4 i t MIMMiBBIBIB B msa BHHH 6A ASoo no I H iasawwlaraawifafcUwrfij fjfy a i rrf tfjLfflffi jig 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 iinW88irtntfflrCTttmiiWiffigjilialii 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 BIBLIOGRAPHY Chapter I Morgan County Chapter II Brim C G The Changing Curriculum New York I D AppletonCentury Co 1937 P 35 Caswell H L and D S Campbell 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BobbsMerrill Company 1939 Hartman Gertrude and Ann Shumaker editors Creative Expression Milwaukee Wisconsin E M Hale and Company 1939 Johnston Belle Creative Verse with Young Children Childhood Education February 1943 Kasokoff Pauline N Working Creatively with NineYear Olds Childhood Education February 1943 Murray Josephine and Effie G Eathurst Creative Ways for Childrens Programs New York Silver Burdett Company 1939 Ohio State University School Faculty Curricular Experiences Lower Sohoolj Mimeographed Columbus Ohio Ohio State University School Yearly Ohio State University School Faculty Curricular Experiences Upper School 321Mimeographed Columbus Ohio Ohio State University School Yearly Pearson Ralph M The Now Art Education Nov York Harper and Brothers 1941 Perrine Van Dearing Let the Child Draw Now York Frodorick AStokes Company 1936 Perry Kenneth F An Experiment with a Diversified Art Program Now York Teachers Collogo Columbia University 1943 Stool Ellen W The Growth of Dramatic Forms in the School Life Progressive Education January 1931 Tannahill Sallie Fine Arts for Public School Administrators New York Teachers College Columbia University1932 Tomlinson R R Picture Making by Children New York The Studio Publications Inc 1934 Waters Avonuo School Faculty School Life In Midget Savannah Savannah Georgia Waters Avenue School 1939 Chapter VII Caswell H L and Doak S Campbell Readings in Curriculum Development Hew York American Book Company 1937T Purrell Donald Improvement of Bsic Reading Abilities Chicago World Book Company 1940 Gans Roma Guiding ghUdrenTs Reading Through Experiences paper New York Teachers College Columbia University 1941 Georgia Accrediting Commission Official Bulletin Atlanta Georgia State Department of Education 1945 r Harrison Luoile Reading Readiness Boston BoughtonKifflin Company 1939 Hatfield Wilbur An Experience Curriculum in English A Report of a Commission of the National Council of TeacheYs of English New York Applet onCentury Company 1935 Hildreth Gertrude Learning the Three Rs a ModernInterpretation Manhattan New YorkEducational PubiisTingTompany 1936 Hopkins L I Interaction The Democratic Process BostonMassachusetts D C Heath and Company 1941 Mai939fib 2Hl New York D Applet onCentury Company 322 SMaSSH9fes McKee Paul Language in the elementary School Hew York Houghton Mifflin Company 1939 Parker District High School Faculty Parker High School Serves Its People Greenville South Carolina Parker District Schools 1942 Pennell Mary E and Alice M Cusack Teaching of Reading for Better Living Boston Houghton Mifflin Company 1936 Tippett James L Schools for a Growing Democracy Boston Massachusetts Ginn and Company 1936 Wallace Whilden James Chretzburg and Verna M Sims The Story of Boltvilie Holtville Alabama Southern Association Study 1944 Witty Paul and David Kopel Reading and the EducationProcess Boston Massachusetts Ginn and Company 1939 Chapter VIII Basic Program of Guidance A Maryland School Bulletin Vol XXV Ho 1 Baltimore Maryland StalTe Department of Education 1943 20 Darley John D Testing and Counseling in the High School Guidance Program Atlanta Georgia Science Research Associates 1943 P 222 Edwards Alba M Population Comparative Occupation Statistics for the United States 1670 to 1940 Washington D C Superintendent of Documents fl50 206 pp Guidance Manual for the High School Victory Corps 1943 Washington DC Superintendent of Documents Guidance Manual Victory Corps Series Bulletin Ho 7 1942 Atlanta Georgia StateDepartment of Education 49 pp Guidance Programs for Rural High Schools Vocational Division Bulletin Ho 203 1939 Washington D C Stiperintendent of Documents 10 58 pp Individual Inventory in Guidance Programs in Secondary Schools The A Study of Present Practices in Selected Schools Vocational DTvlsion Bulletin Ho 215 Washington D C Superintendent of Documents 15 66 pp Minimum Essentials of the Individual Inventory in Guidance Vocational Division BuTletTn7Ho 202 Washington D Cj Superintendent of Documents 15 82 pp Occupational Adjustment Interim Report 1938 New York Hational Oc cupational Conference 551 Fifth Avenue 25 104 pp 323Si Guidance 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 330tiggfflBaBBattSBmBBM teAua1iyii BBB 3l Soots 1