J4 c.2 HE OPEN ROAD A Teacher's Study Guide for Child, Adult and Community Development in Negro Elementary Schools of Georgia GEORGIA PROGRAM FGR THE IMPROVEl\IE TT OF INSTRUCTION IN THE PUBLIC SCHOOLS M. D. COLLINS State Superintendent of Schools BULLETIN No. 2A DIVISION OF NEGRO EDUCATION STATE DEPARTMENT OF EDUCATION ATLANTA, GEORGIA October, 1938 I A Teach~r's Study Gu!de for Child, Adult and Community Development in Negro Elementary Schools of Georgia GEORGIA PROGRAM FOR THE IMPROVEMENT OF INSTRUCTION IN THE PUBLIC SCHOOLS M. E. THOMPSON Director CELIA C. MCCALL Assistant Director + L. M. LESTER Associate Director BULLETIN No. 2A DmSION OF NEGRO EDUCATION STATE DEPARTMENT OF EDUCATION ATLANTA, GEORGIA October, 1938 1 1 1 1 1 1 1 ,1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 .; FOREWORD Despite the depression-or perhaps because of it--education for Negroes is making steady strides in Georgia. This spread of opportunity for the minority race may be attributed in part to the growing faith of a.ll groups in .education which comes to grips with life, and in part to the_realistic way in which Negro leaders, especially in education, are working on their own problems. One of their significant enterprises has been in the field of the curriculum. For four successive summers committees have worked on special problems in this field at Atlanta University". This bulletin is the report of one of these committees, working under the direction of Professor L. F. Palmer and Mrs. Helen A. Whiting in the summer of 1937. It is a contribution to the life-related type of education in which Negro schools have led from the time of Booker T. Washington. September, 1938 L. M. L. I I I I I I I I I I I I I I I I I I I I I I .... COMMITTEE William N. 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 Ferguson Brooks, Clearview, Oklahoma j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j INTRODUCTION The Georgia Program for the Improvement of Instruction has recently published Bulletin No.2, Guide to Curriculum Improvement. It has been mentioned in the Foreword of this study that Bulletin No.2 A, The Open Road, 1937 edition, was developed co-operatively by the Negro teachers of the state. It presented their point of view with reference to education, outlined the aims of education, the problems with which the schools are concerned, and described the type of school needed to develop good citizens for democratic society. It assumed this goal as the American dream for more than one hundred and fifty years. But programs of objectives, even though co-operatively planned, are not enough. Final responsibility for providing life situations, for meeting the needs of individuals, for utilizing the resources of the community, falls upon the individual teacher. The original 1937 edition of Bulletin No.2 A, The Open Road, also aimed to help the teacher in the rural school to apply the principles of the Georgia program to the problems of the Negroes in respective communities. This, the 1938 edition, attempts to further the program by presenting additional materials and reference reading for the use of rural and city teachers. The county supervisors are encouraged to continue the teacher study groups and demonstration teaching as a means of promoting this program. The procedure of periodically testing the teachers of these groups on material outlined in this bulletin, is having a good effect and is highly recommended. 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 TABLE OF CONTENTS Page r. Guiding Principles of the Georgia Curriculum Program H A. Characteristics of the Democratic SchooL 12 B. Aims of Education' and How They Function 13 C. Scope of the Curriculum Based on the Persistent Problems of Living 14 D. Principles Underlying Learning 16 E. PrincipIes Underlying Teaching 18 F. Principles Underlying the Curriculum 19 G. Needed Emphasis for Negro Education on the Secondary Level in Georgia 21 II. The Community As a Source of Materials of Instruction 23 III. An Analysis of the Seven Persistent Problems of Living As They Affect Negro Education in Georgia Communities__26 A. Problem Area I: Health 26 B. Problem Area II: Earning a Living 31 C. Problem Area III: Citizenship 35 D. Problem Area IV: Utilizing and Controlling the Natural Environment for Individual and Social Needs__37 E. Problem Area V: Receiving and Transmitting Ideas AO F. Problem Area VI: Expressing Aesthetic and Spiritual 1mpulses ,, 52 G. Problem Area VII: Utilizing Education As an Agency for Conserving and Improving Human and Material Resources 53 IV. The Life-Related Enterprise in Agreement with the Georgia Curriculum Program 55 A. Fundamental Principles 55 1. Nature of the Life-Related Enterprise 55 2. Planning for a Life-Related Enterprise 56 3. Selecting a Life-Related Enterprise 57 4. Outlining, Developing and Reporting a Life-Related Enterprise 59 5. Evaluating a Life-Related Enterprise 61 B. Routine Suggestions for Life-Related Teaching 63 1. First Steps in Initiating the New CurricuIum 63 2. Purpose and Standards of the Prospective Demonstration Centers 63 3. Schedules for One- and Two-Teacher Schools 64 4. Place and Use of Textbooks in the New Curriculum 65 Page 5. School Trips 65 6. Program Planning in Terms of Life-Related - ." Teaching by County Supervisors, Principals and Teachers ~66 7. Long-and Short-View Plans for Life-Related Teaching 69 C. Furthering the State Program 70 1. Supervisors' Study Groups 70 2. County Teachers' Study Groups 70 3. "Sketches from the Field" 70 4. Prospective Demonstration Centers 70 5. Practice Book for Observation, Teaching and Conferences 71 V. Co-operative Supervision 72 VI. Appendices 78 A. Elementary Teacher's References 78 B. Outline for Community Study 79 C. Some Community Resources Commonly Used in Our Program 80 D. Community Organization for the Improve- ment of Rural Life among Negroes 81 E. Outline for Family Study 84 F. Forms of Child Study and Guidance in Co-operation with Parents 85 G. Inexpensive Recipes for Processing Clay for Modeling, Making Clay Paints, House Paint, Stain for School Furniture, etc. 91 H. Recipes for Hectograph Jelly and Paste 92 I. How to Make a Sanitary Drinking Fountain 93 J. Monthly Home Duties Record 94 I. GUIDING PRINCIPLES OF THE GEORGIA CURRICULUM PROGRAM /I Democracy in the American tradition means a society in which there is recognition of the r.ight 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 responsibility for active co-operation, 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? References Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. Pp. 15-16, 22-25. The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1935. Pp.28-29. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 1-6. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1936, 37, and 38 editions. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. P. 1. The New Curriculum at Work. State Department of Education, Atlanta. May, 1938. Pp. 11-12. Tippett, James S., Schools for a Growing Democracy. Ginn and Company, Atlanta. Pp. 3-10. Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 1-21. Edmondson, J. B., The National Educational Outlook among 11 Negroes. "Cultivating Good Will in the Community." Washington, D. C. May, 1938. Tatum, H. T., The National Educational Outlook among Negroes. "Education for Democratic Living." Wasnington, D. C. March, 1938. A. CHARACTERISTICS OF THE DEMOCRATIC SCHOOL The modern 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 encouraged 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 of living confronted daily. These problems are (1) health, (2) earning an adequate living, (3) citizenship, (4) utilizing and controlling the natural environment for individual and social needs, (5) communication and transportation, (6) expressing aesthetic and spiritual impulses, and (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 selfexpression. 5. The relationship between principal and teachers is co-operative and democratic rather than dictatorial. 6. Parent co-operation 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 meth- ods, administration and the curriculum? 3. What place does leadership have in democracy? 12 4. Is it democratic to have one curriculum for town or city children and another for rural children? 5. Evaluate (1) the differentiated curriculum and (2) ability grouping in terms of democracy. References Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. Pp.7-18. Adjusting School Programs to Fit the Individual Needs of the Child. Division of Negro Education, State Department of Education, Atlanta. 1937. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. P.1. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1936,37, and 38 editions. Tippett, James S., Schools for a Growing Democracy. Ginn and Company, Atlanta. Pp. 11-22, 33-102. Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 24-36, 93-108. Wofford, Kate V., Modern Education in the Small Rural School. The Macmillan Company, Atlanta. B. AIMS OF EDUCATION AND How THEY FUNCTION It is important that parents and teachers have the same general understanding 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. . 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 13 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, and (d) improved living. 5. Study and discuss the forms for child development, Appendix F, in your teaching. References Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. Pp.31-35. The Open Road. Bulletin No.2 A. Dvision of Negro Education, State Department of Education, Atlanta. 1937. Pp. 1-4. Tippett, James S., Schools for a Growing Democracy. Ginn and Company, Atlanta. Pp. 5-10. Cjl.swell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 112-131. The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. State Department of Education, Atlanta. Pp. 57-59. Alljusting the School Program to Fit the Individual Needs of the Pupil. Division of Negro Education, State Department of Education, Atlanta. 1937. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1936,37, and 38 editions. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 5-6. 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 conditions. Every 14 problem of living as outlined in the Scope of the Curriculum takes roots 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. According to the scheme suggested by the seven persistent problems of living, a survey sheet or check list so organized will be useful in securing complete data. 4. The importance of visits to the homes of the pupils cannot be emphasized too much as a means of making firsthand contacts and of developing desired co-operation in child development. Problems 1. What is meant by environment? 2. Why use the community as a source of materials? 3. How use the community? 4. What is meant by scope of the curriculum? 5. How adaptations should be made in Negro education. 6. What relationship is there between aims of education and persistent problems of living? 7. How will the textbook be used in connection with the prob- lem area? 8. Distinguish between correlation, integration, and fusion of subject matter. 9. Is there more integration in the elementary school than in the secondary school? Explain. 10. Does integration make for democracy? How? 11. Plan initial steps for integrated subject matter in your school. References The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 6-8. The Organization and Conduct of Teacher Study Groups. Bul. letin No. 1. State Department of Education, Atlanta. 1937. Pp.54-55. Guide to Curriculum Development. Curriculum Bulletin No.2. State Department of Educati"on, Atlanta. 1937. Chap. 6, pp.36-39. The Community As a Source of Materials for Instruction. State Department of Education, Atlanta. 1938. 15 A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro E'ducation, State Department of Education, Atlanta. 1936, 37, and 38 editions. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Pp. 4-5. Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 141-188, 190-224. Critical Needs of Negro High School Pupils in Georgia. Division of Negro Education, State Department of Education, Atlanta. 1937. D. PRINCIPLES UNDERLYING LEARNING Education is living in desirable ways. Living is growing. Growing is a continuous development through experience. In-school training is recognized as only a part of education. This part attempts to equip the individual with habits of thinking and working and with the tools and techniques necessary for continuous growth. 1. A measure of educational growth is attainable for every child. 2. A clean, wholesome, livable classroom and school environment are 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, initiate 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 eKperience. 4. The pupil's experiences are the steps which make up his journey toward curriculum goals. 5. Many learnings take place simultaneously. The pupils learn 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 are 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 16 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 co-ordination" of acts as means to an end. Activities and objects take on unity and meanrng 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 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 unit within himself, while getting unified with culture in such a way that he can raise himself, so that he can deal with the culture by intelligent thinking. 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 indivdual 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 relationship of purpose and learning? Interest and learning? 2. Should pupils' interests be given free reign or should they be directed? 3. Explain the importance of method and curriculum to personality integration of the pupil. 4. Is any child likely to continue to develop an activity in which he is forced? 5. Make a list of different types of activities. Evaluate them. 17 6. Evaluate a lesson in terms of the "laws of learning." References Guide to Curriculum Development. Bulletin No.2. State Department of Educa.tJon, Atlanta. 1937. Pp.36-39. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Pp. 5-7. The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1935. Pp. 23-25, 46, 47, 50, 57. Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 161-224, 226-246, 334-360. Smith and Frederick, Live and Learn. Charles Scribner's Sons, Atlanta. Pp. 15, 33-36, 55-70, 75-90. Hopkins, Thomas L., and Others, Integration. D. AppletonCentury Company, New York. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1938. 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 life and needs of the people. 3. There are so many curriculum approaches and so many types of units that this committee recommends that we exclude all other types of units and use consistently the term LifeRelated 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 pur- pose to method? To the curriculum? 18 References Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp.334-360. .; Tippett, James, Schools for A Growing Democracy. Ginn and Company, Atlanta. p'p. 11-24. Smith and Frederick, Live and Learn. Charles Scribner's Sons, Atlanta. Pp. 93-142. The Organization and Conduct of Teacher Study Groups. Bul- letin No. 1. State Department of Education, Atlanta. 1937. Pp. 31, 32, 38-40, 48-57. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1938. 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 makes 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 problem 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 Flkills. Here the arithmetic textbook, the speller and language texts must be used consistently. 19 6. The curriculum should provide a maximum opportunity for the development of individual interests and abilities including creative and aesthetic activities. It should make possible a realistic education which utilizes method of learning by participation in so-cially useful work: 7. It is important at the earliest opportunity to expose pupils 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 life-related 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. Life-related enterprises 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 integraton? 4. Is there any relation between an integrated school program and integration of personality of pupils? References The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1935: Pp.26-27. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 1-5, 8. Guide to Curriculum Development. Bulletin No.2. State Department of Education, Atlanta. 1937. Pp. 17-34. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Pp. 7-9. Guide to Use of State Adopted Textbooks. State Department of E'ducation, Atlanta. 1938. Pp. 9-18,225-257. Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 64-81, 83-110. 20 Smith and Frederick, Live and Learn. Charles Scribner's Sons, Atlanta. Pp. 15, 33-36, 55-70, 75-90. G. NEEDED EMPHASIS FOR NEGRO EDUCATION ON THE SECONDARY LEVEL IN GEORGIA It is the function of the school to educate children and adults and to build a better community. 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. 1. The improvement of personal and community health is one of the most important problems to be considered in the curriculum program. 2. Improvement of rural home and farm life should be studied through these main problems. Subject matter should be tied up with the problems of living within these areas. Reading is stressed as a medium for gaining information from such fields of interest and as a means of recreation which is a phase of health. 3. 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 self-directed study, discussion and other experiences. 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. 5. Carefully planned seatwork involving purposeful reading is very necessary in this program 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. It seems advisable to focus our attention on the following persistent problems at present: health, earning a living, util- 21 ization of the natural resources, communications, and citi- zenship, each embracing critical needs of the Negro, although the remaining two problems are also involved. .... 8. Provision should be made for a program of consolidation ana transportation in order to elimimite 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. 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. 11. 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. 12. Negro culture as an integral part of American civilization should supplement textbook materials. 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 improve attendances and combat with the present social and economic conditions which require irregular attendance? 5. Begin to study sources of material on race achievement. References The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 1-4, 8. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Pp. 8-28. Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 51-56. "Bronze Booklets." Association in Negro Folk Education, Washington, D. C. Publications by Dr. Carter G. Woodson. Associated Publishers, Washington, D. C. The Community As a Source of Materials for Instruction. State Department of Education, Atlanta. 1938. 22 II. THE COMMUNITY AS A SOURCE OF MATERIALS OF INSTRUCTION Since the child's adjustments must be made in relation to his needs, interests, attitudes, iq.eals, and the resources of the environment in which he lives, it is necessary for the teacher and pupil to locate and use the resources the community offers for the realization of the pupil's needs. Every individual and every social group throughout life face certain persistent problems~ Dealing with them in ever new and varied situations is the essence of life itself, and we measure successful living by our fortune in meeting and solving them. In our search for a proper basis for organizing the curriculum we have found nothing more satisfactory than these "persistent problems of living." These problems as we find them in our homes, our school and our community make up most of our lives. We are largely the product of local influences. Here we get our health, earn our living, acquire our language habits, and largely our ideas of right and wrong. Our firsthand experiences with nature and the world close about us are the basis for our understanding of the larger world we may never visit. Our ways of dealing with each other in daily affairs determine our ideals of broader policy. The Georgia Program for Improvement of Instruction is therefore encouraging the teachers of the state to study the local community, its nature, its needs, its resources and its possibilities that they may better guide children in dealing with the persistent problems of living. References The Organization and Conduct of Teachers Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1937. Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Open Road. Bulletin No.2 A. Division of Negro Education, Department of Education, Atlanta. 1937. Natural Resources of Georgia. State Department of Education, Atlanta. 1938. Saving Georgia Soils. State Department of Education, Atlanta. 1938. 23 See Appendices B, C, and G. The Community As a Source of Materials of Instruction. State Department of Education, Atlanta. 1938. A Practice Book for Observation and Teaching in snialJ, Rural Schools. Division of NegroE'ducation, State Department of Education, Atlanta. 1937 and 1938 editions. Since the home is one of the most dynamic institutions of any community, it is most important that any study of a community include a study of the homes that make up the community. For work with the child to be effective, a sympathetic understanding of the home and its relation to the child must go hand in hand with a study of other community resources and needs. The teachers can best teach what the child needs when they are familiar with the home background. Children are learning, whether they are in school or out, and the period of the day when the child is under the direction of non-school agencies is longer than the school day. Attitudes and ways of living to be functional must be carried from the school into other centers of daily living. Parental attitudes, due to misinformation or lack of understanding, may make it harder for the child to learn to adjust himself to his environment. The following ways of making home contacts are suggested: (1) home visits, (2) contacts with the parents through means other than the visits, and (3) informal conferences with the pupil to find out some factors of the home background. Home Visits A visit to the home is the best way to get a picture of the child and his immediate environment. There are several questions that are raised by teachers concerning home visits that must be answered. The best time to visit the home is as soon after the school term has started as possible. The parents will feel that the teacher is coming from an interest and not to make complaints about the child's work. The time of day that the mother is least busy with her home duties will be better from her standpoint. From the teacher's standpoint, after school will be the time when she is free for home visiting. It is well to remember that in the very late afternoon mothers are usually busy with various home duties and the evening meal. It is not feasible to attempt more than three to five visits in one afternoon. Notifying the parents that home visits are going to be made may be done by means of a letter from the superintendent or 24 teacher explaining the purpose of the visit. Frequently these carry more weight if they are written or typewritten and mailed rather than mimeographed and sent home by children. A letter-similar to the one below might be used: September 30, 1938 Dear Parents: The first week of school has been a busy as well as a happy one for the boys and girls of School. Weare glad to have them again under our direction. We are hoping to make our school program this year as vital as possible in the lives of the boys and girls. We realize that the child is in the school only a short part of the day and that our school, to really make for the best growth and development of the child at all times, must work with the home and other agencies which are a part of the child's life. Our teachers feel that they can do better work if they know the parents in a friendly way. Next week they are to begin making visits to the homes because many of the parents cannot come to the school. Through these visits with you and with your co-opera- tion, we hope that we can make this school year a happy and worth-while one for . Sincerely, ___________________________________Teacher 25 III. AN ANALYSIS OF THE SEVEN PERSISTE'NT PROBLEMS OF LIVING AS THEY AFFECT NEGRO EDUCATION IN GEORGIA COMMUNITIES- ... Of the seven persi~tent problem areas used in defining the Scope of the Georgia Curriculum, three are critical in Negro life in Georgia today and require emphasis in the classroom as well as in the community programs of our schools. These three problems are health, earning an adequate living, and the tools of communication of ideas, especially reading. These problem areas have been carefully analyzed and are presented with suggestions made which may be embodied in Life-Related Enterprises on the elementary or the secondary level. PROBLEM: AREA I: HEALTH The problems of health are of vital importance to the Negro boy and girl of all age levels because of the low income on which most Negroes are forced to live, because of their unsanitary environmental conditions, and because of their widespread ignorance with respect to personal hygiene. Our educational program must be directed toward solving these problems. The teacher must vitalize her teaching, basing it on the real needs of her pupils and determining these needs by continuous study of the children, their homes, the community, and all factors and institutions influencing their lives. The major problems of Negro health* fall under three heads: (1) improper food, (2) unclean surroundings, and (3) lack of knowledge of personal, social and sex hygiene. The four most outstanding conditions from which most of his diseases in rural areas come are the following: 1. MALNUTRITION. This condition may be corrected by a sensi- ble program of diversified farming and crop rotation. The farmer himself could plant crops and grow animals that would provide him with a well-balanced diet. 2. INSECT-BoRNE DISEASES. The flies and mosquitoes that carry deadly germs of typhoid, malaria, and tuberculosis may be gotten rid of by cleaning premises, and by screening all of the openings to the house. This the farmer can do himself. 3. POLLUTION OF THE GROUND BY HUMAN EXCRETION. Much of the suffering and loss of money and human energy by hook- *The Journal of Negro Education. Vol. VI. No.3. Howard University Press, Washington, D. C., July, 1937. 26 worm infestations, and much of the loss of human life by the pollution of the family's water supply might be saved by the Negro himself, if he would simply provide and use sanital1'" privies for the family. .' 4. IGNORANCE OF PERSONAl. HYGIENE. Most cases of syphilis and gonorrhea would be prevented if the Negro would learn sim- ple lessons of sex hygiene. If the Negro would have his decayed teeth filled or removed, have periodic physical exam- inations, wash his hands before eating, and keep his body generally clean, he would live much longer. The problem of health is a challenge to the Negro school. The suggestions which follow should be helpful to each teacher in the rural areas, cities and small towns of Georgia to understand, and teach school children to practice better habits of health. A close study shows that the following problems are pertinent and appropriate to preschool children, to children of elementary school age, secondary school age, and to adults. It is hoped that the supervisors, principals and teachers will make a more thor- ough study and use of A Suggested Program for Training Teach- ers for Small Rural Schools; Special Problems of Rural Home and Farm Life; and other bulletins containing problems, fields of interests, activities, and references in connection with the prob- lems listed here. Problems in Negro Health: 1. How to provide for healthful living in schools and homes 2. Child health-protection through health examinations, im- munizations, etc. 3. How to form habits of personal hygiene 4. How to teach sex hygiene 5. How to arrange for the teaching of social hygiene 6. The effects of alcohol on health as: increase of deaths, broken homes, economic loss, stunted growth, mental disorders, etc. 7. How to balance our diet 8. How to plan a year-round garden 9. How the family may have its dairy, meat, poultry and grain products 10. Growing fruit 11. Bee culture 12. How to secure an adequate supply of pure water 13. How to build a sanitary toilet 14. How to keep the house and surroundings clean 27 15. How the family may screen the house 16. Recreation Healthful Living in the School An important phase of this developmental program is t(tcreate a livable classroom environment and encourage inexpensive pupilmade equipment for healthful school living. This involves some practices in each school as outlined in our check lists of standards for the various stages in our developmental program of a prospective demonstration center as well as in our observation and liferelated teaching guides in the PRACTICE BOOK. These items are: 1. More thorough knowledge of community life and needs 2. Repair work 3. Oiled floors 4. Tables and chairs for reading and study from boxes, kegs, barrels and crates 5. Cleanliness emphasized daily by housekeeping duty lists in- cluding care of toilets and grounds 6. Covered water container and individual labeled drinking glasses 7. Handwashing facilities for all and daily practice 8. Personal Inspection Corner to encourage personal hygiene and neatness, etc. 9. A can or otherwise for waste water 10. Kitchenette where possible 11. School and community gardens 12. Paper and trash containers in the rooms and on grounds 13. Sanitary toilets 14. Sanitary wells 15. Cleanliness and beautification of school grounds 16. Inexpensive school-made playground equipment 17. A schedule that provides for pupil growth and happiness 18. Teaching adapted to individual as well as group needs 19. Desirable health supervision of pupils and practices il'lte- grated with all teaching as lighting, ventilation, posture, etc. 20. Health records of children where possible. 21. Filing cases for cumulative records of children's work 22. Class inventories 23. P.-T. A. Study Groups relative to the co-operation of the local (school and community) program with the state program 24. Improved luncheon technique Emphasis on child development must of necessity consider mental hygiene in teaching. Much harm is done by parents and 28 teachers when this phase of life is neglected. Therefore, it is important that teachers and parents become familiar with the preventive and positive objectives of mental hygiene. Coddling, petting, sarcasm, ridicule, invidious comparison,suppressioI;\.. of creative attempts, disregarding enthusiasm, emphasizing failm:e, domination, and other evidences of lack of consideration for the child as a potential being often produce personality disintegration. Such practices are contrary to the democratic ideals which should permeate America's most democratic institutions, the public school and the home. They should also have some knowledge of remedial measures. In spite of the importance of sex hygiene, it would be better to leave it alone rather than to have it dealt with by unintelligent persons. In most schools the best method of handling this problem might be through parent study groups, where an intelligent teacher could conduct round-table discussion on sex matters. 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 measures for freeing society of this terrible scourge. Proper training should be given to pupils and parents concerning correct diet. This and other phases of home life follow. Healthful Living in the Home It is expected that the pupils will get practical training in a knowledge of the duties appropriate to women, such as: 1. Care, preparation, and serving of balanced and attractive meals 2. Clean, attractive, and convenient kitchens and house 3. Knowledge of the production and preservation of foods at home 4. Wise spending of family cash 5. Knowledge of how to renovate and repair the home and its furnishings 6. Knowledge and practice of home beautification inside and out 7. An appreciation of the care and management of farm ani- mals under sanitary conditions 8. Knowledge and practice of selecting sufficient healthful and suitable clothing according to the family budget 9. Knowledge of, appreciation for, and care of clothing 10. Realization and practice of desirable habits in family rela- tionships 11. Knowledge and appreciation of and the desire for a satisfy~ 29 ing farm life (causes of and probable remedies for broken homes) 12. Knowledge of appropriate and inexpensive spare time ~ctivi- ties for rural families .:.- 13. Recognition of the importance of child care and development in the home 14. The ability to recognize common child ailments and diseases and their treatment 15. Knowledge of how to prevent epidemics in the home 16. The ability to attend to members of the family during ill- ness-knowledge of how to: a. Take temperature and pulse b. Keep record of patient c. Detect symptoms of illnesl:! d. Follow schedule for patient e. Make patient's bed f. Bathe patient g. Prepare tray for a patient h. Plan diet for patient i. Give first aid in common accidents References Critical Needs of Negro High School Pupils in Georgia. Division of Negro Education, State Department of E'ducation, Atlanta. 1937. The Journal of Negro Education. Vol. VI. No.3. Howard University Press, Washington, D. C. July, 1937. A Suggested Program for the Training of Teachers for Small Rural Schools. (See Appendix A.) Special Problems of Rural Home and Farm Life. (See Appendix A.) A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1938. The Open Road. Division of Negro Education, State Department of Education, Atlanta. 1937. Guide to Developmental Program for Demonstration Centers. Division of Negro Education, State Department of Education, Atlanta. 1937. American Medical Association. 555 North Dearborn Street, Chicago (catalog of pamphlets). American Dental Association. Bureau of Public Relations, 212 30 East Superior Street, Chicago (catalog of pamphlets). Circular No. 167. Recreation for Home and Farm. September, 1935. University of Wisconsin, Madison. Metropolitan Life Insurance Company. 1 Madison AveBue, New York City. (Health leaJlet which lists all publications available.) National Recreation Association. 315 Fourth Avenue, New York (catalog of free and low cost materials). National Tuberculosis Association. 50 W. 50th Street, New York City. State Board of Health, State Capitol, Atlanta. Sign Posts. Division of Negro Education, State Department of Education, Atlanta. 1938. The Organization and Conduct of Teachers Study Groups. Bulletin No.1. State Department of Education, Atlanta. 1937. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Community As a Source of Materials of Instruction. State Department of Education, Atlanta. 1938. The Georgia Homemaking Curriculum. State Department of Education, Atlanta. 1938. PROBLEM AREA II: EARNING A LIVING If one is to live the more abundant life, in keeping with the democratic ideal, the problem of earning a living must be concerned with more than providing the bare necessities of life. It is the duty of the public schools to provide types of training for the vast number of boys and girls who will never enter high school or college. This type of education should enable them, upon leaving school, to earn a comfortable living for themselves and those dependent upon them. Below are listed some of the handicaps of adequate living with which young people of the Negro race are confronted in our cities. 1. LACK OF SKILL IN L!ABOR. On all age levels, the following effects may be noted: (a) denial of physical and cultural necessities, and (b) development of inferiority complex. Beginning with the lower elementary and extending through the upper secondary level, we are faced with retardation, and the dropping out of school because of the inability to secure the common necessities of life as compared with the more fortunate pupils. 81 2. Low WAGES. A low economic status, with all its attendant evils, is the general effect on all individuals on all age levels. 3. LACK OF OPPORTUNITIES FOR EMPLOYMENT. The effects would be the same as those occasioned by problems one '~md two and on the adult level. There is the probability of the development of resentment and rebellion against the social order which may result in antisocial conduct. 4. LAcK OF ORGANIZATIONS (Co-operatives, Retail Merchants Association, etc.). Negroes are affected by this problem on the adult level in the following ways: (a) inability to com- pete successfully, and (b) increase in the cost of living. 5. LACK OF CAPITAL. The lack of capital renders it impossible to enter business on a large scale. This causes a restriction of the scope of business which makes for a small turnover of capital within the group. The lack of large businesses results in a lack of opportunties for employment. 6. LACK OF VOCATIONAL GUIDANCE IN SCHOOLS. The lack of information concerning vocational opportunities results in maladjustments. On the adult level the effect is innumerable vocational misfits. 7. CONCENTRATION OF NEGROES IN CENTERS. On the adult level the following effects may be noted: (a) exploitation of labor, (b) limitation of vocational opportunities, and (c) lack of workers (skilled and unskilled) in places where their serv- ices are greatly needed. 8. LACK OF BUSINESS ETHICS, PRIDE, TRAINING, ETC. Inefficient business management with the resulting decrease in patron- age and limitation of the growth of business are the effects of this problem. 9. LACK OF INDIVIDUAL STABILITY (tendency to change jobs often). Unstable income and decrease in efficiency are the most important effects which grow out of this problem. These conditions make for maladjustments. The school program should provide life-related enterprises dealing with the following problems: Vocational Guidance, Occu- pational Stability, Business Efficiency, Race Co-operation, and The Dangers of Concentration of Negroes in Cities. ' Provision should, therefore, be made for an adequate program of vocational education and guidance with the hope of improving the economic status of the Negro. The unsatisfactory economic status of the Negro people of Georgia is due partly to the failure of the high school-and other schools to prepare students to enter 82 the employment offered in the community. This may be done by leading all t~achers to have the proper respect for vocational training and to become active in studying the pupils for indications of special aptitudes. The following phases of such work are suggestive: a. Vocational training including courses in housekeeping for both boys and girls 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, including narrowing of economic opportunity in certain fields for Negroes d. A placement bureau so that pupils and graduates with earning capacity might register for employment or information on the organization and operation of small businesses In addition to the problems listed as critical for Negroes in the larger cities, the rural Negro finds the problems of tenancy, inadequate schools, and insecure returns for his labor. The two bulletins, A Suggested Program for the Training of Teachers for Small Rural Schools and Special Problems of Rural Home and Farm Life, are especially useful in analyzing the problems and planning activities for the rural school. The pupils should be encouraged to engage in small businesses, such as: (1) selling garden products, (2) selling chickens, eggs, milk, (3) shoe shine, (4) caring for young children, (5) selling peanuts, (6) doing odd jobs in the community, (7) junk business, (8) raking lawns, mowing lawns, etc., (9) raising and selling flowers, and (10) selling ice cream. Let pupils run a school store and get practice in (1) purchase of things on the co-operative plan; (2) share in the profits, and (3) practice in keeping business accounts. Teach the courtesies of real business, such as: (1) promptness, (2) politeness, (3) accuracy, (4) cleanliness, (5) honesty, and (6) dependability. A study of the following recommended problems and the activities should result in fundamental knowledges, habits, skills and appreciations. 1. An increasing knowledge and ability to earn money and wisely spend it by using resources of the home, farm and community, such as: poultry raising, milk cows, fruit production, etc. 2. Better homes and farms 33 3. More efficient farm business management a. Determining the enterprises in which to engage and the scope of each .__ b. Obtaining and handling labor c. Securing necessary funds d. Renting a farm e. Buying a farm f. Becoming established successfully in farming g. Making a success in one or more farm enterprises as a basis of interest in getting established in farming h. Growing vocationally 4. Appreciating farming occupations as socially valuable 5. Keeping pace with the progress in agricultural development by continuing as a student of agricultural affairs 6. Applying knowledge and appreciation in everyday living 7. Appreciating the need for continued improvement in ideals and standards 8. Participating effectively in group activities, contests, and exhibits Problems 1. Study and discuss the materials for improving the economic condition of Negroes in our state and in the South. 2. Make an outline of improvements which you can make in your teaching and community activities to improve these conditions. References Natural Resources of Georgia. State Department of Education, Atlanta. 1938. Saving Georgia Soils. State Department of E'ducation, Atlanta. 1938. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1938. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. A Suggested Program for Training Teachers for Small Rural Schools. Clyde W. Saunders and Sons, Richmond, Virginia. 1936. The Georgia Homemaking Curriculum. State Department of Education, Atlanta. 1938. 34 Occupational Guidance. State Department of Education, At- lanta. 1938. Occupational Guidance in the New Curriculum. N. Y. A. of Georgia. 1938. ~ .; Guide to Curriculum Improvement. Bulletin No.2. State De- partment of Education, Atlanta. 1937. The New Curriculum at Work. State Department of Educa- tion, Atlanta. 1938. Two Georgians Explore Scandinavia. State Department of Ed- ucation, Atlanta. 1938. Daily and Weekly Negro Newspapers and Magazines. The National Educational Outlook among Negroes. Washing- ton, D. C. "Educating Negro Youth for Occupational Efficiency." Octo- ber, 1937. "Focusing Business Education for Negroes." January, 1938. "The Junior High School Co-ordinated Guidance Council." January, 1938. "Are There Too Many Small Rural High Schools?" Febru- ary, 1938. "The Need of Vocational Guidance in Schools and Colleges." April, 1938. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1936, 37, and 38 editions. Curriculum Journal. "Industrial Training Programs." Octo- ber, 1937. PROBLEM AREA III: CITIZENSHIP The primary aim of the school is to develop good citizens. This being true, too much emphasis cannot be placed on citizenship education in our Negro schools. If the democratic ideal is to be approached or realized, there must be a greater degree of interracial appreciation and co-operation. This can be realized through greater emphasis on citizenship training including: 1. Value and use of the franchise 2. Fuller understanding of local, county, state, and national governments 3. Knowledge of courts and court procedure 4. Interracial co-operation 5. Building up the spirit of co-operative endeavor in all things 35 affecting the welfare of the group regardless of denominational or fraternal connections Provisions should be made for elementary courses in b.usiness or commercial law, dealing with ordinary business transactions, such as: the sale and.purchase of property, the making and securing of loans, mortgages, etc. Such courses should stress: 1. Respect of the property rights of others 2. Understanding of contracts and legal instruments 3. Intelligent co-operation in rural economic activities a. E'Stablishing and maintaining a satisfactory farm home b. Evaluating and appreciating civic and social organiza- tions for rural communities. c. Serving effectively in civic and social organizations d. Influencing others toward worthy goals e. Participating effectively in group meetings f. Taking active interest in farm and farmer activities g. Adjusting self to agricultural situation in the com- munity Problems 1. What do we mean by organizing the school on a democratic basis? 2. In what social groups is it necessary for the child in the elementary school to function? The pupil in the high school? The adult in rural communities? The adult in city communities? 3. What opportunities do high school students have for developing a sense of responsibility for group welfare; for determining group objectives, for co-operation and for developing initiative? References Source Materials on Citizenship Education. State Department of Education, Atlanta. 1937. Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Negro Daily and Weekly Newspapers and Magazines. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department 36 of Education, Atlanta. 1936, 37, and 38 editions. Georgia Penal System. Report of the Citizens' Fact Finding Committee, Atlanta. 1938. ,:- Georgia Political System. Report of the Citizens' Fact Finding Committee, Atlanta. '1938. Problem Area IV: UTILIZING AND CONTROLLING THE NATURAL ENVIRONMENT FOR INDIVIDUAL AND SOCIAL NE'EDS Every person, child or adult should be taught to appreciate the relationship between his environment, his own life, and society. The need of training pupils to use and conserve the natural beauty about them. The thoughtless practice of breaking shrubbery is evidence of this. Forest fires and soil erosion are significant problems in this connection. Therefore, every pupil should be taught the appreciation of the beauty of natural environment, and the conservation and effective use of the natural resources. Activities consisting of teacher-pupil community study of natural resources are very valuable. The studies might involve: (1) production, distribution and consumption of community resources; (2) relation between the natural resou'rces, the community industries, and the annual income to the community from the resources. Field trips should be made for study of: 1. Natural resources (survey committee composed of pupils) 2. Native plants and trees for beautifying the home, the school, and the community 3. Birds and animals in the community 4. Specimens of animal and plant life for mounting 5. Points of natural beauty 6. Possibility for making useful products from native plants (dyes, etc.) 7. Dr. Carver's products from native materials Other activities might be: 1. Use of textbooks, encyclopedias, local and world almanacs, state and federal bulletins, weather and census reports of chamber of commerce, Smithsonian Institute, State Historical Societies (Consult science teachers, county farm agent and home economics agent.) 37 2. Visits to industries that employ people in utilizing the nat- ural resources of the community 3. Study of efficient production of agricultural products __ 4. Use of native plants and shrubbery ., 5. Organization of clubs-nature lovers, woods and stream 6. Study of the game laws and their purposes and study of work of the Federal government in conserving natural resources, such as: a. National Parks b. Animal and fish preserves c. Game wardens d. Forest rangers e. Reforestation f. Industry The great need for improving the rural life of the Negroes in Georgia makes it imperative to outline in detail some desirable knowledge, skills and appreciations necessary to the realization of this, the fourth problem area, "Utilizing and Controlling the Natural Environment for Individual and Social Needs." The fol- lowing list of activities, therefore, is submitted, many of which are within reach of the understanding and experience of pupils of both elementary and high school levels. 1. Selecting, breeding, feeding, and managing livestock 2. Selecting, growing, harvesting, and storing farm crops_ 3. Conserving and improving soil 4. Preventing, controlling, or eradicating pests and diseases of plants and animals 5. Evaluating the merits of good stock and seed 6. Adjusting production to market demands for kind and qual- ity of products 7. Preparing products according to market demand 8. Utilizing or organizing improved market facilities 9. Determining the need for a co-operative organization (mar- keting, buying, producing) for a particular situation 10. Co-operating in use of machinery, breeding service, exchange of labor, and other neighborhood activities 11. Determining the type of farming in which to engage 12. Analyzing general agricultural situation 13. Judging land and livestock values 14. Bargaining effectively 15. Making farm home improvements economically 16. Performing appropriate economical farm-mechanics activi- ties 38 17. Operating farm machinery and motors 18. Caring for farm machinery 19. Assembling farm machinery. .... 20. Repairing and overhauling farm machinery, motors, trac- tors, trucks, and automobiles 21. Building and remodeling small farm structures 22. Planning and constructing irrigation systems. 23. Planning and constructing drainage systems 24. Planning and constructing terrace systems 25. Caring for and repairing farm tools 26. Planning, constructing, and maintaining farm fences and private roads 27. Planning, installing, using, and maintaining an adequate farm shop 28. Installing small electrical systems and devices. 29. Making economical use of electricity on the farm 30. Planning and installing farm home water systems and sew- age systems 31. Expanding and adjusting farm business as needs arise 32. Evaluating the effect of economic conditions on agriculture 33. Selecting satisfactory location. The foregoing will of necessity treat in detail studies and activi- ties embracing: 1. Knowledge of how to plan the family garden and truck garden 2. Knowledge of vegetables to be selected for a year-round garden. 3. Knowledge of how to determine type, variety, and number of acres of food crop to be planted. 4. Knowledge of how to secure good seed, poultry, etc. 5. Knowledge of fruit trees which can be grown for home use. 6. Knowledge concerning production and care of birds 7. Knowledge of soil conservation 8. Knowledge of types and varieties of crops adapted to your region 9. Knowledge of kind of soil in which the crops will best grow 10. Knowledge of common native trees, shrubs, flowering plants 11. Knowledge of agencies operating for conservation of natural resources 12. Knowledge of the effect of the sun on life 13. Knowledge of the effect of ice, hail, snow, fog, rain and clouds on living things 39 14. Knowledge of air and its influence on life. - 15. Knowledge and appreciation of the value of animals and birds to the community, .:. Problems 1. Make a list of the natural resources of the state and community which are being depleted through wasteful practices. 2. Study the availability and consumption of natural resources and opportunities for employment among Negroes. 3. Outline some activities appropriate for teaching the pupils appreciation of the natural resources. 4. Outline some local opportunities for pupils' use of natural resources to help earn a living. References Natural Resources of Georgia. State Department of Education, Atlanta. 1938. Saving Georgia Soils. State Department of Education, Atlanta. 1938. Occupational Guidance. State Department of Education, Atlanta. 1938. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Guide to Curriculum Improvement. Bulletin No.2. State Department of E'ducation, Atlanta. 1937 (Chart of the Scope of the Curriculum). A Suggested Program for Training Teachers for Small Rural Schools. Clyde W. Saunders and Sons, Richmond, Virginia. Special Problems of Rural Home and Farm Life. Clyde W. Saunders and Sons, Richmond, Virginia. PROBLEM AREA V: RECEIVING AND TRANSMITTING IDEAS* THE TEACHING OF LANGUAGE ARTS Language arts means the arts used in connection with the communication of thought through words. These arts are reading, *Tippett, James S. Schools for a Growing Democracy. Ginn and Co., Atlanta. Pp. 3-10; The Open Road. Bulletin No.2 A. Divis;on c~ Nc.:;;t'o Education, State Department of Education, Atlanta. 1937. 40 language (oral and written), spelling and handwriting. They naturally fall in two important divisions. We must, therefore, recognize these divisions to do effective work: 1. Language as a Tool .; a. Language in oral and written work b. Spelling c. Handwriting 2. Language as Experience a. Reading for enjoyment and appreciation b. Oral and written creative expression Children who are taught language arts effectively are expected to develop the following habits, abilities, and skills: 1. To read effectively, 2. To write legibly and with suitable speed, 3. To spell words in common use 4. To use the dictionary and other works of reference. 5. To assemble information relating to a definite topic 6. To organize and present information to others. 7. To read and interpret maps, graphs, and charts intelligently 8. To use number relations which are necessary for successful living 9. To speak clearly, forcibly, and correctly 10. To know how to use information These objectives are stated below in more detail with reference to child and adult achievement: 1. The ability to read for information and for recreation 2. The ability to engage in conversation, telephone, write let- ters, tell stories, dramatize 3. The ability to engage in group discussions and planning 4. Appreciation and use of publications, such as: newspapers, magazines, and bulletins 5. Appreciation of transportation facilities 6. Appreciation and use of telephone, and telegraph service 7. Appreciation and use of mail, local service. 8. Ability to read bil1board~, signs, notices, etc. 9. Enjoyment from radio, moving pictures, social groups, per- sonalities 10. Ability to interview a successful farmer, housewife, etc. 11. Ability to use a school library, a public library, etc. 12. Proper conduct on a school excursion 13. Appreciation of the value of school excursions or field trips. Marketing agricultural products economically is of importance 41 in communication and transportation. Some phases to be studied are: a. Determining market demand .>- b. Getting products from farm to market c. Using proper bUSiness procedures in marketing d. Ordering repair parts for farm appliances and machines e. Appreciating the viewpoints of others LANGUAGE ARTS THROUGH LIFE-RELATED TEACHING SCHOOL: Atlanta University Summer Demonstration School, 1937, Hermese E. Johnson, teacher. PUPILS of fifth grade. These pupils were from Atlanta University Laboratory Elementary School, and the public schools of Atlanta. LIFE PERSISTENT PROBLEM: COMMUNICATION. SUBPROBLEM: How We Communicate Today PHASE OF PROBLEM FOR TODAY: How has the airplane helped us in communication? The problem was written on the board. The class sat in roundtable fashion to discuss and reach some conclusions about it. Their previous study (through reading for information) had laid a proper foundation for a profitable discussion in answer to the question. Howard: I think the airplane can help us in communication because it is very fast. Miss J: But just how does it help by being very fast? Howard: I know. People can write letters and the airplane can take them to the place where they are supposed to go. Booker T.: But how would the people get them? Howard: Well, the airplane would drop the letter down where it is supposed to go. Bruce: But Howard, suppose the letter would get lost? It might drop into a tree, or in the street where nobody might see it. Ruth: The man in the airplane would help that by tying all the letters for that place in a bag, and then the bag could be dropped. Howard: Yes, and then somebody would get the bag and give the letters to the person whose address was on the envelope. Bruce: But suppose money or something important was in the 42 letter and the person who picked up the bag kept the letters? (The group is quiet for a while. All seem to be puzzling over the answer to Bruce's very pertinent question.) Phillip (a very reticent, shy pupil): I know, perhaps they could have a man to.watchout for the plane and he could see that nobody stole the letters from the bag when it dropped. Howard: Yes, yes-they could have a man like that to watch for the plane. Bruce: But, Miss J., if the plane is flying fast, and high the bag won't always drop in the right place. Howard: Yes, the pilot could come down a little bit when he was ready to drop the mail and after he had dropped it he could fly up again. Ruby: But if tall buildings are around he might have an accident, and crash up the airplane. Ruth: But he would have delivered the important mail and could get a new plane. Miss J.: Are airplanes very expensive? Bruce: That's true, Miss J., airplanes cost money and they couldn't afford to crash up airplanes like that every time they delivered mail. And besides the men might get killed in the crash. Miss J.: Some of us seem to think that airplanes could help in communication by carrying our mail swiftly from place to place, dropping it where it is directed, while some of us seem to feel that this can't be done because the mail might be lost, or the airplane might be damaged and the men might be killed. Let us hear from some of you who haven't said so much. Howard: Well Miss J. they got me! I don't believe now that the airplane could drop the mail down. Miss J.: Well then, how does the airplane help us in communication? Dorie: I've been thinking that perhaps the airplane could stop at certain places and leave the mail for that place and then go on to another place and stop there and carry the mail like that. Gayle: And maybe when it stopped, that place might have some mail some people wanted to send. It could take their mail, too. Bruce: That's what I think; and then they could have men where they stopped to take off the mail and deliver it. 48 Howard: Who would pay these men? Where would the airplanes stop? Booker T.: How would these men know when the planes are coming? ,. . - .;. Johnnie Pearl: I want to know how you would get a letter on the plane? Would you have to go and put it on yourself? Miss J.: We'll find the answers to these questions right in our little books on communication. You will find other books referred to on your guide sheet, where you can find infor- mation about how the airplane helps us in communication. There are also other questions on your guide sheet, the an- swers to which you will find in your reading. You may get your books now. (During the discussion, many grammatical errors were made. The teacher kept an account of all errors but did not call attention to them at the time.) The children "busy" themselves reading for information, an- swering the questions raised toward the solution of their problem. As their ideas are verified by their reading, one hears comments, such as: "That's just what I said." "Miss J., the book says just what I was thinking." or "I thought so." Many reference books, such as, dictionaries and encyclopedias are consulted for addi- tional information. (After a period of concentrated effort to get information in solution of their problem, the class again meets as a group to discuss their findings.) Miss J.: Let us discuss what we read and see if we can defi- nitely answer our problem. Just now when we were talking someone said, "the person what wrote the letter." How should that be said? Class (almost in unison): "The person who wrote the letter- you said that, Jean." Jean: That's right. I meant to say "who". The person who wrote the letter. Miss J.: Someone said, "If the airplane be going fast ..." Bruce: Oh, I said that, I should have said, "If the plane is ..." Miss J.: And I also heard this, "The man could jist come down a little lower and drop ..." Class: He means "just". Miss J.: How is that spelled, Howard? Howard: "J-U-S-T'-just". (The teacher enumerates the mistakes and they are cor- 44 rected with genuine good feeling on the part of all.) Miss J.: Now we shall try to remember these points as we tell our reading. We shall not make these mistakes again. (Discussion follows and problem is solved with many.;.additional interesting. suggestions brought out by careful readers.) The teacher asks several pupils to state the answer to the problem. The teacher and class then plan trip to airport to see air mail service at firsthand. The trip is made. At the airport, attendants are besieged with questions and queries as to disposition of the mail, cost of air mail, frequency of deliveries, etc. After the trip, the children write to other children who did not attend summer school, and to another class in Alabama State College in Montgomery who were also studying communication telling "What I Learned about Air Mail," "My Trip to Candler Air Field," "The Post Office of the Air," "How the Airplane Helps Communication" and other subjects of their own choice pertaining to air mail were used for correspondence. The letters must be very correct for they are going all the way to Montgomery. The pupils are, therefore, very careful about their grammar and spelling. They check each other's papers for accurate spelling. Bruce finds that Howard has misspelled "airplane" and suggests that he look it up in the dictionary. Arthur remembers seeing the word "delivery" in one oJ his books, and wishing to spell it correctly refers to that book again. Many of the children find that they have to use quite a few of the words from the list the teacher had placed on the guide sheet, so they refer to their guide sheets and get the correct spelling. Letters are corrected, recopied carefully and neatly in ink, and mailed to the children in the Demonstration School at Alabama State College. Some children thought of sending them by air mail, others thought that would be too expensive, so the letters were sent by railway mail. Analysis and Appraisal Note: The children of this group are unselected. 1. The teacher recognizes that language arts is social in charac- ter, and uses such conditions for teaching. 2. The teacher, therefore, has created a social environment for the good of the children. 3. The language arts centers around the children's discussion of facts as they are involved in their problem. 4. Their problem is a phase of a larger problem. 45 5. This larger problem is known as a "Persistent Problem of Living" in our Georgia program. 6. The problem being studied by these children is a pha~e of Problem V-Communication. 7. The children's interest was well aroused by the teacher. . 8. The children were, therefore, carefully and skillfully led to feel the need of reading material adapted to silent reading in order to get the desired information. 9. There exists spontanaeity of expression (therefore, absence of memorization). Language as experience was evident throughout. 10. The informal association between children and teacher was natural and commendable. 11. The children were encouraged to think. 12. They were also given opportunity to discuss and exchange their ideas freely. (There was thoughtful discussion throughout rather than recitation.) 13. The teacher realizes the danger of emphasizing technical grammar or punctuation when pupils are trying to express their ideas. This is postponed, therefore, until later. 14. Language as a tool was given attention at the proper time and place. 15. Individual needs were recognized and attended to. 16. Errors were corrected in a positive way. 17. The children got practice in summarizing what they learned. 18. The children got practice in checking each other's work (practice of thoroughness). 19. The children were courteous. They showed a "give and take" attitude. 20. Their discussion and written work show attitudes of appre- ciation for advantages of modern communication. Summary Language was used as experience, since the pupils read for information and appreciation. Language as a tool was used as a tool in oral and written work, spelling, and writing. The guide sheets which were prepared by the teacher made provision for the need of giving the children practice in economical use of textbooks by directing them to turn to the table of contents to find the page of the assigned reading. 46 The following outline is suggestive of some accepted procedures for teaching language arts.* Phase of Language Arts Expected Outcomes Activities Teacher's Devices and Equipment 1. Reading and Language A. Types of reading materials 1. Pleasure reading 1. Reading to get the thought 2. Reading for enjoyment 3. Continued interest in reading 4. Mastery of mechanics of reading 1. Use of table of contents, footnotes, etc. 2. Silent reading a. Practice in outlining b. Skimming 3. Audience reading 4. Dramatization 5. Library reading 6. Use of dictionary 7. Discussion of reading 8. Seatwork 1. Care of books printed on chart 2. Individual reading for pleasure 3. Class Reading Records 4. Ten-Cent Book List 5. Seatwork for preparation and follow-up of reading 2. Informational 1. Reading to form proper 1. Use of table of contents 1. Seatwork for preparation ~ reading habits of studying factual 2. Silent reading for different and follow-up of reading material such as social purposes and for individual instruc- studies, science, arithme- 3. Reading to understand tion tic, health, etc. (See The arithmetic problems 2. Newspapers and magazines Herald, 1936, P. 12.) 4. Interpretation of maps, 3. Steps in studying a prob- (See daily schedule.) graphs and charts lem in arithmetic printed 2. Skill in use of dictionary 5. Reading about art on chart 3. Proper use of encyclopedia 6. Art appreciation (picture study, etc.) 7. Making scrapbooks 8. Child songs about nature, etc. 9. Seatwork related to reading 10. Discussion of material read 11. Trips *Guide to Use of State Adopted Textbooks. State Department of Education, Atlanta. 1938; Schedules in The Open Road. Division of Negro Education, State Department of Education, Atlanta. 1937. COMMUNICATION LANGUAGE ARTS Phase of Language Arts III. Spelling and Writing 1. Proper pronunciation and 1. Group study of few communication words in spelling 1. Phonics as an aid to spelling 1. Correct spelling in written work 2. Correct use of word in written composition 1. Dictation of spelling 2. Written language using list 3. Drills in letter formation when needed 2. Chart with steps for individual study of spelling 3. Writing scale for standards of evaluating writing 4. Writing practice books II'>- 00 Problems 1. What is meant by language arts? 2. Outline objectives and suitable activities for language, spelling and writing by pupils. 3. Show how the language arts may be integrated with science in subjects which you teach. References A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1936, 37 and 38 editions. . Guide to Use of State Adopted Textbooks. State Department of Education, Atlanta. 1938. Source Materials on Transportation and Communication. State Department of Education, Atlanta. 1938. i' To the Student Teacher: Please read an approved child's library book of recreational type and fill out the individual reading record below. .... Language Arts (Reading, Language, Spelling and Writing Experience for Children) INDIVIDUAL READING RECORD For Literature or Pleasure Reading Name of pupil: Date: Title or name of book: Date the book was begun: Date the book was finished: * What was the story about? Tell in one sentence _ What :part of the story did you like most? _ What character did you like best L _ Would you like to have your friends read this book? _ Why ?----------------- ---- _ Name of author of book _ 49 Special Notice to Supervisors: It will be necessary for pupils to be supplied with and to use these reading record sheets. _ Please include these records in each pupil's folder with other records of his progress. _-. S r:n...;..> rn Q) p. ro Ir=o: ~ to) ~ ..t.o..) :r:ns ~ ro..;..> Q) ~ 0 :~:s & ~ ..t:: ro..;..> Q) H 'S >. S r:n...;..> Q) rbo.O S I-l ::: 0 wI=: Q) ..t:: Eo< I I Ir - I II lIT III II III +1TI I nI I I tJ I I I I I TIT I II I n Lli I I I I I +I I I I I FA- I I I III II III 51 PROBLEM AREA VI: EXPRESSING AESTHETIC AND SPIRITUAL IMPULSES Religious life and spiritual impulses are fundamental...and should be cultivated. The appreciation of beauty and wonder as one works the soil or walks among the trees or flowers beside a stream; the cultivation of good music; the enjoyment of a poem or story are contributing factors in personality, and character development. "Many cannot live by bread alone." A teacher who is sensitized to the need of pupil performance toward the realization of phases of this problem might hope for something of the following: 1. The ability to cultivate and enjoy areas of natural beauty about the home and in the community 2. Habit of co-operating with any school or community project, on a beautification program 3. Participation in clubs for aesthetic training and spiritual uplift 4. Participation in religious movements in connection with the church denominational and nondenominational, such as: Y. M. C. A., Y. W. C.A., Canning clubs, 4-H Clubs, B. Y. P. U., Boy and Girl Scouts, etc. 5. Cultivation and appreciation of the value of spiritual strength, and proper moral habits References The Organization and Conduct of Toachers Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1937. Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. The New Curriculum at Work. State Department of Education, Atlanta. 1938. Natural Resources of Georgia. State Department of Education, Atlanta. 1938. 52 PROBLEM AREA VII: UTILIZING E'DUCATION AS A MEANS OF ACQUIRING AND TRANSMITTING THE SOCIAL HERITAGE;. AND AS AN AGENCY FOR CONSERVING AND IMPROVING HUMAN AND MATERIAL RESOURCES A persistent problem through the ages and in every life is how to profit by the lessons which our fathers learned firsthand. To secure more light to make possible ever more intelligent choice is the supreme problem of the race and of the individual. The wise teacher will utilize every opportunity to develop the pupils in this direction so that they may be better equipped to meet the demands of the hour, such as: 1. Knowledge, use, and appreciation of advantages afforded by the community for care of children before they enter school 2. Habit of co-operation with school programs and enterprises 3. Appreciation and use of natural resources of the community for recreation and conservation of human resources (See Problem Area IV.) 4. Respect for local folklore and customs and history 5. Knowledge pertaining to the modern school program 6. Improved methods of rearing a family 7. Knowledge of private schools in the community 8. Ability to select, purchase, and care for suitable farm equipment and supplies 9. Participation in and appreciation of the school and Adult Education program 10. Evaluating the appropriateness of the type of organization for an active co-operative association 11. Evaluating the financial soundness of an active co-operative association 12. Evaluating the efficiency of the management of an active co-operative association 13. Evaluating co-operative credit facilities 14. Understanding legislation affecting co-operative effort 15. Discharging membership responsibilities 16. Maintaining a co-operative attitude 17. Planning a farm 18. Setting-up, keeping, analyzing, and utilizing records. 19. Making wise choice and lIse of insurance 20. Planning effectively for farm home improvement 21. Interpreting blue prints and construction drawings 53 22. Planning farm buildings - 23. Using scientific knowledge and procedure in farming 24. Using scientific literature agencies and devices .... 25. Making scientific observations 26. Conducting and improvising small investigations under valid scientific procedure 27. Anticipating trends and tendencies in advance of a group 28. Thinking a "way out" of a specific situation 29. Evaluating means of getting started in farming 30. Utilizing funds and credit to advantage in establishing a farm 31. Judging farm values. 32. Bargaining successfully 33. Planning a long-time program 34. Saving for investment and development of the farm business Problems 1. Make a plan of organization for farm management on an average scale. 2. Make a plan for a three-year program for school and community activities for improved economic life through agriculture. References Sketches from the Field. Division of Negro Education, State Department of Education, Atlanta. 1937. The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1937. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Community As a Source of Materials of Instruction. State Department of Education, Atlanta. 1938. Curriculum Journal. "Adult Education for Negroes," Nashville, Tenn. November, 1937. A Practice Book for Ob,<;ervation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1937 and 1938 editions. Annual Reports of the Department of Education to the General Assembly of the State of Georgia. 1936. 54 IV. THE LIFE-RELATED ENTERPRISE IN AGREEMENT WITH THE GEORGIA CURRICULUM PROGRAM A. FUNDAMENTAL PRINCIPLES The suggestions on the life-related enterprise are given to guide those teachers who are seriously entertaining the thought of attempting such work. It is not practical for this method to be used on a wholesale scale throughout the larger schools from the beginning. It is suggested that a capable high school teacher may try the first stage within his or her department, requesting, on his or her own initiative, the co-operation of one or more teachers. It is understood that the teacher is to work closely with the principal and supervisor in order to demonstrate to her associates the practical phases of this kind of instruction. 1. Nature of the Life-Related Enterprise The Georgia Program for the Improvement of Instruction out- lines the scope of the curriculum in terms of "units of living" or "experience units" in the "persistent problems of living." There are so many curriculum approaches and so many types of units, confusion and misguidance may be avoided if we use consistently the term Life-Related Enterprise. This term seems to embody the basic ideas of progressive education and make 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 situa- tion in child or adult life. It is directed toward the accomplish- ment of a goal that results in improvement in life. It must take 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 aims of education. It should include a variety of individual and group activities involved in dealing with real life problems-observing, listening, reading, reasoning, discuss- ing, planning, moving, playing, touching, manipulating, con- structing, talking, singing, and the like. Problems 1. Read all you can on the different kinds of units. 2. Why is the life-related enterprise similar to the "experi- ence unit? 3. Why does the experience unit agree with our state curricu- lum program? 55 4. Are there any differences in the use of the life-related enterprise in the high school? If so, what are they? References .:- The Herald. Bulletin No. 1 A: Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 52, 54-56. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Pp. 10-21,26. The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1937. Pp.55-59. Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. Pp. 22-59. Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 400-439. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1937 and 1938 editions. 2. Planning for a Life-Related Enterprise One must have some idea of the direction in which one is moving. Although the Life-Related Enterprise requires pupil purposing and continuous planning, the teacher should make an attempt to anticipate the needs of 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. 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 resources. 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 approved criteria. 7. Get information on related subject matter using all available sources including interviews with local people. Problems 1. What would be the first step in planning for a unit? 2. What criteria would you use in selecting a unit? 56 References Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp. 441-442. _ The Organization and Conduct of Teacher Study Groups. Bul- letin No. 1. State Department of Education, Atlanta. 1937. Pp.59-62. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. P. 52. 1936. The Open Road. Bulletin No.2 A. Division of Negro Educa- tion, Department of Education, Atlanta. 1937. A Suggested Program for Training Teachers for Small Rural Schools. (See Appendix A.) A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1937 and 1938 editions. 3. Selecting a Life-Related Enterprise With respect to the selection of a Life-Related Enterprise, one 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. The life-related enterprise should contribute to improved living in the community. 2. The life-related enterprise 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 experiences. c. It should furnish leads into other worth-while experi- ences, stimulating a desire for a continual widening of interests, and understanding. 4. It should give promise of learnings necessary in meeting the larger demands of society. 5. It should provide for selecting, planning, executing and evaluating experiences. 6. It should foster an inquiring attitude. 7. It may have within it the necessity for knowledge of subject matter, the development of skills, habits and appreciations related to important aspects of human life. 57 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 be one for which the children have satisfaction. e. It should provide for the principle of increasing dif- ficulty. 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. 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 con- stitute the avenues of immediate and direct interest and approach. 10. It should provide for proper balance and variety of experiences. 11. It should be practical in my school situation. a. Is the needed practical material available? 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 com- pletion in the school situation? d. Is adequate guidance available? Problems 1. List several enterprises that will meet the criteria outlined above. 2. Outline an enterprise which is greatly needed for improved living in your community. 58 References The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. state Department of Education, Atlanta. 1~7. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of "Education, Atlanta. 1936. The Open Road. Bulletin No.2 A. Division of Negro Education State Department of Education, Atlanta. 1937. A Suggested Program for Training Teachers for Small Rural Schools. (See Appendix A.) A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1937 and 1938 editions. Building America. E. M. Hale and Company, Milwaukee, Wisconsin. Chapel Hill School Needed a Well. Division of Negro Education, State Department of Education, Atlanta. 1936. 4. Outlining, Developing and Reporting a Life-Related Enterprise 1. Life-Related Enterprise 2. Especially related to which persistent problem or problems? 3. The setting would be described by the type of school, such as: one-teacher, two-teacher, county training, or grade school. The available equipment, time allotted for such an enterprise, the possibility of carrying it to a reasonable degree of completion, and available adequate guidance from time to time 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 enterprise may be developed. 6. Major Problems. This will include the main purpose to be achieved. Name the minor problem, or problems under the major problems. 7. Activities. These will include such activities as, reading to find out, discussions, reports, construction, writing stories, drawing pictures, making excursions, etc. 59 8. Fields of Interest and provision for needed drill for mastery and use as related to the enterprise. 9. Expected Outcomes. This will include expected achieverg,ents in (a) knowledge, (b) habits, (c) attitudes, and (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 Ten-Cent Book List, Division of Negro Education, State Department of Education, Atlanta. b. For teachers: Same as above and Bulletin No.2. Guide to Curriculum Improvement. State Department of Education, Atlanta. 1937. 13. Evaluation 14. Leads to Other Life-Related Enterprises Problems 1. What advantage is an outline for developing and reporting a life-related enterprise. 2. What main topics should be treated? 3. What is the value of the records of this type of teaching? References Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp.442-446. The Organization and Conduct of Teacher Study Groups. Bulletin No.!. State Department of Education, Atlanta. 1937. Pp.59-62. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. A Practice Book for Observation and Teaching in Small Rural ~ 60 Sckools. Division of Negro Education, State Department of Education, Atlanta. 1938. . 5. Evaluating 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 are proposed for use in evaluating a new enterprise: A. Pupil need, interest, and purpose The first criterion of any activity furthered by the school is that it really meets the needs, interests, and purposes of learners, whether they be children, youth, or adults. B. The life-related enterprise should meet the test of the aims of education. 1. The life-related enterprise should tend to develop the qualities or characteristics possessed by good citizens in a democracy. a. Integrity. b. Respect for personality c. Scientific attitude. d. Appreciation of human relationships e. Sense of responsibility f. Initiative. g. Appreciation of values h. Appreciation of religion. 2. The enterprise 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 C. The experiences should contribute to understandings, attitudes, and appreciations which have to do with the persistent 61 problems of living today. These persistent problems are: 1. Maintaining physical, mental, and emotional health 2. Earning a living 3. Performing the responsibilities of citizenshipc .... 4. Utilizing and controlling the natural environment for indi- vidual and social needs 5. Receiving and transmitting ideas, and transporting persons and commodities 6. Expressing aesthetic and spiritual impulses 7. Utilizing education as a means of acquiring and transmitting the social heritage, and as an agency for conserving and im- proving human and material resources. D. The pupils should show acquisition of desired subject matter through tests. E. 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. Problems 1. Is the evaluating in terms of Georgia Curriculum Program reconciled with the reading in evaluation of a unit from other sources? Why? References Caswell and Campbell, Curriculum Development. American Book Company, Atlanta. Pp.427-439. Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. Pp. 99-107. The Organization and Conduct of Teacher Study Groups. Bulletin No. 1. State Department of Education, Atlanta. 1937. Pp.62-63. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. A Practice Book for Observation and Teaching in the Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1938. 62 B. ROUTINE SUGGESTIONS FOR LIFE-RELATED TEACHING 1. First Steps in Initiating the New Curriculum For obvious reasons it may be possible to use in full the liferelated enterprise as the teaching organization. The following suggestions may be helpful: a. To the prepared teacher in a community not ready for such organization b. To the unprepared teacher. c. For parent-education The teacher may begin very simply to modify her work with the class. She may select an activity for which there may be found good material in the state textbooks. She may plan a number of ways in which the children may express their ideas through stories, drawings, maps, charts, graphs, dramatizations, and illustrated talks. She may undertake gradually more and more of these small activities within the different subjects, such as: language arts, social studies, science, music, fine and industrial arts, etc. The teacher and children may, as a second or advanced stage, use all the material they can find related to the textbook chapter being taught, such as: poems, songs, stories, selections from supplementary books, references, free material, clippings from newspapers, magazines, specimens from the woods and fields, buildings in the community, etc. Certain activities may be assigned to pupils especially able to contribute something to the class. If the pupils are encouraged in this way, they will begin to suggest activities they would like to undertake. Very soon, too, the teacher will find that activities begun in one subject involve smaller activities in many subjects. 2. Purpose and Standards of the Prospective Demonstration Centers The community schools which show readiness for such a de- velopmental program, will be selected and known as Prospective Demonstration Centers. Each school in these centers will be furnished with a check list for guidance, which will lead to their eligibility as: Demonstration Center I. When these Prospective Demonstration Centers will have fulfilled the requirements of Center I, they will begin to work for ranking, according to the check lists for Center II. After having conformed to the check lists of Center II, such schools during their stages of progress, will set the qualifications of Center III 63 as their goal. All demonstration centers will aim to achieve certain fundamental factors with reference to (1) the kind of teaching and learning, (2) the physical equipment of the building and classrooms, (3) classroom organization and management~ and (4) the teacher's participation iIi activities for community betterment. These factors, however, will naturally be expected in more or less degree according to the stage of progress of each center. The advantage of the demonstration center is to provide the opportunity for other teachers to see one of their group doing work which they may also accomplish. 3. Schedules for One- and Two-Teacher Schools The schedules are designed to afford opportunities for greater pupil progress by organizing the grades of the school into four main groups. This grouping of grades assigns each pupil to a particular.group, and permits him to work in the group or groups best suited to his ability. It even allows for a regrouping of pupils in original groups according to their needs. As a reso.lt of (1) reducing the number of grades, (2) reducing groups to be taught, and (3) therefore, making possible longer periods of instruction, the teacher can better distribute her time for direct teaching, especially with the often neglected primary children; and can organize the subject matter for life-related teaching. The whole school may participate on its various aspects according to the level of attainment of the individuals and groups of individuals which make up the school. It is recommended that a thirty- or forty-minute period, known as an "Opportunity Period," should be used for teaching in most elementary schools. This period is a conference period between teacher and pupils who desire aid. The last period of the school day is recommended for this work. Rather than spend several minutes of the time of the entire group of pupils, it does seem advantageous to have these pupils use the "Opportunity Period" for individual aid. The same principle, though modified, should work even in our small Negro high school. References The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 35-37. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Pp. 34-36. The Instructional Program. Ford, Frederick Arthur. Prentice Hall, Inc., New York. 64 A Developmental Program for Demonstration Rural Schools. - Division of Negro Education, State Department of Educa- tion, Atlanta. 4. Place and Use of Textbooks in the New Curriculum It is recommended that :the state adopted textbooks be used primarily as a library or as source books to furnish adequate material in the establishment of desirable health habits. Beginning in the primary grades children should develop the habit of inquiry and exploration into the environment and into library materials. In the upper elementary grades the classroom should take on the aspect of a laboratory. Children should have access to maps, charts, atlases, almanacs, encyclopedias, dictionaries, census volumes, pamphlets and textbooks. They should develop the ability to locate, organize and evaluate materials. All textbooks should be scanned for information bearing on the social science topic under consideration, not just the books labeled history, geography, and civics, but readers, language books and health books. 5. School Trips A school trip or excursion furnishes a means of studying the environment and of tying up the community life with the classroom work. 1. Was there a specific purpose for the trip? 2. Was discretion used in the distance involved? (Don't try to see everything on one trip.) 3. Did the teacher prepare for the trip? (For Negroes in the South-always know that the group will be welcomed. It is often more desirable to take one or two pupils who are to make a report te the remainder of the class.) 4. Were children properly prepared for the trip? a. What to look for b. Safety First c. Courtesy 5. Were there indications of promptness? 6. Was there a direct tie-up with the trip in the pupils' return from the trip? References Guide to the Use of State Adopted Textbooks. State Department of E'ducation, Atlanta. 1938. Pp. 19, 30. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. 6. Program Planning in Terms of Life-Related Teaching.... by County Supervisors, Principals and Teachers The following excerpts are representative of the county supervisors' and demonstration center teachers' thinking and planning for their next year's work. **** It was found that the greatest needs of Early County fall under the following Persistent Problems of Living: Health: Persistent Problem I Earning a Living: Persistent Problem II Communication: Persistent Problem V We shall work toward solving these problems by a continuation of adj usting the school program to fit the needs of the school child, and an adult education program so that a carry-over into the entire community will result. This will be done by a continuation of the health activities in the school and community, such as: toilets, repairs and improvements on school buildings and grounds; handwashing and an improved technique of eating school lunches. As to the problem of Earning a Living, we shall continue our life-related enterprises on the peanut industry and enlarge on the school and home gardens program. The problem of Communication is to be worked out by getting the teachers to set up objectives in the communities in which they work, organizing the small schools according to our developmental program. This will include the setting up of Prospective Demonstration Centers in three sections of the county for demonstrating desirable standards in school organization and the teaching of children and for adult education through community organization. Supervisor Early County Below are two examples of the use of the state textbooks for adult education. The material is pertinent to the study and understanding of the importance of the "Seven Persistent Problems of Living" in child and adult life. General Theme: Improving the community through better health practices in the home and school (adult education using materials in state textbooks pertinent to our Persistent Problems of Living). 66 October Theme: "Working Together for Health in the Homes, School and Community." The Body and Health, Burkard and Others, pp.199-205. December Theme: "The Value of Citizenship in the CommU::" nity." Discussion freely by parents and teachers from textbooks: Chapman and Sheffer, Pleasant and Profitable Farming, pp. 310-315. Subject: "The Ideal Community." \ Supervisor Irwin County Waycross is situated in the southeast section of Georgia. This section is noted for its forests and particularly its pine forests. We realize that there is a growing need for forest care in order to perpetuate the various industries which depend on these trees. With a realization of this fact the Waycross Elementary School is undertaking a Life-Related Enterprise on "Forest Preservation in Georgia." The work of the enterprise will be divided among the classes as follows: Grade Three, "The Value of Trees to Man"; Grade Four, "Lumbering"; Grade Five, "Turpentine"; Grades Six and Seven, "The Pulp Industry". The reason for our not mentioning the First and Second grades is that we do not have these grades in our school. A suggestive reference has been made for each grade based on the Georgia free textbooks and the free and low cost materials. A suggestive outline with activities has been made for each grade. A suggestive reference for the P.-T. A. in our school has also been arranged based on the theme: "Wholesome Living in the Home, the School, and the Community." We have also made provisions for a program of recreation in our school by providing an activity period. Principal of Waycross Elementary School From my community study, I discovered that only a few of our families had gardens. With the exception of the sea food brought from the places in which they work, they have to buy all their food. I further learned that their wages were comparatively small, and, in consequence, their diet was very inadequate. This discovery led me to think of an enterprise of seasonal gardening as a program of child, home, and community development. This program will emphasize the following persistent problems in view of the Georgia Program for the Improvement of Instruction: 67 1. Maintaining physical, mental, and emotional health 2. Earning a living 3. Utilizing and controlling the natural environment for indi- vidual and social needs .>- 4. Receiving and transmitting ideas, and transporting persons and commodities" 5. Expressing aesthetic and spiritual impulses Campus Training School Teacher Fort Valley Junior College The thirty-one Negro schools of Dooley county made an excellent showing in the program held at Bethel Baptist Church and Vienna High and Industrial School, Friday, April 1. Parents, children, and teachers numbering between five and eight hundred gathered at the church for the literary part of the program, which consisted of reading (silent), spelling, arithmetic, speaking, singing, contests, music by Vienna High School, a window screen construction demonstration, fashion revue, and paper on the life of Miss Virginia Randolph, the first Jeanes Supervisor. The exhibits of shuck and pine needle baskets and mats, plain sewing, woodwork (book ends, fire screens, bulletin boards, waste baskets), hand paintings, and burlap rugs gave striking evidence of what one can do with the simple things around him in constructing useful and beautiful articles-one of the most interesting pieces being a hall tree made from a small cypress. Supervisor Dooly County Home Canning of Vegetables Much has been accomplished by the P.-T. A. and community groups during the two weeks this summer. This period (eight days) was spent in canning foods. A total of 91 quarts of vegetables and fruits were canned. This food was raised in home gardens and given for use in our hot lunch program for the school term 1938-39. We were able to get the members of the Boys' Club to begin work on our Recreational Center. Members of the Girls' Club gave aid in the canning of foods. The P.-T. A. and men of the Trustee Board worked with us in giving fuel for use in cooking foods, and in the preparation of the ground for the fall school garden. Detailed charts, daily records and snapshots will serve as a record of the work for our files. Red Oak Community 68 7. Long- and Short-View Plans for Life-Related Teaching Planning is coming to be a necessity for both new and experi- .\ enced, teachers. It will be necessary to consider two types-the long-view and the short-view plan. a. Long-View Plan Outline made in advance; weekly, monthly, etc. 1. To relate pupil purposes to pupil needs 2. To provide for learning as a continuous process in which sequence and organization are important 3. To serve as a record of work accomplished when checked, added to, and annotated, in terms of further planning 4. Sets up ultimate goals (teacher's) a.. Problems children should be able to solve b. Fundamental ideas needed to solve them c. Generalizations (It helps to see facts in relationships.) b. The Daily Plan The daily plan grows out of, or is the unfolding of the longview plan and is made in the light of what has preceded and is likely to follow. It should include: 1. Outline of what ought to take place in class discussion and the order in which it is likely to take place (jottings) 2. Memoranda of any data it is necessary to have to participate in discussion; things teacher and children agree to do; additional problems, assignments, references 3. Careful statement of what should be done next a. What individual and group will do between now and the next time b. What ought to happen next time we come together 4. For beginners the daily plan a. Makes thinking more tangible, definite and specific before teaching b. Serves as reference during teaching c. Becomes a record of what you think will happen against . which to check what did happen 'd. Gives teacher a basis for checking accomplishment of children e. Assists teacher in mastery of the teaching procedures f. Varies in degree of detail with type of work, amount of experience, and degree of familiarity of teachers with the material involved (Mossman and Others) 69 c. Form of Plan The old-fashioned form of plan is no longer useful. The presentday plan is a tool and need take no definite form. It should take the one most helpful to the teacher and pupils. "Because of the diversity of activities for which preparation should be made, no one procedure can be used in preparing for all situations. For this reason any set form for recording a preparation made is advisable."-Mossman. C. FURTHERING THE STATE PROGRAM 1. Supervisors' Study Groups The Jeanes supervisors are organized into Supervisors' Study Groups according to their location throughout the state. This is done in order to reach them and present the state program early in the year and have them engage in our activity curriculum. 2. County Teachers' (Jeanes) Study Groups The teachers of a county are divided into smaller groups fO! active participation of its members. These smaller ad- ministrative units are called Teachers' Study Group Centers. They are destined to give teachers of neighboring parts of the county opportunity to meet, appoint a leader, make seat- work, to tryout the suggestions on their pupils, and to report results at their next meeting. Out county superintendents, in many cases, are allowing the county teachers a full day for study. Suggestions are made whereby such study groups pool what little they set aside individually to spend for equip- ment and purchase a hectograph and a few other things to be used co-operatively by them. ' 3. "Sketches from the Field" is a pamphlet (usually two to four pages of information) sent to the Jeanes supervisors. This pamphlet provides the group with news of the progress of our state program from county to county. 4. Prospective Demonstration Centers (in Jeanes Counties) An effort is being made to conduct a prospective demonstration school in each Jeanes county under the direction of the State Department of Education. These schools'are to objectify the guiding principles of the Georgia curriculum for the teachers in each respective county. For this reason it has become necessary to set up certain standards of attain- 70 i' ment for small demonstration centers.* 5. p,ractice Book for Observation, Teaching and Conferences This administrative device employs outlines for observa- tion or teaching in our demonstration centers, and for use in our study groups before and after observation of demonstration teaching, and community activities. This book is designed for close co-ordination of theory and practice in connection with child purpose, interest and need; and the Persistent Problems of Living in community life upon which the Georgia Curriculum is based. It, therefore, offers definite and practical illustrations and principles in child and community development. The supervisors, principals, and teachers are expected to use it in conjunction with The Open Road and more recent bulletins and outlines especially adapted to. our needs. In cbnclusion, the practice book does the following things: 1. Assists the teacher in the daily planning and prepara- tion of her work for the best interests of the child and the community. 2. Assists the teacher in daily checking her plans in the best interests of the child and the community 3. Helps the supervisor and teacher in reaching a common understanding; and the discussion of the classroom procedures in the light of the standards suggested in the practice book 4. Helps the teachers in their county group study centers in terms of the child and community development 5. Helps the teachers in observing and discussing demonstration lessons at the general monthly meeting and the district meetings 6. Helps the teachers in observing and discussing demonstration lessons at our State Teachers' Meeting *A Development Program for Prospective Demonstration Centers. Division of Negro Education, State Department of Education, Atlanta, 1937; The Herald. Division of Negro Education, State Department of Education, Atlanta. 1936; Sketches from the Field. Division of Negro Education, State Department of Education, Atlanta, 1937. 71 V. CO-OPERATIVE SUPERVISION If a person is to supervise successfully, in a progressive school, he must plan his contacts with the teachers so they form an activity program, just as contacts with the teachers and pupils develop an activity program.* We desire the pupils in the classroom to co-operate with one another. We want them to live together harmoniously, helpfully, purposefully; in the same way, we want the teachers to 10,ok to the supervisor for help and guidance, when they need it. The supervisor should be regarded as a member of the group. Tq lead when leadership is required by an experienced person, is the ideal relationship. General Principles of Supervision 1. The supervisor should help teachers set up for themselves objectives which are in keeping with the needs of child, adult and community improvement. She should help teachers achieve these objectives as far as possible, commending desirable procedures as the work progresses. 2. The supervisor should keep in mind that the integration of the teachers' personalities are of fundamental importance. Individual differences exist with teachers as with children. Each should be handled accordingly. A positive program of encouragement and promotion of self-confidence must underlie all contacts between teacher and supervisor. 3. The supervisory program entails problem solving and creative thinking. 4. Teacher guidance or supervision should be creative supervision, inspiring the teachers to work on sound principles, but dare to modify with reason, according to circumstances. 5. The supervisor should keep in mind that progress grows slowly, and the skills and moods involved in creative teaching are complicated. Both must develop progressively as successive practice, study, discussions and conferences ensue. 6. Lead the teacher to substitute desirable practices for undesirable ones. 7. The supervisor should keep in mind that the teacher is usually more successful in launching activities most like those *Democratic Supervision. Division of Negro Education, State Department of Education, Atlanta. 1935. Revised Edition 1938. i' 72 with which she has previously been successful. 8. "~elf-supervision is a quality to be found in the creative t~acher." The more the able teacher becomes self-supervisory, the more the creative power of supervision is demonstrated. 9. Always get from the teacher what she was trying to teach. 10. Let it be known that you come to observe what the children are doing. 11. Use of the words we, our, and us are helpful in discussing the state program; or class procedures observed. 12. An impersonal and more scientific technique is to discuss the principles underlying the procedure observed. 13. Mention and briefly describe a similar case which was wellhandled for best interests of the children. 14. Teacher guidance calls for individual instruction. 15. In short the basic principles in learning, teaching, and guidance are the same for all. Supervisor-Teacher Relationship A good supervisor, in observing the teaching of children, will do four things: 1. With an unprejudiced mind, and with an attitude of helpfulness, see what takes place. 2. Diagnose what takes place. 3, Pick out strong and weak points, and formulate suggestions for improvement before having a conference with the teacher. 4. Have a private conference in order that the teacher may feel free to discuss her problems. Seeing What Takes Place in the Class (Consideration of the Law of Effect) Visitation followed by satisfaction builds up satisfaction and encourages the teacher. Visitation followed by annoyance builds up dissatisfaction and tears down and discourages the teacher. 1. Enter the room quietly. 2. Conduct yourself in such a manner that will cause least amount of disturbance. 3. Sit among pupils in the rear. 4. Have mind alert, open; a spirit of helpfulness and optimism. 73 5. Allow teacher to go on with her work. 6. Keep a cheerful facial expression. 7. Have in mind individual differences in teachers as: a. Temperament Judicial Phlegmatic Artistic Sensitive b. Vision and initiative I 8. Take time to understand before criticising, thus training teacher's confidence in your sympathy. 9. Judge and criticise work in light of teacher's aim rather than what she should be doing. Then, during conference both have same viewpoint and sympathetic understanding. Planning for Conference (Consideration of the Laws of Readiness and Effect) 1. Review facts in case. a. Differentiate between routine and important phases of teaching. 2. Consider probable reactions of teacher. 3. Decide on few points-one main point for emphasis. 4. Suggestions must be in harmony with facts and supported by authentic and scientific investigations. 5. Plan to conduct in such a way as to stimulate the teacher's thinking. 6. May use any of the following methods: a. Appeal to teacher's experience-results expected because her ability has been observed to produce them (personal expectation). b. Appeal to others' work (utilizing good models) known by teacher and helping teachers (professional expectation) . The Conference (Consideration of the Laws of Readiness and Effect) 1. Select time when both are not too tired. 2. Arrange appointment in pleasant environment. 74 3. Have kindly spirit. 4. A~k teacher's opinion of her lesson. 5. Ask questions leading teacher to discover her strength or weakness. 6. Try to suggest an improved technique to substitute for un- desirable act. 7. Be impersonal. Talk about what pupils were doing or discuss according to an educational principle; or "I know a teacher who tried this or that". 8. Hear teacher through patiently. 9. Be sympathetic. 10. Arouse feeling of need in teacher for the thing lacking. 11. Train teachers to locate their problems and ask for definite help. 12. Take time to understand the teacher's point of view by asking the.' question five times to making a conclusive statement once. 13. Try to create democratic relations. Supervision is a we proposition. 14. Take up one thing at a time. 15. Be specific and definite. Avoid blanket statements, such as: "The lesson was fine!" Better to say, "The pupils' questions show thought." 16. Be fair. Don't flatter. Commend something in the beginning if possible. Ex. "The strongest part of your lesson was," etc. 17.' Be consistent. 18. Inspire co-operative relationship. 19. Make outline to leave with teacher asking her to estimate her own efficiency. 20. Later both (supervisor and teacher) compare notes, weak points, and suggestions for remedy. 21. Plan to have teacher leave conference encouraged, and ready to tryout suggestions. Supervisor-Superintendent Relationship 1. Tty to arrange for an appropriate time to confer with superintendent on your tentative plans for year. 2. If atmosphere is not conducive defer for a day or so. 3. State the problem in terms of what we wish to do. 4. Be able to give definite findings of how program will aid in our improvement of instruction for child, adult and community betterment. 75 5. Ask for suggestions and criticism. Techniques of Approach to Trustees 1. Find key people. 2. Work with most influential groups in spite of negative qual- ity of make-up. 3. Attempt to gradually utilize the efforts of more substantial citizens who might be lacking in world's goods, but are 'examples of right living in their communities. 4. Gradually induct them into responsibilities of committees of community organizations and the P.-T. A. 5. All conferences should be on a highly professional basis. Supervisor-Patron Relationship 1. Compliment something in the home that you have observed or something the children have done. 2. Bring out defects tactfully. 3. Put a constructive suggestion in the form of a question. 4. Draw the patron out through informal conversation. 5. Respect individual differences. 6. Be a patient listener. 7. By all means, leave the person inspired. 8. Keep conversations on a high plane, avoiding personal refer- ences or gossip. Supervisor-Principal-Teacher Relationship 1. Both supervisor and principal should have a progressive edu- cational point of view upon which they base their techniques, and proceed with caution accordingly. ' 2. The supervisor must submerge herself and learn to be one (a guide) in a co-operative program. 3. The teacher's attitude toward supervisor and principal should be broad enough to accept criticisms and do something about it. 4. It will be helpful if she will have some suggestions ready to present for help during the conference. 5. The teacher should avoid overdue enthusiasm for fear it may thwart subsequent progress of her program; or cons~ructive i' 76 influence with other groups of teachers with which she worlrs. 6. Where the teacher's preparation exceeds the principal's, it will be well to take a cautious and gradual course. 7. More enlightenment of the state's program, through the efforts of the supervisor would help to solve some problems which now exist between the county supervisor and the principal. 8. The supervisors will go into the training school only when invited or authorized by the superintendent. 9. She should always report at the principal's office first. At this time, she may state the purpose of her visit. She should hold a conference with the teacher after observation; also with the principal. 77 APPENDIX A Elementary Teachers' References Necessary 1. Free and Low Cost Reference List Classified According to the Seven Persistent Problems in the Georgia Curriculum Program. Division of Negro Education, State Department of Education, Atlanta. 2. Guide to Curriculum Improvment. Georgia Program for the Improvement of Instruction. Bulletin No.2. State Department of Education, Atlanta. 1937. 3. Guide to Use of State Adopted Textbooks. Georgia Program for the Improvement of Instruction in the Public Schools. State Department of Education, Atlanta. 1938. 4. The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. 5. Natural Resources of Georgia. Georgia Program for the Improvement of Instruction in the Public Schools. State Department of Education, Atlanta. 1938. 6. The New Curriculum at Work. Georgia Program for the Improvement of Instruction in the Public Schools. State Department of Education, Atlanta. 1938. 7. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. 8. Occupational Guidance. Georgia Program for the Improvement of Instruction, State Department of Education, Atlanta. 1938. 9. Parent Co-operation in the Georgia Program for the Improvement of Instruction in the Public Schools.: Georgia Congress of Parents and Teachers, Atlanta. 1935.. 10. A Practice Book for Observation and Teaching in Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1938. 11. Source Materials on Citizenship Education. Georgia Program for the Improvement of Instruction. State Department of Education, Atlanta. 1938. 12. Source Materials on Transportation and Communication. Georgia Program for the Improvement of Instruction. State Department of Education, Atlanta. 1938. 13. Special Problems of Rural Home and Farm Life. Clyde W. Saunders and Sons, Richmond, Virginia. 1936. 14. A Suggested Program for Training Teachers for Rural \. 78 Schools. Clyde W. Saunders and Sons, Richmond, Virginia. 193&, Desirable 1. Caswell, Hollis L. and Campbell, Doak S., Curriculum Development. American Book Company, Atlanta. 2. Everett, Samuel, The Community School. D. Appleton-Century Company, Atlanta. 3. Ford, Frederick A., The InBtructional Program. Prentice Hall, Inc., New York. 4. Langfitt, Cyr and Newsome, The Small High School at Work. American Book Company, Atlanta. 5. Smith; Donnal V. and Frederick, Robert W., Live and Learn. Charles Scribner's Sons, Atlanta. 6. Tippett, James S., Schools for a Growing Democracy. Ginn and Company, Atlanta. 7. Wofford, Kate V., Modern Education in the Small Rural School. The Macmillan Company, Atlanta. APPENDIX B Outline for Community Study The outlines for "Community Information" and "Family Study"* have been kept as brief as possible without sacrificing factors which must be considered in a continuous study for community betterment. The teacher who is engaged in the study will find it profitable to avoid the use of pencil and pad in the presence of her people. In fact, the procedure, at all times, should be that which avoids exciting suspicion and ill will. Casual visits and conversations have proven quite satisfactory in this connection. Reliable information may also be obtained from the physician and from school records. Confidential information may be obtained from the cotton gin on how many bales of cotton were ginned by individuals of our race to determine their income. It is recommended that these studies become a permanent record and kept at the office of the county superintendent or supervisor on leaving the school for vacation or changing positions. *Special Problems of Rural and Farm Life. Pp. 31-32. 79 Name of community County _ Population of community Negro population _ Distance from nearest city Miles. Distance from county seat Miles Elevation of community Topography Condition of roads _ Nearest railroad station Stores in community Miles. Nearest bus line Miles _ Churches in community (name them) _ Nearest hospital receiving negroes _ Number of local negro doctors White doctors Negro dentists _ White dentists Negro nurses White nurses Phone service _ Nearest phone Number of negro families _ Number of negro adults Number of negro children _ Number of negro children in community of school age Number of negro children of school age out of schooL _ ~ _ Negro school enrollmenL Average negro school attendance _ Average size farm Average value of farm property _ How does this average compare with values in surrounding communities? -P--r-i--n--c--i-p--a--l--i-n--d--u--s--t-r--y------------------------------P--r--i-n--c--i-p--a--l--c--a--s--h---c--r-o--p--s--------------------------------------_ Farm organizations '_ What are the means and methods of marketing the community products? Are these carefully planned Do they use individual or co-operative methods Agencies availahIe: F ederal _ State _ County _ Local _ oRuetcloreoaktioonnalliffeacilities toward improving rural life and_ Clubs and lodges _ APPENDIX C Some Community Resources Commonly Used in Our Program 1. Fuel-wood from local forest 2. Cane, reed, willow, oak, cedar and pine for the con, struction of furniture 3. Local rocks-for filling gUllies and washes in schoolyard 4. White clay-for whitewashing inside of schoolrooms 5. Shrubbery-dogwood, honeysuckle, cedar for schoolyards 6. White oak - to bottom chairs, and rods for making coat hangers 7. Broomstraws for brooms 8. Pine needles, honeysuckle vines for baskets or flower vase covers 9. Odd-shaped rocks-for door stops 10. Willow and other trees for tables and chairs 11. Chinaberry seeds and watermelon seeds for beads 12. Black walnut hulls for buttons and buckles . 13. Peach seeds for buttons and buckles 14. Pine needles for baskets, vases, whiskbroo~s 80 15. Palmetto leaves for fans and hats ,\ 16. Cor~ shucks for table mats, hats, fans, bags, slippers, rugs, door mats, mops, chair bottoms, baskets, etc. 17. Rocks for beautification of grounds. 18. Clay for modeling and painting 19. Bark, roots, berries, and vegetables for dyes 20. White ,oak slits for making very strong and useful baskets for farm use 21. Sweet gum and willow boughs for chairs, settees, and benches 22. Willow twigs for making beautiful and useful baskets for household needs 23. Pine trees for cap and coat hangers 24. "Draught" (black charred mass left after straining the resin before it is barreled) "Draught" is used for fuel in the community. 25. Muffins and biscuits from crushed peanuts 26. Walks from pecan hulls 27. Baskets from peanut shells 28. Gourds decorated andshel- lacked for water jugs, vases, etc. References The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 6, 8. Guide to Curriculum Improvement. Bulletin No.2. State Department of Education, Atlanta. 1937. P. 54. APPENDIX D Outline for Community Organization for the Improvement of Rural Life Among Negroes I. School Community Activities Early in the school year, the teachers and principals should make out a program of activities which they plan to have in their schObl and community. ** Activities which will promote the health, the social outlook, and the educational needs of the pupils and parents should be included. Plans and material for the celebration of Negro History Week, National Negro Health Week, Clean-up Week, and similar occasions should be gathered in advance throughout the school year. The names of those sponsoring such movements should be learned and filed for ready reference. Co-operation with all educational, state, and federal agencies '"A Suggested Program for Training Teachers for Rural Schools. 1935. **Special Problems of Rural Home and Farm Life. 1937. Pp. 12-15. 81 for securing co-operation and services in the program for child and community betterment such as Jeanes Teacher, Home Demonstration Agent, Agricultural Agent, Church, Business Men, Red Cross, Y. M. C. A., Y. W. C. A., W P. A., etc., should be included in planning the year's program. Special study of community activities which should receive primary consideration in enriched curricular activities for the pupils are (1) club work, especially Boys' and Girls' or Junior Erlension Clubs under the Smith-Lever Act; (2) how to organize and conduct clubs; their value and relation to other school work;, (3) the teacher as a leader of club activities; (4) Boy Scouts, Camp Fire Girls, and other club organizations for children; their need of adaptation for rural schools; (5) Parent-Teacher Association and School Improvement Leagues; their function; how to organize and conduct them; desirable programs and activities; use ,and source of helpful material, especially from National Congress of Parents and Teachers, 120116th Street, N. W., Washington, D. C. Community organization into committees is proving very helpful where it is being tried in our Jeanes counties. The committees are (1) Health, (2) E'conomic, (3) Educational and Cultural, (4) Civic, (5) Religious, and (6) Social. It is understood 'that the school building is to be used for as many of these activities as possible and that through such organization and teacher leadership, these committees will continue to function effectively during the summer. The following activities are recommended for the enrichment of rural life and bear relationship to one or more of the above committee classifications. II. Rural School Activities* 1. Provide special instruction** on organizing dub programs around such topics as: a. Live at HomR b. Child Welfare c. Community Canning d. Federal Aids to Farmers 2. Provide instruction in rural adult recreation: a. Canning Clubs b. Sewing *A Suggested Program for Training Teachers for Rural Schools. 1935. **Special Problems of Rural Home and Farm Life. 1937. Pp. 12-15. 82 i' c. Garden Clubs d..\ Farmers' Day e., House Wives' Day f. Flower Garden Club. g. Better Homes Club. h. Study and Use of Co-operatives 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 i. Dramatic Club. j. Demonstrations k. Community Singing I. Radio Programs m. Community Picnic n. Quilting Parties o. Trips to Interesting Places p. Candy Pulling q. Fish Fry r. Camp 4. Teach games which require little or no equipment, such as: a. Fox and Geese b. Farmer in the Dell c. Have You Seen My Sheep? d. The King of Franca e. Blind Man's Buff f. Here We Go 'Round the Mulberry Bush 5. Encourage the development of creative ability and use of nati've materials in: a. Handicraft, sewing, weaving, modeling, painting, and whittling b. Construction of box furniture fo~ the school and home c. Doll furniture. d. Kites 83 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. Glee clubs i. Story hour APPENDIX E Outline for Family Study* Name Age Health Education Work _ Name Age Health Education Work _ Name Name Age Health Age HeaIth Education Education Work _ Work _ Name Age Health Education Work _ Name Age Health Education Work _ Name Age Health Education Work _ Father living 'l Can he read 'l Write 'l _ Mother living'l Can she read 'l Write 'l _ Other relatives Boarders? _ Members of family sick in last five years _ Nature of illness Cause of deaths Number of deaths in last five years _ , _ Have you an automobile 'l Wagon 'l Buggy'l :__~ Truck _ Are you a property owner 'l Renter 'l Share cropper'l _ Tenant? ----------c-------------------------------------- Pay worker'l _ Amount of land House site Cultivated _ Pasture Woods Food _ Crops Garden Crop harvested and stored Orchard ~: _ _ Number of livestock (hogs) Killed last year Pounds _ Used in the family Pounds Cows _ Proper shelter for cows Milk per day Gallons _ Chickens Eggs per day Ducks _ Turkeys Geese Eggs used by family per day _ Number of work stock and age _ Farm produce canned c _ Farm produce sold _ Condition of house Painted Number of windows _ Screens Condition of roof _ *Special Problems of Rural Home and Farm Life. Pp. 31-32. 84 i' Number of rooms in house Bedrooms Number sleeping in one room _ In one bed Sleeping in kitchen _ Lighting l;pnveniences for night--good well-kept lamps _ Electricity~ Tubs for bathing _ Privacy for bathing _ What newspapers Magazines _ Any books Play space for children _ Musical instruments____________________________________ Radio _ How do they use spare time other than church or lodges? _ Sanitary toilets Condition of lawn Flowers Condition of other outhouses Trees Shrubbery Walks Covered weIL _ '_ _ Pump Spring Location _ Shelter for washing clothes _ APPENDIX F Forms for Child Study and Guidance in Co-operation with Parents The most important phase of using the community resources is our program for child development. City teaching in anyone grade, if progressive, will take on the complexion of a one-teacher rural school since there may be found children working on different levels of ability in the various subject matter fields. The individual instruction technique as conceived by the Dalton and Winnetka Plans, had its birth in rural schools. Due to existing conditions of rural life, such as bad roads, lack of transportation, irregularity of school attendance, etc., we may well look to individualization of instruction for our salvation. Not until we use individual instruction as a means of pupil guidance, will "Johnny Brown" make progress according to his ability and in spite of his irregularity of school attendance. Individual work sheets are being recommended to partially solve this problem for pupils who must stay out periodically. An attempt is being made especially in our prospective demonstration centers to realize the importance of guidance through individual study of each one of our pupils in the form of cumulative records. This has been done with little or no expense. A compact and inexpensive means of keeping a record of pupil study may be used similar to the following form: (a) Observation of each pupil is to be made continuously, and (b) the results recorded and interpreted. The check list used is based on the traits of citizenship outlined in the Aims of Education in the Georgia Program for Improvement of Instruction. The importance of the development of the individual over and against the acquisition of subject matter has been emphasized throughout this study. 85 The chart which follows tends to aid the teacher in evaluating her teaching in terms of desirable child growth or traits of good citizenship. This form calls for more paper than the previously discussed type of record of child development. References The Herald. Bulletin No.1 A. Division of Negro Education, State Department of Education, Atlanta. 1936. Pp. 22-32, 52. The Open Road. Bulletin No.2 A. Division of Negro Education, State Department of Education, Atlanta. 1937. Pp. 5, 12-14, 22-32, 45, 47-5l. A Practice Book for Observation and Teaching in the Small Rural Schools. Division of Negro Education, State Department of Education, Atlanta. 1937. Note: The teacher may indicate the pupil's status by writing beside each characteristic'S' for satisfactory, 'H. So' for highly satisfactory, 'V' for unsatisfactory. An Effort Toward FORM 1 Pupil's Name Evaluation of Instruction Chart (Based on the Aims of Education) First Part Last Part of Year of Year 1. Health: a. b. Keeps body and clothes clean______________ Cheerful and happy___________________________ ._------------------------- ----------------- - .--------- c. Keeps fingers and materials away d. from mouth, eyes and nose________________ Keeps materials clean__________________________ --------------------------------" --------------------------------_. 2. Integrity: a. Has personal reliability and respect for the reliability and uprightness of others__________,_____________________________________ _________________ ----------------- b. c. aHpapsrosvealfl-_r_e__s__p__e__c__t_-__e__v__e__n___a__b__o__v_e___g__r__o__u__p___ Faces reality _______________________________________ ----------------._--------------- ._-------------------------------- d. dTeecnedpstitoon w___a__t_c__h___f__o__r___a__n___d___a__v__o__i_d____s__e__l_f_-___ ._---------------- --------------- e. Is sincere, trustworthy, and depend- f. g. h. able ________________________________________________________ Faithful to promises________________________ Accepts responsibility ____________ Perseveres ___________________________________________ ------------- --------------- --------------- ._---- ._--------- -------- i. Is honest with himself and all others__ - - - - - 86 i' First Part Last Part of Year of Year .\ j. 1s free from fear, worry, and sense of inferiority _______________________________________ w________________ ------------- 3. Respect for Personality: a. Believes in himself as a worthy per- son ________________________________________________________ --------------- ---------------- b. Respects worth of others____________________ ----------------- ---------------- c. d. Admires fine qualities of others__________ Is courteous ________________________________________ --------------------------------- - - - - - - - - - - -______0 - - - - - - - - - - -______ 0 e. Follows rules which assure fair play__ ----------------- ._--------------- f. Respects customs and beliefs that vary from own______________________________________ ~--------------- ----------------- g. Controls emotions in success and in defeat ___________________________________________________ ----------------- ----------------_. h. Shows special aptitude toward trades, the arts and science-_______________ ----------------- ------------------ 4. Scientific Attitude: a. Holds conclusions tentatively______________ ---------------- --------------- b. Is precise, accurate, and orderly________ ---------------_. ----------------_. c. Is free from superstition______________________ ----------------- ----------------_. d. Respects the experimental method____ ----------------- ____ -------______0 e. cSaeueskess facts, explanations, and ____________________________________________________ ------------------ ----------------_. f. Bases judgments on facts ____________________ ----------------- ----------------- g. Is willing to entertain new ideas and points of view-_______________________________ ----------------- ----------------_. h. Welcomes and considers suggestions__ ----------------- ----------------- 5. Appreciation of Human Relationships: a. Is friendly ____________________________________________ ---------------- ----------------b. Prizes and maintains high stand- ards of conduct, as honesty, fair- .c. ness, truthfulness and courage__________ Is cheerful ____________________________________________ ----------------- ----------------- ----------------_. -------------- d. Cultivates sense of humor__________________ ----------------- ----------------- e. Respects self-sacrifice __________________________ ------------------ ------------------ f. Accepts the implications of interde pendence __________________________________________ ------------------ -----------------~ g. Is sensitive to ideals, motives, and virtues __________________________________________________ ----------------- ----------------- h. Is quick to commend and slow to condemn _______________________________________________ ------------------ ~----------------- i. Relies upon orderly methods of j. achieving social Is co-operative ends____________________________ ____________________________________ --------------------------------- -----------------------------_. k. Is sympathetic towards all races, creeds, and customs________________________________________ ---------------- 'if{ I First Part Last Part --------------------1 of Year of Year 6. Appreciation of the Beautiful: a. Is neat and attractive . _ b. Enjoys music, literature, and art _ c. Enjoys beauty in nature _ d. Supports artistic enterprises . _ e. Is disposed to create beauty _ f. Is sensitive to good workmanship _ 7. Sense of Responsibility: a. Believes in the worth of any activ- ity undertaken 1 1 . b. tHasaks disposition to feel equal to t.he ._____ _ _ c. Recognizes value of study .------- d. Gets to school on time .------- e. Is willing to do work on time .... _ f. Recognizes the value of successes and failures of the past _ I I g. I.s w~lling to delegate a~d accept du- ties III a group enterprlse --------------1------------------ h. Is willing to do full duty _ t ~::~: ;~~:~~s-~~~~~~~~~~~~~~~~~~~~=~~~~=~~~~~~~ ==~~~~~~~~~~~1-- _ 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 Values: a. Recognizes worth of human and ma- terial values ~_~ _ b. Discriminates between good and bad _ c. Is industrious and persevering _ d. Is thrifty in care of school materials_________________ _ _ e. Is economical of time and effort _ f. Estimates probable outeomes .~ _ 10. Appreciation of Religion: a. Recogni~es ~he spiritual force I b. Is consCIentious . c. Possesses fortitude d. Has confidence in the ultimate good of man e. Contributes to religious enterprises__ -- f. Is free from dogmatism g. Has respect for all religions_______________ _I _ c~ _ _ . -"---- . - _ -----------------. _ 88 i' A more detailed, yet inexpensive type of cumulative record calls for an individual folder for each pupil. We are fortunate in some centers to have the pupil's family history, his health record, (achievement test scores, and I. Q. if possible), personality development and character traits based on teacher observations with notations as to dates. Subject matter achievement, including strengths and weaknesses, remedial measures and weaknesses met; and his special aptitudes in handwork, music, art and dramatic expres$ion. Teachers are encouraged to visit the homes and talk with parents about children every possible opportunity. The teacher is being encouraged to substitute confidential letters to parents discussing the progress being made by each of their children ini desirable citizenship traits. These letters are to be based on the notes (the child's strengths, weaknesses) which are recorded in his individual folder, by the way, which may be made from wrapping paper. The pupil's academic work is described as s~tisfactory, highly satisfactory, or unsatisfactory. The physical, mental, social and emotional development of eltch child is set forth in a running description more or less as the case requires. FORM 2 Forms for Child Study and Guidance in Co-operation with Parents 1. Your child has developed unusually well in the following habits and attitudes : -------------- 2. Your child has not developed to proper capacity the follow- ing habits or attitudes : _ 3. Your child has made marked improvement in establishing the ~ollowing habits or attitudes : _ _____________________________________________________________________Teacher 89 FORM 3 Confidential Report to Parents (Your attention is called to items checked.) Name of pupiL _ 1. Is not working to his or her capacity in , , 2. Is weak in , , , , . 3. Is almost failing to do successfully the work of the grade. 4. Is failing to do successfully the work of the grade. ! 5. An early conference is greatly desired. Time for conference: Probable Reasons for Unsatisfactory Work: 1. Lack of application 2. Daily preparation poor 3. Irregular attendance. 4. Poor work in tests. 5. Poor study habits 6. Work is difficult 7. Laziness 8. Carelessness 9. Illness 10. Indifference. 11. Irresponsibility 12. Inattentive in class 13. Work incomplete 14. Lack of interest 15. Failure to concentrate 16. Too much outside work 17. Too much social activity. 18. Lack of sleep and physical care Thank you, __________________________________________________________________Teacher FORM 4 ________________________________________________________8 CH0 0L _____________________________________193 _ Dear Parent: We are asking that you help us in our effort to" reduce the per cent of tardiness in our school, and also to train your child in the habit of being punctual. __ was tardy today for the _ time. The excuse which was given (did, did not) seem reasonable. Please state the reason in the space given below and return this notice to us. ______________________Teacher ____________________________________Parent Principal 90 i' APPENDIX G Inexpensive Recipes for (1) Processing Clay for Modeliug; (2) 'Making Clay Paint for Pictures, (3) House Paint, (4) Stain for School Furniture from Used Car Oil, etc. 1. Processing Clay for Modeling Pigments from Clay To refine colored clay for pigments: Crumble all clay lumps with the hands. Put into container (a large bucket or can) one part clay to two parts of water. Then agitate violently and pour off the water immediately into a second bucket, throwing away sandy or gravel resid ue. Add water to second bucket and repeat process of 'agitation and pouring off until clay seems to be of desired fineness. After final washing pour off surface water. , ' Clay for Painting Pictures 4 cupschea'p flour Make a smooth batter by adding two quarts of water. Add either 2 tablespoons of glycerin or syrup. Cook in double boiler with continuous stirring for 2 hours. Preservatives (1 oz. to 8 gals.) may be dissolved in water in which the flour is cooked. Add pigments (clay powder) to paste. House Paint from Used Car Oil The mixture we recommend is one pound mortar coloring to four gallons old motor oil (the quantity used can be varied some, depending on the color of the old oil and the color desired by the individual). Oil and coloring should be well mixed and stained before using, especially if a spray is used. The mortar coloring can be obtained in various colors. The oil can be had free by carrying a barrel to a filling station and leaving it to be filled or by paying a few cents a gallon for the old oil. White Clay Used for Blackboard Writing White clay, commonly called white mud, makes a very good blackboard writing substance, or chalk. The clay is dug from the earth and allowed to dry, after it is dry it is then broken into small bits, a little water added and molded into desired lengths. This may be done by rolling between the hands. Allow this to dry thoroughly before using. Note: If a great amount of sand is mixed with the clay after it has been dried, pulverize it and sift out the sand before molding. 91 APPENDIX H Recipes for Hectograph Jelly and Paste Hectograph Dissolve four ounces of gelatine in a pint of cold water, and then add one pint of glycerin. Put the mixture on the stove in a double boiler so it will not burn, and when it comes to boiling point put into a shallow, granite pan, dimensions 8 by 12 inches. Now put the pan on a level place while the mixture cools. If the gelatin cannot be obtained, the same quantity of good white glue will answer, but will not make as good a surface. If air bubbles form, take a sheet of writing paper and pass the edge slowly over the bubbles. If, when solid, the mixture is a little too hard, melt again and add a very little glycerin; if too soft add a little more gelatin. If the surface ever becomes rough or discolored, place the hectograph over a pan of water on the stove and melt it, then set aside to cool. Use violet or black hectograph ink for making original copies. Use coarse stub pen and unglazed paper for first copy. See that each stroke leaves a metallic luster when dry. Having made your copy, press it face down on the surface of the hectograph. Leave it there one or two minutes, and gently remove the paper. You will find the writing transferred to the hectograph, and by pressing clean sheets of paper evenly on the surface you dm make many copies in a very short time. When you have taken all the copies desired, wash the surface immediately in tepid water with a sponge or soft cloth. Homemade School Paste An excellent and inexpensive paste for scrapbooks and schoolroom work may be made from either laundry or cornstarch as follows: Dissolve two tablespoonfuls of the starch in a little cold water; to which add a quart of boiling water and cook three minutes. The consistency used for laundry purposes is about right. Vaseline jars make handy receptacles for holding paste. If desired add two drops of wintergreen and the paste will keep indefinitely. 92 i' APPENDIX I .\ How to Make A Sanitary Drinking Fountain with a Cooler or Keg Take a wrench and carefully turn the faucet in keg around until it is about upside down (do not turn straight up). Take a cork and put a hole through it with an eight penny nail. Plug the mouth of the faucet with the cork. See that it fits tightly. Fill the cooler with water and it is ready for operating. It is best that a small hole be made in the cooler top in order that air may get inside to keep the pressure constant. One objection to this plan may be the fact that a great deal of water will be wasted but after learning how to operate a fountain the children will waste very little. A good drain may be made from an eight pound lard bucket, painted to blend with the cooler and hung over the faucet. T:p.is can be emptied at intervals. 93 APPENDIX J Monthly Home Duties Record To teach phases of industrial arts in the schools is not enough. There must be some means of linking the pupil's school activities with his work at home. The "Home Duties Record" offers a means of periodic checking such work and tying it with the school program. MONTHLY HOME DUTIES RECORD To the Pupil: I Please put a check (\I') everytime you perform a duty. Then have your parent sign at the end of each month. Thank you! o'I ~ 1J~ g ..., 0 d (I) z &: < A t-:l :;s ~ >. ~ 1. Cooking I 2. Dishwashing I 3. Serving meals I 4. Sweeping 5. Dusting 6. Scrubbing 7. Getting water from the well for drinking and cooking I 8. Bringing in kindling wood 9. Stacking firewood 10. Making fires 11. Cleaning fireplace or stove 12. Bringing in coal 13. Sifting cinders 14. Cleaning outhouses 15. Washing clothes, etc. 16.. Ironing clothes, etc. 17. Cleaning and pressing clothes 18. Making clothes 19. Mending clothes .. 94 (Continued) - < ::s ..,J :> (,) 0 0Z tJ CI) A ~ ~ .ci CI) ~ ~ ~ ~ ~ >. ~ .... 20. Gardening 21- Feeding chickens 22. Gathering eggs 23. Care of cow 24. Milking cow 25. Making butter 26. Cleaning yards school or home 27. Repair work 28. BeautIoyf'mg yards socrhhoooml e 29. Waiting on members of the family who are iII 30. Caring for children a. Bathing children , b. Feeding children c. Combing their hair d. Dressing children e. Accompanying young children to and from school f. Playing games with children g. Telling stories to children 31- Keeping body clean 32. Hair brushed neatly 33. Wearing neat and clean clothes 34. Adjusting ventilation 95 eptember) Parent's Name ~~ -- "< Ictober) "" foverpber) " " )ecember) " " (January) "" (February) " " (March) " " (April) "" (May) "" (June) "" (July) "" (August) "" 96