Living192
II Guide for Developing Detailed Plans for Dealing with Problems
of School Living 202
CHAPTER XII
I Guide for Developing the Program of the School to Help Feople
Solve Problems that Arise Between Individuals Organised Groups
and Governments 209
II Provisions Made Waters Avenue School Savannah Georgia for
Dealing with Problems Arising Between Individuals Organized
Groups and Governments 211
xiiIll
V
II
III
II
Provisions Made by the School of Oakland California for Deal
ing with Problems Between Individuals Organized Groups and
Governments 212
Guide for Developing Detailed Plans to Help People Solve Problems
Arising Between Individuals Organized Groups and Governments216
CHAPTER XIII
Process of Developing the School Program to Deal with Problems of
Earning a Living 233
The Overall Program of Vocational Education Provided by State
Board of Education for Rural and Urban Communities254
Specific Types of Vocational Education Provided by the Stato
Board of Education for Rural and Urban Communities256
CHAPTER XIV
What Should the School do to Help People Solve Problems of
Utilizing Money 281
CHAPTER XV
What Should the School do to Holp People Solve Problems of
Utilizing Natural Resources 302
What the School Will do to Help People Solve Their Problems of
Utilizing Natura 1 Resources316
xiii1CHAPTER I
INTRODUCTION TO EDUCATIONAL PLANNING AND DEVELOPMENT
Purpose Scope and Principles of Planning
The evershifting scenes of local and world affairs make it obligator that
the schools at all levels constantly adjust their total programs in the light of
the problems that emerge from these changing situations The School Leaders Manual
has been developed to guide educational leaders in planning and developing an
adequate educational program to meet the needs of the people of Georgia
There are many evidences of the need for careful study of the educational
offerings in Georgia Selective Service statistics point up some of the fail
ures illiteracyj lack of physical fitness end inefficiency in many of the
sciences mathematics and mechanical skills A cursory examination of the
instructional program in a great many of tho schools of the State indicates that
the offerings are inadequate for those who arc enrolled in school Especially
is this true of the small high school This examination further indicates that
the schools are failing to moot the needs of a large number of Goorgias children
youth and adults
An alert educational leadership in the State has stressed the need for
finding satisfactory solutions to several problems of immediate urgency determin
ing effective administration and attendance units providing for economical
location of schools and adequate school plants providing comprehensive and ap
propriate school instructional programs and adequate guidance for students of
all age groups The extent to which these and many other problems of education
are faced and solutions are found for them will in a large measure determine the
future social and economic welfare of Georgia
The solution of these problems will require the time attention and energy
of all the school forces of the State School leaders in Georgia are faced with
the challenge of leading administrators principals teachers students and lay
citizens to find effective solutions to these problems
The Scope of the Manual
This manual has been developed to aid school leaders in planning more nearly
adequate instructional programs for tho school The Manual will not deal with
the problems of administrative organization buildings transportation finance
etc
The Manual provides a guido for leading groups of lay and professional
persons to do educational planning It does not contain a blue print for edu
cation in Georgia It is primarily concerned with assisting school leaders in
1organizing planning groups 2 suggesting the kinds ofproblcms which may
bo projected by planning groups and 3 proposing suggested techniques to be
LIBRARY
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utilized in guiding planning groups to solve intelligently the problems involved
in providing a more nearly adequate school program and to suggest ways in which
such groups nay get plans put into operation
The authors of this manual have discovered that community planning groups
believe that schools ought to deal with the problems of the individual and of
the community These problems are stated in different terms by planning groups
but nay be classified as follows
1 Problems in health and recreation
2 Problems requiring the basic tools of learning such as reading
writing number relationships etc
3 Problems of creative expression
4 Problems of choosing a vocation
5 Problems in home and family living
6 Problems in neighborhood living
7 Problems of school living
8 Problems arising between individuals organized groups and
government
S Problems of earning a living
10 Problems of utilizing money end other resources
The Manual also contains a statement of philosophy of education and sug
gestions for organizing and initiating planning programs
Principles of Educational Planning
School loaders during the past two years have developed five principles
which have become basic guides in carrying on educational planning programs
They are
1
2
3
4
All the people both lay and professional who are affected by the
school program should have a park in its planning
Educational planning should be based upon problems discovered through
the study of factual data and a program should be agreed upon
only after best practices have been explored
The planning process is as important as the product of planning
Members of a planning group should work in terms of longrange object
Ives At the same tine group action should be taken on those
parts of the program that require immediate attention5 Provisions should be made for the development of local leadership in
order that educational planning may be continuous
The abovementi oned princ
democracy are attained in a so
think intelligently and plan c
The educational program of the
the extent that it stimulates
uals to become reflective and
fronted and to the extent that
promotion of the common intere
iples are based upon the belief that the ideals of
piety to the extent that the masses of the people
ooperatively in the solution of thoir problems
State contributes to the ideals of democracy to
and gives guidance to the development of individ
skillful in the tasks with which they are con
it stimulates individuals to work together in the
sts of the community state nation and world
Furthermore these principles are based on the belief that in an everchang
ing World it is essential that the programs of the schools at all levels be ad
justed intelligently to meet new conditions Changes in the schools will be
made These changes may be haphazard and unsystematic or they may be thoughtfully
planned to meet the needs of all that will come under the influence of the schools
Only through serious and constructive planning can the schools be expected to moot
the needs of the people they should serve
Some Results of Educational Planning
The promotion of educational planning by the Panel has involved two dis
tinct steps The first year 194445 selected counties were used by the mem
bers of the Panel staff to develop and perfect techniques for organizing and
working with professional and lay planning groups The second year local leaders
were trained to lead the planning work
In the following pages of thischapter an effort is made to give a brief
picture of planning groups as they function
The 194445 Program
During the school year 194445 educational planning and development tcrc
carried on intensively in twelve spot counties Programs of planning wore
organized in 109 school communities where 657 meetings word held and in which an
aggregate of 13848 lay and professional persons participated In each of the
657 community planning meetings the leader stimulated the group to discuss the
problems of educational improvement in the local school and in the system The
leader made careful studies of the educational problems of the community and
gathered many kinds of relevant facts and other information which would assist
in solving the local problems Ho served as discussion loader and presented the
data and other information in organized form so that the group had a sound basis
for making decisions If the decision involved immediate action the loader
helped to set up on organization to put the program under way Below are some
generalized statements concerning the outcomes of these meetings
1 All planning groups became concerned about the schools establishing
more nearly adequate guidance programs Practically all the schools in
the twelve counties made plans for and started guidance programs
Provisions wore made for gathering personal data about each pupil as to
his abilities his likes and dislikes his interests etc Pirns weresssssssS
made for gathering and organizinginformationabout occupations vopa
tional activities andthe like Counsellors were established in the
schools places for personnel records were provided and arrangements
vrare made to utilize laymen of the community in giving assistance in
this field
All planning groups gave consideration to improving thehealth and
recreationprogram Lay persons desired that health instruction be
put on a functional basisthey want more action in the programs
Many groups plannedfor and developed more sanitary toilets at the
school andinthe members homes provided sanitary drinking water
provided a place for handwashing put in water works made studies of
communicablediseases eliminated health hazards repainted classrooms
to permit more light set in motion recreation programs for youth and
adults etc In virtually all the planning groups special attention
was given to nutrition
Without a single exception community planning groups want more facil
ities and better trained teachers in the creative arts Laymen wont
both youth and adults to have more opportunities to make things
They want shops for working with tools facilities for painting equip
ment for working with clay and opportunities for music Many planning
groups urged all teachers to give more attentionto the creative ure
and togive opportunity to all students to make things
Many groups studiedthe program of the school looking toward making
improvement in the tools of learning reading writing and arithmetic
It was generally agreed that improvement in the use of the tools of
learning could best be done through developing those skills bv dealinc
with real life problems
Community groups dovoted considerable time to studying ways to improve
the instructional program in the realm of social relationships Many
groups realized the importance of helping both youth and adults to
deal more intelligently and sympathetically with the problems of homo
and family living neighborhood living school living and in living
as a part of civic church and governmental groups The Conclusion
reached was that the schoolshould asjsist each individual to facethese
problemsto arrive at sound decisions and to have the exoerience of
putting the decisions into operation
Planninga more adequate program of vocational training was considered
by almost all of the groups but especiallyin those situations where
highschool youth were involved The groups concluded that the second
ary school must provide more and better opportunities in learning to
earn a living Plans were made in many schools for training in agri
culture for farm boys and for trades and industries and the distribu
tive occupations for some farm boys and for all urban youth Training
lnhomemaking and other occupations was planned for the girls Plan
ning groups want the school to provide occupational training for out
ofschool youth for adults and especially for the returning service
men ana women7 Many planning groups recognized that it is impossiblefor some of the
schools as now organized to do what they want them to accomplish
This was especially true with the highschool program They type of
instructional program demanded in the creative arts vocational edu
cation health and recreation and guidance should not be realized in
many of the small high schools A broad and comprehensive program of
education would cost too much in small units and adequate facilities
could not be provided for teaching outofschool youth An examination
of data about the cost of education in the small high school has led
some to generalize thus The small high school is an expensive
institutionWhich prevents the individual fromreceiving an education
In some of the small schools the cost is as high as 250 per pupil
annually and the schools provide very meagerprograms of study These
problems led to the formation of countywide committees to study consol
idation transportation building and administrative policies
The 194546 Program
During the school year 19451946 educational planning has been carried on
under the leadership of local school leaders Who were concerned about their local
school programs and wanted to do something about them The Education Panel has
provided help to these leaders in two ways l A workshop provided to help
them to develop pirns for leading local groups to do educational planning 2
A followup program Was conducted to help leaders through thefield staff to
deal with their immediate problems in planning and to help themto become more
proficient in leading groups in planning
In the following examples it isnot the purpose to show a total school pro
gram planned by a particular group On the other hand typical examples have
been selected of group planning and school development in various sections of
Georgia in 1D45 and 1946 to show desirable outcomes of intelligent planning
Most of the examples are taken of planning done under the leadership of the local
school principal In practically all oases they represent the first experience
in group educational planning on the part of the leader of the group as well as
of the planning group members themselves
Harmony School Provides Lore Healthful School Environment
The planning groups of Harmony School of Gwinnett County in their first
meeting decided that one of the most important things for that community to do
to make for a better school program was to provide a more healthful school environ
ment The group was made up of lay people pupils and teachers Someone in the
group thought that thereas a lighting problem in the schoolrooms which resulted
in a study of the lighting in the different rooms This study revealed that the
lighting conditions were very bad The classrooms had been ceiled eleven years
ago and had never beenpainted After careful study on the part of pupils tea
chers and lay people it was decided to paint the classrooms The money was
raised and the paint was orocured and cut on
The building had never been wired for electricity It was found that on
dark days even after the painting had been done supplementary light was needed
Too school activities like the planning meetings made electric lights almost
essential because the planning meetings themselves were being held in lightWironiTfOTiayyK8iiJftjV15aiM
provided by kerosene lamps The building is now being wired for electricity
using the recommendation of school building authorities on lighting being used
The problem on water supply for the school was brought in for consideration
by members of the community planning group The drinking water of the pupils is
drawn from an open well and poured into a fiftygallon barrel from which the
pupils get water through spigots tapped in at the botton of the barrel An
electric pump to meet the needs of the school has been bought and is ready to be
installed
In addition to what has already been done plans are underway to build a
lunchroom and much of the money necessary for its construction has been raised
According to the principal these changes in the school environment have
been vary striking but the greatest changes have taken place with the people
themselves the pupils and lay people alike Cooperative effort in solving their
common problems has quickened the community spirit of the people One trustee
had this to say I have been a member of the local board of trustees of our
school for eight years We have made more real progress in our school this year
than we have the other seven years put together The progress this year has been
made because of community planning
Edison Improves School Environment
As a continuation of the planning program in Galhoun County as a spot
county Edison has put a number of the plans into operation Under local leader
ship the following paragraphs give some of the things that have been done which
contribute to an improved school environment and health program
The pupils teachers and lay people became concerned about the lighting
situation in the school As a result of the planning three of the elementary
rooms have been repainted in pastel colors as planned by the pupils and teachers
Lights have been installed in the halls for the first time In eight of the
classrooms which had never been wired fluorescent lighting has been installed
The home economics classes have converted a storage room into a first aid
room As a result of planning the girls painted the room bought a bed fitted
the bed with linen made curtains for the windows and made the room attractive
Thirty kindergarten cots have been secured for the little children to use during
rest periods
Early in the school year it was decided to move the lunchroom to another
part of the vocational building This gave the use of tworooms instead of the
one formerly occupied The additional room made it possible to have the kitchen
in one room and the dining room in a separate room This mokes it possible to
serve two hundred instead ofone hundred and fifteenas formerly The boys
built a septic tank andlaid a drain to remove waste water from the lunchroom
kitchen

The old drinking fountains in the halls of the building havo been replaced
with new and better fountains Five new drinking fountains havo been installed
on the playground The high school boys have installed showers and lookers in
the girls dressing room of the gymnasiumThe following newequipment adds much to the recreation prograra as woll as
to the improvmont of the school environment Twelve metal swings two chinning
bars a mcrrygoround a giant stride a large slide four stool scesaws
three schoolmade wooden seesaws a ping pong table a shuffle bd bad
minton set and a number of balls etc The high school boys under the leader
ship of their principal installed the now equipment
Three new tables have been added to the school library A wellarranged
audiovisual aids program has been put into effect for the different age and
interest groups Each teacher and many of the students have learned to operate
the moving picture projector Films related to the activities engaged in by a
class or interest group are shown often by the teacher or some member of the group
Plans have been made for grading and improving the school grounds
Collins Flans a Cleanup Program
The planning group at Collins named sanitation as one of the health problems
of the community The elementary teachers felt that an effective approach to the
problem would be
1 Planning for keeping the pupils clean
2 Planning for keeping theclassrooms clean
3 Planning for keeping the halls auditoriums toilets and grounds clean
Teachers and pupils in each class planned how they might attack the problems
Attractive wash centers were planned and set up in most of the rooms More ef
fective ways of using lavatories in rest rooms wore worked out Classes were
organized so that all students had some responsibility in keeping classrooms
clean A cooperative plan for keeping other parts of the building was worked out
by the classes The significant thing about the accomplishments in the Collins
School is that the planning and the carrying out of plans became the health pro
gram of the school the activities wore ongaged in with the understanding that
a problem was being solved
Planning at Porterdale Results in Plans for a County Health Unit
The need for more health services for Porterdalo and Newton County brought
the high school students in Porterdale face to face with the problem How Car
We Secure a County health Unit for Newton County
The students in the economics class took this for their project Through
the cooperation of the English classes many letters were written to secure in
formation as to what the Ellis Health Law was what the provisions were what was
necessary for the operation of the health unit in Newton County and what the
results of the program in counties having health units were
Practically every letter written received a reply and many pamphlets
statistics and charts Were sent by the State Department of Health
After all of this information had been carefully studied the class contacted HHHHH
the count health nursa and two local doctors From these sources and from
clinic reports they obtained considerable information showing the prevalence of
disease one death in Newton County It was found that tuberculosis was rampant
in the county and very little was being done since one nurse could hot do all
that was necessaryxiO
The senior class with the help of many more of the highschool students
tabulated the results of the study made of their own county and then made compar
ative charts with counties having a health unit These charts were presented to
a meeting of the local planning group in Porterdalei
became alarmed
Each member of the group
Several members of the group contacted the county commissioner The prin
cipals of all the Newton County schools were given the information and it was
discussed at their regular monthly meeting
The editor of the county paper gave much publicity to the health conditions
of the county
At a recent session of the Grand Jury in this county recommendation was made
that a health unit be established and the county commissioner agreed to appropri
ate the finances necessary This unit will begin to function just as soon as
additional workers can be secured
Viator loo School Sets Up Immunization Program
Early in the planning discussions at the Waterloo School Irwin County in
the fall of 1945 members of the group called attention to the lack of any pro
gram of immunization against communicable diseases Ho services were at that
time available for the school pupils nor for the people in the community through
the school
A committee was selected to investigate the need and the possible solutions
and to report to the large group As a result of the workOf this committee a
delegation was instructed to present the matter to the County Board of Education
and to request assistance
The Irwin County Board acted favorably upon the request secured the aid of
a local physician employed a nurso and carried out ah initial programof im
munization not only for tho Waterloo School and community but also throughout
the county County officials also approvod measures for the employmentofa
county physician and a oounty nurse as soon as they can be secured
From the Waterloo School notices were sent to all parents of children in
the community 95percent of whomresponded in support of the program Subse
quently some of the others have requested the services of the health staff In
addition to the school and preschool program including immunization against
typhoid fever smallpox whooping cough and diphtheria approximately 30 percent
of the adults secured typhoid inoculations and 12 percent smallpox vaccination
e Tate School Provides a Recreation Program
A more comprehensive community recreation program is one of the outs tail dingaccomplishments of the Tate School planning group
At a meeting called by the principal of the TateSchool one of the greatest
needs of the people of the community was a broadenedrecreationprogram to meet
more nearly the needs of all age groups of the community
For several years the school auditorium had been used as a movie theater one
night a weekfor the people of thecommunity For two years a monthly play night
for the adults of the community had been carried on under the leadership of the
home economics teacher of the school A summer recreation program for children
had been carried on in a limited way for three years
The members of the planning group thought thata more comprehensive program
could and should be proxided In the meetings and between meotings ideas began
to take shape and to be expressed Interest grew not only in the original mem
bers of the group but also in others who began to see that something was going
to be done Although the program is gradually evolving as new ideas are brought
before members of the group and as experience is gained from the execution of
plans already made the recreational program of the Tate community at the time
of this writing consists of the following
1 The monthly recreational program for adults has been broadened to in
elude all age groups A square dance for persons of the teenage group was con
ducted recently with 187 in attendance A play night lasting from seven to nine
oclock was held a few nights later for those in the elementary grades with 112
in attendance
2 The summer recreational program is set up on a moresystematic basis
and is to include all agegroups Two members of the faculty are to have the
responsibility of supervising the program under the direction of the governing
committee of the community planning group This committee consists of twelve
members four of whom are highschool pupils selected by thestudent body
3 A Sunday afternoon recreation program for young people has been planned
with an activities committee set up to look after it This group operates under
the direction of the governing committee To help govern the program an interest
ing policy which concerns itself with conflicts which might ceme up in scheduling
adult and youtlv activities has been set lip In case such conflicts do occur the
policy provides that the youth needs be given priority
Much thought has been given by the planning group to the matter of syste
matic operation of the recreation program Certain committees with specific re
sponsibilities have been set up These committees are made up of lay people
pupils and teachers and get their powers from the planning group end are respon
sible to the group
4 More facilities for recreation are being provided Plans have been
made to utilize an old swimming poci built several years ago but never used or to
build another one The necessary equipment besides the pool itself has already
been provided The ball park is being enlarged to make for more playground area
Old bleachors have been torn down and new ones are being added Badminton and
tennis courts are being laid out Lights have been installed in the park so that
night programs can be carried on Playground equipment such as balls batsHisrr
T
rackets etc are being provided
Youth Center Is Established in Louisville
Talking about a place of recreation for young people became planning for
a place of recreation when students of Louisville Academy net with teachers and
lay people of the community
A place for the Youth Center was provided Funds were donated by civic clubs
and other groups to provide games music and refreshments The services of a
director for the center were secured
The members of the community group feelthat the cooperative efforts of
students teachers and laymen in planning organizing and maintaining the
center are responsible for the success of the organization
Sasser Groups Plan Recreational Program
The community planning group at Sasser decided that one of the most pressing
needs was that of providing wholesome recreation A recreation committee composed
of ten people was selected by the planning group to work out an adequate recreation
program The committee met and worked out a program which was submitted to the
group The following program was agreed upon and has been put into operation
1 Plan to include all age groups proschool inschool outofschool
adults
2
3
4
Plan to include school day for school age groups Friday evenings for
all age groups
Plan activities to utilize school gymnasium playground and classrooms
Some desirable types of recreation that are being provided are as follows
A Active games basketball soft ball volley ball dodge ball
shuffle board skating ping pong badminton etc
B
C
D
E
F
Group games for younger children relays singing games etc
Dancing folk games and other dances
Films show entertaining moving picturos
Hobbies singing drawing painting checkers monopoly etc
Dramatics occasional presentation of blackface skits readings
plays etc
G Reading
affo
The recreation committee has the responsibility of planning for each au
group The people are thoroughly enjoying the Friday evening programs Even
though Sasser is a small community the average attendance on Friday evenings he
10has been over forty Results which have been obtained include
1 Setting up places for games Places to play soft ball volley ball
shuffle board and ping pong have been provided Children and adults
participate in choosing the games to be played in selecting places
for courts diamonds etc The students have participated in measuring
the size of courts diamonds and in preparing diamorids etc
2 Securing equipment The adults and children have planned and had
barbecues and square dances to raise funds with which topurchase equip
ment A number of unsolicited donations have been made by people in
the community The following equipment has been secured a moving
picture projector purchased by the PTA a turn table with musical
records equipment for two shuffle board courts two ping pong tables
made by the highschool boys a volley ball and net basketballs soft
balls and bats checker and monopoly boards naint drawing paper etc
3 Using equipment Tho equipment is in use beforeschool by students
who come early Students use equipment at recreation periods and at
free time Under supervision the equipment is available to students
and preschcol children after school hours and on weekends To adults
the equipment is available on Friday nights and other occasional after
noons and evenings
4 Supervision of the recreational activities The elementary school
teachers supervise the regular recreation periods of their own group
during the school day Each highschool teacher works with a group of
highschool students at the regular recreation period Students are
grouped according to age and interest The program for the different
groups is arranged so that they change games at frequent periods Tho
recreation committee selects a person to supervise a particular group
at the Friday evening program For en example one of the pri
mary teachers is usually selected to meet with the proschool children
in one of the rooms in the primary department to supervise the games
drawing coloring etc One of the interesting things about tho pro
gram is that tho lay group furnishes tho major part of the leadership
and supervision for the Friday evening programs
Plans are boing worked out for a summer recreational program
Pulaski County Sets Up Community Libraries
Pulaski County has had a vary good library for several years but there has
been no provision for making the reading materials available to all people of the
county Community planning groupsasked that something be done to help this con
dition Through the cooperative efforts of the County Library Board principals
teachers and pupils of the rural schools and service workers of the county a
community library was set up at each school
In each school a teacher was chosen as the library adviser A library
council composed of studentsusually worked with the adviser in keeping the
library Books were checked out at PT A meetings club meetings community
meetings and at any time the patrons visited the school Pupils were encouraged
11 H
to carry books home to their parents
Of particular interest was the plan HPor rotating books at the communitty
libraries Each library was sponsored by a service worker of the county
supervisor nurse home demonstration agent county agent welfare director
vocational teacher The sponsor was personally responsible for seeing that his
library was supplied with new books from the county library
Bulloch County Schools Attack the Problem of Reading
Theway Bulloch County Schools have attacked the problem of reading is an
interesting series of events
1 The community planning groups expressed a conoern for a more effective
program in the tools of learning
2 The community planning groups described the kind of program they wanted
for the schools of Bulloch County
f
3 A survey of teachers needs showed that teachers wanted helpin carry
ing out the program planned by the communities
4 A threeday countywide planning conference devoted a considerable
amount of time to discussing ways of improving the teaching of reading
in the elementary and the high school
5 A tvoday planning conference at each school devoted a considerable
amount of time to discussing ways of improving the teaching of reading
6 The teachers decided at the planning conference to have a testing pro
gram inthe fall and in the spring
7 Faculty and individual conferences were held with the county for help
ing teachers to plan waysof using test results
8 Some highschool teachers discussed test results with students and
helped students to make plans for selfimprovement
9 Some highschool teachers arranged special classes to help students
whoso reading achievement was low
10 Most teachers recognized a difference in what might bo expected from
thestudents in a class
11 Host elementary teachers arranged children in groups according to their
achievement in reading
12 Host teachers availed themselves of opportunities for growth throughJ
a Participation in faculty conferences
b Participation in reading clinics
c Participation in observationat Laboratory School
12Porterdale Provides a Program in Creative Expression
Planning groups in the Porterdale community agreed that their school should
provide opportunities for individuals to express themselves creatively in such
areas as painting designing modeling dramatics poetry and handwork Time
place materials and guidance were considered necessary for carrying on such a
program and the teachers of the school were asked to work out these details
At subsequent faculty meetings
into the school program were discus
out of this discussion was lack of
their ability to direct child activ
ested in doing something about the
art media were provided the teacher
as well as to intensify their inter
carrying on the program were worked
ating the program in the school
the problems of incorporating creative arts
sed One of the principal problems growing
confidence on the part of the teachers in
ities in this field although they were inter
program Tryout experiences with different
s which helped them to develop their confidence
est in the program Then ways and means of
out and art materials were provided for initi
Bullotin boards wore placed in strategic places in both the primary and high
school building whore students from overy class arc free to exhibit art work
Every teacher through the seventh grade iias a regular place and time for art
and music Several new phonograph records have been added to the music library
and creative rhythms have an important place in the school program
Pupils in this school now enjoy dramatizing stories writing original poems
often illustrating them with drawings designing valentines Easter eggs or
place cards table mats or invitations for a meal to be served in their room
stenciling designs for household linen in home economic classes making flowers
to wear on their coats or old felt hats making costumes for plays making instru
ments such as drums castanets and tambourines doing spatter painting with
colored ink or tempera oftencreating their designs making Easter hats of
crepe paper and paper cups painting murals or pictures with tempera crayons
chalk finger painting spatter painting or charcoal modeling with clay making
nature booklets and illustrating stories read in the library
Three public programs have been given by school childrenduring the year
an Indian musical program the Christmas story in pantomine and song and four
plays by the Wolf Cubs Robinson Crusoe Hiawatha Treasure Island and
Tom Sawyer Much of the plays the costumes and the scenery were created for
each program
The high school does not have a regular schedule for art but everv student
is a member of two clubs and much thought is given to creative writing and speak
ing
Floyd County Institutes a Program in Creative Expression
Community planning groups throughout Floyd County found it desirable to in
clude in their school programs a means by which pupils might express their creat
ive abilities and meet their creative needs As a result all schools in the
county have made progress in providing space time materials and guidance for
13
many kinds of creative activities including painting clay modeling music
choral reading dramatics creative writing etc A subcommittee of the county
teachers committee on materials of instruction is actively serving as an agency
for sharing ideas as well as for acquiring art materials on a cooperative basis
A Guidance Program Is Planned for Glynn Academy
A school and community workshop is being carried on at Glynn Academy in
Brunswick The workshop group met for the three days prior to the opening of
school in the fall and has met regularly throughout the year The group is com
posed of about 30 teachers 15 laymen and 15 students
This group in anticipating a study of the totalschool program felt that
planning and developing a program of occupational guidance was a good place to
begin
The program planned by the group provides for the following services
1 Keeping individual records of all students
2 Providing information on occupations
3 Providing counseling service
4 Providing information about training opportunities
5 Providing for placement service
6 Providing for followup of all people who leave school
A teacher who has had some training in guidance was released from teaching
responsibilities for a part of the day so that she could begin counseling service
With the cooperation of other teachers the counselor is developing plans for a
complete record of all students Interviews have been held with most of the
seniors and with some other students who have asked for an interview The libra
rian has secured organizod and made available a rather large collection of
materials on occupations iore time will be given to counseling as the program
develops
Calhoun County Institutes a Program in Guidanco
As a result of educational planning in Calhoun County the county school
superintendent principalst and teachers accepted the responsibility of putting
the guidance program into action As plans have developed during the year the
following program has been put into operation
Personal inventory The county board of education has purchased new upto
date record blanks for all the white schools Each school has secured and filled
in blanks giving information about the child home and family background school
record and information about activities of the child Two schools Edison and
Leary also have an individual folder for each child Under the direction of a
teacher aptitude and interest tests have been given to all juniors and seniors
14Scores have been recorded onindividual record blanks The schools at Edison and
Leary have also given a battery achievement test An interesting note found on
the health record of each senior is that one hundred percent follow up in dental
corrections
Information In eachhigh school students andteachers are securing from
available sources occupational and educational infprmation The information is
being filed endmade available for use As a part of the information program a
parttime course is offered in occupational information People in different
fields in which students manifest an interest are invited in to discuss with the
students the occupation and necessary training for the occupation The counselor
in some instances arranges for a conference between a local person and a student
whereby the student gains helpful information
Counseling Each high school has selected a parttime counselor and has
made provision for a time and place to do counseling In the elementary grades
each teacher is responsible for counseling members of her own group In Edison
one of the elementary teachers was selected to work part time with the other
elementary teachers in getting the program started The county school superin
tendent principals and teachers as a group developed techniques which areused
in counseling
Training opportunities Information is being prepared on available train
ing opportunities A number of the highschool students work on the farm and in
local business establishments after school and on weekends
Placement service This service is to be worked out and made available
Followup Records Will continue to be kept on all students as they leave
schooTI
The services of the guidance programhave been planned mainly for those in
school however the services are available to others upon request
Chatsworth Sets Up a Guidance Program
Group planning by the faculty of Murray County High School at Chatsworth
has resulted in an organized program of guidance which includes activities in
each of the following areas collection and use ofoccupational information
exploratory work experiences individual inventories counseling placement and
followup During the first year of operation of the program there were held an
estimated 700 pupilcounselor conferences which were requested and scheduled by
the counselors An estimated onehalf of the 375 pupils enrolled requested
additional conferences totaling over 500 during the year A number of conferences
were also hold with outofschool persons at their request The program has
operated to change to some extent the curriculum offering of the school to meet
more nearly the needs ofthe student body as revealed through counseling
Lenox School Deals With Problems of Neighborhood Living i
A Community Club was organized at Lenox Cook County following the first
planning meeting called at the instigation of the school principal Many prob
lems were suggested by members of the group upon which it was felt study and
15
nzrrTw
action were needed Among the immediate projects listed were the improvement of
the school lunch room and the installation of a water system to serve the 600
inhabitants of Lenox

At midyear in the course of the work on these and other problems several
members of the group took occasion to discuss in a large meeting the grovming
unity of interest and desire for cooperative effort on the part of all the people
of Lenox A landowner had contributed trees for the lumber to build the lunch
roomasawmill operator badgivenpart of the labor to prepare the lumber mer
chants donated money nails and hardward and despite labor scarcity the lunch
room was built
In the efforts to secure the water system an election was held to determine
the voters wishes concerning the issuance of revenue certificates The Club
undertook the sponsorship of the drive Over twothirds of the registered voters
went to the polls Two hundred and four votes were cast 204 votes approvedthe
issue The election was called unique in the history of Lenox
The Club holds its meetings in the lunchroom but plans the early building
of an additional community room to provide greater facilities for recreation
for all the children and for all the people of Lenox school and community
School Living Program at Anthony School
Anthony School adjoining the property of Georgia Southwestern College is
a small elementary school with four teachers The community planning group be
came intensely interested in improving the program of school living Certain ob
jectives wore agreed upon and appropriate activities wore planned by the pupils
teachers student teachers of Georgia Southwestern College and lay people
Pupils share in planning the activities which make up the school day They
assume definite responsibility for carrying out the plans which they make for the
school as a whole and for the particular group of which they are a part Planning
things that affect school living and putting the plans into operation are parts
of the teaching program of the school
Each room has a committee oftwo students who assist the teacher in doing
such things as answering the telephone directing traffic in the halls getting
the membors of the room to lunchroom returning thanks at lunch meeting with
similar committees from other rooms and the faculty and considering general
problems which effect the school as a whole Tho members of the committee serve
for a period of two weeks A new member is selected to the committee oach week
He serves for one week as an assistant to the senior commlttcoman then at the
end of a week he becomes the senior member of the committee end a new assistant
is chosen
Eachperson in the home room has a definite responsibility for doing one or
more of the following things providing flowers for the room regulating window
shados so as to have the proper light keeping reading center keeping blackboards
and erasers arranging bulletin board putting crayon paints paper and other
materials in storage closet upon completion of workkeeping room clean and at
tractive etc
16Committees of students from each the fourth fifth and sixth grades take
the responsibility of preparing opening exercises for their particular home room
Members of the room committee serve as librarian and assistant librarian to check
out library books for their group These representatives make up a library com
mittee for the school which sees that library books are returned to the proper
place that the libraryis kept orderly clean and attractive and that plans
are made for more effective use of the library facilities etc
The boys and girls each have a committee from the fifth and sixth grades to
care for the rest rooms Each play group has the responsibility of keeping the
school grounds clean and play equipment in proper place and in good condition
for others to use Students have worked out standards for behavior on school
buses and see that these are properly observed Children in one room worked out
some helps for boys and girls who want a nice place in which to live and learn
They drew pictures illustrating things that boys and girls can do to make such
conditions possible

The adults have followed up the planning program by raising funds with which
the group secured water glasses and dishes for the lunchroom Work periods were
planned The men reinforced the sheetrack in the lunchroom and painted the
walls and ceiling A septic tank was constructed and a tile drain was installed
to dispose of waste water from the lunchroom kitchen The women made curtains for
the lunchroom windows
Moving picture films have been shown by the education department of Georgia
Southwestern Colloge to both children and adult groups on ways of dealing with
problems of recreation nutrition health habits human relationships and many
other problems One of the greatest results derived from the planning programs
has been that of improving school home and community relationships
Hart County Flans a Program in Vocational Education
The planning groups of Hart County after having looked into their problem
analyzed the program of other good schools and considered the recommendations
of authorities concluded that their school should provide agriculture homemaking
industrial arts commercial education and distributive education The following
paragraphs reveal some of the characteristics of the program considered by plan
ning groups of the county best for Hart County
The program of vocational education for the county should be coordinated with
a sound functioning program of occupational guidance
The program of agriculture in the school should be designed to help farmers
and farm boys toward the attainment of a higher standard of living through the
use of intelligence in solving their farm problems This means that the school
should assume responsibility for helping farmers and farm boys to discover their
problems in farming to think reflectively through the problems and to become
skillful in executing the conclusions reached
As many as three different groups of individuals should be dealt with in an
agriculture program in Hart County namely highschool boys outofschool youth
and adults The program for each group should be based upon the needs interests
and abilities of the individuals in each group
17V Wi
sssxsssSaSS
The homemaking program should bo designed to help both girls in the high
school and adult women to deal intelligently with their problems inthe home
The program for the girls in the high school should grow out of the needs of the
individual student and the solution of the problem in most cases shouldbe a
cooperative undertaking vdth the parents through the home
During at least the first two years of high school young people should have
access to a sound industrial arts program with adequate space and facilities
The objective of such a program would be l the development of an appreciation
of design and quality of manufactured products 2 practice in the use of in
dustrial materials tools and machines 3 experience and knowledge of indust
rial processes and 4 preparation for entering upon special vocational train
ing
In reaching these objectives the junior highschool grades would deal in
exploratory activities to discover interests and aptitudes to discover how
things are made and of what they are made vhere they come from what makes them
work etc Simple construction work metal plastics and electrical appliances
should be included
The senior highschool activitiesin industrial arts would include more
complex problems dealing with more exact skills The motal work would include
sheet metal forging cold metal art metal machine shop auto mechanics metal
spinning and the several newer materials of industry such as plastics magnesium
stainless steel and others In like manner drawing woodwork electricity and
plastics would be oxpandedto meet the needs of individuals and groups in the
local situation Such activities would give both farm and nonfarm young people
a chance with appropriate guidance to discover their interests and aptitudes in
making vocatipnai choices
While the industrial arts activities and related studies undoubtedly may
begin the preparation of lif e work for a number ofpupils it certainly should
not be assumed that all who are receiving such instruction will go into the in
dustries If properly organized the instruction and guidance should be so devel
oped as to help those who can continue their school work tochoose wisely their
more specific courses in secondary and higher educationand to help those who
find it necessary to leave school with a minimum amount of education to choose
their respective occupations more intelligently
The planning groupsagreed that their school should provide opportunity for
boys and girls who want to enter distributive occupations to get training in this
field Distributive education is designed to train individuals in the upper high
school grades in the marketing and merchandising of goods and services
The planning groups agree that the program of training in commercial work in
the Hartwell School should be expanded to provide more than one year of training
for those who show special interest and aptitude in this kind of work
Bulloch County Plans for InSorvice Growth of Teachers
Participation in planning the school program led the teachers of Bulloch
County to recognize a need for enriching their own experiences in order to develop
the plans made by the planning groups
18A countywide committee on teachereducation was organized to study the
needs of teachers and to propose plans for meeting these needs By means of a
questionnaire the committee found that teachers were most interested in securing
help in art music recreation reading and guidance The teachereducation
committee assumed leadership in planning for the fail preschool conference At
that time opportunities were provided for teachers to work in the areas named
above
The teachereducation committee has functioned throughout the yoar The
following activities have been arranged for the teachers
1 Visits to the Laboratory School of Georgia Teachers College
2 Reading clinics with specialists to give help in reading problems
5 Faculty conferences with the county helping teaching
Floyd County Deals with the TeacherEducation Problems
Community planning groups in Floyd County recognized that the programs they
planned for their schools would be functional largely to the extent that their
teachers were able to carry out such programs In response to this need a county
wide committee on TeacherEducation was organized for Rome and Floyd County
This committee has dealt with three aspects of the problem selection of pros
pective teachers preservice and inservice education of teachers Among the
activities being used to contribute to goals in these fields are occupational
guidance programs in some of the schools participation of highschool and
college students in selected teacherworkshop activities a cooperative program
of cadet teaching involving Floyd County schools and Berry College the work of
a countywide committee on materials of instruction and a number of others
Rome and Floyd County Institute a Program in Distributive Education
A study by planning groups of the program of the school to deal with the
problem of earning a living resulted in the addition of distributive education
in the Rome Girls High School and in McEenry School of Floyd County Girls High
School employs a fulltime instructor with 22 pupils engaged in the program the
first year McHenry School began with a parttime instructor and 11 pupils in
cluded In both cases the pupils are supervised in 15 to 25 hours per week of
actual work experience in such business as department stores beauty shops
dairies etc Class room work is given in problems related directly to their
work experiences
19prCHAPTER II
PHILOSOPHY OF EDUCATION
Introductory Statement
Effective leadership in educational planning results when the leader arrives
at a philosophy of education and is able to use it as a guide in mapping out
procedure for organizing and carrying on planning activities The prospective
leader in educational planning and development should give attention to verbal
izing his concepts regarding the purposes and functions of education His state
ments of philosophy should provide a satisfactory answer to such questions as
l What are our national social objectives 2 What are the important
social beliefs that have emerged and that should be perpetuated 3 Should the
school promote our Sfcial purposes 4 What are the characteristics of individ
uals 5 How does the individual react to his environment 6 What is intel
ligence and how is it developed 7 What should the school do about developing
intelligence 8 What are the implications of the answers to these questions
for the curriculum and for teaching procedures S Who should planthe educa
tional program
Whether or not the school leader verbalized his philosophy seeking answers
to the questions listed above will help him to decide what goal he wants to achieve
with his educational planning and how he wishes to proceed
The rest of this chapter is an effort to give expression to a point of view
or philosophy of education emerging from several months of cooperative work in
educational planning bythe authors of this manual It is included in this pub
lication with the hope that prospective leaders in educational planning willfind
it helpful in arriving at their own point of view regarding education It is not
intended as the philosophy but as a philosophy of education
The Individual
iei
Beliefs regardingeducation are based uponconceptions of the individual
and the environment in which the individual has his being A look at the individ
ual therefore will be helpful
The individual is characterized by activity an urge to action This urge
to action has the effect of bringing the individual into conflict with his en
vironment and these conflicts or blocks to action produce tensions orprob
lems
The humanbeing is active dynamic striving He is an energy system the
equilibrium of which is easily disturbed Once disturbed the organism seeks to
achieve the condition that will relieve this tension he individual then is
20
dominated by some urge to action He is a goalseeking being and finds satis
faction in the successful achieving of his purposes 1
The breaking of ones tensions especially in the achievement of ones pur
pose leads to other tensions or problems This process is continuous from
birth to death The continuous solving of problems and the attaining of purposes
provide the basic joy and satisfaction of living No normal individual unless
he has been conditioned wants the answer handed to him He wants to discover
the answer and to achieve for himself the goals sought
There are many theories regarding the learning processes of the individual
The background out of which these theories grow is a concept of the mind Dewey
suggests that all the thinking of an individual can be placedinto three categor
ies l Chain thinking which consists of a chain Of disconnected thoughts as
the desk makes one think of lumber and that of saw mills arid that of workman
and that of machines etc 2 fantasy thinking which is sometimes called
imaginative thinking day dreaming aircastle building and the like and 3 re
flective thinking which is the highest type of thinking because it involves con
scious purpose and recognized goals
Thought in the first two categories mentioned may be harmful to the mind
because it distracts attention from the real world andbecause it may bewaste of
time On the other hand if indulged in judiciously these thoughts may afford
genuine enjoyment and also be a source of needed recreation But in either case
they can make no claim to truth they canifot hold themselves up as something that
the mind should accept assert and bewilling to act upori They may involve a
kind of emotional commitment but not intellectual and practical commitment be
liefs on the other hand do involve precisely this commitment and consequently
sooner or later they demand investigation to findout upon what grounds they rest
Thinking reflective begins in what may fairly enough be called a forked
road situation a situation that is ambiguous that presents a dilemma that pro
poses alternatives As long as activity glides smoothly along from one thing to
another or as long as people permit the imagination to entertain fancies at
pleasure there is no call for reflection Difficulty or obstruction in the way
of reaching a belief brings one however to a pause In the suspense of uncer
tainty people metaphorically climb d tree they tryto find some standpoint frm
which they may survey additional facts and getting a more commanding view of the
situation detide how the facts stand related to one another
Demand for the solution of a perplexity is the steadying and guiding factor
in the entire process of reflection 7here there is not a question to be answered
or a problem to be solved or a difficulty to be surmountedthe course of sugges
tions flows on at random
Many analyses have been made of the reflective thought process Dewey breaks
it down into five steps Kilpatrick into seven and Bode into four Bodes anal
ysis has the virtue of the fewest number of steps He says these are 1 Recog
nition of the problem and desireto solve it 2 drawing inferences as to a
possible solution 3 testing the inferences this step includes the skills in
volved in getting it solved and 4 conclusions and generalizations
1 C G Brim The ChangingCurriculum New Yorkp AppletbnCentury Co
1937 p 35
2 John Dewey How We Think New York D C Heath and Company 1933
3 Ibid pp 7lTr and 14
21Understanding themind and the thought processes provides the basis1 for
beliefs regarding the function of educational institutions especially the school
Later in this chapter emphasis will be placed upon the responsibility of the school
Some believe that the school should exert its influence to break up chain think
ing to stimulate fantasy thinking with some students and discourage it with others
and to assume as its primary responsibility the promotion of reflective thinking
The school then would beginwith the problems or tensions of the individual
and assist him in making intelligent decisions in choosing planning and carry
ing out wise programs of action Intelligent choosing planning and actingin
all areas oflivingleadthe individual toward the attainment of such desirable
goals of education as 1 good citizenship 2 health in body and mind 3 ef
fective use of the tools of learning 4 social adjustment 5 ability in crea
tive expression 6 ability to earn a living and the like
Environment
The kinds oftensions or problems confronting individuals grow out of the
environment They mayormajr not be recognized Their nature depends upon many
factors the most importantcf whichare ageand experience The problemfacing
thewriter thatof organizing andputtinginto readable form beliefs regarding
education isquite differentfromtheproblem of making a dressfor a doll
which may be the problem with which thenineyearold girl is joyfully struggling
It is of course impossible to think of the individual apart from his environ
ment he is so much a part of it that heis continuously changing it and the en
vironment is continuously changing him The farmer in order to achieve a purpose
sells his mules and buys a tractor He has changed his environment and the pro
cess has changed him his pattern 6f farm activity and his way of thinking re
garding farming have been radicallychanged
Although problems are individual and grow putof specificenvironmental situ
ations one should not conclude that these situations mustnecessarily be in the
locale or physical environment ofthe individual Hitlers blitz into Czechoslo
vakia developedtensions with most adults In all parts of the world The degree
to whichthe problem was felt depended upon many factors Location race occupa
tion religious belief and the like The Czechs were concerned with it in quite
a different way from that of the French the English the Scandinavians and the
Americans Even in the United States those living on the Eastern Seaboard recog
nized theproblem created by Hitler and felt more keenly about it than did those
living in the Midwest
All partsof the world constitute fertile ground in which problems may grow
For the sixyearold childthey Will largely comefrom home and family neighbor
hood and school living forthe adolescent they will develop not only out of these
primary relationships but also from his relations with institutions national and
even internationalin scope The environmental scope from which problems emerge
increases with age and educational experience i
The breaking f tensions or the solvingof problems is a step toward the
development of an environment that serves the individuals purposes but sine
these purposes a recontinuouslybeing remade the environmentis continuously
being developed I
22Purpose of Education
The abovementioned concepts of the individual and hisrelationship to
his environment determine the purpose ofeducation Education throughout history
has tended to reflect the broader social purposes and objectives of the society
in which it functions Rome with her social philosophy pointing toward a world
empire which saw to it that the educational purposes were in line to produce
a Roman citizen whocould make a contribution toward this larger social goal
The problem of education assumes one form in Ancient Athens in the time of
Pericles another inChina during the Tang dynasty another in Medieval Saxony
another in Modern Japan still another in Russia under the Communists and yet
another in twentiethcentury America
In the last analysis an educational system is successful only when in all
of its aspects it contributes to therends of the society in which it lives and
has its being
Throughout the world today there are many social orders or ways of life
operating and functioning within a pattern of social values These larger social
patterns are the result of a combination of environmental circumstances such as
natural resourcescharacteristics of neighbors and cultural backgrounds The
total program of individual and social action in various countries operates within
the framework of the respective patterns For example in Germany all educational
action in fact all types of action and thinking was made to conform to and
fit into the framework of the national social pattern This pattern in Germany
was made and remade by a relatively smallpercentage of the population in many
instances by one man
The educational program in a democracy should be in harmony with the dominant
democratic social values and aspirations The educational philosophy should grow
out of the democratic social philosophy and the organization and methods in edu
cation should reflect the highest conception of the democratic way of life The
school system should be thought of as society1s chief formal agency to develop in
its people the vision the creativeness the initiative the criticalmindedness
the understanding the philosophy and the discipline which will enable them to
live noble personal lives and jointly to build a culture and a society which
give expression to the democratic social ideals for which the people share respon
sibility in defining and in reconstructing as new conditions emerge and as civil
ization is raised to higher levels Other groups and forces in American life may
depart from the democratic philosophy the school has an unequivocal mandate to
vitalize the democratic social ideal and to develop an educational program in
harmony with it
The commission on the social studies of the American Historical Association
concluded
A supreme pirpose of education in the United States in addition to the devel
opment of rich and manysided personalities is the preparation of the rising
4 G S Counts Social Foundations of Education Mew Yorkj Charles Scribners
Sons 1934 pp l5
5 W F Russell School Administration and Conflicting American Ideals
Teachers College Record October 1929
5I BT L Caswell and D S Campbell Readings in Curriculum Development New
York American Book Company 1937 pp 188 and 18l
23generation to enter the society now coming into being t irough thought ideal and
knowledge rather than through coercion regimentation and ignorance and to shape
the form of that society inaccordance Arith American ideals of popular democracy
and personal liberty and digriity
America through the years has been developing a pattern that is radically
different from those in other parts of the world It is a constantly changing
pattern developing from new concepts of freedom freedom of speech the press
religion along with new attitudes toward concepts of taxes private property and
states rightsto name only a few Freedomof the press in 1900 meant something
different from what it does in 1946 private property in 1850 when America had
an undeveloped West was thought of quite differently from what it is today by those
living in congested industrial areas of the nation Participation in the recent
world conflict gave new meanings to private property especially as it regarded
certain resources such as oil rubber and timber The Four Freedoms if effectu
ated in the world will give new meanings to certain kinds of freedom in this country
All of these and many other factors were important in bringing about a peculiar
pattern or way of life to which America has given the name democracy Dr Bode
points out that it is the one contribution of the American people to world civili
zation It is uniquely American and a heritage of which all Americans are proud
What is this way or pattern of life called democracy It may be inferred
that one of the most dominant characteristics of democracy is continuous change
gradual changes in concepts concerning basic institutions arid resulting changes in
programs of action If the school is to be concerned with fostering the democratic
ideal democracy must be more definitely and specifically defined At least a
tentative working definition must be formulated
Democracy is a way of life It involves common interests and purposes and
concerns itself with the promotion of these Cooperation is involved in the formu
lation of purposes and in the execution or attainment of the ends desired Democra
cy is concerned with developing the intelligence ofall individuals and providing
for their effective participation in social activities while emphasizing sensi
tivity to social problems and sharing in their solution This definition of democ
racy gives it a much broader meaning than a political concept
Down through the years the American way of life has been concerned about
each individual his growth and development his rights and privileges his free
dom of allkinds especially His freedom to think to plan and to carry out plans
It has also been concerned with the common interests of the group In the early
days it took its form in log rolling corn shucking communityprotection and
the like Now it is evidenced in legislation Soil Conservation as an example
and in voluntary community activities such as the Community Chest Red Cross etc
One of the majordifficulties in training American military personnel for the war
was that the youthwere too much concerned about the welfare of others to wage a
war f destruction
In a democracy then two concepts are basic 1 Respectfor the worth and
intelligence of each individual and 2 the spirit of sharing common interests
and purposes Education can play an important part in promoting and in enrich
ing these concepts of dembcracy L
7 Commission on Social Studies American Historical Association Conclusions
and Recommendations New SforkY Charles Scribhers Sons 1934
24M assMrm
Purpose of the School
Thero are many institutions in the American sooial order that exercise an
educative function The more important ones are the home the church civic or
ganizations the neighborhood and vocations The one institution in America
charged exclusively with educative responsibility however is the school If
democracy is to survive the school must be concerned with promoting the democratic
way of life This was forcefully brought out when Americans observed the tensions
felt and the problems faced by individuals and groups as a result of participa
tion in the national war effort Millions face difficulties involving occupa
tional adjustment rebuilding homes regaining and rebuilding health and hundreds
of other problems the solutions of which have important implications for the
American way of life It is imperative for the nation that each of the problems
faced by each individual group be solved intelligently and with concern for all
those affected by the solution to the problem Dewey once said Democracy will
be a farce unless individuals are trained to think for themselves to judge inde
pendently to be critical to be able to detect subtle propaganda and the motives
which inspire it
18
Intelligence and the spirit of sharing common interests and purposes must be
developed if these major problems of living are to be solved in an orderly manner
that will promote peaceful relationships within the nation and among nations
In pleading for a school program that weuld lead toward the Good Life
through democratic processes United States Commissioner of Education John W
Studebaker pointed out
In those foreign oountries where democracy is most virile and
the possibility of success for dictatorship is most remote countries
like Sweden and Denmark the educational base is both broad and
vital This education is not merely vocational or cultural It is
concerned with the pursuit of happiness through democratic processes
Such educational programs are founded upon the proposition that demo
cratic action must come from mass understandings of the problems the
people face as citizens The assumption in democracy is that the
people shall be free to direct the pursuit of happiness for themselves
Democracy more than any other form of social organization requires a
mass educational system for its perpetuation and an educational process
which fits the social organization and contributes to its stability and
growth I am contending for an educational technique that actually
prepares and assists people not only as children and adolescents but as
adults to function effectively in democracy
To perpetuate this great American heritage the school must become a dynamic
positive force The major objective of the school should be the promotion of
reflective thinking concerning all basic aspects of life and the promotion of
group living on an intelligent basis of cooperation in the school and in all
other institutional and group life This objective fives direction to the school
program
To say that the primary concern of the school is to foster the ideals of
democracy through the development of reflection and sharing is not to say that
8 John Dewey Some Aspects of Modern Education School and Society
October 1931 pp 582584
9 J W Studebaker Education for Democracy The Nations Schools March
1936
25this is the only purpose and function of the school It was pointed out in the
discussion of the indivudual in the first pages of the chapter that individuals
experienced other kinds of thinking fantasy and chain thinking Xhgschool
should exert itself to decrease chain thinking and assist with fantasy thinking
Literature poetry biography etc should be used extensively for pro
moting fantasy thinking From these if properly taught may come new emotional
drives establishment of nobler ideals and better understanding of problems at
hand and those to be met in the future
Activities should be planned to provide adequate rest recreation or diver
sion from participation over too long a period of time in any type of thinking and
endeavor The school should make its maximal effort to provide an environment
that is healthful and beautiful and the facilities for a wide range of creative
activity
Although there are other purposes of the school the heart of the matter is
that its major concern should be with intelligent choicemaking
A school that shifts from an emphasis on habits of studying an assigned
lesson tothe development of work habits has taken one step in helping students
learn to make choices for themselves instead of becoming ever more dependent on
the directions of someone else Making choices regarding employment of time in
school is only one aspect of the problem There is probably no greater service
adults can render youth in helping them becomeincreasingly mature than to give
them opportunities to make all sorts of choices on many occasions Mother and
teacher may think they know best but that does not help the child to become sble
to judge for himself what is best Unless there is an actual danger situation
the child should be urged to make his own decisions whether good or poor in
order thot he may learn from both successes and failures Opportunities for choice
making should include for example selection of books toys clothing foodre
creation vocation friends and even behavior It may be difficult for the school
to discover its proper role here but it is important that it do so If children
in school have no other choice than to sit still do the task assigned in the way
directed and leave the room only on schedule or with permission there will be
little opportunity to give them an education in choicemaking This is a matter
that requires delicate handlingand one that will take the combined efforts of a
thoughtful faculty and of parents who have become intelligently cooperative It
may be that we must provide a school situation in which there is a real choice for
children between abusing privileges and using them wisely between interfering
withother children and going shout their affsirs ina businesslike way between
wasting time and making good useo it10
School procedures
If the primary purpose of the school is to be the promotion of the democratic
f life by encouraging
implications for the schoc
way of life by encouraging reflective thinkingand concern for others the specific
ol should be pointed up in terms of procedure TO
pointed up in terms or procedure What
should the school do r The school should be so organized and administered that
the teacherwill
1 Study each individual and understand him physically mentally
and emotionally
10 Alice Miel Toward a New Curriculum Vifashington DC The National
Education Essociation 19447 pp 18 and 19
26p maaum
2 Know firsthand each students environment
3 Become skillful in sensing and discovering tensions or problems
faced by each student It should be emphasized here that the teacher
should deal with problems otherthan those of which the student is
conscious In othfer words this chapter does not mean to imply that
pupils should work only at what suits their fancy or passing concern
The students should be led when necessary to work at the real and
vital problems of living
4 Become intelligent and skillful in promoting reflective thinking
This involves helping the pupil
a Discover recognize and desire to solve problems in all aspects
of living
b Draw inferences or formulate hypotheses about the problems faced
c Test the inferences Perhaps at no other point in the process
of developing reflective thinking is the school and its influ
ences so needed It is here that all pertinent facts and in
formation must be brought into the picture weighed in the light
of the hypotheses formulated and evaluated with concern for what
is best for the total social order
d Arrive at sound conclusions based uponSocially evaluated facts
draw generalizations from these conclusions and use these gener
alizations in further thinking and in appropriate action
In stepsc arid dabovethe pupil will develop the necessary skills for
solving the problem The solution of all problems involves some skills Trie amount
of skill involved depends upon the nature ofthe problem For example the build
ing of a bird house will require more skill than the procuring of a lunch at the
cafeteria Both problems if thought through reflectively require some skill
Skills are therefore a definite part of the reflective thought process and as
such should be developed in connection with problemsolving
Problems Classified
If problems are to be dealt with effectively some method or plan for attack
ing them must be devised In modern society problems are becoming increasingly
more complex hence the present urgent need toclassify problems as an important
step in an overall educational program Endeavoring to make a suitable grouping
of problems has been a favorite pastime of educational writers since the time of
Plato Inmost instances however it appears that they have been more interested
in setting up appropriate areas for classifying the present world of subject matter
than of suggesting areas for studying needs The statement of the Cardinal Prin
ciples of Secondary Education made by the National Education Association in 1918
was an attempt to get away from the subjectmatter approach to education and to
place emphasis upon the learner and his problems The statementsuggested that
education should contribute to l health 2 command of fundamental processes
3 worthy home membership 4 vocation 5 citizenship 6 ethical character
and 7 worthy use of leisure time It was intended that all education contribute
to each of these principles
27 In practice however these principles were interpreted in such a way as to
become merely new ways of organizing subject matter Teachers became citizenship
or ethical character or health teachers and school organizations werebuilt
ground these principles or objectives as they came to be called The compart
mentalization and confusion resulting from such a philosophy and practice have
demanded the attention and concern of American educational leaders for twentyfive
years Recent educational literature is full of suggestions for classifying needs
The Proposals for the Revision of Ohio State High School Standards suggests the
following classifications for needs 1 Physical intellectualand emotional
2 social 3 vocational and 4 developing a philosophy of life or point of
view Many of these more recent divisions could be used for classifying problems
The philosophy expressed in this chapter however makes necessary a new
classification of needs along lines somewhat different from those usually made If
ari educational program is to be based on the tensions or problems of individuals
andgroups and if individuals are to be guided toward the attainment of the ideals
of democracy the individuals must be studied in their personal living in their
primary group relationships in their secondary group relationships and in their
economic activities
A few years ago the committee on Science in General Education suggested a
classification of needs With some major adaptations this classification is used
here
I Problems of personal living
A Personal health
B Acquiring the tools of learning
C Creative expression
D Choosing a vocation making vocational choices
II Problems of primary social relationships
A Home and family living
B Neighborhood living
C School living
III Problems of secondary social relationships
A Government
B Other organized groups
IV Problems of economic relationships
A Earning aliving
11 Science in General Education New York
p 25
D AppletonCentury Company 1938
28asBtcsaaaaaKgjigsiatiWJ
B Utilizing money
C Utilizing natural resources
There may be other categories just as serviceable asbases for organizing
problems The virtue claimed for the abovementioned classification is thatit
is in agreement with psychological and1 sociological divisions of needs
A brief description of each of the four categories may be helpful
Problems in personal living
There is no thought here of attempting to isolate the individual from his
environment Thatwould be foolish On the other hand observations of individ
uals of all agelevels interacting with their environment point to the fact that
certain problemsarise which are largely individual Choosing a diet an occupa
tion recreational activities trying to read a book or a sign writing a letter
making a kite creating a picture and building a house are a few specific examples
It is believed that most of the problems of personal living may be classified in
the following areas l Health 2 using the tools of learning 3 creating
things and ideas and 4 choosing an occupation
Problems of primary social relationships
12
These are problems growing out of facetoface contacts Sociologists
characterize the primary social relationships as those having facetoface con
tacts an unspecialized character of association relative permanence a small
number of persons inolved and relatively great intimacy among participants
Persons of all age levels experience tensions emerging from these relationships
These tensions probably come largely from 1 home and family living 2 neighbor
hood living and 3 school living Many examples of specific problems could be
listed but the following will illustrate the type Planning a family budget or
ganizing a community recreation club snd beautifying the school grounds
Problems of secondary social relationships
As a person grows out of childhood into maturity he encounters problems that
reach beyond the confines of the primary group The person becomes a part of a
larger world made up of institutions and groups He begins relations with such
institutions as the church the government civic organizations fraternal organi
zations business establishments and the like Some of these relations may ap
proach primary relationships while others are more or less impersonal and reach
out to all parts of the world Electing a president of the United States settling
an issue in court procuring a pastor of the church organizing a civic club etc
are a few examples of problems growing out of secondary relationships
Economic relationships
It is recognized that economic relationships are involved in the three cate
gories described in the preceding paragraphs yet it is believed that economic
problems so profoundly affect the lives of adolescents and adults that they should
be segregated for special consideration Three types of economic problems are
12 C H Cooley R C Agnell and L
Chcrles Scribners Sons 1933 p 56
Carr Introductory Sociology ifew York
29listed 1 Earning a living 2 utilizing money and 3 utilizing natural re
sources
The abovementioned grouping indicates an organization of problems which not
only is convenient and logical as a basis for instruction but which also will
assist teachers in putting their instruction on a basis that will achieve the pur
poses of education previously outlined in this chapter
It should be pointed out that the classification is by no means exclusive
that is a problem placed in one category extends over into many other areas
For example the problems of family living listed as emerging from primary social
relations certainly extend over into all other relationships and into personal
living The listed divisions are merely convenient categories for locating and
classifying problems The solution of any one problem reaches into all aspects
of living
Parts II and III of this manual suggest procedures for implementing this
philosophy in planning the program of the school
30ssssssssssssBmsmmmmsssssai
CHAPTER III
SUGGESTED PROCEDURES AND TECHNIQUES FDR ORGANIZING AND LEADING A
GROUP IS EDUCATIONAL FUNNING
Under the direction ofcompetent leadership a representative group of people
from any eojnniunity should be able to do Successful group planning for school de
velopment A program of group planning and action however should be preceded
by careful preparation The following suggestions may be helpful to the leader
in initiating and carrying on a planning program
Organizing the Planning Group
The successWhich the leadermay have in securinginterested members of a
plaftBmrg group may determine theextent to which the planning program may become
effective The leadercannot be too careful nor too industriousin this part
of the planning Personal contacts with individuals are considered necessary to
insure their attendance and active participation in the group meetings
The first person who shojaldbeapproached by the leader is his superintendent
or immediate superior in the system With the interest and support of system
superintendents mucTT dt lelouiuui of the school program may be effected without
such support the wisdom of attempting group educational planning may be seriously
questioned The superintendent who is in sympathy with group planning may be in
strumental in securing the support of the school board Members of school boards
are in a position to make valuable contributions to the planning or they may deter
its progress if the ane not aware of its values and possibilities
Mahy individuals may be attracted to the idea of group planning if they are
giventhe opportunity to connect their own interest in specific school problems
to the thought of holding ameeting to discuss them These individuals might be
those iwho haveshown more than an average interest in the schoolthose whose
jobs or offices make them potentially helpful or concerned those whose opinions
are widely respected in the community or those who represent an element of the
population It is likely that many individuals in an interview with the leader
concerning a problem of the school may actually suggest that a meeting be held
Most of them will favor such a suggestion
General invitations to a meeting at the school are not usually effective
in getting people to attend a meeting A real need for ameeting and an accepted
purposein callingone are the best attractions Personal friendship and loyalty
to the leader are desirable incidents but are not in themselves sufficient grounds
forasking a group to discuss plans for improving a school program
Perohal invitations should be supplemented by use of cards letters public
notices and announcements nevspaper items or a combination of these Informal
notes written by school pupils era given more considerationthan mimeographed
31I aagimaaf8nwyjKxauvgiii
announcements If some care is given to the wording of invitations particularly
in stating the purpose time and place or special features of the meeting the res
ponse is usually better
Maintaining Group Memberships
Impatience to get something done may often lead a group to feel discourage
ment over the degree of progress made in planning itisini port ant that a group
that has become concerned with school problems experience the feeling that the
discussions and planning will lead to action Leading the group to make decisions
and possibly setting up committees at an early date are valuable steps in secur
ing a continuity of the planning activities
Continued use of all the methods of securing the group particularly the
personal interviews is essential Reminders in the form of cards letters an
nouncements and newspaper publicity should precede each meeting
Interest in the meetings is often enhanced by some form of recreation or en
tertainment Some communities begin their meetings with a meal Other groups
spend from 15 minutes to an hour in various directed group recreational activities
The traditional sing is popular with some groups Many groups have workings
or work nights as the result of planning in which members of the group work to
gether on improvements of the school plant and facilities A motion picture ap
propriate to the discussion may serve the purposes of entertainment as well as
the need for information Care should be taken to keep such features as these
from becoming the main emphasis in the meeting The planning discussion leading
toward an improved school program should be maintained as the dominant purpose of
the gathering
It is extremely valuable to secure the support of civic clubs and especially
of the ParentTeacherAssociation In many instances the PT A and the plan
ning group have become for practical purposes synonymous Certainly the per
sonnel of the two groups will be much the same If the PT A should elect to
adopt for an annual program a series of meetings for directed educational plan
ning and if adequate time is assured for the discussions the leader may find
most of his membership difficulties minimized In securing a planning group how
ever the leader cannot depend upon the use of PT A membership in its own
meeting unless the planning program is given the major emphasis
Providing Suitable Meeting Place
The experience of school leaders has shown that providing a suitable meeting
place has direct influence upon the progress of successful educational planning
The school building as the community center having facilities for holding group
planning meetings is generally regarded as the best place in which to have such
meetings Many of the school problems may concern or be concerned with condi
tions and facilities within the school plant itself Use of a church dwelling
or other building may be resorted to in extreme cases but it is advisable that
the school building be used if it is at all possible
32Selection of the room in which to hold a meeting should take into considera
tion the need for appropriate space It is important to avoid overcrowding in a
small room it is equally important to avoid losing a small group in a large auai
torium or gymnasium If at alb possible the meeting place should be well ligfttea
and the meeting room or rooms properly heated and ventilated some time before the
meeting is to begin The leader will see that an adequate number ofseats has
been provided prior to the meeting An informal or semicircular arrangement of
chairs desks or other seatsis generally preferable tothe traditional class
room arrangement or to an auditorium with stationary seats ess formal sealing
usually enables each member of the group to see clearly the blackboard and Chart
and facilitates discussion between the different members of the group A f
auditorium with stationary seats is tobe avoided Careshould be takethatno
strong light would be withinthe lire of anyones vision wnenheis looking toward
the discussion leader other members of the planning group the blackboard or the
charts The leadermay findit helpful to make the meeting place attractive as
well as comfortable
If no blackboards are installed in the room to be used it is advisable to pro
vide a portable board A planning group can do better work and make more Press
in a given neriod of tine if pointsare reduced towrittenform on the blackboard
as they areagreed upon If at any time during a discussion a participant can
glance at the blackboard and review the progress of the group thinking he is able
to become a rrore effective participant tf a blackboard is not available large
sheets of white paper and black crayon may be used Blackboard cloth that can ue
rolled is now available
The leader should avoid delays resulting from failure to make available such
items as chalk erasers extra fuel thumb tacks writing materials for permanent
records etc
Preparing Information and Materials
In the selection andp
mind that information cone
thatmany members of the gr
This manual in each unit si
shown These are suggestiv
tive and alert to original
used to advantagein the di
ones by 30 inches in size
dark colors on light paper
tial Spacing of lines sho
numbers symbols and margi
and scope of information pr
reparation of factual data the leader should bear in
rniug the people and their needs should be chosen and
oup may know little of the conditions as they exist
ggeats charts by which specific information can be
e and here as in all areasthe leader should be crsa
deas Tf charts are prepared in advance they can be
tcussions Charts should generally be at least 24 m
snouldbe attractiveand should be easy to read Very
show up veil Accuracy in statistical data is essen
uld provide ample room for uniformly large letters
n Titlesof charts should indicate clearly the kind
esented
Bar graphs or other figures may be used advantageously to present data on
trends and comparisons
Materials such as books pamahlets and the like which the leader might feel
would be of value should be made available to members of the group
33Leading the Group to Think and Plan as a Group
The effective leader in community planning arid development of a school program
must first of all behimself committed to certain beliefs He must believe that
a group of people applying the reflective thought process to their problems can
arrive at sounder conclusions than can any one of the group working alone He
must also recognize that the planning experience is for the participants a learn
ing process by whichthey becomemore proficient in the use of democracy as a way
of living together
Believing thus the leader becomes desirous of every person having ample op
portunity to express opinions to test those opinions and to draw sound conclusions
for every person feeling that his contribution has been accorded the full weight
of its value for every person being stimulated to reach a little beyond his cus
tomary thought habits and for the members of the planning group to depending less
end less on his leadership and more and more on their own abilities and confidence
Getting Participation on the Part of ivembers of the Group
Usually any leader who is willing to let members of the group talk will get
some participation on the part of the more interested and less timid members To
get fullparticipation of members of the group the leader will need certain skills
and techniques The skills and techniques needed become apparent when the leader
recognizes his proper function with the group that of a chairman and host and
his major objective that of stimulating reflective group thinking To be most
effective in getting participation the leader must know the individual members of
the planning group and be able to call each member by name The leader should
see to it that he is acquainted with every member of the group beforethe discussion
starts This matter of becoming acquainted should involve a discovery of some of
the characteristics of the person such as his occupation his freedom of expression
etc This understanding of members of the group will greatly aid the leader in in
telligently drawing members of his group into the discussion later
At the beginning the leader should get a clear statement of the problem to
be discussed before the planning group If the members of the group know exactly
what problem is being discussed and for what purpose it is being discussed they
are more likely to participate in the discussion of the problem The problem
should be stated in doing form For example a problem should be stated as
Planning and Developing aHealth Program rather than stated as Health
Experienced leaders have learned to pay attention in these early stages to
the order in which individuals are brought into the discussion In the beginning
only those persons exhibiting strong interest are called upon because responses
from interested individuals usually carry a charge of new interest while those
from persons not concerned about the problem may diminish the interest already
oroused
After persons with strong interest have helped permeate interest among members
of the group the leader should observe no fixed order for calling upon individuals
except that other members as their interest warrants should be drawn in for
34opinions In most groups there are those who tend to be more reserved or timid
than others It is much easier for these individuals to participate after group
interest has been built up No person who makes a contribution should be left
with the feeling of being ignored The leadershould avoid however the practice
of evaluating contributions made by members of the group Use of the words of the
members when writing opinionson theblackboard yillhelpmembers to recognize
that their contributions are being used Embarrassment on the partof amember by
reason of his contribution is always to be avoided The way that a leader greets
members of the group upon arrival and the sincerity and friendliness withwhich he
leads them to think through a problem have much to do with the freedom of partici
pation on the part of group members If the leader can remain seated and at the
same time conveniently see every other member of the group better participation
can usually be expected from members of the group Under these circumstances the
group members do not subconsciously think of themselves as listening to a speaker
and feel Tess aversion for entering into the discussion
A large part of the discussion taking place in planning meetingsconsists of
findinganswers to questions raised by the leader or by members of the group
Since the leader assumes the responsibility fordirecting the discussion and uses
questions as a chief means the type of questions he uses is very important This
applies both to the questions prepared in advance and to questions devised at the
moment of need
Lancelot discusses questions as they relate to leading discussions and sug
gests four characteristics of a good question The questions must be interesting
must call for thinking must lead the thought forward and must not in any way
suggest their own answers
Elliott3 suggests several specific kinds of questions thatmay well beavoided
Oneis the hortatory question which pleads for a particular answer that is
questions beginning Might it not Dontyou think Couldnt we
etc Others are given in the following quotations
Fere factual questonswithout any indication of the bearing of the facts
on the question at issue are of little use
Guessing questions intended tobring out some point in the mind of the leader
of which the group may not be aware are disconcerting in a discussion His in
spired illustration is Who chasec
ed whom around the walls of what
Long and involved questions ones which must be repeated and studied before
the meaning is clear should be avoided
Questions notphrased in the language of the group are less desirable
2 W HLancelot Handbook of Teaching Skiils New York John Vii ley and
Sons Inc 1939 p 158
3 H S Elliott The process of Group Thinking New York AssociationPress
193S p Ill f
35SSTrSS5
If the inexperienced prospective group leader feels a tendency toward dis
couragement at this pointy it is well to recall that facility in any skill is
partly the result of experience in using that skill and that s beginning however
inept is a step toward proficiency
Even the wellphrased question may faj1 to stimulate discussion unless it is
well Used Perhaps the post frequent hazard to the beginning discussion leader
is the tendency to expecttoo immediate response to a question If a question is
appropriate to the interests and abilities of theparticipants is clearly stated
andis brief there still mayneed to be time for thought before discussion If
these conditions have been met the leader may well be patient while the thought
process takes place The seconds that pass will seam longer to the leader than to
anyone else During this time the leader may watch carefully for clues that will
tell him whether his people are thinking He may watch for evidence of interest
on the part of someone who is reluctant to speak with a view to drawing him into
the discussion After a payse it may be necessary to rephrase1 the question in
better form
Generally with experienced groups relatively more questions are needed in the
early stages of the discussion than later As the discussion progresses beyond
th point xvhere the group becomes concerned about the problem the discussion
usually becomes more and more spontaneous
Oneof the chief factors in the success of the leader in getting participa
tion on the part of the members ofthe group is the originality and inventiveness
with which he the leader adopts set procedures to the needs and talents of his
own group1 This creativeness on the part of the leader involves being alert to
the significance of unexpected developments of discussionand unforeseen points of
view It involves being aware of whether all important pointsof view are being
expressed and of whether each member of thegroup is participating to the full
extent of his ability Another partofit is aconstant study of facialexpress
sions bodily movements tones of voice for clues as to degrees of understanding
interest emotion restlessness agreement etc
Creativeness requires a constant adjustment of plans to the needs of the
group Whether the leader is using the suggested outlines of thought that follow
in this manual or those that he has devised the outlinewill be harmful if allowed
to force the thinking of the group intoa pattern Few questions will have to be
devised at the moment of need which will help to define issues raised snd stimulate
discussion of them
The same attitude of creative leadership should guide the leader in all phases
of chairmanship No amount of advance planning or suggestionhowever detailed
con anticipate all the exigencies that may arise It is che place of the leader
to meet these exigencies as they arise in a manner that will be conducive to sound
interested group thinking
A prospective leader should not feel discouraged by these requirementsbut
should recognize that he can use whatever degree of ability he has as a beginning
1 Helen Husted A Chairmans Guide pleasantville New York
Digest Frogram Service 1944 p 5
36
The Readerspoint and become more proficient as his experience increases
Using Facts as a Basis for SolvingProblems
Facts and information are used either to get a group concerned about a problem
and to want to do something about it or they are usedtotest the opinions of mem
bers of the group as to what should be done about the problems
The leader should pay particular attention to hismethod of presenting charts
A large percentage of charts is used to make comparisonsshow relationships or
portray trends The leader should present these charts in such a way as tocall
the groups direct attention to the comparison relationships or trends
Generally charts should be set up before the meeting in such a way asnotto
be exposed to view of group members prior to their presentation1
Charts should be presented only after there is readiness on the part of group
members for the information contained on the chart If hechart is used to help
get the group into the problem a question which mightlater beansweredby informa
tion on the chart may be raised by the leader for brief diseussion This practice
makes for more thinking and stimulates test opinions of members of the group as
to the solution of the problem an obvious reason is provided already for the pre
sentation that of helping to settle the argument aS to the solution to the prob
lem
These suggestions may apply to opinions of experts or programs of other schools
when briefed on charts
There are other possibilities for leading members of the group to consider the
opinions of experts or the program of other schoolsother than the use of charts
One common method is that of appointing one or more membersof the group who shoxv
more than an average interest in the problemand who haveability topresent facts
to groups verbally in an interesting manner and who are willing to prepare to pre
sent such facts to the group at the next meeting This procedure is particularly
applicable to situations when the members of the group are led far enough in a
meeting by anticipate the need of such facts in the next meeting
Although opinions of experts or consultants are valuable at second hand it
is more desirable to hae these persons to meetwiththe group andpresent their
opinions directly Services of consultants may be arranged through the State De
partment of Education the State Department of Health colleges and universities
etc
Careful planning with a consultant should precede a meeting in which heis
used He should be led to a knowledge and an appreciation of the procedure used
in leading the group members to think through the problem and to realize how he
can best fit into that procedure If at all possible the consultant should sit
in as a member of the group and should participate in the discussion by citing
examples factors etc as they are needed but he should withhold his own opinions
as to the solution of the problem until the opinions of specialists is desired in
testing the opinions or suggestions of members of the group A speech or lecture
37iwMjosfiaa
SSSm
on the part of a consultant should be arranged for only after the group has gone
far enough with the problem in prior meetings to get to the place where recommenda
tions of specialists are needed to help test the opinions of the group members
In case this is done the members ofthe group should be provided the opportunity
of raising questions with the specialist following the lecture
Leading theMembers of the Group to Reach Conclusions
One procedure which has been used successfully by school leaders makes fairly
simple the matter of leading the members of the group to reach conclusions This
procedure involves the practice of recording the different opinions expressed by
the individuals of the group asthey are given The names of the individuals
holding each opinion should not be recorded so as to allow individuals expressing
what proves later to be bad opinions to save face As these recorded opinions
are tested by each of the following What the school is now doing what other
schools are doing the opinions of specialists etc the group members are given
an opportunity to revise their suggestions or opinions as they see fit Then after
the last step in testing has been taken and possible revisions in the opinions or
suggestions have beenmade these latest revised opinions become the conclusions
of the group provided the group as a whole feels that enough sources of information
have been used to test these opinions or suggestions
Getting Plans Put into Action
9 While a program of developmental school planning is a longrange undertaking
many occasions arise when conclusions have been reached and action is the next
logical step Such action should be encouraged Perhaps it is well to work toward
reaching each meeting some conclusion that can be carried into operation
It is important that definiteplans be made for such action
what should be definitely understood at the close of the meeting
ports should be given at the next meeting
Who will do
Progress re
Scheduling Meetings
The time and date of meetings will necessarily be determined to some extent
by the other activities of the members of the group The leader should give group
members an opportunity to set the time and the dates to suit their convenience
They should also be allowed to decide how often they wilt meet
Usually a regular meeting date each week or each month helps to give stability
to the work of the group The leader should not however depend upon their re
membering but as the chosen date approaches he should remind each participant
The question of how long to continue discussions at each meeting is also one
that the members might decide Choices usually range between one hour and two
hours
38CHAPTER IV
INITIATING THE PLANNING PROGRAM U
School leaders who have had experience in community educational planning
have found that careful preparation for the first meeting is a significant fac
tor in assuring the success of the planning program They havefoundthat it is
necessary forthe leader to assume primary responsibility for organizing the
planning group and for assembling in usable form data on the school and the com
munity
It is assumed that the leader who initiates a program of educational plan
ning andwho expects to make effective use of the material in Part II of this
manual will havestudied carefully the two chapters in Part I
To the leader who is now prepared to use it the present chapter offers
some suggested preliminary steps and a plan for conducting the first meeting
I Leaders preliminary responsibilities
A lflETjactive It is assumed that the leaders objectiveis in agreement
with the educational point of view that the purpose of the school is
to develop in individuals the ability to participate effectively in
democratic living The leaders task then becomes that of leading the
planning group to
1 Agree upon the function of the school in a democratic society

2 Decide upon how the school can function most effectively in the
development of individuals who can participate in a democratic
society
3 Discoverthe problems with which individuals and groups are faced
and around which the school program should be built
4 Recognize its responsibility in assisting with the planning of
the school program
5 Select a problem for further developmental planning
B Members of the planning group
The leader willrecognize the need of carefulpreliminary work in
yolving personal contacts in order to 3ecurethe interest and par
ticipation of members of the group Hewill alsorecognize that it is
his responsibility to see that no person in the community feels that
y he excludedfrom the meeting and at thesame time tosecure the
attendance and participation ofthe following key people for some or
all of the meetings l school superintendent 2 local members of
9areamE
the county board of education 3 local trustees 4 instructional
supervisor 5 visiting teacher o principal 7 teachers 8
selected young people from high school and outofschool youth
9 adults parents and others 10 hone demonstration agent ll
county agent 12 civic club leaders l3 ministers 14 repre
sentatives from county health department and possibly others
The meeting place
Experience of school leaders has shown that a suitable meeting place
is very important in educational planning Use of the school building
for planning meetings has the advantage over other places in that it
brings the members of the group close to problems similar to those
with which the group may deal It is suggested that the leader will
assume responsibility for having tho building welllighted and the
meeting room or rooms properly heated and ventilated some time be
fore the meeting is to begin Materials such as blackboard crayon
erasers maps charts or chart paperand thelike should bo pro
vided and soarranged that their use will encourage and support ef
fective thinking on the part of members of tho group An informal or
semicircular arrangement of chairs or desks is generally preferable
to the traditional classroom seating arrangement Loss formal seating
will enable each member of the group to see clearly the blackboard
charts and the other members of the group during the meeting The
loader may find it helpful to make the placo attractivo as well as
comfortable
D Suggested informational materials
It is suggested that the leader should be familiar with much of the
material listed below He may wish to recommend selections for use by
members of tho planning group The information on conditions that af
fect tho school program will be of particular value
1 Factual data of local community
a
Educational level and percent of illiteracy as shwn by
educational census Georgia 1944 and reports from Selec
tive Service Boards
b Population trends by age groups as shown by federal and
state census
c
d
e
Trends in school enrollment and average daily attendance
as shown by annual reports of superintendent 9f schools
Retardation as shown by number andpercent of overage
children by grades This information can also be secured
from annual reports of superintendents
Health facts as shown by local and state health departments
and selective service
40f
2 Bool
a
b
a
e
r
h
i
Others
s pamphletsetc
Building a Better South Through Education Tallahassee
FloriclftT Southern States YsorkConferenoe on School Ad
ministrative Problems 1943
Citizens FactFinding Movement of Georgia Education
February 1940
Education Policies Commission Education for All American
Youth Washington D C National Education Association
and the American Association of School Administrators
1944
Education Policies Commission Learning the Ways of Demoo
racy Washington D C National Education Association
and the American Association of School Administrators
1940 Pp 191330
Georgia Educational Census 1944
Georgia Program for the Improvement of Instruction
Bulletin Mo 2 May 1937 Atlanta Georgia State De
partment of Education 130 PP
Georgia School Communities Plan for Action Education
Panel Athens Georgia Education A I D B of
Georgia
Georgia School Laws Atlanta Georgia State Department
of Education 1942
Mueller A Principles and Methods in Adult Education
New York PrentTcellall incorporated 1937
National Education Association Research Bulletin
Population Trends and Their Educat ional Iftiplicat ions
January 1938
k Our School in the PostWar Wprld Leaflet No 71 U S
Office of Education Washington D C Superintendent
of Documents
1 Planning Schools for Tomorrow The Issues Involved Leaflet
No 64 U S Office of Education Washington D C
Superintendent of Documents 1942 P 26
m Proposals for Public Education in PostWay America Re
search Bulletin of the National Education Association
78 pp April 1944 Washington B C
41

n Schools and Coirnnunity Organization The Education and
NationalDefense Series Pamphlet No 5 U S Office of
Education Washington DC Superintendent of Docu
ments
o Science in General Education
Century Company 1938 P
New York
25
D Appleton
p Sixteenth Census of the United States 1940 Population
Second Series Characteristics of the Population Georgia
Washington D C Superintendent of Documents
q Supplement to Georgia School Laws Enactments of the
General Assembly 1C43 Session Atlanta Georgia State
Department of Education June 1943
r Wank Roland A Smith Creek Village Community Center
Pencil Points February 1944 pp 4446 Stroudsburg
Pennsylvania Reinhold Publication Corporation
A Ljaading the group to agree Upontlie funoiion of the school in a demo
cratic society
1
The leader may make a brief statement to the group concerning the
purpose of this first meeting It is assumed that the leader in
his personal talks with prospective members of the planning group
will Have found some agreement thatthere is a need for school
planning He might refer to this agreement and to the suggestion
that a group of people might get together to consider what they
might do toward planning and developing the kind of school pro
gram which will more nearly meet the needs of this community He
may conclude his introduction with the statement that this meeting
was called in response to suggestions as to how the group might
best work on the program of the school
2
W
The leader should ask some questions that will stimulate group
thinking Suggested examples follow others may be used Some
time should bo given for the reaction of several members of the
group to each question After the group has discussed a question
the leader should summarize and help the group to arrive at con
a What dyyou want the school to do for your children Why
b Why docs ourlocal state and national government give
financial support to public education
o How have other societies Nazi GermanyEngland early
America etc supported systems of education which they be
lieved wouldfurther the ideals toward which they were striv
ing
423 After the above questions have beendiscussed freely the leader
should summarize the thinking of the group by pointing out such
conclusions as the following
It is the function of the school to help individuals to develop
the abilities necessary for participation in the kind of society
in which they live Nazi Germany supported schools which taught
a few people to give orders and the masses of the people blindly
to obey them The history of education in America parallels
closely the developing concept of democracy The popular belief
of the eighteenth and nineteenth centuries that onlya few were
fit to rule was reflected in the schools of that period Vealthy
people provided for their children while the children of the poor
vero denied educational opportunities
If the participation of all the people is necessary to the wel
fare of a democratic society the primary function of tlje school
willbe conceived to be the educationof each individual for
citizenship in such society
B Leading the planning group to deoide how the sohooIcan function most
effectively in the develppmentof IndlUals whocan parfcicipata in a
democratic society

1 The questions below might be used tostimulat thinking The
leader should secure discussion and conclusions after each
questi on
Yftiaf abilities does the individual need to acquire if he is
to become a good citizen

b How can the school help the individual to develop such
abilities
c hat kinds of experiences would provide opportunities for
the individual to develop such abilities
2
Opinions of members of the group might be summarized in the
following manner
In order to live happily and effectively in society thorin
dividftai must be ableto recognize his problems asan individual
and as a member of certain groups he must be able to use in
telligence in solving his problems he must be able to see the
effect the solutions to his own problems will have upon others
and to modify his actions in terms of what isfor the good of all
affected The school can best help the individual to develop
such abilities by providing opportunities for him to have many
experiences in solving his individualproblems and problems
faced by the groups of which ho is a member
Lending the group to discover the problems which individuals and
igroups must face and around whichvho school program oan be buiijU
43j aaagwraragmttiffc
1 The leader might ask such questions as thefollowing in order to
get the opinions of members of the group
S a What are some of the problems which individuals face in
their everyday living

V b What are some of the problems which groups of individuals
face in working together for the common good
2 As the opinions of tlie group are given they may be listed on the
blackboard Time should be given for a brief discussion of eaoh
problem The problems will probably be similar tothefollowingi
a We have the problem of choosing the right occupation
b Earning a living is a problem that concerns everyone
c Keeping well is one of the most pressing problems we have
d fWe should know how to get along we 11 with other people
e Maintaining good relationships betweenlabor and capital is
a serious problem

f Building good world relationships is a problem which faces
us all
g Taking care of ourforests and soil is a seriouf problem
h We need to learn how to use leisure time effectively
r i Individuals need to know how to read write and figure
j Raising the standard of living in the home and eommunity is
a big problem
k Improving relationships in the home is a serious problem
1 Making better use of our money is important
3
The leader should help the groupat this point to classify the
problems that have been listed The following classified list
may result
a Maintaining goodhealth
b Acquiring the tools of learning
c Expressing oneself creatively
d Choosing an occupation
o Maintaining good home and family relationships
44f Establishing good pommunlty relationships
g Dealing with problems of school living
h Dealing with problems arising between individuals
organized groups and governments
i Earning a living
j Utilizing money
k Utilizing natural resources
D Leading the members of the group to recognize their responslbility in
assisting with the planning of the school program
1 The leader might raise the following questions to stimulate
discussion
E
u
J
Jlio in the community will benefit from the school program
just described
The leader should help the group to see possible benefits
for all people of the community from such a program
Since every member of the community is to benefit from the
program of the school who in the community should help to
plan this program
A discussion of the above question may lead the group to
reach the following conclusions
All the people affected by the school program should par
ticipate in formulating plans and in putting them into
action This group would include school people laymen
and students
Leading the group to select a problep for further developmental
planning
At this point the group should make the following decisions
1 fthich problem shall be selected for further developmental plan
ning
2 YJhen shall the group meet again for further planning
3 VJhat specific things concerning the problem can be done by
members of the group before the next meeting
45bBMMMMI
rsssssSSCHAPTER V
PLANNING AND DEVELOPINGAHEALTH PROGRAMFORTEE SCHOOL
Ti
Health problems have beenrecognizod by many loadersfaad plaimiHg groups
as being perhaps the most needful of immediate attention tfhc rnocossrrty and
the value of health program in the school have boon readilyaccaptdd In set
ting up a health program in the school there are two approaches One through
provision for the study of general health courses and another through an an
alvsisof the specif ic health problemsof thepupils end oi the community The
seeond approach it is believed will more nearly result in a functional program
and will more nearly meet the daily needs of the pupils
In this unit the emphasis is therefore placed at thcry beginning on a
listing of the health problems The planning group should boled to consider
implications for the school program in the light of theso problems and to de
termine methods of attack for their solution
t is anticipated that problems in all the areas suggested can be
effestively dealtwith immediately The maintenance Of physical and mental
health is a continuous task and is dependent on many factors such as environ
ment proper nutrition recreation community control of conditions contribut
ing to poor health and the like The magnitude of the problem should not
however prevent planning groups from thinking through the possibilities i
action Irf sone of the more Pressing and immediate needs of the school and the
community
Leading the Group to Think Through the Problem of
Developing a Health Program
I Leaders preliminary responsibilities
A Objective In order to lead a group to think through the problem
thelilder should have a definite objective This unit on planning
and developing a health program for the school has been prepared on
theassumption that the objective would be to lead the group
To become interestedin and concerned with planning the health
program
1
2
3
4
To egressopinions regarding what the school should do about
health problems
Tq testthese opinions and to try out tentative conclusions
To draw conclusions
5 To make and to put into operation a plan of action
46
B Members of the planning group The leader will recognize the need f
careful preliminary work involving personal contacts in order t
secure the interest and participation of members of the group Hiese
members might include l school superintendent 2 local members of
the county board of education 3 local trustees 4 instructional
supervisor 5 visiting teacher 6 principal 7 teachers 8
selected young people high school and outofschool youth 9
adults parents end others 10 home demonstration agent ll
county agent l2 civic club leaders 13 ministers 14 repre
sentatives from county health department and 15 others
C The meeting placet Experience of school leaders has shown thtft a
suitable meeting place is very important in educational planning The
leader should refer to suggestions made in Chapter III
D Suggested informational materials and services A selection of the
following and other aids is essential in working toward the leaders
objective Careful examination of this suggested list of aids will
reveal that some of them might be used in one or both of the steps
getting the group into the problem and testing he opinions of members
of the group The data which can be provided ahead of time should be
charted so that they can be seen and studied by the whole group Dat
for some of the charts and tables may be secured from books and bulle
tins listed in this section
1
2
c
d
Tables
a Table Ij Some Comparative Data on Communicable Diseases
b Table III Discovered and Corrected Defects o Pupils in
County
Table III Sanitary and Other Health Facilities f the
Homes of County
Table IV Sanitary and Other Health Pacilities of all
Dwelling Units of Heard Cunty Example
Table V Sanitary and Other Health Facilities of the
RuralFarm Dwelling Units 90 Percent of nil
Dwelling Units of Heard County Example
Table VI t Some Comparative Data n Sanitary andOther
Health Facilities of the RuralFarm Dwelling
Units of the U S the South Georgia and
Heard County Example
Description of a successful community health progrnmj The
Health Program of the Chula Consolidated School District rift
County
f
3 Charts
Chart I Guide for Developing the Health Program f the
47b Chart Hi
School
Health Program of X School
c Chart III A Suggested Plan for Dealing with Health Prob
lems
4 Books arid pamphlets
a
b
c
d
f
g
Advisory Committee on Education Education in the Forty
Eight States Washington D C US Government Print
ing Office 1939
Educational Policies Commission National Education
Association and the American Association of School
Administrators Education for All American Youth
ton D C National Education Association 1944
fashing
Evans Alice Principles and Practices in School Health
Education Nfew York American Child Health Association
T935
Housing First Series Data for Small Areas 16th Census
of the United States 1940 Washington D Ci Superin
tendent of Documents
Federal Security Agency Committeeon Physical Fitness
Washington D C Federal Security Agency Office of
Administrator
Maryland State School Survey Commission The 1941 Survey of
the Maryland Public Schools and Teachers Colleges
Baltimore Maryland Maryland State School Survey
Commission 1941
National Association of Secondary School Principals
Planning for American Youth Washington D C
National Education Association 1944
h Parker High School Serves Its People Greenville South
Carolina Parker District Schools 1942
i Pine Grove Health Program Hew Dominion Series No 22
Charlottesville Virginia Extension Division Univer
sity of Virginia October15 rlS42
j Population and Housing Characteristics of RuralFarm
Families 16th Census of the United States 1940
Washington D C Superintendent ofDocuments
k Rogers James F Safety and Health of the School Child
A SelfSurvey of School Conditions Circular No G5
Washington D C U S Office of Education 1933
48
1 Rural Health Program A New Dominion Series No 14
Charlottesville Virginia Extension Division Univer
sity of Virginia June 1 1942
m
n
o
q
s
u
w
x
Southern Rural Life Conference The School and Changing
Pattern of Country Life 1943 Nashville Tennessee
George Peabody College for Teachers
Southern StatesWork Conference of School Administrative
Problems Building A Better South Through Education
Improving Education in the Southern States Bulletin No
3 1943 Tallahassee Florida Southern States Work
Conference on School Administrative Problems
State Department of EducationGeorgia School Lunch Program
Atlanta Georgia State Department of Education 1945
State Department of EducationGeorgia School Laws
Atlanta Georgia State Department of Education 1942
State Department of Education The Georgia Victory School
Program for 194344 Bulletin No 10September 1943
Atlanta Georgia State Department of Education
State Department of Health The Ellis Health Laws Atlanta
Georgia State Department of Public Health 1940
State Department of Health Why Adopt the Ellis Health Law
Atlanta Georgia State Department of Public Health
Strang Ruth and Dean P Smiley The Role ofthe Teacher in
Health Education Atlanta Georgia The Kaciiillan
Company 1941
Strang Ruth Every Teachers Record New York Bureau of
Publications Teachers College Columbia University 1936
Toward Better Health New Domini on Ser ie s No 50
Charlottesville Virginia Extension Division University
of Virginia June 1 1944
Wallace Whilder James Chretzberg and Varna M Sims The
Story of Holtville Holtville Alabama Holtvillo Public
Schools 1944
White House Conforence on Child Health and Protection The
School Health Program New York D Appleton Century
1932
5 Consultants
See Chapter III for use of consultants
4911
Procedure with the group
A Getting the group into the problem
1 The leader should ask several questions that will stimulate group
thinking Suggosted examples follow and others may be used
Time should bo givenfor the reaction of the group to each ques
tion Opinions of members of the group should bo secured before
the leader presents chart data
a Does our community have health needs that arc not being met
it is assumod that the abovo quostion mil be answered in
the affirmative
b Vftiat are somo evidences that the health neods are not boing
met
The responsesfrom the group mayinclude statoihonts about
the prevalence of certain communicable diseases the number
of physicaldefects poor housingconditions the lack of
sanitary facilitiesetc
Tables I VI may be used to supplement the contributions
of the group and togivefaotualTnffioriiatTbn concerning
health conditions of the community Tables maybe used
mOre effectively in connection with specific problems under
discussion
The leader should be prepared to answer questions concerning
the information in the tables and should allow time for
comments from members ofthe group
50
kmumus
table i
some comparative data on communicable diseases the state
of georgia and county
v The rctes are per 100000 population
Disease Case rate State County Death rate State County Percentage cases fatal State County
Typhoid Fever
Malaria
Typhus i i
Scarlet
Measles
VJho oping Cough f
Diphtheria i
Influenza
Tuberculosis
Dysontery
Poliomyelitis
Cancer
Diabetes
Pellagra
Heart disease
Pneumonia
Syphilis
The information for this table may be secured from the State Department of
Health Atlanta Georgia
51TABLE II
DISCOVERED AND CORRECTED DEFECTS OF THE PUPILS III
COUNTY
Lungs
Glands
Heart
Nutrition
Central nervous system
Total examined
1 Defect Numberof defects discovered Number of defects corrected
Eye s
Skin
Ears
Tonsils and adenoids

This information may be secured from records of the State and County
Health Departments and from records of the local school
52VLJJ
TABLE III
SANITARY AND OTHER HEALTH FACILITIES OF THE HOMES OF HEARD
COUNTY BY RACES
Example
White Negro
Facilities Number reporting Number Percent Number reporting Number Percent
Inside toilet 1154 76 66 409 0 0
Running water 1154 109 9 5 409 5
i Electriclights 1154 518 449 409 33 81
Family garden 1154 1025 888 409 120 293
The information given in this table may be secured for any county from the
1944 Georgia Educational Census
53 TABLE IV J
SANITARY AND OTHER HEALTH FACILITIES ON ALL DWELLING
UNITS OF HEARD COUNTY
I Example
County and j militia districts Total i dvrelling units All dwelling units bystate of repairs and plumbing equipment
2173 Number reporting Needing major repairs No private baths
1 1 NumberjPercent Number Percent
HEARD COUNTY 2072 1245 601 2035 982
Dist 693 Cooksville 60 41 21 512 41 1000
Dist 702 Houston 104 86 83 965 86 1000
i j Dist 761 Texas 197 i 195 150 j 769 193 990
Dist 779 Enon Grove 105 97 39 402 97 1000
Dist 788 Frankljin j 356 347 160 461 322 928
nHi Dist 792 Centralhatchee 204 199 85 427 195 979
Dist 938 Corinth 84 80 i 1 13 75 938
Dist 939 State Lind i i 150 148 j 58 392 148 1000
Dist 987 Rockalo 239 232 166 716 232 1000
Dist 1517 Walnut Hill i 170 168 120 714 168 1000
Dist 1657 Greenloch i 222 1 204 164 804 204 1000
Dist 1678 Loft in LJ58 158 83 j 525 158 1000
Dist 1705 Waresville 124 111 115 983 116 992
i 1J
This information jnjiy be Secured for any county from the
the United States 1940 Housing First Series Washington
of Documents
Sixteenth Census of
Di C Superintendent
54en
en
TABLE V
SANITARY AND OTHER HEALTH FACILITIES OP THE RURALFARM DWELLING UNITS
90PERCENTOF iLLDWELLINGUNITS OF HEARDCOUNTY
r Example
Cc mi unty and litia districts Total dwelling units All dwelling units by plumbing equipment All dwelling units by toilet facilities All dwelling units t lighting facilities
Numberreporting No running water Number reporting No indoor toilets No toilet facilities Numbe r reporting No electric litrhtine
No No at No No J
HEARD COU5JIY i934 1841 1825 991 1904 1895 995 348 183 1900 1645 866
Dist 693 Cooksville 60 41 40 976 58 57 983 17 293 57 57 1000
Dist 702 Houston 103 85 85 1000 101 101 1000 10 J J 101 93 921
Dist 761 Texas 191 189 186 984 189 186 964 104 550 187 161 861
Dist 779 Enon Grove 105 97 97 1000 104 104 1000 4 38 104 104 1000
Dist 7 88 Franklin 201 199 197 989 195 194 995 13 66 195 189 969
Dist 792 Ceritralhatchee 169 165 165 1000 168 168 1000 1 6 167 120 709
Dist 938 Corinth 71 67 64 955 70 66 943 2 3 70 59 843
Dist 939 State Line i 147 145 145 1000 146 146 1000 8 6 146 125 856
Dist 987 JRockalo 238 231 230 996 237 237 1000 58 245 238 185 777
Dist 1517 Walnut Hill 169 IS 7 166 994 168 168 1000 2 12 168 167 1000
Dist 1657 Greenloch 213 195 j 191 980 205 205 1000 120 585 203 165 813
Dist 1687 Loftin 148 148 147 993 147 147 1000 2 14 148 125 845
Dist 1705 Waresvilie 119 112 112 1000 116 116 1000 7 60 116 95 819
r r t i i
This informationmaybe secured for any county from the Sixteenth Census of the United States 1940 Housing
First Series Washington D 0 Superintendent of Documents TABLE VI
SOI COMPASATTfG DATA ON SANITARY AND OTHER HEALTH FACILITIES OP THE RURALFARM DWELLING
SOUL C0MPASgsF TRE TOJITED STATSSj jag SouTII GEORGIA AND HEARD COUNTY
Example
Nation region state and All Families Dwelling Units needing major repairs Dwelling units 1 by water supply Dwelling units by toilet facilities Dwell by 1 fac Lng uni Lghting Llities ts
Number reporting Needing major repairs Numbe r re porting tfo running water Number reporting No indoor toilets No toilets Number reporting Mo electric lights
No 7 No j No No of 7 No 697
United 7143 6759 2230 331 7063 5769 816 7038 6188 879 590 84 6969 4717
The South 3643 3440 1313 382 3599 3274 909 3590 3410 949 493 137 3653 2949 829
Georgia 321 304 117 385 304 289 950 315 205 96 B 42 133 314 264 839
Heard County 1934 11841 1 1149162411841 1825 i i 991 i 1904 1 i 1895 i 995 348 183 1900 1 1645 i 866 1
1 This information may be secured for any county fromthe Sixteenth Census of the United States 1940
Population and Housing and Housing First Series Washington D C Superintendent of Documents
2 Actual figures areshown for Heard County
000s omittedAfter the group has considered the information that has been pre
sented the leader may ask questions similar to the ones below
to clarify the conclusions of the group
a Canthe school help individuals to solve their own problems
The answer will probably be in the affirmative
b
Can the school help individuals tosolve health problems
affecting the school and the community
An affirmative answer may generally be expected
The leader may describe the health program of a community
that is providing health services for the people This
description might be of particular value if some members of
the group have not given evidence of agreement that the
school is capable of holping communities to solve their
health problems The following example may be used
The Health Program of the Chula Consolidated
School District Tift County
1 i
A few years ago thehealthconditions inTift County became
a matter of concern tothe school principals and to the
county health officer Tift County at thai time hada
very high maternity deathrate stillbirth rate and infant
death rate Theprevalence of typhus and malaria in the
county was disturbing v
The Chula Consolidated School District was especially af
fected by these conditions Through cooperative effort1 of
the school community and county federal and state aid
was secured and a fulltime nurse was assigned to the school
district The services of the county physician county
obstetrician and county health engineer were also available
to the district i
In order to discover the causes of the high death rate and
the prevalence ofcertain communicable diseases the county
health engineer made a survey of community sanitation fhe
survey included a study of toilets screens and water
supply
The interest inthe survey became coinmunitywide Various
groups worked at phases of the health conditions which the
survey had shown The conditions were discussed in the
health classes at school The health teaching was concerned
with local health problems instead of with textbooksSome
of the problems studiedwere Learning the importance of
immunizations finding out thecauses of malaria studying
the importance of pure water etc
57The school set up a health roomwhere the nurse had clinics
and classes for the children atschool and for the people of
the community A physical examination was given to every
child The local nurse had the help of the county physician
and another nurse in giving the examination Highschool
students helped with the records ofthe examinations
Hookworm was found to be the biggest health problem Sixty
percent of those tested had the disease The treatment was
given and there was complete eradication among the school
children
Every child was immunized against small pox and approxi
mately 90 percent against typhoid Immunization against
diphtheria was given to a majority of children under ten
years of age Immunization for measles and whooping cough
was available for anyone who wishedit
A hoalth room was also provided in a community building
where the nurse held other clinics and classes A maternity
clinic was set up and weekly instruction was given by the
nurse and obstetrician The nurse was available for the
delivery of all babies in the community
A clinic was also set up for the control of venereal di
seases The Wassorman test was given to all vho wanted to
take it Regular treatment was provided for syphilis
The services of the nurse were available to whites and
Negroes Clinics and classes wore held for both races
The people of the community became prevention conscious
In three years 75 percent of the houses were screened and
with W P A holp 90 percent of the dwelling units had pit
toilets
A drive was made to destroy breeding places of mosquitoes
and rats so as to reduce malaria raid typhus Those results
wore good
Facilities wereprovided for testing water supply for each
dvrolling unit The school hadhad a shallow well for its
water supply The pumping drinking and toilet facilities
were inadequate The study resulted in the drilling of a
600foot well end in the modernisation of drinking lava
tory and toilet facilities
Do you think the school should provide a program to deal
with the health problems of the school and community
If the leader feels that it would be effective to have the
group make observations of conditions at the school the
members of the group may make a tour of the building in
58V

which the meeting is held to study the lighting toilet
and water facilities
Leading the members of the group to egress opinions as to the
solution of the problem
1
Yfliat should the school do to help individuals tosolve health
problems
The leader shoulddraw outthe opinions of membersof the group
and list them on the board Suggestions similar to the following
may be made
a
b
0
d
e
f
6
We need more equipment for the lunch room if we are going
to serve good lunches
Something should be done for those children who come to
school and cough all the time
Many boys and girlshave poor eyes and they complain of
headaches and poor hearing too
The school should have a physical education program
We need more sanitary surroundings and rest rooms
The school should provide a recreation program for adults
as well as for children
Etc
Z
A plan for developing the program such asis suggested in
ChartI may be used for studying each phase of the health pro
gram The leader may h3lp the group to eliminate duplications
and a revised list of suggestions may be written into column a
The other columns may be usedto indicate the successive steps
toward reaching a solution Datamay be writtenin or the column
may be checked as each step is taken
Testing the opinions of the members of the group
1 What is our school now doing to deal with health problems
After members of thegroup have offered opinionsthe leader or
some designated member may present a prepared description of the
present program which description may be briefed and put in
column b of Chart I If the groiup should decide that the
suggested program needs to be changed in the light of the infor
mation presented the changes should be recorded in column A
2 What areother schools now doing tohelp individuals to solve
health problems
59a The loader should encourage members of the group to give
brief descriptions of health programs which they have seen
being carried on in other schools
b A special committee which has workod prior to the meeting
may report on the health programs in other schools The
leader may work with this special committee helping it to
gather information by the following methods and by using
forms such as Chart IIs
1 Visiting other schools which have outstanding health
programs Some suggested for visitation are Sand Hill
School Carroll County Vfalton County Schools Crisp
County Schools Cobb County Schools and Spalding
County Schools
2 Reading accounts of health programs in other schools
Some suggested readings are The Story of Holtville The
Parker District Eigh School and The Parker District
Community Pine Grove Health Program A Rural Health
Program and Toward Better Health See bibliography
for other references
3 Having special consultants to come and to describe
other health programs
4 Showing motion pictures of outstanding health programs
in action
Description of other programs may be briefed and written
into column c of Chart I If after a discussion of
what other schools are doing the group decides that
the suggested program should be revised the additions
or changes should be written into column a of the
bhart
3 Yfhat do the authorities recommend that the schools should do to
help individuals deal with health problems
a Members of the group should be encouraged to report their
knowledge of opinions of authorities
b The leader should have at hand some authoritative opinions
which he or a committee may present to the group Some or
all of the opinions that follow as well as others the leader
might select may be read summarized or briefed These
opinions may be put in column d of Chart I along with
opinions of authorities submitted by members of the group or
may be charted ahead of time for use in connection with
column d
The suggested program should again be tested by the group to
determine whether further changes should be made
60CHART I
GUIDE FOR DEVELOPING TEE HEALTH PROGRAM OF THE SCHOOL
Suggested
program
opinions
ov
What we
are now
doing
What other
schools
are doing
What
authorities
recommend
What the
law
provides
Conclusions
Action
plansl Maryland State School Survey Commission The 1941
Survey of the Maryland Publio Schools and Teachers
Collegos7Baltimore Maryland Maryland State School
Survey Commission 1941 Pp 209213
a Children need to engage in physical education
activities if they are to grow to develop organic
vitality as a basis for health to maintain physi
cal fitness and to develop skills that may bo of
use to them during leisure time Given the oppor
tunity children who are robust and athletically
inclined ore likely to find for themselves suffi
cient bigmuscle activities but the weak the
undernourished the undeveloped the backward
and the crippled these are the children most in
need of physical education
b Each school can make its contribution to the
field of recreation by providing opportunities in
theregular school program for art music science
literature drama nature study industrial arts
handicrafts and physical education activities
It can also provide additional opportunities for
voluntary participation in these activities out
side of class periods In many rural districts
the school represents the only agency around which
a community program of recreation can be built
and in such situations teachers and administrators
should initiate the organization and leadership of
the program
The school can accomplish its aims in health
physical education and recreation programs only
whenthe home the schooland the community co
operate This cooperation should include such
i community agencies as the public health department
service clubs social agencies churches and
parentteacher associations There should also be
cooperation withpublicspirited individuals and
with state and federalservices
c Immunization programs for the control of prevent
able diseasesshouldbe sponsored jointly by tho
home the school and the health authorities The
school shouldpromote an understanding in the com
munity concerning immunization procedures and
should cooperate fully with medical and public
health authorities in programs for protection
d The activitiesof children should be so planned
and rogulatcd that they do not cause unduo fatigue
intense nervous stimulation or unsocial behavior
Frequent opportunities should be provided for
62B taggsaKintSU33BKiftW
CHART II
HEALTH PROGRAM OF X SCHOOL
IVhat hoolth problems
have been dealt with
How vcre the problems
discovered
Vihat people worked on
tho problems
What methods were
used in dealingwith
the problems
hat results wore
obtained
Problem I
Dental health
1 Dental examination by county health dc
partmont
2 Toachers study of the records of the
examination
Members of the county and state health
departments
2 Tpaehers
3 Children
4PT A
5 Dentists
1 Members of the oounty raid state health
departments worked withteachers groups
a Studying records in local health de
partment
Becoming moreintelligent about tho
dental heralth problems
2Teachersworked with children in helping
them to become intelligent about the den
tal health problem
3 Teachers worked with parents in helping
them to bocomo intelligent about the den
tf1healthy problem
4 Teachers andcounty supervisor made block
appointments with dentists
5 Parents end teachers planned for transport
tation to the dentists
6 County clinic took care ofindigent
children
Problem II
2
1 The most important result was in the re
cognition by the people who participated
in theprogram that they could study a
problem make a plan and put the plan
into action
The year bofore the planning took place
10 percent of the children had dental
corrections made
The year the pirn was put into action 35
percont of the children haddental corrcc
tions mado
Parents and children became aware of tho
importance of dental health
63breaks in the schedule so that children may relax
may move about and may have a change of atmos
phere from the regular program Marks credits
tests and promotions should be evaluated in the
light of their effect upon health
e Health teaching should not be confined however
to the physical education program it should per
meate1 the whole curriculum It must be conscious
ly woven into all the appropriate activities of
the school It should be taught not as an end in
itself but as a practical means through which the
child is led to more abundant and effective living
2 The Advisory Committee on Education Education in the
FortyEight States Washington D C U S Govern
ment Printing Office 1939 Pp 8086
a No school system should provide less than the
following facilities as a basis for healthful
school environment l Safe and sanitary school
buildings 2 200 square feet of play space for
each pupil 3 seats adjusted to postural needs
4 toilets located on each floor 5 natural and
artificial lighting in accordance with approved
standards and 6 proper inspection of water and
food supplies
b Important factorsin the program of health pro
tection are l Medical inspection 2 school
nursing service 3 dental clinics 4 immuni
zation and 5 quarantine
c A growing practico isthe socalled summer
roundup of preschool children with a view to
the detection and remedial treatment of physical
defectsjust prior to admission to school
d The emphasis of the health program should bo not
on tolling pupils how to maintain good health
but on giving them school experiences that will
load toproper health concepts and health habits
The science laboratory the cafeteria the play
ground the gymnasium and various phases of com
munity life and activity will furnish practical
material for the study of health as an objective
of education
e To protect the childagainst harmful emotional
and psychological disturbances in the classroom
is no lessimportant than to protect him against
bad bhvsical conditions
64f Physical education should be graded to the
physicalconditions of the individual pupil and
should include such activities as games rhythm
and dances calisthenics selftesting exercises
marching tactics gymnastics and miscellaneous
sports out of doors
g Recreational services to youth during outof
school time through the cooperation of the school
and communityagencies should supplement the pro
grarn ofphysical education in the school Each
community should study its recreational needs and
opportunities in relation to the school health
program and the leisuretime activities of its
youth Community recreation on a yearround basis
and under export leadership is the program best
suited to meet the needs of youth The program
should be broad enough to include crafts dra
matics nature study and a wide range of club
activities It should be conducted under expert
leadership and through the cooperation of the
schools and all othpr community agencies serving
youth
o Southern States WorkConforjenoo on School Administrative
Problems Building a Bottom South Through Education
Improving Education in the Southern StatesTBullctin
jQJ lHl Tallahassee Florida Southern States Work
Conference on School Administrative Problems
a Its scope healthprogram not only includes all
the activities of the school such as systematic
instructionin health nutrition the school
lunch physical education and recreation and
health services but also renewed emphasis on pre
vention of illness on correction of remedial de
fects on the consideration of mental health on
sanitation and other related problems
r Health education to be effective cannot be con
fined to the activities experiences counsel and
information found in the school but must include
all the conditions which affect the life of the
r child P 60
b Attitudes toward health are mere important than
knowledge about health Every teacher must to
some extent become a teacherof health giving in
fpraation and cultivating attitudes P 61
Co Physical education ceJino longer be considered as
an adjunct to education it must become a core
spot of it required for every child It must bo
65recognized clearly thatthe need cannot be met by
the highlycompetitive interscholastic athletics
so popular during recent years The motivation
provided by war needs must be employed to make
physical education as a means of building better
health and physical stamina far more important in
the school curriculum than it has ever been be
fore P 61
d Unfortunately it is not yet generally recognized
in practice that the mental health of the child is
a major responsibility of every teacher Teaching
procedures schedules punishments rewards group
patterns of behavior and individual traits must
be subjected to constant evaluation from the stand
point of the mental health of the child and of the
teacher Many of the mental attitudes which later
prove a source of strength or of trouble are de
veloped during these early school years Pp 61
62
e Particular attention must be paid to the physical
environment in the school Hand washing facili
ties dustless floors proper ventilation clean
toilets and kindred matters should presumably no
longer require mention but unfortunately they are
still neglected in many schools because teachers
and administrators in practice still have not
recognized health as a primary objective of edu
cation P 62
f The war has brought to particular acuteness the
problem of providing wholesome recreation for
young people as a school and community respon
sibility Complacence is often the forerunner of
tragedy In the long run a wholesome program of
school and community recreation can be developed
at less financial cost and far greater moral and
physical gain than if the development is left to
moneyseeking commercial interests P 82
g In 1941 accidents accounted for 31 percent of
all deaths of persons between 5 and 19 years of
age The rate of accidental deaths in this age
group rose 97 percent from 1940 to 1941 Many of
the lives being saved through improved health
practices are being lost through preventable acci
dents Successful safety education methods and
techniques have been developed It is now neces
sary to put their in widespread use The school
has a major responsibility in this area which has
not yet bocn satisfactorily mot P 62
664 Report of the Southern Rural Life Conference The
Sohool and Changing Pattern of Country Life 1945
Nashville Tennessee George PeabodyColiege for
Teachers
a The responsibility of schools health depart
ments and other contributing agencies is to make
available theprofessional and technical services
clinical and laboratory facilities and the en
vironmental sanitation conditions which the health
needs cv the individual require but which the re
sources Df te individual cannot provide except
through Organization and to provide the learning
opportunities that enable the individual to knew
Understand and practice his own health conser
vatioh Pp 3839
b The health program confronting the community
served by a particular school is the natural basis
for any health program in that school The
school affords a point of focus for assembling the
facilities essential to the translation of know
ledge into action whether the immediate purpose
be a serviceto school children or a more general
community objective P 40
5 State Department of Education The Georgia Victory
School Program for 194344 BulToTiiTTfoTTo7Soptombcr
1943 AtlantaGeorgia State Department of Education
Pp 2557
The Georgia Victory School Program suggests that each
member of the Victory Corps should actively participate
in a program of physical fitness which has six major
objectives These objectives are l Correction of
remedial defects 2 prevention and control of com
municable disease 3 selection of an adequate diet
4 prevention of accidents and assistance in giving
emergency care 5 daily program planning to provide
a balance of work exercise recreation and rest
and 6 development of sound mental attitude
6 Federal Security Agency Committee on Physical Fitness
Washington D C Federal Security Agency Office of
Administrator
The National Committee on Physical Fitness believes
that a physical fitness program for all people must in
clude l Adequate medical supervision and services
for the correction of remedial defects 2 proper
nutrition 3 the practice of personal hygiene in
cluding adequate rest and sleep and 4 healthful liv
ing conditions
677 Strong and Smiley in The Role of the Teacher in Health
Education make the following suggestions
a Healthful environment
lf Handwashing page 23
Cost of soap needed for two handwashings a day
per pupil for the school year 59
Cost of two towels per day for each pupil for
the school year 2240
Minimum cost for soap and towels 27
2 Toilet facilities page 24
If the illumination in the toilet rooms is less
than 4 footcandles light or less than two to
fourfoot candles in the compartments the walls
should be painted colors that will reflect the
light and the necessary artificial lighting should
be provided
3 Adjustment of seats in the classroom
page 26
An excellent project for a class at the beginning
of the year is the adjustment of thqir seats The
children first get clearly in mind the standards
of good seating feet resting easily on the
floor with thighs and legs forming right angles at
the knees elbows on a level with the top of tablo
or desk Then the custodian is invited into the
classroom and each child assumes responsibility
for having his seat and desk properly adjusted
When he is convinced that the adjustment has been
properly made he asks the teacher to make a
final check This process is repeated as often as
is necessary in individual cases during the year
The situation offers many opportunities for teach
ing children how to improve their posture
b Nutrition page 184
The primary purpose of the school cafeteria is to
provide wholesome food for the pupils and to pro
mote good eating habits In some cases it may al
so be used to give high school girls and boys
training in institutional management The purpose
of the cafeteria is not to make money for tho
schoolj it has no place in the school other than
as a potential educational instrument
68c Mentalhealth
1 Factors in mental health pages 3234
a1 Kindly and humane teachers
b1 Freedom from too great pressure of
marks and other competitive prac
tices
v c Avoidance of problems growing out
of home work which are
l Deprivation of outdoor play
2 Loss of sleep
3 Eyestrain
4 Conflicts with parents
5 Illness due to unhygienic
conditions for home study
6 Nervous strain
2
Personal tendencies related to mental
health page 37
a Cleanliness
b1 Habits of putting things in their
mouths
c Posture
d Reaction to difficulty
e Fear of newexperiences
f Insecurity in relationships with
children and adults
g Dread of performing before a group
h Excessive desire to withdraw from
group activities
8 White House Conference on School Health and Protection
IS ii iiSi5il Z2Sil D Applet on Company 1932
P 85
Prevention andcare of communicable diseas
es
4
The function of the school medical service is not to
make diagnosis or give treatment but to assist the
school in its work of education and to refer to parents
and family physicians children with remedial defects
In this connection the cooperative help of the school
nurse and assisting teacher in influencing the parents
to have the remedial work promptly attended tois
extremely important
What does the law provide that schools must do or may do
toward helping people solve health problems
a The loader should be familiar with the most recent
69b
legislation on national state end local levels as it
may affectthp health program of the school Column
q of Chart I mayhe used to record a summary of the
provisions The suggostcd program again should be re
vised if the group decides that changes are needed
The following information may bo used in connection
with the description of health legislation
l The Georgia School Lav makes the following pro
visions for health
a The county boards of health are given the
authority to adopt enact establish and
maintain all health regulations not in con
flict with federal or state constitutions
The county board of health may adopt quaran
tine regulations provided such regulations
shall not be applicable to an incorporated
town or city
b No one is allowed to remove any article from
a home in which there has been an infectious
disease case until such articles have been
disinfected in a manner prescribed by the
State Board of Health2
c Georgia Law requires the enforcement of
quarantine regulations for infectious
diseases
d The law provides that a course in physical
education with not less than 30 minutes each
day devoted to instruction in health safety
physical exercise and supervised play shall
be taught A manual which sets up the details
of the course must bo prepared by the state
school superintendent in collaboration with
the state boards of health and education and
such advisers as they may choose
e County and city boards of education may employ
a supervisor ora special teacher of physical
education Boards of education may allow
the use of school buildings or school grounds
1 State Department of Education Georgia School Laws Atlanta Georgia
State Department of Education 1942 p 70
2 Ibid p 70
3 Ibid p 7071
4 Ibid p 71
70after the regular school hours and during
vacation as community centers for the pro
motion of play and other healthful forms of
recreation under such rules and regulations
as to them seem proper
f It is an illegal expenditure of funds to pay
teachers who teach classes in a building with
more than one floor without fire escapes on
both sides of thebuilding Money cannot
legally be expended for the operation of a
school in a house where the stove pipe runs
through the side of a building or through a
window or through the roof without being
safely encased in a brick flue6
2 The Ellis Health Law provides for a board of health
in each county in the State The county board
consists of three members The county superinten
dent of schools the chairman of the board of
roads and revenues of the county and one physician
elected by the grand jury of the county
When two successive grand juries in a county recom
mend making the Ellis Health Law operative it is
obligatory on the board of health and the board of
commissioners to put the law into operation by
selecting a commissioner of health and such as
sistants as may be needed
It is the responsibility of the health commissio
ner to prevent disease and to conserve public
health Some ways by which this shall be done
arel To establish quarantine 2 to close
schools churches and theatres to suppress an
epidemic 3 to inspect and make a sanitary sur
vey of the buildings grounds and the water sup
ply of every school onco each year 4 to close
any school when the sanitary conditions arc such
as to imperil the health of the pupils and 5 to
examine each pupil for infectious and contagious
diseasesand for physical defects8
5 Ibid
p 72
5
7
Ibid p 73
State Department of Health Why Adopt the Ellis Health Law Atlanta
Georgia State Department of Health
8 State Department of Health The Ellis Health Law Atlanta Georgia
State Department of Hoalth
71D Loading the group to drew conclusions
If the suggested program column a has been tested in terms of
what the school is now doing what other schools are doing what
authorities recommend and what the law provides and if suggested
changes have been written into column a of the chart this column
now becomes the groups proposed health program for the school The
loader should take the suggestions in column a and with the help of
the group develop for each suggestion a statement describing the pro
gram in regard to its purpose age groups to be reached and scope of
the activity
The following statements may be similar to those developed by the
group
1 Providing for the control of communicable diseases for all the
people of the community
2 Providing a program of nutrition in the school lunch room and in
activities to assist housewives in tho planning and the serving
of wellbalanced meals
3 Providing recreational activities for young people and adults
4 Providing a healthful school environment
5 Providing ways of preventing accidents and giving firstaid
treatment to everyone in the community
6 Providing a physical education program for inschool and outof
school youth
7 Providing for prevention and correction of physical defects for
all individuals in the community
8 Providing for the mental health of all the people
9 Providing for the development of personal health habits for all
the people
E
10 Etc
Leading the group to make and to put into operation aplan of aotion
At this point the group should make specific plans to be put into im
mediate action and should select committees to develop the details
and the necessary steps to get the plan into action
Committees selected by the group should be responsible for reporting
to the group
1
Detailed plans and steps to take
7253 iaamtmaSitxrma3isttiamTafi
2 Progress in making the program active
3 Need for further study of planning by the entire group
A chart similar to Chart III may be used by the committee in making
its detailed olans
73a
CHART III
A SUGGESTED PLAN FOR DEALING WITH HEALTH PROBLEMS
Health problems
Providing a health
ful school environ
ment
Making provision
for the control of
communicable di
seases
Making provision
for an adequate
program of physi
cal education
Making provision
for an adequate
program of nutri
tion
Making provision
for wholesomere
creation
36
6 12
12 18
1Discovering the
prevalence of
certain communi
cable diseases
2 Planning control
of one or more
communicable di
seases such as
common cold
diphtheria etc
1 Discovering the
prevalence of
certain communi
cable diseases
2 Planning control
or one or more
c ommuni c ab le d i
seases such as
malaria ty
phoid etc
18 25
Adult
Making a survey 1
to determine
number of houses
that need screen
ing
2
Studying census
date and re
suits of survey
to determine
causes of cer
tain communica
ble diseases
Planning con
trol of one or
more communica
ble diseases
such as typhus
malaria etc
Organizing immun
ization clinic for
preschool and out
ofschool groups
Making provision
for wellbaby clin
ics
Making provision
for regular medical
check of preschool
group3
CHART III
A SUGGESTED PLAN FOR DEALING WITH HEALTH PROBLEMS Continued
Health problems
Providing for mental
health in the school
program
Making provision for
correction and pre
vention of physical
defects
Making provision for
a program of per
sonal cleanliness
36
612
12 U
18 25
AdultCHAPTER VI
PLANNING AND DEVELOPING A PROGRAM OF CREATIVE EXPRESSION
The arts have since the beginning of time been an integral partof the
life of every individual Man sang danced painted worked with wood and wove
beautiful textiles because he wished to express his emotional reactions to life
to communicate an idea or to fulfill a need arising from his daily living
The art process belonged to every man and needed no explanation or justification
The things created were both useful and beautiful No attempt was madeto di
vorce the arts from practical daily living to separate them into the fine
and industrial the practical and theaesthetic TOien this artificial
division was made the arts lost much of their natural value and became some
thing extra something which we could do without and something which is all too
seldom thought of as part of the fundamental living process around which the
school program is built
The individual however has lost none of his inherent urge to create and
to express himself The child finds expression as naturally in song rhythm
paint clay and wood as he does in words and he will continue to do so as long
as such activities can grow out of his daily life and are evaluated in terms of
the individual ratherthan of the result YJhen this urge is blocked either by
complete denial or through an artificial approach the individual becomes a re
pressed personality and he finds it impossible to make a full contribution to
his own or his groups living He loses one of his greatest opportunities to
achieve success to feel secure to integrate all phases of his life and to be
come an effective member of his social community He is in other words mental
ly and emotionally ill
The community then faces a real and vital problem in attempting to restore
the arts to their natural place in the life of every individual and thus toin
crease the happiness and effectiveness of each person and of the community it
self
Leading the Grou to Plan and to Develop a Program of Creative Expression
I Leaders preliminary responsibilities
A Objective It is essential that a leader have a definite objective in
ordefTcTlead a group to think through a problem of building a program
of creative expression It is assumed in this unit that the objec
tive would be to load the group
1 To recognize the problems involved in planning a program of
creative expression
2 To express opinions about what the school can do to provide a
program of creative expression
76B
C
3 To test opinions and to try out tentative conclusions
4 To make conclusions concerning the program
5 To work out details of the program and to put the plans into
action
Members of the planning jggHZ8 Suggestions for contacting persons to
make up a planning group are given in Chapter III These suggestions
emphasize the need for careful preliminary work involving personal
contacts in orderto secure the interestand participation of members
of the group In planning and developing theprogram of creative ex
pression the group might include some or all of the following persons
1 School superintendent 2 local members of the county board of
education 3 local trustees 4 instructional supervisor 5
visiting teacher p6 principal 7 teachers selected young
people highschool and outofschool youth 9 adults parents
and others lo home demonstration agent ll county agent 12
civic club leaders 13 ministers and 14 others
eJliM F2CJL Experience of school leaders has shown that a
suitable meeting place is very important in educational planning The
leader should refer to suggestions made in Chapter III
D llMested formaWoma A selection of the
following materials and other aids is essential in working toward the
leaders objective Careful examination of this suggested list of
aids will reveal that some of them might be Used in one or both of the
steps getting the group into the problem and testing the opinions of
members of the group The data which can be provided ahead of time
should be charted so that they can be seen and studied by the whole
group Data for some of the charts and tables may be secured from
books and bulletins listed in this section
1 Charts
a
b
c
e
f
Chart I Guide for Developing the Schools Program of
Creative Expression
Chart II Program of Creative Expression Waters Avenue
School SaTannah Georgia
Chart III Program of Creative Expression Ohio State
University School Columbus Ohio
d Chart IV
Chart V
Chart VI
A Suggested Plan for Making Provision for
Creative Expression in Art
A Suggested Plan for Making Provision for
Creative Expression in Music
A Suggested Plan for Making Provision for
Creative Expression in Literature
772 Visual aids
a Mr Lamar Dodd University of Georgiahas some slides made
in the University Demonstration School He has prepared
written statements to accompany the slides These slides
are available for use in the schools

b Slides are available free of charge from Scholastic
Magazine The slides are in color andshow work from The
National Scholastic Exhibit
c Exhibit of all types of creative work done by people in the
community
d Exhibit of materials and tools used in doing all types of
creative work
3 Lists
a Material lists for general arts program
b List of guiding principles for planning a program of
creative expression
4 Books pamphlets etc
Brown Sibyl Art and Materials for the School New York
Progressive Education Association 1943
Cole Natalie The Arts in the Classroom New York John
Day Company 1940
Commission on Secondary School Curriculum National Ed
ucational Association The Visual Arts in General Bd
ucation New York D AppletonCentury Company 1940
DAmico Victor Creative Teaching in Art Scranton
Pennsylvania International Textbook Company 1942
Ferebee June Doris Jackson Dorothy Saunders and Alina
Treut They All Want toWrite New York The Bobbs
Merrill Company 1939
Hartman Gertrude and Ann Shumaker editors Creative
Expression Milwaukee Wisconsin E K Hale and
Company 1939
Johnston Belle CreativeVerse withYoung Children
Childhood Education February 1943
Kasakoff Pauline N Working Creatively with nineyear
olds Childhood Education February 1943
78Major Charlotte R Teaching Art in the Elementary School
New York Progressive Education Association 1941 Pamphlet
Mearns Hughes Creative Youth New Yorki Doubleday Doran
and Company Inc 1925
Kelvin A G Method for New Schools New York John Day
Company 1941
Melvin Arthur Gordon The Technique of Progressive Teaching
New York John Day Company 1932
Murray Josephine and Effie G Bathurst Creative Ways for
Childrens Programs New York Silver Burdett Company7 1939
Ohio State University School Faculty Curricular Experiences
Lower School Mimeographed Columbus Ohio State Uni
versity School Yearly
Ohio State University School Faculty Curricular Experiences
Upper School Mimeographed Columbus Ohio State Uni
versity School Yearly
Pearson Ralph M The New Art Education New York Harper
and Brothers 1941
Perrine Van Dearing Let the Child Draw New York Fred
erick A Stokes Company 19Ztl
Perry Kenneth F An Experiment with a Diversified Art Pro
gram Now Yrk Teachers College Columbia UnivcrsTty7T943
Steel Ellen W The Growth of Dramatic Forms in the School
Life Progressive Education January 1931 May 1942
Tannahill Sallie Fine Arts for Public School Administrators
Now York Teachers College Columbia
Tpmlinson R R Picture Making by Children Now York Tho
Studio Publications Inc 1934
Waters Avenue School Faculty School Life in Midget Savannah
Savannah Georgia Waters Avenue School 1939
5 Consultants
See Chapter III for use of consultants
II Procedure with the group
A Getting thegroup into the problem
1 An exhibit of art work done by children of the school and by people
of the community may be used to arouse interest The leader would
need to collect materials and to have them attractively arranged be
fore themooting If possible materials should be displayed in the
room where the planning group meets
79As members of the group come in they may be encouraged to
examine and to talk about the articles in the exhibit The in
formal discussion of art work will stimulate members of the group
to participate in the main discussion
2 In order to get the group into the problem the leader may ask
some questions concerning the satisfaction that is derived from
any kind of creative expression As answers are given to the
questions the leader may list the suggestions on the board so
that he and the group may reer to them later
Some questions which may be asked are
a Have you ever made written or painted anything
b What was it
c Did you enjoy doing it
d Why did you enjoy doing it
e Were you proud of it
f Why were you proud of it
3 The suggestions made will probably indicate that every person in
the group has created something and that he is pleased with having
done it For these reasons the leader should be able to get a
favorable response to such questions as the following
a Could the school do anything to provide opportunities for
such creative experiences
b Should the school do anything to provide opportunities for
such creative experiences
4 It is assumed that questions d and e will be answeredin the
affirmative
After a brief discussion of the questions the group should be
ready to begin a discussion of the provision the school should
make for creative expression
Leading the members of the group to express opinions as to the
solution of the problem
1 For what creative experiences do you think the school should
provide
a The leader should draw out the opinions of members of the
group and list them on the board The suggestions would
probably include the more common areas of creative expres
sion such as
802
3
1 Painting
2 Designing
3 Music
4 Dancing
5 Carving
o Writing
7 Dramatics
8 Building
9 Weaving
10 Etc
How shouldtheschool provide for these experiences
a The opinions of members of the group should be listed on the
board Following is a list of suggestions similar to those
which may be made
1 The school might have ashop where all people can
work
2 There should be equipment and materials for all kinds
of art work
3 There should be someone at school to help the children
and adults learn to do some things with their hands
4 Time should be provided in the school day for children
to do these things
5 Time should be provided for adults to use school eouit
ment
A chart similar to the one below may be used for developing the
program of creative expression In column a the leader may
write a brief description of the suggested program The descrip
tion would probably include a listing of the areas of creative
experience and statements concerning ways of providing for the
experiences The other columns of the chart may be used to in
dicate the successive steps toward reaching a solution of the
problem Data may be written in qr the column may be checked as
each step is taken
C
2la the opinionsj of the group
What is the school now doing to provide a program of creative
expression
After the schools program of creative expression has bee
described and probably briefed in column b of Chart I the
suggested program should be evaluated in terms of what the school
is now doing It is possible that the group will decide that
their suggested programShould be revised in the light of what
ohe school isnow doing If so the additions or changes should
be made in column a
2
What are other schools doing to provide opportunities for creative
expression
81CHART I
GUIDE FOR DEVELOPING THE SCHOOLS PROGRAM OF CREATIVE EXPRESSION
OD
CO
Suggested program opinions What we are now doing What other schools are doing What authorities recommend What the law provides Conclusions Action plans
a b c U e f g
J

a Members of the planning group should be encouraged to tell
what they know of programs of other schools Contributions
from the group may be listed in column c of Chart I
b If the group has been led at a previous meeting to express a
desire for information about other programs the leader may
help a committee or committees to gather information by the
i methods suggested below The committees may prepare eharts
to show their findings
1 Visiting other schools which are making provision for
creative expression Some schools suggested for visi
tation are Waters Avenue School Savannah Georgia
Laboratory School Georgia leaehers College College
boro Georgia and Sand Hill School Carroll County
2 Having special consultants to come and describe ways
of making provision for creative expression
3 Showing motion pictures of people of different age
levels working in various areas of creative expression
Mr Lamar Dodd has some slides made in the University
Demonstration School He has preparedWritten state
ments to accompany the slides Those slidesarc avail
able for use
4 Reading accounts of how schools are making provision
for creative expression The brief descriptions given
in Charts II and III may be used
c If after a discussion of vhat other schools are doing the
groupdecides that changes should be made in the suggested
program revisions should be made in column a of Chart I
3 TOiat provision for creative expression do the authorities
recommend
b
Hembers of the group should be encouraged to report their
knowledge of opinionsof authorities at this point
If the group has been led at a previous meeting to anticipate
the need for opinions of authorities a committee may have
been appointed to investigate the literature on creative ex
pression in order to find out the opinions of authorities
and report to the group If there is such a committee its
report shouldbe presented
The leader should have at hand some authoritative opinions
to use in supplementing contributions of the group Some or
all of the opinions that follow as well as others the
leader might select may be read summarized or briefed
These opinions may be put in columnd of Chart I along
with the opinions from the authorities submitted by members
83CHART II
X
PROGRAM OF CREATIVE EXPRESSION WATERS AVENUE SCHOOL SAVANNAH GEORGIA
tl
Area of
creative expression
rlus ic
Rhythms
Dances
Tunes
Art
Drawing
Building
Working with clay
Designing
liaking costumes
Writing
Poems
Stories
Plays
Age
group
612
612
612
Time
A period in which
all in tho group
vork under guidanoc
of teacher Free
time may be used
by children
Place
Classroom as
sembly room
A period in which
all in the group
work under guid
ance of teacher
Free time may be
used when children
desire
A period in which
all in the group
work under guid
ance of teacher
Free time may be
used when children
desire
Classroom
At desk
At blackboard
At easel
At workbench
Behind
screens
Classroom
At desk
At library
table
Materials
Victrola piano
original poems
familiar poems
pupilmede ins
truments
Paints c rayons
paper simple tools
vood clay old
clothes new cloth
paper etc
Poems stories
plays to read
Writing materials
Guidance
Creative impulses are
inspired but not dom
inated by teacher
The efforts of all
children are recog
nized Each child is
made to feel some sat
isfaction for his work
Teacher plans with
children as to location
and quantity of mater
ials to be used use of
time consideration of
othe rs
Teacher provides an at
mosphere that is con
ducive to writing by
providing materials
by recognizing all ef
forts by encouragement
1 Waters Avenue School Faculty School Life in Midget Savannah Savannah Georgia Waters Avenue School
1939 pp 3444CHART III
PROGRAM OF CREATIVE EXPRESSION OHIO STATE UNIVERSITY SCHOOL COLUMBUS OHIO2
co
en
Area of Age
itfreativB expression group Time Place Materials Guidance
Art 4 6 Adaily period in Classroom Classroom Classroom teacher plans
Drawing painting which all in the Crayon chalk and evaluates with the
c3ramies crafts group work under finger paint tem children in regard to
wood metal weav the guidance of a pera paint easel use of materials and
ing 711 special arts teach Wood and workbench time thinking of indiv
er Free time may and tools clay and idual and group needs
by used by the covered table A special arts teacher
children blockprinting spatworks with the group
i ter painting handweaving etc at least one period a day The emphasis is
placed on individual
creative work and all
sincere efforts are rec
ognized and encouraged
1217 A daily period Classroom and Arts room above A staff of four arts
choice must he special arts list plus machine teachers works with each
made between the room woodworking tools group in regard to indiv
various areas of netal and metal idual and group planning
creative expres working tools execution and evaluation
sion kick wheels casting and glazing equipment and kiln oil and watercolor painting commer with the emphasisthe same as in the elementary grades one teacher assists with p3arming and evaluation when projects
cial design processes weaving materials table and floor looms are related to activities in other areas
A jewelry equipment
2 Ohio State University School Faculty Curricular Experiences Upper School Mimeographed
Columbus Ohio State University School 194445 pp 5051 6164CHART III continued
PROGRAM OF CREATIVE EXPRESSION OHIO STATE UNIVERSITY SCHOOL COLUMBUS OHIO
CJ
Area of Ago
creative expression group Time Place Materials Guidance
Music 46 Daily period when Classroom and Piano victrola Child is guided to ex
Rhythms whole group works music room drums triangles press freely in a sat
Dramatic play under the guidance bells etc isfying way the feel
Dances of the music teach ings aroused by the
Songs 7 11 er Free time is Music room Original stories music ho hears and tho
Instruments used by the children and s ongs music he produces
12 17 A daily period choice must be made between the Music room Wide range of instruments
various areas of
creative expression Two periods each week are
provided for large
instrumental and
vocal groups
Language 46 Continuous experi Classroom and Books are read to Teacher acquaints child
Poems ence throughout library children Child ren with good literature
Stories plays day Special pro ren dictate stor and provides an atmos
speech acting 711 vision is made for free reading writing and discussion throughout the school ie s and poems phere conducive to discussion free reading and creative acting and writing
12 17 Two periods are provided each week for special group work in dramatics Books available for personal reading Original writing of all type s
of the group or nay be charted ahead of time for use in
connection with column d
The suggested program should again be tested by the group to
determine whether further changes should be made
l General program of creative expression
a Perrine Van Dearing Let the Child Draw New
York Frederick A Stokes Company 1936
Every normal child has creative ability Host
children employ it in their play especially when
in close contact with the elements or where there
is time for them to dream or concentrate Alone
the child readily becomes the center of beings
laws principles built by creative imagination
With these he communes labors plays battles
enacting the old drama of creation It is import
ant not to interrupt or allow the child to become
selfconscious or aware that there is anything
peculiar in this creative play for selfconscious
ness will destroy it P 4
b Perry Kenneth F An Experiment with a Diversified
Art Program New
Univorsity 1943
ork Teachers College Columbia
Art as the t
creative cxpre
suitable mater
and though an
original Droop
is the result
individual to
ed to a single
wherever there
em has been used in this study is
ssion which may take form in any
ial In this sense art is a process
object or thing may result the
ss was subjective The work of art
of thinking and the effort of the
express himself Art is not restrict
field or material but is present
is original creation P 147
The general workshop then may be as simple or
as elaborate as conditions and needs of the school
permit It is the philosophy underlying it that
makes it work not the physical plant Thegeneral
workshop idea is submitted not as a panacea for
all the ills of art orof education but ratheras
a method which increases opportunities for the
general education of the child It is hot to be
regarded as a separate complete unit of work
rather it is one of many vital parts of any
school Pp 156 and 157
Co Mearns Hughes Creative Youth New York
day Doran and Company Inc1925
touble
87 Only when they youth are brought up fearlessly
to bethemselves protected from patronizing
adults or when in their play they forget that
they are inferior only in these two situations
does youth give us a glimpse of what is as yet an
undiscovered or badly charted region P 114
We had faith that the productive range is more ex
tensive than commonly believed and that the best
literary education comes with the amplest self
realization of the individual at whatever age he
happens tp be So we have not thwarted effort
but encouraged it ratherj we have treated with
respect every sort of genuine selfexpression and
have vigoriously refrained from too pedagogic
correction P 2
d Hartman Gertrude and Ann Shumalcer editors
Creative Expression Milwaukee Wisconsin E M
Hale and Company 1939
Educationis at last learning to use the natural
creative impulses At present it is experimenting
and the results are good it has no assured tech
nique as yet but the beginnings are in sight
There is a general agreement that the school life
should b free from authorities that the teachers
should be guides rather than instructors and that
these should be learning about children rather
than certain about children that the school en
vironment should be rich in suggesting materials
for the creative impulses and that the unfolding
of the best personality should be watched and
noted as important rather than marks in assigned
home tasks called lessons P 19
e Kasakoff Pauline if Working Creatively with
KineYoar Olds Childhood Education February
1943 pp 258270
Kasakoff tells how a group of nineyearolds set
up standards for working with art materials which
were made accessible at all times
The children sat on the floor and I started the
discussion Did you enjoy your work period What
would have made working even more fun How con we
useour timebetter As a result of the discussion
the class decided upon the following rules
l We must finish one thing before beginning
another
2 If we spill something we must clean it up
88i
without being told
3 Wo must replace in good condition whatever we
use
4 If there are many people who want the same
material we must take turns using it
5 We vail have a work period every day unless
the class breaks the rules
2 Art in the program of creative expression
a Ohio State University School Faculty Curricular
Experiences Ugger School Mimeographed C oTumbus
Ohio State University School 194445
The arts program is a unification of what is
commonly conceived as industrial Arts and those
experiences once thought of as Fine Arts1 Feel
ing that there actually is little essential dif
ference between experiences to be had in these two
areas and working on the assumption that a con
tinuation of the separation in reality meant limit
ing the type and kinds of activities that normally
children would engage in as part of living the
staff opened additional materials machines per
sonnel and space to all children in the school
This move has necessitated a reorientation in
working techniques on the part of the staff and a
growing understanding of the use of many materials
rather than a few and adjustment to many age
groups and the development of a wider concept and
understanding of the relationships existing in
these arts It further meant that staff members
along with the students were forced into a
position of recognizing that work habits attitudes
and social concepts were readily transferred from
onearea or one set of materials to another This
move also implies that there would be a multipli
city of individual problems or small group prob
lems based on individual interests and developed
in terms of individual likes and dislikes This
definitely implies that staff members in many
cases are called upon to suggest ways techniques
and materials through which better understandings
will develop It alsomeans seeing that the
machines andmaterials are available to be used in
original problem solving situations regardless of
age level grade or preconceived courses of
study P 64
b Ohio State University School Faculty Curricular
Experiences Lower School Mimeographed Columbusi
Ohio State University School 194445In an atmosphere of freedom and happiness the
work of the very young child is usually creative
Kis work is of an individual nature and of short
duration therefore clay opaque water colors
crayon finger paints and wood are appropriate and
satisfactory media at this level The home room
equipped with necessary tools and supplies seems
the best place for children of the kindergarten
and first grade to work There are however some
boys and girls in the second third and even high
er grades who may need the security of a home room
atmosphere at the beginning of the year Vie find
that children with kindergarten experience are
usually more able to adjust to working in the arts
laboratory Further security is added by the fact
that one of the related arts teachers is definite
ly responsible for planning and working with the
room teacher and that the room teacher takes part
during the art period All children become ac
quainted with the related arts laboratory by going
for supplies As the child grows and develops a
wider variety of tools and materials are available
For example linoleum block printing and simple
weaving become interests sometime during the first
grade while the second grade child develops skill
to operate the power jig saw and potters wheel
which are in the shop Oil painting on the other
hand helps express little until the third grade
levelis reached As the child continues to de
velop and his need for expression increases he
becomes acquainted with other machines tools and
supplies such as the lathe the bandsaw more dif
ficult forms ofweaving or such activities as
leather work and stenciling This development is
stimulated and guided by individual and group con
tributions of the entire arts staff P 28 29
c Cole N R The Arts in the Classroom New York
John Day Company 1940
Painting Children cannot create out of a vacuum
They must have something to say and be fired to
say it More time spent in experiencing richly
what they are going to paint will boar fruit in
faster outpouring of the childs picture When he
gets started
If anybody thinks teaching childrens painting is
a negative job with the teacher sitting at the
desk while the children jjuap at the chance to
paint anything you want to boys and girls he is
all wrong Ho will likely find that most of the
children dont want to paint anything very much
90and those who do so cm to want to hash over a pic
ture they made in some former room at an earlier
date P 5
Guidance is required to meet these needs Dis
cussion and buildup to go places and see things
to encourage the group to get going to recognize
quickly what is being attempted tc encourage child
to make it your own way to give children a con
fidence and respect for their painting to respect
childs own proportions to encourage big paint
ings 18 x 24 at least to mount and display
Pp 324
The teachershould remember that the growing
process is more important than the endproduct
the child is more important than the picture
P 23
Clay work Working with clay answers a definite
need in the emotional life of the child When we
add to the squeezing and squashing and mixing and
rolling the joy that comes from creating something
beautiful we are providing emotional satisfaction
indeed P 25
Materials Tray of mixed clay pan of water
little pan of slip clay mixed with water to
gravylike thickness several thicknesses of news
paper on each desk P 26
Children love blockprinting They love the tarry
smell of the sticky ink Thoy love the rolling and
pressing The cutting satisfies like whittling on
the oldtime school desk And even the teacher
cannot fail to be drawn by the element of chance
that plays a large part in the best blockprinting
and causes her to bate her breath vhile the block
is lifted P 6763
d Perry Kenneth F An Experiment With a Diversified
Art Program NowYork
University 1943
Tcachors College Columbia
When allowed to select any problem they wished
more students chose woodwork than any other type
of work More than three times as many things
were madewith wood as a medium than with leather
the material second in popularity Weaving art
metal woodturning and ceramics followed in order
While these were the leading areas of work stu
dents sampled widely through thirtyeight other
activities Doth a piling up in a few areas
91and a great spread over many others were found
There was little difference between boy and girl
choices after the first few weeks with both
participating freely in all activities The
popularity of certain activities in the experi
mental workshop was quite like the results in
dicated in a study ofcollege freshmen which
showed that crafts were preferred to ceramics
painting and lecture Pp 13339
3 Music in the program of creative expression
a Ohio State University School Faculty Curricular
Experiences Lower School Mimeographed Columbus
Ohio State University School 194445
Music activities are daily experiences of children
in the lower school A wide range of musical ex
periences is provided in order that every child
may develop his potentialities and there are nu
merous opportunities for the child to express
freely in a satisfying form the feelings aroused
in him by the music he hears and the music he can
produce with increasing ability
The young childwhose large muscles are developing
rapidly responds easily to a variety of fundamen
tal rhythms and with experience he learns to dis
criminate between them Ke distinguishes contrasts
He may create rhythmic and imiginative plays based
on what he hears or he may wish to tell his story
through movement and originate songs or request
appropriate music as an accompaniment
Experimentation with simple instruments is a
natural way for listening and rhythmic responses
to become more precise Drums triangles bells
and tone blocksare a delight to the young child
and they provide moans for him to create melodies
and rhythm patterns These patterns lead into
early contacts with music notation
From the child
familiar objects
sing many types
the development
orientation to b
ly disorientated
and listening ac
II usually parti
mimetic songs
s first brief sentence songs about
and experiences his ability to
of songs expressively grews with
of language ability memory and
asic music experiences The vocal
child is helped through rhythm
tivities and through tonal games
cipates in singing games and enjoys
b Cole Natalie Robinson The Arts in the Classroom
92New York John Day Company 1940
At first we had a robmful of children embarrassed
at the thought of dancing We explained a bit of
their fears away by telling them of this new kind
of dancing that was for boys girls grownups
and everybody We dont go anywhere to learn it
It is inside ourselves We feel the music and let
it come out our own way
Then we stressed and have continued to stress the
importance of the BodyLift telling the children
that they are like a puppet held high on a string
We bounced as if we had a rubber ball inside us
and rocked forward as if we were pumping in a
swing We opened and closed like an accordion
expanding as we opened wide and folding as we
closed
Next we worked with the children to help them
find that inner coordinated movement that starts
at our Body Center and goes out Our hands and
feet grew heavy moving from the center Our logs
and neck grew long
Wo learned to turn in the circle as we rocked
forward and turn again as wo folded back
We as teachers learned to praise praise
praise especially as we saw it was needed
P 95
c Steel Ellen W The Growth of Dramatic Forms in
the School Life Progressive Education January
1931 p 25
A group of eightyearolds living out the cx
pcrioncos of primitive life mado a sun dance
This is the way they described it
First we sat in a circle and made a fire
We each made a dance of our own to shew
how glad we were to get the fire Then we
shook our rattles and all danced together
WeCUt trees down and rolled the logs into
the fire When they were burning we rolled
them round and round like the sun to
welcome him
We stuck our spears into the fire
We threw burning sticks into the air
Vie danced and waved torches
We wore costumes painted like skins
93Miss Steele says of the activity
The childrens impressions were first enacted in
simple pantomime Then the pantomime became
rhythmic patterns as the rhythms teacher gave it
a music background They repeated the pattern
until they were free to lose themselves in the
scene They lived the emotion that the primitive
felt about the fire and the sun their understand
ing and intensity shaped a truly primitive dance
form
d Murray Josephine and Effice G Bathurst Creative
Ways for Childrens Programs New York Silver
Burdett Company 138
A significant factor in the childrens creative
dramatic development is a rich supply of interest
ing ideas and information adapted to the ability
level of the child much fascinating detail much
experience in activities of all kinds Pp 82
and 83
The teacher too lives through the childrens
experiences She searches for information with
them She imagines the dramatic events that they
imagine She helps them formulate standards for
the techniques which they now desire P 83
The creative dance is a means of dramatic musical
expression Children can create dances only after
a great deal of experiencing of ideas that grip
them and stimulate their imagination In order to
create dances the pupils must live abundantly and
very freely just as they must in order to cxpross
themsolvos with originality in any other medium
P 130
t4 Language in the croativo arts program
a Juno Fcroboo Doris Jackson Dorothy Saund or s and
Alirna Trout Thoy All Want to Write New York
The BobbsMorill Company 1939
After four years of study and observation of tho
child in creativo writing Miss Forobec and her
collaborators arrive at the following guiding
principles
Beoauso of physical immaturity a childs first
handwriting should be restricted to those uses for
which he seesa need
During the early school years of limited writing
94i
ability the childs inventiveness and storyfeeling
arc fostered by frequent experiences in tolling
and in dictating
Personal wit teg should not be expected until the
child has had a wealth of satisfying experience
With oral expression and has gainod sufficient
physical skill to prevent undue fatigue
Each childs ability to express his ideas is dis
tinctly unique and personal The rate at which
this ability grows is likewise individual Only
harm can come from trying to force more mature
forms ofexpression than children show themselves
ready to use
From the beginning practical writing must meet
high standards of form and organization which
most children accept willingly because their
writing serves a genuine use
Personal writing needs to fulfill only the childs
desires except upon those rare occasions when
correct form is necessary out of consideration for
others or when the product is to be permanently
preserved r
It is equally important to accept a childs own
form for his personal expression and to help him
loarn conventional forms for practical writing
Each experience contributes to the other leading
to a natural integration of style and technique
as the vritor matures
Since the child can write honestly only that
Which is truly his time to assimilate experience
and information is vitally necessary
Exposure to fine literature contributes im
measurably to a richer more adequate expression
Conversely the effort of trying to write ones
otto ideas effectively and colorfully heightens
sensitivity to good literature Pp 187 and 188
Writing we believe serves at least two needs
for writer and audience that of artistic self
expression and that of communieating functional
ideas One is personal individual imaginative
and highly perishable The other is more utili
tarian realistic or intellectual and needs the
discipline of correct mechanics to be socially
acceptable The former seems to be kept alive
best by complete freedom to experiment and comoloto

95 asgufance of a respectful reception of the product
regardless of its natureTime out to revamp in
dependent clauses may mean loss of the whole idea
Of of more serious import time out to edit story
after story may so curb the swift imagination or
so fatigue the uncertain and immature young writer
that desire to write turns too often to dread of
writing Confusion that arises from trying to
shape their ideas to an adults conception or
pattern has resulted in confessed mimicry or
imitation by even very bright children Pp 184
and 185
b Johnston Belle Creative Vorse With Young
Children Childhood Education February 1943
p 262
Miss Belle Johnston first grade teacher Wichita
Kansas cites the principles underlying verse
writing by young children But says Miss Johnston
Let it be said at once that no specific directions
for procuring such writing can be given But like
all creative work while it cannot bo impelled it
frequently can be invoked Tho principles suggest
ed are a spirit of camaraderie on the part of the
teaoher with her group and an appreciation of
poetic expression the building up of a background
through the selection of poems within the compre
hension of the groupand encouraging them to re
press themselves effectively praising all efforts
mado making use of emotional interests setting a
standard that the production must be an authentic
expression of tho childs thought ignoring rhyming
until after a years work without it

c Ohio State University School Faculty Curricular
Experiences Lower School Mimeographed Columbus
Ohio State University School 194445
Poems and stories as well as informational
material are read to the young children for enjoy
ment to acquaint them with good literature and
to build interests and appreciations Every child
has time set aside for his own individual enjoy
ment of bookswhether it be looking atpicture
books at the kindergarten level or recreational
reading for those who are learning to read or
have gained skill in reading Dramatics may be an
integral part of a unit of work as was the play
In A Chinese Theatre which one fourth grade
class wrote and produced It may be the drama
tization of work or play activities as that which
is continually in evidence in the kindergarten
96 It may on the other hand be the dramatization of
a familiar story or a story created by the children
and developed into aplay by a special freechoice
dramatics group In some form all children in the
school have opportunity consistently to engage in
this kind of creative expression
Time and guidance are provided for young children
to dictate their own poems and stories for those
who are learning to write to copy their own in
dividual ideas which have been dictated and for
the older children to do their own creative writ
ing whether it pertains to the work of the group
or their own personal feelings and thoughts
P 31
d Cole Natalie Robinson The Arts in the Classroom
New Yorks John Day Company 1940
I would accept the challenge of the childrens
limited background and opportunity We would write
of life about us Relief and the County Visitor
Drunks and fights down the street We would bring
them into the schoolroom and by sharing experiences
find relief and understanding
How like an adventure it was becoming This would
be no tedious correctinggrammarandpunotuation
ordeal Grammar and punctuation could take a
vacation if need be or be brought into the picture
later so casually as not to upset the emphasis
The writing must come as best it could and be ac
cepted on its own merit for the thought the feel
ing the Hfe forcethe creative personal touch
that it contained Step by step we would learn
free glorious expression together Pp 9899
What does the law provide for a program of creative expression
The leader may suggest to the group that legislation concerning
the school program makes no specific reference to provision for
creative egression There is nothing in the laws however that
v prevents the enrichment of the total school program
D Ll3ing he group to draw conclusions
If the suggested program column a has been tested in terms of what
the school is now doing what other schools are doing what authorities
recommend and what the law provides and if suggested changes have
v been written into column a it now becomes the groups proposed pro
gram of creative expression in the school
4
97The proposed program may indicate that the school should provide oppor
tunities for creative expression in the following areas
1 Art
a Painting
b Desigriing
c Carving
d Modeling
e Decorating
f Building
g Weaving
h Etc
2 Musio
a Dancing
b Playing musical instruments
c Rhythms
d Singing
e Etc
3 Language
a Writing
b Dramatizing
c Choral reading
d Etc
E Leading the group to make and put into operation a plan of action
The group should now be ready to make specific plans for putting the
program into operation Committees should be organized to develop the
details of the program and the steps to folio7 in gettingthe program
into action
At least three plans of committee organization are possible
1 Committees may be organized to develop the program in each area
of creative expression such as music art or language
2 Committees may be organized to develop the entire program of
creative expression for each age group the preschool group
the elementary school group the high school group and the out
ofschool group
3 Committees may be organized to develop plans for providing
materials in each area for each age group for providing space
in each area for each age group etc
Each committee should be responsible for
1 Reporting detailed plans to the group
982 Reporting progress in getting the plans into action
3 Reporting neod for further study by the planning group
The list of guiding principles Charts IV V and VI and tho list of
matorials which follow contain suggestions which may be helpful to the
oommittees in the development of detailed plans
List of Guiding Principles for Planning a Program of Creative Expression
1 Tho program should roach all age groups from preschool through
adult
2
3
4
5
Space should be provided where all people can work in all areas
of creative expression
t
A wide variety of materials for art music and language should
be provided to meet individual needs
Time should be provided for experiences in creative expression
Guidance should be provided in all areas of creative expression
Tho persons responsible for the guidance should bo able to
a Provide rich experiences so that children will have ideas to
express
b Use childrens interests as a basis for planning creative
exporiencos
c Help children to find new and satisfying ways of expressing
themselves
d Encourage all efforts of children
e
f
Show an understanding and appreciation of childrens
standards for creative work
Help children to develop skills needed in expressing them
solvos as such skills are nocded
Provide opportunities for creative experiences in interpreting
and in composing
6 Etc
99CHART IV
A SUGGESTED PLAN FOR MAKING PROVISION FOR CREATIVE EXPRESSION IN MUSIC
ft
Iffi
lfT
lo
I
ir
Age Group Time Place Materials Guidance
Preschool When child has desire Home Piano victrola original songs stories etc Child has opportunity to hear music and is encouraged to express his feelings in song and rhythms
Primary Daily experience as it relates to regular classroom experience Free time should be available Home Clas sreom with space for free movement or some special room Piano victrola rhythm instruments Printed songs etc Original songs stories play etc Child hears good music and is encouraged to express himself through song rhythm instruments
Elementary snd rhythm dancing All efforts are recognized and the child learns that such expressions are natural and verysatisfying
f Of Junior high Homo Classroom Special music roon Piano victrola wide range of instruments Printedmusic of all types Original songs stories piay etc 1 1 The teacher continues to recognize and encourage all efforts toward creative expression
tfASoiiior high CD c There is a growing emphasis on appreciation and interpretation
51 I l Skult When adult has desire i Home Place for group activities of music and more opportunity is offered for group expression 1
CHART V
A SUGGESTED PLAN FOR MAKING PROVISION FOR CREATIVE EXPRESSION IN LANGUAGE
o
Age group Time Place Materials Guidance
Preschool When child has desire Home Stories poems etc to be read to child Parents read books to child and encourage childs expression of own ideas
Primary Daily experience as it relates to regular classroom experience Free time should be available Home Library table in classroom Stories poems plays etc to be read to child and for child to read Writing materials Parents and teacher read to child and give encouragement and recognition to all efforts
of creative expression
Elementary Home Library table or shelves in classroom Expanded library facilities All types of literature available for personal reading Writing materials Teacher provides atmosphere for creative work by giving
Junior high encouragement and recognition to all efforts of creative expression and appreciation
Senior high

Adult When adult has desire Home School library
CHART VI
A SUGGESTED PLAN FOR MAKING PROVISION FOR CREATIVE EXPRESSION IN ART
o
CO
Age group Time Place Materials See material list on following page Guidance
Proschool When child has desire A place at home that provides good light and ample space Crayons paper clay blocks wood and simple hand tools old clothes boxes spools etc Parents help in providing materials Appreciation and encouragement of effort
Primary Daily experience when child has desire A place at home for child to work Space in the classroom for engaging in various types of art activities Room equipped for more specialized activities Crayons paper tempera paint clay wood finger paint linoleum blocks weaving Parent and teacher guidance in providing materials ond offering encouragement
Elementary Daily experience when child has desire Special time provided for work in a specially equipped arts roori Crayons chalk paper tempera paint oil paint clay potters wheel wood simple machine tools linoleum leather veaving Parent and teacher guidance in providing materials and offering encouragement Guidance should include some emphasis on planning and evaluation of work
Junior high Daily experience as activitios relate to regula r classroom work Special time provided for work in a specially equipped arts room Drawing materials variety of painting materials clay wood variety of hand and machine tools leather materials for commercial design process
Senior high Parent and teacher guidance in providing encouragement Child should be guided to assume more responsibility for selfplanning working and evaluating
Adult When adult has desireusually after school Space at home workroom in school bldr n iu r r i i n Teacher guidance in workroom People in community may take some responsibility for gv dance

Material List for General Arts Program
basic supplies
Woodworking
workbench and vise
wood 6lamps
C clamps
coping saw 8 or 10 throat
coping savv blades
handsaws ripping and cross cut
Metal square
wood planes 8 or
9
hand drill l4 capacity
drill points assorted
bit brace 10 sweep
auger bits assorted
claw hammers 12
flat chisels
gouges
screwdrivers
wood files
pliers
cold water glue
steel wool
sandpaper 0 00
common wire nails
12 18 12 19 34 18 1 18
114 16 ll2 16 2 14
finishing nails assorted
common screws
6 34 1 114
8 34 1 114
10 1 114 3
stain walnut oak maple
turpentine
varnish
shellac orange white
alcohol
linseed oil
paste wax
enamels red yellow blue black white
brushes l2 1 112
Dowel rods
3 x 18
3 x 14
3
3
x 12
x 34
white pine
two sides
random length and width sanded
Other available wood
050 up
25 up
80
doz 20
250 up
25 up
250 up
150 up
set 250
250
ea 15 up
150 up
50 up
50 up
25 up
35 up
35 up
gal 250
lb 23 up
Sheet 02 up
lb 06 up
box 10
lb 27 up
qt 100
pt 20
pt 57
pt 48
pt 20
pt 35
pt 40
qt 100
25 up
ea 03
03
04
06
Materials may be obtained from local hardware and lumber vard
or from Brodhead Garrett Cleveland Ohio
103Paint ihg

Tempers opaque water color qts of red
yellow blue black white 65 up
may be mixed from dry colors
waterscolor brushes 12 large 35 up
newsprint 18 x 24 ream 100
or manila paper 18 x 24 ream 300
cups or glasses for mixing paint
double easels can be built 200
Casein all colors qt f30
good for covering large surfaces such
as stage sets bulletin boards etc
Oil tubes alizeron crimson viridian
green cadmium red light ultramarine
blue zinc yellow zinc white black
brushes 9
canvas
canvas stretchers any length
oil board or mounting board may
be used in place of canvas
turpentine pt
Water Color tubes alizeron crimson
cadmium yellow zinc yellow ultramarine
blue hooker green deep burnt sienria
black tube 15
water color paper hard rough surface sheet 05 up
Water color brushes 12 large 35 up
Painting materials may be obtained from local art
supply store Brodhead Garrett Cleveland Ohio or
Milton Bradley 811 S Wabash Avenue Chicago Illinois
tube 25 up
50 up
yd 60 up
each 08
20
Drawing
No Roll crayons 8 colors
lecturers chalk
red yellow blue green black white
Excello Squares assorted boxes
charcoal medium grade
colored pencils box of 12
Conte crayons
Lithograph pencils
Black India ink
pen holders
Speedball lettering pens BO E6
Manilla paper 18 x 24
brown wrapping paper 18
36
box
ea 10
35
sticks 02
box 100
each 05
each 15
34 oz 25
10
each 10
ream 300
roll 300
roll 600
104Crayons from Milton Bradley 811 S Wabash Avenue Chicago
Illinois Other materials from Milton Bradley Brodhead
Garrett Cleveland Ohio or local art supply store
Ceramics
moist red clay loo lbs 350
moist stoneware clay 100 lbs 320
glazes
wedging board can be mado
plaster for casting
zinc lined box or big galvanized box
to keep clay moist can be made
Kickwheel can be made
modeling and decorating wheel each 450
Kiln electric approximately 20x22x26 15000up
Kiln equipment shelves stilts pjTometric
cones etc
If a kiln is not available dry pieces canbeenameled or
painted with tempera and shellacked
Looal clay should be used whenever possible Clay may also
be obtained from Zainesville Stoneware Company Zainesville
Ohio
Kilns glazes and all other equipment may be ordered from
The Denver Fire Clay Company Denver Colorado

weaving
looper clips assorted colors
looms for looper clips can be made
8 square 20 nails on a side
oroohet needle or large headed nail
looms for warping any size nails
ends only
rug filler assorted colors
Ibi1
35
on
lbs
65
Hooker clips may be obtained fronvthe Atlanta Hosiery
Mills or local hosiery mills
For additional weaving supplies write to
looms Garrett P January
714 W Main Street
Wilmington Ohio
Material Lilly Mills Company
Shelby North Carolina
105Hughes Fawcett
115 117 Franklin Street
New York N Y
Finger Painting
No 1 lg o laundry starch
1 qt boiling water
1g box soap flakes small
Make starch paste Add boiling water stirring
constantly Cook until mixturo becomes transparent
Cool add soap flakes and stir Color with dry or
moist tempera
No 2 An easy finger paint is made of wave set with color
added
Finger paint paper or any glazed paper such as wall paper
shelf paper or glazed wrapping paper The paper should be
wet before using
Linoleum Block Printing
tube

Linoilink water soluble
red blue yellow black white
brayers rollers each
linoleum scraps soft battleship linoleum
linoleum cutting tools each
any size
50
35
50
Linoilink may be obtained from Bradin Sutphin Ink Company
Cleveland Ohio other materials from Brodhead Garrett Company
Cleveland Ohio KenKay Crafts Company 1277 Washing St West
Newton Mass or local art supply store
Puppetry
papermache for head hands feet
Tear sheets of newspaper into small pieces Soak overnight
and squeeze dry Add enough paste to make doughlike mass
Mold 1Vhon dry paint with tempera
ib6scraps of cloth felt and other materials to complete body
and oostumo
Paper
construction paper 18 x 34
red yellow blue green orange black
manila paper 18 x 24
unprintcd news 18 x 24
wrapping paper 18
36
waxed paper
white drawing paper
sheet
ream
ream
roll
roll
roll
reran
02
300
100
300
600
500
850
From Brodhead Garrctt Cleveland Ohio or local paper company
Leatherwork
Leather and leather tools may bo obtained from Brodhead Garrett
Cleveland Ohio West Virginia Leather Company28 Tenth St
Wheeling West Virginia and Charles A Teebs Leather Company
Cleveland Ohio
Miscellaneous

rulers 12 metal edge
yardsticks
scissors
carpet tacks
thumb tacks
tongue depressors
brown gummed tape
paste
straight pins
compasses
art gum erasers
choose cloth
unbleached muslin
doz
box
box
500
roll
jar
box
each
doz
bolt
bolt
10 I
lo
180 up
05
05
100
50
15 up
10
10
36
500
3Q0
From local art supply store or Brodhead Garrett Cleveland
Ohio CHAPTER VII
PLANNING AND DEVELOPING A PROGRAM FOR HELPING INDIVIDUALS
ACQUIRE THE TOOLS OF LEARNING
The individual who lacks the ability to read with comprehension to write with
clarity to manipulate numbers with effectiveness to speak with conviction and
to listen with attention is greatly handicapped in his social economic and cul
tural pursuits
In spite of the fact that educators have been untiring in their efforts to
find better ways of teaching the three Rs there is considerable evidence that
many individuals have never developed these abilities to the extent that they can
communicate with others in a satisfactory manner A wide gap exists between re
search findings and school practices Local schoolplanning should help to bridge
this gap Chapter VII offers suggestions for the school leader who is responsi
ble for guiding a planning group in recognizing the problems involved in acquiring
the tools of learning in formulating a program to deal with these problems and
in putting the plan into action
I Leaders preliminary responsibilities
A Objective In order to lead a group to think through the problem
the leader should have a definite objective This unit on planning
and developing a program to deal with the problems of acquiring the
tools of learninghas been prepared on the assumption that the object
ive would be to lead the group
1 To become interested in and concerned with planning the program
for acquiring the tools of learning
2 To express opinions regarding what the school should do about the
problems of acquiring the tools of learning
3 To test these opinions and to try out tentative conclusions
4 To draw conclusions
5 To make and to put in operation a plan of action
B Members of the planning group The leader will recognize the need
of careful preliminary work involving personal contacts in order to
secure the interested participation of members of the group These
members might include 1 school superintendent 2 local members
of the county board of education 3 local trustees 4 principal
5 teachers 6 selected young people high school and outof
school youth 7 adults parents employers and employees 8
county supervisor and 9 FT A members
108C The meeting place Experience of school leaders has shown that a
suitable meeting place is very important in educational planning
The leader should refer to suggestions made in Chapter III
D Suggested informational materials and services A selection of the
following and other aids is essential in working toward the leaders
objective Careful examination of this suggested list of aids will
reveal that some of them might be used in one or both of the steps
getting the group into the problem and testing the opinion of
members of the group
The data which can be provided ahead of time should be charted so
that they can be seen and studied by the whole group Data for some
of the charts and tables may be secured from books and bulletins
listed in this section
1 Tables
a Table I Median Number Years of School Completed by people
in Heard County From School Census 1944 Example
b Table II Comparative Enrollment by Grades Heard County
Schools 194344
c Table III Illiteracy in Heard County From School Census
1944 Example
d Table IV Draft Rejectees Due to Educational Deficiencies
in Heard County
2 Charts
a Chart I Guide for Developing the Program of the School for
Acquiring the Tools of Learning
b Chart II School Parker School District Greenville
South Carolina
Tool of Learning Mathematics
Secondary Level
c Chart IH School Holtville Alabama
Tool of Learning Writing
d Chart IV How X School Will Attack the Reading Problem
e Chart V An Attack on the Problem of Reading Readiness by a
Group of First Grade Teachers
f Chart VI Tools of learning a Program for X School
3 Results of standardized tests if available showing deficiencies
in the tool subjects Recommended Stanford Achievement Test
Grade 3 Adult
109Books
a Caswell J L and Doak 3 Campbell Readings in Curriculum
Development New York American Book Company 1937
b Durrell Donald Improvement of Basic Reading Abilities
Chicago World Book Company 1940
c Gans Roma Guiding Childrens Reading Through Experiences
paper New York Teachers College Columbia University
1941
d Georgia Accrediting Commission Official Bulletin Atlanta
Georgia State Department of Education 1945
e Harrison Lucile Reading Readiness Boston Houghton
Mifflin Company 1939
f Hatfield Wilbur An Experience Curriculum in English a Re
port of a CommissTon of the National Council of Teachers of
English New York AppletonCentury Company 1935
g Hildreth Gertrude Learning the Three Rs a Modjma Inter
pretation Manhattan New York Educational Publishing
Company 1936
h Hopkins L T Interaction The Democratic Process Boston
D C Heath and Company 1941
i Mathematics in General Education New York D Appleton
Century Company 1939
j McKee Paul Language in the Elementary School New York
HoughtonMiff1in Company 1939
k Farker District High School Faculty Parker High School Serves
Its People Greenville South Carolina Parker District
Schools 1942
1 Pennell Mary E and Alice M Cusack Teaching of Readingfor
Better Living Boston HoughtonMifflinCompany 1936
m Tippett James L Schools for a GrowingDemocracy Boston
Ginn and Company 1936
n Wallace Whilden James Chretzberg and Verna M Sims The
Story of HoMtville Holtville Alabama Southern Association
Study 1944
0 Witty Paul and David Kopel Reading and the Educative Process
Boston Ginn and Company 1939
110p This is only a few of the books that might be used in work
ing on the problem of the tools of learning Others equally
as good are available in any professional library
5 See Chapter III for use of consultants
II Procedure with the group
A Getting the group into the problem
1 The leader should raise some questions that will stimulate group
thinking Suggested examples follow Others may be used Some
time should be given for the reaction of the group to each question
Opinions of members of the group should be secured before the
leader presents chart data
a Are there evidences that learning to read write and use
numbers is a problem in the county and community Some
evidences that may be listed are
1 People cannot spell well enough towrite letters
2 Children cannot learn geography because they cannot read
3 Children graduate from the school and cannot work every
day problems in arithmetic
b Is there any relationship between inability to read and
write well and the problem of nonattendance
Members of the group may cite cases of dropouts which were
due to inability to read write etc At this point the
leader may present the information contained in Tables I
and II

TABLE I
MEDIAN NUMBER YEARS OF SCHOOL COMPLETED BY WHITE PERSONS IN
HEARD COUNTY FROM SCHOOLCENSUS 1944
Example Use Data from Local Sc hool or County
Head of household Mate of head Other members of household All members total Children away from home
73 77 67 74 930
111TABLE II
COMPARATIVE ENROLLMENT BY GRADES HEARD COUNTY SCHOOLS 194344
White
Example Use Data from Local School or County
Grade 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th
Enrollment 242 196 151 136 148 149 134 117 81 74 75
Percentage 100 i eo f624 562 612 612 561 483 334 305 309
c Are there people whom the school has never helped acquire
the tools of learning
The leader maypresent the data in Table III
TABLE III
ILLITERACY AMONG 52HITE PERSONS IN HEARD COUNTY FROM SCHOOL CENSUS 1944
Example Use Data From Local School or County
Race
White
Number of illiterates
140
Percent of population
29
Prior to the meeting the leader may have secured from the
local draft board the number of men rejected because of
illiteracy As the report is given the leader may list
the data on the board using Table IV as a form
TABLE IV
DRAFT REJECTEES DUE TO EDUCATIONAL DEFICIENCIES IN A CERTAIN GEORGIA COUNTY
1826 YEARS OF AGE
Data From Selective Service Secure from Local School District or County
Race
White
Negro
Total
Number Examined
424
184
608
Number illiterates
45
97
142
Percent
106
527
234
1122 The leader can determine and emphasize the conclusions
of the group by asking and getting answers to the following
or similar questions
a What are the tools of learning which the individual must
use in solving his problems
Members of the planning group will probably name reading
writing figuring speaking
b
B
Does the school have a responsibility for helping indiv
iduals acquire these tools
It is assumed that the answer to b will be in the af
firmative
Leading the members of the group to express opinions as to the
solution of the problem
1 dVhat should the school do to help individuals acquire the tcJols
of learning
The leader should draw out the opinions of members of the group
and list them on the board Following is a list of suggestions
similar to those which might be made
a The school ought to have many library books
b The teacher should try to help each child individually
c We ought to provide experiences for children so they will
have something to talk and write about
d We ought to be sure that the child can see and hear well
so that he will not be handicapped in his efforts to ac
quire the tools of learning
e We should have plenty of drill so that the children will
get the fundamentals
2 A chart similar to the one below may be used for developing a
program in acquiring the tools of learning The leader may
help the group to eliminate duplications in the suggestions
listed on the board and a revised list of suggestions may be
written in column a The other columns may be used to in
dicate the successive steps taken in arriving at a solution
Data may be written in or the column may be checked as each
tep is taken
113CHART I
GUIDE FOR DEVELOPING THE PROGRAM OF THE SCHOOL FOR ACQUIRING THE TOOLS OF LEARNING
a lb c e 6
Suggested program opinions What we are now doing What other schools are doing What authorities recommend What the law provides Conclusions Action plans1
i i i
C Testing the opinions of the members of the group
1 What is our school now doing to help individuals acquire the
tools of learning
After the schools program in the tools of learning has been
described and briefed in column b of Chart I the suggested
program column a should be evaluated in terms of what the
school is now doing If additions or modifications seem advis
able such revision should be made in column a
2
What are other schools doing to help individuals acquire the
tools of learning
Members of the planning group should be encouraged to tell what
they know about what other schools are doiug Contributions of
the group may be listed in column c of Chart I After all sug
gestions have been made the leader should contribute examples
Suggested examples follow in Charts II and III Charts II and
III may be enlarged and studied by the group while discussing
what other schools are doing
Tf after a discussion of what other schools are doing the
group decides that changes should be made in the suggested
program revisions should be made in column a of Chart I
114CHART II
SCHOOL PARKER SCHOOL DISTRICT GREENVILLE SOUTH CAROLINA3
TOOL OF LEARNING MATHEMATICS SECONDARY LEVEL
Discovering the Cooperative attackon Results
problems Setting up objectives problems obtained
Teacherpupil Each pupil is helped to 1 Teachers and pupils 1 Pupils have
conferences on discover the mathemati work on skills necessary
vocational needs cal skills required in found necessary mathematical
whatever vocation he for success ability for
has chosen The acqui success in jobs
sition of these skills 2 Each pupil pro in the community
becomes his objective gresses according
in mathematics to his own abil 2 Funils have nee
ity essary mathemat ical ability
3 Meaningful situa for success
tions are pro for college
vided for the
practice of these 3 Pupils are pre
skills pared for solving everyday
Example Working problems in
in textile mills mathematics
figuring gears
production and
the speed of
pulleys
Parker District High School Faculty Parker High School Serves Its People
Greenville South Carolina Parker District Schools 1942 pp 495o
115CHART III
SCHOOL HOLTvTLLE ALABAMA
TOOL OF LEARNING WRITING
Discovering the problems
Teachers and pupils dis
cover problems in
1 Writing up experiments
they perform in lab
oratory
2 Using the printing
shop
3 Writing business
letters
Setting up object
ives
Objectives are
set up in terms of
problems discovered
1 Expressing
ideas ade
quately
2 Punctuating
correctly
3 Composing an
effective
letter
4 Spelling cor
rectly
Cooperative attack
on problems
English room be
comes a labora
tory where the
teacher helps
pupils with the
writing diffi
culties they
have encountered
in working on
their problems
Results
obtained
All pupils use
the English
teacher to
help them de
velop writing
techniques
3 What do authorities say the school should do to help in
dividuals acquire the tools of learning
a Members of the group should be encouraged to report
their knowledge of opinions of authorities at this point
b If the group has been led at a previous meeting to anti
cipate the need for opinions of authorities a committee
may have been appointed to investigate the literature on
the tools of learning in order to find out the opinions
of authorities If there is such a committee its re
port should be presented
c The leader should have at hand some authoritative opin
ions to use in supplementing contributions from the
group Some or all of the opinions that follow as well
as others the leader might select may be read summar
ized or briefed These opinions may be written in column
d of Chart I along with the opinions of authorities
submitted by the group
2 Whilden Wallace James Chretzberg and Verna M Sims The Story of Holtville
Alabama Holtville Alabama Southern Association Study 1944
116The suggested program column a should again be tested
by the group to determine whether changes should be made
in the light of authoritative opinions
1 Tippett James L Schools fqra Growing Democracy
Boston Massachusetts GTnriancT Company 1936 P 5
There can be no question that the schools must
firmly establish abilities like these
1 To read effectively
2 To write legibly and with suitable speed
3 To spell words in common use
4 To use the dictionary and other works of
reference
5 To assemble information relating to a definite
topic
6 To organize and present information to others
7 To read and interpret maps graphs and charts
intelligently
8 To use number relations which are necessary for
successful living on any level of development
at which the individual finds himself
9 To speak clearly forcibly and correctly
10 To know how to use information
No member of a social group can take an active and
enlightened part in the affairs of the group without
these abilities They are the tools by which immature
members of a democracy come into full fellowship with
each other They are useless if they are developed
apart from actual and progressive contact with phases
of the end to which they are leading The end is rich
and effective membership in a democratic state
2 Hopkins L T Interaction The Democratic Process
Boston Massachusetts D C Heath and Company 1941
Pp 300308 160171
a Some principles of desirable learning are as
follows
An individual learns best when he has his own pur
poseful goals to guide his learning activities
An individual learns best when he is free to create
his own responses in the situation which he faces
An individual learns best when he is free to make
his own organization of materials in the process
of satisfying his own purposeful goals
117HHBIMMBHM

An individual learns best when he can share coop
eratively in the management of the learning exper
iences with his fellows and under the guidance but
not the control of adults
An individual learns best with sympathetic adult
guides such as parents and teachers who know and
understand him as a growing personality
An individual accepts and acts upon the learnings
which he believes are personally valuable to him
b Some of the conditions necessary for developing
skills are given below
The curriculum should be composed of a series of
rich experiences based upon pupil need When
meaningful relationships are not available to cause
skills to be developed functionally the skills
should be postponeduntil the experience becomes
rich enough to furnish adequate purpose to encom
pass such refinements
The experience should be planned managed or de
veloped by the pupils under the guidance of teach
ers parents and others
When pupils have developed all the skills which
they see the value of in an experience the teach
er should forget about such skills until they come
normally into another experience
c There should be no grade classification of skills
to be taught and no age norms to be reached
3 Caswell H L and Doak S Campbell Readings in
Curriculum Development New York American Book Com
pany 153 Ppl 891604 318 459 461 465 312
a Provision should be made for the mastery and or
ganization for effective use of habits and know
ledge In many cases special emphasis is
necessary to provide for this mastery Consequent
lya wellconceived program of work will provide
for such mastery Frequently it appears that
teachers have pupils engaged in drill activities
merely to keep them busy Often the skills or
facts emphasized are of little significance and
represent mere memorization by pupils This ob
viously is undesirable But even though the em
phasis on mastery of habits and knowledge has
thus been distorted in many cases it remains an
essential point of emphasis in a wellrounded

im
118program of work This is sometimes referred to
as the drill phase or the direct teaching phase of
the instructional program
From the Arkansas Cooperative
Program
b Butlearning is far from being mere repetition
Let the experiences of the child arouse sufficient
interest in and regard for consequences and repe
tition as such retires into the background Felt
connection is the best basis for acquisition We
used to think that much mechanically repetitive
drill was necessary to learning such things as
spelling vriting and number combinations Now
it appears that bare repetition without any sup
porting connection or check carries no learning
effect while for the normal child a sufficiently
varied and interesting school life will be its in
herent use of spelling for example teach ninety
percent of what may be needed And similar con
ditions appear to hold in the case of most if not
all the socalled mechanical operations
W H Kilpatrick The Essentials of the
Activity Movement progressive Education
11356357 October 1934
c An adequate program of educationshould pro
vide opportunities for the mastery of basic skills
and techniques There are certain abilities
techniques and information which are of very gen
eral use Many of these abilities are of a com
plex and intricate nature If children are not
given careful guidance in the development of these
abilities they may never achieve mastery of them
Special emphasis consequently should be given
to the systematic cultivation of abilities which
have wide and general use This part of the cur
riculum should be related closely to the other
phases of the curriculum and to outofschool
activities
From Mississippi Program for the Improvement
of Instruction A Guide for Curriculum Plan
ning Bulletin No 3 Jackson Mssissippi
Sate Department of Education 1936
d A child whose teacher tries to teach him to read
too soon is foredoomed to failure This failure
is not only the relatively harmless one of the
child not learning to read until he is ripe for
reading It often results in an emotional re
action against reading which may persist for years
A child who tries under the urgence of blindly
conscientious teachers to learn fractions before
119he is ready has developed an attitude toward
fractions that inhibits his learning of them even
when he has reached the necessary maturity
Experiments with different teachers different
children based on intelligence tests progress
records and objective tests reveal that children
with a mental age of sixandahalf in September
in a majority of cases learn to read satisfactorily
As we go below this mental age level the propor
tion of children who succeed drop off precipitately
Other factors are the physical readiness of the
eyes and the childs experiential background
The doctrine of ripeness holds in spelling too
There is evidence that systematic work in spell
ing can wait harmlessly until a child has at least
a third grade reading ability By this time the
child has already learned incidentally to spell
a number of simple words and he is mature enough
to read and study others
Carleton Washburne Ripeness Progressive
Education 13 126130 February 1936
e More than ever we need a revamping of the curri
culum in mathematics which perhaps as much as any
other subject has thus far resisted the impact of
educational intelligence The dead hand of past
generations still dominates the content of the
mathematics courses Little or no effort is made
to relate materials to life needs or even to cor
relate them with the mathematical situations aris
ing in the science class By some incomparable
superstition it is assumed that the solution of an
equation or the proof of a theorem will contribute
to the happiness of the individual or the welfare
of society
Required mathematics in the modern curriculum will
be purely and simply the mathematics of everyday
life It will supply these skills required by
quantitative thinking in the pupils normal ex
perience Special courses in mathematics should
be organized solely for the teaching of those
things which cannot bo cared for well enough in the
social and physical science sequences
Pupils entering the seventh grade should finish
the fundamental arithmetical processes in common
and decimal fractions If the more complicated
processes were left to the secondary school period
particularly grades seven and eight the pupil
would have less difficulty in mastering them
120The mathematics instruction should however be
strictly adapted to individual needs and the pro
gram should be limited to the barest essentials
A limited number of students will elect to con
tinue the study of mathematics after the ninth
grade Formal courses in algebra geometry and
advanced mathematics should be provided for these
From A Hew Program for the High Schools
Chicago Schools Journal 16 17 5962 March
December 1935
4 What does the law provide that schools may do or must do to
help people solve problems in acquiring the tools of learning
a The leader should be familiar with the most recent
legislation as it may affect the program for acquir
ing the tools of learning Column e of Chart I
may be used to record a summary of the provisions
The suggested program should be revised again if the
group decides that changes are needed
b The following information may be used in connection with
the discussion of legislation regarding the schools
responsibility for helping individuals acquire the tools
of learning
3
The Georgia Accrediting Commission sets forth the
following required constants
Oral and written English 2 units
English and American Literature 1 unit
General Mathematics including
elements of algebra 1 unit
American History and Government 1 unit
Other social sciences 1 unit
Physical and natural sciences 1 unit
Health Education 1 unit
Commercial industrial or vocational
subjects j unit
Occupational guidance g unit
Variables or electives 6 units
D leading the group to draw conclusions
If the suggested program columna has been tested in terms of
what the school is now doing whatother schools are doing and what
the authorities recommend and if suggested changes have been written
into column a it nowbecomes the groups proposed school program
3 GeorgiaAccrediting Commission Official Bulletin Atlanta Georgia
Department of Education 1945 p 13
State
121for acquiring the tools of learning The leader should take the
suggestions in column a and with the help of the group develop
statements which describe the program for acquiring the tools of
learning These statements may be written into column f me
groupmay arrive at such a program as is briefly described below
1 Make sure that individuals have a background of experiences
which will enable them
a To read with comprehension
b To write with clarity
c To use numbers with understanding
d To speak convincingly
2
Make adjustments to differences in interest and ability in
providing materials in
a
b
c
d
Reading
Writing
Numbers
Speaking
3 Provide for the recognition and correction of physical defects
which are handicapping the individual in hisefforts to
a Read
b Write
c Use numbers
d Speak
4 Provide for the recognition and elimination of emotionaldis
turbances that are handicapping the individual in hxs efforts to
a Read
b Write
c Use numbers
d Speak
5 Make sure that all the tools of learning are used purposefully
as the groups and individuals need them in the solutxon of real
problems

122Examples a Reading to find out how malaria is carried from
one person to another
b Writing for the newspapers in order to share with
others what the students have learned about malaria
in this community
c Using numbers in making graphs to show the prevalence
of malaria in control and noncontrol areas
d Speaking at civic clubs on the findings of the study
of malaria in this community
6 Make sure that each individual is becoming increasingly com
petent in critically evaluating
a What he reads
b What he and others write
c What number situations he meets and uses
d What he says and what he hears
7 Provide for adequate practice of the tools of learning which
have been recognized in problemsolving activities
8 Frovide for the continuous evaluation of the individuals
growth in the skills of
a Reading
b Writing
c Number computation
d Speaking and listening
E Leading the group to make and to put into operation a plan of action
At this point the group should set up special committees to work out
the details of the proposed program and to get the plans into action
1 Committees may be organized around problems that cut across
grade lines such as
a Developing a readiness for reading writing using numbers
and speaking
b Providing materials and equipment necessary for the reading
program
123c Administering scoring and interpreting tests in the
tool subjects
d Establishing and using a materials bureau
2 Another plan of organization might be for committees to develop
a program in acquiring the tools of learning for
a The preschool
b The elementary school
c The high school
d The youth age group
e The adult group
Committees should be responsible for reporting to the planning
group the development of detailed plansprogress in getting
plans into operation and needs for further study by the group
Chart IV illustrates the type of program which might be worked
out and put into action under the latter plan of organization
124

CO
CHART IV
TOOLS OF LEARNING A PROGRAM FOR X SCHOOL
Age Group Reading Writing Number relations Speaking and listening
05 Provide opportunities for 1 Listening to stories read and told 2 Looking at books Caring for them 3 Taking trips 4 Learning to get along with other children 5 Using many art media 6 Caring for pets 7 Matching colors and objects 8 Working puzzles Etc 1 Provide opportunities for using pencils chalk etc in purely manipulative activities 2 Write down what the child says and let him see how it sounds Etc Provide opportunities for using numbers in functional situations as 1 Counting the children at school 2 Dividing cookies between all 3 Learning difference in a quart of milk and a pint of milk 4 Learning difference in pennies nickels dimes etc 1 Provide opportunities to talk informally about experiences and to listen to experiences of others 2 Help children learn to use new words
612 1 Continue program of readiness providing rich and varied experiences 2 Group children according to ability for reading purposes 3 Provide much reading material of varying difficulty 4 Use reading in solving problems Etc 1 Have group set up penmanship standards and encouraging each child to work for improvement 2 Provide opportunities for functional writing situations with emphasis on writing so others will enjoy reading it Examples School newspaper letters etc Etc 1 Provide opportunities for children to deal with real number situations in solving their problems Examples Measuring lumber to build a playhouse Figuring interest on our bank account 2 Provide drill in recognized skills Etc 1 Provide opportunities for speaking and listening in real audience situations 2Set up group standards for speaking and listening 3 Provide informal situations for discussing problems experiences etc 4 Give special help to children with speech defects Etc
CHART IV
TOOLS OF LEARNING A PROGRAM FOR X SCHOOL continued
en
Age group Reading Writing Number relations Speaking and listening
13 18 1 Continue program of reading readiness providing rich and varied experiences 2 Provide opportunities for children to read for fun Include easy books in library order 3Use reading in solving problems 4 Put special emphasis on critically evaluating material that is read Etc 1Base work in written English uprn common errors discovered 2 Use English period to do the writing required in problem areas 3 Consider composition in evaluating work in problem areas Etc 1 Make provision for individuals to progress according to own ability 2 Provide for functional mathematics Examples Working in school store bank etc Etc 1 Provide opportunities for participating in club activities 2 Provide opportunities for participating in assembly and community programs 3 Give special help to pupils with speech defects Etc
18 25 lKeep the libraries open to the youth group at all times 2 Provide opportunities to use reading in solving problems as a controlling malaria and b planning recreation for the c ommuni ty Etc 1 Provide help in improving everyday writing activities 2 Write for newspapers 3 Write letters to men in service 4 Write out orders for material Etc L Make use of problemsolving situations to develop number skills Example Gaining skill in handling money in working on the problem of mealplanning 2 Spend money on the now home Etc 1 Provide opportunities for members to have charge of group discussions helping them develop skill in speaking 2 Provide opportunities for participation in community programs Etc
Adult lOpen the libraries to the adult group 2 Provide opportunities to use reading in solving such problems as a planning adequate meals for family b planning crops to grow Etc Organize an amateur dramatic group Etc
qrttaaaaBBBQaaifflOTnraaMKintfrll
CHAPTER VIII
PLANNING AND DEVELOPING A PROGRAM OF OCCUPATIONAL
GUIDANCE FOR THE SCHOOL
The occupation that an individual pursues largely determines his economic
security his standard of living his contribution to society and his happiness
Tn other words it determines whether or not he lives the good the satisfying
life In fact an individuals occupation is one of the most dominant influences
in his life
The welfare of the nation is determined by the degree to which society intel
ligently uses its human resources in producing from the natural resources the
socially useful goods and in rendering the socially desirable services necessary
to meet the needs and satisfy the wants of mankind
The period from 1930 to 1945 included a decade of widespread unemployment
followed by war years when manDOwer was inadequate to satisfy the need required
to prosecute the war At the close of the war there began a period of complicated
occupational adjustment problems Many new workers were entering the labor force
during all these periods All of these conditions emphasize the need for the in
dividual the school and society to be concerned about finding solutions to oc
cupational problems
Wide differences exist in individual abilities aptitudes and interests
Furthermore there are wide differences in the personal qualifications necessary to
engage successfully inthe numerous occupational opportunities of the nation
These differences stress the importance of the right worker getting into the right
occupation
In the Americanpattern of living the individual spends a long period of tine
in school acquiring knowledge and skills and developing attitudes before entering
the most productive stage of life that of engaging in an occupation
Young people are perplexed and confused they must make decisions about occu
pations They no longer find work opportunity for all in the community about them
The work they do is important to themselves and to society They need guidance in
occupational choices
Leading educatorsbelieve that the educational program of the school should
provide individuals an opportunity to think through their problems and to find
solutions according to their needs Individuals need to find solutions to their
occupational problems The school should provide an occupational guidance program
that will help individuals make the most intelligent occupational choices in the
light of all facts available about the individual and the world of work
127
Leading the Group to Think Through the Problem of Developing
an Occupational Guidance Program
I Leaders preliminary Responsibilities
A Objective In order to lead a group to think through the problem the
leader should have a definite objective This unit on planning and devel
oping a program of occupational guidance for the school has been prepared
on the assumption that the objective would be to lead the group
1 To become interested in and concerned with planning an occupational
guidance program
2 To express opinions as to what the school should do to help people
make wise occupational choices
3 To test these opinions and to try out tentative conclusions
4 To draw conclusions
5 To make and to put into operation a plan of action
B Members of the planning roup The leader will recognize the need of care
ful preliminary work involving personal contacts in order to secure the
interest and participation of members of the group These members might
include l school superintendent 2 local members of the county board
of education 3 local trustees 4 principal 5 teachers 6 selected
young people highschool and outofschdol youth 7 adults parents and
employers 8 county supervisor and 9 FT A members
C The meeting place Experience of school leaders has shown that a suitable
meeting place is very important in educational planning The leader should
refer to suggestions made In Chapter III
D Suggested informational materials and services A selection from the fol
lowing and other aids isessential Tn working toward the leaders objective
Careful examination of this suggested list of aids will reveal thatsome
of them might be used in one or both of the steps getting the group into
the problem and testing the opinions of members of the group
The data which can beprovided ahead of time should be charted so that they
can be seen and studied by the whole group Data for some of the charts
and tables may be secured from books andbulletins listed inthis section
1 Tables
a Table I Median Wage and Salary Income Received in 1939 by Ex
perienced Workers in the Labor Force Except Those on Public
128Emergency works inSelected Occupation Groups in 1940 Who worked
12 Months in 1939 for the United States
b Table II Percent Distribution by General Divisions of Occupa
tions of Gainful Workers 10 Years Old orOver by Sex for the
United States 1870 to 1930
c Table III Estimated Employment in Georgia in Manufacturing and
Agriculture in 1950 Based on Projections of Trends From 1904 to
1945 by Percentages of 1939 Employment
d Table IV Fertility Ratios Number Children Under 5 Years of
Age in the Population to 1000 women 20 to 44 Years of Age
e Table V Percent Loss of Farm Youth 1519 Years of Age by
Selected Counties 19301940
2 Figures
a Figure 1 Changes in Occupational Pattern of Georgia 19101940
by Percentage of ll Workers
b Figure 2 Trends in SocialEconomic Groups in the United States
19101940

3 Charts
a Chart I Guide for Developing the Occupational Guidance Program
of the School
b Chart II Occupational Guidance Program for X School
4 Books and bulletins
a A Basic Program of Guidance Maryland School Bulletin Vol XXV
No 1 BaltimoreMaryland State Department of Education
1943 20
b Parley John D Testing and Counseling in the High School Guidance
Program Atlanta Georgia Science Research Associates 1943
222 pp
c Edwards Alba V Population Comparative Occupation Statistics
fpr the United States pTTOto 1940 Washington D C
Superintendent of Documents 150 206 pp
d Guidance Manual forthe High School Victory Corps 1943
Washington 0 C Superintendent of Documents
e Guidance Manual Victory Corps Series Bulletin Klo 7 1943
Atlanta Georgia State Department of Education 49 pp
129f Guidance Programs for Rural ttigh Schools Vocational Division
Bulletin o 203 7 Washington D C Superintendent of
Documents 10 58 pp
g
h
k
1
m
n
Minimum Essentials of the Individual Inventory in Guidance
Washington D C
Vocational Division Bulletin
Superintendent of Documents
IET202
15
83 pp
New York
Occupational Adjustment Interim Report 1938 New Yc
National Occupational Conference obi Fifth Avenue
25
104 pp
i Organization and Administration Occupational Irformation and
Guidance IMO Washington D C Superintendent of
Document 25 181 pp
j Public High Schools Having Counselors and Guidance Officers
H759 Washington D C SuperTntenaentof Documents
33 pp
Sixteenth Census of the United States 1940 Population
Second Series Characteristics of the Population Georgia
Washington D Cs Superintendent ofDocuments 40 216 pp
Sixteenth Census of the United States 1940 Population
Third Series The Labor Force Occupation Industry
Employment and Income Georgia Washington D Ci
Superintendent of Documents 20 98 pp
Southern States Works Conference Organizing foate Programs
Vocational Education Atlanta Georgia Vocational
Division State Department of Education 1944
The Individual Inventory in Guidance irogrrms in Secondary
Schools A Study of Present Practices in Selected Schools
Vocational Division Bulletin No 215 Washington D C
Superintendent of Documents 15 66 pp
5 Consultants
For use of consultants see Chapter III
II Procedure with the group
A Getting the group into the problem
1 The leader should ask some questions that will stimulate group
thinking Suggested examples follow Others may be used Some
time should be given for the reaction of the group to each question
Opinions of members of the group should be secured before the leader
presents chart data
130a How does the work of an individual affect his own living
How does it affect other people
1 The leader may read summarize or brief the following
expert opinion In the preface to Comparative Occupation
Statistics for the United States 18701940 the author
states
The most nearly dominant single influence in a mans life
is probably his occupation More than anything else per
haps a mans occupation determines his course and his con
tribution in life And when lifes span is ended quite
likely there is no single set of facts that will tell so
p well the kind of man he was and the part he played in life
V as well as a detailed and chronological statement of the
occupation or occupations he pursued Indeed there is
no other single characteristic that tells so much about a
man and his status social intellectual and economic
as does his occupation A mans occupation not only tells
for each work day what he does during onehalf of his waking
hours but it indicates with some degree of accuracy his
manner in life during the other half the kind of asso
ciates he will have the kind of clothes he will wear the
kind of house he will live in and even to some extent
the kind of food he will eat And usually it indicates
to some degree the cultural levfel of his family
In similarmanner thereis probably no single set of close
lyrelated facts that tell somuch about a nation as do de
tailed statistics of theOccupation of its workers
The occupations of a people influence directly their lives
their customs their institutions indeed their very
numbers In fact the social and economic status of a
people is largely determined by the social and economic
status of its gainful workers And were the figures avail
able the social and industrial history of a people might
be traced more accurately through detailed statistics of the
occupationsof its gainful workers than through records of
its wars its territorial conquests and its political
struggles
2 Table I may be presented to show the relationship between
occupation groups and income
b Do occupational opportunities change over a period of time
1 Albs M Edwards Population Comparative Occupational Statistics for the
United States 187019407 Washington D C Superintendent of Documents
PP 184186
131Figure I
CHANGE IN OCCUPATIONAL PATTERN OF GEORGIA 19101940
BY PERCENTAGES OF ALL WORKERS
1910
1920
1930
1940
1910
1920
1930
1940
Data for 19101920 computed from U S Population Census 1920
Data for 19301940 computed from U S Population Census 1940
For occupations other than Agriculture 1940 points were established by computa
tion J r
132TABLE I
TFDIAN WAGE AND SALARY INCOME RECEIVED IN 1939 BY EXPERIENCED WORKERS IN
THE LiBOR FORCE EXCEPT THOSE ON PUBLIC EMERGENCY WORK IN SELECTED
MAJOR OCCUPATION GROUPS IN 1940 TOO WORKED 12 MONTHS
IN 1939 FOR THE UNITED STATES
Major occupationgroup workers
Professional and semiprofessional
Craftsmen foremen and kindred
Clerical sales and kindred
Operatives and kindred
Laborers except farm and mine
Farm laborers and foremen
Number
1339273
2685509
5312785
3900343
1352326
802102
Median wage
or salary
income
180305
155169
127517
114214
97976
36293
2 Ibid
133TABLE II
PERCENT DISTRIBUTION BY GENERAL DIVISIONS OF OCCUPATIONS OF GAINFUL
WORKERS TEN YEARS AND OVER BY SEX FOR THE UNITED STATES
1870 to 19303
General division of 1870 1900 1930
occupation Total Male Female Total Male Female Total Male Female
Agriculture 530 581 237 375 417 190 214 251 85
Forestry and fishing 05 05 07 09 05 07
Extraction of minerals 14 17 24 29 20 26
Manufacturing and mechanical industries 205 207 190 248 245 260 289 321 175
Transportation and communications 42 49 01 67 80 08 79 94 26
Trade 68 78 10 106 117 56 125 134 90
Public service NEC 07 08 m 10 12 01 18 22 02
Professional service 26 23 49 41 31 82 67 45 142
Domestic and personal service 97 25 512 97 36 369 101 47 296
Clerical occupations 06 07 01 25 23 35 82 54 185
3 Ibid
134
TABLE III
ESTIMATED EMPLOYMENT IN GEORGIA IN MANUFACTURING AND AGRICULTURE IN 1950
BASED ON PROJECTIONS OF TRENDS FROM 1904 TO 1945
BY PERCENTAGES OF 1939 EMPLOYMENT
PL
Stone clay and glass products
Iron and steel selected products
Machinery except electrical
Fertilizers
Agriculture number offarmers
Industry Percentage of 1939 workers who will be employed in 1950
Food and kindred products 117
Jextile mill products 132
Apparel and other finished products 130
Lumber and timber products 140
Furniture and finished lumber products 120
Printing and publishing 111
Chemicals and allied products 125
Leather products footwear 110
1351
TABLE IV
FERTILITY RATIOS NUMBER CHILDREN UNDER FIVE YEARS OF AGE IN
THE POPULATION TO 1000 7T0MEN 20 TO 44 YEARS OF AGE
IN GEORGIA AND UNITED STATES TOTALS5
Total Urban Rural
Year Georgia United States Georgia United States Georgia United States
1940 495 410 309 312 731 651
1930 580 488 359 382 811 736
TABLE V
PERCENT LOSS FARM YOUTH 1519 YEARS BY SELECTED COUNTIES 19301940
County Percent loss
Atkins on 3158
Bulloch 4875
Calhoun 4840
Floyd 4526
Hart 4311
Heard 5475
Jones 5541
Morgan 5080
Fulaski 3368
Rabun 2972
Walton 4905 I
5 Ibid
6 Ibid
136

1 To show that occupational opportunities in the United
States did change from 1870 to 1930 Table II may be
presented
2 Figure 1 may be used to show that occupational oppor
tunities in Georgia have changed from 1910 to 1940
3 Table III may be presented to show that occupational
opportunities in Georgia may be expected to continue
to change in the near future The figures used are per
centages of the1939 employment 1939 being the most
recent year of nonwar economy Estimated employment in
1950 in each industry is based on projection of the
19041945 employment trend in that industry
4 The leader can secure additional information on the
trends of employment in Georgia industries manufactur
ing and nonmanufacturing for the State and for areas
of the State by writing to The Education Panel Peabody
Hall Athens Georgia
Is it harder to choose an occupation today than formerly
lAihy
l Some reasons that may be given in answer to the question
are as follows
a There are more different occupations the number in
1944 was near 30000 in the nation
b The birthrate is higher in some areas than in others
It is higher in the Southeast than in any other
region in the United States This makes it necessary
for individualsto go to other regions to find jobs
c The birthrate in the rural areas of the Southeast
is higher than in the urban areas Individuals must
go from the country to cities to find jobs
2 Table IV may be presented to show the fertility ratios
for Georgia as compared with the ratios in the United
States in urban and rural areas
3 The following information might be presented

a There are now more than 1000000 people who were
born in Georgia living outside the State This
outward movement exceeds the incoming movement
4 Organizing State Frograms of Vocational Education Southern States Work
Conference Tentative Outline Part III Chapter VIII pp 6 and 7
137b Farm youth between 15 and 19 years of age were
lost rapidly from the farms of Georgia during
the period 1930 to 1940 as shown by Table V
4 Figure II may be presented to show the trend of change
in the occupational pattern of the United States from
1910 to 1940
5 The leader may read summarize or brief the following
expert opinion
According to Alba it Edwards probable future trends
in socialeconomic groups are as follows The labor
force will continue to increase The professional
class will grow in relative importance Farmers will
decrease and other proprietors will increase in rela
tive importance Clerks and kindred workers may con
tinue to increase in relative importance Skilled
workers will probably decrease in relative importance
after the war Semiskilled workers will become the
largest group Unskilled workers will continue to de
crease in relative importance
More and more the unskilled laborers compete with the
latent energy in a lump of coal or a gallon of oil or
of gasoline or with the force of gravity exerted
through the streams and the tides
Future demand probably will be less and less for the
worker who has little to offer beyond muscular strength
and more and more for the worker who is endowed with
intelligence and quick mental reactions and who can
make rapid adjustments to new situations and new work
conditions
Indeed the innate qualifications for success may
become more nearly the same in clerical pursuits
skilled pursuits and semiskilled pursuits intelli
gence quick mental reaction and adaptability
The upward trend in the socialeconomic status of the
labor force will continue Some decades hence the
nations labor force may cease to grow in size but
present indications are that the upward trend in its
socialeconomic status will continue
Is it likely to become even harder to choose an occupation
than it is now Why
7 Alba J Edwards Population Comparative Occupational Statistics for the
United States 18701940 Washington D C Superintendent of Documents
pp 184186
138alife
40
30
3
o
o
u
ft
20
10
t
V
Semi Skilled YX


1910
1920
1930
1940
8 Ibid
FIGURE 2
TREND OF SOCIALECONOMIC GROUPS IN TEE
TOUTED STATES 19101940 ALL WORKERS8
139B
The leader can emphasize the conclusions of the group by
asking and getting answers to the following or similar
questions
a Do individuals have problems in making occupational
choices
b Is the school capable of helping individuals solve
these problems more intelligently
c Should the school provide occupational guidance service
for individuals
It is assumed that the above three questions will be
answered in the affirmative
Leading the members of the group to express opinions as to the solution
the problem
1 What should the school do to help individuals choose an occupation
wisely
The leader should draw out the opinions of members of the group and
list them on the board Following is a list of suggestions similar
to those which might be made
a
We need to help children find out what sort of job they can do
b The school ought to help each person find out about all the
different kinds of jobs that are available
c
d
e
f

The school ought to help them get jobs
They ought to get some practice in working
They need to know how much it will cost to get training
The library should have information on all kinds of jobs
They ought to have some advice aboutwhere to get training
A chart similar to the one below may be used for developing plans
for the occupational guidance program The leader may help the
group to eliminate duplications and may write a revised list of
suggestions in column a The other columns may be used to
indicate the successive steps toward reaching a solution Data
may be written in or the column may be checked as each step is
taken
140s CHART I
GUIDE FOR DEVELOPING THE OCCUPATIONAL GUIDANCE PROGRAM OF THE SCHOOL
Suggested
program
opinions
a
What we
are now
doing
b
What other
schools are
doing
c
What au
thorities
recommend
d
What the
law
provides
e
Conclu
sions
I
W
Action
plans
Til
C Testing the opinions of the members of the group
1 flhat is the school now doing to help individuals choose occupa
tions wisely
After the schools occupational guidance program has been des
cribed and briefedin column b of Chart I the suggested pro
gram should be evaluated in terms of what the school is now doing
It is possible that the group willdecide that their suggested
program should be revised in the light of what the school is now
doing If so the additions or changes should be made in col
umn a
2 What are other schools doing to help individuals choose occupa
tions wisely
Members of the planning group should be encouraged to tell what
they know about what other schools are doing to provide occupa
tional guidance Contributions of the group may be listed in
column c of Chart I After all suggestions have been made
the leader should contribute examples Suggested examples follow
The examples may be briefed and put on charts ahead of time to
be used in connection with column c of Chart I
If after a discussion of what other schools are doing the group
decides that changes should be made in the suggested prqgram
revisions should be made in column a of Chart I
a Newark Valley Central School New York
I Collects organizes and disseminates occupational in
formation by
141a Securing facts about local employment opportunities
b Collecting and cataloging information about occupa
tions
c Presenting informationto students
2 Makes a personal inventory of each student and keeps a
cumulative record The record includes such items as
a Test results school records and reports including
activities outside the classroom
b ftork experience
c Personality
d School plans and programs
e Observation records
f Interview record sheets
g Other items which will be helpful in counseling
3 Provides counseling service for individuals
a A onehalf time counselor is provided for the
approximately 400 highschool pupils Theother half
of the counselors time is spent in teaching science
classes
b Counseling interviews are scheduled so the counselor
is able to see each pupil in the 8th to the 12th
grade inclusive at least once each year Pupils
in the 9th to 11th grades inclusive usually have
several interviews during the year as a basis of
making decisions about their problems Seniors
meet the counselor many times both individually
and in groups In addition to scheduled interviews
pupils may ask for an interview at any time
c Counseling functions in making it possible for each
pupil to formulate a plan of personal adjustment
utilizing all the facts the school has been able
to secure concerning l the individual and 2 the
world in which he lives
d In the Newark Valley School counseling implies a
personal and confidential relationship between two
persons in this case the pupil and the counselor
4 Newark Valley School disseminates information about
educational and training opportunities by
Securing cataloging and disseminating information at
all levels for the pupils in the school It locates
school and college scholarships It secures speakers
from technical schools colleges and universities to
talk to pupils especially to members of the senior
class several times during the year
142
w
5 Placement The occupational guidance program of Newark
Valley School assumed responsibility for both parttime
and fulltime employment of pupils Any boy or girl may
fill out an application for parttime work while attend
ing school The work available is mainly housework for
the girls and farm work for the boys
6 Followup The Newark program keeps in touch with former
students
The counselor in charge at Newark Valley makes the follow
ing statement
We build our whole program on two studies 1 That of
the individual and 2 that of occupational opportunity
and training
Logically individual analysis comes first This task
is started in the kindergarten and carried through the
whole thirteen years of the school program tfe use a
manila folder for each pupil It follows the pupil through
grade to grade and teacher to teacher When the pupil
enters high school it goes to the guidance officer9
b Tlyack and Rockland County Schools
Occupational guidance services very similar to those in
Newark Valley Central School are provided by thirteen coop
erating schools in Rockland County New York The most im
portant implications of the county organization are that
1 The cost of counseling service to any one school is
reduced
2 The scope of the program is extended
3 The number of contributing agencies is multiplied
4 The necessity for duplicating effort in securing in
formation is eliminated
5 Provision for supervision and teacher improvement is
assured
c These two programs are reasonably complete They are prac
tical and inexpensive There is not likely a school system in
the nation that could not afford to provide these services10

9 Paul if Chapman Guidance Programs for Rural High Schools 1939 Vocational
Division Bulletin No 203 Washington D C Superintendent of Documents
10 P 58
10 Ibid
143Many other schools over the natio
services They are Parker School
Denver Colorado Public Schools
Schools Pittsburg Pennsylvania
Texas Fublic Schools Minneapoli
Baltimore Maryland Public Schoo
services provided in the schools
tions in the areas of individual
ation counseling exploration of
followup and placement H
n provide var
Greenville
Omaha Nebra
Public Schoo
sMinnesota
Is and other
vary from one
inventory oc
educational
ious guidance
South Carolina
ska Public
Is Houston
Public Schools
s The guidance
to many func
cupational inform
opportunity
In 193 738 approximately six percent of all public high schools
in the United States provided counselors or guidance officers
on half or more than halftime basis During the same period
public high schools in seven states New York California
Pennsylvania Michigan New Jersey Illinois and Ohio em
ployed 61 percent of all counselors and guidance officers in
the United States Only four schools in Georgia on June 30
1938 reported having guidance personnel who devoted onehalf
or more time to guidance functions They were Tubman High
School Girls Augusta Blakely High School Canton High
School and Georgia Vocational Trades School
3 What do the authorities on guidance say that the school should do
to help individuals choose occupations wisely
a Members of the group should be encouraged to report their
knowledge of opinions of authorities at this point
b If the group has been led at a previous meeting to anticipate
the need for opinions of authorities a committee may have
been appointed to investigate the literature on vocational
guidance in order to find out the opinion of authorities and
report to the group If there is such a committee its report
should be presented
c The leader should have at hand some authoritative opinions
to use in supplementing contributions of the group Some or
all of the opinions that follow as well as others the leader
might select may be read summarized or briefed These
opinions may be put in column c of Chart I along with the
opinions from authorities submitted by members of the group
or may be charted ahead of time for use in connection with
column e
The suggested program should again be tested by the group to
determine whether further changes should be made
11 Occupational Adjustment Interim Report 1938 New York NationalOccupa
tional Conference 551 Fifth Avenue 25 pi 104
1441 Educational Policies Commission of the National
Association and American Association of School Admin
istrator s Occupational guidance and counseling are
now niorenecessary than ever
2 Report of the GeorgiaState Committee on Administrative
Organization of Public Education in Georgia June 29
1944 Paul Munro Chairman Kankanee Anderson Secre
tary Item 17 It is proposed that a definite program
of guidance be instituted in all Georgia schools from
the primary grades through senior high school and that
as a basis for guidance cumulative record cards for all
children be kept and passed on as children are promoted
For guidance to be successful each administrator and
teacher is urged to study instantly child growth and
child development
3 Introduction to The Training of Vocational Coimselqrs
Bureau of Training War Manpower Commission by Earnest
J Jaqua Professional and Technical Division page 1
Vocational counseling is not new except perhaps in a
highly professional sense It had its beginning early
in the century chiefly in the service of public school
students Later it built upon the personnel program of
world War I When practiced at its best it is now
accepted by industry government and educational in
stitutions generallyCounseling is advancing to the
status of a professional career of the highest order
4 Foreword Occupational Adjustment Interim Report
National Occupational Conference 1338 by Edwin A
Lee Director National Occupation Conference
No problem facing American educators today transcends
in importance those which have to do with the schools
function in training for livelihood ifhether the prob
lem be in terms of 1 selection of occupation 2
vocational training 3 induction into employment
4 education for advancement or reemployment the chal
lenge to do something about it is inescapable Youths
and adults alike seek help and advice Parents are per
plexed and know not where to turn except to the public
schools Governmental and privately supported institu
tions concerning youth all emphasize the pressing im
portance of equipping young men and young women to carry
their own economic load
5 William L Wrinkle in The New High School intHe Making
New York American Book Company 1938 P 255f
Secondary school boys and girls are interested in
looking ahead to the problem of making a living They

sq
145want security and the realization of interests and goals
We cannot expect students to be able to choose those vo
cations for which they may be best qualified without
assistance
6 Occupational Adjustment Interim Report recommends
the following functional areas for vocational guidance
programs
a Occupational information
b Individual inventory
p Counseling
d Placement
7 The Occupational Information and Guidance Service of
the United States Office of Education recommends
the following functions for a local occupational informa
tion and guidance service program
a Occupational information
1 To secure information concerning local
occupational requirements and opportunities
2 To organize and prepare for presentation the
information secured relative to local occupa
tions
3 To present the general background of occupa
tional information including requirements
opportunities and trends locally and in the
nation as a whole
b Individual inventory
To secure information about individuals by
means of reports records tests and measure
ments and personal interviews

To record through use of a cumulative record
system information including
a School records
b Tests and measurements
l Intelligence
2 Achievement
3 Aptitudes
4 Interests
12 Organization and Administration Occupational Information and Guidance 1940
Washington D C Superintendent of Documents
146c
d
eX
f
g
h1
Social and economic background
Trait ratings
Occupational experiences
Recreational activities
Physical and health data
Other significant data
3 To interpret personal inventory data as a
basis for counseling by utilizing the cumu
lative record system
c Counseling
1 To assist the individual in the interpreta
tion of his personal data
2 Toassist the individual in the identification
of his major problems vocational educa
tional avocational and personal
3j To assist the individual in the planning of
possible solutions to his problems
4 To Kelp the individual in making a start
toward carrying out his plans
5 To help the individual when necessary in
the modification of his plans
d Exploration and use of training opportunities to
secure record and disseminate information con
cerning available training opportunities at all
levels for all educational and occupational fields
e placement
1 To assist individuals in securing employment
through established agencies or direct ser
vice of the school or both
2 To help individuals find parttime job oppor
tunities
f Followup
1 To maintain contacts with ail school leaders
graduates and dropouts for a period of
years for the purpose of rendering further
aid and assistance
2 To check individualachievements for the pur
pose of evaluating and improving the guidance
program

1473 To furnish information as a basis for
the evaluation the possible revision
or enlargement of the educational
program in the light of schoolleaders
experiences
4 What does the law provide that schools may do to help in
dividuals choose occupations wisely
a The leader should bring the major provisions of the
law to the attention of the group or have some member
of the group do so The suggested program should be
tested against the legal provisions and any changes or
additions the group decides on should be made in col
umn a The major provisions of the law follow
1 The Georgia School Law makes no reference to
occupational guidance
2 The Georgia State Board of Education requires the
teaching of onehalf unit in occupational guid
ance in all senior high schools
3 Mr W E Pafford Secretary Georgia Accrediting
Commission and Director of Supervision State
Department of Education makes the following
statement
If a school carries on an organized occupational
guidance program including the accumulation
analysis and presentation of occupational in
formation a study of individual records coun
seling of individuals with respect to problems of
occupational educational and personal adjust
ments guidance of iiidividuals with respect to
educational and training requirements and oppor
tunities provisions for placement and follow
up it is my opinion that it will thereby more
than meet the requirement of the State Board of
Education and the State Accrediting Commission
for the course in occupational guidance
B Leading the groupto draw conclusions
If the suggested program column a has been tested in terms of what
the school is now doing what other schools are doing and what au
thorities recommend what the law requiresand if suggested changes
have been written into column a it now becomes the groups pro
posed program of occupational guidance for the school The leader
should take the suggestions in column a and with the help of the
group develop statements which describe the program of occupational
guidance for the school Column f of Chart I maybe used for
listing the statements
148The group may arrive at such a program as is briefly described be
low
1 The accumulation analysis and presentation of occupational
information
2 The study of and a continuous permanent record of the interests
aptitudes and achievements of the individuals
3 The counseling of individuals with respect to all problems in
cident to occupational educational and personal adjustments
4 The guidance of individuals with respect to educational and
training requirements and opportunities
5 Provision for placing individuals in employment or aiding
services charged with this specific responsibility
6 The followup of such individuals both as a service to the in
dividual and as a check upon school programs of education and
training l
E Leading the group to make and to put into operation a pljkn of action
At this point the group should make specific plans to put the pro
gram into operation Committees should be organized to develop the
details andthe steps to follow in getting the plan into action
Committees may be organized around each occupational guidance activ
ity such as occupational information counseling placement etc
Another possible committee organization would be for committees to
develop the guidance program 1 for the elementary schools
2 for the high school and 3 for outofschool groups Under
either plan of organization the committees should be responsible
for reporting to the planning group the development of detailed
plans and progress in getting plans into operation as well as
needs for further study by the group if such needs develop
In Chart II aresome suggestions regarding the development of
detailed plans
H

S
149CHART II
OCCUPATIONAL GUIDANCE PROGRAM FOR X SCHOOL
o
Occupational guid Age Groups
ance activities 05 612 13 18 19 25 Adults
A Individual in 1 Begin cumulative 1 Continue cumu 1 Continue add Add follow Add followup
ventory recorded to form cumula record by securing and record lative record Add data on ing new information as up data data
tive record ing data on a Family and cultural background a Marks in school subjects b Extracur discovered under previous items
b Fnysical and medical history c Modes of be ricular activities c Standardized test 2 Begin adding data on a Educational and oc
havior scores cupational
d Interests d Interests e Special tal plans b Counselors
2 Pass record on ents as re notes
when child enters first grade vealed by actual accomplishments f Attendance c Followup notes d Anecdotal notes
records 3 Make record
g Other available to the next train
2 Pass record ing institu
along from grade to grade then to sec tion employment service placement
ondary school bureau or employer

CHART II
OCCUPATIONAL GUIDANCE PROGRAM FOR X SCHOOL continued
Occupational guidance activities Age Groups
05 612 13 18 19 25 Adults
3 Occupational Lead individuals 1 Correlate occu 1 Teach occupa Supply in Supply in
information to pational infor tional infor formation formation
1 Observe many mation with cur mation in an to indiv to indiv
different goods riculum studies organized class iduals up duals upon
and services a Reading 2 Correlate with on request re que s t
used in and b Writing curriculum
about the home c Arithmetic studies
d Industrial 3 Offer visual
2 Discover sources arts aids
of goods and e Other 4 Conduct trips
services to businesses
2 Provide explora and industries
3 Note different tory experiences 5 Provide chapel
occupations of in programs
members of family a Projects 6 Sponsor career
neighbors and b Extracurri days
others cular activities c Homework i chores 7 Arrange confer ences with leaders from busineses and industries
d Other 8 Direct and supervise study of his
3 PrQvide chapel programs choice soon after choice is
4Offer visual made 9 Other
aids
5 Conduct trips to
businesses and
industries
6 Othe r
CHART II
OCCUPATIONAL GUIDANCE PROGRAM FOR X SCHOOL continued
Occupational guid
ance activities
C Counseling
en
t3
Age Groups
6 12
1 Provide teacher
counseling
a To help in
dividual in
terpret per
sonal data
b To help indi
vidual ident
ify major
problems
c To help indi
vidual plan
solutions to
his problems
d To help indi
vidual make a
start toward
carryingout
his plans
e Tohelp indi
vidual when
necessary
modify plans
2 Interview all
students who are
about to drop
but of school
13 lg
1
2
3
4
5
Provide a coun
selor and one
period of time
in the schedule
per 100 pupils
Schedule an in
terview with the
counselor for
each pupil at
least once each
year as often
as necessary
In the interview
lead the indivi
dual toidentify
his problems to
think through
and to find solu
tions to his
problems
Help individual
plan training
program
Interview all
schoolleavers
19 25
Counsel in
dividuals
who request
an inter
view
Adults
Counsel in
dividuals
who request
an inter
viewCHART II
OCCUPATIONAL GUIDANCE PROGPAM FOR X SCHOOL continued
en
Occupational guid Age Groups
ance activities 05 612 13 18 19 25 Adults
D Exploration and use of training Provide complete information about Provide complete information about Provide complete Provide individuals with
opportunities training opportunities in the local school and system training opportunities locally and elsewhere information about training opportunities to all individuals especiallyparttime training opportunity information locally and elsewhere upon request
E Placement 1 Assist indivi Assist in Assist indivi
dual in secur dividuals duals in se
ring part or fulltime employment through established agencies or direct service of the school in securing part or fulltime employment through es tablished curing employment or changing emplyment through established agencies or
agencies direct school
2 Assist indivi or direct service
dual in getting school ser
into next training situa vice upon request
tion
F Followup Maintain contact with all school Maintain contact with all school Maintain contact Maintain contact with all
leavers leavers with all school leavers school leavers

CHAPTER IX
PLANNING AND DEVELOPING A PROGRAM TO DEAL WITH
THE PROBLEMS OF HOME ANDFAMILY LIVING
The problem of home and family living has been suggested by many planning
groups as being one of importance It is the belief that the school should be an
important factor in helping individuals to deal with the problems arising in the
home and family The purpose of this chapter is to help the leader in working
with the planning groups to develop a program to deal with these problems
Leading the Group to Think Through the Problem of Planning
a program of Home and FamilyLiving
I Leaders preliminary responsibilities
A Objective In order to lead a group to think through the problem the
leader should have a definite objective This unit on planning and
developing a program to deal with the problems of home and family living
has been prepared on the assumption that the objective would be to lead
the group
i
1 To become interested in and concerned with planning the program
of home and family living
2 To express opinions regarding what the school should do about
the problems of home and family living
3 To test these opinions and to try out tentative conclusions
4 To draw conclusions
5 To make and to put into operation a plan of action
B Members of the planning group The leader will recognize the need of
careful preliminary work involving personal contacts in order to
secure the interest and participation of members of the group These
members might include l school superintendent 2 local members of
the county board of education o local trustees 4 instructional
supervisor 5 visiting teacher 6 principal 7 teachers 8 se
lected young people highschool and outofschool youth 9 adults
parents and others 10 home demonstration agent ll county agent
12 civic club leaders 13 ministers 14 representatives from
county health department and 15 others
C The meeting place Experiences of school leaders has shown that a
suitable meeting place is very important in educational planning
The leader should refer to suggestions made in Chapter III
154
iD Suggested informational materials and services A selection of the
following and other aids is essential in working toward the leaders
objective Careful examination of this suggested list of aids will
reveal that some of them might be used in one or both of the steps
getting the group into the problem and testing the opinions of members
of the group The data which can be provided ahead of time should be
charted so that they can be seen and studied by the whole group Data
for some of the charts and tables may be secured from books and bulletins
listed in this section
1 Tables
a Table I Certain Social and Economic Conditions of the Homes
of Heard County by Races
b Table II Some Comparative Data on Deaths Due to Certain
Diseases The State and Decatur County
e Table III Sanitary and Other Health Facilities of All Dwelling
Units of Heard County
d
e
Table IV Sanitary and Other Health Facilities of the Rural
Farm Dwelling Units of Heard County
Table V Some Comparative Data on Sanitary and Other Health
Facilities of RuralFarm Dwelling Units
2 Charts
a Chart I Guide for Developing the Program of the School to
Deal with Problems of Home and Family Living
b Chart II How Some Other Schools Deal With the Problems of
Home and Family Living
c Chart III A Suggested plan for Dealing With One Problem of
Home and Family Living
3 Books pamphlets etc
a American Association of School Administrators Nineteenth Year
book Education for Family Life Washington D C National
Education Association 1941
b Committee on Building a Better South Through Education Improving
Education in the Southern States Tallahassee Florida
Southern States WorkConference on School Administrative
Problems Bulletin 3 1943
c Curriculum Laboratory Problems in TeacherEducation Volume V
Nashville Tennessee The Curriculum Laboratory George
Peabody College for Teachers 1940
155f
h
i
Department of Supervision and Curriculum Development Leadership
at Work Washington D C National Education Association
Department of Supervision and Curriculum Development Toward a
New Curriculum Washington D C National Education Associa
tion 1944
Douglas A A Fodern Secondary Education New York Houghton
Fifflin 1938
Education Policies Commission The Purposes of Education in
American Democracy Washington D C National Education
Association 1938
Englehardt W L and N L Englehardt Jr Planning the
Community School Nev York American Book Company 1940
Housing First Series Datafor Small Areas 16th Census of the
United States 1940 Washington D C Superintendent of
Documents
Federal Security Agency Four Communities Pioneer Reprint from
School Life WashingtonD C U S Office of Education
Tr
k Gruenberg S M and E C parents Children and Foriey
York Viking Fress 1933
New
1
m
Parker District High School Faculty Parker High School Serves
Its People Greenville South Carolina Parker District
Schools 1942
Population and Housing Characteristics of RuralFarm Families
T6th Census oTthe United States 1940 Washington D C
Superintendent of Documents
Spafford Ivolj A Functioning Program of Home Economics
York John MiTey and Sons 1940
New
o State Department of Education Curriculum Guidefor Homemaking
Education Atlanta Georgia State Department of Education
1944
State Department of Education Georgia School Laws Atlanta
Georgia State Department of Education 1942
State Department of Education Supplement to Georgia School Laws
Enactments of the General Assembly 1943 Session Atlanta
Georgia State Department of Education June 1943
r The Joint Committee on Curriculum Aspects of Education for Home
and Family Living Family Living and Our Schools New York
D AppletonCentury 194i
156
4 Films
Commission on Human Relations of theProgressive Education
Association eight films on common problems of family life
Make Way for Tomorrow is especially recommended
5 Consultants
See Chapter III for use of consultants
II Procedure with the group
A Getting the group into the problem
1
The leader should ask some questions that will stimulate group
thinking Suggested examples follow Others maybe used Some
time should be given for the reaction of the group to each question
The leaders should get opinions from the group before he presents
chart data
a iiVhat kind of home does a family need in order to get the most
out of living
1 The leader should getsuggestions from the group and
list them on the board Following is a list of suggestions
similar to those which might be made
a A good house is necessary for good living
b Electric lights andrunning water will contribute
to good living in the home
c Readingmaterials in the home are necessary for
good living
d Good food is needed in order to have good living
e Strong healthy bodies are important for good living
f Planning the family budget is important
g Owning a home makes for good home living
h Etc
b What are some specific things which the father mother and
children car do to make for happy living in the home
The responsesfrom the group will probably indicate that each
member of thefamily group should share in the responsibilities
and the privileges of home living Responses similar to the
following may be made by members of the group
1 The family should plan together what things they want to
get for the home
2 Eachmember of the family should help plan the jobs that
need to be done and should do his share of the work
3 The children should discuss and get help in planning use
of their allowance
157TABLE I
CERTAIN SOCIAL AND ECONOMIC CONDITIONS OF THE HOMES
OF HEARD COUNTY 3Y RACES
Example
Item White Negro
Number reporting Number Percent Number reporting Number percent
Home owned 1154 566 490 409 122 298
Inside toilet 1154 76 66 409 0 o
Running water 1154 109 95 409 2 5
Electric lights 1154 518 449 409 33 81
Daily newspaper 1154 483 418 409 37 90
Family radio 1154 826 716 409 112 274
Family garden 1154 1025 888 409 120 293

The information given in this table may be secured for any county from the 1944
Georgia Educational Census
158
TABLE II
SOME COMPARATIVE DATA ON DEATHS DUE TO CERTAIN
COMMUNICABLE DISEASES THE STATE
OF GEORGIA AND DECATUR COUNTY
The rates are per 100000 population
All rates are based on a 10year average 19331942 inclusive
Syphilis the number of reported
cases per 1000 according to
Selective Service
Disease Death rate
State Decatur
Typhoid fever 45 49
Malaria 79 338
Typhus 12 27
Scarlet fever
Measles
Whooping cough
Diphtheria 31 41
Influenza
Tuberculosis White 177 174
Tuberculosis Negro 308 770
Poliomyelitis
Diabetes
Pellagra 99 103
Pneumonia
1720
The information given in this table may be secured for any county
by writing to the State Department of Health Atlanta Georgia
159TABLE III
SANITARY AND OTHER HEALTH FACILITIES OF ALL DWELLING UNITS OF
HEARD COUNTY
Example
County and militia districts Total dwelling unit s ATI dwelling units by repairs and plumbing state of equipment
t Number xeportang Needing major No private repairs baths
Number Percent Number Percent
HEARDCOUNTY 2173 2072 1245 601 2035 982
Dist 693 Cooksville 60 41 21 512 41 locfo
Dist 702 Houston 104 86 83 965 86 1000
Dist 761 Texas 197 195 150 769 193 990
Dist 779 Enon Grove 105 97 39 402 97 1000
Dist 778 Franklin 356 347 160 461 322 928
Dist 792 Centralhatchee 204 199 e5 427 195 979
Dist 938 Corinth 84 80 1 13 75 938
Dist 939 State Line 150 148 58 392 148 1000
Dist 987 Rockalo 239 232 166 716 232 1000
Dist1517 Walnut Hill 170 168 120 714 168 1000
Dist 1657 Greenloch 222 204 164 804 204 1000
Dist1678 Loftin 158 158 83 1 525 j 158 i i 1000
Dist1705 ffaresville 124 i 117 115 i 983 116 i 992
The above figures were obtained from Sixteenth Census of the United States 1940
Housing First Series
Aa more recent figures can be secured from local surveys and from other sources
they should be used
J
160

TABLE TV
SANITARY AND OTHER HEALTH FACILITIES OF THE RURALFARM DWELLING UNITS
90 PERCENT OF ALL DWELLING UNITS OF HEARD COUNTY
Example
County and militia districts Total dwelling units All dwelling units by plumbing equip All dwelling toilet faoi units by lities All dwelling lighting f units by abilities lectric iting
aumoer reporting Mo running water Number reporting No indoor toilets j No toilet facilities Numbe r reporting j No e 1 lie
NO No No j No
HEARD COUNTY 1934 1841 1825 991 1904 L895 995 348 183 1900 1 1645 866
Dist 693 Cooksville 60 41 40 976 58 57 983 17 293 57 57 1000
Dist 702 Houston 103 85 85 1000 101 101 1000 10 99 101 93 921
Dist 761 Texas n 191 189 186 984 189 186 984 104 550 187 161 861
Dist 779 Enon Grove 105 97 97 1000 104 104 1000 4 38 104 104 1000
Dist 788 Franklin 201 199 197 989 195 194 995 13 66 195 189 969
Dist 792 Centralhatchee 169 165 165 1000 168 168 1000 1 6 167 120 709
Dist 938 Corinth 71 67 64 955 70 66 943 2 3 70 59 843
Dist 939 State Line 147 145 145 1000 146 146 1000 8 6 146 125 856
Dist 987 Rockalo 238 231 230 996 237 237 1000 58 245 238 185 777
Dist 1517 Walnut Hill 1 169 167 166j 994 168 168 1000 2 12 168 167 1000
Dist 1657 Greenloch 213 195 1911 980 205 205 1000 120 585 203 165 813
Dist 1687 Loftin 148 148 147 993 147 147 1000 2 14 148 i25 845
Dist 1705 Ware svi lie 119 112 112 1000 116 116 100Oj 7 60 i 1116 t 95 819
The above figures were obtained from Sixteenth Census of the United States 1940 Housing First
use nre reCGnt figU1CS Can bG soured from Local surveys and from other sources they should be
TAELE V
SOME COMPARATIVE DATA ON SANITARY AND OTHER HEALTH FACILITIES
OF RURALFARM DWELLING UNITS
Example
Area
United States
The South
Percent need
ing major
repairs
331
Percent with i Percent
no running with no
water indoor
toilets
816
382
909
Georgia
879
949
percent
with
no
toilets
84
137
Percent
with no
electric
lights
697
829
385
Heard Coun
nty j
624
950
991
968
133
539
995
185
866
These percents were derived from figures taken from Sixteenth
Census of the United States 1940 Population and Housing and Housing
First Series
As more recent figures can be secured from local surveys and other
sources they should be used
4 All members should plan ways to have funtogether
5 Etc
2 The leader can emphasize the conclusions of the group by asking
and getting answers to a question such as the following
Do you thinkthe school ought to help individuals to have good
homes and good home life
It is assumed that the above question will be answered in
the affirmative
B Leading the members of the group to express opinions as to the
solution of the problem
1 What should the school do to help individuals to have good
homes and good home life
The leader should draw out the opinions of members of the group
and list them on the board Following is a list of suggestions
similar to those which might be made
162
ma Teach good manners
b Help children to learn how to select good radio programs
c Develop in children the desire to read
d Helpeach member of the family to accept responsibilities
e Have classes for women in cooking and sewing
f Have demonstrations on repairing or making furniture
g Teach children how to take care of their things
h Provide help in cooking and sewing for girls not in regular
homemaking classes
i Give help in planning family budget
j Etc
2 A chart similar to the one below may be used for developing
each phase of the program for dealing with home and family
problems The leader may help the group to eliminate duplica
tions and may write the revised list of suggestions into column
a of Chart I The other columns may be used to show the suc
cessive steps leading to a solution Data may be written in or
the column may be checked as each step is taken
C Testing the opinions of the members of the group
1 What is the school now doing to help individuals to have a good
home and good home life
The leader should secure a description of the present program
and write it in briefed form into column b of Chart I The
suggested program should be evaluated in terms of what the school
is nowdoing It is possible that the group will decide that
their suggested program should be revised in the light of what
the school is now doing If so the additions or changes should
be made in column
a
2 ihat are other schools doing to help individuals to have a good
home and good home life
Members of the planning group should be encouraged to tell what
they know about what other schools are doing Contributions of
the groupmay be listed in column c of Chart I After all sug
gestions have been made the leader should contribute examples
Chart II offers in briefed form some examples which the leader may
use on large charts in connection with column c of Chart ICHART I
GUIDE FOR DEVELOPING THE PROGRAM OF THE SCHOOL TO DEAL WITH THE
PROBLEMS OF HOME AND FAMILY LIVING
Suggested
program
opinions
CD
What we
are now
doing
What other
schools are
doing
What authorities
recommend
What the
law
provides
Conclusions
Action
plansIf after a discussion of what other schools are doing the
group decides that changes should be made in the suggested
program revisions should be made in column a of Chart I
What do the authorities recommend that the schools should do
to help individuals to have good homes and good home life
B Members of the group should be encouraged to report their
knowledge of opinions of authorities at this point
b If the group has been led at a previous meeting to antici
pate the need for opinions of authorities a committee may
have been appointed to investigate the literature on home
and family living in order to find out the opinion of au
thorities
If there is such a committee its report should be pre
sented
c The leader should have at hand some authoritative opinions
to use in supplementing contributions of the group Some
or all of the opinions that follow as well as others the
leader might select may be read summarized or briefed
These opinions may be put in column d of Chart I along
with the opinions from the authorities submitted by members
of the group or may be charted ahead of time for use in con
nection with column d
The suggested program should again be tested by the group
to determine whether further changes should be made
1 Educators suggest that the program in home and family
living should be based specifically on discovered prob
lems actual living conditions and living habits In
Curriculum Guide for Homemaking Education some proced
ures for discovering problems are as follows Informa
tion secured from superintendent principals supervis
ors as to what they believe to be basic problems and
needs information secured from administrators of other
agencies in the community which deal with problems of
family life Child Welfare County Nurse etc as to
facilities of their agencies in helping families solve
their problems information about homes and home back
ground of pupils secured from home record forms or simi
lar devices observation of pupils in informal situations
to discover their habits and behavior visits to homes
to secure suggestions from parents to observe living
conditions family habits family relationships personal
conferences with pupils
The problems discovered by the above procedures may be
classified as follows
State Department of Education Vocational Division Curriculum Guide for Home
making Education Atlanta Georgia State Department of Education 19447ppT613
165CHART II
HOW SOME OTHER SCHOOLS DEAL WITH THE PROBLEMS
OF HOME AND FAMILY LIVING
School
Experiment by
Alfred P Sloan
Foundation in
certain rural
schools of Flor
ida Vermont
and Kentucky9
Problems
Certain schools
in Delaware
under direction
of Delaware
State Society
for Mental
Hygiene
Improving the
home food
clothing
shelter
Personality
growth of
children
Age groups
6 12
13 18
Grades
II X
procedure for dealing with problem
Teachers helped in preparation of
special textbooks but children did
more than read from these new books
For example
1 Children made fireproof chimney
blocks to ward off danger of fire
from overheated stove pipes
2 Chickens from carefully selected
eggs were hatched and cared for in
one classroom
3 Children raised vegetables in a
vacant lot
4 Children made new clothes from
old
5 Children learned to repair worn
shoes
Stories personal anecdotes plays
panels motion pictures radio record
ings and other means are used as
bases for discussion Children are
encouraged to discuss freely the prob
lem presented to describe the prob
lem to appraise the solution to
speculate and explain the motivation
behind the behavior in the situation
as presented Some of the subjects
which seventh and eighth graders have
considered are
1 Importance of friends
2 Personality traits of a regular
fellow
3 Our inner human drives selfpre
servation recognition for approv
al interest in the opposite sex
4 Relationships with younger brothers
and sisters
5 How various types of punishments
affect us
department of Supervision and Curriculum Development Toward a Mew Curriculum
Washington D CJ U S Office of Education 1933 P 13
blbid p 26
166
mCITART II Continued
HOW SOME OTHER SCHOOLS DEAL WITH THE PROBLEMS OF
HOME AND FAMILY LIVING
Sohool Problems Age Groups Procedure for dealing with problem
ftoodrow Wilson Personal and 11th 12th 1 Data from several sources were
High School of social living grade boys studied personal data sheets
Cedar Rapids specific prob and girls anecdotal records of former pupils
Iowac lems data from conferences and home vis
1 Cost of es its
tablishing a home 2 Learning experiences used by group a Outofschool field trips
2 Marriage movies observations of behavior
for college of children and adults
couples b In school informal discussion
3 How much reference reading movies
savings before c Surveys of housing cost of living recreation vocationaloppor
marriage tunities d Conference with individual pupils 3 Attack of problem a Problems raised and defined
b Reports made of observations c Formulation of generalizations
Claremont Junior High Schoold Improving family 9th grade A clubroom equipped with pingpong table radio card table etc was
living established for the ninth grader
and any ninth grader might sign out of study hall for the club Stand
ards of conduct were outlined by
pupils and approved by the faculty All teachers felt that pupils gained
in ability to budget time and to be
responsible for selfdirection in
utilizing time The teachers also
felt that trie club demonstrated its
worth es a spot where informal social
opportunities may be had
Waterloo labamae Home and community 12th grade Studied homeplanning interior decoration conveniences etc houseto
improve house canvas to secure list of jobs
ment and each home wanted done selections made
beautifi and work undertaken as demonstration
cation project owner furnishing materials
Ibid p 27
dIbid p 35
Department of Supervision and Curriculum Development Leadership at Work
Washington D C National Education Association F 2407
167CHART II Continued
HOW SOME OTHER SCHOOLS DEAL WITH THE PROBLEMS OF
HOME AND FAMILY LIVING
School
Problems
Age Groups
Procedure for dealing with problem
3 homes and barns painted furniture
reworked in 3 houses and a church etc
analyzed conditions in their own
homes noticeable improvements made
Waterloo
Alabama
Providing a
liveathome
program
School groups
and outof
school groups
Sent out mimeographed sheets each
monthtelling what crops to plant
how to plant and fertilize how to
conserve
Demonstrations were held in canning
Childrenin school planted garden seed
and flower seed in boxes plants were
shared and transplanted to gardens all
over the community As a result many
people had food crops coming off much
sooner than in previous years
Farker
School
District
Greenville
South
Carolina
Making the
home a
better and
happier
place in
which to
live
Highschool
homemaking
class and
parents
Parents were invited to classroom
to give suggestions as to how to
make the home a better and happier
place in which to live The parents
jsuggestions included the following
1 Good manners in the home
2 Accepting duties in the home
3 Assuming responsibilities in the
home
4 Entertaining in the home
5 Budgeting in the home
6 Caring for clothes
Parents were asked to help evaluate
the study A questionnaire was sent
to them and they were invited to the
school
f Ibid p 241
g Parker District High School Faculty Parker High School Serves its People
Greenville South Carolina Parker District Schools 1942 p 62
168a Maintenance of satisfactory personal and family relation
ships
b Planning preparation and service of family meals
c Management of time money and energy
d Selection care construction and renovation of clothing
e Care and guidance of children
f Improvement of home safety home conveniences and home
furnishings
gjSelection of housing and household furnishings
h Care of house and household equipment
i Maintenance of the health of family members physical
mental emotional
j Home care of the sick
2 The Curriculum Guide further describes the general character
istics of a desirable program for dealing with problems in
home and familyliving as follows
a The program should be comprehensive including areas
in all phases of home living
b The program should be continuous making provision for
all age groups since all age groups have home problems
c The program should be functional based on the funda
mental problems of the homes in the community as they
are discovered through intelligent means
d The program should be planned organized and adminis
tered according to the characteristics of a particular
age group
e The program should be flexible emphasizing those prob
lems which are crucial at a given time
f The program should be a community program planned co
operatively by teachers pupils parents and school
administrators
g The program should be individualized permitting in
dividuals or groups to progress at own rate of speed
3 The following are authorities and citations from them on
the problems of home and family living
a Englehardt W L and N L Englehardt Jr
Flanning the Community School New York American
Book Company 1940 Pp8182
Theproblems of home living and the needs of family
life are exceedingly varied and complex They involve
marital relations social problems within and outside the
2Ibid p 6
169family group home planning home furnishings and equipment
child care and development finance clothing food purchas
ing physical and mental health sanitation the arts re
creationand vocations Home living presents problems for
solution in all spaces within the school No one or few lab
oratories and shops can be assigned to the specific purpose of
meeting the needs of home life In the discussion of arts and
crafts shops much of the activity may be associated with
home design improvement or repair of appliances and equipment
Interior decorating furniture building textile design and
care of the automobile all aspects of home living may be
centered in the arts and crafts shop The social recreation
spaces may be used for the improvement of human elationships
and discussion of common family problems The small group
discussion planning and study rooms will be of much
value to the informal parent groups discussing child care
health purchasing and marriage problems There remain
however certain homeliving problems which require other
types of spaces than those suggested elsewhere The problems
include selection purchase and preparation of food shelter
and clothing home nursing and child care and development
In order to attain the desired degree of integration of
homeliving problems and to meet individual needs for adults
three general arrangements have commonly been used The
first plan which has not been very widely organized is
home demonstration The second plan revolves around a prac
tice home The third plan utilizes the facilities of a
suite of laboratories with a wide variety of equipment In
some cases two of the three plans may be combined to offer
the benefits peculiar to each
b Douglas A A Modern Secondary Education New York
HoughtonMifflinTTSyff Pp 394404
Formerstressupon skill technique and information which
girls were evidently supposed to retain until they took
charge of their own homes has given way to emphasis upon
the attitudes and duties which help the girl to become a
more cooperative and useful member of the family circle to
which she belongs This point of view is in harmony with
the theory that conceives the most effective educational
practice to be that which supplies activities which are
suited to the maturity and interest of the pupils
Two of the best known organizations for girls whose activ
ities contribute to home training are Camp Fire Girls and
Girl Scouts The home arts are stressed and it is inter
esting to note that thefirstsix activities inwhichpro
ficiency badges were Earned were in order home nursing
laundering first aidneedlework child nursing aid cook
ing Of the fortyodd subjects for which proficiency badges
170are given more than onefourth are in subjects directly
related to the services ofwomen in the home as mother
nurse or homemaker
c Education Policies Commission The Purposes of Education in
American Democracy Washington D C7I National Education
Association 1938 Pp 80 87
One important responsibility of education therefore is
to improve and develop home and family life Effective dis
charge of this responsibility requires work with younger
children with adolescents and with adults Children at
various points in their school careers may be helped to
understand the family as a social institution to acquire
homemaking skills and to work out happy and socially con
structive adjustments with members of their immediate famil
ies Young people may be helped to master and appreciate
the specific knowledges and insights needed in marriage home
making and parenthood Married couples and parents on the
job may be given opportunity to study their problems and work
out ways of handling their obligations
Education for family living will deal chiefly with problems
of everyday human relationships problems of children in the
parental homes problems of young people as they struggle to
separate themselves from parents and to enter into comrade
ships within their own age groups problems arising in the
cycle of fallinginlove engagement marriage and the es
tablishment of ones own home problems of parents in try
ing to understand growing children and in cheerfully accord
ing an increasing measure of independence to children as they
attain maturity Such education will seek to make flear the
important human values to be protected in all thesedifferent
areas of life
d Problems in Teacher Education Volume V Nashville
Tennessee The Curriculum Laboratory George Peabody College
for Teachers 1940 Pp 9596
Rural boys and girls of today receive littl
their parents in the home which is pertinent
arts hand crafts and simplemechanical art
the rural elementary school program must inc
ities for children to have learning and expe
making Elementary schools should not neces
courses in farming and manual training as vo
Education in the areas of homemaking will ha
general as the other school subjects
Children who have worked democratically together with teach
ers in the schoolroom will likely work together democratically
in the home Work to be done will be discussed in the family
group each will be given an opportunity to express his
e training from
to the home
s Consequently
lude oppcrtun
riences in home
sarily offer
cational subjects
ve to be just as
171igSffiJSi
4

opinion and say what part he feels that he can do When
plans have been completed each accepts responsibility for
his part
The family learns to solve its problems and its differences
through discussion based on facts and reason the outcome
is generally a compromiseThe school that encourages
initiates and guides the development of democratic home re
lationships makes a genuine contribution to the family and
the community
e Committee on Building a Better South Through Education
Improving Sducstion in the Southern States Tallahassee
Florida SouthernStates WorkConference on School Admin
istrative Problems Bulletin 3 1943 Pp 66 67
One important and conscious objective of education must be
the development and improvement of the American home
The school will have to face the problem more directly dur
ing the coming years than it has at any time up to the
presentA conscious objective of education must be to
develop an appreciation of the fundamental role of the family
and the homeas the creator and guardian of many of the basio
human values
In addition to the basic education regarding home and family
which must be found throughout the curriculum provision must
also be made in the school program for the education of mar
ried persons and parents to improve their understanding of
the problems and their knowledge of how to solve the problems
of home life
What does the law provide that schools may do to help individuals
to have good homes and good home living
Legal provisions should be used as the final evaluation of
the suggested program The leader should bring the major
provisions of the law to the attention of the group or have
some member of the group do so These findings may be written
into column e of Chart I Should thegroup decide that
changes should be made in the suggested program these changes
should be written into column a
The following information may be useful
a The State School Law provides
1 That the county or city board of education may establish
evening schools for the instruction of youth over fourteen
years of age 32932
2 That the board of education may establish department of
vocational education offering instruction in agriculture
172

home economics and trades and to determine the ages at which
children may attend these schools 32y34
3 That every parent guardian or other person residing within
the State of Georgia having control or charge of any child or
children between their seventh and sixteenth birthdays shall
enroll and send such child or children to a public or private
school under such penalty for noncompliance herewith as is
hereinafterprovided Section I Compulsory School Law
b Supplementary laws provide
Vocational education to persons who are of the age that will make
it possible for them to pursue profitably training for a specific
occupation 3222
c The leader should be informed of the most recent legislation and
should also be familiar with local legislation asit might affect the
school program
D Leading the group to draw conclusions
If the suggested program column a has been tested in terms of what
the school is now doing what other schools are doing what authorities
recommend and what the lav requires and if suggested changes have been
written into column a it now becomes the groups proposed program of
home and family living for the school With the help of the group the
leader should develop statements which describe each suggestion in the
proposed program These statements which should be written into column
e should explain the purpose of each part of the program the indiv
iduals or groups to be served and the possible scope of the service
The group may develop some such statements as the following
1 Helping individuals of all age groups to appreciate and practice
good manners at all times in the classroom in the lunchroom in
assemblies on the playground in public places at home
2 Helping individuals ofall agegroups to become concerned with and
to provide for improving physical conditions in the home
3 Faking it possible for women of the community to learn to sew and
mend clothes
4 Providing for high school girls and women of thecommunity to learn
to care for the sick in the home
5 Helping all individuals to use time wisely
6 Helpingall individuals to learn to spend money wisely
7 Helping women and older girls to learn how to plan prepare and
serve family meals
1738 Helping children and adults to plan recreation in the home for all
members of the family
9 Helping individuals to deal with sex problems
10 Etc
Leading the group to make and to put into operation a plan of action
At this point the group should be ready for immediate action
A committee might be formed to deal with each of the conclusions column
e These committees should
1 Report the development of the details and steps to follow in getting
the plans into action
2 Report to the planning group the progress made in getting the plans
into operation
3 Report any need for further study or planning by the group
Chart III suggests a way of developing detailed plans
174CHART Ill
A SUGGESTED MAN FOR DEALING WITH 0TS PROBLEM OF HOME AND FAMILY LIVING
Age Procedure for dealing with Evaluate results in
Problems groups each problem terms of
Improving 612 1 Cooperative study of home con 1 Number of homes that
physical 1316 ditions by teacher and indiv participate in the
conditions 1925 idual pupils program of home im
in the home adult 2 Cooperative planning of teach provement
er and pupils to determine 2 Number and types of
what individual pupil can do improvements made
to improve living conditions
at home 3 Desire to continue program of home im
5 Planning school activities provement
around things that can be
done for the home 4 Desire to undertake attack on other
a Some children may need problems
to learn to make rugs
curtains etc
b Some children may need
to learn tp make simple
furniture
c Some children may need
to learn to paint fur
niture
d Other
4 Planning with outofschool
groups and adults some
things which need to be done
in their homes
a Cooperative buying of
paint and materials
b Cooperation of labor
c Cooperative use of tools
d Guidance in building and
repairing furniture in
home and shop
e Planning improvements in
sanitary facilities
175
CHAPTER X
PLANNING AND DEVELOPING A PROGRAM FOR THE SCHOOL
TO DEAL WITH THE PROBLEMS OF NEIGHBORHOOD LIVING
Rapid social and economic changes which have been taking place in the past k
few decades have accentuated tension in the relationships of individuals in all
neighborhoods or communities Mew inventions improved transportation and communi
cation and consequent enlarged opportunities for individual endeavors have produced
complexities formerly unknown in community life
The development of communities which look to their own resources for the
solution of local problems should become a primary objective of the school As
individuals and groups work together on the solutions to such problems the com
munity becomes more selfreliant and individuals acquire the qualities of good
neighbors
This chapter presents a suggested way in which a school planning group may
be brought to consider problems in neighborhood living and to make provisions in
the school program for an attack upon them
Leading the Group to Think Through the problem of
Planningfor MoreBffective Neighborhood Living
I Leaders preliminary responsibilities
A Objective In order to lead a group to think throughthe problem the
leader should have a definite objective This unit on planning and devel
oping a program to deal with the problem of neighborhood living has been
prepared on the assumption that the objective would be to lead the group
1 To become interested in and concerned with planning a program to deal
with the problems of neighborhood living
2 To express opinions regarding what the school should do to help people
deal with the problems of neighborhood living
3 To test these opinions and tptry out tentative conclusions
4 To draw conclusions
5 To make and to put into operation a plan of action
B Members of the planning group The leader will recognize the need of
careful preliminary work involving personal contacts in order to secure
the interest and participation of members of the group These members
might include l school superintendent 2 local members of the county
board of education 3 local trustees 4 principal 5 teachers
1766 selected young people from highschool and outofschool youth 7
adults 8 county supervisor and 9 PT A members
C The meeting place A suitable meeting place is very important in educational
planning The leader should refer to suggestions made in Chapter III
D Suggested informational materials and services A selection of the following
and other aids is essential in working toward the leaders objective Careful
examination of this suggested list of aids will reveal that some of them might
be used in one or both of the steps getting the group into the problem and
testing the opinions of members of the group
The data which can be provided ahead of time should be charted so that they can
be seen and studied by the whole group Data for some of the charts and tables
may be secured from books and bulletins listed in this section
1 Table Table I Participation of Adult Population in Local Elections
2 Charts
a Chart I Guide for Developing the Program of the School to Deal with
the Problems of Neighborhood Living
b Chart II
Chart III
Radford Virginia High School Students Make Improvement
in Public Recreation of the City
Waterloo Alabama Conducts a Campaign to improve Home
and Community Living
d Chart IV Moultrie Georgia High School Frogram of Community
Beautification
e Chart V Mount Pleasant Michigan High School Helps to Save a
Valuable Food Crop
f Chart VI Guide for Developing Detailed Flans for Dealing With Problems
of Neighborhood Living
3 Books and pamphlets
a Clapp Elsie Community Schools in Action New York The Viking
Press 1939
b Department of Elementary School Principals How to Know and Use Your
Community Washington D C National EducTaHorTTssocTatTon7T941
c Educational Policies Commission Learning the Ways of Democracy
Washington D C National Education Associationand the American
Association of School Administrators 1940
d Educational Policies Commission Purposes of Education in American
Democracy Washington D C NationalEducation Association
rmz
177e Everett Samuel editor The Community School
Century Company 1938
New York D Appleton
4 Consultants
See Chapter III for use of consultants
II Procedure with the group
A Getting the group into the problem
1 The leader should ask some questions that will stimulate members of
the group to think about the problem Suggested examples follow but
the lestder should feel free to use ethers Some time should be given
for the reaction of the group to each question Opinions of members of
the group should be secured before the leader presents chart data
a What are some of the problems which this community has that cannot
be solved by individuals working alone The suggestions from
members of the group would probably be similar to the following
1 Establishing a community library
2 Building a community cannery
3 Beautifying public property
4 Controlling tuberculosis
5 Providing recreation for all
6 Bringing about intelligent participation in local government
7 Etc
The leader might have charts and tables of various kinds available
to use in connection with suggestions made by members of the group
in answer to this question For instance Table I could be used
to show lack of participation in local elections Tables I VI
from the Chapter on Health as well as tables from other chapters
may be used
TABLE I
PARTICIPATION OF ADULT POPULATION IN LOCAL ELECTIONS
Election
Governor
Mayor
Total number
people voting
age
No qualified
voters
Percent quali
fied voters
of total
No actual
ly voting
Percent act
ually voting
of otal
178b What are some of the things that have made it difficult for us
to solve these problems
Some reasons that may be given in answer to the question are as
follows
1 We dont have enough leadership
2 people have not learned to cooperate
3 We havent enough money
4 People dont know enough about our community problems
c What opportunities for improving neighborhood living has this
community missed because of the difficulties you have mentioned
School lunch programs Ellis Health units farm repair shops
municipal building programs community recreational facilities
are some examples of cases in which opportunities may have been
missed for government participation in local planning for better
neighborhood living
d Does the schoolhave a responsibility to help people solve their
problems of neighborhood living
Leading the members of the group to express opinions as to the solution
of the problem
What should the school do to help people imorove the neighborhood
and neighborhood living
The leader should draw out the opinions of members of the group
and list them on the board Following is a list of suggestions
similar to those which may be made
a
b
c
d
e
f
g
k
Help people to know how to take care of what they have
Provide a recreation program for the people
Cause people to be more willing to support such agencies
as Red Cross Community Chest etc
Help people to regard the rights of others
Help people to take amore active interest in elections
Encourage people to do more for community betterment
Help to improve morals of the community
ffeip peeple jrjt4jpfiof disaster
Help to raise the general educational level of the people of
the community
Etc
A chart similar to the one below may be used for studying each
phase of the program The leader may help the group to eliminate
duplications and may write a revised list of suggestions into
column a The other columns may be used to indicate the successive
steps toward reachinga solution Data may be written in or the
column may be checked as each step is taken
179CHART I
Suggested
program
opinions
a
GUIDE FOR DEVELOPING THE PROGRAM OF THE SCHOOL
TO DEAL WITH THE PROBLEMS OF NEIGHBORHOOD LIVING
What we are
now
doing
b
What other
schools are
doing
c
What
authorities
recommend
d
What the
law
provides
e
Conclu
sions
f
Action
plans
g
C Testing the opinions of the members of the group
1 What is our school now doing to help people improve the neighborhood
and neighborhood living
After the schools present program has been described and briefed
in column b of Chart I the suggested program should be evaluated
in terms of what the school is now doing It is possible that the
group will decide that their suggested program should be revised in
the light of what the school is now doing If so the additions or
changes should be made in column a
2 What are other schools doing to help people improve the neighborhood
and neighborhood living
Members of the planning group should be encouraged to tell what they
know about what other schools are doing to help people solve their
problems of neighborhood living Contributions of the group may be
listed in column c of Chart I After all suggestions have been made
the leader should contribute examples Suggested examples follow
The examples may be briefed and put on Charts ahead of time to be used
in connection with discussion on what other schools are doing
If after a discussion of what other schools are doing the group
decides that changes should be made in the suggested program re
visions should be made in column a of Chart I
3 What do authorities say that the school should do to help people im
prove their neighborhood and neighborhood living
a Members of the group should be encouraged to report their knowledge
of opinions of authorities at this point
180CHART II
RADFORD VIRGINIA HIGH SCHOOL STUDENTS MAKE IMPROVEMENTS
IN PUBLIC RECREATION FOR THE CITYa
Goals of the school
program for com
munity living
1 Improved recreation
through public play
grounds
2 Supervised play op
portunities through
securing a permanent
director
Procedures used in working
toward goals
1 Investigated playground facil
ities
2 Estimated necessary equipment
3 Located possible sites for play
grounds
4 Collected statistics on juvenile
delinquency and possible causes
5 Secured approval of a playground
project by entire school
6 Issued questionnaires to leading
business men on need for a play
ground
7 Secured free help from boys
toward developing a suitable
ground
8 Petitioned city manager and city
council for financial help
Results obtained
Received money to
pay salary of play
ground supervisor
City recreation
commission was ap
pointed
Comprehensive plans
for recreation
were formulated and
adopted
CHART III
WATERLOO ALABAMA CONDUCTS A CAMPAIGN TO IMPROVE
HOME AND COMMUNITY LIVING
Tb
Goals of the school
program for com
munity livine
To get residents to
settle in their minds
that Waterloo is
their home and that
they can make a liv
ing there
To restore civic and
personal pride by
making the community
selfsustaining
To impress the com
munity with the need
for home and commun
ity improvement and
betterment
Procedures used in working
toward goals
1School assumed a distinct com
munity responsibility and or
ganized for action
2 Student survey of conditions
I was made
3 An inventory of home needs
was made by the students
4 Students analyzed conditions
at their own homes frankly
with an idea of getting help
in making improvements
5 To all homes mimeographed
sheets were sent veekly by
the school telling about
what andhow to plant for
gardens how to cultivate
Jjnproyerilents of pasturesetc
Results obtained
1 Community kept from
abandoning thei r
homes and farms
2 Houses were built
improved painted
3 School house was re
paired and beautified
4 A liveathome pro
gram was established
5 Farms gardens and
pastures were made
to yield larger
productions
Department of Supervision and Curriculum Development Toward a New Curriculum
Washington D CJ National Education Association 1944 p 151
Department of Supervision and Curriculum Development Leadership at Work
Washington D C National Education Association 1943 p 239
181CHART IV
MOULTRIE GEORGIA HIGH SCHOOL PROGRAM OF COMMUNITY BEAUTIFICATIOlT
Goals of the school
program for commun
ity living

lTo make community
beautification a
schoolwide program
for classes in home
making and vocation
al agriculture
2To gain information
about types of beau
tification adapted
to certain locali
ties
3To make beautifica
tion at home and
around public build
ings a continuous
activity
Procedures used in working
toward goals
1Certain classes made an lHTensive
study of beautification
2Each student was urged to plant
at least one tree on his home
grounds
3Each student participated in
planting trees on school grounds
4Students landscaped home and
building grounds making rock
gardens and planting flowers
and shrubs
5Agricultural students studied
landscaping of public areas
Results obtained
TTsTTuaents purchasedahcT
planted many trees
2Students learned what
trees and shrubs grew
best in the locality
3Grounds at two country
schools and at an or
phanage were landscaped
4Improved attitudes
and new appreciations
about landscaping and
beautification were
formed
CHART V
MT PLEASANT MICHIGAN HIGH SCHOOLBOYS HELP TO SAVE A VALUABLE FOOD CROP
Goals of the school
program for commun
ity living
1 To contribute to the
war effort by harvest
ing food crops
2To gain experience
and skill in the
performance of a job
Procedures used in working
toward goals
ITiVorking corZltiorTs for The pro
ject were worked out between
school authorities and growers
and sugar companies
2Compensation insurance was pro
vided by sugar companies
3Transportation was provided by
the growers association
4Boys werepaid on a tonnage
basis
5Each group of 25 boys was
supervised by a male faculty
member
6Exemption from classes was
provided for all workers
7For the physically unable and
those who did not wish to work
classes were conducted
8Instruction was given field
workers in proper methods of
pulling and piling and cutting
off tons
Results obtained
one of beets
which would have been
lost otherwise were
harvested
2This quantity of
beets produced 489
309 pounds of sugar
5A total of 1936
was paid the workers
4Under guidance the
students readily
adapted themselves to
the work
Administrators teach
ers and students were
brought in close touch
with labor and industry
Contributing to worth
while activity had a
maturing effect on
the boys
department of Supervision
Washington D C National
and Curriculum Development Toward a New Curriculum
Education Association 1944 p 47
lIbid
50
M
182b If the group has been led at a previous meeting to anticipate the
need foropinions ofauthorities a committee may have been ap
pointed to investigate the literature on neighborhood living in
order to find the opinions of authorities and report to the group
If there is such a committee its report shouldbe presented
c The leader should have at hand some authoritative opinions to use
in supplementing contributions of the group Some or all of the
opinions that follow as well as others the leaders might select
may be read summarized or briefed These opinions may be put in
column d of Chart I along with the opinions from authorities
submitted by members of the group or may be charted ahead of time
for use in connection with discussion on what authorities recom
mend
The suggested program should again be tested by the group to de
termine whether further changes should be made
l Educational Policies Commission Learning the Ways of Democ
racy Washington D C National Education Association and
the American Association of School Administrators 1940
P 181
Democratic education teaches through experience that every
privilege entails a corresponding duty every authority a res
ponsibility every responsibility an accounting The emphasis
here is on the words through experience for that is the
only means whereby the lesson of responsibility can be learned
The responsibilities with which we are chiefly concerned
are those which are willingly assumed by the person who knows
that he and his fellows cannot long enjoy freedom unless they
give heed to the duties which freedom exacts
2 Everett Samuel editor The Community School
D AppletonCentury CompanyT 1538 pT TIT
New York
To fulfill its functionsthe school must necessarily be
come the center of community life in its own neighborhood a
clearinghouse if you will for all neighborhood ideas pro
grams and enthusiasms It must aid in correlating these ac
cording to so effective plan through which the wellbeing of
the community as a whole may be forwarded and insured It
must establish intimate contacts with the children the adults
the homes the welfare organizations and even the business
interests of the community
The range of such activities comprises the background of the
educational process withinthe school itself
3 Langfitt R Emerson FVankW
The Small High School at uork
Company 1936 p
374T
183
Cyr and N William Newsom
New York American Book The responsibility of the school in the future should be
conceived in terms of he larger needs of the community
1 The school should understand the community of which it
is a part its strengths its weaknesses and its needs
2 the school should take the leadership in promoting the
welfare of the community through other agencies as well as
through its own programs 3 this leadership implies that the
school should cooperate with other agencies in studying and
appraising the community 4 the school should also cooper
ate with other agencies in coordinating community activities
and life 5 the school through its staff pupils program
and facilities should enrich other community activities
immediately and directly
4 William L Wrinkle in The New High School in the Making
New York American Book Co 1938J p 69 says Teachers
should think of their local community as a wonderful textbook
the finest available
5 Southern States WorkConference on School Administrative
Problems Building a Better South Through Education Improv
ing Education in the Southern States Bulletin No 3 1943
Tallahassee Florida Southern States WorkConference on
School Administrative Problems P 47
Society is composed of communities The school is one of
the important agencies in the community and cannot in reality
separate itself from the community The school is maintained
bythe community to develop its children into selfsufficient
useful citizens and has theobligation to contribute to com
munity improvement
The communitycentered school seems to be the best type yet
developed for the children to l learn the growing body of
information concerning natural and human resources 2 en
gage in experiences in the successful association with others
from which they will grow into an understanding of the physi
cal social and economic world in which they live and devel
op their own talents and exercise them with due regard to the
rights of others and 3 relate theif owndeveloping capaci
ties to the problems of utilizing the resources in their en
vironment
6 Report of The Southern Rural Life Conference The School and
the Changing Pattern of Country Life Nashville Tennessee
George PeabodyCollege for Teachers 1943 P 63
An important step in theimprovement of the community is the
development and the acceptance of the idea that one of the
basic purposes of the rural school is to assist the people
of the community to utilize the school itself for the improve
ment of their general living conditions The acceptance of
this idea makes necessary an educational program for outof
184school youth and adults in connection with the regular rural
school program This involves cooperative activities carried
on by lay leaders children and teachers with the general aim
of making the commurfity a healthy wholesome and satisfactory
place in which to live Of course the school cannot do this
job alone but it is the logical agency through which some of
the efforts of other agencies working toward the same goal
maybe coordinated
7 A Report Prepared by the Parker District High School Faculty
Parker High School Serves Its People Greenville South
Carolina Parker DistrictSchools 1942 Pp 4 and 5
Approximately 1400 boys and girls and a great many parents
and other adults from the fourteen communities and elementary
schools of Parker District come to our high school each year
for work and study A number of the children each year take
their places in the adult life of their community We believe
that it is one of the most important jobs of our school to
equip each boy and girl for effective living in the community
Certain qualities of good citizenship we believe are a part
of the equipment needed for this effective living The school
can assist pupils to achieve these qualities by leading them
to assume the responsibilities of daily living to learn how
to get along well with others and to develop and use their
abilities in leading themselves and others into worthwhile
activities
We believe that the schools responsibility for improving
the quality of living in the community requires it to help
people to improve their homes to spend their leisure time
in worthwhile activities to work together cooperatively on
community projects and to assume their rightful places in
community life
What does the law require the school to do to help people solve their
problems of neighborhood living
a
The leader should bring the major provisions of the lav to the
attention of the group or have some member of the group do so
Column d of Chart I may be used for briefing the legal provis
ions The suggested program should be tested against the legal
provisions and any changes or additions the group decides on
should be made in column a The major provisions of the law
follow
l County boards of education may allow the use of school
buildings or school grounds after the regular school hours
and during vacation as community centers for the promotion
of play and other forms of recreation under such rules and
regulations as to them seem proper
1 State Department of Education Georgia School Laws Atlanta Georgia State
Department of Education 1942 p 69 f
1852 In every public school of this state a period of not less
than twentyfive minutes of each week during the entire school
term shall be devoted to teaching the pupils thereof the
practical value of conserving and protecting birds animals
fish forest and other forms of wild life also the humane
treatment and protection of our domestic birds and animals
as well as the part they fulfill in the economy of nature
It may be optional with the teacher whether this period shall
be consecutive twentyfive minutes or be divided into shorter
periods during the week and it shall also be within the dis
cretion of the teacher as to the method of instruction to be
employed The instruction herein prescribed shall constitute
a definite purpose of the curriculum of study in all the pub
lic schools of this state
3 The state law requires that each school shall give instruc
tion in the essentials of the United States Constitution and
the Constitution of Georgia including the tudy of and de
votion to American institutions and ideals5
D Leading the group to draw conclusions
If the suggested program column a has been tested in terms of what the
school is now doing what other schools are doing and what authorities
recommend and ifsuggested changes have been written into column a
this column now becomes the groups proposed program to help people solve
their problems of neighborhood living The leader should take the sug
gestions in column a and with the help of the group develop statements
which describe the program
The group may arrive at such a program as is briefly described below
1 Helping individuals to use and conserve community resources
2 providing desirable forms of community recreation and developing abil
ity to participate effectively in these forms of recreation
3 Helping people understand prepare for and participate in community
organizations
4 Helping people understand and use the service agencies of the com
munity
5 Developing attitudes favorable to community effort in meeting
local emergencies
6 Developing attitudes favorable to united effort in removing or regulat
ing conditions that are physically or morally harmful
2 Ibid p 69 f
3 Ibid p 25
IS B 7 Preparingindividuals for effective service in civic organizations
8 Preparing the individual for effective participation in political
life of the community
S Helping individuals think and act with tolerance toward people and
issues of the community
10 Encouraging the willing support of all essential agencies of the
community
11 Etc
E Leading the group to make and to put into operation a plan of action
At this point the group should decide upon the specific plan to put into
operation and upon committee organization to develop the details and the
steps to follow in getting the plan into action Committees may be organ
ized around each activity such as helping individuals to use and conserve
community resources helping pupils understand and use the service agencies
of the community etc
Another possible committee organization would be that of committees to
develop the program l for the elementary school 2 for the high school
3 for outofschool groups Under either plan of organization the com
mittees should beresponsible for reporting to the planning group the de
velopment of detailed plans and progress in getting plans into operation
In Chart VTII are some suggestions regarding the development of detailed
plans
187CHAET VIII
GUIDE FOR DEVELOPING DETAILED PLANS FOR DEALING
WITH PROBLEMS OF NEIGHBORHOOD LIVING
1 Using
and
conserv
ing
c ommun
ity re
sources
CO
CO
Age Groups
UT
612
Lead indiv a
iduals to
discover nab
ture of
public own
ership of
property
and public
interest in
private pro
erty
d Help indiv
iduals ob b
se rve and
acquire in i
formation
about build
ings for
ests fields
etc
Same as 0 5
Help individu
als to widen
range of obser
servations and
acquaintance
with natural
resources by
reading visit
ing in groups
etc
HeIp individu
als acquire in
formation con
cerning methods
of conservation
of land game
etc and legai
provisions for
conservation
13 17
a Same as 05
b Same as 6 12
c Same as 6 12
d Same as 6 12
ii Load individualsj
and groups to
practice conseri
vation in home
school and
community
through such
projects as
school campus
erosion contrc
18 25
Adult
e Lead individuals to
discover human resour
ces of the community
and public importancecf
human resources to the
community
f Direct the making and
maintenance of a dir
ectory and inventory
of community resources
natural and human
g Lead individuals and
groups to evaluate
present use of resour
ces
h Lead individuals and
groups to discover
hazards to resources
plan for thoir elimi
nation and carry out
plans
d
L
Provide informa
tion on request
Make available to
all the directory
and inventory of
community resour
ces maintained by
1317 age group as
well as their eval
uation of use of
resources
Provide for parti
cipation of inter
ested individuals
and groups in pro
jects of other age
groups
Provide leadership
when necessary for
projects in use and
conservation of com
munity resource s
Assist interested
groups or indivi
duals in making
tours to see com
muni ty re s ou rc e s
b
d
Same as
18 25
Same as
18 25
Same as
18 25
Same as
18 25
Same as
18 25CHAPTER XI
FLAMING AMD DEVELOPING A PROGRAM TO DEAL
WITH THE PROBLEMS OF SCHOOL LIVING
Many groups and particularly people who live at the schoorconsider the prob
lem of improving school living to be one that should JJ1 Hefi
Studentsteachers and lay people generally recognize tnat the whJ gj J J
nite responsibility to help those who live at school to enjoy good relationship
Tne con olidation of schools and extended services ofthe schools ave mu tiplied
the activities in which pupils teachers and lay people engage daily which in
turn has multiplied their problems
The school program must therefore include help for people who face problems
of relationships in living together at school
Leading the Group to Think Through the Problem
Leaders preliminary responsibilities
A Obiective In order tolead a group tojthinkthrough the problem the
leader should Have a definite objective This unit on planning and devel
oping a program to deal with the problemof school living has beeh prepared
on the assumption that the objectivewould be to Lead thegroup
1 To become interested in and concerned with planning the program of
school living
2 To express opinions regarding whatthe Wiool should do about the
problem of school living
3 To test these opinions and to try out tentative conclusions
4 To draw conclusions
5 To make and to put into operation a plan of action
B Members of the planning group The leader will recognize the need of care
SSStSTTkrL personal contacts in order to secure the
Interestand participation ef members of the group These members might
include 1 school superintendent 2 local members of the county board of
education 3 local trustees 4 principal 5 teachers 6 selected
young people from highscoool and outofschool youth f adults
8 county supervisor and 9 PT A members
Experience of school leaders has shown that a suitable
The meeting place Experience ol scnooi iwai
meetingpUoTITVery important in educational planning Tne leader
should refer to suggestions made in Chapter III
189D Suggested informational materials and services
A selection of the following and other aids is essential in working toward
the leaders objective Careful examination of the suggested list of aids
will reveal that someof themmight be used in one or both of the steps
getting the group into the problem and testing the opinions of members of
the group
The data whichcan be provided ahead of time should be charted so that they
can beseen and studiedby the whole group Data for some of the charts and
tables may be secured frombooks and bulletins listed in this section
1 Table Table I What Other Schools Are Doing To provide for upil
Participation inSchool Management
2 Charts
a Chart I Guide for Developing the Program of the School to Deal with
the problems of School Living
b Chart II Guide for Developing Detailed Flans for Dealing with Prob
lems of School Living
3 Books pamphlets etc
a Bode B Ht How We Learn New York D C aeath and Company 1941
b Committee on Building a Better South ThroughEducation Improving
Education in the Southern States Bulletin Ho 3 Tallahassee
Florida Southern WorkConference on Administrative Problems 1943
c Department of Supervisors and Directors of Instruction Mental
Health inthe Classroom Washington D Cl National Education
Association 1940
d Education Policies Commission Learning the iimys of Democracy
Washington D C National Education Association 1940
e Giles H H TeacherPupil Planning New York Harper Brothers
1941
4 Consultants
See Chapter III for use of consultants
II Procedure with the group
A Getting the group into the problem
The leader should ask several questions that will stimulate group dis
cussions Suggested examples follow but the leader should feel free to
use others Some time should be given for the reaction of the group to
each question
1901 What are some of the qualities that an individual should have in order
to participate satisfsctorily in school living
The leader should encourage the group to discuss this question Some
of the responses made may be similar to the following
a Willingness toworkwithothers
b Respect for authority
c Desire to protect public property
d Ability to give in to others for the good of all
e Respect for the rights of others
f Willingness to plan with others
g Desire to assume obligation to do his share
h Etc
2 Whatcan individuals in school do to acquire these qualities
Time should be allowed for members of the group to express their opin
ions Some of the suggestions offered may resemble the following
a Work in groups to beautify the school grounds
b Make proper use of school facilities and equipment
c Plan and operateacooperative school store
d Share playground equipment
e Keep classrooms and grounds clean
f Plan school assemblies
g Edit and publish School newspaper
h Etc
3 Should the school help individuals to solve their problems in school
living
In answering affirmatively the group may indicate its readiness to
express opinions as to what the school should do
B rdjjng the members of the group to express opinions as to thg solution of
the problem
1 What should the school do to help individuals to acquire the qualities
which make for good school living
IS I
BThe leader should draw out the opinions of membersof the group and
list them on the board Following is a list of suggestions similar
to those which might be made
a Let the pupils have more to do with planning things
b Provide some activity that everybody can do
c Fix it so the pupils will be warm and have enough fresh air
d Provide more playground equipment
e Teach the pupils to take better care of what we have
f Let the pupils enjoy wholesome conversation in the lunchroom
g Etc
A chart similar to the one below may be used for studying each phase
of the program The leader may help the group to eliminate duplica
a
tions and write a revised list of suggestions into column
other columns may be used to indicate the successive steps toward
reaching a solution Data may be written in or the column may be
checked as each step is taken
Th
Suggested
pro gram
opinions
a
CHART I
GUIDE FOR DEVELOPING THE PROGRAM OF THE SCHOOL
TO DEAL WITH THE PROBLEMS OF SCHOOL LIVING
What we What other
are now schools
doing are doing
b c
prat
authorities
recommend
d
What the
law re
quires
U
Con
clusions
f
Action
plans
g
Testing the opinions of the members of the group
1 What is the school now doing to help people solve their problems
of school living
After the schools present program has been described and briefed in
column b of Chart I the suggested program should be evaluated in
192mffimmmimsiSBKap
terms of what the school is now doing It is possible that the group
will decide that their suggested program should be revised in the
light of what the school is now doing Ifso the additions or changes
should be made in column nan
2 What are other schools doing to help people solve their problems of
school living
A committee may visit some schools where pupils do participate in
school management Among the schools recommended for visitation are
a Bass Junior High Atlanta Georgia
b Peabody Elementary and High School Milledgeville Georgia
c University Demonstration School Athens Georgia
d Oglethorpe Avenue School Savannah Georgia
e Leary Community School Leary Georgia
f Moultrie Schools Moultrie Georgia
Members of the planning group should be encouraged to tell what they
know about what other schools are doing to help people solve their
problems of school living Contributions of the group may be listed in
column c of Chart I After all suggestions have been made the
leader should contribute examples Suggested examples follow The
examples may be briefed and put on charts ahead of time to be used in
connection with column c of Chart I
If after a discussion of what other schools are doing the group de
cides that changes should be made in the suggested program revisions
should be made in column a of Chart I
3 What do authorities say that the school should do to help people
solve their problems of school living
a Members of the group should be encouraged to report their know
ledge of opinions of authorities at this point
b If the group has been led at a previous meeting to anticipate
the need for opinions of authorities a committee may have been
appointed to investigate the Literature on school living in order
to find out the opinion of authorities and report to thegroup
If there is such a committee its report should be presented
c The leader should have at hand some authoritative opinions to
use in supplementing contributions of the group Some or all of
the opinions that follow as well as others the leaders might
select may be read summarized or briefed These opiriions may be
put in column d of Chart I along with the opinions from author
ities submitted by members of the group or may be charted ahead of
193TABLE I
WHAT OTHER SCHOOLSARE DOING TO PROVIDE FOR
PUPILPARTICIPATION IK SCHOOL MANAGEMENT
Problems
1 To reduce
safety
hazardsa
Problems of
transportation
conduct and
safety of bus
passenger
Schools
Waynesbbro
Virginia
Lincoln Consol
idated School
Ypsilanti
Michigan
3 Control of con
duct instudy
halls0
4 Care of build
ings and
grounds
Shaker High
School Shaker
Heights Ohio
Huntington High
School Newport
News Virginia
Procedures
Carried on by pupils in health class through
informal procedure Activities
1 Discussipn
2 Work done in small groups
3 Survey of location of fire extinguishers
4 Study of speed of cars passing school
Each of 17 buses has president vicepresi
dent and secretary elected by pupils who
ride in bus Each morning bus secretaries
make written reports containing number of
pupils in each bus number of absences con
ditions of roads mechanical difficulties
and conduct of pupils Reports are made to
bus captain elected by student body Cap
tain during the day meets each problem re
ported
For the first six weeks all pupils report
to teachersupervised study halls They
may then apply for transfer to the honor
study hall which is under student super
vision Conduct problems are handled by
student committee vhich has authority to
punish infraction of rules and to return
offender to teachersupervised study hall
if necessary
Inspection committee functioning under
student council visits rooms of school
twice a month Attractive bulletin boards
and other indications of neatness are
noted Torn shades broken pencil sharpen
ers and other equipment in need of repair
are reported to principals office for
remedy
aEducation Policies Commission Learningthe Ways of Democracy Washington
D C National Education Association 1940 P 1297
bIbid p 191
cIbid p 204
dIbid p 210
194
TABLE I Continued
WHATOTHERSCHOOLS ARE DOUG TO PROVIDE FOR PUPILPARTICIFATION
IN SCHOOL MANAGEMENT continued
Problems
5 Planning and pre
senting assembly
programs e
Schools
6 Shaping com
mencement
programs
7 Student
management
of clubs
and similar
activities P
University High
School Oakland
California
Many schools
Mont Pleasant
High School
Schenectady
New York
Procedures
Student council appoints one of its mem
bers as student commissioner of assem
blies who in turn sets up a student
assembly committee Responsibility of
committee plan and carry out assembly
programs also since assembly attendance
is voluntary build up student interest
Many of the programs are on political and
social topics
Students share largely in the planning as
well as in the program Examples
1 Panel discussion on Value of Secondary
Education principal and 13 students
participating
2 Student committees plan topics of
student addresses at commencement
3 Students and teachers compose and pre
sent historical pageant
Student interest centers in clubs of the
school and most activities are carried
on through clubs Any group may take
initiative inorganizing but must find
faculty sponsor who will act as advisor
Students make and carry out own plans

Ibid p 230
Ibidt p 236
glbid p 238
195time for use in connection with discussion of what authorities
recommend
The suggested program should again be tested by the group to
determine whether further changes should be made
l The MackSchool Ann Arbor Michiganlists principles
which served as a guide in their efforts at group cooperation
a If real social living is to be achieved participatibri
of all individuals concerned should be as wide a possi
ble at every level of planning There should be group
action at the point of locating problems at the point
of making suggestions for the solution of the problems
and at the point of appraisal of the work done
b There should be adequate records of plans activities
and decisions The pupil committees keep records of each
meeting Each semester and at the end of the year they
summarize their activities
c There should be respect for all suggestions Every com
mittee is encouraged to give due consideration to all
suggestions no matter how trivial they may seem at the
time
d There should be extension of responsibility as rapidly
as needs are recognized by the group
Howard A Lane Northwestern University says The only
valid test of a social institution is Does it improve the
quality of living of the individuals it presumed to serve
A school can offer no other basis for evaluating its proced
ures School buildings teachers supervisors workbooks
automatic light switches are valuable only if thechildren
2
3
live better because of th
em
n 2
The problem of making the democratic spirit prevail in these
dark days of hostility and uncertainty falls chiefly to edu
cation The reformer may cry that it is a social problem
the financier may hold that it is an economic problem the
politician may claim that it is a problem of statescraft
and the escapist may fold his hands and murmur resignedly
that it is a problem which can be solved only by the inexorable
march of destiny But the basic problem underneath its social
economic political masks is forever and always simply and
1 Department of Supervisors and Directors of Instruction Mental Healthin the
Classroom Washington D C National Education Association 1940 r206
2 Ibid p 143
1964
5
6
completely the problem of modifying human behavior by the
method of education3
The need of cooperation has great significance in ones con
sideration of the needs of the child today Living in a
democracy requires cooperation for the fundamental principle
of a democracy is cooperative effortThe child may best
acquire the technique of cooperation in a school organized
to offer opportunities for pupilparticipation and group
effort4
The development of a selfcritical and selfimproving society
will succeed or fail according to the skill of people in that
society in discovering what its major problems are and hew
to deal with them Thus in the classroom for the social
croup there constituted and for each individual in it that
process of education is valuable in which the constant attempt
is made to seek the most important problem and the most im
portant aspects of that problemIt would seem that tnere
cannot be too much emphasis on the nature of this job in the
school When the problem approach is adopted as the way oi
curriculum building we are on the road toward a selfcritical
society and toward continuous education Choices made on the
basis of consciously established criteria choices made with
a clear understanding of purpose and limitations self
evaluation of progress toward those purposes all these are
essentials in the oroblem approach The very fact that it is
so hard to recognize what is the real problem the fact that
when the problem is defined the hardest part of the battle
is over will scarcely be recognized by pupils unless they
experience the struggles which come when they must set forth
their own problems and apoly to them the best thinking of
which they are capable
The school then is not a place either for the regimentation
of pupils or for the indulgence or coddling of their whims or
fancies If we emphasize the proposition that the school
is a form of social living in which every pupil has both
rights and responsibilities we provide thesame basis for in
telligent application of compulsion or discipline in school
as out of school The big question is always whether the
methods that we employ serve the ends of promoting voluntary
cooperation a sense of social responsibility or duty a dis
position to consider others and the likeEvery school has
numerous opportunities for participation on the part of the

3 Educational Policies Commission Learning the Ways of Democracy Washington
n C National Education Association 1940P 40
Education Seminar Problem in Teacher Education Curricula Laboratory
Nashville Tennessee GeoTgPiabody College for Teachers 1940 Jd
5 H H Giles TeacherPupil Planning New York Harpers 1941 p 78
197the pupils in the management of affairs that are of common
concern The pupils should be invited to share responsibility
in so far as they are capable of doing so and they should be
permitted to make mistakes within reasonably safe limits
Democracy like swimming requires practice as well as
theory6
7 Social understanding can be developed only through democratic
school procedures which give children the opportunity to par
ticipate in democratic processes
What are some of the essential characteristics of the demo
cratic school procedure The following list though not com
plete is highly suggestive
a Frimary attention is given to the solution of school
problems by the school group
b Cooperative effort s stressed
c The techniques of critical thinking are carefully eval
uated
d Planning both by individuals and groups is greatly
stressed
e Individual differences and individual rights are accorded
tremendous importance
f Techniques of working effectively in groups are taught
through guided practice
g Pupil assumption of responsibility is stressed
h Group decisions are accepted but minority rights are
protected
i The needs and purposes of learners are accorded primary
importance
j Full cognizance is taken of the Whole nature of learning
k Evaluation is a cooperative undertaking based upon
progress in achieving total growth
1 School procedurescan develop social understanding7
6 B ri Bode Tow Te Learn New York D C Heath and Company 1940 p 272
7 Committee on BuiTaing a Better South through Education Improving Education
in the Southern States Bulletin No 3 Tallahassee Florida YorkConference
on School Administration Problems7T943 P 37
198sfis

4 What does the law require the school to do to help people
solve their problems of school living
a Legal provisions should be used as the final evaluation
of the suggested program The leader should bring the
major provisions of the law to the attention of the
groupor have some member of the group to do so These
findings may be written into column e of Chart I
Should the group decide that changes should be made in
the suggested program these changes should be written
into column a
used
The following legal provisions may be
l The county and local boards of education shall see
that the following days are observed either by holi
days or appropriate exercises and it shall be the
duty of the superintendent and teachers to direct
the attention of the pupils to these dates and topics
by practical exercises
a Thanksgiving Day last Thursday in November
b Uncle Remus Day December 9
c Lees Birthday January 19
d Georgia Day February 12
e Washingtons Birthday February 22
f Arbor and Bird Day first Friday in December
g Memorial Day April 268
2 The Georgia School Law provides that on Temperance
Day the fourth Friday in March at least two hours
shall be devoted in the public schools of Georgia to
a program educational in nature teaching the good
of temperance and prohibition and the evils of in
temperance and disobedience to law9
3 The law provides forisolationand quarantine in
cases of infectious diseases
10
4 The law requires the Georgia State Board of Education
to prescribe a course of study in physical education
for all common schools of the state which course
shall occupy periods totaling not less than thirty
minutes each school day which shall be devoted to in
struction in health and safety to physical exercise
and to recess play under proper supervision

x
8 State Department of Education Georgia School Laws Atlanta Georgia State
Department of Education 1942 p 6 f
9 Ibid p 68
10 Ibid p 70
11 Ibid
1995 The law provides for certain protections against
fire or stampede hazards such as fire escapes in
spections by county school superintendent opening
of doors outwardly and safe installation of heat
ing equipment
6 School buses must be marked distinctly with markings
visible from all directions and school buses must
be stopped on right side of road or street as close
to the curb or edge as practicable
7 The Georgia State Board of Education requires a
minimum of five hours exclusive of recesses and
lunch periods as a school day
D Leading the group to draw conclusions
If the suggested program column a has been tested in terms of what
the school is now doing what other schools are doing and what auth
orities recommend and if suggested changes have been written into
column a it now becomes the groups proposed program of school liv
ing for the school The leader should take the suggestions in column
a and with the help of the group develop statements which describe
the progress of school living in the school
The group may arrive at such a program as is briefly described below
1 Providing opportunities for each person to acquire a sense of per
sonal successful achievement in some activity or activities
2 Helping each person to feel secure in belonging to the school
or groups within the school
3 Making adequate provision for health safety and physical com
fort for each person
4 Making provisions for each person to have his rightful share in
use of facilities and equipment
5 Helping each person to share to the extent of his ability in plan
ning and carrying out plans for school administration operation
and management
6 Helping individuals and groups to consider needs of other indiv
iduals and groups and plan ways of protecting their opportunities
7 Helping individuals and groups to make evaluations of their plans
and activities
12 Ibid p Td f
13 Ibid p 81
200E Leading the group to make and put into operation a plan of action
At this point the group should decide upon the specific plan to put into
operation and upon committee organization to develop the details and the
steps to follow in getting the plan into action Committees may be or
ganized around each phase of the program such as providing for each
persons success in some activity helping each person feel secure in
belonging to a group etc
Another possible committee organization would be that of committees to
develop the program 1 for the elementary school 2 forthe high
school 3 for outofschool groups Undereither plan of organization
the committees should be responsible for reporting to the planning group
the development of detailed plans and progress in getting plans into
operation
In Chart II are some suggestions regarding the developmentof detailed
plans
201CHART II
GUIDE FOR DEVELOPING DETAILED PLANS FOR DEALING
WITH PROBLEMS OF SCHOOL LIVING
CO
8
Age Groups
05 6 12 13 17 18 25 Adult
Participating in a Encourage all a Same as 6 12
administration who live at
operation and school to con
management tribute suggestions
b c d Help individuals and groups participate in decisions made by group Help groups to make de c i s i ons affecting themselves A council may be organized to act in stated problems of administration operation and management and to advise in other problems b A council may be set up to act in certain more involved problems of administration operation and management to advise in others and to counsel with age 6 12 council
smmmMimmksm
CHAPTER XII
PLANNING AND DEVELOPING A PROGRAM FOR THE SCHOOL TO DEAL WITH THE
PROBLEMS ARISING BETWEEN INDIVIDUALS ORGANIZED GROUPS
AND GOVERNMENTS
Introduction

The history of America is the story of a rapidly shrinking world From a
society in which the individuals contacts were confined to the family group and
the immediate neighborhood has emerged a social order which must take into account
the interdependence of individuals groups and governments As the individual
matures and his social contacts extend beyond the home and the immediate neighbor
hood he faces such problems as the following
1 How can I as an individual establish satisfactory relationships with
individuals outside my immediate social groups
2 How can organized groups achieve their own purposes and at the same
time act for the good of society
5 How can government best serve individuals and organized groups and how
in turn can individuals and organizedgroups more actively participate
in and intelligently support local state and national government
4 How can the United States lend its efforts to working with other nations
in formulating international policies for the postwar period
The school if it purports to meet the individuals needs and to serve the cause
of democracy must accept the challenge itmust assume responsibility for help
ing its people recognize these and similar problems think through the problems
reflectively formulate intelligent plans and put the plans into action
This chapter contains suggestions that the school leader may use in working
with a school group in planning a program that will help the people solve their
problems in the area of secondary social relationships
Leading the Group to Think Through the Problems
I Leaders preliminary responsibilities
A Objective The leader should formulate a definite objective before attempt
ing to lead a group to think through the problem of planning a school pro
gram to help people with their problems of secondary social relationships
The objective might be to lead the planning group
2031 To recognize a need for a program to deal with problems arising
between individuals organized groups and governments and to want
to plan such a program
2 To formulate and express opinions as to what the school should do to
help deal with these problems
3 To test their opinions
4 To arrive at conclusions as to what the school program for dealing
with these problems should be
5 To provide for making and putting into operation a plan of action
B Members of the planning group
Various means may be employed as suggested in Chapter III for stimulating
the interest of people in the community and getting them to participate
in the planning program Personal contacts however in addition to other
methods will be necessary to reach certain key people Members might in
clude such key people as the following as well as other interested people
of the community 1 school superintendent 2 local members of the
county board of education 3 local trustees 4 principal 5 teachers
6 selected young people from highschool and outofschool youth
7 adults 8 county supervisor and 9 FT A members
C The meeting place Experience of school leaders has shown that a suitable
meeting place is very important in educational planning The leader should
refer to suggestions made in Chapter III
D Suggested informational materials and services
A selection from the following and other aids is essential in working
toward the leaders objective Careful examination of this suggested
list of aids will reveal that some of them might be used in one or both
of the steps getting the group into the problem and testing the opin
ions of members of the group
The data which can be provided ahead of time should be charted so that they
can be seen and studied by the whole group Data for some of the charts
and tables may be secured from books and bulletins listed in this section
1 Table Table I Georgia County Jail Commitments TenYear Period
19301939
2 Charts
a Chart I
Guide for Developing the Schools Program for Dealing
with Problems Arising between Individuals Organized
Groups and Governments
204b Chart
Chart III
d Chart IV
e Chart V
Provisions Made by Waters Avenue School Savannah
Georgia for Dealing With Problems Arising Between
Individuals Organized Groups and Governments
Provisions Made by the Schools of Oakland California
for Dealing ilfith Problems Between Individuals Organ
ized Groups and Governments
Provisions Made by X School for Dealing With Prob
lems Arising Between Individuals Organized Groups
and Governments
Guide for Developing Detailed Plans to Help People
Solve Problems Arising Between Individuals Organized
Groups and Governments
HSf
II
5 Books
a Department of Supervision and Curriculum Development Towards a
New Curriculum Washington D C National Education Asso
ciation 1944
b Educational Policies Commission The Unique Function of Education
in American Democracy Washington D C National Education
Association and American ssociation of School Administrators
1937
c Fourteenth Yearbook of Department of Superintendents The Social
Studies Curriculum Washington DC National Education
Association 1936
d Georgia Department of Public Jelfare Official Report for the
Fiscal Year July 1 193 9 to June 30 1940 Decatur CJeorgia
Bowen Press 1940
e Giles H H TeacherPupil Planning New York Harper and
Brothers 1941
f School Life in Midget Savannah Savannah Georgia Waters
Avenue Senoo 1 1939
g Wrinkle William L The New High School in the Making New York
American Book Company 1938
4 Consultants
For use of consultants see Chapter III
Procedure with the group
A Getting the group into the problem
1 The leader should ask some questions that will stimulate the group
205to think about the oroblem Suggested examples follow but the leader
should feel free to use others Some time should be given for the
reaction of the group to each question Opinions of members of the
group should be secured before the leader presents chart data
a Because of governmental regulations or regulations made by organ
ized groups we as individuals have to do some things which
do not seem directly beneficial to us What are some of these
things
Some responses to the question may be similar to the following
1 Pay income tax
2 Reduce cotton acreage
3 Raise the wages of laborers and reduce their working hours
4 Give up our jobs when the union strikes
b We conform to these regulations because we realize that often the
individuals wishes must be subordinated in order that the interests
of society may be protected There are people commonly called
criminals or delinquents who do not conform to these and other
governmental regulations What are some of the crimes for which
people have been convicted in our community
The following crimes may be among those mentioned
1 Larceny
2 Petty theft
3 Arson
4 Perjury
5 prostitution
6 Assault and battery
7 Disturbing public peace
8 Murder
The leader may present Table I to show the prevalence and trend
in the number of convicted violators of the lav in Georgia from
1930 1939
c What are some of the vays in which socalled lawabiding citizens
fail to conform to laws and government regulations
A list might include the following
1 Illegal purchase of alcoholic beverages
2 Misuse of public funds
3 Bribery buying votes
4 Misrepresentation of fact by newspapers
d If we participate in formulating government policies are we more
likely to conform to these policies
206TABLE I
O
3
GEORGIA COUNTY JAIL COMMITMENTS TENYEAR PERIOD 1930 1939
1930 1931 1932 1933 1934 1935 1936 1937 1938 1939
White men 21437 23507 22161 24220 24878 26358 27510 29900 27558 29599
White women 1534 1605 1552 1541 1598 1992 1963 2355 2112 1721
White boys 294 430 290 175 202 335 387 425 375 446
White girls 68 143 49 27 41 95 66 76 96 88
Total whites 23333 25685 24052 26063 26719 28780 29926 32756 30141 31854
Negro men 24781 25847 24731 24417 25826 27205 25284 26690 25927 26558
Negro women 3503 3600 3171 3147 3319 3844 4049 4585 4221 3881
Negro boys 384 502 418 182 309 493 399 462 540 520
Negro girls 61 129 46 30 52 61 64 73 65 133
Total Negroes 28729 30078 28366 27776 29506 31603 29796 31810 30753 31092
Unclassified 0 0 0 0 0 0 0 0 1007 6
Grand total 52062 55763 52418 53839 56225 60383 59722 64566 61901 69952
a Georgia Department of Public Welfare Official Report for the Fiscal Year July 1 1939 to June 30
1940 Decatur Georgia Bowen Press 1940 p 247Members of the group may be led to cite instances shewing that the
more intelligently people participate in formulating policies the
more willingly they conform to regulations
A discussion of these questions will probably lead the group to
conclude that intelligent participation in localstate and national
affairs and conformity to governmental regulations are major problems
with which the people of the community are faced
e Since intelligent participation in formulating governmental policies
and confqrming to governmental regulations are major problems with
which the people of the community are faced what other problems arise
between individuals organized groups and governments
I i
Problems similartp those that members of the group will probably
suggest are as follows j
1 Who can give me help for terracing my land
2 From what source can I get help to finance the building of my
home
3 How can we get better police protection
4 Why cant we have better school buses
5 Why has my income tax beenincreased
6 Whydoes the government allow newspapers to criticize its policies
so severely
1 Why cant we get federal aid for education
8 To what extent can we be independent of the National Government
in formulating local policies
9 Whydoes the Government try to control production
10 Yhy do cities have to help support county governments
ll What can our National Government do to keep from having another
war
12 Why is our use of the sea and air of international concern
13 Why cant we do abetter job of providing equal opportunities
for all races
14 Why do we have difficulty in supporting the Red Cross Community
Chest andother organizations
15 Should the school help people deal with these problems
The leader should secure a definite positive response from a
number of the members of the group
B Leading the members of the groupto express opinions as to the solution
of the problem
1 What should ithe school do to help individuals solve problems arising
between individuals organized groups and governments
The leadershould draw out the opinions of members of the group
and list them on the board Following is a list of suggestions
similar to those which might be made
208a It should help people use the services of the government more
b The school should try to get more peopleto vote
c It should help people to learn more about our government
d If it could show people why the government needs taxes people
would be more willing to pay them
e People need to know what rights they have
f People should learn about other countries
2 A chart similar to the one below may be used for studying each phase
of the program The leader may help the group to eliminate duplica
tions and may write a revised list of suggestions in column a
The other columns may be used to indicate the successive steps toward
reaching a solution Data may be written in or the column may be
checked as each step is taken
CHART I
GUIDE FOR DEVELOPING THE PROGRAM OF THE SCHOOL TO HELPPEOPLE SOLVE PROBLEMS
THAT ARISE BETWEEN INDIVIDUALS ORGANIZED CROUPS AND GOVERNMENT
Suggested programs
opinions
iO
What the
school
is doing
b
What other
schools
are doing
cT
What
authorities
recommend
737
What
the law
provides
e
Con
clusions
w
Action
plans
TiT
C Testing the opinions of the members of the group
1 What is the school now doing to help individuals solve problems
arising between individuals organized groups and governments
After the schools present program has been described and briefed
in column b of Chart I the suggested program should be evaluated
in terms of what the school is now doing It is possible that the
group will decide that their suggested program should be revised in
the light of what the school is now doing If so the additions
or changes should be made in column a
2 What are other schools doing to help people solve problems arising
between individuals organized groups and governments
2093
Members of the planning group should be encouraged to tell what
they know about what other schools are doing to help people solve
problems arising between individuals organized groups and govern
ments Contributions of the members of the group may be listed in
column c of Chart I After all suggestions have been made the
leader should contribute examples Suggested examples follow The
examples may be briefed and put on charts ahead of time to be used
while discussing what other schools are doing
What do authorities say the school should do to help people solve
problems arising between individuals organized groups and govern
ments
a Members of the group should be encouraged to report their know
ledge of opinions of authorities atthe point
b If the grouphas been led at a previous meeting to anticipate
the need for opinions of authorities a committee may have been
appointed to find out the opinion of authorities and report them
to the group If there is such a committee its report should be
presented
c The leader should have at hand some authoritative opinions to
use in supplementing contributions of the group Some or all
of the opinions that follow as well as others the leader might
select may be read summarized or briefed These opinions may
be put in column d of Chart Ialong with the Opinions from
authorities submitted by members of the group or may be charted
ahead of time for use in connection with column d
The suggested program shouldagain be tested by the group to
determine whether further changes should be made
l William L Wrinkle in The New High School in the Making
page 57 gives the following criteTia for the selection of
a problemfor studybyhighchop1 students
a It must be functional insofar as society is concerned
b It must be functional insofar as the student is concerned
c It must contain no material retained merely because of
tradition
d It must be so varied as to provide for the individual
differences of all students
e It must recognize that the student who plans to enter
his lifes work after graduation needs a different
training from that given the student going on to college
210CHART II
PROVISIONS MADE WATERS AVENUE SCHOOL SAVANNAH GEORGIA FOR
DEALING WITH PROBLEMS ARISING BETWEEN INDIVIDUALS
ORGANIZED GROUPS AND GOVERNMENTS1
Goals to be reached
Procedure used in working toward
goals
Results obtained
1 To promote desirable
group relationships
To provide many
varied activities
and experiences
in which pupils
would have a
responsible part in
planning executing
and judging
1 The teachers studied the idea of
pupilgovernment to understand
the idea of freedom on the
part of the pupils
2 Pupils drew up and adopted a
creed for planning and putting
into practice cooperation to
make better school citizens
3 Each homeroom was organized and
training in parliamentary pro
cedure was given andused
4Each homeroom elected repre
sentatives to a school council
The school in its organization
became a Midget Savannah
5 The duty of the council was to
encourage pupils to improve their
conduct in such a way as to pro
mote better groupliving
1 Pupils were
learning to
react in the
right way
2 Desirable habits
and tastes were
developed
Pupils learned
to have a quicker
command of the
fundamental pro
cesses to be
more worthy mem
bers of a group
to be able to
work with others
to know civic ob
ligations to
utilize their
leisure time and
to conform will
ingly to con
ventional stand
ards of be
havior
1 School Life inMidget Savannah Savannah Georgia
T9397 pp 7T5
Waters Avenue School
211CHART III
PROVISIONS MADE BY THE SCHOOLS OF OAKLAND CALIFORNIA FOR DEALING WITH
PROBLEMS BETWEEN INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS2
Goals to ber reached
Procedure used in working toward goals
Results obtained
1 To provide Hallo
ween fun for
all

2 To promote desir
able qualities of
citizenship skill
in group planning
cooperating in
carrying out a
community project
and concern for the
welfare of all
Community Halloween Committee decided
that private school church an4 club
parties were not taking care of all the
people
Street parties were thought to be most
successful
Planning for street parties was dpne
by neighborhood groups
Neighborhood planning groups included
representatives of service clubsmer
chant groups teachers studentsPTA
police and recreation department
Student groups worked on the problem
raising and discussing such questions
as i
1 Do young people have a right to
destroy property or injure people
2 Should Halloween fun be provided
for all
3 Are we willing to plan for recrea
tion and assume responsibility for
such a program
At committee meetings students made
suggestions based on class decisions
Recreation was
provided for all
age groups on
Halloween No
vandalism was
reported in the
neighborhood
Adults and children
had successful ex
perience in co
operative planning
2 Department of Supervision and Curriculum Development Towards a New Curriculum
Washington D C National Education Association 1944 p 47
212f It must offer students whose mental discipline is weak an
opportunityto enter wellorganized work until confidence
has beenestablished
g It must offer direct and planned training in the higher
mental processes necessary for life in which decisions are
not provided by an authoritatibn
h it must afford the student an opportunity to acquire the in
formation necessary for intelligent participation in democrat
ic procedures
2 The National Education Association Department of Superintendence
The Social Studies Curriculum Fourteenth Yearbook pages 5760
states
Now a true picture of communities states the nation and the
world shows many facts beyond dispute many opinions held by dif
ferent persons and groups an frequent clashes of opinions and
interestsHence we are compelled to bring into any true picture
of a community or a nation facts opinions differences of opin
ion and methods employed in settling differences of opinion
Not only do the social studies deal with debatable questions
they also deal with changing issues This element of change inv
olves emergency questions and problems The social studies if
realistic in conception cannot be confined to reciting past phases
traditions and events They must come to grips with new things
3 From Wrinkle The New High School in the Making page 51 coins the
following statements
a The school should volunteer leadership in community state
and national affairs In the determination of economic problems
the school should insist upon open discussion of issues on their
merit rather than on decision by prejudice
b Education can accomplish these ends by making provision for the
following functions l The school must offer the student ex
perience in democracy and its functions 2 the school must
give the student training in the thought process necessary for
constructive thinking and V3 the school must encourage the
student to value and acquire understanding rather than informa
tion
I
c Since every current issue is controversial teachers of the
new social studies are almost forced to deal with controversial
issues Of course a wise teacher will notabuse his position
by indoctrinating his students with his social political and
economic beliefs That would be transcending his rights but
he must insist upon freedom of open discussion he must insist
213upon having his students deal with social and economic reali
ties
4 The Educational Policies Commission The Unique Function of Educa
bion in American Democracy psge 68 says
Even in the most independent communities the impacts of national
economy are felt and the social studies which the schools teach
are of necessity deeply concerned with that economy The agelong
conflict between centralism and particularism between collective
interest and private interest has not closed and cannot be closed
but upon educational leadership devolves a certain responsibility
for keeping that conflict within the bounds of exact knowledge
good will and the democratic prooess and of contributing to the
formulation of wise end humane decisions
4 What does the law require the school to do to help people solve the
problems arising between individuals organized groups and governments
The leader should bring the major provisions of the law to the attention
of the group or have some member of the group to do so Column d
of Chart I may be used for briefing the legal provisions The suggested
program should be tested against the legal provisions and any changes or
additions the group decides on should be made in column a The major
provisions of the law follow
a The Georgia School Law requires that all schools of Georgia sustained
or in any manner supported by public funds shall give instruction
in the essentials of the United States Constitution and the Constitu
tion of Georgia including the study of and devotion to American In
stitutions and ideals
b The Georgia State Board of Education requires that the equivalent
of three units be given during four years of high school in the area
of performing the responsibilities of citizenship one unit of which
must be in American History and Government
fading the group to draw conclusions
If the suggested program column a has been tested in terms of what the
school is now doing what other schools are doing and what authorities
recommend and if suggested changes have been written into column a it
now becomes the groups proposed program for the school The leader should
take the suggestions in column a and with the help of the group develop
statements which describe the program in the school
The group may arrive at such a program as is briefly described below
1 Helping individuals and groups make the best use of governmental services
3 State Department of Education Georgia School Laws Atlanta Georgia State
Department of Education 1942 p 25
214msmstmgg
E
2 Leading people to give adequate support to governmental agencies
3 Helping people to become familiar with governmental protection of
their individual and group rights
4 Helping people to become able to understand and evaluate our govern
ments relationships with other governments
5 Preparing individuals for participation in formulating governmental
policies
6 Helping people to give adequate support to organized groups
7 Helping people and groups to make the best use of organized groups
8 Etc
Leading the group to make and to put into operation a plan of action
At this point the group should decide upon the specific plan to put into
operation and that committees should be organized to develop the details ana
the steps to follow in getting the plan into action Committees may be or
ganized around each activity such as use of governmental services participa
tion in government etc Another possible committee organization would be
that of committees to develop the program l for the elementary school
2 for the high school and 3 for outofschool groups Under either
plan of organization the committees should be responsible for reporting to
the planning group the development of detailed plans and progress in getting
plans into operation
In Chart V are some suggestions regarding the development of detailed plans

215CHART V
GUIDE FOR DEVELOPING DETAILED PLANS TO HELP PEOPLE SOLVE PROBLEMS
ARISING BETWEEN INDIVIDUALS ORGANIZED GROUPS AND GOVERNMENTS
Age Groups

05 6 12 years 13 18 years 18 25 years 1 Adult
1 Individual a Pupils may plan a Same as 612 a Collect make a Collect make
and group and make contacts b Same as 612 available and available and
use of govern with police fire c Same as 612 encourage use of encourage use
mental ser water traffic d Make use of information of information
vice mail and other census reports about and pro about and pro
personnel of gov and other gov cedures for us cedures for
ernmental ser ernmental pub ing governmental using govern
vice for purpose lications as services mental services
of learning ex sources of in
tent and na formation in
ture of service all appropriate problems in the
b Participate in program of the
lunchroom and im school
munisation pro
grams and study e Plan experien
these programs ces to bocome
as examples of familiar with
governmental public libraries
services parks etc
c Plan for individ f Plan for learn
ual and group use ing experiences
of services of with social sec
student govern urity and unem
ment ployment insur
i ance 1
11MM
CHAPTER XIII
PLANNING AND DEVELOPING A PROGRAM TO SOLVE
THE PROBLEMS OF EARNING A LIVING
Introduction
This country has progressed from what may be called the pioneer stage of
civilization to a stagethat is much more highly complex The pioneer conditions
of our civilization werecharacterized by l isolated communities 2 reckless
exploitation of natural resources 3 relatively simple occupations carried on
by single individuals or by very small groupsand 4 relatively primitive means
of communication
Under these conditions of isolation and of simple occupations carried on by
individuals or by very small goups of individuals occupational ability was
secured by absorption or by pickupmethods and vocational education in an
organized form did not exist because it was not needed
The increased complexity of our civilization has brought with it many social
and material implications The population of the country has increased tremen
dously Large production units have been developed There has beenan enormous
increase in the number of jobs Applications have been made of technical know
ledge and of scientific discoveries together with a corresponding further re
duction in the reckless exploitation of our natural resources There has been
on increase in ready moans of communication of transportation and of travel
whereby individuals instead of remaining in some isolated community migrate
more readily from one community to another There has also been a reversal in
the proportion of adults to children At the time of the first census in this
country there was one adult to every two individuals under eighteen years of
age There are now two adults to every individual under eighteen years of age
These and other conditions have brought about changes in customs and labor laws
to reduce adoloscont and apprentice labor and to increase the importance of the
schools meeting the occupational training needs of the adolescent age group
Under these presentday conditions it has become recognized that vocational
education is needed and must be furnished to conserve both natural and human re
sources
Leading the Group to Think Through the Problem
I Leaders preliminary responsibilities
A Objective Before attempting to lead a group to plan a school program
in earning a living the loader should have a definite objective This
unit is based on the assumption that his objective would be that of
leading the group
1
To become interested in and concerned with planning the schools
217program in earning a living
2 To express opinions regarding what the school should do about the
problems of earning a living
3 To test these opinions and to try out tentative conclusions
4 To draw conclusions
5 To make and to put into operation a plan of action
B Members of the planning group Experience of leaders in educational
planning has shown the ned of careful preliminary work in order to
secure the interest and participation of persons who can and should
assume responsibility for helping plan the school program The leader
is referred to Chapter III for suggestions as to how to organize plan
ning groups For this problem the group should include l school
superintendent 2 principals 3 members of boards of education and
trustees 4 instructional supervisor 5 visiting teacher 6 tea
chers 7 selected young people from high school and outofschool
youth 8 parents and other adults 9 civic club leaders lO
ministers and ll representatives from business industry farming
and homemaking
C The meeting place School Icadors have discovered through experience
that a suitable mooting place is very important in educational plan
ning The leader shouldsec to it that a desirable meeting place is
selected and made ready for each meeting Chapter III contains sug
gestions for providing a suitable mooting place and should be referred
to by tho leader
Suggested informational materials and services One sound principle
of educational planning is that it should be based on problems dis
covered through a study of factual data and that a program should be
agreed upon only after best practices have been explored and applied
to local conditions It is important therefore that the leader make
certain provisions prior to the planning meeting He should have
those factual data needed both for the discovery of the problem and
for testing the opinions of members of the group and consultants who
might be called in to report what other schools are doing and to recom
ment to the group what thelocal school might do to solve the problem
The data which can be provided ahead of time should be charted so that
they can bo seen andstudied by the whole planning group Books and
bulletins listed in this section contain information which should help
the leader to become more intelligent about the problemand which will
provide hie with data for some of the charts and tables
1 Tables
a
Tablo I Number and Percentage of Graduates Going to
Goorgia Colloges and Their Grades During tho
Freshman Year Hartwcll High School
218b
c
IAble III
Table III
d Table IV
e Table V
f Table VI
g Table VII
h Table VIII
i Table IX
5 Table X
k Table XI
1 Table XII
m Table XEILi
n Table XIV
0 Table XV
P Table XVI
q Table XVII
r Table XVIII
Loss of YTiitc Pupils Due to DropOut Emigra
tion etc Hart County 194044
Employed Workers in Hart County by Major Occu
pational Groups 1940
The Number and Percentage of Persons Engaged in
Various Occupation Groups in Community
1944
Place of Residence of Yfhite Persons Yfho Have
Left Their Parental Homes in Hart County 1944
Net Loss of Rural Farm Population Through
Migration or Deathfor Various Age Groups
Hart County 193040
Population Trends Hart County 192040
Population Trends for the Farm and Nonfarm
Groups by Race Hart County 193040
Trend in Age Distributi6n of Yihite Population
of Hart County 193040
Fertility Ratios Hart County 1930 and 1940
Changes in Type of Farming Hart County
192540
Trends in Number and Size of Farms Hart
County 192540
Trends in Number of Farm Operators by Tenure
and by Race Hart County 192540
A Comparison df the Farm andNonfarm Per
Capita Income in Georgia
Number of Persons Needed Annually for Occu
pational Replacement Hart County 1940
A Comparison of theNumber of Youth in Hart
County Reaching Adulthood Annually to the
Numberof Persons Needed for Employment Within
the County
Number and Percentage of Male Farm Youth
Neededfor Replacement in Farming in Hart
County 1940
Distribution of Persons by Occupation Groups
and Number of Now Workers Needed Each Year in
219the Toccor Area 1940
2 Cherts
a Chart I
b Chart II
e Chart III
Process of Developing the Schools Program to
Deal with Problems of Earning a Living
The Ovorall Program of Vocational Education
for Rural and Urban Communities
The Overall Program of Vocational Education
Provided by State Board of Education for Rural
and Urban Communities
3 Books pamphlets etc
b
d
e
f

Accredited High Schools of Georgia The Atlanta Georgia
Georgia High School Accrediting Commission published
annually
Adcrhold 0 C A Philosophy of Vocational Education in
Agriculture Bulletin of theUniversity of Georgia April
1940
Agriculture First Series Fifteenth Census of the United
States 19507 Washington DC Government Printing
Office 1931
Continuing Educational Opportunities Through Wisconsin Schools
of Vocational and Adult Education JIadison Wisconsin
The State Board of Vocational and Adult Education
Curriculum Guide for Homemaking Education Vocational
Division Atlanta Georgia State Department of Educa
tion Mimeographed February 1944
Georgia Educational Census for the County 1944
Georgia Homemaking Education Bulletin Vocational Division
Atlanta Georgia State Department of Education Ivlomco
graphed Scptembor 1944
Georgia State and People la Enriched by Expanding
Vocational Education Program Georgia Progress Athens
Georgia Agricultural and Industrial Development Board
October 1 1945
Got man A K and others Whither Agricultural Education
Dcs Iloincs Iowa lieridith Publishing Company 1938
Guides to Educational Planning for Vocational Education
Tallahassee Florida Southern States WorkConferoncc on
School Administrative Problems Mimeographed 1945
220k Hamlin Herbert McN and Charles W Sanford The Place of
Agriculture in the Secondary School Program University
High School Series No 2 Urbana Illinois University
of Illinois Vol 41 Ho 12 1943
Housing Second Series Sixteenth Census of the United
States940 Washington DC Government Printing
Office 1941
m Organizing State Programs of Vocational Education Talla
hassee Florida Southern States YirorkConference on School
Administrative Problems Mimeographed 1944
n Pioneering in Food Preservation Hew Dominion Series Ho 37
September 1943 Charlottesville Virginia Extension
Division University of Virginia
o
p
q
Population Georgia Second Series Fifteenth Census of the
United States 1930 Washington DC Government Print
ing Office 1931
Population Georgia Second Series Sixteenth Census of the
United States 19407 Washington DC Government Print
ing Office 19417
Program of Vocational Agriculture in Kentucky The Depart
ment oFEducation Vol XJIl No 8 October 1945
r Spafford Ivol A Functioning Program of Home Economics
New York JohnWiley and Sons 1940
s Starrak J A Problems of Beginning Farmers in Iowa
Research Bulletin 313 Ames Iowa Iowa State College of
Agriculture and Mechanic Arts 1943
t VocationalTechnical Training for Industrial Occupations
Report of the Consultingraining Vocational Division
BulletinHo 228 Washington DC Government Printing
Office 1944
4 Consultants
See Chapter III for use of consultants
II Procedure with the group
A Getting the group into the problem
Reflective thinking is possible only when individuals come to recognize
a problem and become concerned about its solution to such an extent
that they want to do something about it This process with a planning
group is spoken of as getting the group into the problem
221

Below are listed some means of getting the group into the problem of
considering the vocational training needs in the community These
suggestions are broadly representative The leaders approach may
differ in relation to the particular types of problems encountered and
in accordance with the vocational training needs In a strictly rural
community the approach will differ from that in an industrial community
1 The leader should ask some questions that will stimulate group
thinking Suggested examples follow Others may bo used For
each question some time should be given for the reaction of vari
ous members of the group Opinions of group members should be
obtained about a question prior to the presentation of pertinent
chart data
a Is there a difference in the everyday activities of teenage
boys and girls now as compared with those of your childhood
days it is assumed that the answer given by various mem
bers of the group vail be in the affirmative
b Tflhat are some of the differences in the ereryday activities
of teenage boys and girls now as compared with those of
your childhood days
The responses from members of the group may mclude state
ments that presentday youth are not called upon to assume
as many responsibilities as they once were and that they
now spend a larger percentage of their time in school
c Is your occupation today carried on in the same way that it
was carried on 30 or 40 years ago It is assumod that the
membors of the group vail answer this question in the nega
tive
d What arc the differences in the way your occupation is
carried on today as compared with the way it was carried on
30to 40 years ago
A generalization which doubtless might be reached from the
answers given will be that most occupationshave become more
complex requiring more use of planning and more technical
skills
c
Doos onthcjob experience alone provide sufficient training
to insuro success in most occupations It can bo assumed
that the answer to this question in most instances vail be
negative
f VJhy does onthojob experience notprovide sufficient train
ing to insuro success in most occupations
Some of the answers to this question vail probably include
statements about the gradually increasing complexities of
occupations the use of moro highly developed skills and
222techniques over increasing scientific developments affect
ing participation in occupations etc
g Should our school providevocational training to youth or
should vc expect our colleges to provide all such training
Perhaps in the beginning of the discussion of this problem
there will be a difference of opinion among members of the
group After this question has been discussed by various
members of the group but before interest in tho question
begins to lag the leader should present data for the school
or for the schools of the area similar to those in Table I
TABLE I
r
NUMBER AMD PERCENTAGE OF GRADUATES GOING TO GEORGIA
COLLEGES AND THEIR GRADES DURING THE FRESHMAN YEAR
KARTWELL HIGH SCHOOL1
Years
Number
graduates
Number enter
ing Georgia
colleges
Percentage Number Freshman Making
entering Geor
gia colleges A B C D EF
1924 39
1939 and 1940
177
266
40
226
4 63 106 65 28
17 20 9 3
Some member of the group might call attention to the fact
that all boys end girls of the community or county do not
even complete high school If this is not done the leader
might raise a question In regard to this fact and have the
group discuss it briofly before presenting data smiilar to
that contained in Table
1 The Accredited High Schools of Georgia Atlanta Georgia Georgia High
School Accrediting Commission
223TABLE II
LOSS OF YJHITE PUPILS DUE TO DROPOUT EMIGRATION
ETC HART COUNTY 1940442
Year
Grade
Number
1940 1944
Loss Percent loss
h What effect if any does the law which increases the age of
compulsory school attendance have on the schools responsi
bilities to these boys and girls who normally drop out of
school before completing high school
Answers to this question would probably include statements
that the schools program should be changed in such a way as
to meet more nearly the needs of boys and girls of the upper
school age group
i Does the school have any responsibility of training youth
for replacement in at least the major nonprofessional occu
pations of the community Why
This question should be discussed somewhat at length and
long enough for at least fairly general agreement It would
bo unfortunate however to have the planning group decide
that the school has no responsibility in this field simply
because the school could not now under present conditions
assume such responsibilities 3srly in the discussion of
this question the leader should see to it that the members
of the group know what tho major occupations of the com
munity arc Tables similar to Tables III andor IV may be
presented to the group
2 Superintendents Annual Roports 194044
224TABLE III
EMPLOYED WORKERS IN HART COUNTY BY MAJOR OCCUPATIONAL GROUPS
1940
Occupation
Male
Numbor employed
Percent
Fcmalo
Percent
Professional workers 80
Semiprofessional workers 5
Farmers and farmmanagers 2211
Proprietors managers and
officials nonfarm 131
Clerical sales etc 88
Craftsmen foremen etc 133
Operatives 142
Domestic service 14
Service not domestic 47
Farmlaborers wage 452
Farmlaborers unpaid family 536
Laborers nonfarm 76
Occupation not reported 38
Total
3953
20
1
559
33
22
34
36
4
12
114
136
19
10
1000
953
113 119
1 1
57 60
7 7
54 57
2 2
116 122
32 172
43 33
345 45
2 362
17 2
18
1000
3 U S Population Census 1940 Second Series Table 23
225iHiB
TABLE IV
THE NUMBER AND PERCENTAGE OF PERSONS ENGAGED IN VARIOUS OCCUPATION GROUPS
IN
COllOJNITY 1944
Oocupation group
Farming
Homeiaaking
Trades and industries
UnskilledLabor
Clerical
Distributive
Professional
Total
No employed
Percentage
4 Data can be secured from Georgia Educational Census Cards 1944
226After the major occupations of the community have been determined the
leader should have success stories ready to tell the group of haw other
schools have been assuming the responsibility of training youth for re
placement in the major nonprofessional occupations of the community
Below are examples of stories which might be used by the leader
l F F A Members Push Dairying in Monroe County
Forsyth Georgia February 4 1946 The members of the
Future Farmers of America Chapter of the Mary Persons High
School are doing thoir bit to make Monroe County one of the
loading dairying counties in the state 23 of the members
nowowning 93 fine head of dairy cows calves and heifers
These boys realized a profit of 632289 from tho whole
milk sold to commercial creameries in 1945 In addition
they made a profit of 804 in increased values on nonmilk
producing cattle War bonds better dairy cattle and home
improvements have claimed these cash profits They have
recently bought 28 heads of registered dairy cattle
A large amount of the feed for the cattle was produced by
those boys on their home farms They improved 272 acres of
permanent pasture land last year having won first second
third and fourth places in the pasture improvement contest
in this vocational district of the state in 1945 This
district comprises about onefourth of the state
They have accomplished much not only as a group but also
as individuals Ben Spear Jr was chosen Star Georgia
Planter for 1945 at the FFA meeting in Macon The regis
tered Guernsey heifer of Larry Bush won the place as
grand champion of the recent FFA dairy show Other top
ranking FFA dairymen are Billy Bennett who produced 62400
pounds of whole milk last year at a profit of 378580
William Johnson produced 27625 pounds Dick Von Seeburg
27868 pounds Bon Spear Jr 15270 pounds Harold
Benson 12 495 pounds Cliff Evans 26586 Charles
Waldrop 7300 and Bartow Potts 5195 pounds
The leader of the FFA group and head of the vocational
department of Mary Persons High School is W R Mosley
University of Georgia graduate Judge G 0 Persons
judge of the Flint circuit and Horace Newton mill owner
and prominent businessman are vitallyinterested in en
couraging the work of the group and were sponsors of the
recent FFA show
5 The Atlanta Constitution
227huh
jmm
2 Fort Valley High Girls Study Homemaking Art
Fort Valley Georgia November 9 1945 I shall learn
democracys meaning The value that comes from different
peoplesdifferent in origin strength contributions
With these words bo gins the creed of one of the state s
newest organizations for high school girls the Future
Homemakers of Georgia
Last term the girls in tk Fort Valley High School home
economics classes as a gesture of good will toward Russian
youngsters of their own age spent many hours sewing neat
woolen skirts for distribution in devastated sections of
the uV S 5 R
Now as fullfledged members of the Future Homemakers As
sociation they are cooperating with the United Nations
Rehabilitation Administration by canning foods for the
hungry peoples of Europe Already they have peeled packed
and put up 100 cans of sweet potatoes And they have un
dertaken to collect canned goods from all sections of Peach
County for shipment abroad as recommended by their state
executivo council as one of their projects for 194546
Under the friendly guidance of MissBeth Duncan who has
been the home economics instructor at Fort Valley High
School for three years the club has grown to a membership
of 50 Freshman members are to be initiated on Future
Homemakers Day a social event of real importance in the
school year Meetings are held once a month
Parents in Peach County have welcomed the organisation of
the homemakers group in that it stresses the wholesome
everyday activities that eventually dominate the average
girls life Subtly woven into the programs which are
generally arranged by the girls thcmsolyes arc lessons
in citizenship behavior and cooperatiyeness as well as
in the technique of many daily tasks Monumaking cos
tume designing intcripr decorations become a challenge
rather than a series of chores There are interesting
statcwide competitions to point up youths natural desire
to excel
Recently elected officers of the FortValley FHA arc
Madeline Hall president Norma Young vicopresident
Gcraldinc Hopkins secretary Joanne Johnson treasurer
Lucillo Swearingen parliamentarian Connio Hall reporter
Betty Vtfilliams historian and Joan Barficld song leader
6 The Atlanta Journal
228Norma Young is also chairman of the southwest district
organizations program committee
A Halloween carnival sponsored by the Fort Valley girls
yielded sufficient funds to give them a start on a project
that is close to their hearts the complete furnishing of
a living room as a part of the home economics equipment
Here moals cooked in the food department vail be served
in style experiments in interior decoration tried out end
demonstrations given in etiquette They feel that working
with this little homo within the school will teach them
a great deal about the meaning of their Homemakcrs Creed
which goes on
I shall value justicehigh couragetruthfair play
coopcrativcncssfor these are the touchstones of democracy
I shell know democracy has its roots in family living
that if it is to be achieved in our nation and in the
world wo must first achieve it in our homes
I shall moke my home a place of trust and confidence and
lovethe soil in which democracy grows
I shall seek with steady purpose these goals of the Future
Homcmakcrs of America
j To what extent are our boys end girls on reaching employment
age leaving our county for employment
Opinions on this question should bo obtained from several
members of the group After these opinions are in charts
containing data similar to those contained in Table V andor
Table VI should be presented to the group
TABLE V
PLACE OF RESIDENCE OF 17EITE PERSONS
TflHO HAVE LEFT THEIR PARENTAL HOLES IN HART COUNTY
Not Including Those in Military Service
1944
Place of residence
Percent
In Hart County
Outside Hart County
In Georgia
Outside Georgia
Atlanta Metropolitan Area
Rural counties of Georgia excluding Hart
2845
7155
6330
3670
1608
515
7 These percentages were calculated only on those reporting place of residence
Educational Census 1944 and represents a total of 485 cases
229mrmTwrramrraiTOgaMia
TABLE VI
NET LOSS OF RURAL FARM POPULATION THROUGH MIGRATION OR DEATH
FOR VARIOUS AGE GROUPS HART COUNTY 193C409 and 9

1930 1940 Loss Percent loss
Age Number Age Number 19301940 19301940
Under 5 1521
5 9 1483
Under 5 1615 10 14 1560 55 341
59 1876 15 19 1653 223 1189
10 14 1794 20 24 1313 481 2681
15 19 1684 25 29 958 726 4311
20 24 1133 30 34 732 401 3539
25 29 788 35 39 692 96 1218
30 34 728 40 44 641 87 1195
Total 9618 7549 2069 2151
After the members of the group have considered the informa
tion that has been presented the leader should be in position
to determine the interest of the members of the group in one
phase of the problem of providing training in earning a liv
ing by raising such a question ass
k Should our school do anything to help these boys and girls
to become more employable wherever they go for employment
The overall answer to the question should be in the affirna
tive if the leader is to be very successful in leading mem
bers of the planning group to consider seriously the problem
of providing training for earning a living for the inschool
youth of the community
This question should first be asked of members oftho group
who are still in school and then taken to the adultmembers
of tho planning group
8 IJS Population Census 1950 Second Scries Table 14
9 US Population Census 1940 Second Series Table 27
2301 Do adults of the community have any occupational problems
f
2
m
Members of the planning group might be surveyed for an
answer to this question particularly those members who are
not engaged in the profession and are engaged in one of the
common occupations of the community as revealed in Table III
andor Table IV It can bo assumed that most planning group
members will indicate that they do have occupational prob
lems t
If we had the kind of school you would like to have could
the school help individuals to deal with some of these occu
pational problems
In the discussion of this question the leader should havo
success stories ready to toll of how other schools havo
helped their people to deal intelligently with these prob
lems In a rural county whore farming and homemaking aro
chief occupations the film Georgia Schools Go to the Farm
might be shown Preceding the showing of tho film however
the leader should call attention to the kinds of things which
the members of the group should take special notice of in tho
picture
At this point the leader should summarize the discussion on this
problem up to this point This summary however should not be
so detailed that it is practically a repetition of the preceding
discussion
3 Having given the group an opportunity to grasp the significant
points of the discussion up to this time and having found suffi
cient interest to warrant leading the group to think through the
problems the leader might raise the question Do you think the
school should plan or replan if the school is already doing
something about the problem a program to deal with the problems
of earning a living in tho community it is assumed that the
above question will be answered in the affirmative
B Leading the members of the group to express opinions as to the solution
of the problem
1 Ytfhat kind of vocational program should the school provide to meet
the needs of the people of the community
The leader should draw out opinions of group members as to the
kinds of vocational training that ought to be provided in the
school Opinions should be had of various members of the group
beginning with those who exhibit strong interest After this
interest has spread through the class the leader should observe
no fixed order in calling upon individuals
As the various opinions are expressed they might be listed on
the blackboard The leader should make no attempt to get the
231
proposals evaluated In fact the leader should urge group members
to withhold evaluations at this stage of planning The source of
each opinionshould not be recorded but should be kept in mind as
far as possible by theleader
Opinions orsuggestions of members of planning groups will vary
in accordance with the community needs and the thinking of the
individuals Furthermore in some cases especially when only a
few suggestions have been made the loader should offer still
other suggestions which the group members have not mentioned
The leaderhowever should avoid the practice ofmaking special
effort to got the group at this stage of planning to suggest
what he considers to be a perfect program Additions or elimi
nations may be madoduring the testing step of the planning
process Below Is a list of opinions or suggestions which
might bo made in a semirural community
a
b
c
d
Teach girls how to sew cook etc
Help individuals to learn how to make things for themselves
in a school shop
Help boys to learn how to farm better than their fathers are
farming so that they might be induced to stay in the commun
ity as farmers
Provide opportunities for shop training for adults so that
they might make items of furniture chicken brooders trail
ers etc
e Prepare individuals for clerical work by teaching typing
shorthand bookkeeping etc
f Help adult farmers to bo better farmers
g Prepare individuals fcr the mechanical trades
h Establish a canning plant in the community to help the people
in the community to can more food for home consumption
i Train boys and girls in selling goods
3 Etc
2 A plan such as is suggested in Chart I might be used as a guide
iii leading a planning group to think systematically through the
problem ofproviding avocational training program for the
community The leadermight help the group to eliminate dupli
cations in the suggestions given by members of the group and
rewrite the revised suggestions in column a of Chart I The
other columns may be used to indicate the successive steps toward
reaching a solution to the problem Data maybe written in or
the column may be checked as each step is taken
232CHART I
PROCESS OF DEVELOPING THE SCHOOL PROGRAM TO DEAL VITE PROBLEMS OF EARNING A LIVING
a b c d e f h
Suggested program ooinions Yftiat we are now doing Yhat other schools are doing Yihat State Board of Education provides What the law provides What expers recommend Conclusions Action Plans

Testing the opinions of members of the group
Here the leader should be concerned with getting the group to evaluate
the several suggested programs with factual data and expert opinions
1 Yftiat special factual data should be considered by the group in
establishing a vocational training program in the community
The kinds and amount of factual data to use in this evaluation
will depend on the kind of community for which the planning is
being done For example in a strictly rural community the plan
ning group should pay a great deal of attention to facts regard
ing farming and the changes talcing place in farming that affect
farm employment in the country and community In an industrial
community less attention would be given to farm facts than in the
rural community but more would be given to industrial occupations
and the changes taking place in those occupations to affect em
ployment opportunities and problems
Below are given type data which might be used in evaluating the
several programs suggested by the group All or some of these
data might bo used as well as others for which the leader may
see a need
235
From time to tine as those special factual data aro do alt vith
tho loader should see to it that members of the group have
opportunities to revise their suggestions or opinions as to the
kind of program in earning a living the school should provide
and that the revisions arc written into Column a of Chart I
a VJhat arc thepopulation trends in the County In dotoriain
ing the size of the task of providing a program of vocational
education for the oommunity or county it is important to
discover the trends talcing place in the total number of
people in the county and in the relative numbers of whites
and of ITegroes in the county A chart containing data
similar to those in Table VII may be presented after the
group has been led to realize the importance of population
trends and has expressed opinions regarding these trends
TABLE VII
POPULATION TRENDS HART COUNTY
19201940
Number Increase or decrease 1930 1940
1920u 1930 1940 Number Percent
TOiite 12320 11281 11551 270 24
Negro 5624 3893 3961 68 t 17
Total 17944 m 15174 15512 338 t 22
b VJhat are the population trends for the farm and nonfarm
groups of the county
After the leader has led the group to recognize tho
importance of examining the population trends of the farm
and nonfarm groups in tho county and after opinions of
overall changes have been expresseddata of tho follow
ing typo may be presented

a ill ill Population Census 1950 Second Series Georgia Table 13
b Uj Sj Population Census 1940 Second Scrips Georgia Table 21
234TABLE VIII
POPULATION TRENDSFOR THE FARM AND NONFARM
GROUPS BY RACE HART COMITY
1930 1940
Classification
of
population
1930
Rural Farm 12912
W
w
9668 j 3244
1940l
13000
i N
Percent increase
or decrease
W
9728
3272
8
6
N
9
Rural Nonfarm 2262
1613
649 2512
1823j 689 1111 136
62
Urban
i
Total
15174 i 11281 i 3893 1551211551 j 39611 22 24
18
What are the trends in age distribution of the white
population of the county
In many counties significant changes are taking place in the
different age groups which have an influence on programs to
be planned in vocational education for the county and commun
ity Negro planning groups should consider the trend in the
age distribution of the Negro population of the county
The group should be led to consider facts of the following
type for the county
TABLE IX
TREND IN AGE DISTRIBUTION OF YffllTE POPULATION OF HART COUNTY
1930 1940
10
1930 1940 EoSoTgaiil 19301940
Age Number Percent Number Percent Number Percent
019 5803 515 5141 445 662 114
20 44 3526 313 i 4020 348 494 t 140
45 and over 1941 172 2390 I 207 449 t 231
Total 11270 1000 i 11551 1000 281 249
a U S Population Census 1930 Second Series Georgia Tables 14 15 16
Hi ill Population Census 1940 Second Series Georgia Tables 26 27 30 etc
10 U S Population Census 1940 Second Series Georgia Table 22
235d Vvhat are the fertility ratios of the different population
groups and what changes have taken place in fertility ratios
since 1930
A study of the fertility ratios for the different population
groups and the changes taking place in fertility ratios may
help to explain some of the population changes taking place
in the county
TABLE a
FERTILITY PATIOS HART COUNTY
1930 and 1940
Classification Fertility ratio r
of i930a
population Total White Negro Total Ihite Negro
Rural farm 697 652 832
Rural nonfarm 375 376 373
Urban r
Total 738 757 683 632 599 727
e To what extent are boys and girls reared in the county
leaving the oqunty for employment
This matter may have been discussed in getting the group in
to the problem and facts similar to those contained in Table
V may have been considered at that time If hot and if they
are available they should be carefully analyzed by the group
at this time
f What loss of farm youth Is being sustained through migration
7 or death for various age groups of the county
The leader might have dealt with the loss of farm youth in
getting the group into this problem if so the facts in
Table VI may bo reviewed If not a careful analysis should
now be made of the data in Table VI
g TOiat changes arc taking placein the type of farming in the
county


U Population Census 1930 Second SerieVGeorgia Table 11
b U S Population Census 1940 Second Series Georgia Tables 25 2727a
30 and 30a
236 In a community where fanning is one of the important occu
pations consideration should be given to possible changos
inthe type of farming With changes in the type of farming
may come changes in amount and kind of labor and in the ed
ucational needs of the farmers and the farm family In
counties where there is found to be a significant loss of
youth from the county these data may help to explain why
such losses are sustained particularly if less labor is
needed for the incoming type of farms
After opinions have been expressed by group members as to
the changes taking place in the type of farming in the com
munity tho following kinds of data for the county should be
presented by the loader
TABLE XL
CHANGES IN TYPE OF FARMING
HART COUNTY
1925194011
A ACREAGE OF SELECTED CROPS
Item 1925 1930 1935 1940
Cotton 38208 43056 28818 27743
All hay 1463 671 5283 4165
Corn 21705 16581 24735 22485
All oats 5975 r 6339 5218 12210
Yinter wheat 2519 1154 5114 5662
B NUMBER OF SELECTED CLASSES OF LIVESTOCK
Chickens raised 178172 164131 176700 217426
Cows milked 2949 2465 3346 2808
Hogs end pigs all ages 1619 3801 3609
Cattle kept mainly for beef 30 285
Hi ill Agriculture Census Georgia First Series Tables IV and V
237
h What changes are taking place in the number and size of
farms in the county
Where farming is one of
the important occupations the trends
in the number and size of farms should be studied In many
counties where a tremendous loss of farm youth is discovered
as that found in Table VI there is also found to be a size
able decrease in the number of farms and a corresponding in
crease in the size of farms which may help to explain the
reason for or tho result of the loss of youth
After opinions as to the number and size of farms have been
given by members of the group data similar to that in
Table XII should be presented for analysis
TABLE XII
TRENDS IK NUMBER AND SIZE OF FARMS
HART COUNTY
1925194012 and 13
Year
Item 1925 1930 1935 1940
Number of farms 2882 2593 2549 2308
Average size of farm 452 520 601 647
i What changes are taking place in the tenure and race of the
farmers of the county
Changes in tenure and raoe of farmers in a community or
county may be very importantin planning aprogram of
vocational education for the community These changes
might have been rapid enough to have caused the members of
the group to realize such changes At least they should be
encouraged to speculate as to what changes are taking place
in overall tenure and race of the farmers ofthecounty
and community before presenting actual factslike those
shownin Table XIII
12 Hi l Agriculture Census 1930 Georgia First Series Table 1
13 Uj S Agriculture Census 1940 Georgia First Series Table 1
238TABLE XIII
TRENDS IN THE NUMBER OF FARM OPERATORS BY
TENURE AND BY RACE HART COUNTY
1925 194014 and 15
Tenure
Owners
1925
N
631
38
19J0
W I N
573 42
4
1935
W
TT
4
W
669 38
Percent
1940 increase or
N j decrease 192540
F 216
W
50 2i9
Renters
782
170
620 I 138
786 i139 712 i 126
90
259
j
502 1 305
Croppers
731
530
788
432
557 I360
313
425
Total
T ot al
W and
2144
738 1981
N
2882
612
2012 j 537 i 1827 481
2593
2549
2308
148
348
199
How does farm income compare with nonfarm income in Georgia
One of the main reasons for youth leaving the farms of the
community may be the low farm income in comparison with that
of persons in other occupations
After opinions of members of the group have been expressed
as to the difference in farm and nonfarm income the
foliowing tablemay be presented
TABLE XEV
A COMPARISON OF THE FARM AND NONFARM PERCAPITA
INCOME IN GEORGIA
Nonfarm population
53200
26700
Year
Item 1920 1935 i j 1940
Farm population 114700 13600 1 i 1 112202
I t
1i it Agriculture Census 1930 Georgia First Series Table I
15 Rl 1l Agriculture Census 1940 Georgia First Series Table II
239HWBmm
Then the following type of data for the county should be
presented
TABLE XT
NUMBER OF PERSONS NEEDED ANNUALLY FOR OCCUPATIONAL
REPLACEMENT HART COUNTY1940
x
Occupational group
Years of jNumber of persons in Average number persons
Operative occupation needed to enter
Life i occupation each year
Estimated I Male Female TTaTe Female
Farmersand farm
managers
Trades and industry
Business and dist
occupations
45
25
2211
243
lll
Teaching elem
HS
Other professions
25
Eomemaking
Totals
40
29
43
57
491
103
88
97
26
31
17
3487
2819 14014
778
13
41
GO
12
872
1142
m How many individuals in the county are reaching employment
age each year and how many of them are needed for employment
within the county
a U jS Population Census 1940 Second Series Georgia Table 23
b Arrived at through research at the University of Georgia
c Includes coal mining crude petroleum other mines and quarries construction
and all kinds of manufacturing
d Includes railroads and railway express trucking service other transporta
tion communication utilities wholesale trade food stores eating and drinking
places motor vehicles and accessories retail filling stations other retail
trade finance insurance real estate automobileservices business and repair
services domestic service hotels and lodging places laundry services miscel
laneous personal services and amusement recreation and related services
e Hi JlL Housing Census 1940 Second Series Georgia Table 22
f Actual number if different individuals in occupations is less than 4014
because there is considerable amount of overlapping Many women are homemakors
and carry on onothcr occupation at the same time
240Hjtfeafewiifr1 wmm
After members of the group have been led to realize the
importance of these facts in planning a program of vocational
education the leader should have members formulate opinions
as to what percentage of boys and girls as they reach adult
hood can find employment within the county Expressions of
these opinions should be had from a few members of the group
before data of the following type for the county are present
ed
TABLE XTI
A COMPARISON OF THE NUMBER OF YOUTH IN HART CCXJNTYREACHING
ADULTHOOD ANNUALLY TO THE NUMBER OF PERSONS NEEDED FOR
EMPLOYMENT WITHIN THE COUNTY
Sex Number of 1524 in youth L940a Number youth reaching adulthood in 1940 Ave Number need employment 1940 Ave ed in for Surplus in 1940 1 youth Ave
Numb e rPe rc ent
Male 1740 174 78 96 552
Female 1704 170 114b 1 56 329
n
TNhat number and percentage of the male farm youth of the
county are needed for farming in the county
Studios reveal that farmers arc generally farm reared and
that seldom do boys reared in nonfarm homes become farmers
Table XJ1I shows one way of organizing the facts for a plan
ning groups consideration of the number and percentage of
farm boys needed for farming
After the group has been led to think about this matter and
to become curious about tho facts the following type table
for the county might be presented
a Hi lL Population Census 1940 Second Series Georgia Table 22
b Doubtless the actual number needed for employment was much less the
114
because there is much overlapping in the number of women employed in the differ
ent occupations A woman may be a homemaker and at the same time carry on an
occupation away from home Therefore the number and percentage of surplus
females should be greater than those figures given in this table
241
Hmfflfflnfl
TABLE XTII
NUMBER AND PERCENTAGE OF MALE FARM YOUTH DEEDED FOR REPLACEMENT III
FARMING IN HART COUNTY i
1940
l Number 15 24 in 1940 Number reaching adulthood annually Number needed Surplus
Group in farm replacementa Number Percent
Kale farm youth rrr 1530 153 50 103 673
How many persons are employed in the various occupation
groups in the area and what number of replacements are
needed in each
It is important to pay attention to employment opportunities
in the county as well as in the area of which the county is
a part The Education Panel at the University of Georgia
has organized certain data for Georgia counties around 23
trade areas The following table contains data regarding
the number of people employed in the various occupation
groups as well as the replacement needs rof each for the
Toccoa area which includes Hart County Data for other
areas of Georgia may be procured from tho Education Panel
upon request and by designating the county for which in
formation is desired
a Based on 2268 farmers in county in 1940 with an average operative life
of 45 years arrived at through research at University of Georgia
242TABLE XVIII
DISTRIBUTION OF PERSONS BY OCCUPATION GROUPS
AND NUMBER OP NEW WORKERS NEEDED
EACH YEAR IN THE TCOCOA AREA
1940
1 Occupation Years of or joperative occupation group life iestimated Number of persons in occupation Total persons needed each year to enter occupation j
Male Female
Farm operators 45 6856 188 1565
Mining 25 38 31 28
j Manufacturing j 25 1783 889 1069
i i i Sawmills and planing mills 25 291 3 118
1 Craftsmen and kindred workers 30 1230 22 417 I
Automobile repair ard storage 25 109 4 45
Repair services except automobile 25 60 1 24
i Printing 30 35 10 15
Transportation and communication 30 496 30 175
Wholesale and retail trade 20 1 1332 250 791
Finance insurance and real estate i 30 I 68 31 33
The professions 25 337 278 246
Teaching High School and Elementary 11 132 399 483
Domestic and personal j service 30 j 206 1063 423
Homemakers 40 i i m 13399 3350
a With two exceptions the years of operative life in the various occupations
were obtained from materials prepared by Dr Ralph Woods Director of Vocational
Education Frankfort Kentucky for use in the Southern States Work Conference
1945 The Years ofOperative Life of farm operators and teachers were arrived
at through research at the University of Georgia
243 Jr
wir vaw Iwfeaarg

2 What other factual data should be considered by the group in
establishing a vocational training program in the community
a What is our school now doing to deal vrith the problems of
earning a living
The schools present program in earning a living might be
described by the leader or by one or more designated members
of the group The report or reports should reveal to tho
other members of the planning group the kinds of training
provided the age group reached the number reached in each
age group the methods usod with each age group the overall
rosults obtained and other pertinent facts This descrip
tion of the schools present program might bo briefed in
column b of Chart I If the group should decide that tho
previously suggested program ought to be changed in the
light ofwhat the school is now doing the changes should bo
rocorded in column a of Chart I
b What are other schools doing to deal with the probloms of
earning a living
The proposals madeby group members may be tested by what
other schools with good programs are doing Ways of carry
ing out this phase of planning are given below As each of
these methods is carried out the reports may be briefed in
column c of Chart I After the reports are all in the
leader should determine whether or not the group chooses to
revise its proposals in column a If so the revisions
should be made
1 A committee from the group may be delegated to visit
other schools and communities with good programs in the
proposed field of vocational education and make a re
port to the group at a later meeting On these visits
the members of the committee should alort themselves to
discover and report the kinds of training provided the
age groups reached the number reached in each age
group the methods usod with each age group tho over
all results obtained and other pertinent facts
2 The leader or a committee may report on what has been
written in bulletins or magazines about what schools
have been doing to deal with the problems of earning a
living The material below may furnish the basis of a
report to the group
a GeorgiaState and PeopleIs Enriched by Expand
ing Vocational Education Program Georgia Progress
Athqns Georgia Agricultural and Industrial
development Board October 1 1945
244Vocational Agriculture
Approximately 400 rural Georgia high schools
have departments of vocational agriculture the
programs of which are built around the problems of
farm people living within the area served by the
school Practical training based on individual
needs is provided for inschool and outofschool
youth and adults
The inschool group is composed of farm boys
who are given organized daily classroom and onthe
job instruction Each boy as a part of his train
ing program carries out home projects such as
livestock production feed production soil conser
vation and home improvements More than 25000
such home projects are now being conducted by
Georgia boys They are learning by doing under
the guidance of agricultural teachers
As a boy progresses in the training program
he incroases his investment in farming through
earnings from his home projects Many of those
boys by the time they complete high school have
accumulated enough to be partially or fully estab
lished in farming
All boys enrolled in vocational classes are
eligible to become members of the Future Farmers
of America Here they elect their officers pre
side over meetings and plan programs of activities
Teachers of vocational agriculture serve as local
advisers Local chapters have been active in
purchasing and selling war bonds collecting sur
plus metal scrap paper rags etc in addition
to the production of food as a part of the super
visory practice program
The training program for outofschool youth
and adults deals with individual and community
problems Farmers are organized into groups to
discuss and study their problems Last year more
than 1000 such study groups were organized and
over 30000 farmers were given systematic instruc
tion relating to their specific problems It is
the philosophy of the agricultural teacher that
his teaching is not complete until the job on which
instruction is given is done on the farm pf the in
dividual Agricultural teachers also recognize the
fact that if their teaching is to be effective
they must not only deal with what to do and how to
do but also sop that facilities are availabTcwith
which to do
245HIHHHHH
As a result of this philosophy thcro arc in
Georgia 442 school owned and operated community
canning plants more than any other state in the
nation approximately 400 community farm shops
usod both for instruction and for the repair and
construction of farm and homo equipment and appli
ances 34 dehydrators of 50buchel capacity each
12 freezer locker and meat curing plants 32 fence
post treating plants 12 potato curing plants
several hundred levels for running terrace lines
dozens of seed treating outfits many egg incuba
tors and other instructional and service facili
ties
Georgias school community food conservation
program is receiving national and international
recognition In the last three years delegates
from 17 states and two foreign countries have
visited Georgia to study this program More than
twothirds of the states have followed Georgias
lead in establishing similar facilities as a part
of their vocational education program
Last year 81644 Georgia families comprising
about 400000 people used the school community
panning plant facilities of the State Several
thousand more used the freezerlocker and dehyd
rating plants Even greater numbers are using
these facilities this year
Tfltien such equipment is available on a commun
ity level vocational teachers will have a greater
opportunity to serve rural people in a functional
educational program The people come together and
not only make decisions on what should bo done
but the teacher follows through until the fanner
has provided himself with a yearround food supply
Farm shops most of which are well equipped
are operated as a part of the school program for
both insohool and outofschool groups High
school boys enrolled in vocational agriculture are
taught certain skills and the use of hand tools
They learn to construct and repair farm equipment
Adult farmers attend classes to learn skills to
make articles needed around the farm and to repair
their own farm equipment Last year 50144 farmers
repaired farm tools and implements in school shops
under the supervision and guidance of agriculture
teachers They repaired 55167 tools implements
and machines and made 31777 items of equipment
to be used on the farm Many farmers have said
that had it not been for the farm repair program
246they could not have successfully carried on their
farming operations They could not purchase now
equipment and blacksmiths were not available to
keep tools in proper repair
Plans already approved by the Veterans Educa
tion Council will provide practical farmertraining
programs for World War II veterans Veterans may
remain at home carry on their farming operations
and attend school parttime Each veteran will
study the jobs andproblems he faces in developing
and carrying on his individual farming program
Komemaking Education
Increasing emphasis is being placed in Georgia
on the fact that training for homemaking should not
be left to chance but should be provided through
public education Homemaking education is prepara
tion for the responsibilities of homemaking in
cluding provision of food for the family selection
care and making of clothing care and guidance of
children selection furnishing and care of the
home selection and use of home equipment home
care of the sink and maintenance of satisfactory
family relat i onships
Homemaking teachers carry on both inschool
and outofschool programs Women as well as
girls receive instruction which is built around
real home problems Pupils carry on home project
programs which parallel class instruction Tea
chers visit the pupils both girls and women in
their homes and give further individualized in
struction and supervision in connection with these
projects
For the year ending June 30 1945 there were
492 departments of vocational homemaking in Georgia
high schools with 512 teachers All counties in
Georgia except eight have from one to seven depart
ments The total enrollment in both inschool and
outofschool classes was 59261 This is a gain
which has resulted largely from the increased num
ber of teachers employed for 12 months and from
the interest in wartime homemaking problems
Georgia ranks third among the states in this phase
of education During the past year 248 homemaking
teachers were employed on a 12 months basis and
264 on a nine months basis The extended term
makes it possible for teachers to become more
familiar with the problems and people in a community
and to offer instruction in homemaking to more
247individuals
A total of 27165 high school pupils was en
rolled in vocational homemaking classes last year
0 these 882 were boys These pupils completed
88346 home projects of which 20422 dealt with
family clothing problems 14799 with preservation
of food for the family 11522 with home improve
ment and 3325 with care and guidance of child
ren Homemaking teachers made 45927 visits to
homes of pupils to supervise home projects and to
give onthejob individualized instruction in
homemaking to girls and women
Girls enrolled in high school vocational home
making classes last year made 62246 garments in
clothing classes valued at approximately 0210000
They repaired or renovated 24631 garments for
themselves and their families
Homemaking teachers have promoted nutrition
education throughout the school A total of 333
teachers gave full or parttime supervision to the
school lunch program last year 108 taught nutri
tion classes to boys 72 taught nutrition classes
to elementary teachers and 192 gave consultant
service to other teachers concerning nutrition in
the elementary or high school grades A total of
1018 nutrition exhibits was arranged by honomak
ing teachers in school halls lunch rooms and
store windows
Enrollment in adult classes in homemaking has
more than doubled during the past two years The
total for the past year vas 32096
Vocational homemaking teachers and pupils have
taken an active part in voluntary war activities
in their communities For the Red Cross 746 gar
ments were knitted 62458 surgical dressings were
made and 46 teachers served as sponsors for Junior
Red Cross chapters Seventynine girls served as
junior nursing aides end instruction and guidance
in homemaking classes were given in connection with
this activity
A state organization of Future Homemakers of
America is being set up in Georgia It now has
around 6000 members Its purpose is service to
homo schools and community and promotion of
homemaking education throughout the state and
nation
248
Business Distributive Education
Business and distributive education which is
financed by federal state and local funds repre
sents training for the nations third largest
businessdistribution It is rapidly becoming
one of the most popular fields of vocational
training During the last two years distributive
education programs have been started or definite
plans have been made for them to start in the high
schools of Atlanta Augusta Columbus Macon
Savannah Rome and Valdosta Training programs
for adults have been conducted during the year in
Albany Athens Atlanta Augusta Columbus Bain
bridge Mac on Marietta Milledgeville Rome
Savannah Tifton Thomasville Valdosta and
Winder Approximately 8000 students have been en
rolled in these classes which is a considerable
increase over preceding years
Not only is salesmanship taught but also a
number of other courses including history of re
tailing advertising display color line and de
sign store organization and management merchan
dising personnel relations and advanced training
forstore supervisors and managers including super
vision principles of teaching employees and 300
improvement Every phase and type of distribution
is included in the program It includes training
for workers in wholesale and retail establishments
hotels restaurants insurance agencies and other
distributive fields All courses are designed and
operated on a verypractical basis They are set
up to meet the needs of the individual trainee and
the individual employer
Plans are under way for developing a program
to meet the needs of the small towns These are
being worked out with the Trade Commerce and
Business Panel of the Agricultural and Industrial
Development Board of Georgia of vtftich Lee Trimble
is director and with the Better Home Toons Divis
ion of the Georgia Power Company
The high school business and distributive
education program provides for two years of train
ing and worktraining experience A pupil may
start in the junior year During thefirst year a
program is In operation however outstanding seniors
are admitted for one year of intensive training
but this is not practiced after the first year
The program for inschool youth consists of 15 hours
of school training each week and a minimum of 15
249hours of worktraining ecperience Through this
cooperative program the schools and the employ
ers work together for the purpose of giving stud
ents a better opportunity and future in the dis
tributive field Students who enroll in distribu
tive classes receive pay comparable to any other
parttime beginning employee
Many of World TJar II veterans will go into
business for themselves Records show that in
Georgia the mortality rate of small business estab
lishments is high running to 85 percent for some
types suoh as grocery stores and restaurants
The distributive oducation program will prepare
veterans to meet known obstacles in the operation
of small business establishments
This program of distributive education is
being given encouragement by the Agricultural and
Industrial Development Board of Georgia the mer
chants associations chambers of commerce hotel
and restaurant associations and other business
organizations of the state
Trade and Industrial Education
Since June 1940 vocational trade and indus
trial education facilities have been greatly ex
panded in the public schools of Georgia During
the period from July 1 1940 to June 30 1945 ap
proximately 112000 Georgians vrere trained in pub
lic vocational schools and placed in war production
jobs Also during this period a total of
83166208 federal funds was expended for train
ing equipment This sum is in addition to several
hundred thousand dollars worth of equipment already
owned by local school authorities The equipment
is well distributed over the state Georgia school
authorities have also been the recipients cf pos
sibly a million dollars worth of excellent equip
ment that became surplus when the IIYA was liquidated
All of this will remain in the state and be avail
able for developing training programs for returning
veterans demobilized war industry workers and
other persons
On February 1 1944 the State Board of Educa
tion opened the North Georgia Vocational School at
Clarkosville More than a quarter of a million
dollars worth of modern equipment and an excel
lent plant were made available to the state with
out cost The equipment was formerly owned by the
NiA At this chool vocational training is provided
2503
in automotive mechanics radio refrigeration
woodworking gas and electric welding shoe re
pairing laundry work cooking jewelry repairing
and commercial work Plans are being made to
offer other types of training
Since the school was opened more than 700
persons have received training Most of the stud
ents are physically disabled rehabilitation cases
and World War II veterans
The State Board of Education has approved 15
local school units as agencies to operate area
vocational schools If and when funds are avail
able for carrying on these schools they will be
located in Atlanta Athens Rome Macon Albany
Griffin Augusta Fitzgerald Marietta Yaycross
Brunswick Savannah Columbus Moultrie and
Balton
Most of the larger cities of the state are
developing plans for a greatly expanded vocational
program in trades and industrial education in order
to meet postwar training needs Columbus Macon
and Savannah are already carrying on worthwhile
programs and other cities are making satisfactory
progress
A report of what Clarkesville High School is doing
to help the people of the community to deal with
their problems of preserving food for home use is
given in Pioneering in Food Preservation New
Dominion Series Ho 57 Charlottesville
Virginia Extension Division University of
Virginia September 1 1943
Extracts from this report with minor adaptations
are given here
In Habersham County Georgia farmers have
found a way during the past seven years of assuring
their families of a varied and nutritious diet the
year around
All this is made possible by a communityowned
food preservation center at the Clarkesville High
School This center not only is a pioneer in its
field but also is one of the most complete in the
Southeast It includes a quickfreezing and locker
plant a cannery a dehydrator of fiftybushel
capacity a flour mill and a sweet potato curing
house The center serves about 1000 families
living within a fifteenmile radius
251All this has been accomplished with no great
financial investment at any one time and with no
subsidies In 1935 there was not even a vocation
al agriculture building But there was a teacher
of vocational agriculture with broad vision un
usual resourcefulness and tireless energy The
teacher with the wholehearted cooperation of his
superintendent the local school board and the
state department has developed the present pro
gram with its fine plant and equipment Receipts
from the plant indicate sound business judgmeit as
well as vision and energy on the part of all con
cerned
It started with a small walkin refrigeration
plant for curing meat This plant was a twoyear
loan made by the TVA in 1935 for demonstration
purposes The demonstration was so successful
that at the end of two years the community bought
the plant The vocational agriculture department
took the initiative in raising the money So pop
ular did it become that its capacity had to be in
creased to three times that of the original and
later to five times that of the second plant The
present one is still too small to meet the demands
This growth was due partly to a meatproducing
program that was going on at the same time the
food preservation program was developing Within
seven years an area which had depended almost en
tirely on pork for its meat supply has been ablo
to increase its beef and poultry so that meat
diets are wellbalanced and adequate At present
meat totaling 80000 pounds is stored in the plant
Ealvos and quarters of beef hanging in the process
ing room seem almost to equal the hams in number
In addition to increased production there is at
least a 15 percent decrease in spoilage This
alone more than pays the cost of processing
When the Board of Education made a 2000
appropriation for an agriculture building careful
planning resulted in a plant that normally would
cost several times that amount Community resourc
es weredrawn on to the limit The Georgia Power
Company donated logslocal mills sawed them into lumber
without charge and the vocational agriculture boys
built a drykiln to cure the lumber This build
ing later become a sweet potato curing house
The boys also did most of the building with the
assistance of TJYA The plant that resulted was
adequate for housing a locker plant as well as
school shop and classrooms for agriculture The
25boys later put the cork on the walls and prepared
the building for the lockers
The cost of preserving food in the community
owned center is low because the patrons are taught
to do theirown processing The agriculture and
home economics teachers with the help of their
students serve as general managers Their real
job however continues to be that of teaching
They must teach the patrons to prepare their food
for storing Three allday schools have been
held for the purpose Kimeographed instruction
sheets have been prepared and are given to the
people asthey come to the plant In addition
occasionalbulletinsare sent out One sent in
July 1945 informed the community of the use made
of the plant as follows In the year just ended
75307 pounds of products had been chilled 30793
pounds had been stored in lockers and 19833
pounds of pork had been cured
In 1942 339 different families canned 82414
pints at the cannery This compares favorably
with 70000 cans as reported in 1940 before the
freezerplant was installod This summer even
more families arc using the facilities Each pat
ron buys his own cans and prepares his fruit and
vegetables for canning The operator of the can
nery and a home economics teacher are always on
hand to advise and assist but each patronmust do
his own work A charge of a cent and a half a can
is made to pay such costs as water power wood
repair and labor for firing the boiler
The people of the community in 1942 stored
away more than 1800 pounds of dehydrated apples
peaches grapes figs okra lima beans string
beans peas and squash Before dehydration this
same food weighed about 18000 pounds
The flour mill like the dehydrator occupies
one corner of the cannery building It is used by
farmers for grinding wholewheat flour wheat and
oorn cereal corn meal and poultry feed The
home economics teachers extend their program of
nutrition education by giving users of the mill
good recipes specially adapted to their products
The potatocuring house is woefully inadequate
Its size was determined by the building available
the discarded drying kiln referred to above Last
year 37 families filled it to capacity with 383
bushels A new and larger building is in the plans
253geTOafrfimrcairajiasit

for future developments
What types of programs of vocational education are provided by the
State Board of Education for rural and urban communities
The group should beled to realize the importance of considering vihat
types of programs of vocationaleducation are provided by the State
Boardof Education before presenting facts such as those in Charts II
andIIIi
Those facts Vrhichare pertinent should be charted so that the whole
group mayexamine them carefully and use them as a basis of judgment
The charted facts maybeused in connection with discussion on what
the State Board of Education provides
CHART II
THE OVERALL PROGRAMOF VOCATIONAL EDUCATION PROVIDED BY STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COIvMJNITIES
Kind of community Kind of program Classes of persons to be served
A Local school 1 Vocational guidance 2 Agriculture 3 Homemaking 4 Industrial arts 5 Commercial education 6 Distributive education Those 14 years of age and others who live in the jurisdictional area of the school unit
Rural B Area vocational school Occupations f or which training will be offered governed somewhat by kind of industries offering employment in the immediate community C Stato vocational school Trade industrial and distributive occupations v i Those of at least employable age at completion of school who live within jurisdictional area of local school unit and those living near enough to be transported to and from center Rural and other youths 14 years of ago and older who must look to industries for employment and in the discretion of the State Board of Education can pursuo profitably training for a specified occupation
254CHART II
THE OVERALL PROGRAM OF VOCATIONAL EDUCATION PROVIDED BY STATE
BOARD OF EDUCATION FOR RURAL AFD URBAN COMMUNITIES
Kind of community Types of training Classes of persons to be served
Urban 1 Vocational guidance 1 Inschool groups
2 Trade and industrial pursuits beginning at
3 Homemaking junior high
4 Commercial pursuits 2 Young people just
5 Distributive occupations entering employ
6 Public employment services ment field
7 Industrial arts 3 4 5 Older youths and adults already employed Retiring war veterans Persons demobilized
255CHART III
SPECIFIC TYPES OF VOCATIONAL EDUCATION PROVIDED BY THE STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMMUNITIES

Types of organization for training Age groups to be reached Objectives and methods used for each age group
A Industrial arts Junior high Senior high Outofschool youth and adult Exploratory activities to discover interests and aptitudes Simple construction work in wood metal plastics and electrical appliances More complex problems dealing with exact skills Metal work including sheet metal forging cold metal art metal machine shop auto mechanics etc Drawing wood work electricity and plastics to meet the needs of individuals and groups in local situations Problems in construction to meet the needs of individuals and groups in local situations
B Homemaking High school Outofschool youth and adult A curriculum of homelike learning experiences based on the educational needs of the group in which pupils engage in purposeful activities acquiring needed traits understandings and abilities as means of achieving their purposes A curriculum set up on a longtime basis to deal with the groups persistent problems of homeliving initiated with the problem in which the group shows most interest
C Vocational agriculture High school Older farm youth and adult The loarning activities built around the problems of the farm and the farm home The school assists students in organizing these problems for study and in thinlcing them through and in solving them skillfully and intelligently Such groups should be led to deal intelligently with the problems which they face Some of those problems are Providing for the family planning and providing cost enterprises both crops and animalsj planning and producing food for the animalsj planning and repairing of farm machinery and equipment To carry out objectives with many of these problems adequate community facilities as shops and food preserving centers must be provided
256
CHART III
SPECIFIC TYPES OF VOCATIONAL EDUCATION PROVIDED BY THE STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMMUNITIES
Types of organization Age groups Objectives and methods used for
fo r training to be re 3ched each age group
D Tr ade and indus 14 years and To prepare students to follow one trade
trial education over only For students who have reached occu
1 Tradepreparatory pational choice
a Day trade To prepare students for one or more of a
school group of related trades
b General in
dustrial
school
c High school 14 years over and Students enrolled in course divided into two equal groups School and work in local industry o trades alternating usually weekly
d Parttime 14 years and School training for certain number of hours
classes over Young por week during school year Designed to
workers tempo give preparation so that eventually they
rarily employ may be able to enter upon permanent work
ed in juvenile and advancement
jobs
2 Trade extension and evening classes
a Evening Employed Generally course is set up to deal with
classes workers technical and related information pertinent to the occupation to make for permanency and advancement in occupation In certain cases course is set up to furnish specialized training in phases of manipulative work in which groups are deficient or do not have an opportunity to acquire skills on the job
b Parttime Employed For those yearround occupations 48 hours
classes persons per week over 9month period often devoted in part to study of science mathematics and drawing related to occupation involved For those in seasonal occupations Short intensive courses during slack season
3 General continu Over 14 Set up usually on parttime basis To pro
ation years mote civic and vocational intelligence to
establish proper attitudes of mind on
257CHART III
SPECIFIC TYPES OFVOCATIONAL EDUCATION PROVIDED BY THE STATE
BOARD OF EDUCATION FOR RURAL AND URBAN COMJNITIES
Types of organization Age groups Objectives and methods used for
for training to be reached each age group
social and civic mattersto build up
working knowledge of subjectmatter cours
es where needed and to assist in guiding young workers through temporary positions to more permanent and satisfactory employment for which they show particular interest and ability
E Distributive
education
1 Parttime Workers in Training in the marketing and merchandis
classes distributive occupations ing of goods
14 years and
over
Inschool or
a Continuously outofschool Onthejob instruction continuous over
scheduled groups period of at least onehalfyear to up
parttime grade or semiprofessionalize distributive
classos personnel
b Shortunit Outofschool Supplementary instruction offthejob de
parttime groups signed to advance the proficiency of the
classes workers in the occupation
c Cooperative 14 years and Supplementary instruction offthejob
parttime over Regular which contributes to the immediate and
training ly enrolled longtime vocational needs of the individ
in school uals engaged in the occupation
School and dis
tributive oc
cupation
Meets person
al qualifica
tions
Able to pror
fit from in
struction

258CHART III
SPECIFIC TYPES OF VOCATIONAL EDUCATION PROVIDED BY THE STATE
BOARD OF EDUCATION FOR RURAL ANDURBAN COMMUNITIES
Types of organization Age groups Objectives and methods used for
for training to be reached each age group
2 Evening 16 years or Supplementary instruction offthejob
Classes over Employ workers to gain greater proficiency in
ed or tempo present employment or to gain promotion
rarily em to the next level of employment in the
ployed in s ame lino
distributive
occupation
Clerical and Jr High General understanding of business method
business problem solving Typewriting and recordkeeping for personal use Method problemsolving and some drill for skill
Sr High Understanding of the economic order in formation about and understanding of general fields of business and acquisition of certain skills Methods problemsolving and drill
Outofschool Understanding of the economic order aridor
youth and development of specific understandings and
adult skills to meet the needs of the individuals concerned Methods problemsolving and drill
259umujm
What does the law provide that schools may do to help in
dividuals to deal with problems of earning a living
The leader himself may either read the provisions of the
Georgia school laws or give a summary report of them in his
own words or he may have some member of the group report
on theprovisions of the law As the report is made a brief
of the provisions should be written in Column e of Chart I
There are the following provisions in the Georgia school law
in regard to vocational education in the public schools of
the State
1 To accept the provisions of acts of Congress in provid
ing for the preparation of teachers of vocational
courses and in matching federal funds to provide voca
tional education of the various types to those eligible
to carry on this form of training 32 22
2 To accept moneys made available from federal grants
andor from other available funds and to provide
education of noncollege grade for persons above the
age of eighteen years
What kind of program of vocational education is recommended by
authorities in this field
The proposals made by members of the group should also be tested
through export opinion This may be done by following some such
suggestions as those given in a and b or c below
As each step is taken in following out those or other suggestions
the recommendations may bo briofed in column f of Chart I
After all evidence is in the group may desire to revise their
suggestions in column a once more If so the revisions should
be made
a Reports of the opinions of experts may be made in bulletins
magazines and books These reports may be made by the
leader himself or by one or more members of the group The
reports may be based upon the material given below
l Recommendations of the Vocational Committee Southern
States VibrkConference on School Administrative Prob
lems Daytona Beach Florida May 28 to June 10 1944
When planning state programs of education for vocation
al pursuits in the South the needs and characteristics
of the Southern population should be kept in mind The
needs of the surplus population of farming areas must
be more adequately cared for To the present time
260vocational education programs of less than college
grade assume that all farm boys will be farmers This
is an erroneous assumption and must be remedied It is
socially undesirable and under present conditions eco
nomically impossible
In general state programs of education should be so
planned as to meet the vocational training needs of
rural groups as well as the needs of those reared in
the urban centers and those who come into urban centers
from farming areas to become engaged in professional
industrial commercial distributive and other occu
pations Sound state programs must include vocational
guidance vocational education and placement machinery
2 Starr ale J A Problems of Beginning Farmers in Iowa
Research Bulletin 313 Ames Iowa Iowa StateCollege
of Agriculture and Mechanic Arts 1943 P 518
Instruction in agriculture on a vocational basis
should be made available to all prospective farmers
while in high school Parttime classes for farm boys
and young men not in school and in evening classes in
agriculture for adults should be integral parts of the
educational program in any rural community The prob
lems involved in becoming established in farming should
receive major emphasis in both high school and parttime
classes
3 McGill Ralph A Newspaper Man Looks at Vocational
Education Speech dolivored before American Vocational
Association at St Louis Missouri Bee 1 1938
I believe in vocational education I do not mean to
say we do not need the usual schools which prepare for
college because of course we do But I do believe
most emphatically that the time has come when there
must be a looking at the future in the business of
education There seems to be no real need why mathema
tics should be taught only as if each pupil were to
become a mathematics teacher why English should be
taught only as if the student were planning to become a
teacher of English There seems to be no good reason
why a boy with a talent for mechanics and who compara
tively early must obtain a job should be able to re
ceive only a classical preparation for college There
seems to be no good reason why the boy who wants to
become a farmer should find in his high school only the
classical preparation for college
Only a small percentage of high school students go on
to college I am not so sure that is to be regretted
Almost any college president today will tell you that a
261wmmmJnaBtBgmmBa5i
SHS
good percentageof his students have no real business
in college get little from it and are benefited
little if any
In our city schools of Atlanta a recent survey showed
that some thousand or moregraduates of last year still
were without a job They move in a vicious circle
They go to ask for a job and are asked if they have any
experience To obtain experience they must obtain a
job and so there they are
I cannot see any other answer except vocational educa
tion and especially do I not see any other answer to
the problems of our agrarian and industrial South ex
cept through vocational education
4 Educational Bulletin The Program of Vocational Agricul
ture in Kentucky Frankfort Kentucky Department of
EducatToin Vol XEII No 8 October 1945
5
Vocational agriculture in Kentucky as elsewhere in
the United States is an integral part of the program
of the secondary schools Three groups of people are
reached directly through instruction in vocational
agriculture l boys enrolled in high school who
take vocational agriculture as a highschool subject
2 young men on farms who are not regularly enrolled
in school regardless of the amount of school work they
have done 3 adult farmers P 499
Education for all people should be the goal of the
secondary school program Departments of vocational
iagriculture are established to provide needed instruction
for those who have entered upon and those who are prepar
ing to enter farming Systematic vocational instruction
is essential in maintaining economic and social efficien
cy and wellbeing on the farm The future of farming and
farm life depends to no small extent upon en adequate
program of instruction for adult fanners and young farm
ors Results from adultfarmer and youngfarmer educa
tion have effectively shown its place in our public
school system P 528
Hamlin Herbert LicNcc and Charles Wilson Sanford The
Place of Agriculture in the Secondary School Program
University High School Series No 2 Urbana Illinois
University of Illinois Vol 41 No 12 1943 Pp 8
and 9
There has been a marked extension in recent years of
adult education in agriculture through tho public
schools According to the annual reports of state
262boards for vocational education to the U S Office of
Education the enrollment in federally aided adult
classes in agriculture in the United States increased
from 17370 in 1924 to 253691 in 1940 During those
sixteen years the enrollment in high school classes in
vocational agriculture increased from 72270 to 342342
Thus while there was an increase of 373 percent in
high school enrollment there was an increase of 1360
percent in adult enrollment Since 1940 although the
enrollment in high school classes has decreased because
of war conditions the enrollment in the adult program
has increased because of the provision of federal funds
for the food production war training program The en
rollment in warproduction training classes alone in
the school year of 19421943 is moro than 500000
Increased attention is being given in the vocational
courses in agriculture to the broader purposes of second
ary education Personal and social development train
ing in sound thinking procedures and the broadening of
interests are emphasized Pupils who leave the field
of agriculture after several years of study of vocation
al agriculture carry with them much that is of value in
other fields
6 Report of Committee on Homemaking Education Guides to
Educational Planning for Vocational EducationT Talia
hassee Florida Southern States vVorkConference on
School Administrative Problems 1945 P 51
Homemaking education has a real contribution to make
1 to general education for home living 2 to
education for the vocation of homemaking 3 to the
employability and efficiency of people in other voca
tions and 4 to education for those wageearning
occupations requiring the same skills information or
judgments needed for homemaking
One of the important parts of each individuals liv
ing is his life as a member of a family As a member
of a home an individual shares in certain family
activities and carries individual responsibilities
For this reason both boys and girls men and women need
help in learning to function as cooperative members of
a family group
Beyondthis genoral education in homo living there is
need for a vocational program of homemaking which is
directed toward preparation of the homemoker for her
responsibilities Such a program involves a deeper
more thorough study of the various aspects of home life
than those which form a part of general education It
263JwaflwnBfflMeacK

is more comprehensive for it to be directed toward the
development of abilities for which the wife and mother
is usually responsible
Some of the training needed for personal and home
living and for homemaking is basic also for success in
a wageearning job These phases of general education
for home living which result in better adjusted more
attractive friendly cooperative individuals who spend
their money wisely select becoming clothing and care
for their health will also be an asset to the individual
as a wage earner
Certain homemaking skills and certain type of infor
mation essential for home living can also be used in
such wageearning occupations as food preparation and
service dressmaking care of children nursing domes
tic service and laundering Although certain aspects
of the training are similar differences in the demands
of the job must also be kept in mind
In general the scope of homemaking education should
includes l the managerial and business aspects of
homemaking 2 the personal relationship aspects of
homemaking 3 the manipulative or skill aspects of
the homomakers jobj 4 the scientific aspects of
the homemakcrs jobs 5 the psychologicalsocial
political aspects ofhomemaking and 6 the artistic
aspects of homemaking
7 Report of Consulting Committee on VocationalTechnical
Training Appointed by tho U S Commissioner of Educa
tion Vocational T0ohnicaljTraining for Industrial Oc
cupations Bulletin Ho 228 Washington D C
Federal Security Agency 1944
The fairly rapid increase in the proportion of older
persons in the total population of the United States
has implications forvocationaltechnical training
Mew technological developments and other changes in in
dustry require new skills and abilities on the part of
employed workers Some of these new skills and under
standings will be acquired by the workers while on their
jobs especially if the new content is not extensive
and the timespread of the change is sufficiently long
But a considerable part of the now technologies may be
of such extent and difficulty of mastery as to require
organized training programs offered during the evening
and at such other times as niay bo convenient for employ
ed workers
Cortain conclusions and recommendations have grown
out of this investigation They should bo interpreted
264in the light of the limitations of the study and the
great differencesin educational practices in various
sections of the county They are summarized as follows
a The present situation in industry warrants a large
expansion of vocationaltechnical training programs
b The occupations requiring vocationaltechnical
training in large or small amounts appear to in
clude four groups Engineering aids and science
aids requiring a year or two of preemployment
training limitedtechnicians requiring relatively
short training production and maintenance super
visors requiring industrial background plus sup
plementary technical training and persons in semi
technical jobs which require combinations of tech
nical and other training such as selling or ac
counting
c The occupational analyses developed in connection
with this study reveal various levels of technical
needs of workers indicated by the range of tech
nical content amount and quality of underlying
science and mathematics needed for the job and
the length of training required to attain competency
d Industrial surveys made in connection with this
study indicate an average need of 52 technicians
for each engineer with a range of ratios from 2
to 1 to 20 to 1
e The geographical field in which vocationaltech
nical training now finds a place of usefulness is
widening
f Iviany different types of educational institutions
and programs now provide training of vocational
technical character
g Although some excellent vocationaltechnical train
ing is now being provided in technical high schools
a trend appears to be toward the post highschool
years
h Institutions providing vocationaltechnical train
ing should combine evening departments with day
programs wherever this is feasible
i Evening and other parttime programs of supplemen
tary type for employed workers should constitute
an important part of the schools operated in urban
areas for the training of technicians
265ggaiaMKcremiWiflMW
j Organized preemployment curricula should be made
available in evening or other parttime schools
for qualified employed persons who wish to prepare
for occupations of the technician types
k Combinations of vocationaltechnical programs with
others such as skilled trades or engineering train
ing under the same roof or on the same campus
appear to have both assets and liabilities vhen
1 considering the effectiveness of the vocational
technical program
l It appears that rio one type of institution can
successfully meetall of the needs of all forms
of vocationaltechnical education in all areas of
the country
m The situation appears to warrant the continuation
of high quality private institutions both non
prof itmaking and proprietary in the vocational
technical field
n Correspondence instruction appears to have an
important place in the field of vocationaltechni
cal training
o In the development of vocationaltechnical train
ing programs there are certain underlying prin
ciples which should be taken into consideration
Among these are
l Programs for given areas state district or
local should be developed in accordance with
the needs of the given are for both preemploy
ment end supplementary training
2 In planning and establishing vocationaltechni
cal training programs the cooperation of both
management and labor should be secured
3 Programs should be developed through coopera
tive effort of all educational leadership
concerned undesirable duplication of services
between institutions and agencies should be
avoided
4 State and local programs should be devolopod
and maintained in those institutions which
are in the best position to render the most
effective service The leaders should con
sider the present facilities and the educa
tional leadership ofthe area Pp XXI XXII
266p The local planning of vocationaltechnical pro
grams including representation of management and
labor appears to be the most desirable approach
q As the employer of the product of vocational
technical training institutions industry has
an important role in this field Industry should
share the responsibility for providing the narrow
ly specialized training needed by its workers and
applicable only to its business Industry should
actively cooperate with vocationaltechnical
training institutions in helping them to organize
their programs on a sound basis and to maintain
them in keeping with changing industrial con
ditions
r The use of advisory committees is essential to
careful program planning
s Preemployment vocationaltechnical training should
be aimed at groups of closely knit occupations
rather than at narrow specializations or at broad
general fields
t Curriculum patterns differ greatly in varioxis
vocationaltechnical institutions in accordance
with local needs and conditions and care may well
be exercised in lifting curricula from other
schools for use in new situations
u Certain content is found which is common to many
different occupations of vocationaltechnical
typo such as supervisory skills basic technical
mathematics end basic applications of physical
science This should be taken into account in
the planning of curricula
v The preemployment curriculum for vocational
technical training should have wellplanned pro
portions of vocationaltechnical content and
essential content of general education character
Present practices indicate the desirability of
fairly high proportions of vocationaltechnical
content
w Young persons graduated from vocationaltechnical
programs who are capable of doing advanced work
should not be unduly handicapped when seeking ad
mission to institutions of higher education
x Admission standards for vocationaltechnical
schools should insure adequate preparation noces
sary for successful work but should have as much
267flexibility as is practicable
y For schools of the technical institute type no
widely accepted credential has been devised This
appears to be a problem of considerable importance
for these schools and one which merits attention
z Educational leadership is greatly needed in the
field of vocationaltechnical training
aa Teachers of vocationaltechnical subjects should
be required to have adequate basic scientific and
technical training extensive industrial exper
ience a reasonable amountof appropriate teacher
training and personality traits which meet the
needs of teaching situations
bb Effective programs of vocationaltechnical train
ing require plant and equipment suited to techni
cal training and in keeping with current indus
trial practice
cc In the various wartraining programs numerous new
methods and techniques have been developed which
improve the efficiency of teaching It is recom
mended that vocationaltechnical schools become
familiar with these methods and techniques and
utilize with necessary adaptations those which
have proved their worth
dd There appears to be need for the development of
instructional material particularly suited to
vocationaltechnical training
oo Effective guidance service with respect to voca
tionaltechnical training is needed in the feeder
schools from which students enter this field of
education
ff In locations where the support of industry is
conducive to such a program the cooperative plan
of halftime school alternating with halftime
employment in work to which the school program is
related is recommended for serious consideration
gg Women appear to be finding an increasingly import
ant place in certain occupations of vocational
technical character Some warproduction occu
pations now open to women may be less so after the
war
hh In states where the program of vocationaltechnical
268training is sufficiently large to warrant it spe
cial state supervision of this work is recommended
ii Training of vocationaltechnical type appears to
warrant a relatively important place in postwar re
straining programs of vocational education
jj Studies of vocationaltechnical training needs in
such fields as business agriculture home econo
mics public service occupations and certain semi
professions similar to the present study in the
industrial field should be made as soon as prac
ticable
8 Getman A K and others Yfhither Agricultural Educa
tion Des koines Iowa Meridith Publishing Company
1938
In Denmark where education for the general welfare
andespecially for welfare in rural communities is un
doubtedly more effectively approached than in any other
country great emphasis has been laid on agricultural
education as a means to help farmers own their farms
buy and sell cooperatively and raise the economic and
social status of rural people In America as we face
the present and longtime problems of agriculture it
seems certain that we too must place renewed faith in
the services of education and challenge ourselves anew
to improve such services to meet the changing needs of
our young people
9 Continuing Educational Opportunities Through Wisconsin
Schools of Vocational and Adult Education Madison
ViisconsinT The State Board of Vocationaland Adult
Education Pp 9 and 10
Perhaps the greatest need for educational opportunity
is presented by the normally employed adults the many
middleaged men and women who toil in perplexity and
uncertainty and who may be served through evening and
extra courses
Some workers need basic training in work patterns just
being defined some need retraining because their fields
or jobs show unmistakable signs of decay or have dis
appeared Many workers need constant upgrading in the
occupation of their choice in order to remain competent
worthy of retention or selfsustaining Others need
preparation to insure flexibility so that employers may
shift them or so that they may adjust themselves to
meet peak and valley conditions in their field of work
The curriculum of our schools of vocational and adult
269
feducation is adapted to the technical social and
economic needs of our employed people and to those
seeking employment Attitudes as well as aptitudes are
the concern of instructors charged with the responsibil
ity for combining education with labor Courses are
based on the premisethat continued employment on the
part of an individual or group is largely a matter of
adjustment to change
It is sometimes said that the increased use of auto
matic machinery will lessenthe need for occupational
and general training on schools of vocational and adult
education However despite increased budgets in com
munity and state for continuing educational opportunity
to the outofschooL group those who remain unserved
or unchallenged are mute evidence of the need for more
instruction more shops better courses and additional
services We cannot assume that the training programs
within the industries decrease our responsibility The
demand for training is unbelievably great once we lis
ten for it It is unbelievably diversified once we
ind it and seek to supply it
10 Continuing Educational Opportunities Through YJisconsin
Schools of Vocational and Adult Education liadison
Wisconsin The State Board of Vocational and Adult
Education Pp 31 and 32
Definition of Distributive Education
A training program for those persons employed in the
selling of merchandise and service and who have customer
contact in the selling of this merchandise and service
The following persons are those so engaged
a Salespeople in all types of selling organizations
such as retail stores wholesale houses and in
surance
b Delivery men of all kinds such as ice milk
laundry and dry cleaning
c Kotal end restaurant employees who come in con
tact with the public
d Sales managers and sales supervisors
e Department heads buyers supervisors and floormen
in stores
f Managers and operators of all kinds of shops
stores commercial and personal service businesses
such as laundries garages beauty parlors
270Causes for Concern
The number of failures among retailers and other
businesses in the distributive field and the rate of
turnover among salespeople managers owners and others
resultsin losses borne both by the business and the
consumer
Urgent Needs
To reduce this loss by training not only salespersons
and other store workers to render efficient service
but also by training owners and managers to conduct
their business in accordance withsound management
policies and practices
To recognize that training pays dividends in terms of
improved morale production and income
To train salespersons and other store workers to ren
der intelligent and helpful services in their contacts
with the customer by providing
Knowledge of the service qualities of the
merchandise and
Knowledge of the satisfactions that the customer
may dorivo from the merchandise
To increase security satisfaction and earning perror
of distributive workers
Types of Subjects Offered
Vocational Distributive subjects increase the skill
technical knowledge or judgment of workers employed in
the commercial exchanges necessary for making available
to consumers the goods and services produced by others
Receiving marking selling techniques and practices
arc reprcsentative of vocational distributive subjects
Related distributive subjects arc those which are in
tended to enrich the vocational knowledge understanding
or judgment of workers of one or more distributive occu
pations Those special subjects as Color Line and
Design Science of Handling Perishable Goods Laws
Affecting Stores and Business and Merchandise Infor
mation arc illustrative of related distributive sub
jects
271b
Expected Results
An improvement of retailing resulting from better
store management and more efficient store workers
Increased benefits to the producer through increased
efficiency of distribution and the increased stability
of the individual units of distribution through which
his goods are marketed
A reduction of the costs to the consumer caused by
labor turnover business failures and inefficient
management
Some individual or a committee of individuals might be
delegated to contact the supervisors of special vocational
programs such as agriculture homemaking etc and to ask
them to meet with the group at a later date to give their
opinions regarding the kind of program proposed for the
community
If some or all of the supervisors are not able to meet with
the group in person a committee from the group might be
delegated to confer with those supervisors furnish them
with the details of the problem end the proposals made by
the group get from them their recommendations and report
back to the group at a later meeting
D Leading the group to draw conclusions
If the suggested program column a Chart I has been tested in
terms of what the school is now doingWhat other schools are doing
what authoritiesrecommend what the State Board of Education provides
and what the law provides and if in the light of these facts suggested
changes have been written intocolumn a it now becomes the groups
proposed school program in earning a living At this point with the
help of the group the leader should develop statements which describe
each suggestion in the proposed program These statements which should
be written into column g should explain the purpose of each part of
the program the individuals or groups to be sorved and the possible
scopo of the service The program decided upon will be determined
largely by the kind of community for which the program is planned to
servo as woll as the size of the school serving the community
In a strictly rural community with a small high school of say less than
125 pupils the program will of necessity be more limited than in a town
of 2000 people with a consolidated high school of 500 pupils Again
the program in a large city school serving a strictly urban community
will be quite different from that in cither of the other two situations
1 For a strictly rural school of less than 125 pupils in high school
the group might develop some such statements as the following for
272column g It should be borno in mind however that this is
not a suggested program
a Through a program with highschool pupils outofschool
youth and adults to leas individuals to deal intelligently
with the preservation phase of their home food problems
b To set up a service center in homemaking with adequate equip
ment to help groups of inschool girls outofschool girls
and adult women to deal with their homemaking problems in
sewing cooking etc
c To set up adequate facilities for a community farm shop
where class groups of inschool boys outofschool youth
end adult farmers can skillfully and systematically solve
their farm shop problems
2 For a large consolidated high school in a town of about 2000
people the group might develop some such statements as the follow
ing for column g
a To lead individuals in high school outofschool youth and
adults to deal intelligently with problems in homemaking
agriculture industrial arts distributive occupations
clerical occupations end trades
b To set up adequate facilities to make it possibleto provide
the setting needed to train adequately in each of the fields
3 In a large high school in an urban center the group might conclude
that the following program should be written into column g
a To establish programs in the following areas to meet the
needs of highschool youth outofschool youth and adults
1 Trades and industries
2 Distributive occupations
3 Homemaking
4 Clerical occupations
b To provide facilities in each of those fields to make it
possible to carry on adequate programs of training in all of
these fields of training
273CHAPTER XIV
PLANNING AND DEVELOPING A PROGRAM OF THE SCHOOL
TO DEAL WITH THE PROBLEM OF UTILIZING MONEY
Introduction
It is more important today than ever before for people of all ages to under
stand the full implications of their role as consumers of goods and services
The social and economic bearings of consumption habits are much wider and more
complicated than they were in the past
The modern child begins to meet this problem early because he is called on
to buy more things than his parents bought during their younger days The modern
consumer of each age group needs knowledge habits and attitudes to enable him
to offset the powerful influence of modern advertising to buy with discrimination
and to learn for himself the things he really likes He needs also to develop
reflective thinking and selfdirection in selecting goods and services with regard
for the social factors involved In this development the school can assist by
helping him to be critical to know the common things he buys and to be socially
sensitive inhis purchasing of goods and services
Becoming proficient in the selection of goods and services does not mean
merely getting the most or the best for the least money the effects of buying
habits on others is a matter of increasing importance The efficient and careful
use of goods already acquired is also of social significance and may properly be
expected of all intelligent members of a democratic society The wise use of
services includes attitudes of respect and consideration for employees and servants
and a discussion of these attitudes should furnish opportunities for cultivating
social sensitivity
The utilization of money as a medium for securing goods and services as well
as the planning of wise investments should receive consideration in the school
program Problems should be selected with appropriateness to the experiences of
pupils at various age levels Deciding how to invest his own earnings and allow
ances in order to obtain the greatest immediate or future security and pleasure
is relatively more important for the pupil than the study sjf problems involved in
institutional business banking insurance or investment
This chapter offers suggestions for the school leader who is responsible for
guiding a planning group in recognizing the problems involved in utilizing money
and in formulating a school program to deal with these problems
1 Adapted from Science in General Education Report of the Committee on the
Function of Science in General Education Commission on Secondary school Curriculum
New York D AppletonCentury 1938 pp 249252
274Leading the Group to Think Through the Problem
Leaders preliminary responsibilities
A Objective In order to lead a group to think through the problem the
leader should have a definite objective This unit has beenprepared on
the assumption that the objective would be to lead the group to think
through the problem and to initiate a plan of action by helping the group
1 To become interested in and concerned with solving the problem
2 To express opinions regarding the solution of the problem
3 To test these opinions and to try out tentative conclusions
4 To draw conclusions
5 To make and to put into operation a plan of action
B Members of the planning groupj
The leader will recognize the need for careful preliminary work involving
personal contacts in order to secure the interest and participation of
members of the group These members might include l school superinten
dent 2 local members of thecounty board of education 3 local
trustees 4 principal 5 instructional supervisor 6 visiting
teacher 7 teachers 8 selected young people from nigh school and
outofschool youth 9 adults parents and others 10 civic club
leaders 11 ministers 12 merchants and clerks and 13 others
C
D
The meeting place Experience of school leaders has shown that a suitable
meeting place is very important in educational planning The leader
should refer to suggestionsmade in Chapter Ill
Suggested informational materials and services A selection of these and
other adds is essential in working toward the leaders objective Care
ful examination of this suggestedlist of aids will reveal that some of
them might be used in one or both ofthe steps getting the group into
the problem and testing the opinions of membersof the group The data
which can be provided ahead of time should be charted so that they can
be seen and studied by the whole group Data for some of the charts and
tables may be secured from books and bulletins listed inthis section
1 Tables
a Table I
b Table II
2 Charts
The Relation Between Quality and Cost of Len sUnder
shirts Listed in Order of Quality
Comparisons in Fabric Count of Twelve Brands of Kens
Shirts 1941 and 1944
275
a Chart I What the School Should Do to Help People to Deal Kith
Their Problems of Utilizing Money
b Chart II What the School all Do to Kelp People Deal Kith Their
Problems of Utilizing Money
3 Books pamphlets etc
a Building a Better South Through Education Tallahassee Florida
Southern States WorkConference on School Administration 1943
b Consumer Education for Life Problems Proceedings Third National
Conference Institute for Consumer Education Bulletin No 3
June 1941 Columbia Missouri Stephens College
c Consumer Education Why and How Bulletin 75 Curriculum
Laboratory July 1940 Nashville Tennessee Peabody College
for Teachers
d Consumers Guide U S Department of Agriculture Washington
D C Superintendent of Documents Yearly subscription 50
e Consumer Reports The Buying Guide and Bread and Butter New
York Consumers Union of United States Inc Yearly subscription
for all three 400
f
h
3
Consumers Research Bulletin Washington D C Consumers
Research Inc Yearly subscript on 300
Georgia Victory Corps Series Bulletin No 6 September 1943
Wartime Citizenship Wartime Consumer Education pp 1637
Atlanta Georgia State Department of Education
Gruenberg Sidonie Matsner and B C Gruenberg Parents Children
andMoney Learning to Spend Save and Earn New York The
Viking Press 1935
Harap Henry The Education of the Consumer New York Macmillan
Co 1924
Heil Consumer Training New York Macmillan Co 1943
Kennedy and Vaughn Consumer Economics Peoria Illinois Manual
Arts Press 1939
1 Making Consumer Education Effective Proceedings Second National
Conference Institute for Consumer Education Columbia Missouri
Stephens College Bulletin Wo 2 July 1940
m Mendenhall and Harap Consumer Education New York D Appleton
Century Company
276n Preliminary Report on theConsumer Problems Course Institute
ofConsumerEducation Columbia Missouri Stephens College
1940
o Sorenson The Consumer Movement New York Harper and Brothers
1941
p Trilling Mabel E Kingham Eberhart Florence Williams Nicholas
When We Buy Chicago J B Lippincott Company 1939
II Procedure with the group
A Getting the group into the problem
Below are suggested some means of getting the group concerned about this
problem and desirous of thinking through the problem Some or all of the
suggested means may be used determined by local conditions and the in
terest manifested by the group
1 The leader should explain the meaning of the problem so that members
of the group may participate intelligently in a discussion of the
need for dealing with the problem and later may be enabled to offer
appropriate suggestions for solving the problem
2 The leader should ask some questions that will stimulate the group
to think about the problem Suggested examples follow but the leader
should feel free to use others Some time should be given for the
reaction of the group to each question The leader should get opin
ions of members of the group before he presents charted or other
data
a Does the average consumer today have the opportunity of knowing
as much about what he buys as he had in the early days of our
country Why
After the question has been consideredby members of the group
and reasons for their opinions havebeen discussed the following
statement may be called to the attention of the group
Building a Better South Through EducationSouthern States
orkConference on School Administrative problems Bulletin Mo
3 1943 Tallahassee Florida
In the early days of our civilization the purchaser had a
reasonably good opportunity to know what he was buying because
most of it was prepared or made in his home community and by
people he knew
The situation today poses a very difficult problem for persons
throughout the nation purchasers are finding themselves in
danger of being almost entirely at the mercy of producers because
of their lack of knowledge concerning purchasing
277b Do the people of this community always spend their money first
of all for those things they really need After the question
has been discussed by members of the group the leader may tell
thefollowingstory or another illustrating the fact that all
people do not always give attention first to those things they
really need
A father with a large family and a low income traded in the
family radio which was still in working order for a new console
model at an exchange price of 75 At the same time the oldest
daughter was badly in need of a surgical operation which had to
be postponed for a year because of the trade for the new radio
c Do all people of the community pay enough attention to the cost
and the quality of the articles they buy Preparatory to the
meeting the leader mayhave talked with thedifferent merchants
and clerks of the community about this question Many of them
may have been found to have good stories growing out of their own
experiences The leader may have asked those with good stories
to make a special effort to attend the meeting After the above
question has been raised and opinions from several members have
been obtained the merchant or clerk might be called on to relate
his story The following story illustrates the point that all
people do not buy on the basis of quality and cost and may be
told by the leader in case local stories are not used
A worker earning bigpay in a war industry went into a clothing
store to buy a felt hat He scornfully rejected the 500 and
750 hats shown him and demanded something better The sales
man is said to have switched the price tag from the 1000 hat
to one at 500and sold him the latterfor flO00 with the cus
tomer commenting Thats more like it
d Is there necessarily a relation between the price paid for an
article and the quality of that article
Opinions should be asked of several members of the group After
brief discussion Table I may be presented to help answer this
question This table is made up of data resulting from tests
made in a research laboratory of Consumers Union1
e Does a brand name always insure quality
Opinions should be obtained from members of the group After
brief discussion Table II might be presented showing a comparison
of twelve brandname mens shirts tested by Consumers Union in
1941 and retested in 1944
1 Mens Knit UndershirtsConsumer Reports 8 389 February 1943
2 Kens Shirts Consumer Reports 9323 February 1944
278TABLE I
THE RELATION BETWEEN QUALITY AND COST OF ENS
UNDERSHIRTS LISTED III ORDER OF QUALITY

Brand Retail price Brand Retail price
A 1055 H 045
B 125 I 065
C 039 J 069
D 069 K 025
V 029 L 039
F 065 M 069
G 100 N 060
TABLE II
COMPARISONS IN FABRIC COUNT OF TWELVE
BRANDS OF MENS SHIRTS 1941 and 1944
Brand Year Price Fabric Count
A 1941 1944 200 250 Extra high Medium
B 1941 1944 200 225 High Medium
C 1941 1944 135 146 High Low
D 1941 1944 200 224 Medium Medium
E 1941 1944 149 165 High Medium
F 1941 1944 139 198 Medium Medium
G 1941 1944 129 138 riigh Ivedium
H 1941 1944 200 250 Medium Medium
I 1941 1944 135 165 Medium Low
J 1941 1944 149 169 Extra high Medium
K 1941 1944 119 157 High Law
L 1941 1944 200 249 High Low
27Sf Why does a relatively high price of an article not always insure
an article of relatively high quality
Doubtless members of the group will offer such reasons as adver
tising appearance flavor odor method of distribution repu
tation packaging etc
g In general is advertising a good guide to go by in selecting
between different commodities to buy
Various members of the group should be encouraged to give their
opinions about this question Doubtless the group members will
agree that advertising is not always a good guide to follow in
selecting between different commodities to buy At this point
the leader might encourage members of the group who know of such
cases to cite examples of misleading advertising The leader
may supplement examples given by the group and may even cite
examples of misleading advertising which have produced warnings
from the Federal Trade Commission
h Are goods intelligently bought always intelligently used
Get opinions from members of the group Then ask why we do or
do not properly maintain and use items which we have bought
Doubtless such reasons as lack of proper realization of the prob
lem and lack of understanding as to how the item should be main
tained and used will be given
i Should the school provide a teaching program for dealing with
those problems of utilizing money
Several definite commitments should be obtained from various
members of the group as a basis for leading them to think through
the problems of providing a school program for utilizing money
Leading the members of the group to express opinions as to the
solution of the problem
1 What should the school do to help individuals to deal intelligent
ly with their problems of utilizing money
The leader should draw out the opinions or suggestions of members
of the group as to what the school should do to help individuals
to deal intelligently with this problem The leader should en
courage all members of the group to formulate opinions and should
lead several members to express theirs openly As the different
opinions are brought out the leader should preferably list them
regardless of their worth on the board in such a way that all
members of the group can examine the different opinions from time
to time during the discussion The leader should be sure to have
listed all the different suggestions of the group The source
of the opinion should not be recorded but should be kept in mind
by the leader
280Suggestions similar to the following might be made by the group
members
a Teach children and adults the importance of spending money
wisely
b Teach children and adults how to buy wisely those things
they usually purchase with their own money
c The school should set up a thrift bank to help the pupils
learn hov to save money
d I think the school should help individuals to decide what
they ought to spend their money for
e The school should help boys and girls to get as much as they
can for their money
f Individuals should be taught how to evaluate advertising as
a basis for deciding what to buy
g Etc
2 A plan such as that suggested in Chart I may be used as a guide
for leading a group to think systematically through this problem
CHART I
WHAT SHOIJl D THE SCHOOL DO TO HELP PEOPLE SOLVE
PROBLEMS OF UTILIZING MONEY
Suggested j What the
programs school is
opinions
a
doing
b
What other j What the
schools are
doing
c
experts
recommend
d
Conclusions
e
Action
plans
f
i
i
281Before writing the opinions or suggestions of the group into
column a the leader may help the group to eliminate duplica
tions which might be found in those suggestions Columns b
c d etc may be used to indicate the successive steps
toward reaching the solution Data may be written into the column
or the column may be checked as each step is taken
C Testing the opinions of the members of the group
1 What is our school now doing to deal with the problems of utiliz
ing money
This aspect of the schools present program may be described by
the leader or by one member or more than one member of the plan
ning group who have been designated long enough before the meeting
to get prepared The report or reports should reveal to the other
members of the group an accurate picture of what the school is now
doing The reports should reveal the age groups reached the kind
of problems dealt with the methods used the overall results
obtained etc
The description of the schools present program in this field may
be briefedin column b of Chart I
An evaluation of the present program may reveal to members of
the group that their suggested program column a of Chart I
should be modified If so the changes should be made in column
2 What are other schools now doing to help individuals to utilize
money and other means of exchange
a The leader should encourage those members of the group who
have had an opportunity to know what some other schools have
been doing about this problem to report some practices being
carried out in those schools These reports may be briefed
in column c of Chart I After all reports have been made
the leader should contribute examples
1 Family Living and Our Schools
Century Company Inc 1941
New York D Appleton
In Morris Tennessee the elevenand twelveand thirteen
year old pupils became much interested in Morriss coopera
tive program They organized into a cooperative raising
food in a garden which furnished supplies for the school
cafeteria operating the cafeteria and the community store
which sells school supplies as well as a thriftsaving policy
for all pupils of the school and maintaining a sickness and
3 Summarized from Glenn Kendall The Morris Community Program Curriculum
Journal March 1939 pp 108110
282accident policy for the protection of job holders during
absence from school because of sickness or eccident11
P 116
2 Family Living and Our Schools Hew York
Company Inc 1941
D AppletonCentury
Teachers are trying to help pupils with consumer problems
as well as with housing In one high school the assistance
given highschool seniors by the social science commercial
and home economics teachers centered around good buymanship
and the citizenship responsibilities of a consumer Twenty
one boys and twentyone girls were registered in the course
in 1939 The teachers and students listed the difficulties
of the consumer buyer and together planned what to consider
during the semester The teacher reports the work of the
class as follows
rWe study advertising not from the pickthingstopieces
attitude but from the points Is it truthful Is it in
formative Is it attractive
We study private and public agencies which help the consumer
and ways in which the buyer can help himself
We discuss cooperatives and credit unions The secretary
of a credit union explained their operation

The secretary of the Board of Health told us of laws and
ordinances which affect the sale of foods and soft drinks at
soda fountains
We believe that students learn by facing real problems and
trying to solve them so we apply to our everyday buying the
things which we ore learning
For a semester problem each student chooses a commodity in
which he is interested and does research work finding out
all he can which will help him in buying the article
The business men have been very cooperative in answering
questions and helping these boys and girls
We have tried to check on the reaction to this course
These boys and girls are more observant they judge high
pressure salesmanship and watch the buying of other people
One boy reported Sales are not so attractive to me as they
used to be when I thought all socalled bargains were real
bargains They are checking on guaranteed articles which
4 Chestina Williams Teaching Problems in Economics to High School Seniors
Kokomo Indiana Kokomo Public Schools
283they buy A boy found that only the frame of his bicycle
was guaranteed and that the guarantee covered only certain
things
These boys and girls are becoming interested in books and
magazine articles which deal with the consumer buyer
3 Spafford Ivol A Functional Program of Home Economics
New York John WileySons inc 1940 Pp23567
The Vocational teachers in agriculture and home economics in
South Carolina have joined together to help the rural farm
family working as a unit to solve many of its social and
economic problems thus contributingto improved living for
its members Basic in the development of this state program
is the principle that teaching to be successful must grow
out of the problems of those being taught The homeeconomics
and agricultural teachers and the farm people have recognized
as their pertinent problems improving the quality of food pro
duced increasing production and having a better diet im
proving the selection buying making and caring for clothing
selecting andbuying furniture and electrical equipment for
home and farm selecting making and caring for farm and home
equipment that can be made in the farm shop meeting health
needs through reduced use ofpatent medicines and selecting
and using cosmetics more intelligently improving and beauti
fying home farm andschool grounds working together to
improve family living and income and to secure reasonable
credit developing a growing interest in children and learn
ing to understand and work with them Vocational teachers of
home economics are being moved over rapidly to a twelve
month employment period one hundred and four being employed
in 193440 on that basis This period of service correspond
ingto that of agriculture greatly facilitates the develop
ing of a joint program of educational service
What do authorities recommend that the schools should do to help
individuals to utilize money
a Members of the group1 should be given an opportunity to report
theirknowledge of authoritative recommendations at this point
b The group at the last meeting may have reached the step of
testing their own opinions or suggestions as to the kind of
program to set up to deal with this problem The leader may
have found it desirable to lead them to anticipate as one
means of testing the need of opinions of authorities Then
the group may have been led to have a committee appointed to
investigate all available literature on consumer education in
order to discover the opinions of authorities and to report
these findings at the next meeting If there is such a com
mittee its report should be presented at this point
284The leader should have some authoritative opinicn s which
he may want to supplement the contributions made in a
and b above
The following statements taken from the writings of special
ists in this field may be used to help test opinions or
suggestions of group members These or any other statements
used may be read to the group or may be summarized and given
orally so es to be representative of the authoritys opinion
or may be summarized and charted for presentation Materials
used in testing group opinions may be summarized and put in
column d of Chart I or if charted may be kept before the
group to serve in connection with column d
After considering the opinions of authorities the group should
be led to determine whether further changes ought to be made
in its suggested program in column a of Chart I
1 Henry Harap in The Education of the Consumer Macmillan
1924 page 4 sets forth the function of the school in
relation to consumer education1
It is the purpose of this study to discover the ob
jectives of education for American economic life with
reference to the consumption of food shelter and
clothing Theconclusions of this inquiry will be
termed educational objectives because they are the
habits skills knowledge or attitudes which should
be achieved by educational activity
2 Leland J Gordon Needs in a Small Town in Consumer
Education for Life Problems National Conference in
stitute for Consumer Education Stephens College
Columbia Missouri 1941 pages 35 sets forth the
purposes of consumer education as it may apply to
people living in the small town
The central purpose of consumer education is to pro
mote consumer welfare Consumer welfare requires an
abundance of wealth to satisfy consumers vants This
wealth must comprise commodities and services which
will increase consumers wellbeing it must be pro
duced efficiently and distributed widely
How may consumer welfare beincreased One method
is by educating consumers to prepare them better to
meet three central problems whichmust be faced in an
economic system which permits freedom of choice
The first problem is that of choosing among the exten
sive array of available goods and services
i The second problem consumers face is that of buying
goods and services This involves choosing a specific
285 item from among many offered
The consumers third problem is that of using the
items purchased so as to receive maximum satisfaction
and increased wellbeing
3 W W Charters and James E Fendenhall in summarizing
the roundtable discussion reported in Consumer Education
for Life Problems page 66 op pit say
The objectives toward which the activities of instruc
tion should be directed are related to a basic philoso
phy of living and to a set of values that control the
lives of students Attention was centered upon the
objectives for adequate training in the three main pro
cesses of consumption choice purchase and use of com
modities and services
Courses in consumer education have already been intro
duced in a number of schools However these courses
alone will not solve the problem Unless the entire
school curriculum is reoriented to place greater em
phasis on pupils as consumers the problem is likely
to become even more serious during coming years
4 Edmonson Roemer and Bacon in The Administrationof
the Modern Secondary School Macmilian 1941 discuss
the subject of consumer economics under the following
headings
a Thrift Education page 363
Thrift programs have become a part of the cur
riculum organization of many secondary schools
The most common arrangement is a provision for
making savings deposits either through collection
in the homerooms or a school thrift bank A few
schools go beyond this basic arrangement and
follow in some measure a program of thrift in
struction Some schools attempt to correlate
thrift education with such subjects as English
civics and the commercial studies
b Consumer Education page 364
Today the great majority of administrators see
the need for consumer education A number of
schools are carrying on experiments in teaching
intelligent purchasing and in consumer problems
generally The commercial social studies
science and home economics departments have all
given some emphasis to consumer problems In some
schools courses in consumer education are offered
2865 Building a Better South Through Education pages 117118
op cit contains statements regarding l the groups
to be reached with this type of program 2 the kind of
program to conduct aswell as 5 the type of organization
to set up to carry on the program
It was assumed that consumer education should be
carried on through 14 years of schooling from the
first grade to the end of general education in the
junior college
What should be taught in eacharea should be de
termined by the problem of consumption at each level
of experience thepurchase of candy in the first
grade and of cosmetics in the twelfth grade These
problems should be assembled from a study of individual
children of the families in which these children are
reared and of the local community
With such problems identified the school should
begin to plan the program for each grade level In
preparing a plan emphasis should be placed upon the
current personal problems of children at their present
level of experience and development Account should be
taken of the fact that these problems vary in intimate
and emotional character also that an educational
program is effective in direct ratio to the immediate
importance of the problems to the individual child
The second problem discussed was whether consumer
education should be offered in separate courses and
units or as aspects of other courses already established
in the school curriculum The consensus of opinion
supported the case for wide experimentation using a
variety of forms of organizing programs of consumer
education No standard and universal form should be
prescribed partlybecause the best methods are not yet
known and partly because trained teachers are not yet
prepared for initiating a thoroughgoing program
6 J Cecil Parker Whalt arid How to Teach High School
Students in Making Consumer Education Effective
National Conference Institute for Consumer Education
Stephens College Columbia Missouri 1940 makes the
following statement regarding organization for in
struction
Consumer education is not an independent disci
pline for which some department or departments
of the secondary school can assume responsibility
The advisability of special courses in consumer
education depends upon local school and com
munity situations In general special courses
are not desirable
237

7 Alexander J Stoddard and others Education for All
American Youth Washington D C Educational
Policies Commission 1944 P 256
Consumer Economics Those are bywords but
dont let them frighten you What we mean is this
Everyday you are a consumer of goods and services
of food clothing recreation education and many
others Now do you know what you are getting for
your money or for your fathers money or for the
tax money that is being spent on you Are you get
ting your moneys worth How do you know whether
you are or not And how can you know How does
one determine what is a fair price for a product or
a fair charge for services Does it make any dif
ference in the long run whether you spend your money
for product A or product B Whether you buy from
merchant X or merchant Y These are some of
the questions you encounter very quickly when you
start studying consumers problems
8 Spafford Ivol A Functioning Program of Home Economics
New York John Miley ancf Sons 1940 P 414
Consumer Education is stressing the selection of
goods and services from the market offerings General
economics has only recently begun to pay attention to
consumption Economic problems are among the most
important social problems of the day The fact that
many families cannot earn enough to maintain a com
fortable level of living is of concern to the home
economist The pressure of advertising of magazine
articles and of the movies on standards of housing
furniture and furnishings beyond the incomes of the
great masses of people present other problems The
pressure on young people to spend money and the lack
of opportunity to support themselves are social prob
lems of great moment The responsibility for study
ing such problems is not one for home economists alone
but neither should they isolate themselves from them
The situation demands that home economists join forces
with other agencies bringing their peculiar concern
for home and family life to bear upon the solving of
such problems
9 Goodykoontz Bess and Beulah I Coon CoChairman
and others Family Living in our Schools New York
D AppletonCentury Company 1941
One of the neglected areas at present is in the edu
cation of consumers Children too are consumers
In fact studies show that elementary school children
do a very large part of the familys purchasing
283Nearly all children in doing their errands at the
grocery store the fruit market the drug store
face prqblems of selection Furthermore many
children are being given by their parents the privilege
of helping to select their own clothing furnishings
for their rooms and play equipment Schools can well
give some aid to children as they share in these home
responsibilities Pp 1023
Studies are greatly needed to show what childrens
serious difficulties are at different ages what act
ivities they carry on in different environments and
what ways school can best help For example many
elementary school children face problems in the use of
money The temptations to unwise expenditures are
intensified by radio advertising and contests This
suggests the need for some consumer education on an
elementary school level P 138
Whereas progress is being made constantly in adult
education for home and family life there are still
many relatively unexplored fields so far as actual
teaching is concerned Outofschool youth education
for example is needing much more consideration than
has been possible as yet What are the important
personal problems of this group that need further
study What can be done in this area of education
for the occupational adjustment of youth
Thinking in terms of both outofschool youth and
adults there are new interests that need exploration
The problems of housing the use of credit and the
whole area of personality development in its relation
ship to family living are illustrations
A further definition of the problems that are pessing
in family life at its different stages is needed
For example in the financial problems of the home
there are undoubtedly some which press for solution
while the children are young such as for example
first guidance in the use of money Pp 3523
10 Trilling Ifabel B E K Eberhart and Florence Wil
liams Nicholas When You Buy Chicago J B Lippin
cott Company 1939 Preface
Modern education attempts to adapt the school curri
culum more and more closely to the need of the indiv
idual The school should help every student to develop
interests techniques understandings and judgments
which will enable him to solve his everyday problems
There is oneproblem which absorbs a large proportion
of the thought and energy of every person This is
289

MisiBmmiiSsisMmmm
his neverending struggle to secure for himself as
many of the worlds commodities and services as he
needs and desires Our twentieth century social and
economic civilization is so organized that we must
depend upon others to provide most of the goods and
services we want We must buy many things When
we buy we naturally want to get as much as possible
for our money This has become a real problem Net
every perchase is wise Not all buyers are well pre
pared to meet the problems of everyday life which con
fronts them as consumers Buying is a very important
part of daily living and should not be ignored in our
educational program
D Leading the group to draw conclusions
If the suggested program column a Chart I has been tested in terms
of what the school is now doing what other schools are doing and
what authorities recommend and if suggested changes have been written
into column a it now becomes the groups proposed program in util
izing money for the school With the help of the group the leader
should develop statements which describe each suggestion in the proposed
program These statements may be written into column e and should
explain the purpose of each part of the program the individuals or
groups to be served and the possible scope of the service
An example of conclusion statements which may be somewhat similar to
those reached by the planning group follows
1 A program to deal with the problems of utilizing money is to be
established for all groups from the first grade through adulthood
2 The problems to be dealt with should be determined from a study
of the needs of utilizing money at each level of experience
3 The problems to be dealt with should be current personal problems
of the individuals at their present level of experience and devel
opment
4 A thrift bank is to be established in the school to help those
individuals who are six to eighteen years of age to learn how to
save money
290CHAPTERXT
PLANNING AND DEVELOPING A PROGRAM OF THE SCHOOL
TO DEAL WITH THE PROBLEMS OF UTILIZING NATURAL RESOURCES
Introduction
It is more important today than ever before that the American people intelli
gently utilize their natural resources Soil timber minerals andwildlife have
been exploited to such an extent that shortages are already being experienced in
some of these resources Yet this is still a relatively new country in which the
supply of most of these scarce natural resources at one time seemed to be unlimit
ed
Today there are no frontiers in this country which provide an origin of
natural resources Therefore it is essential that the American people utilize
intelligently the natural resources that remain
Authorities agree that the schools can and should make provisions to help
people deal intelligently with their problems in utilizing natural resources
This chapter provides suggestions for the school leader to use in guiding a plan
ning group in recognizing the problems involved in utilizing natural resources
in formulating a school program to deal with these problems and in putting the
program into operation
Leading the Group to Think Through the Problem
I Leader s preliminary responsibilities
A Objective In order to lead a group to think intelligentlythrough
the problem the leader should have a definite objective This unit
has been prepared with the assumption that the leaders objective would
be to lead the group to think through the problem of utilizing natural
resources and to initiate a plan of action by leading the group
1 To become interested in and concerned with solving the problem
2 To express opinions regarding the solution of the problem
3 To test these opinions and to try out tentative conclusions
4 To draw conclusions
5 To make and to put into operation a plan of action
B Members of the planning group The leader will recognize the need for
careful preliminary work involving personal contacts in order to secure
the interested participation of members of the group These members
might include l School superintendent 2 local trustees 3
291
principal l teachers 5 selected young people from highschool
and outofschool youth 6 adults 7 county supervisor and 8
PT A members
C The meeting place Experience of school leaders has shown that a suit
able meeting place is very important in educational planning The
leader should refer to suggestions made in Chapter III
D Suggested informational materials andservices
A selection of these and other aids is essential in working toward the
leaders objective Careful examination of this suggested list of aids
will reveal that seme of them might be used inone or both of the stepsi
getting the group into the problem and testing the opinions of members
of the group
The data which can be provided ahead of time should be charted so that
they can be seen and studied by the whole group Data for some of the
charts and tables may be secured from books and bulletins listed in
this section
1
Tables
a Table
I Relationship between Productiveness of Land
and Support of 222 Rural Churches in Upper
South Carolina Conference 19391941
2
b Table
Charts
a Chart
b Chart
II Efficiency in Utilizing Wood From the Forests
of the United States 1938
It What the Schools should do to Help People
Solve Problems of UtilizingNatural Resources
II What the School Will Do to Help People Solve
Their Problems of Utilizing Natural Resources
3 Books and pamphlets
a Buie T S Land and Country Churches Land Policy Review
8 2930 Winter 1945
b Building a Better South Through Education A Study in State
and Regional Cooperation Tallahassee Florida Southern
States WorkConference on School Administrative Problems
1945
c
Chase Stuart Rich Land Poor Land New York McGrawHill
Book Company 1936
d Has key L D and others Building a Better South Throurh
292
Education Bulletin No 3 Tallahassee Florida South
ern States WorkConference on School Administrative Prob
lems 1943
e Ley Ivan H Soil Conservation Program The American
Farm Youth 11 39 October 1945
f Pearson James H Land Utilization in Farming Programs
The Agricultural Education hagazine 18 90 November
1945
g School Forests for NorthCarolina American Farm Journal
20 1718 September 1945
h Soil Conservation OfficialOrgan of Soil Conservation
Service Washington DC United States Department of
Agriculture October 1940
i Soil Conservation OfficialOrgan of Soil Conservation
Service Washington BC United States Department of
Agriculture August 1941
II Procedure with the group
A Getting the group into the problem
It is a wellknovm fact that reflective thinking takes place only when
the individual recognizes a real problem and has some desire to do some
thing about it So to begin vrith the leader should lead the individ
uals in the group to see the need of and have a desire for planning a
school program which will help the people of the community to utilize
intelligently their natural resources
Below are listed some means of getting the group into the problem of
considering the need for helping individuals to utilize natural re
sources
i
1 The leader should ask some questions that will stimulate group
thinking Suggested examples follow Others may be used For
each question some time should be given for the reaction of vari
ous members of the group The leader should get opinions of
group members about a question prior to the presentation of facts
a What are the kinds of natural resources which need to be
utilized carefully
This question should be raised of members of the group and
their opinions solicited Doubtless the following kinds of
natural resources will be suggested by the group soil
forests minerals wild life water power etc
b Has America handled her soil wisely and economically
293Members of the group should be encouraged to express their
opinions regarding the loss of soil caused by erosion After
the group has been encouraged to express opinions but be
fore interest in the question begins to lag for lack of
concrete facts the following citation may be made
A few years ago the Government of the United States made
survey of soil erosion throughout the country It was the
first time it had ever been done and it disclosed an amazing
situation In less than two hundred years America had lost
onethird of its topsoil At the time of the Revolutionary
War our topsoil averaged about nine inches in depth In
1935 7hen the survey was made the nine inches had shrunk to
about six Onethird of our good soil was gonoJ
About 50 million acres of cropland had been so ruined by
erosion that it could no longer bo cultivated That is as
much cultivated land as there was in Franca before the present
war more than there was in Italy or Germany or Spain
Erosion had severely damaged over 230 million apres more of
crop and grazing land Most of the damage had taken place in
the last two or three generations Fields our grandfathers
had planted were washed away Yhere they had raised corn and
wheat wo had gullies and ravines
The group may also be led to consider the following facts
about the loss of soil in the United States as compiled by
the Soil Conservation Service of the United States Department
of Agriculture
1 Three billion tons of soil enough to fill a train of
freight cars girdling the earth thirtyseven times at
the equator are washed from fields and pastures year
ly
2 More than 300000000 tons of the richest soil on earth
are dumped each year into the Gulf of Mexico by the
mighty Mississippi
3 Fifty million acres of our fertile farm land have been
completely destroyed and abandoned This covers an
area equal to Pennsylvania Massachusetts and Connecti
cut
4 One hundred and twentyfive million acres have been
seriously impoverished by loss of productive topsoil
5 Two hundred thousand acres are being abandoned every
1 Bennett Hugh H A Great Democracy Does ThingsJ Soil Conservation
Official Organ of Soil Conservation Service Washington7DC7
Department of Agriculture August 1941 P 30
United States
294c
year because erosion has rendered them barren and unfit
for productive cultivation
6 Between 1920 and 1930 in the Piedmont section of Georgia
and the Carolinas there were 50000 farms abandoned
One county in the Piedmont region of Georgia has
100000 acres permanently destroyed by gully erosion
and in the United States 50000000 acres of valuable
land have been abandoned
A total of 175000000 acres will be abandoned within
the next generation if methods of erosion control are
not employed
Forty million acres of fertile bottom land have been
rendered unfit for cultivation because of the silting
of stream channels
7 The estimated annual toll of erosion interms of money
is 400000000 It is upon this estimate that the
United States Government justifies an annual expendi
ture of 20000000 for the Soil Conservation Service
S Nature requires 400 to 1000 years to produce one inch
of fertile topsoil
How does the soil erosion problem in the South compare with
that of the nation as a whole
After the members of the group have been encouraged to express
opinions on this question the following may be used as a basis
of judgment
With less than a third of the nations area the South
possesses sixbyone percent of all the nations eroded arable
lands Gullied and washed land is most often a result of
careless farming overcultivation of the traditional cash
crops lack of knowledge of a crop culture suited to the
land or direct disregard or ignorance of the need of crop
rotation and the use of cover crops Such waste of the soil
leads directly or indirectly to human suffering and to in
numerable social problems that have to be faced Inadequate
farm income low land values low standards of living the
prevalence of disease end poor health and the weakness of
such institutions as the church and school can be traced
directly to unintelligent use of the soil
ii 2
2 Haskew L D and others Building a Better South Through Education Bulletin
Number 3 Tallahassee Florida Southern States WorkConference on School Ad
ministrative Problems 1943 P 41
295There is still sufficient fertile soil in the Southern
Region to make possible a good standard of living for a large
population Soil however can be wasted and that is vzhat
has happened on an alarming scale in the Southern Region
and is still happening The situation has become serious
but not hopeless
The twin problems of soil erosionand soil depletion have
arisen out ofa combination of natural geographic conditions
and the traditional farming methods a long growing season
relatively heavy rainfall large areas of sloping land
overemphasis on cotton and corn and a croprotation system
with little livestock and grazing land and too much farm
tenancy with little consequent interest for the individual
farmer in proper soilconservation methods Since the region
al economy is based on agriculture the soil problem becomes
one of first magnitude
We cannot grow new soil but we can protect it from further
erosion and build up its productivity through good management
practices The techniques for proper conservation of the soil
have been established more grasses and improved livestock
a better rotation of cropsterracing and contour farming
green cover crops in winter transfer of very steep land to
forest and pastures increased use of lime and phosphate
and other similar steps The problem of correction becomes
basically a matter of establishing a betterbalanced farm
economy Citizens in general as well as landowners largo
and small must understand and appreciate the importance of
a wollroundod wellplanned program that embraces the en
tire range of farm operation and economy before proper soil
conservation can become fully effective
d VJhat effect does land productivity of a rural farm community
have on the welfare of the institutions of the community
After the question has been discussed by members of the
group the following data from a study made by the Soil Con
servation Service in the Piedmont Section of South Carolina
may be presented
3 Building a Better South Through Education A Study in State and Regional
Cooperation Tallahassee Florida Southern States WorkConference on School
Administrative Problems 1945 Pp 56
296
TABLE I
RELATIONSHIP BETWEEN PRODUCTIVENESS OF LAND AND SUPPORT OF 222
RURAL CHURCHES IN UPPER SOUTH CAROLINA CONFERENCE4
19391941
Item
Moderately
eroded
Classification of land of county
Moderately to
severely erod Severely
ed eroded
No churches 47 89 86
Average membership 160 132 105
Percent membership attending services 49 46
Annual contributions 3year average 01135 762 v 533
Contribution per capita 0709 0578 0508
Pastors salary
5431
300 apprtix 0241
e How efficiently do the American people utilize the forest re
sources of the country
Afterthe members of the group have been given an opportunity
to discuss this question and encouraged to cite examples of
bad forest utilization in the community the following data
may be presented
TABLE II
EFFICIENCY IN UTILIZING WOOD FROM THE FORESTS OF
THE UNITED STATES 1938b
Item
Total wood removed
Waste in the woods
Waste in the mill
Decay in storage and service
Miscellaneous wastes
Total waste
Total wood utilized
Percent
25
12
20
11
100
68
32
297g
In addition to the above data the following citation may be
used to lead the group to recognize our inefficiency in using
forest resources in the South as well as the importance of
forest conservation
Forests are exhaustible but renewable resources they can
reproduce themselves The tremendous tracts of virgin timber
which once covered most of the South have been cut and slashed
and burned to provide quick profit or to make way for farias
pastures and urban homo sites The remaining forest lands
largely second growth are today subject to tremendous drain
far beyond the productive rate for essential war uses
It is impossible to overvalue forest resources Lumber has
long been the basicbuilding material Chemoplastics have
found in southern pines an economic source of the basic hydro
carbon molecule from which to create many new products The
role of forests in the protection of water supply has only
recently been appreciated State and national programs arc
beginning to capitalize on forests as prime recreatioxial
assets6

Haveweproperly utilized our water resources in the South
After discussion of this question by members of the group
the following passage may be cited
The treatment of water resources in the Region presents
another picture of disorder and wasteful exploitation As a
resource basic in the life of the individual the community
and the Region water has probably been more generally neg
lected more widely abased and has received less public
attention then any other resource The heavy precipitation
Yhich provides the basis for the Regions valuable resources
in water creates special problems in addition to erosion
Are the mineral resources of the South being utilized as they
should be utilized
After the group has been encouraged toexpress opinions about
tho question the following expert opinion may be presented
4 T S Buie Land and Country Churches Land Policy Review 8 2930
Winter 1945
5 Datataken from Stuart Chase Rich Land Boor Land Newlork McGrawHill
Book Company P 126
6 Building a Better South Through Education A Study in State and Rogional Co
operation TaTlahassoe Florida Southern States WorkConference on School Ad
ministrative Problems 1945 P 7
7 Ibid p 6
298Minerals are the only natural resources which must be mined
rather than cropped yet even this mining must be planned
according to scientific principles First it is highly
desirable to effect practical substitutes from among the
more durable and enduring types of resources Wherever pos
sible for example inexhaustible water power should be sub
stituted for exhaustible petroleum and coal The task of
working out substitutes and perfecting the uso of this type
of resourco is a challenge to the Region and the entire
nation In the second place the exhaustible resources
should bo used for indispensable needs and services only
utilizing all the efficiency made possible by constantly in
creasing technical knowledge Some minerals such as build
ing stone brick clay sand and limestone exist in such
abundant quantities as to bo virtually inexhaustible Since
these resources exist in superabundance their use should be
encouraged
According to geological lists over three hundred minerals
appear in some form in the Southern Region Most of the
important minerals of the Region however are not in the
metals class They are for the most part those minerals
which are relatively cheap and abundant and which if
properly utilized should provide the basis for a sound
industrial development8
h Hov well are we utilizing wildlife resources in the South
The following passage may be used to verify the opinions of
members of the group regarding this question
Southern forests and southern waters since primitive days
have been filled with wild life of wide variety This prodi
gality ofnature has been partly responsible for the wide
spread disregard of desirable conservation practices through
out the Region Fires land clearing growth of urban areas
highways stream pollution and other factors however have
seriously reduced the supply of fish and game during recent
years and have tended to disrupt the balance of nature It
has only been in the last few decades that a majority of the
citizens have taken kindly to restrictions on catches and
kills or have observed limits and seasons
All of the Southern States through aggressive wildlife
departments are showing an interest in conserving that
portion of the Regions natural resources with which these
departments are concerned And all of them have developed
educational programs as a means of promoting conservation
Though wartime conditions have interrupted these programs in
i Ibid p 8
299some instances as soon as peace returns a renewed education
al campaign for saving fish and game and forests may be ex
pected throughout the Region The problem will not be
solved however until future citizens through public school
education develop an appreciation of the value of the Regions
wildlife resources
n9
i Why have the American people wasted so ruthlessly our natural
resources
After this question has been discussed by members of the
group and several reasons have been given the following
passage may be cited asthe opinion of one who has given
much attention to this problem of conserving natural re
sources
Other nations havenot so ruthlessly run through their
resources Look at Germany Sweden France Italy Austria
New Zealand
The major reason in my opinion is the concept of infinity
to which we have so often referred No other nationexcept
Russia and Chinaever had such a slice of continent to play
with No other nation including Russia ever had such
wealth in resources Looking from the Atlantic to the fabu
lous Pacific there seemed no end What if a forest was
leveled here or a field gullied there More on brother
move on the great open spaces beckon
Other nations because of their smaller size or more limited
primeval heritage or because of plain common sense havo
dreamed no dreams of a land which stretches west to infinity
They early recognized that the ocean or Gaul lay over tho
ranges and that that was the end Sweden began to preserve her
forests in 160010
2
3
At this point the leader should summarize the discussion on this
problem up to this point This summary however should not be so
detailed that it is practically a repetition of the preceding dis
cussion
Haying given the group an opportunity to grasp the significant
points of the discussion up to this time and having found suffi
cient interest to warrant leading the group to think through the
problems the leader might raise the question Do you think the
school should plan or replan if the school is already doing
9 Ibid pp 89
10 Stuart Chase Rich Land Poor Land New York McGrawHill Book Company
Inc Pp 222223
300something about the problem a program to deal with the problems
of utilizing natural resources It is assumed that the above
question will be answered in the affirmative
Leading the members of the group to express opinions as to the solution
of the problem
1 That kind of program should the school provide to meet the needs
of the people of the community in utilizing natural resources
The leader should draw out opinions of group members as to the kind
of program that ought to be provided in the school to help individ
uals deal with the problems of utilizing natural resources Opin
ions should behad of various membors of the group beginning with
those who exhibit strong interest After this interest has spread
through the class the leader should observe no fixed order in
calling upon individuals
As the various opinions are expressed they might be listed on the
blackboard The leader should make no attempt to get the proposals
evaluated In fact the leader should urge group members to with
hold evaluations at this stage of planning The source of each
opinion should not bo recorded but should be kept in mind as far
as possible by the leader
Cpinions or suggestions of members of planning groups will vary in
accordance with the community needs and the thinking of the individ
uals Furthermore in some cases especially when only a few sug
gestions have been made the leader should offer still other sug
gestions which the group members have not mentioned The leader
however should avoid the practice of making special effort to
get the group at this stage of planning to suggest what he consid
ers to be a perfect program Nevu additions or eliminations may
be made during the testing step of the planning process Following
is a list of opinions or suggestions which might be made
a The school should help people to understand the need for talc
ing care of the soil and how to take care of it
b It should lead people to understand the part that wildlife
plays in human welfare
c It should holp people to provide intelligently for the
preservation and propagation cf wildlife
d The school should help the people to become intelligent in
utilizing forest resources
e It should teach farmers how to terrace their farm land
2 A plan such as is suggested in Chart I might be used as a guide
in leading a planning group to think systematically through the
problem of providing a program for leading peoplo bettor to utilize
301natural resources The leader might help the group to eliminate
duplications in the suggestions given by members of the group and
rewrite the revised suggestionsin column a of Chart I The
other columns may bo used to indicate the successive steps toward
reaching a solution to the problem Data may be written in or the
column may be checked as each step is taken
CHART I
TNKAT SHOULD THE SCHOOL DO TO HELP PEOPLE SOLVE
PROBLEMS OF UTILIZING NATURAL RESOURCES
a
Suggested
programs
opinions
b
What the
school is
doing
c
Vihat other
schools are
doing
d
Tfiihat the ex
perts recom
mend
Conclusions
it
Action
plans
C Testing the opinions of members of the group
Hero the leader should be concerned with getting the group to evaluate
the several suggestions or opinions with factual data and expert opin
ions
1 Vhat is the school now doing to help individuals solve problems of
utilizing natural resources
The schools present program might be describedby the leader or
by one or more designated members of the group The report or
reports should reveal to the other members of the group the kinds
of problems dealt with the age groups reached the number reached
in each age group the methods used with each age group the over
all results obtained and other pertinent facts
The description of the schools present program might be briefed
in column b of Chart I
If the group should decide that the previously suggested program
ought to be changed in the light of what the school is now doing
the changes should be recorded in column a of Chart I
2 Yftiat are other schools doing to help people solve problems of con
serving natural resources
302Members of the planning group should be encouraged to tell what
they know about what other schools are doing to help people solve
problems of conserving natural resources Contributions of mem
bers of the group may be listed in column c of Chart I After
all contributions have been made the leader should contribute ey
amples A few suggested examples follow The examples may be
briofed and charted ahead of time to be used in connection with
the discussion of what other schools are doing
a Soil Conservation Official Organ of Soil Conservation Service
YJashiiigton DCj United States Department of Agriculture
October 1940
l The children of Congress Heights School Washington D C
deal with soil conservation in their instructional pro
gram The following are examples of how soil conser
vation is dealt with in this school
a Firstgrade experiments were conducted with soil in
which the group discovered that roots of plants
help to hold soil and that wind blows soil but that
sand and exposed top soil blow away more easily than
soil covered with vegetation Charts giving the
results from these experiments were made and used
as a basis of reading work The teacher planned a
series of stories and games for her class duplicated
them and put them together in a book
b A baking pan and clay were used by a sixth grade
group to make a model showing mountain formation
and strata of the earth The interest in earth
formation came from a visit to a new road cut
c Girls in the sixth grade on a visit to a bluff
with rock outcroppings found lichens mosses and
ferns From the work done in class the girls Were
able to read a very interesting story
d Sixthgrade boys tested samples of soil for acidity
air in the soil and the feel of the soil left in
an open container compared with that kept in a
closed container
e Three lamp chimneys with the small end covered with
cheese cloth were partially filled with sand clay
and garden soil by a sixthgrade group Water was
poured onto the soil in each chimney and a study
was made of the penetration of rain water in each
king of soil11
11 Adapted from page 110 of Soil Conservation Official Organ of Soil Conser
vation Service Washington DC United States Department of Agriculture
October 1940
3032
The study of the soil its waste and conservation
land usewas added to the curriculum of the Eastern
Washington College of Educationlaboratory school at
Cheney for the first time last year It came about
when Ir Otis Freeman head department of science
suggested to Director Clark M Frasier and the labora
tory school staff that resource teaching be developed
in connection with regular class work They did so and
obtained technical and teacheraid material from the
Soil Conservation Service through its Region 9 office
at Spokane 17 miles away
A definite project for the 193940 school year promptly
was set up with the conservation subjects added to the
curricula of the first six grades as part of the pupils
home relation vork The task was not at all difficult
it was found that the study of soil followed logically
in subject matter already taught For example the
firstgraders nature study suggested the dependence of
the birds flowers and trees upon the soil The second
graders had bean studying about food and clothing it was
but a short step to tie up the origins of these essentials
in the soil In the third grade shelter as the base sub
ject carried smoothly over into houses trees and forests
and the soil from which trees grow
From the picture scrapbooks made up by the little folks
to the popular and even technical bulletins on soil con
servation read by the older pupils soil conservation was
found to fit naturally into the laboratory school courses
all along the line New subjects were at hand for color
ing and painting furrows and contour crop strips to re
produce in the art room with crayon and brush new words
for vocabulary studieserosion contour trashy fallow
and so on A large watercolor mural on soil conservation
painted as a class project by fourthgrade pupils was
an outstanding school production of the year
Grass clumps and soil samples studied with great inter
est in the schoolroom were made to mean more on the
field trips arranged that children might see how grass
roots bind the soil end how soil washes and blows away
when it has noroots to hold it Out on the farm the
pupils saw gullies and fiolds tilled with the slope
and across it Back in tho schoolroom they wrote about
what they saw drew pictures and built simple models of
the right and wrong way of farming12
12 Ibid adapted from page 112
304ffigaaiBt

Ley Ivan K Soil Conservation Program The American Farm
Youth Danville Illinois American Farm Youth Publishing
Company Volume 11 Number 5 October 1945 P 39
The vocational agriculture department of the Arena Wiscon
sin High School has been developing a soil conservation pro
gram since 1929
The township of Arena lies in the Wisconsin River Valley
It consists of sandy soil deposited by the river and hills
and valleys extending from about one mile on each side of
the river
During the drought years in the 2920s there were a number
of times in which there was so much sand in the air in this
area that cars on the highways needed lights at noon and crops
were constantly cut off at the surface of the ground
Some action was necessary and after consulting with farmers
and studying the problem in high school young farmer and
adult classes it was decided to start a tree planting pro
gram Valuable help was secured from the Extension Forester
of the College of Agriculture in planning the program The
cooperation of nine farmers was secured in the spring of
1929 and 16000 trees were planted in windbreaks and in
sand blows One of the windbreaks wasa milo long and one
was threequarters of a mile The trees wore Jack and Norway
Pine set out by the farmers with the help of the students
in agriculture
A school forest was started in 1931 through the cooperation
of William S Sawlc a 75ycarold farmer who gave four
acres of land to the high school for forestry purposes
Several thousand Norway and Scotch Pine were planted in this
forest each year until the plot was all planted An addition
al 40 acres of land was bought by the high school district in
1938 in which 4000 trees were planted each year This area
has now nearly all been planted so another 80 acres has been
purchased
In addition to the plantings in the school forest about
30000 trees are planted each year by F F A members on
their home farms and on neighboring farms These trees are
planted to control both wind and water erosion Trees are
generally planted six feet apart each way
Jack and Norway Pine were first used for this soil conserva
tion work but the Jack Pine was soon discarded Scotch Pine
was substituted for the Jack but this variety was also dis
carded because of its many enemies At the present time
plantings consist of Norway and White Pine Locust Red Oak
and White Ash Since 1938 tree planting conditions have
been very favorable so that 95 percent survival has been
secured
305The growth of this program of tree planting as part of the
soil conservation activity in our school territory indicates
the active cooperation that has been secured There was
of course some opposition sixteen years ago but today there
is complete cooperation In the school forest the planting
is done not only by the vocational agriculture students but
by any interested boys and girls in the school Volunteers
are called for a trip is made to the school forest with tho
school bus and the 40000 trees which are planted annually
are set out in about two hours This program has not only
resulted in definite improvement to hundreds of acres in tho
tovmship but has given many people both in the school and
out a better appreciation of the Value of tree planting in
this area
c School Forests for North Carolina American Vocational
Journal New York American Vocational Association Inc
Volume 20 Number 7 September 1945 Pp 17 and 18
When a tree grows in Brooklyn its an accident North
Carolina takes tree growing more seriously With the backing
of the state legislature vocational agriculture departments
are acquiring school forests where young Tar Heels can prao
tice forest management
Here is the legislatures estimate of the importance of this
vocational program expressed in a 1945 act to encourage the
establishment of school practice forests in connection with
vocation agriculture schools
WHEREAS woodland occupies some 50 percent of the average
North Carolina farm and the timber crop is exceeded in value
only by tobacco end cotton and
WHEREAS all owners of woodland should know how to manage
and market their timber as a perpetual and profitable cropj
and
WHEREAS demonstration on the land is an accepted feature
of vocational training in agriculture and
WHEREAS longtime tenure is essential in demonstrating
management of a longtime crop now therefore
The General Assembly of North Carolina does enact
Section 1 That with the approval of the State Board for
Vocational Education and the county superintendent of public
instruction the principal of any vocational agricultural high
school is hereby authorized and empowered to acquire by gift
purchase or lease for not less than 20 years a parcel of
woodland or open land suitable for forest planting or com
prising both types of land such parcel of land to contain
not more than 20 acres
306Section 2 That each deed to such land shall be made to
The County Board of Education of the county
in which the school concerned is located and the title shall
be examined and approved by the county attorney
Section 3 That any school forest thus acquired shall be
placed under the management of the department of vocational
agriculture of the school to be handled in accordance with
plans approved by some available publicly employed forester
Plainly the legislature was impressed with what Forth
Carolina vocational agriculture teachers could do They
had before them examplesof what is happening in Wilson
County and other county high schools
K R Curtis superintendent of schools for Wilson County
writes
About four years ago several men were interviewed about a
proposed forest program for the Wilson County Schools The
idea was to secure these forests and have them in the name
of the Wilson County Board of Education for the vocational
students in the various high schools As a result of these
efforts it is a pleasure to report the following
Ten acres of abandoned farm land were deeded to the Wilson
County Board of Education by Graham Woodard for the Lee
Woodard School at Black Creek The boys have been setting
about two acres each year in loblolly and long leaf pines
black locust red cedars and cotton trees
W N Karrell gave the Board a deed for 10 acres of cutover
woodland to be handled by the vocational students at the
Saratoga School
D C Williams donated 10 acres to be handled by the
vocational students at Rock Ridge School These students
have grown and set 10000 loblolly pines several hundred
black locust and red cedars
W R Rogers gave a deed for 10 acres to be handled by the
students at Stantonsburg
I have promises from W N Hacknew and L G Whitley to
donate forests for another school It is our ambition to
continue this effort until we secure 100 or more acres
At Rock Ridge School boys in the agriculture department
grew 14000 pind seedlings in the summer of 1943 They set
out 10500 pine seedlings in the school forest the following
February under the supervision of the agriculture teacher
D B Sheffield Students also planted 2 500 pine seedlings
in their home farm woods A summer chockup showed 98 percent
3073
of theseedlings growing The State Forester paid high
tribute to the project Soon the students expect to study
the growth again and cut out undesirable trees
Here are some forestry problems taught in Yiilson County
preparation and care of forestryseed plots seedling selection
and transplanting estimating timber stands marketing and
cutting fire control conservation methods Through studies
and practice work in the school and home woodlands it is
anticipated that students will become actively interested in
conservation and reforesting idle acres on their home farms
This is important in tobacco raising counties because tobacco
requires large amounts of wood fuel for curing
Inhat do authorities recommend that the schools do to help people
solve their problems of utilizing natural resources
a Members of the group should be encouraged to report their
knowledge of opinions of authorities at this point
b
c

If the group has been led at a previous meeting to antici
pate the need for opinions of authorities a committee may
have been appointed to investigate the literature on utilizing
natural resources in order to find out the opinion of authori
ties and report to the group If there is such a committee
its report should be presented
The leader should have at hand some authoritative opinions
to use in supplementing contributions of the group Some
or all of the opinions that follow as well as others the
loaders might select raay be read summarized or briefed
These opinions may be put in column d of Chart I along
with the opinions from authorities submitted by members of
the group or may bo charted ahead of time for use in con
nection with discussion of what the exports recommend
After the recommendations of authorities have been submit
ted the suggested program should again be tested by the
group to determine whether further changes should be made
If so such changes should be made in column a of Chart I
l Thefollowing assumptions are considered basic to a
school program directed at adequate utilization of
natural and human resources
a The proper utilization of natural and human
resources always involves social responsibility
b Human and natural resources are inseparable
Materials become resources only as human intelli
gence and energy harness them to serve the needs
and wants of people
308

c The school is primarily engaged in the discovery
and development of human resources it is con
cerned with the utilization of natural resources
as the material basis of wealth and welfare of both
the individual and society
d It is a function of the school to see that the
maximum intelligence and talents of the rising
generation are brought to bear upon the problems
of utilization of resources In this way the level
of wealth and the welfare of the region may be
raised
e In implementing a program of education in this
field the school should work cooperatively with
other community agencies to stimulate wider under
standing and more intelligent aotion
f Intelligent planning is the essential basis for
social and longrange utilization of the nations
resources It is therefore imperative that know
ledges attitudes and skills basic to planning
improvements be dexeloped in youth as they prog
ress toward adulthood
g To accomplish these purposes it is essential that
not only school administrators but all teachers
understand the problem fully and begin to plan at
once to talcs the necessary steps to adjust the
school program to meet these needs3
The communitycentered school seems to be the best
type yet developed for the children to l learn
the growing body of information concerning natural
and human resources 2 develop proper appociation
and attitudes in these areas 3 engage in experi
ences in the successful association with others from
which they will grow into an understanding of the
physical social and economic world in which they
live and develop their own talents end exercise them
with due regard to the rights of others and 4 re
late their own developing capacities to the problems
of utilizing the resources in their environment
Ways and means must be found for creating in the peo
ple of the South an awareness and better understand
ing of the natural resources the social situation
13 L D Haskew Chairman Building a Bettor South Through Education Bulletin
No 3 Tallahassee Florida Southern States WorkConference on Sehool Adminis
trative Problems 1943
14 Ibid p 47
309and ways of improving conditions in the area in which
they live The schools of the Sputh have an excep
tional opportunity to sow the seeds for intelligent
action which may later form the basis for broad pro
grams of regional and national development15
One test of the effectiveness of the school is the
degree to which it serves the needs of the area in
which it is located It seems logical therefore
that a sound educational program aimed at bringing
about a better understanding and utilization of na
tural and human resources should be firmly rooted in
the community which the school servesLD
It is clear that the immediate problem of the Service
lies with the adult population of today But in a
longtime program of soil conservation and land use
this problem becomes the concern of the future citizens
of the NatLon
The youth of today faoes a complex and difficult
economic and social situation in which an understand
ing of land use is vital A review of th history
of changing education and its parallel to the chang
ing organization of governmental agencies with some
of our methods of approach and our experiences may
serve to show what a great opportunity lies before
the Soil Conservation Service and other agencies of
the United States Department of Agriculture in relation
to the citizens of tomorrow
A school grows out of the society in which it is
found Early Americans expected their government to
protect them against foreign invaders to provide
currency for the exchange of goods and to meet
similar indirect needs Each family or at least
each community was selfsustaining The schools of
tho period likewise had a limited scope In 1840 the
average person spent only lrr years in school Stu
dents and teachers were ooncerned with reading writing
arithmetic moral precepts and discipline spare
the rod and spoil the child Children had a functional
part in family and community life receiving much of
their education through experience and work in the home
and community
By 1925 an agrarian society already had become com
plex interdependent industrialized urban And a
15 Ibid pp 4950
16 Ibid p 51
310

small school of this period was expected to offer
about 20 courses in rigidly divided fields of subject
matter courses which had been added to meet first
one demand and then another
It has been apparent for some time that education must
be reorganized to meet the broad issues faced by this
changing society Today the new education is concerned
with significant controversial problems of our society
such as depressions unemployment wars armament in
creased nervous and mental diseases
The educator of today states that education must be
social engineering a continuing process of com
plete socializationf The pupils of more than one high
school in different parts of the country instead of
studying subdivisions of traditional subject matter
now study their own centers of interest the school
home living the local community the metropolitan
community conservation of cultural and material dis
tribution governmental and other social agencies in
cooperative living work in relation to everyday living
health social relationships use of leisure economic
intelligence intellectual living vocation
The old curriculum of numerous subjects bulwarked by
rigid coursesofstudy is being replaced by the new
curriculum All the experiences the child has under
guidance of the school These experiences include
both those in the controlled environment of the school
and those in the community at large This curriculum
is built from two sources From the social scene and
from the characteristics biological and psychological
of the child This curriculum is always evolving It
is never the same in any two communities or in any
two classrooms in the same communities or in the same
classroom during any two years
To be sure all this does not mean that teachers and
children go ahead without objectives and without goals
There are certain fields of knowledgewith which we
must be familiar certain attitudes end modes of be
havior necessary for participating in human society
Schools are still places of learning but true learning
requires thinking and participation In connection
with this new curriculum reading writing and arith
metic are as necessary today as they were yesterday
A pupil learns however not by accumulating facts
dates details by passing examinations by mastering
the obvious and conforming to the conventional but by
following with the guidance of the teacher the four
stages of a typical life experience purposing planning
311executing evaluating The living curriculum is one
in which teachers and children together are facing
situations solving their problems building broad
understandings of social relationships and es
tablishing intelligent Controls
Clearly cbnservation and land uso have a place in
such a scheme of education 17
2 Farming programs of allday students of vocational
agriculture present excellent opportunities to develop
effective abilities in land utilization It is the
opinion of the writer that instruction on land utiliza
tion in connection with students farming programs has
not had the attention that it deserves It has been the
practice of many students especially those with livestock
enterprises in their farming programs to select a crop to
grow such as corn because they need corn to feed their
farm animals This kindof practice on farms where crop
rotation is followed may result in the student using a
different field for cornproduction each year
This requires the farm operator to put the land that was
in corn in soil conserving crops that are usually less
profitable than the soil depleting crops Also such
practices are not conducive to the most practical train
ing program for the student and should not be satisfac
tory to the individual who is responsible for the opera
tion of the farm as a unit
Some suggestions are offered for the improvement of this
situation Encourage the student in the development of
his initial farming program the first year he is enrolled
to select one or more fields or parcels of land that he
will use in his farming program for at least the duration
of his highschool training program in vocational agri
culture The student should then determine the capabil
ities of the land after securing facts on the soil such
as fertility conservation practices acidity slope
and degree of erosion Tkhen this is done plans for the
use of the land each year should be made The plan
should include the crops that vail be grown and any spec
ial practices to maintain conserve and improve the
soil He should add other fields or parcels of land to
the farming program as it is increased in scope and fol
low the same procedure in making plans for the use of
the land An illustration of the farming program that
17Julia 6 Tappan Land Use and the Modern School Soil Conservation
t ooSnn C United States Department of AgricultureTSotoW 194QT
rp 889
312ifes
would result from this procedure is submitted below
It is assumed inthis case that crops grown and the
special practices are adapted to the different fields
Longrange planning is required for the use of oach
field For example Field A is the piece of land that
is best suited for ultimate seeding to alfalfa due to
location soil slope and degree of erosion Tests
show the need for applying lime and phosphate for ef
ficient production of alfalfa Field B is suitable for
growing corn two years in each four when the respective
special practices are used Field C is a fertile piece
of land that is practically level and satisfactory crop
production can be maintained for a number of years by
applying barnyard manure A balance betweencrop and
livestock enterprises and production is maintained
It is not assumed that the special practices would in
clude all participating activities on the part of the
student on his home farm with respect to land utilization
Improvement projects and supplementary practices in the
farming program present additional opportunities for
activities in connection with land used for pasture
woodlots timber and conservation practices such as
terracing contour farming and ponddam construction
The student carrying out practices such as liming
terracing and ponddam building should be compensated
directly or indirectly for such practices then bone
fit payments ere made for conservation practices they
should be made available to the student by the farm
ownor or operator It would seom equitable for any such
benefits to accrue to the respective individuals on a
basis of the extent of the conservation practices carried
out on the land the student farms to the total practices
carried out on the farm as a unit
This suggested plan for incorporating activities in con
nection with land utilization in farming programs should
appeal to the student to the farm operator and to the
landowner The student assumes responsibility for rotat
ing crops on fields or parcels of land rather than moving
his farm operations from one field to another He fol
lows desirable land utilization and soil conservation
practices thereby developing many abilities in connect
ion with land utilization on a few fields or parcels of
land that can be applied to the farm as a whole There
is a degree of permanence when the student knows that he
has land that he can use in his farming program for a
period of years rather than having to make arrangement
for different fields or parcels of land each year This
will aid him in makinga satisfactory beginning in farm
ing This land offers spme inducement for the student
313to follow soil conservation practices which are accept
able to the farm operator and owner It helps to re
duce the readjustment that might need to be made to
operate the farm as a unit It will also help the stu
dent to secure land needed to become established in
farming after he leaves high school and enrolls in tho
young farmer class The ability to produce farm commodi
ties efficiently and to effectively utilize and conserve
soils are very definitely related This plan is offered
as one means of using theso interrelated activities to
dovelop needed abilities in connection vith land utili
zation18
Leading the group to draw conclusions
If the suggested program column a has been tested in terms of what
the school is novr doing what other schools are doing and what
authorities recommend and if suggested changes have been written into
column a it now becomes the groups proposed program of utilizing
natural resources for the school The loader should take the suggest
ions in column a and with the help of the group develop the follow
ing statements vhich describe the program of utilizing natural resourc
es in the school
1 Assisting individuals to become skillful in planning and carrying
out plans for utilizing their soil resources
2 Helping people provide intelligently for the preservation and
propagation of wildlife
3
4
Helping individuals to conserve forest resourcos intelligently
Making use of the services of other pertinont agencies in carry
ing out the schools program of utilizing natural resourcos
E Leading the group to make and put into operation a plan of acti on
At this point the group should decide upon the specific plan to put in
to operation and that committee should be organized to develop the do
tails and the stops to follow in getting tho plan into action
Committees may bo organized around each phase of the program such as
helping individuals to conserve soilresouroes helping people provide
for the preservation and propagation of wildlife etc
Another possible committee organization would be that of committees to
develop the guidance program l for the elementary school for
the highschool and 3 for outofschool groups Under either plan
of organization the committee should be responsible for reporting to
18 James H Pearson Land Utilization in Farming Programs The Agricultural
Education Magazine Des Moines Iowa Tho Moridith Publishing Sompany Vol 18
No 5 TToVombor 1945 P 90
314the planning group the development of detailed plans and progress in
getting plans into operation
Chart II gives an example of what might be done in developing detailed
plans
315CHART II
WHAT THE SCHOOL WILL DO TO HELP PEOPLE SOLVE THEIR
PROBLEMS OF UTILIZING NATURAL RESOURCES

Item Age groups
05 612 13 17 18 25 Adult
3 Utilizing a Help indivi a Same as 0 5 a Same as a Lead those in a Same as
soil duals to be 05 dividuals on 18 25
resources come inter b Helping individuals to farms or those
ested in deal intelligently with b Same as who have defi
fields as the small challenging pro 612 except nitely decided
source of blems of conserving that challeng to be farmers
food soils by ing home pro to deal intel
l Leading them to blems should ligently with
recognize the be dealt with their problems
need for conserv such as con in soil con
ing soil say on trolling ero servation such
school grounds sion on home as planning the
2 Leading them to grounds or on farm program
suggest ways of tho home farm doing the jobs
solving problems in soil conser
3 Leading them to vation and soil
test their sugges building that
tions through ob grow out of the
servation of what plan
someone in communi
ty is doing and b The same pro
reading what others cedure that
have dono or what was suggested
is recommended for the 612 year age group
4 Leading them to will be used
definite conclu
sions
5 Leading them to
execute their plans
and develop the
necessary skills
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mgcon D 0 Superintendent of Documents 27 mT
ggi Having CHelers and Guidance Officers 1939
Washington D o SuperinteTolnTofoc 3T
Sixteenth Census of the United Stat iprt D v JJ
MEHcsfTheriuTTTSiSS2 pUlation Sscod Series
MaJf 194 Pion Third Series
EdUcatioH7 19447 ieorl VpcaEional DVFFIoT Apartment of
Chapter IX
oIatTo194Tr Uasnineton D C National Education
loaohers 1940 Laboratory SoSgTIOTrtly College for
saw isn1
Enslohardt W L und 11 L Enelohirrtt r m
5 5Trt Amorioaj Book cSpmy Sjof l2S2HI2 Counity School
SSttZgES 30001
f 0flle of Education 1941
324Housing First Series Data for Small Areas 16th Census of the United
States 1940 Washington D C Superintendent of Documents
Joint Committee on Curriculum Aspects of Education for Home and Family
Living Family Living and Our Schools New York D AppletonCentury
Company 1941
Parker District High School Faculty Parker High School Serves Its People
Greenville South Carolina Parker District Schools 1942
Population and Housing Characteristics of RuralFarm Families 16th
Census of the United States 1940 Washington D C Superintendent of
Documents
Spafford Ivol AFunctioning Program of Home Economics New York John
Wiley and Sons 1940
State Department of Education Curriculum Guide for Homemaking Education
Atlanta Georgia State Department of Education T944
State Department of Education Georgia School Laws Atlanta Georgia
State Department of Education 1942
State Department of Education Supplement to Georgia School Laws Enact
ments of the General Assembly 1943 Session Atlanta Georgia State
Department of Education June 1943
Chapter X
Clapp Elsie Community Schools in Action Hew York The Viking ress
1939 T
Department of Elementary School Principals How to Know and Use Your
Community Washington D Ci National Education Association 1941
Department of Supervision and Curriculum Development Leadership at Work
Washington D C National Education Association 1943
Department of Supervision and Curriculum Development Toward a New Curricu
lum Washington D C National Education Association 1944
Educational Policies Commission Learning the Ways of Democracy Washington
D C National Education Association and The American Association of
School Administrators 1940
Educational Policies Commission Purposes of Education in American Democracy
Washington D C National Education Association 1938
Everett Samuel Editor The Community School New York D Appletont
Century Company 1938
325Langfitt R Emerson Frank W Cyr and N William News am The Small High
School at Work New York American bok Company 1936
Report of the Southern Rural Life Conference The School and Changing
Pattern of Country Life Nashville Tennessee George Peabody Collore
for Teachers 1943
Report Prepared by the Parker District High School Faculty Parker High
Scho1 Seryes Its People Greenville South Carolina Parker DiFfcrlct
Schools 1942
Southern States WorkConference on School Administrative Problems Building
Better South Through Education Improving Education in the Southern
States Bulletin No 3 1943
State Department of Education Georgia School Laws Atlanta Georgia
State Departmentof Education 1G42
Wrinkle William L The Now High chool in the Laking New York
American Book Company 1938 u
Chapter XT
Bodo B Hi Hov We Learn New York IX C Heath and Company 1941
Committee on Building a Better South Through Education Improving Education
Anthc Southern States Bulletin Ho 3 Tallahassee Florida Southern
States VorkConforenco on Administrative Problems 1943
Department of Supervisors and Directors of Instruction Mental Health in
the Classroom Washington DC National Education Association 1940
Education Policies Commission Learning the Ways of Democracy Washington
DCV National EducationAssociation 1940
Education Seminar Problems in Teacher Education Curriculum Laboratory
Nashville TennesscTI Peabody College for Teachers 1940
Giles H H TeacherPupil Planning New York Harper and Brothers 1941
State Department of Education Georgia School Laws Atlanta Georgia
State Department of Education 1942
Chapter XII
Department of Supervision and CurriculumDevelopment Toward a New
Curriculum Washington DCi National Education Association7T944
Educational Policies Commission The Unique Function of Education in
American Democracy Washington DC fictional Education Association
and American Association of School Administrators 1937
326Fourteenth Yearbook of Department of Superintendents The Social Studies
Curriculum Washington DC National Education Association1936
Georgia Department of Public Welfare Official Report for the Fiscal Year
July 1 1939 to June 501940
Giles H H TeacherPupil Planning New York Harper and Brothers 1941
School Life in Midget Savannah Savannah Georgia Waters Avenue School
1939
State Department of Education Georgia School Laws Atlanta Georgia
State Department of Education 1942
Wrinkle William L The New High School in the leaking American Book
Company 1938
Chapter XT 11
Accredited High Schools of Georgia The Atlanta Georgia Georgia High
Sohool Accrediting Commission pub1ished annually
Aderhold 0 C A Philosophy of Vocational Education in Agriculture
Bulletin of the University of Georgia April 1940
Agriculture First Series Fifteenth Census of the United States 1930
Washington DC Government Printing Office 1931
Continuing Educational Opportunities Through Wisconsin Schools of Vocational
and Adult Education Madison Wisconsin The State Board of Vocational
and Adult Education
Curriculum Guide for Homemaking Education Vocational Division Atlanta
Georgia State Department of Education Mimeographed September 1944
Georgia Educational Census for the County 1944
Georgia Homemaking Education Bulletin Vocational Division Atlanta
Georgia State Department of Education Mimeographed September 1944
Georgia State and People Is Enriched by Expanding Vocational
Education Program Georgia Progress Athens Georgia Agriculture and
Industrial Development Board October 1 1945
Getman A Kj and others Whither Agricultural Education Des Moinos
Meridith Publishing Company 1938
Guides to Educational Planning for Vocational Education Tallahassee
Florida Southern States WorkConference on School Administrative Prob
lems Mimeographed 1945
Hamlin Herbert McN and Charles W Sanford The Place of Agriculture in
327the SecondarySchool Program University High School Series No 2
Urbana Illinois University of Illinois Vol 41 No 12 1943
Housing Second Series Sixteenth Census of the United States 1940
Washington DC Government Printing Office7 1941
Organizing State Programs of Vocational Education Tallahassee Florida
Southern States WorkConference on School Administrative Problems
Memeographed 1944
Pioneering in Food Preservation New Dominion Series No 37 Charlottes
yille Virginia Extension Division University of Virginia September 1
Z2EgBlL Georgia Second Series Fifteenth Census of the United States
1J asnmgton D C Government inting Officei93l
FiSlnti05 GrSa eCOnd Series Sixteenth Census of the United States
lij40 Washington DCi Government Printing 0ffice194T
Spafford Ivol A Functioning Program of Home EoonojnioR Nev York John
Wiley and Sons 19407
Starrak J A Problems of Beginning Farmers in Iowa Research Bulletin
1943 StatS ColleSe ofAgrxwtfwTana Mechanic Arts
The Program of Vocational Agriculture in Kentucky Vol HII No 8
October 1945 Frankfort KentuckyDaHmelF of Education
VatTechnical Training for Industrial Occupations Report of the
Consulting Training VooationanaHsTonTSuTroHnTIoTTaa Washington
DC Government Printing Office 1944
Chapter XIV
14 a better South Through Education Tallahassee Florida Southern
States VorkConfcrcnce5nScTTool AdndniWtrrtion 1943 outnern
IIftioble Proceedings Third National Con
ference Institute for Consumer Education Bulletin No 3 June 1941
Columbia Missouri Stephens College
Tlgft TT T BUUetln 5 Cuiiculum Laboratory
July 1940 Nashville Tennessee Peabody College for Teachers
Consumers Guideu S Department of Agriculture Washington DC
Superintendent of documents Yearly subscription 50
Consumer Reports The Buying Guide and Bread and Butter Now York
400rS f UnitCd StatGS o7c7iition for ail three
328Consumers Research Bulletin Washington DC Consumers Research Inc
Yearly subscription y300
Georgia Victory Corps Series Bulletin No 6 September 1943 Wartime
Citizenship Wartime Consumer Education pp 1637 Atlanta Georgia
State Department of Education
Gruenberg Sidonie Matsner and B C Grucnbcrg Parents Children and
Money Learning to Spend Save and Earn New York The Viking Press
1933
Harapj Eenry The Education of the Consumer New York McMillan Co
1924
Eeil Edward William Consumer Training New York The McMillan Co 1943
Kennedy Ada and Cora Vaughn Consumer Economics Pooria Illinois
Manual Arts Press 1939
Male ing Consumer Education Effective Proceedings Second National Con
Terciice Institute for Consumer Education Columbia Missouri Stephens
College Bulletin No 2 July 1940
Hendenhall James E and Henry Harap Consumer Education New York D
AppletonConttiry Company
Preliminary Report on the Consumer Problems Course Institute of Consumer
ElIulsatTon Columbia Missouri Stephens College 1940
Sorenson Helen Laura The Consumer Movement New York Harper and
Brothers 1941
Trilling Mabel E Kingham Eberhart and Florence Williams Nicholas
When We Buy Chicago J E Lippincott Company 1940
u

Chapter XV
Buie T S Land and Country Churches Land Policy Review 8 2030
Winter 1945
Building a Better South Through Education A Study in State and Regional
Cooperation Tallahassee Florida Southern States WorkConference on
School Administrative Problems 1945
Chase Stuart Rich Land Poor Land New York McGrawHill Book Company
1936
Easkew LD and others Buildinga Better South Through Education
Bulletin No 3 Tallahassee Florida Southern States WorkConference
on SchoolAdministrative Problems 1943
329Ley Ivan H Soil Conservation Program The American Farm Youth
lit 39 October 1945
Pearson James H Land Utilization in Farming Programs The Agricul
Eiral Faucation Magazine 18 90 November 1945
School Forests and NorthCarolina American Farm Journal 20i 1718
September 1945
Soil Conservation Official Organ ofSoil Conservation Service Washington
DC United States Department of Agriculture October 1940
Soil Conservation OfficialOrgan of Soil Conservation Service Washington
BC United States Department of Agriculture August 1941
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