Guide to life-related teaching in the Negro high schools of Georgia

Guide to LIFE-RELATED TEACHING
in the
Negro High Schools of Georgia
GEORGIA PROGRAM FOR THE IMPROVEMENT OF INSTRUCTION IN THE
PUBUC SCHOOLS
M. E. THOMPSON, Director M. D. COLLINS, State Superintendent of Schools
BULLETIN NO. 4A Division of Negro Education State Department of Education Atlanta. Georgia - October. 1938

I I I I I I I I I I I I I I I I I I I I I .I
I I I I I I I I

....
FOREWORD The preparation of the Study Guide for the Negro High Schools of Georgia is the work of a number of principals, teachers and supervisors who have cooperated in studying for several summers at Atlanta University. Two groups in particular have contributed directly to this bulletin. Their names appear on the next page. In addition to the work of these committees, Mrs. Helen
A. Whiting of the Division of Negro Education is due acknowledgment; first, as leader of the seminar at Atlanta University along with Principal L. F. Palmer of Newport News, Virginia; second, as contributor to several of its chapters; third, in editing much of its material. To Mr.. Palmer, as leader of the curriculum seminar for three summers, and to the authorities of Atlanta University, who made the seminar possible, we wish to express thanks for their part in bringing the movement to its present stage.
So many people have helped in other ways that it is not practicable to acknowledge these services here. It is hoped that all the principals and teachers of the state will, forgetting credit, direct their energies to studying the principles of life-related teaching and to putting' them into effect in the Negro high schools of Georgia.
L. M. LESTER, Associate Director, Division of Negro Education.
3

.;;..

CURRICULUM SEMINAR GROUPS ATLANTA UNIVERSITY

Summer, 1937

Ferguson Brooks, Clearview, Oklahoma
William H. Dennis, Brunswick Charles W. DuVaul, Columbus
R. W. Gadsden, Savannah
C. L. Harper, Atlanta Vincent H. Harris, Moultrie Melvin L. Heard, Albany

Gladys C. Holsey, Thomasville Graham W. Jackson, Atlanta L. S. Molette, Griffin W. G. Smith, Thomasville Alma Stegall, Valdosta A. Z. Traylor, Cedartown Cornelius V. Troup, Brunswick

Summer, 1938

Theresa Adams, Claxton Helen Andrews, Ocilla Lillie D. Brown, Milledgeville Ruth Caston, Forsyth Kathleen Cook, Fort Valley Lottie Cromartie, Savannah William H. Dennis, Brunswick Sophie Donaldson, Atlanta George Edwards, Cuthbert R. W. Gadsden, Savannah Loretha Gilmore, Camilla Mrs. E. H. Griffin, Albany Melvin L. Heard, Albany Marcus Ingram, Dublin Mrs. Lucile James, Industrial
College

Mrs. Mary L. Josey, Jeffersonville Susie Lee, Jesup William D. Long, West Point Maude Miller, Soperton Robert Perry, LaGrange Josephine Post, Atlanta Dannetta Sanders, Carrollton Rosetta Seals, Hartwell Bessie Scott, Blakely Gleaner Simmons, McDonough A. Z. Traylor, Cedartown Mildred Turner, Hinesville Mrs. Pearl Webb, Atlanta Carrie Wilder, Madison Lillian Williams, Bainbridge

Leaders of Seminar
L. F. Palmer, Principal, Huntington High School, Newport News, Virginia.
Mrs. Helen A. Whiting, Supervisor of Colored Elementary Schools, State Department of Education, Atlanta, Georgia.

4

CONTENTS

I. Introduction
Page,;, A. The Curriculum Program in the Negro Schools.... 7 B. The Plan for Study' Groups...................................... 8

II. Guiding Principles of the Georgia Curriculum Program

A. Characteristics of the Democratic SchooL.............. 10

B. Aims of Education and How They Function............ 12

C. Scope of the Curriculum Based on the Persistent

Problems of Living

13

D. Principles Underlying Learning.............................. 14

E. Principles Underlying Teaching.............................. 17

F. Principles Underlying the Curriculum...................... 18

G. Needed Emphases for Negro Education on the Secondary Level in Georgia.................................... 20

III. Content of the CurriculumProblems Vital to Negro Youth in Georgia with

Suggested Procedures for Dealing with Them

Problem Area I. HEALTH

23

Problem Area II. EARNING A LIVING.......................... 26

Problem Area III. CITIZENSHIP.................................... 30

Problem Area IV. UTILIZING AND CONTROLLING THE

NATURAL ENVIRONMENT FOR INDIVIDUAL AND

SOCIAL NEEDS

32

Problem Area V. RECEIVING AND TRANSMITTING

IDEAS

34

Problem Area VI. EXPRESSING AESTHETIC AND SPIR-

ITUAL IMPULSES

37

Problem Area VII. UTILIZING EDUCATION AS AN

AGENCY FOR CONSERVING AND IMPROVING Hu-

MAN AND MATERIAL RESOURCES

40

IV. The Unit of Learning-The Life-Related Enterprise

A. Nature of the Life-Related Enterprise

43

B. Planning for the Enterprise...................................... 44

C. Selecting an Enterprise............................................ 45

5

I. INTRODUCTION
A. The Curriculum Program in the Negro Schools-
The Georgia Program for the Improvement of Instruction was initiated in 1934. Since that time many teachers of the state have been at work on problems involved in making the school more effective in the development of the individual and in community betterment. A number of bulletins embodying statements of principles and procedures and source materials on functional phases of living have been published by the State Department of Education.*
The Negro principals, supervisors and teachers of the state have been active in promoting the program. The Open Road, A Teacher's Guide for the Elementary School, was developed by a curriculum committee at Atlanta University and by Mrs. Helen A. Whiting, Supervisor of Colored Elementary Schools. A Practice Book for Observation and Teaching in the Small Rural Schools, also the work of Mrs. Whiting, is now available.
A committee of high school principals working in a seminar at Atlanta University, 1938, developed the basic materials for this guide for high schools. It is the purpose of the bulletin to furnish lessons for high school study groups and to serve as a guide for faculties of Negro high schools cooperating in the Program for the Improvement of Instruction. It sets forth the guiding principles of the Georgia Program, the content vital to Negro youth in Georgia and suggestions on the organization of this content around the persistent problems of living. It directs teachers to a wider use of community resources and to a serious consideration of comlllunity problems. It emphasizes democratic principles in school administration and in the organization of the classroom. It proposes a scheme for the gradual development of life-related teaching in high schools.
The next step calls for enlistment of the faculties of as many of our high schools as possible in a study program and for the development of a few Prospective Demonstration Centers where the principles of the new curriculum may be illustrated. Faculties which include both elementary
See page 81. List of curriculum materials published by the Division of Negro Education and State Department of Education, Atlanta, Georgia.
7

and high school grades should study as a unit, supplement-

ing this guide with The Open Road for elementary teach-

ers.

...

B. The Plall for Study Groups

1. The principal or the curriculum leader should devote

considerable study to the Bulletin and the reference material before organizing his teachers for study. He

should open the meeting with a very clear statement

of the purpose of study groups. He should be open-

minded and unprejudiced and should encourage all members of the group to express themselves. He is to

keep the discussion moving while the group is in session. He is to ask and answer questions and to help

the group discussions by interpreting the ideas pre-

sented in this study guide. He should not only open and guide discussion but he should summarize the im-

portant points at the close of the discussion. There should be few invited speakers and those who are re-

quested to make special contributions at these confer-

ences should be carefully selected on the basis of their study and experience.

2. The time selected for the meetings of this group is very important. Monday afternoon at the close of school

is suggested as likely to be free from interruption. At least one hour is necessary for proper consideration of any of these topics. The meeting should start and

close on time.

3. The discussion method is suggested as the best way of

conducting the group meetings. Topics for consideration should be assigned in advance and each member of the group urged to study the guide and the refer-

ences. Committees may be appointed to report on matters of special interest to the school. Special speakers should be invited by the principal or by the chairman

of the program committee working cooperatively with the principal.

4. Representatives of the local community, ParentTeacher Associations and other interested parents

should be invited to take part in these monthly meet-

ings. It is suggested further that local Parent-Teacher

organizations invite the cooperation of members of

white Parent-Teacher organizations as speakers.

8

5. All of the reference material referred to in the bibliographies at the end of each topic should be available before the course is begun. All curriculum bulletins and bulletins of the DivisiQn of Negro Education arC; free. Certain additional references should be purchased and all should be kept in a place convenient for the teachers.
The Division of Negro Education will act as a clearing house for the schools cooperating in the movement. Reports of the organization of the groups' records of school enterprises and curriculum projects should be sent to L. M. Lester, State Department of Education, Atlanta, Georgia. Mimeographed statements on the progress of the movement will be sent to participating groups. Requests for curriculum materials should be sent to the same address.
II. GUIDING PRINCIPLES OF THE GEORGIA CURRICULUM PROGRAM
Democracy in the American tradition means a society in which there is recognition of the right and duty of every mature citizen to participate in government. Government is thought of as an agency voluntarily organized to promote the common good. It recognizes the right and duty of the people to make changes in government and other institutions by orderly means when such agencies fail to meet the common need. A democracy recognizes personal resportsibility for active cooperation for the common good; the extension to every individual, regardless of birth, class, race, religion, or economic status, of opportunity for the fullest development of his capacities; the recognition of the value and dignity of all kinds of useful work and the belief in the possibility of the abundant life for all.
Problems
1. What is a democracy? 2. What existing practices operate against realizing the
ideals of democracy? 3. What sane and practical steps can the Negro take to
help improve these conditions?
9

References
Guide to Curriculum Improvement. Curriculum Bulletin No.2.. 1937. State Department of Education, AtJanta, Georgia. pp. 15-16; 22-25.
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No. 1. Revised 1937. State Department of Education, Atlanta, Georgia. pp. 28-29.
The Herald. Bulletin No. lA. 1936. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 1-6.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. p. 1.
The New Curriculum at Work. Curriculum Bulletin. May, 1938. State Department of Education, Atlanta, Georgia. pp. 11-12.
Tippett, James S. Schools for a Growing Democracy. Ginn and Company, Atlanta, Georgia. pp. 3-10.
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 1-21.
Edmondson, J. B. The National Educational Outlook Among Negroes. "Cultivating Good Will in the Community." May, 1938. Washington, D. C.
Tatum, H. T. The National Educational Outlook Among Negroes. "Education for Democratic Living." March, 1938. Washington, D. C.
A. Characteristics of the Democratic School
The present trend in education is toward the organization of the school as a democracy. The procedures of the classroom group are in accord with the ideals of a democratic society.
1. Democratic living is exemplified as the best preparation for the understanding of and participation in democratic living outside the school.
2. Out of their interests and needs, pupils are encoura.ged to develop individual and group purposes in harmony with the welfare of the larger group and to devise means for solving their problems.
3. The teacher uses the community resources and possibilities in teaching children to deal with the problems
10

of living confronted daily. These problems are (1) health, (2) earning an adequate living, (3) citizenship, (4) utilizing and controlling the natural envir()nment for individual and sO,cial needs, (5) communica: tion and transportation, (6) expressing aesthetic and spiritual impulses,- (7) utilization of education as a means of transmitting the social heritage. 4. The democratic school provides opportunities for discussion groups, developing techniques of study and assisting children toward independent self-teaching and intelligent self-expression.
5. The relationship between principal and teachers is cooperative rather than dictatorial.
6. Parent cooperation is enlisted through a well-organized program of adult education.
7. Pupils are becoming efficient workers in the life of the community.
Problems
1. What challenge does contemporary life make to the school?
2. What are the characteristics of a democratic school in methods, administration and curriculum?
3. What place does leadership have in democracy?
4. Is it democratic to have one curriculum for town or city children and another for rural children?
5. Evaluate (1) the differentiated curriculum, (2) ability grouping'in terms of democracy.
References
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. pp. 17-18.
Adjusting School Programs to Fit the Individual Needs of the Child. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. p. 1.
Tippett, James S. Schools for a Growing Democracy. Ginn and Company, Atlanta, Georgia. pp. 11-22; 33-102.
11

Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 24-36 j 93-108.
B. Aims of Education and How They Function...
It is important. that par'ents and teachers have the same general understariding as to the aims of education in order that the child's out-of-school experiences may lead to the realization of the same aims as his school experiences.
The function of the school in a democratic society is to develop good citizens for that society. The aims of the school program then should be to develop in every pupil the traits of the good citizen. These traits may be looked upon by the teacher as conduct patterns toward which she moulds the growing child and by which she in the large measures the effectiveness of teaching.
1. Some aims of education or conduct patterns recognized by the Georgia State Program are: (a) integrity, (b) respect for personality, (c) scientific attitude, (d) appreciation of human relationships, (e) appreciation of the beautiful, (f) sense of responsibility, (g) initiative, (h) appreciation of values, (i) appreciation of religion.
2. Effective teaching necessitates a study of the child as well as of the community in which he lives. The teacher should keep a class inventory, including periodic records of each pupil's physical, mental, moral, emotional and social make-up, his family background, his home responsibilities, his strengths, his weaknesses and how they may be dealt with. These cumulative records, kept in individual folders, become valuable data for measuring pupil development and for guiding further instruction.
Problems
1. Who should determine the aims of education?
2.. What part does democracy play in the aims of education?
3. How does the Georgia program state the aims of education?
4. Show how these aims affect (a) the curriculum, (b) methods of learning and teaching, (c) administration of the school.
12

5. Study and discuss the form for child guidance. (See measuring the results of instruction in terms of improved conduct.) .... References
Guide to Curriculum'Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. pp.31-35.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 1-4.
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No.1. 1937. State Department of Education, Atlanta, Georgia. pp. 57-59.
The Herald. Bulletin No. 1A. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 5-6.
Tippett, James S. Schools for a Growing Democracy. Ginn and Company, Atlanta, Georgia. pp. 3-10.
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 112-131.
C. Scope of the Curriculum Based on the Persistent
Problems of Living
1. The pupil and the environment are inseparable. His needs and interests arise from environmental condi. tions. Every problem of living as outlined in the Scope of the Curriculum takes root in the environment.
2. Since it is the responsibility of schools to guide the learner's growth along desirable lines so that he may deal successfully with the persistent problems of living, it becomes necessary for those engaged in guiding to know the child's environment with its resources and needs.
3. A community survey sheet or check list organized according to the scheme suggested by the seven persistent problems of living will be useful in securing complete data.
4. The importance of visits to the homes of the pupils cannot be over-emphasized as a means of making firsthand contacts and of developing desired cooperation in child development.
13

Problems
1. What is meant by environment? 2. Why use the community as a source of material3-? 3. Suggest ways of supplementing the textbooks and the
library withfirsthand materials of the community. 4. What is meant by scope of the curriculum? 5. How should the teacher use the Chart of the Scope of
the Curriculum? 6. What adaptations should be made in Negro education? 7. What relationship is there between aims of education
and persistent problems of living? 8. How will the ,textbook. be used in connection with the
problem areas? 9. Distinguish between correlation, integration and fusion
of subject matter. 10. Is there more and better integration in the elementary
school than in the secondary school? Explain. 1i. Does integration make for democracy? How? 12. Plan initial steps for integrated subject matter in your
school.
References
The Herald. Bulletin No. 1A. 1936. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 6-8.
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No. 1. Revised 1937. State Department of Education, Atlanta, Georgia. pp. 48-49.
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. Chapter 6, pp. 36-39.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp.4-5.
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 141-188; 190224.
D. Principles Underlying Learning
Education is living in desirable ways. Living is growing. Growing is a continuous development through experience.
14

In-school training is recognized as only a part of education.

This part attempts to equip the individual with habits of

thinking and working with the tools and techniques neces-

sary for continuous growth.

- ....

1. A measure of educational growth is attainable for

every child.

.

2. A clean, wholesome, livable classroom and school environment is very important in making for important phases of desired growth.
3. We learn by doing. To learn anything we must live or experience that thing. Experiences to be desirable must meet some felt need, answer some question, solve some problem, add important knowledge, imitate or increase a skill, enlarge a point of view, soften a prejudice, modify an attitude or in some other worth-while way make a change in the person having the experience.
4. The pupil's experiences are the steps which make up his journey toward curriculum goals.
5. Many learnings take place simultaneously. The pupil learns much more than information facts, skills. While he is learning facts and acquiring skills, he should be developing habits, ideals and appreciations outlined as aims of education. These characteristics ire evidenced by changed conduct and improved ways of living.
6. "Purpose is that characteristic of experience which serves the general function of organizing, vitalizing and relating the activities in which people engage and the objects with which they deal. It is the operation of purpose through activities which makes the difference between a mere series or sequence of acts and 'a progressive coordination' of acts as means to an end. Activities and objects take on unity and meaning as they are related to particular ends or purposes an individual is endeavoring to realize."
7. "Purpose starts in a small way and matures as activities directed toward realization are carried forward. It is subject to modification up to the very completion of the undertaking."
8. "Interest indicates the attitude developed through a pleasant and satisfying experience. There are two evidences of interest-persistence of efforts to realize an

15

end and a tendency to continue to seek experiences of similar type." 9. Every individual is born as a unified organism. He must keep this internal unity within himself, w-hlte getting unified with culture in such a way that he can deal with the culture by intelligent thinking on its persistent problems. 10. Integration within the individual is a continuous process of unified growth and adjustment within the individual himself as he faces these problems of living. 11. When we force a child to read when he is not ready, we break down his internal integration. 12. We should try to have the individual move into just as broad, as rich and as wide an environment as possible for him to move into and keep himself integrated. 13. Every normal individual works out for himself the environment to which he can adjust and keep his own integration. 14. If the individual is forming more ability to think creatively and to build up the power to interact with the environment with greater courage, hope, confidence and feeling of success, it will have an integrating effect upon him.
Problems
1. What is the relation between purpose and learning? Interest and learning?
. 2. Should pupils' interests be given free rein or should they be directed?
3. Explain the importance of method and curriculum to personality integration of the pupil.
4. Is a child likely to continue to develop an activity in which he is forced?
5. Make a list of different types of activities. Evaluate them.
6. Evaluate a lesson in terms of the "laws of learning."
References
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. pp. 36-39.
16

The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 5-7.
The Organization and Condu~t of Teacher Study Groups~" Curriculum Bulletin No; 1. Revised 1937. State Department of Education, Atlanta, Georgia. pp. 23-25; 46-47; 50-51.
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 161-224; 226246; 334-360.
Smith and Frederick. Live and Learn. Charles Scribner's Sons, Atlanta, Georgia. pp. 15; 33-36; 55-70; 75-90.
Hopkins, Thomas L. and Others. Integration. Appleton-Century Company, New York City.
E. Principles Underlying Teaching
1. The teacher is one who guides and stimulates each pupil toward fullest development of which he is capable. She, more than any other, determines the curriculum of the individual child.
2. The teacher, as a community leader, should have a sympathetic understanding of rural people and their conditions and adapt her teaching to the lifl' and needs of the people.
3. There are so many curriculum approache-s and so many types of units that this committee recommends that we exclude all other types of units a1\d use consistently the term Life-Related Enterprise. This term embodies the basic ideas of progressive education and makes for clearer understanding of the philosophy underlying this program.
Problems
1. What is the relation between teaching and learning? 2. Why does good method utilize pupil interest? Pupil
need? Pupil purpose? 3. What conclusions can you draw about the relation of
purpose to method? To the curriculum?
References
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No. 1. Revised 1937. State Depart-
17

ment of Education, Atlanta, Georgia. pp. 31; 32; 38-40; 48-57.
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 334-360::'"
Tippett, James S. Schools fora Growing Democracy. Ginn and Company, Atlanta, Georgia. pp. 11-24.
Smith and Frederick. Live and Learn. Charles Scribner's Sons, Atlanta, Georgia. pp. 93-142.
F. Principles Underlying the Curriculum
1. Every activity that affects the living of a learner, child or adult, is a part of that learner's curriculum.
2. The chief factors in determining any curriculum are the dominant needs and interests of the learner and the resources and problems of the community. It is the wide variation of these needs and interests of the learner and the needs and resources of the community that make necessary a different approach, a different emphasis and even modified content in the curriculum of the individual pupil. In this concept of the curriculum, the teacher must know the range of teaching materials and select the best for the purpose at hand.
3. It is important that the teachers of the state study the local community, its nature, its needs, its resources and its possibilities, that they may better guide the children in dealing with the problems of living.
4. The teacher and the curriculum builder should utilize county and state agencies for better school and community living.
5. We must keep in mind that we are teaching children rather than textbooks. It is not intended that the textbook be used the less in our new program. The textbooks on the new school program serve as references for content material significant for the persistent problems studied. The new curriculum should provide for definite drills in the fundamental skills. Here the arithmetic textbook, the speller and language texts may be used consistently.
6. The curriculum should provide a maximum opportunity for the development of individual interests and abilities including creative and aesthetic activity. It should make possible a realistic education which util-
18

izes method of learning by participation in socially useful work. 7. It is important at the earliest opportunity to exposepupils in the elementary grades to experiences which will develop a respect for all forms of labor and an appreciation for a variety of occupations open to them. A definite course in vocational guidance should be given on the secondary level.
8. The environmental conditions of different regions of Georgia offer important leads in agriculture, manufacturing and other industries of our state for liferelated enterprises. Such a program makes it possible for pupils in the same school, graded or ungraded, to work together in the same enterprise on their several levels of advancement but on different phases of that enterprise.
9. The life-related enterprise or the teaching unit should be well-planned, developed and evaluated.
Problems
1. Define the curriculum. 2. What relation does the life-related enterprise have to
the curriculum? 3. Do all subjects offer the same possibility of integra-
tion?
4. Is there any relation between an integrated school pro-
gram and integration of personality of pupils?
References
The Organization and Conduct of Teacher Study Groups.. Curriculum Bulletin No. 1. Revised 1937. State Department of Education, Atlanta, Georgia. pp. 26-27.
The Herald. Bulletin No. 1A. 1936. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 1-5 i 8.
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. pp. 17-34.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 7-9.
19

Guide to Use of State Adopted Textbooks. Curriculum

Bulletin. 1938. State Department of Education, Atlanta,

Georgia.pp. 9-18; 225-257.

.>-

Caswell and Campbell.'Curriculum Development. Ameri-

can Book Compa-ny, Atlanta, Georgia. pp. 64-81; 83-110.

Smith and Frederick. Live and Learn. Charles Scrib-

ner's Sons, Atlanta, Georgia. pp. 15; 33-36; 55-70; 75-90.

G. Needed Emphases for Negro Education on the
Secondary Level in Georgia
The primary function of the school is to guide the learning of children and adults. It is concerned with community betterment ultimately as a social ideal but immediately because
1. it affords appropriate experiences for the development of the powers of the learner, and because
2. it is necessary in some cases for the sake of the learner to improve conditions which are proving a handicap to his development.
Making the school a community center will give it the opportunity to influence the whole life of the people. It can help improve economic conditions and health situations, raise the status of the home, teach recreation as an essential factor in life and enrich the spiritual life of the whole community.
In order to determine our programs, we must study the home and community life of the Negro pupil, on the farm, in the small towns and in the cities. The study in any community may conveniently be planned within the areas suggested by the "seven persistent problems of living."*
1. It seems advisable to focus our attention on the following persistent problems at present-health, earning a living, utilization of the natural resources, communication and citizenship, each embracing critical needs of the Negro, although the remaining two problems are also involved.
2. A great amount of care should be exerted in the selection of teachers who understand the problems of the community and are willing to work towards the solution of these problems.

"'See Form for Survey in different problem areas.
20

3. The improvement of personal and community health is one of the most important problems to be considered in the curriculum program.
.;;..
4. Reading is involved in the mastery of problems and activities at all levels of civilized life. It is important that proper techniques be used in assigning reading so that pupils develop proper study techniques and appreciations.
S. Carefully planned seatwork involving purposeful reading is very necessary in the elementary school as a means of individual instruction. Such a program calls for supplementary reading based on the life and experiences of the people in their immediate areas and elsewhere.
6. A program of vocational guidance should begin at the upper elementary school and continue through the high school. There should be a conscious effort to build up the recognition of the value and dignity of all kinds of useful work. An increased number of skilled workers in laundering, cooking, nursing and farming will tend to create respect for these occupations.
7. In order to serve the children of small rural schools, it is necessary to provide a different type of program with longer periods. Time must be given for selfdirected study, discussion and other experiences.
8. Provision should be made for a program of consolidation and transportation in order to eliminate the number of small schools and thereby make possible a more effective program.
9. There should be a conscious effort on the part of the school officials to furnish schools with instructional materials such as science equipment, libraries, etc. The burden of this should not be shifted to Negro trustees and other school patrons.
10. Parent-teacher organizations playa very important part in the school's program. Each community should have a P.-T. A. organized into a state group and an organization involving the entire community.
11. Negro culture as an integral part of American civilization should supplement textbook materials.
21

Problems

1. In what definite areas can the school help the people

and the community?

....

2. How can this be done in Negro schools?

3. How can the small Negro rural school develop the

proper attitude toward so-called menial work?

4. What can be done to (a) improve attendance and (b)

combat the present social and economic conditions

which cause irregular attendance?

References

The Herald. Bulletin No. lA. 1936. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 1-4; 8.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 8-28.
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp.51-56.

III. THE CONTENT OF THE CURRICULUM
Problems Vital to Negro Youth in Georgia with Suggested
Procedures for Dealing with Them
The needs, abilities and opportunities of individual pupils determine the curriculum in the high school no less than in the elementary school. A survey of the needs of Negro youth within the areas suggested by the seven persistent problems of living was made by a curriculum seminar group at Atlanta University in the summer of 1937. Their report has been further developed by the 1938 seminar. This chapter presents their report in the form of
1. statements of problems in each of the areas found to be critical among Negroes in Georgia and significant for boys and girls of high school age, and
2. procedures and experiences considered necessary in helping high school pupils to deal effectively with these problems.
It is the task of the high school teachers and the principals to determine how these may best be included in their respective schools and to vary and supplement them as local conditions require.
22

Problem Area I. HEALTH
The problem of health is vitally important to all high school boys and girls. It is critical for Negroes because. of the low income level on which most Negroes are forced to live, because of their crowded and unsanitary environmental conditions and because of widespread ignorance with respect to hygiene. The improvement of health conditions is achieved not alone by teaching the principles of health in the schools. The environment in which boys and girls live and play and sleep in many cases nullifies the teaching done in the school. Teachers and principals must consider it their task to deal with hygiene and sanitation in the home and the community as well as in the school. It is important that teachers in their professional training shall have experience in dealing with problems of community health.
As we study the bases of health problems among N egroes, we find that most of them may be attributed to
1. Unclean surroundings
2. Improper food 3. Scan~ knowledge of personal, social and sex hygiene 4. Limited recreational facilities
Suggested Procedures
1. Use textbooks and the library to get an acquaintance with health and the principles underlying the solution.
2. Study the way in which these problems are dealt with in the home, the school and other community institutions.
3. Organize the class into inspection committees working, in cooperation with the so-called "health department," for keeping classrooms clean.
4. Have committees on buildings and grounds. 5. Undertake community projects such as continuous
cleanup campaign, home screening, etc. 6. Enlist the services of P.-T. A. and other local organi-
zations. Seek cooperation of the Rotary and Kiwanis Clubs or any other interested organizations.
7. Set up dental and medical clinics for purposes of discovering and correcting physical disorders.
8. Teach personal hygiene such as: a. Keeping the entire body clean-face, eyes, ears,
23

nose, teeth, finger nails. Frequent washing of the

body with soap to keep down body odors. b. Observing other simple but basic health h~bits.

9. Consider mental hygkne in your teaching.

....

There is 09 more neglected subject in school relationships than that of mental hygiene. It is in this

area that much harm is done children, harm that has a lasting and blighting effect on their lives. It is abso-

lutely necessary that teachers, parents and all who

have to do with the management of children should

become familiar with the remedial, preventive and positive objectives of mental hygiene. Coddling, pet-

tiAg, sarcasm, ridicule, invidious comparison, suppres-

sion of creative attempts, disregarding enthusiasm,

emphasizing failure, domination. and other evidences

of lack of consideration for the child as a being tend toward disintegration of personality. Such practices are contrary to the ideals which should permeate America's most democratic institutions, the public

school and the home.

10. Encourage and make provision for group recreation. a. Mass physical

b. Dancing (aesthetic and mass social dancing)

c. Dramatics

d.. Choral clubs

e. Community sings

f. Intramural athletics

11. Teach sex hygiene. Important as is sex hygiene, it

is better let alone than to have it dealt with by un-

intelligent persons. In schools and communities where

there is no efficient home economics teacher, this problem may be best handled through parent study groups where an intelligent teacher could conduct round-table discussion on s~x matters.

12. Teach social hygiene. A sympathetic physician or well-

trained nurse can be used to advantage in pointing out

the awful consequences of social diseases and in giving

emphasis to remedial, preventive and positive meas-

ures for freeing society of this terrible scourge.

13. Emphasize for pupils and parents a study of diets. One of the greatest needs of the Negro in Georgia today is the knowledge of what constitutes proper food,

24

values of foods and practices in the use of them. Here is a challenge to home economics teachers to justify the emphasis placed upon their work in the state by teaching both boys and girls and their parents how to plan and budget for a healthy family.
14. Have pupils plant gardens at home and at school. a. Where there is a plot of ground a garden can be planted to help supply the family with fresh vegetables.
15. Encourage, where practicable, the keeping of a cow and chickens. a. The addition of fresh milk, butter and eggs to a diet will help maintain the health of the family.
16. Encourage the use of fresh fruit. a. Plant fruit trees. b. Get frui ts in season. c. Can berries and fruits.
17. Emphasize the importance of drinking water. a. Have water in well tested frequently. b. Encourage drinking of plenty water. c. Discuss most suitable place for digging wells. ( 1) Show why it is important that water should drain away from well rather than into it. (2) Place well far enough from the outhouses, toilets and animal lots.
18. Emphasize importance of home sanitation. a. Sewage disposal in cities b. The pit toilet c. Screening doors and windows
Problems
1. State and discuss the conditions which operate against Negro health.
2. What can be done in the school to help these conditions?
3. What can be done in communities to help these conditions?
4. Organize Program for Health Improvement for your school and community.
References
Report of Committee on Critical IVeeds of Negro High
25

School Pupils in Georgia. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.
The Journal of Negro Education. VoLVI. July, 1937. No.3. Howard University~ Washington,D. C . ' "
Occupational G~idance in the New Curriculum. 1938. N. Y. A. of Georgia.
Guide to Curriculum Improvement. Curriculum Bulletin No.2. State Department of Education, Atlanta, Georgia. pp. 27; 38; 39.
Report on Health. 1938. Citizens' Fact Finding Committee, 411 Forsyth Building, Atlanta, Georgia.
Bulletins of the Georgia Department of Health, State Capitol, Atlanta, Georgia.
Daily and Weekly Negro Newspapers and Magazines.

Problem Area II. EARNING A LIVING

Most of our problems have an economic basis, especially those pertaining to the Negro race. The wealth of a state

is based in a large measure upon the earning power of its citizens. The earning power of the citizens is to a great

extent dependent upon the training they receive-the training for earning an adequate living. The responsibility for

this training for the most part is in the hands of the high

schools of the state.

.

a Thus far the Negro schools in Georgia have done

rather poor job of training young people to earn a living.

Our secondary schools have been so busy "getting accred-

ited" and "fulfilling college requirements" that they have

failed to see the real purpose of the school in a democracy:

to educate children and adults for living and for improving the community.

The problem of earning a living confronts each Negro boy and girl of high school age. Each day the recruiting

offices for the relief rolls are overcrowded. Our prisons

and chain gangs, with a population part Negro, are filled

with youth who have found the struggle for an honest liv-

ing too great for their meager knowledge and training.

Certain obligations and skills in a socially worth-while occu-

pation are necessary for individual self-respect as well as for economic efficiency.

The challenge presented is indeed a great one. The co-

operation of social, educational and industrial forces can

26

do much to alleviate this distressing condition and go far in paving the road to a solution of the problem. It is the duty of the teachers in the various communities to foster... such cooperation.
Suggested Procedures
1. Provide an adequate program of vocational education and guidance, including: a. Study the significance of work in the life of the world and of the individual and the dignity of all forms of honest and efficient labor. b. A survey of the opportunities for work open to the high school students in the community. c. A study of new fields of endeavor made possible by social, economic and industrial changes. d. Study of the training in the skills and abilities of some probably available occupation. e. EarI1ing capacity may enter such employment as the community has to offer.
2. Provide for instruction in a. Thrift, saving and investments, interest, simple business and legal instruments. b. Correct practices in organizing and operating small businesses. c. Producers' and consumers' cooperatives and credit UnIons.
3. Courses for both boys and girls in home management, child care and care of the sick. a. Make all teachers vocational advisers. b. Help pupils determine their aptitudes for success in various fields. c. Instill in pupils the appreciation for work and honest toil.
4. Have pupils secure information and material concerning cooperatives, credit unions and business management.
5. Establish a school bank and permit students to have some responsibility in supporting Negro business and the proper management of Negro business.
6. Have pupils visit various business enterprises of the community.
27

7. Encourage the pupil to set up a small business of his

own.

a. Shoe shine shop

.:-

b. Ice cream and cold drink business

c. Selling peanuts

.

d. Selling chickens, eggs, etc

e. Selling garden products

f. Raking lawns, mowing lawns, etc

g. Raising and selling flowers

h. Doing odd jobs in the community

i. Caring for young children

j. Junk business

8. Let pupils run a school store.

a. Purchase things on the cooperative plan

b. Share in the profits

c. Give practice in keeping business accounts

9. Teach the courtesies and character traits necessary for

success in business-promptness, politeness, accuracy,

cleanliness, general efficiency, honesty, dependability.

10. Have students make a study of the fields in which

Negroes are employed.

a. Try to determine whether more persons could find

employment in these fields.

b. Try to discover new fields of employment.

Problems for the Teacher
1. How can each high school teacher help to build up among his pupils a respect for labor?
2. What provision for vocational guidance should be made in the small high schools?
3. What small local businesses can you direct pupils to? 4. Discuss correct practices in organizing and operating
small businesses. 5. Discuss the importance of producers' and consumers'
coopera tives.

References
Occupational Guidance. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
Occupational Guidance in the New Curricttlum. 1938. N. Y. A. of Georgia.
Guide to Curriculum Improvement. Curriculum Bulle-

28

tin No.2. 1937. State Departmflnt of Education, Atlanta, Georgia.
The New Curriculum at Work. Curriculum Bulletilh 1938. State Department of Education, Atlanta, Georgia.
Saving Georgia Soils-. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
Natural Resources of Georgia. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
Two Georgians Explore Scandinavia. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
The Herald. Bulletin No. 1A. 1936. Division of Negro Education, State Department of Education, Atlanta, GeorgIa.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.
Daily and Weekly Negro Newspapers and Magazines. The National Educational Outlook A mong Negroes. Washington, D. C.
"Social and Economic Changes as They Affect the Vocational Education of Negroes." December, 1937.
"Educating Negro Youth for Occupational Efficiency." December, 1937.
"Educating Negro Youth for Occupational Efficiency." October, 1937.
"Focusing Business Education for Negroes." January, 1938.
"The Junior High School Coordinated Guidance Council." January, 1938.
"Are There Too Many Small Rural High Schools?" February, 1938.
"The Need of Vocational Guidance in Schools and Colleges." April, 1938. Curriculum Journal. Industrial Training Programs. October, 1937. The Georgia Home Making Curriculum. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
29

Problem Area III. CITIZENSHIP
The primary aim of the school is to. develop gQqd citizens, individuals who understand and respect the ideals of the state and society, who are able and disposed to cooperate in the orderly solution of its problems. This being true, too much emphasis cannot be placed on citizenship education in the school. In Georgia the school must emphasize the duties involved in group membership.
1. Citizenship training for Negro boys and girls should emphasize the duties and responsibilities of group membership in family or home, in school, in church, in neighborhood, as well as in the larger social groups.
2. Building up the spirit of cooperative endeavor in all things affecting the welfare of the group regardless of denominational or fraternal connections.
3. F.'uller understanding of local, county, state and national governments.
4. Value and use of the franchise. 5. Knowledge of courts and court procedure. 6. Interracial cooperation in dealing with problems of
health, education, economics, etc.
Suggested Procedures
1. Use of the state adopted textbooks and reference material in the library.
2. Appoint a Teacher-Committee on Citizenship Training whose duties are a. to set up good standards of citizenship training, and b. to advise with the student council on matters concerning the management of the school.
3. Afford practice through classroom organization, involving a. the election of class officers such as presidents, secretaries, treasurers, etc. b. the appointment of committees for various class duties-traffic committee (to regulate student movement), playground committee (to insure proper conduct), fire committee (to supervise fire drills), Ways and Means Committee.
30

c. the operation of the class council in handling class

activities.

d. compose the class creed.

....

4. Afford practice through organization of the school

council representing the students in matters of admin-

istration vital to the student body.

5. Compose the school creed. (To be drawn up by the

school council.)

6. Study of local, state and national governments-how

officers are elected, who they are, what are their func-

tions, who elects them, the source of their authority.

7. Study about voting-who are voters, how to vote,

when to vote, why to vote.

8. Keep up with current events in the field of govern-

ment.

9. Study the jurisdiction and practices of local, state and

federal courts.

Problems for the Teacher
1. What does the organization of the school on a democratic basis do for the individual?
2. What groups such as the family, etc., offer opportunities for developing traits of good citizenship on the elementary, high school and adult level?
3. How can the high school develop sense of responsibility for group welfare? For determining group objectives?
4. How can the high school develop leadership and cooperation in the solution of group problems?

References
Source Materials on Citizenship Education. 1938. State Department of Education, Atlanta, Georgia.
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. (Chart of the Scope of the Curriculum.)
The Herald. Bulletin No. 1A. 1936. Division of Negro Education, State Department of Education, Atlanta, Georgia.
The Open Road. Bulletin No. 2A. 1937. Division of

31

Negro Education, State Department of Education, Atlanta, Georgia.
Negro Daily and Weekly Newspapers and M-agazines. Report on the Georgia Political System. Citizens' Fact Finding Committee, 411 F orsythBuilding, Atlanta, GeorgIa. Report on the Georgia Penal System. Citizens' Fact Finding Committee, 411 Forsyth Building, Atlanta, Georgia. Religious, Civic and Social Forces in Georgia. Citizens' Fact Finding Committee, 411 Forsyth Building, Atlanta, Georgia.
Problem Area IV. UTILIZING AND CONTROLLING THE
NATURAL ENVIRONMENT FOR INDIVIDUAL
AND SOCIAL NEEDS
Every high school pupil should be brought to realize the importance of his natural environment in its relation to his own life and to society. If his life is to be full and rich, he must appreciate and help to conserve the natural beauty in his surroundings. The problem of untidiness which exists in the majority of Negro communities results largely from the lack of such an appreciation. The practice of breaking shrubbery and pulling flowers on public property is an evidence of it among smaller children. Soil erosion, forest fires and crop systems are problems for the high school pupil as well as the adult.
Likewise, every boy and girl should understand how the natural resources of his community affect its economic activity and his own vocational opportunities. Such knowledge is basic in the development of an adequate course in Vocational Guidance. Ignorance of the economic opportunities afforded by their environment has contributed to the severely limited economic activity of our people. Consideration of this problem by our high schools is vital.
Suggested Procedures
1. Use textbook and other sources of materials, encyclopedias, local and world almanacs, state and federal bulletins, weather and census reports of the chamber of commerce, Smithsonian Institute, State Historical Society. Consult science teachers, county farm agent and home demonstration agent.
32

2. Organize a survey committee composed of pupils.
3. Make a survey of the community to determine its natural resources.
.;;..
4. Determine from the survey the relationship between the natural resourc'es of the community and the industries of the community.
5. Make field trips to study: a. Native plants and trees for beautifying the home, the school and the community b. Specimens of animal and plant life (for mounting) c. Native animals and birds d. Points of natural beauty e. Possibility of making useful products from native plants (dyes, etc.) f. Study Carver's utilization of natural resources such as the sweet potato, the peanut.
6. List animals and plants that are harmful to mankind.
7. Find out the annual income to the community from its natural resources.
8. Visit those industries that employ people in utilizing the natural resources of the community.
9. Launch a program for the purpose of beautifying the school, the homes and the community by using native plants and shrubbery.
10. Study the work of the Federal government in conserving natural resources: a. National parks b. Animal and fish preserves c. Game wardens d. Forest rangers e. Reforestation f. Industry
11. Organize clubs-nature lovers, woods and stream, etc.
12. Study the game laws and their purposes. a. Seasons for various game, birds and animals b. Maximum bounty, bag limits, penalties, etc.
13. Observe, report and discuss facts learned.
Problems for the Teacher
1. Make a list of the natural resources of this state which are being depleted through wasteful practices.
33

2. Study the availability and consumption of natural re-

sources and opportunities for employment among Ne-

groes.

.;

3. Outline some activities appropriate for teaching the

pupils appreciation of the natural resources.

4. Outline some local opportunities for pupils' use of nat-

ural resources to help earn a living.

References
Natural Resources of Georgia. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
Saving Georgia Soils. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
Occupational Guidance. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
The Herald. Bulletin No. lA. 1936. Division of Negro Education, State Department of Education, Atlanta, GeorgIa.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.
Guide to Curriculum Improvement. Curriculum Bulletin No.2. State Department of Education, Atlanta, Georgia. (Chart of the Scope of the Curriculum.)
A Suggested Program for Training Teachers for Small Rural Schools. Clyde W. Saunders & Sons, Richmond, VirgInIa.
Special Problems of Rural Home and Farm Life. Clyde W. Saunders & Sons, Richmond, Virginia.

Problem Area V. RECEIVING AND TRANSMITTING IDEAS
The term "language arts" means the arts used in connection with the communication of thought through words, i.e., reading, language, oral and written, spelling and handwriting. The ability of every high school pupil to do efficient work and to master the problems which make up school life-and all life-depends upon the efficient teaching of the language arts. In fact, the ability to get and to express thoughts is basic to effective thinking itself.
34

The language arts naturally fall into two important divi-

SlOns:

1. Language as a tool including oral and written expres-.

sion, spelling and handwriting.

.

.'

2. Language as an experience including reading for en-

joyment and appreciation and oral and written creative

expreSSlOn.

A chart issued by the Division of Negro Education of the

Georgia Department of Education attempts to show graph-

ically the role of the language arts as a vehicle of thought

and experience in the other curriculum areas. In teaching

children language arts we must realize that

1. language arts are essential to pupil progress in all sub-

ject experiences and activities in and outside the school,

2. the important thing is the child and these arts must be

taught in relation to the child, his nature and his immediate as well as his remote needs,

3. language as a form of communication is social in na-

ture and should be taught and learned largely under

such conditions.

Suggested Procedures
All the activities of the school may be utilized as materials of instruction in the language arts.
1. Opportunities for developing the abilities involved in getting and organizing information: a. Practice in silent reading in the home rooms b. Use of the textbook, encyclopedia, the Readers' Guide, card index and other facilities of the library. c. Making bibliographies and listing source materials in connection with the study of topics and problems d. Organizing visits to places of industry and business e. Note taking on excursions, lectures, etc.
2. Opportunities for developing skills involved 10 oral and written expression: a. Classroom discussions on current events b. Individual talks and reports c. Conducting a class meeting, observing the rules of parliamentary practice d. Organizing and conducting clubs, etc.
35

e. Making outlines, planning and summarizing enterprises, reporting interviews, etc.
f. Organizing library club ,;
g. Planning a book, week h. Reporting for the school page or paper i. Editing tor the school paper j. Class reports k. Writing and reading the minutes of meetings
1. Making oral book reports
m. Writing news notes for churches, clubs and other civic organizations
n. Reporting athletic events o. Writing Government Printing Office for free ma-
terials and materials sold at low cost p. Writing other agencies in connection with plans for
developing a library q. Conducting regular programs in home rooms and
in assembly r. Writing a diary s. Planning programs on birthdays of noted Negroes
-Booker Washington, Frederic Douglas, Paul Lawrence Dunbar t. Arranging a lecture series for Negro history week u. Arranging program of talks by local and other authorities on interesting topics
3. Opportunities for developing appreciation of values: a. Evaluating magazines for reliability, point of view, literary value and the like b. Making lists of desirable books c. Making lists of most popular books d. Making lists of books and magazines by or about Negroes e. Evaluating advertising techniques f. Questioning the validity of assumptions in advertising political speeches and propaganda
4. Opportunities for creative expression: a. Writing short stories b. Writing original poetry
Problems for the Teacher
1. What is meant by language arts? 2. Outline objectives and suitable activities in language,
36

spelling, writmg and reading by the pupils of early elementary, later elementary, low secondary and up-

per secondary levels.

.

.

3. Show how the language arts may be integrated with;' science or social sdence in the high school in which you teach.

References

Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. (Chart of the Scope of the Curriculum.)

The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.

Practice Book for Observation and Teaching in Small Rural Schools. Bulletin No.3-A. Division of Negro Education, State Department of Education, Atlanta, Georgia.

Communication. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.

The Herald. Bulletin No. 1A. 1936. Division of Negro Education, State Department of Education, Atlanta, Georgia.

Source Materials on Transportation and Communication. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.

Problem Area VI. EXPRESSING AESTHETIC AND
SPIRITUAL IMPULSES
Aesthetic and spiritual impulses are closely related in our people. Appreciation of beauty in material things is a step if not the threshold to appreciation of spiritual values. Both are basic to the full development of character in the individual.
In the development of the aesthetic impulses, it is important that the pupil be taught the things that will enable him to appreciate more fully the beauty of the world about him. He should be guided in such a manner that he will come to feel the part that beauty plays in life and living. He should be stimulated to create beauty in forms which his individual talents suggest.
The spiritual impulses call for most careful treatment. So long has the emotional side of the spiritual impulses been
37

a part of the life of our people that it is fairly ingrained in the minds of the children. It is the teacher's problem to discover methods, adapted to the individual needs of the pupil, that will help the child to develop a better appreciation of spiritual values and to exp'i-ess them more intelligently. Such expression should' form a part of his daily life.
1. The curriculum must include experiences in the wise use of leisure time, such as a. reading for pleasure and for information b. play indoor games and outdoor sports c. hobbies-special interests in limited fields d. appreciating and creating beauty of ( 1) form and color-art, (2) thought and language-literature (3) sound and rhythm-music and the dance e. understanding spiritual principles and applying them in daily living.
Suggested Procedures
1. Encourage the habit of reading for appreciation, for enjoyment and for information by providing the time and place and motivation for the student to spend leisure time in the library or Browsing Corner.
2. Encourage the organization of hobby dubs in: a. Wood and metal work b. Fine arts c. Chorus and orchestra d. Dramatics e. Photography f. Nature study
3. Encourage group discussion of the resources and problems of the home, the school and the community with respect to aesthetic values.
4. Have groups plan and conduct improved assembly programs.
5. Encourage participation in the work of various churches in the community.
6. Study the history of the churches of the community.
7. Sponsor special vesper services at the school on Sunday afternoons including: a. Guest speakers b. Student conducted programs
38

c. Music by student groups

8. Sponsor art exhibitions including:

a. Exhibitions in local art

b. Exhibitions in the work of master arts

.;,.

9. Present to the stlldent group artists of merit in music,

speech and the dance.

10. Present people interested in the cultural and spiritual welfare of the children.

a. Local ministers b. Visiting ministers

c. Teachers

d. Traveled individuals

Problems for the Teacher
1. How can the curriculum help to cultivate the aesthetic life of the pupils of the community?
2. Outline some school activities which would help to develop both child and adult in this direction.
3. Evaluate your own school's provisions for guiding the development of children's spiritual impulses.
4. How can the school help to set higher standards in the religious life of the community?

References
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. (Chart of the Scope of the Curriculum.)
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.
A Suggested Program for Training Teachers for Rural Schools. C. W. Saunders & Sons, Richmond, Virginia.
Special Problems of Rural Home and Farm Life. C. W.
Saunders & Sons, Richmond, Virginia. Religious, Civic and Social Forces in Georgia. Citizens'
Fact Finding Committee, 411 Forsyth Building, Atlanta, Georgia.

39

Problem Area VII. UTILIZING EDUCATION AS AN

AGENC. Y

FOR

CONSERVING
-

AND

I

M.

P

R

O

V

I

N

G ~

HUMAN AND MATERIAL RESOURCES

Education in our state and especially among our Negro people has been confused and at cross purposes with the needs of those it is supposed to serve. It is encouraging that official groups in Georgia have for some years been studying the real function of education in a democratic state and have come to the conclusion that the scope of the curriculum is dictated by the needs of the people. The Committee on the Scope of the Curriculum speaks of the problem of "utilizing education" as a means of acquiring and transmitting the social heritage and as an agency for conserving and improving human and material resources. There is an implication in this definition that
1. the state should sponsor a complete educational program meeting all the needs of the people,
2. the function of the different institutions in the system should be limited, defined and clearly understood by the staffs which operate them,
3. every citizen should know what services each institution is attempting to render that he may make the best use of it for his own development and that as a member of society he may work intelligently to improve it.
Since teachers are responsible for the guidance of youth in the use of formal as well as informal agencies for education, it is vital that every teacher shall
1. have a philosophy of education in harmony with that upon which the state is operating,
2. have a comprehensive understanding of the nature and structure and support of the state's facilities for elementary, secondary and higher education and of how adequately each performs its functions. Provision for these understandings must be included in the preparation of every teacher.
Full use of the facilities of the school and of other agencies of education requires that boys and girls in our high schools get
1. an understanding of what education has meant in civili-

40

zation and especially in the history of the Negro in the South,

2. an understanding of what it may mean to him in ade-

quate living and in his contribution to society,

._

3. an acquaintance with the educational setup in the state and how it is organized and maintained,

4. a knowledge of the functions of each of the institutions of higher education in the state and of the region

and of how he may use them in furthering his own education.

Suggested Procedures

1. In the social studies include as objectives an understanding of how the government can use education ilS an agency a. for perpetuating its ideals, b. for conserving and improving material resources.
2. Study available educational facilities for individual, family and community improvement, such as a. extension facilities of the colleges, b. the press, the radio, the movies.
3. Study the relation of illiteracy and democracy.
4. Study the local organization of schools and the part played in the education of the children by a. the board of education b. the superintendent c. the principal' d. the teacher e. the supervisor f. the parent g. the pupil h. the school 1. the class j. the classroom and its equipment
5. Study the sources, amounts and relation of taxes to the school.
6. Study the various educational boards, their divisions and their functions. a. Board of education b. Board of Regents
7. Study the private colleges, their functions and their facilities.

41

8. Study the state supported colleges, their services and their facilities.
9. Study the needed services on the secondary and higher levels which are not available in the state of ' tile region.
10. In the guidance program, include planning for a vocation suited to the students' abilities and opportunities including the steps necessary for adequate preparation.
11. Study the requirements for college entrance, especially to the institutions in which members of the class are interested.
12. Write letters of application-secure catalogs, etc. 13. Study the reports of the Coordinating Committee,
Citizens' Fact Finding Movement.
Problems for the Teacher
1. Study the local and state organizations and their func-
tions. 2. What is the source, amount and relation of taxes to
the school? 3. Write a summary on the high school of today. 4. Discuss high school standards, college requirements
and how they may be reconciled with life-related teachmg. 5. Study the provisions of each of the state and regional colleges for academic and vocational or professional training.
References
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia.
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.
Superintendents' Annual Report. State Department of Education, Atlanta, Georgia. 1937-38.
Report on Education. Citizens' Fact Finding Committee, 411 Forsyth Building, Atlanta, Georgia.
The Accredited High Schools of Georgia. 1938. Georgia High School Accrediting Commission, Athens, Georgia.
42

The Community as a Source of Materials of Instruction. Curriculum Bulletin. 1938. State Department of Education, Atlanta, Georgia.
Catalogs of colleges.
IV. THE UNIT OF LEARNING-The Life-Related
Enterprise
These suggestions on the life-related enterprise are given to guide those who are seriously attempting to apply the principles of the New Curriculum in their teaching. It is not practical for this method to be used from the beginning on a wholesale basis throughout the school. A capable teacher may try the first stage within her department, requesting on her own initiative the cooperation of other teachers. It is understood that the teacher is to work closely with the principal and the supervisor in order to demonstrate to her associates the practical phases of this kind of instruction.
A. Nature of the Life-Related Enterprise
The Georgia Program for the Improvement of Instruction outlines the scope of the curriculum in terms of "units of living" or "experience units." There are so many curriculum approaches and so many types of units, confusion may be avoided if we use consistently the term Life-Related Enterprise. This term seems to embody the basic ideas of progressive education and makes for clearer understanding of the philosophy underlying the Georgia Program for the Improvement of Instruction.
What do we mean by Life-Related Enterprise? First, it is an individual or group undertaking based upon a meaningful situation in child or adult life. It is directed toward the accomplishment of a goal that results in improved living. It takes into consideration the nature and the felt needs of the child, the needs and resources of the community, the "persistent problems of living," and the traits of the good citizen. It includes a variety of individual and group activities involved in dealing with real life problems -observing, listening, reading, reasoning, discussing, planning, moving, playing, touching, manipulating, constructing, talking, singing and the like. It affords opportunities for adults as well as pupils of different grade levels to par-
43

ticipate with various types and levels of skill in promoting a school or a community objective.

Problems

.:-

1. Read all you can on the different kinds of teaching units.

2. What type of unit is assumed or proposed in the philosophy of the Georgia Program for the Improvement of Instruction? What are its advantages?

3. In what respects is the life-related enterprise identical with the "experience unit"? In what single respect is it different?

4. Discuss the merits and demerits of the life-related enterprise as the unit of learning in the Negro schools of Georgia.

5. Are there any differences in the use of the life-related enterprise in the elementary and in the high school? If so, what are they with respect to objectives, activities, outcomes?

References
The Open Road. Bulletin No. 2A. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia. pp. 10-21; 26.
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin. No. 1. Revised. 1937. State Department of Education, Atlanta, Georgia. pp. 55-59.
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. pp. 22-59.
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp.400-439.

B. Planning for a Life-Related Enterprise
The teacher must know the direction in which he is moving. Although the life-related enterprise requires pupil purposing and continuous planning, the teacher should attempt to anticipate his pupils to some extent. Listed below are some considerations which the teacher should take into account before attempting a life-related enterprise.
1. Study carefully the child's needs and abilities and interests.
44

2. Locate by careful study the problems and needs of the community in which he teaches. The seven persistent problems of living will be helpful with this study.
3. Make a study of local and state materials and re':;sources.
4. Give sufficient consideration to the textbooks available.
5. Read all you can on the experience unit. 6. Measure the anticipated enterprise in terms of ap-
proved criteria. 7. Get information on related subject matter using all
available sources including interviews with local people.
Referenees
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 441-442.
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No. 1. Revised 1937. State Department of Education, Atlanta, Georgia. pp. 59-62.
The Herald. Bulletin No. 1A. Division of Negro Education, State Department of Education, Atlanta, Georgia. p.52.
C. Selecting a Life-Related Enterprise
In selecting a life-related enterprise, the teacher should
have certain standards by which the anticipated unit may be judged. Anything in mind failing to meet these standards should be discarded. Below are some worth-while standards to be used as checks in selecting a life-related enterprise.
1. It should meet a common need. 2. It should be directed towards meeting the needs of the
children in their adjustment to present life situations. 3. It must form a part of a continuous development.
a. It should provide opportunity for the growth of the individual and the group.
b. It should be more difficult than the previous expenences.
c. It should furnish leads into other worth-while experiences, stimulating a desire for a continued widening of interests and understanding.
45

4. It should give promise of learnings necessary in meet-

ing the larger demands of society.

5. It should provide for selecting, planning, e;xecuting

and evaluating experLences.

.

.-

6. It should fos.ter an inquiring attitude.
7. It should have within it the necessity for knowledge of subject matter, the development of skills, habits and appreciations related to important aspects of human life.
8. It should provide for individual differences in interests, abilities and needs. a. It should be adapted to the general level of the development of the children. b. It should be suitable to the pupils' growing interests and capacities. c. It should be difficult enough to enlist the pupils' abilities fully, yet provide for at least a measure of success. d. It should provide for the principle of increasing difficulty. e. It should be one for which the children have satisfaction. f. Working conditions should be such that it can be carried to a successful ending. . g. It should provide for checking growth and progress.
9. It should be significant to the pupil group and accepted by them as worthwhile. a. It should be a natural growth out of the children's previous experiences or related to experiences of interest to the children. b. It should be related to other activities of the children. c. It should give fuller meaning to the experiences of the children. d. It should provide for environmental factors which constitute the avenues of immediate and direct interest and approach.
10. It should provide for proper balance and variety of expenences.
11. It should be practical in my school situation. a. Is the needed practical material available?

46

b. Does the time factor permit it to fit into the total

time program?

c. Is it possible to carry it to a reasonable degree of

completion in the sc~~ol situation?

.~

d. Is adequate guidance available?

Problems
1. What would be the first step in planning for a liferelated enterprise?
2. What criteria would you use in selecting a life-related enterprise?
3. Study "Chapel Hill School Needed a Well" applying these criteria.
4. Suggest on the basis of these criteria the critical problems of Negro education as suggested in Chapter III, other enterprises valuable for lower elementary, upper elementary, lower secondary and upper secondary levels in your school.

References
Caswell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 441-442.
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No.1. Revised 1937. State Department of Education, Atlanta, Georgia.
"Chapel Hill School Needed a Well." Division of Negro Education, State Department of Education, Atlanta, Georgia.
Building America. E. M. Hale & Company, Milwaukee,
Wisconsin.
The Open Road. Bulletin No. 2A. Division of Negro Education, State Department of Education, Atlanta, Georgia.

D. Outlining, Developing and Reporting a Life-Related Enterprise
The following outline will be useful to the teacher as a guide in planning and reporting the life-related enterprise.
1. Statement of the problem or name of the enterprise. 2. Especially related to which persistent problem? 3. The setting would be described by the type of school
47

such as, one-teacher, two-teacher, county trammg or grade school, the available equipment, time allotted for the enterprise, the possibility of carrying -it...to a reasonable degree of, completion and available adequate guidan~e by supervisor, superintendent or principal.
4. Objectives-These include the goals to be reached by the children. They give direction to the enterprise and suggest what is related and what is not. The teacher should note all situations that naturally arise but should keep the objectives always in mind.
5. Approach-The approach is the technique used to arouse pupils' interest so that they will formulate a dominating purpose out of which the unit may be developed.
6. Major Problem-This will include the main purpose to be achieved. Name the Minor Problem or Problems under the Major Problem.
7. Activities-These will include such activities as, reading to find out, discussions, reports, construction, writing stories, drawing pictures, making excursions, etc.
8. Fields of Interest and Provision for Needed Drill for Mastery and Use as Related to the Unit.
9. Expected Outcomes - This will include expected achievement in a. knowledge b. habits c. attitudes d. appreciations
10. Culminating Activity-This includes plan for summarizing the unit. It might be a play, pageant, exhibition of things done and made to which parents and friends are invited with the children as hosts. They manage the affair, announce the program, serve as guides or ushers to show visitors around, etc.
11. Materials-This will include things needed such as cardboard boxes, nails, cord, cardboard, paste, pieces of lumber, hammer, saw, paint brushes, paint, colored crayon, spools, wire, etc.
12. References a. For pupils-See list of Ten Cent Books, Division
48

of Negro Education, State Department of Education, Atlanta, Georgia. b. For teachers-Same as above and Bulletin No.2. Guide to Curriculum Improvement. . State Depar-tment of Education, Atlanta, Georgia. 13. Evaluation-See - Evaluating a Life-Related Enterprise, below. 14. Leads to other Life-Related Enterprises.
Problems
1. What advantage is an outline for developing and reporting a unit?
2. What main topics should be treated? 3. Make a tentative outline of an appropriate enterprise
for your high school.
References
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No. 1. Revised 1937. State Department of Education, Atlanta, Georgia. pp. 59-62; 62-63.
Caswell and Campbell. Curriculum Development. Ameri. can Book Company, Atlanta, Georgia. pp. 442-446.
E. Evaluting a Life-Related Enterprise
An adequate evaluation involves the collection of appropriate evidences as to changes taking place in pupils in the various ways which are important for their entire development. Evaluation is a continuous process from the beginning to the end of the enterprise.
The following criteria for use in evaluation of new school programs are proposed.
1. Pupil need, interest and purpose-The first criterion of any activity furthered by the school is that is really meets the needs, interests and purposes of learners whether they be children, youth or adults.
2. The life-related enterprise should meet the test of the aims of education.
3. The life-related enterprises should develop the qualities or characteristics possessed by good citizens in a democracy. a. Integrity b. Respect for personality
49

c. Scientific attitude d. Appreciation of human relationships e. Sense of responsibility
.>-
f. Initiative g. Appreciation of values h. Appreciation of religion
4. The program should contribute to the solution of pressing problems in Georgia. a. Enrichment of rural life b. Segregation of groups c. Race relationships d. Health e. Standards of living f. Georgia history g. Natural resources
5. The experiences should contribute to understandings, attitudes and appreciations which have to do with the persistent problems of living today. These persistent problems are: a. Maintaining physical, mental and emotional health. b. Earning a living c. Performing the responsibilities of citizenship d. Utilizing and controlling the natural environment for individual and social needs e. Receiving and transmitting ideas and transporting persons and commodities f. Expressing aesthetic and spiritual impulses g. Utilizing education as a means of acquiring and transmitting the social heritage and as an agency for conserving and improving human and material resources
6. The pupils should show acquisition of desired subject matter through tests.
7. The teacher should employ all of the above criteria in the evaluation of the experiences in which the learners participate. While the activity is being developed, the teacher will check continuously from day to day to determine whether suitable progress is being made in the desired directions. At the end of the activity, the teacher will check carefully in order to evaluate outcomes.
50

Problems
1. Is this basis of evaluation in terms of Georgia Curriculum Program reconcilable with your readings hOgl other sources in the evaluation of a unit?
2. What difference, -if any, is there between criteria for selecting and for evaluating an enterprise?
3. Study evaluation of "Chapel Hill Needed a Wel1."
References
Guide to Curriculum Improvement. Curriculum Bulletin No.2. 1937. State Department of Education, Atlanta, Georgia. pp.99-107.
The Organization and Conduct of Teacher Study Groups. Curriculum Bulletin No. 1. Revised 1937. State Department of Education, Atlanta, Georgia.
The Open Road. Bulletin No. 2A. Division of Negro Education, State Department of Education, Atlanta, Georgia.
Caswell and Campbel1. Curriculum Development. American Book Company, Atlanta, Georgia. pp. 427-439.
Evaluation of "Chapel Hill Needed a Well." Atlanta University Curriculum Seminar. 1937. Division of Negro Education, State Department of Education, Atlanta, Georgia.
F. Enterprises in Areas of the Persistent Problems of of Living Appropriate for Negro High Schools
1. Improving our diet 2. Sanitation in the home 3. Sanitation on the farm 4. Making our homes more convenient 5. Home or neighborhood beautification enterprise 6. Growing, eating and selling vegetables the year round 7. The cow for family use and for profit 8. Raising and curing our meat 9. Fruit growing, preservation and selling for profit 10. Bee culture, poultry raising 11. A sanitary toilet in our home 12. A sanitary water supply in our home 13. Screening the home
51

14. Suitable clothing
15. Care of children
16. Causes of illness in the community and preVentive measures
17. Care of the sick-causes of absence from school and cooperative undertaking to improve attendance
18. How man combines machinery to make home and farm work easier a. How man uses the plane by the incline plane to make his work easier b. How man uses air and water to make his work eaSIer c. How man uses the pulley to make his work easier d. How man uses the wheel and axle to make his work easier e. How man uses the screw to make his work easier
19. Opportunities for part time pupil employment in our community
20. A school cooperative store 21. A school cafeteria 22. A school bank 23. A community credit union 24. A community market 25. A soil conservative enterprise 26. A school library enterprise
27. Family budget making 28. Farm budget making 29. School landscape enterprise 30. A community "Live at Home" program 31. Study of land ownership by Negroes and plan for se-
curing farm 32. Cooperative study of opportunities for part time em-
ployment 33. Descriptive study of colleges, their services, facilities,
expenses and entrance requirements
When one of these enterprises shall have been carefully developed and successfully tried out in a Negro high school in Georgia, a summary following the outline suggested in this chapter should be sent this office. Address: L. M. Lester, Division of Negro Education, State Department of Education, Atlanta, Georgia.
52

v. THE HIGH SCHOOL PROGRAM OF STUDIES
The typical program of studies of our present day high school is not the result of brQad planning-it has grown out of the cultural and disciplinary ideals of the past. It contains remnants of the classics and higher mathematics, certain traditional courses which have been more or less casually adapted to the needs of the present and various new courses added from time to time as the result of social pressure. Much of it is nonfunctional in modern life. It is piecemeal and omits many areas of experience needed by the child.
In Chapter III we presented an analysis of the broader curriculum areas in terms of problems which handicap adequate living among Negroes in Georgia today, followed by experiences and activities suggested as appropriate for dealing with these problems on the high school level. In Chapter IV we discussed in some detail a form of the larger teaching unit which we in Georgia call the "Life-Related Enterprise" and which we recommend as a convenient and effective way of organizing these activities around pupil purposes and community needs.
How far shall we go and what steps shall we take in moving from the traditional textbook curriculum composed of topically arranged subject matter toward a curriculum composed of these experiences in the problems of living? We must first recognize that most of our teachers have been trained to deal with subject matter organized in conventional courses and to use textbooks and materials organized in the same way. Materials of instruction for the new procedures are abundant but are as yet not arranged for the convenient use of the teacher.
A. Gradual Induction of the New Curriculum
We suggest a gradual induction of the new program involving a series of steps over a period of two or three years or as rapidly as the principal and teachers of each school develop a mastery of them. The local school is the unit for curriculum development. The State Department of Education through conferences, bulletins and other mimeographed materials will attempt to stimulate and help local groups, to coordinate progress, to interpret various problems and
53

to report to all cooperating schools on what the others are doing.
1. The first and basic step is study. The curriculum is really to be made by the teachers and the principal in each school. .They are the ones who guide the daily experiences of the children. If we are to make the school effective in a program of child development and community betterment, we must get a common understanding of the principles and the problems involved. This bulletin is a study guide for the teachers of a community school, especially the high school in Georgia, as they try to understand and work out their problems together. Study is a continuous part of the program of a progressive school.

2. A tentative program of studies should be composed of conventional courses which correspond in general with areas of the persistent problems of living. These areas are now treated in a more or less formal way by a variety of courses from which it will be possible to select titles suitable for our new program, for example:

Problem Area

Courses now offered in conventional programs

1

Health and Physical Education

2

Industrial Arts, Vocational Subjects

3

Civics, Government, History, Economics,

Problems of Democracy, etc.

4

General and Applied Science, Mathemat-

ics, Biology, Physics, Chemistry

5

English Language and Literature

6

Music, Art, Nature and Religion

7*

Heretofore, subject matter casually related to Problems 2, 3, 4 and 5 has monopolized the schools' attention and the students' time. It has constituted the curriculum and has been rigidly planned and scheduled. Problems 1 and 6 have been "extra curricular" receiving only casual attention. We propose that the pro-

*In proposing a program of studies based on the problems of living, we have taken the liberty of omitting Problem Area 7 as such, preferring to treat such real pupil problems as "selecting a vocation" and "appreciating and making use of educational agencies" under Problem Areas 2 and 3, where they seem logically tc fall.
54

gram of the new school shall include adequate experiences in each of these areas, realizing, of course, that emphasis will vary with the nature of the problems.. the resources of the community and the needs of the individual.
3. These courses will be taught on a life-related basis organized as far as possible around enterprises in improved living and enriched with materials afforded by the resources of the community.
4. It will be necessary for each school to revise the content of these courses from year to year and to develop new materials and experiences.
5. Each school will ideally move toward the time when it will dispense with courses planned-in-advance and will organize the curriculum for each child around the problems of living as he finds them.

B. Program of Studies Suggested for Small High Schools

The following program of studies is suggested as meeting the practical needs of most of the smaller high schools

of the state and as a minimum program for the larger schools. In general, it meets the requirements of the State Board of Education and of the accrediting agencies and the entrance requirements for most of the colleges. It may be developed so as to cover the most definite needs of the majority of high school students and will serve as a point of departure for schools which plan to do life-related teaching.

First Year Problem I-Health and Physical Education

0 unit

2-Agriculture, Trades or Home Economics

1 unit

3-Civics and Occupations........................ 1 unit

4-General Science

1 unit

5-English Language and Literature 1 unit

6-Enriched Experience

Second Year Problem I-Health and Physical Education

0 unit

2-Agriculture, Trades or Home Economics

1 unit

3-World History.................................... 1 unit

4-General Mathematics

1 unit

55

5-English Language and Literature...... 1 unit 6-Enriched Experience

Third Year

Problem 1-Health and Physical Education

2-Agriculture, Trades or Home

Economics

__ _............ 1 unit

3-American History and Government.... 1 unit

4-Applied Science _.._....................... 1 unit

5-English Language and Literature '1 unit

6-Enriched Experience

Fourth Year

Problem 1-Health and Physical Education

2-Agriculture, Trades or Home

Economics

_ _ _ _.... 1 unit

3-Economics and Problems of

Democracy

_

_...... 1 unit

4-Biology .._. __.._.._..__..__._ _..__._

_. 1 unit

5-English Language and American

Literature _

_._

_._.... 1 unit

6-Enriched Experience

C. Electives for Larger High Schools
The above program is recommended as basic arid minimal for the larger schools. It will be necessary in these schools to offer alternative courses where the enrollment and the teaching force make it possible to organize class groups to meet special needs, for example:
1. Foreign language, higher mathematics an,d laboratory science may be offered pupils planning to attend colleges with additional specific subject matter requirements provided the instructor can so organize and conduct these courses so that they will contribute to effective thinking and improved living.
2. Commercial and other vocational subjects for pupils who will have opportunity for employment in other areas than agriculture, trades and homemaking.
3. Industrial arts, music and the fine arts, etc., for pupils who have special aptitudes and opportunities for further development and use of their talents.
The course offerings in any problem area should be determined on the basis of the needs of the pupils and of the local community. Electives should in no case be apowed to

56

crowd out other experiences more fundamental to all-round growth\ Schools wishing to go beyond the above suggested program of studies are referred to The Accredited High Schools of Georgia, 1937-38, Bulletin of the University of Georgia, pp. 13-16.
References
The Accredited High Schools of Georgia. 1937-38. The Statement .of the Committee Appointed to Make Recommendations on the High School Program of Study for Georgia. pp. 11-12.
The Accredited High Schools of Georgia. 1937-38. Outline of Program of Studies for Georgia High Schools. pp. 13-16.
List of State Owned High School Textbooks. Requisition from Division of Textbooks, State Department of Education, Atlanta, Georgia.
D. Description of Courses
The content of these courses will be thought of as providing for children from year to year experiences vital to their solution of their persistent problems and making for improved living. See Chapter III of this bulletin, "Problems Vital to Negro High School Youth and Units of Study Defined." (The Accredited High SchlJols of Georgia, 193738. pp. 17-24.)
PROBLEM AREA 1. HEALTH AND PHYSICAL EDUCATION
The State Board of Education requires the equivalent of one unit in health education and physical education during the four years. It may be offered as a single unit the first year, it may be distributed in fractional units throughout the four years or it may be incorporated in the time allotted to other subjects such as Home Economics, General Science, Biology, Applied Science, Agriculture and Farm Mechanics"
I t should provide problems in personal and community health such as safety, first aid, diet, the effect of alcoholics, care of the sick, child care, control of pellagra, hookworm, malaria and other diseases prevalent in certain areas. It should include some education in sex and venereal diseases. These topics should be organized and taught on a func-
57

tional basis relating them, if possible, to actual conditions in the community.
The school will provide for physical examinations each year and for follow-up of remedial cases throughout the high school course. Individual cumulative health records are important.
The school environment should be conducive to healthful living. Teaching techniques should utilize the intere~ts and purposes of children and contribute to wholesome, .happy and balanced personality. The school should sponsor an adequate program of recreation for the school and the community.
PROBLEM AREA 2. VOCATIONAL SUBJECTS
Agriculture or trades for boys and home economics for girls should be offered in each high school in the state. These courses are closely related to the courses in health with which they should be integrated so as to show the fundamental relationship between year-round gardens, live-athome policies, production of fruits, poultry and dairy products and the problems of physical and mental health, earning a living and the development of the natural resources of the state.
The State Board of Education requires at least half a unit in the study of occupations and opportunities for employment available in the area. This course as outlined in the curriculum bulletin, Occupational Guidance, may be included in the syllabi of the other vocational cO,urses or may be given as a separate course following Civics in the second semester of the freshman year.
PROBLEM AREA 3. SOCIAL STUDIES,
a. Civics-An objective of this course should be to give the Negro consciousness of "belonging" to the whole group and of responsibility for its on-going. It should afford opportunities to participate in community enterprises for group welfare and to cooperate in formulating objectives for the common good. It should use, in so far as practicable, materials of the local community. Civics may be given in the first year as onehalf unit followed by one-half unit in communi,ty health or they may be planned together as one unit,
58

b. World history should be largely modern history and should emphasize the economic factors in social
c~'ange.
c. American History and Government. Negro History should be woven in as a part of American History and Government. The library should include reference books on the Negro's contribution to American life.
d. The senior year should include the principles of economics followed by Problems of Democracy. These, though following to some extent the usual content of such courses, should emphasize the practical implicationsof these problems for Negroes in Georgia.
PROBLEM AREA 4. NATURAL AND PHYSICAL SCIENCE
a. General Science-Experiences from year to year should be provided the pupil in order to develop the appreciation of :the relationship between his environment, his own life and society. It is most important that the pupil be taught the depletion of community and state reSources and the conservation and effective use of these resources. This course should include production, distribution and consumption of natural resources and community industries in the light of these resources.
This course offers an opportunity to relate rural community life and needs with such problems found in 'the larger problems of "How Man Combines Machines to Make Home and Farm Work Easy."
b. General Mathematics-Mathematics involving principles of measurements and number relations and practice in their use should be given partly in connection with the vocational subjects and with general and applied science. In addition, there should be a separate course in general mathematics. Opportunity should be given the pupils to make, study and interpret graphs and other statistical forms.
c. Applied Science-It is suggested that this course be developed cooperatively by the instructor and the class, including only a study of problems proposed by the class, such as the gasoline engine, house wiring, automobile driving and safety, foods and drugs, home mechanics, etc. Such a course leading from practical prob.
59

lems to underlying principles would offer excellent opportunities for research, individual and group study, as well as for cooperation of several departments.
d. Biology-This course should furnish an over-view of the forms of life, their cycle of development, their interrelations with each other and with the physical world. Especial attention should be given the study of life forms found in the community and to their actual and potential effects upon human life. Laboratory procedure, especially in poorly equipped schools, should be adapted so as to make use of local specimens.
PBORLEM AREA 5. ENGLISH-THE LANGUAGE ARTS
"Language Arts" means the arts used in connection with the communication of thought through words. The entire school program is, therefore, dependent upon the pupils' ability to speak and write intelligently. Language arts' are graphically shown in one of our curriculum studies as reading, language, spelling and handwriting. Since it is a means of getting and conveying ideas in all school subjects, social studies and science are shown in the diagram as the core in the curriculum, the acquisition and interpretation of which comes through these arts. The two divisions in which language arts fall must receive adequate attention for effective work. They are language as a tool-oral or written language, spelling and handwriting, and language as experience-reading, creative expression both oral and written. These phases of language arts cannot be too greatly stressed
because of their importance in both thoughttgetting from pleasure and informational reading materials and communication of thought through oral and written discourse.
Grammar and Composition - Throughout the high school English course, there should be carefully graded oral and written composition and instruction in the essentials of grammar. In all written work, constant attention should be paid to writing, spelling, punctuation, good usage in general and writing. In all oral work there should be constant insistence upon correct pronunciation and enunciation.
Literature-Concurrent with the above course, there should be a carefully graded course in Literature. It should be kept in mind that the main purpose is to develop a fondness for good literature and to encourage the habit of read-
i'
60

ing with discrimination. Directed collateral home reading should be a part of every year of school life. The school and cMssroom libraries in which there are books by and about Negroes will offer varied reading experiences so necessary in such a program.
PROBLEM AREA 6. ENRICHED EXPERIENCES
It is conceded that progressive teaching affords a far richer experience for the pupil than did traditional teaching. However, we think of this course as "Enriched Experiences" or additional work either to assist the pupil in mastery of skills in which he or she is having difficulty or further practice in some phase of fine or industrial arts which spetial interests and aptitudes dictate. Naturally this course will be influenced continuously by the discoveries of individual needs, interests and talents as revealed through observation ilnd conferences in pupil guidance. This proposal is a challenge to the principal and the faculty to base the present activities period upon a study of pupil needs.
E~ Integration of Subject Matter and Desirable
Interrelations of Courses
1. WITHIN A DEPARTMENT
Serious thought should be given to possible integration of subject matter from more than one field under one teacher as an initial step in life-related teaching. ,For example, under these conditions the teacher who teaches children social studies has the pupils organize and write on problems and activities which call for pertinent facts from history and science, mathematical relationships and skills in the language arts as their written English. The pupils make maps and graphs needed for illustration. They spell new words and learn to read related poems, anecdotes and stories to the class. It may be added that our present set-up can be used to advantage in experimenting with subject matter integration because the teacher teaches the same pupils more than one subject daily. .
2. WITHIN A DEPARTMENT WITH THE HELP OF OTHER
TEACHERS
The next stage would be subject-matter integration with the aid of one or more teachers. The teacher in this case will utilize the children's interest by incorp-
61

orating varied aspects of subject matter fields vital to their learning outside of the one taught by him. If he teaches science, he will negotiate with the social studies teacher as social studies problems arise. The pupils will organize and write facts pertaining to science and social studies during the English or Language Arts period. This will embrace phases of language, writing, spelling and literature which have a vital connection. The pupils will make obseriVation trips, draw or model maps, draw graphs and engage in shop work as their problems demand.
3. DEVELOPED COOPERATIVELY BY ALL DEPARTMENTS
OF THE SCHOOL
The third or final step in the process of integrating of subject matter in high school would be a life-related enterprise planned cooperatively by all departments of the school. Here follows an excerpt from a tentative plan by Robert M. Perry, Assistant Principal of East Depot Street High School, LaGrange, Georgia: "This plan embraces the whole school but the greater part of the work will be done in the ninth and tenth grades. Before school closed last year, each pupil who expected to be in each of these classes during the coming term was given a family study blank. These blanks were to be studied and filled out during the summer. During the first week of the school term the blanks will be taken up and studied by the group. From these blanks we shall obtain the problems to be worked on during the period in which we shall be e~gaged in our project.
a. Problems (1) What are inherited diseases? (2) What are communicable diseases?' (3) What effect does cleanliness have upon diseases? (4-) What effect does food have upOll disease? (5) What are the generally accepted methods of disease prevention? (6) Does health have an economic value? (7) What can we do to help raise the health standards of our community? (8) Does condition of the health of a person affect his work in school?
i'
62

(9) Does a healthy body help make a healthy mind?
,,\ ( 10) Why is personal health a debt to society?
b. Activities (1) Check family statistics as they come in. (2) Make studies of families living in community. (3) Check all sources of disease in the community. (a) Stagnant water. (b) Garbage piles. ( c) Bad wells. (d) Ineffective toilet system. (4) Make an attempt to have all places that are known menaces to health cleaned up. (5) Enlist aid of city authorities in health and clean up campaign. (a) City Department of Health. (b) Visit water works. (c) Visit incinerator or dump. (d) Visit disposal plant. (6) Make tables and charts of vital statistics for the school and the community. (7) See that all persons are immunized. (8) Keep close check on absences caused by illness. (9) Make each high school pupil keep records on the health of five children in the elementary grades.
( 10) Publish monthly summaries of the activities of the groups.
( 11) Keep accurate records of all findings. c. Subject-Mathematics Integration
(1) Have Mathematics Department give students functional training by including in their work the compilation and computation of these reports, the making of graphs, charts and tables.
(2) Have English Department give students practice in forms of composition in writing up reports and accounts of activities.
(3) Have Home Economics Department help in program by preparing tables of diets and charts of information; weight, height, etc.
(4) Have Science Department cooperate by instruction in various diseases. Their causes
63

and effects. The study of disease-causing organisms, their growth and control.
( 5) Social Science Department will study health laws.
d. Culminating Activities Each student will compile all records for which he has been personally responsible during the time of the study. These compilations will be checked carefully and summarized as a complete report.' This report will be mimeographed and used as need requires. Copies will be sent to school libraries of the city, offices of city departments, etc. A program will be given on some night based on the theme of the title of this study outline."

VI. SPECIAL CONSIDERATIONS OF THE PRINCIPAL
IN PROMOTING THE NEW PROGRAM
A. Qualities of a Good High School
Criteria for judging a good high school must be influenced by what is basic of developing in "]ohn X" the traits of a good character, recognition of problems vital to his community and ability to help adjust them. Below are some qualities of a good school which the principal and the teachers may use as a basis for discussing the adequacy of
their school program. * The Practice Book for Observa-
tion and Teaching in Small Rural Schools should be used for more detailed analysis of the qualities outlined here.
1. The program of the good high school is primarily a guidance program in which all teachers cooperate in guiding the growth of the individual pupil.
2. A good high school has teachers who have reverence for teaching individuals and the importance' of mental hygiene in teaching. Therefore, they teach on the basis of pupil interest, purpose and need rather than external pressure and fear.
3. The activities of the school should grow out of the needs, interests and purposes of the children and adults in these communities.
4. A good school utilizes the community, its nature, its

Practice Book for Observation and Teaching in a School for Child, Adult

and Community Development. Division of Negro Education, State Department

of Education, Atlanta, Georgia. 1936, 1937 and 1938.

i'

64

needs, its resources and possibilities in order to guide pppils in dealing with the problems of living and improving their community life.
5. The organization, the administration and the teaching, that is, the school's program of activites should afford rich opportunities for developing the qualities
Or characteristics possessed by a good citizen in a
democratic society such as: a. Illtegrity b. Respect for personality c. Initiative d. Appreciation of the beautiful, etc.
6. A good high school program should develop understanding of the nature of the physical and social world and the ability to deal with the persistent problems of living.:
7. The program should contribute to the solution of pressing problems in Georgia. a. Enrichment of rural life b. Problems vital to Negro life c. Health d. Improving standards of living for underprivileged groups e. Conservation and development of natural resources f. Appreciation of social values and understanding of problems in Georgia history
8. A good high school should provide an environment for healthful living. a. Cleanliness inside and outside of the school b. Neatness of school grounds c. Provision for individual drinking containers d. Good drinking water e. Sanitary toilets f. Clean toilets g. ; Good lighting h. Good ventilation i. Good seating j. Provision for wholesome school lunches
9. A good high school should provide for the protection of children's health along with routine. a. Lighting
65

b. Heating c. Seating d. Standing e. Walking f. Working g. Playing h. Shop activities
10. A good high school should take on the responsibility as far as possible for the supervision of the pupils' health through examinations, recommended treatment, vaccination, immunization, etc.
11. A good high school should keep cumulative records of the status of each pupil's health.
12. A good high school should keep cumulative records of observations, conferences and other means of locating the needs, interests and special aptitudes of each pupil.
13. The organization of a good high school should afford opportunities for pupil progress by a. Grouping children according to individual needs. b. Selecting subject matter in terms of rural life and needs. c. Using a flexible schedule. d. Active pupil participation in proposing and executing plans for improved school and community living.
14. A good high school should constantly expose pupils to experiences which will develop a respect for all forms of labor and an appreciation of the occupations open to them.
15. A good high school should operate a successful program for the enrichment of community life.
16. The principal of the good high school is d~mocratic. He recognizes that the really important decisions regarding the education of the child are made by the teacher rather than by principals and supervisors. He leads by creating a stimulating setting for the growth of teachers.
B. Measuring the Results of Instruction in Terms of Improved Conduct
Looking upon education as all-round growth ,and development, it is important to keep complete and cqmulative
66

records of each child throughout his whole school career. An individual folder should include all important data on his hettlth, his academic progress and his conduct.
As 'long as we give examinations and marks on subject matter alone, we shall continue to make little progress toward those mere important goals of citizenship-the attitudes,. appreciations and habits desirable for group living. We present here a form of inventory based on the "traits of the good citizen" which the teacher may apply to each child at least twice each year. Careful observation during the first month of school should give the teacher sufficient evidence to enable her to determine the child's status in respect to these patterns of conduct. Continued observations throughout the year, with notations of significant incidents, should enable her at the end of the year to decide whether the child has developed satisfactorily in these respects. Faculty discussions of what these traits mean and of how they are shown in the conduct of individual children will clarify the problem for the teacher. In high schools, all teachers should cooperate with the home room teacher in rating the child's conduct.
The teacher may indicate the pupil's status by writing besides each pattern of conduct: S-satisfactory, HShighly satisfactory, US-unsatisfactory. These marks are not intended for reports to parents although they will be valuable in discussing the development of an individual child with an interested parent.
67

Growth in the Traits of the Good Citizen

(Based on the Aims of Education)

Pupil's Name

I Status ObservatioilS- -, Status IOctober during the year May

1. HEALTH a. Appears physically fit b. Keeps body and clothes clean c. Keeps materials clean d. Cheerful and happy

2. INTEGRITY a. Has personal reliability and respect for the reliability and uprightness of others b. Has self-respect-even above group approval c. Faces reality d. Tends to watch for and avoid self deception e. Is sincere, trustworthy and dependable f. Is faithful to promises g. Accepts responsibility h. Perseveres i. Is honest with self and all others j. Is free from fear, worry and sense of inferiority

3. RESPECT FOR PERSONALITY a. Believes in himself as a worthy person b. Respects worth of others c. Admires fine qualities of others d. Is courteous e. Follows rules which assure fair play f. Respects customs and beliefs that vary from own g. Controls emotions in success and in defeat

4. SCIENTIFIC ATTITUDE a. Holds conclusions tentatively b. Is precise, accurate and orderly c. Is free from superstition d. Respects the experimental method e. Seeks facts, explanations and causes f. Bases judgments on facts g. Is willing to entertain new ideas and points of view

68

Pupil's Name

I I Status Observations Status IOctober during the year May

.\
h. Welcomes and considers suggestions

5. ApPRECIATION OF HUMAN
RELATIONSHIPS
a. Is friendly b. Prizes and maintains high
standards of conduct, as honesty, fairness, truthfulness and courage
c. Is cheerful d. Cultivates sense of humor e. Respects self-sacrifice f. Accepts the implications of
intex;dependence g. Is sensitive to ideals, mo-
tives and virtues h. Is quick to commend and
slow to condemn i. Relies -upon orderly methods
of. achieving social ends j. Is cooperative k. Is not jealous of others 1. Is sympathetic towards all
races, creeds and customs

6. APRRECIATION OF THE BEAUTI-
FUL
a. Is neat and attractive b. Helps keep surroundings
neat and attractive c. Enjoys music, literature and
art d; Enjoys beauty in nature e. Supports artistic enterprises f. Is disposed to create beauty g. Is sensitive to good work-
manship

7. SENSE OF RESPONSIBILITY
a. Believes in the worth of any activity undertaken
b. Has disposition to feel equal to the task
c. Recognizes value of study d. Gets to school on time e. Is willing to do work on
time f. Recognizes the value of suc-
cesses and failures of the past g. Is willing to delegate and accept duties in a group enterprise h. Is willing to do full duty i. Keeps records

69

Pupil's N arne

I I I Status Observations Status October during the year May

j. Keeps promises
8. INITIATIVE a. Is resourceful in meeting personal and group situations b. Is adaptable c. Tends to organize forces and data d. Plans and thinks ahead
9. ApPRECIATION OF VALVES a. Recognizes worth of human and material values b. Discriminates between good and bad c. Is industrious and persevering d. Is economical of time and effort e. Is thrifty in care of school materials f. Estimates probable outcomes
10. ApPRECIATION OF RELIGION a. Recognizes the spiritual force b. Is conscientious c. Possesses fortitude d. Has confidence in the ultimate good of man e. Participates in religious activities of the community f. Contributes to religious enterprises g. Is free from dogmatism h. Has respect for all religions

70

C. School-Community Activities
Early in the school year the principal should make out a program of activities which he plans for his school and community. Activities which will promote the health, the social outlook and the educational needs of the pupils and parents should be included. Cooperation with all agencies for child and community betterment, such as Jeanes Teacher, Home Demonstration Agent, Agricultural Agent, Church, Business Men, Red Cross, Y. M. C. A., Y. \V. C. A. and the W. P. A. should be included in planning the year's program. Plans for the celebration of Negro History Week, National Negro Health Week, Cleanup "Veek and similar occasions should be made in advance and appropriate materials collected throughout the school year. The names of those sponsoring such movements should be learned and filed away for re,ady reference.
OpportUnities for enriched curricular activities are to be found in club work, especially Boys' and Girls' or Junior Extension Clubs under the Smith-Lever Act, Boy Scouts, Camp Fire Girls, other club organizations for children, Parent-Teacher Associations and School Improvement Leagues. It is important for the principal and the teacher to know the functions of these agencies, how to organize and conduct them, desirable programs and activities and the use and source of helpful material.
Community organization into committees* is proving very helpful where it is being tried in our Jeanes counties. Committees on (1) Health, (2) Economics, (3) Educational and Cultural Activities, (4) Civic Affairs, (5) Religious and (6) Social Affairs under teacher and citizen leadership should plan community activities for the whole year, even through the summers. The school building is an appropriate place for meetings. These committees, in planning programs for the enrichment of rural life, may
1. Provide special instruction on organizing club programs around such topics as: a. Live at home b. Child welfare c. Community canning d. Federal aids to farmers
*A Suggested Program for Training Teachers for Rural Schools.
*Special Problems of Rural Home and Farm Life. 1937. pp. 12-15.
71

2. Provide instruction in rural adult recreation:
a. Canning clubs b. Sewing c. Garden clubs d. Farmers' day e. Housewives' day f. Flower garden club g. Better homes club h. Study and use of cooperatives
3. Organize junior clubs:
a. Thrift clubs b. Tin can contest c. Spelling contest d. Good English Club e. Better Health Club f. Lawn party g. Singing contest h. Playground activities 1. Dramatic club J. Demonstrations
k. Community singing
1. Radio programs m. Community picnic n. Quilting parties o. Trips to interesting places p. Candy pulling q. Fish frys r. Camp
4. Teach games which require little or no eq.uipment, such
as: a. Fox and Geese b. Farmer in the Dell c. Have You Seen My Sheep? d. The King of France. e. Blind Man's Buff f. Here We Go Around the Mulberry Bush
5. Encourage the development of creative ability and use
of native materials in: a. Handicraft, sewing, weaving, modeling, painting
and whittling b. Construction of box furniture for the school and
home
72

c. Doll furniture d. Kites e. 'Musical instruments f. 'Home-made farm labor-saving devices
6. Discuss the physical, social and mental benefits of play and other recreational activities.
7. Inaugurate a movement in the community for some such leisure time activities as: a. Community sing b. Lectures c. Discussion groups or debates d.Motion pictures e. Circulating library f. Craftsman Guilds g. Playgrounds h. Gle~ Clubs i. Story: hour
D. The High School Principals' Conference
In a dual system of schools such as ours, the principal of the Negro high school will perform some duties which ordinarily fall to the superintendent of schools. His vision and his vigorous leadership will enable him in many cases to secure the cooperation of the superintendent of schools and of the board of education. The following list of replies to a questionnaire submitted to principals of Negro high schools in 1938 will show the wide variety of problems which they must face:
1. The city principal adjusting himself to rural situations
2. Getting his teachers to understand problems of rural life
3. Getting the confidence and cooperation of the parents and of the community
4. Leading teachers in a study of curriculum problems 5. Interpreting the new curriculum--practical training
versl'Is the three R's-to the public or the patrons
6. Lack of a common point of view on the part of teachers, principals and patrons
7. Working with nonunderstanding and non-cooperative trustees
8. Securing longer school terms
73

9. Accomplishing nine months work in seven 10. Lack of funds to carryon school work properly 11. Inadequate classroom space 12. Irregular attendance of pupils 13. Retardation of progress 14. Overlarge primary grades 15. Teaching load too heavy 16. Inadequate time for dealing with supervisory land ad-
ministrative problems
if Selecting suitable, well-prepared teachers
18. Adjusting subject m'atter of organized courses to short terms
19. The problem of tardiness
20. Enlisting the sympathy and cooperation of the church and other community organizations
21. Providing at least a minimum of equipment and supplies
22. Providing a high school program that meets the needs of the boys and girls
23. Promoting the growth and development of his teachers
24. Securing a sufficient number of teachers
25. Transportation to the county high school
26. Providing high school facilities
27. Lack of space for vocational equipment
28. Inadequate library and reading facilities'
29. The handicap of a low standard of living in the homes of the students
30. Keeping teen age boys and girls in school .
31. Overcoming the loss of interest and in efficiency through the long holidays and through time lost in harvesting and planting
32. Dealing with frictions which arise between patrons and teachers
33. Keeping up the standard achievement with minimum equipment
34. Providing sanitary conditions at the school
35. Providing adequate play facilities
i'
74

36. Keeping the sympathy and understanding of the white gfoup
37. Giving each pupil individual guidance in planning his high school course and his future
38. Financing school enterprises 39. Meeting college entrance requirements and accredit-
ing standards 40. Providing an adequate system of measuring and re-
porting pupil progress 41. Efficiency in the administrative records and reports 42. Schedule making
These problems assume different proportions in each school. Exchange of experiences and information among the principals themselves is the most practical way of dealing with tq.em. It is proposed to organize a Conference of Principals 'of the Negro High Schools in the state to meet annually for a professional discussion of these problems. The first of these meetings will be called by the State Department of Education in November, 1938. The primary objective for the year will be to secure unified action in the program of curriculum improvement on the high school level.
75

Suggested Schedule for Two-Year High School With One Teacher

Time Blocks

First Year

Second Year

8:00

Opening Exercises

Direct Teaching (Classes combined and grouped

according to need)

,

9:15 10:15 11 :15

Language Arts

English Language M., T., W. Alternate with study

T., Th.

......;. Literature

Th., Fri. Alternate with study M.,T.,W.

<.,

bll Civics and Occupations

World History

t'<l

::l

cb:l:l

Directed Study

Direct Teaching

t'<l

Conference with pupils

Directed Study

I

(or may be offered in alternate years) Health and Physical Education

Direct Teaching

Recess and directed play

12:15 1:15 2:15

General Science

General Mathematics

Direct Teaching

Directed Study

Directed Study

Conference with pupils

<.....,..

(or may be offered in alternate years)

bll t'<l

Noon Recess

::l

bc:l:l

t'<l

A griculture or Trades and Home Economics (using primary teacher now free for Home Economics)

Enriched Experience including conferences with pupils

3 :15

needing special help in school studies, etc.

Concluding activities and dismissal 3:30
..
76

Suggested Schedule for Four Year High School

.\

(Three Teachers)

Even Years

Time

I I Teacher A

Teacher B

Teacher C

8:00

Getting Started Right

8:15 9:15 10:15 11:15

Civics and Occupations
(1) S-C

Health (3-4) C-S

Language Arts (2) S-C

World History . .' (2) S-C

General Science (1) C-S

Language Arts (3-4) S-C

Music Art
(2)

Music and Art (3-4 )

Language Arts (I) S-C

Supervised Study (1-2)

Applied Science (3-4) S-C

Home Economics (3-4)

12:15

Recess

1:15

Agriculture and

Trades

(3-4, Girls) C-S

Home Economics (1-2, Boys) C-S

2:15
3 :153:30

Enriched experiences including assemblies and conferences with pupils needing special help in school studies.
Concluding work and dismissal.

Key: S means Study or Directed Teaching C means Conference (Direct Teaching)

77

Suggested Schedule for Four Year High School (Three Teachers) Odd Years

Time

I I Teacher A

Teacher B

Teacher C

8:00

Getting Started Right

!

8:15 9:15 10:15 11 :15

American History and Government (3-4) S-C

Health (2) C-S

Health (1) C-S

Biology (3-4) C-S

Music or Art (1)
Agriculture and Trades (1, Boys) C-S

General Mathematics (2) C-S
Economics and Problems of Democracy (3-4) S-C

Language Arts (1) S-C
Supervised Study (2)
Language Arts (3-4) S-C
Language Arts (2) S-C

12:15

Recess

1:15

Agriculture and Applied Science Home 'Economics

Trades

(3-4) C-S

(3-4, Girls) C-S

(2, Boys) C-S

2:15

Enriched experiences including conferences with pupils

needing special help in school studies.

3:153:30

Concluding work and dismissal.

Key: S means Study or Directed Teaching C means Conference or Direct Teaching

i'
78

TIME 8:00 8 :15
9:15
10:15
11 :15 12:15 1:15 2:15
..
3 :153:30

Suggested Schedule for Four Year High School (Four Teachers)

Key: S means Study or Directed Teaching
C means Conference or Direct Teaching

-

.'

TEACHER A

I

I TEACHER B

TEACHER C

I TEACHER D

Opening Exercises

Language Arts (2) S-C
Language Arts (1) S-C

Health (1) C-S

Agriculture and Trades (3-4, Boys)
C-S

Home Economics (3-4, Girls) C-S

Biology (3) C-S

Economics and

Civics and

Problems of Democracy Occupations

(4) C~S

(1)

ENRICHED EXPERIENCE INCLUDING ASSEMBLIES AND CONFERENCES WITH PUPILS NEEDING HELP IN SCHOOL STUDIES.

Language Arts (3) S-C

I Applied Science (4) C-S

I
RECESS

Supervised Study (2)

Library

General Science (1)

American History

World History (2)

Language Arts' (4) S-C

General Mathematics (2)

Agriculture and Trades {1-2, Boys}
C-S

Home Economics {1-2, Girls}
C-S

CONCLUDING WORK AND DISMISSAL

Time Blocks
8:00~8:15
9:15
10:15 11 :00 11 :15
12:15 ..1 :15 2:15 3 :15-3 :30

Four Year High School-Two Teachers
Teacher A

Teacher B

OPENING EXERCISES

Americ.an History and Government (3)

Economics and Problems of Democracy (4)

Direct Teaching Directed Study

Direct Teaching Directed Study

(or offer courses in alternate years)

Civics and Occupations (1)

W orid History (2)

Directed Study

Direct Teaching

Conferences with pupils Directed Study

(or offer courses in alternate years)

Language Arts (1 and 2)
Direct teaching alternating with st~dy English Language M., T., W. Literature Th., Fri. (Classes combined and grouped according to need)
Language Arts (3 and 4) Direct teaching alternating with study English Language M., T., W. Literature Th., Fri. (Classes combined and grouped according to need)

Enriched experience including conferences with pupils needing special help in school studies.

Recess

Biology (4) or Applied Science (3) (offer in alternate years)

General Science
Direct Teaching Directed Study Conference with pupils
(offer in alternate years)

Recess

Agriculture, Trades (1 and 2) . Home Economics (1 and 2)
(using primary teachers now free for home economics)

Health and Physical Education (3 and 4)

Direct Teaching

.-

Directed Study

Agriculture, Trades (3 and 4) Home Economics (3 and 4)

Health and Physical Education (1 and 2)

Concluding activities and dismissal

. .,'.

:'

BIBLIOGRAPHY

A. tist of Publications of the Georgia Program for the

,

Improvement of Instruction

1. Natural Resources of Georgia. July, 1938.

2. Guide to Use of State Adopted Textbooks. July, 1938.

3. Two Georgians Explore Scandinavia. June, 1938.

4. The Community as a Source of Materials of Instruc-

tion. Revised, June, 1938. Published, 1937.

5. The New Curriculum at Work. May, 1938.

6. Occupational Guidance. March, 1938.

7. Source Materials on Transportation and Communica-

tion. March, 1938.

8. Source Materials on Citizenship Education. January,

1938.

9. The Organization and Conduct of Teacher Study

Groups. Bulletin No. 1. Revised December",1937;

published September, 1935.

.-

10. Guide to Curriculum Improvement. Bulletin No.2.

May, 1937.

11. Parent Co-operation in the Georgia Program for Im-

provement of Instruction in the Public Schools. Sep-

tember, 1935.

12. Statement of the Curriculum Committee Appointed to

Make Recommendations on the High School Program

of Study for Georgia. May, 1937. Note: In sum-

mary form, this committee report is given in the bulle-

tin of the University of Georgia, The Accredited High
Schools of Georgia, 1937-38. Address J. Harold

Saxon, Secretary, Georgia High School Accrediting

Commission, Athens, Georgia.

13. The Georgia Homemaking Curriculum. August, 1938.

14. Saving Georgia Soils. Curriculum Bulletin. 1938.

B. Li~t of Publications of the Division of Negro Education 1. The Herald. Bulletin No. 1A.
2. The Open Road. Bulletin No. 2A. 3. Practice Book for Observation and Teaching in Small
Rural Schools. Bulletin No. 3A. 4. Guide to Life-Related Teaching in Negro High
Schools of Georgia. Bulletin No. 4A.

81

5. A Day in a One Teacher School.
6. Adjusting School Programs to Fit the Individual Needs of the Child.

7. Chapel Hill School Needed a Well. 8. Chapel Hill School Needed a Well-Analyzed in the
Light of the Georgia Curriculum Program. 9. A Life-Related Enterprise.

10. Life-Related Study of the Peanut-Teachers of'Early County.

11. Life-Related Teaching at Center Hill School-Community Enterprise Gardening.

12. Communication, Language Arts As Related to Social Studies and Science.

13. Class Reading Record. 14. Community Information Outline - Family Study
Guide. 15. Tentative Plan of Activities for the Chapel Hill Dem-
onstration School, 1937-38. 16. Teaching Pupils to Read to Understand Arithmetic
Problems-Chapel Hill School.
17. The Developmental Program of Demonstration Centers.
18. Guide to Developmental Program of Demonstration Schools in Georgia.

19. Industrial Arts in Training Rural Teachers.

20. Language Arts, Individual Reading Recqrd for Lit-

erature or Pleasure Reading.

.

21. Language Arts, Individual Reading Record for Inforrna tional Reading.

22. Monthly Home Duties Record. 23. Outlining, Developing and Reporting a Life-Related
Enterprise. 24. Soil, Our Best Friend-Red Oak School. 25. Report of Committee on Critical Needs of Negro
High School Pupils in Georgia. 26. Free and Low Cost Material Classified Under the
Seven Persistent Problems of Living.

27. Reading and Language-Improving Our Community

-Tucker School.

i"

82

28. Solution of the Transportation Problem of Douglasville Colored School.
29. pnit on Gardening. 30. Unit on Coal-A Friend to Man. 31. Unit on Lumber. 32. Supervision-Democratic Supervision. 33. Community Organization. 34. The Turpentine Industry. 35. Story of the Pine Tree. 36. Schedules for One and Two Teacher Schools.
c. Other References
1. Tippett, James S. Schools for a Growing Democracy. Ginn and Company, Atlanta, Georgia.
2. Casw:ell and Campbell. Curriculum Development. American Book Company, Atlanta, Georgia.
3. Edmondson, J. B. National Educational Outlook Among Negroes. May, 1938. Washington, D. C.
4. Tatum, H. T. National Educational Outlook Among Negroes. March, 1938. Washington, D. C.
5. Smith and Frederick. Live and Learn. Charles Scribner's Sons, Atlanta, Georgia.
6. Hopkins, Thomas L. and Others. Integration. Appleton-Century Company, New York City.
7. Journal of Negro Education. Vol. VI. July, 1937. Howard University, Washington, D. C.
8. Reports of Citizens' Fact Finding Committee. 1938. 411 Forsyth Building, Atlanta, Georgia. Natural Resources. Agriculture. Industry and Commerce. Health. Education System. Public Welfare. Penal System. Political System. Tax System. Federal Activity. Religious, Civic and Social Forces.
83

9. Curriculum Journal. October, 1937. Peabody College, N ashville, Tennessee.

10. A Suggested Program for Training Teachers for Small Rural Schools. Clyde W. Saunders & Sons, Richmond, Virginia.

Ii. Special Problems of Rural Home and Farm Life. Clyde W. Saunders & Sons, Richmond, Virginia.

12. Superintendent's Annual Report. 1937-38. State, De-

partment of Education, Atlanta, Georgia.

.

13. The Accredited High Schools of Georgia. 1937-38. University of Georgia, Athens, Georgia.

14. List of State Owned Textbooks. Division of Text-

books, State Department of Education, Atlanta, Geor-

gIa.

15. Langfitt, Cyr & Newsome. The Small High School at

Work. American Book Company, Atlanta, Georgia.

16. Wofford, Kate V. Modern Education in the Small Rural School. MacMillan Company, Atlanta, Georgia.

17. Everett, Samuel and Others. The Community School. Appleton-Century Company, New York City.

i'
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