Guide to curriculum improvement. Reprint 1942 January

BULLETIN No.2
Georgia Program

for the

Improvement of Instruction

. *-- "'~ lJUlY~1t~/)'

~I ~"~RY~,,

v.

_ .~

~.' ~E::o"'l1\~

GUIUb IU

CURRICULUM IMPROVEMENT

Reprint Jan. 1942
}D' L. M. LESTER ....
M. E. THOMPSON ,rectors PAUL R. MORROW .. Adviser SAM W. WOOD . . . Editor

STATE DEPARTMENT OF EDUCATION ATLANTA, GA.

FOREWORD
This bulletin has been developed by those cooperating in the Georgia Program for Improvement of Instruction. Many representative laymen. administrators and teachers in the public schools and colleges of the state have had a hand in it. It does not propose to reorganize the curriculum of the schools. but rather to give direction and meaning to- public education and to guide the efforts of teachers to improve instruction. It should serve as a basis for further planning and effort on the part of those who look to the schools to develop citizens who can deal effectively with the problems of individual and group living.
We congratulate those -who are devoting their time and effort to the movement and urge sch()QI people throughout the state to help make its proposals effective in their classrooms.
M. D. COLLINS.
State Superintendent of Schools
S. V. SANFORD.
Chancellor of the University System of Ge01'gia

TABLE OF CONTENTS

I. Introduction

7

II. Committees

9

III. How the Layman Looks at Education in Georgia 14

IV. Philosopby of Education___________________ 15

1. Point of View

15

2. The Democratic SchooL

17

3. Basic Principles

18

4. Georgia Problems

22

V. Aims of Education_____________

31

1. How to Use Aims

35

VI. The Scope of the Curriculum 1. HQw to Use the Scope CharL
2. The Scope CharL

36 38 3 8-A

VII. VIII.

Introduction to the Study of the Learner and the

Use of the Community

40

The Study of the Learner.

42

1. Why Study the Learner?

42

2. General Methods of Studying Learners-

43

3. The Preschool Child__________________________ 45

4. Tbe Elementary Child

46

5. The Adolescent

48

6. The Adult

51

7. Selected Bibliography on the Study of

Learners

52

IX. The Study of the Community

54

1. Why Use the Community?

54

2. How to Use tbe Community

56

3. Selected Bibliography on tbe Study of the

Community

59

x. Examples of Improvement in Practices_________ 61

1. Preschool Level

61

2. Early Elementary LeveL_________________________ 63

3. Later Elementary LeveL

70

4. Early Secondary LeveL

84

5. Later Secondary LeveL

88

6. Adult Level-a

92

7. Adult Level-b

96

XI. Evaluation in the Program

99

XII. Collecting and Preserving Materials

ll 0

XIII. Suggestions for Introducing the Program

113

I
INTRODUCTION
This bulletin, the second principal publication of the Georgia Program for Improvement of Instruction' in the Public Schools, is presented to teachers, principals, and superintendents of the schools of Georgia. It is intended for use as a guide by all who are interested in the development of a better educational program in the schools of the state.
Educational practice in any state usually lags behind the best that is known about methods of learning and teaching, the school curriculum, and school administration. Educational improvement is and usually should be a comparatively slow process. It is not expected that any school in Georgia will soon attain all of the ideals set forth in this bulletin. Many schools of the state have already begun systematic efforts toward improvement of their work in ways indicated in the bulletin. It is hoped and anticipated that all elementary and secondary schools of the state will begin or continue to approach the ideals described. A challenge is herewith presented to a minority of schools in the state which as yet see no need of an education for children, youth, and adults in any way different from that given to the preceding generation of learners.
This bulletin represents the thinking and plans of a hundred or more teachers, principals, and superintendents of schools of Georgia working together for a period of three years as individuals, committees, and informal groups. The bulletin describes what these educators of Georgia regard as the sound aims of education in Georgia; it describes in outline a curriculum for attainment of these aims which is based upon seven persistent problems of living today in Georgia and in this country; the bulletin offers examples and suggestions of ways and means of studying the needs, interests, and purposes of learners as the sound basis for educational activities; the bulletin gives examples of, and plans for, use of community, state, na-
7

tional, and international resources not customarily found in books; it furnishes suggestions for evaluating new school programs; finally, the publication presents simple and practical beginning steps for new programs in smaller rural schools and in secondary schools.
Over eight thousand white teachers of elementary and secondary schools in Georgia have engaged in study of curriculum problems in study groups under trained leaders during the past three years. Teachers who have completed this study program On curriculum fundamentals are now in a position to go forward on a new program of action in curriculum improvement.
At the time of this publication committees have been named to discover and develop source (suggestive course of study) materials on each of the "seven persistent problems" which are the basis of the new curriculum. These materials will be developed on all age levels from preschool through adult education. Publication of the source materials will be made from time to time and beginning with those problems which are now most important in Georgia, such as the problems of health and earning a living.
Experimental and demonstration centers in which curriculum development will be carried forward much more rapidly than can be done ordinarily are now being established. There will be several centers for both elementary and secondary education, and if possible, for preschool and adult education. These centers will be well distributed over the state. Teachers and administrators will need to visit them.
8

II
COMMIITEES
OF THE
GEORGIA PROGRAM FOR THE IMPROV,EMENT OF
INSTRUCTION
The material included in this bulletin is the result of the efforts of several committees which have been at work, in cooperation with teachers throughout Georgia. for over three years. All of the official committees, which have served in the Georgia Program for the Improvement of Instruction, are listed below.
Advisory Committee on Organization
H. S. Burdette, State Department of Education, Atlanta, Ga. T. J. Dempsey, Jr., State Department of Education, Atlanta, Ga. J. C. Dixon, Julius Rosenwald Fund, Atlanta, Ga. A. J. Hargrove, Dublin Public Schools, Dublin, Ga. L. F. Herring, Oglethorpe University, Oglethorpe University, Ga. W. E. Knox, Jones County Public Schools, Gray, Ga. Margie Seawright, Chatham County Public Schools, Savannah, Ga. R. E. Wager, Emory University, Emory University, Ga. Knox Walker, Fulton County Public Schools, Atlanta, Ga.
Committee on Institutional Cooperation
S. G. Brinkley, Emory University, Emory University, Ga. Mark Burrows, Oglethorpe University, Oglethorpe University, Ga. J. C. Carruth, South Georgia Teachers College, Statesboro, Ga. Fred Gunn, West Georgia College, Carrollton, Ga. W. O. Hampton, Georgia Southwestern College, Americus, Ga. F. M. Hunter, Young Harril!! College, Young Harris, Ga. Harry Little, Georgia State College for Women, Milledgeville, Ga. Paul R. Morrow, University of Georgia, Athens, Ga. Gordon G. Singleton, Mercer University, Macon, Ga. George Sparks, University of Georgia Evening School, Atlanta, Ga. Bailey M. Wade, Piedmont College, Demorest, Ga.
Committee on Parent Cooperation
Mrs. W. K. Hawkes, Chairman, Athens, Ga. Mrs. Frank Fitch, Athens, Ga. Mrs. W. I. Flanagan, Athens Public Schools, Athens, Ga.

Committee on Study Groups
H. S. Burdette, Chainnan, State Department of Education, Atlanta, Ga.
W. T. Burt, Camilla Public Schools, Camilla, Ga. Mrs. D. L. Deal, Statesboro Public Schools, Statesboro, Ga. J. H. Green, Elberton Public Schools, Elberton, Ga. W. E. Knox, Jones County Public Schools, Gray, Ga. M. R. Little, State Department of Education, Atlanta, Ga. C. W. Miller, University of Georgia, Athens, Ga. C. W. Peacock, LaFayette Public Schools, LaFayette, Ga. L. L. Perry, State Department of Education, Atlanta, Ga. C. L. Purcell, Habersham County Public Schools, Clarkesville, Ga. M. E. Thompson, State Department of Education, Atlanta, Ga. S. A. Wells, Fort Gaines Public Schools, Fort Gaines, Ga. Paul D. ~ est, Fulton County Public Schools, Atlanta, Ga.
District Curriculum Committees
1. Mrs. D. L. Deal, Chairman, Statesboro Public Schools, Statesboro, Ga. Paul Calhoun, Montgomery County Public Schools, Mt. Vernon, Ga. Mrs. Virginia Heard, Chatham County Public Schools, Savannah, Ga. W. E. Pafford, Millen Public Schools, Millen, Ga.
2. W. T. Burt, Chairman, Camilla Public Schools, Camilla, Ga. H. T. Singleton, Calhoun County Public Schools, Edison, Ga. J. L. Yaden, Moultrie Public Schools, Moultrie, Ga.
3. Sam A. Wells, Chairman, Fort Gaines Public Schools, Fort Gaines, Ga. Jack Shepherd, Sumter County Public Schools, Americus, Ga. Walter Stancil, Fitzgerald Public Schools, Fitzgerald, Ga.
4. H. S. Burdette, Chairman, State Department of Education, Atlanta, Ga. Harvey C. Cutts, Greenville Public Schools, Greenville, Ga. J. L. Fortney, Griffin Public Schools, Griffin, Ga. M. C. Wiley, Carrollton Public Schools, Carrollton, Ga.
5. Paul D. West, Chairman, Fulton County Public Schools, Atlanta, Ga. Ira Jarrell, Atlanta Public Schools, Atlanta, Ga. W. M. Rainey, DeKalb County Public Schools, Decatur, Ga.
6. W. E. Knox, Chairman, Jones County Public Schools, Gray, Ga. A. J. Hargrove, Dublin Public Schools, Dublin, Ga. C. S. Fincher, Jr., Eatonton Public Schools, Eatonton, Ga.
7. C. W. Peacock, Chairman, LaFayette Public Schools, LaFayette, Ga. C. A. Keith, Marietta Public Schools, Marietta, Ga. A. N. Swain, Floyd County Public Schools, Rome, Ga.
10

8. C. W. Miller, Chairman, University of Georgia, Athens, Ga. A. G. Cleveland, Valdosta Public Schools, Valdosta, Ga. Mrs. S. C. Patterson, Clinch County Public Schools, Homerville, Ga.
9. Claude Purcell, Chairman, Habersham County Public Schools, Clarkesville, Ga. J. P. Cash, Canton Public Schools, Canton, Ga. W. N. Nunn, Buford Public Schools, Buford, Ga.
10. J. H. Green, Chairman, Elberton Public Schools, Elberton, Ga. W. L. Brookshire, Winterville Public Schools, Winterville, Ga. J. E. Owen, Morgan County Public Schools, Madison, Ga.
Committee of Laymen
Henry McIntosh, Chairman, Albany, Ga. Mrs. Charles D. Center, College Park, Ga. O. P. Gilbert, Atlanta, Ga. C. C. Harrold, Macon, Ga. A. Steve Nance, Atlanta, Ga. Floyd H. Newton, Madison, Ga. Mrs. H. B. Ritchie, Athens, Ga. Kendall Weisiger, Atlanta, Ga. Philip Weltner, Atlanta, Ga.
Committee of Aima
Ralph Newton, Chair'man, Waycross Public Schools, Waycross, Ga. Ethel Adams, Moultrie Public Schools, Moultrie, Ga. S. G. Brinkley, Emory University, Emory University, Ga. Hayden C. Bryant, DeKalb County Public Schools, Decatur, Ga. Clara Lee Cone, Atlanta Public Schools, Atlanta, Ga. George P. Donaldson, Abraham Baldwin College, Tifton, Ga. Harry Little, Georgia State College for Women, Milledgeville, Ga. L. L. Perry, State Department of Education, Atlanta, Ga. Romona Riley, Chatham County Public Schools, Savannah, Ga.
Committee on Scope of the Curriculum
Fred Ayers, Chairman, Fitzgerald Public Schools" Fitzgerald, Ga. H. H. Bixler, Atlanta Public Schools, Atlanta, Ga. Elizabeth Donovan, South Georgia Teachers College, Collegeboro,
Ga. Mildred English; Georgia State College for Women, Milledgeville, Ga. L. D. Haskew, Monroe Public Schools; Monroe, Ga. M. E. Thompson, State Department of Education, Atlanta, Ga. J. Henry West, Columbus Public Schools; Columbus, Ga.
Procedure. Committee
E. V. Whelchel, Co-Chairman, Cook County Public Schools, Adel, Ga. L. D. Haskew, Co-Chairman, Monroe Public Schools, Monroe, Ga.
11

Ethel Adams, Moultrie Public Schools, Moultrie, Ga. Katherine Comfort, Atlanta Public Schools, Atlanta, Ga. Thomas B. Conner, Worth County Public Schools, Sylvester, Ga. Mary L. Cloud, Griffin Public Schools, Griffin, Ga. Mrs. W. I. Flanagan, Athens Public Schools, Athens, Ga. Dorothy Hains, Richmond County Public Schools, Augusta, Ga. Hugh A. Inglis, Habersham County Public Schools, Clarkesville, Ga. Gladys Kendrick, Bibb County Public Schools, Macon, Ga. Grace King, Bainbridge Public Schools, Bainbridge, Ga. Celia McCall, State Department of Education, Atlanta, Ga. Caroline Miller, Chatham County Public Schools, Savannah, Ga. Eva Moncrief, Bibb County Public Schools, Macon, Ga. John Morgan, Georgia State College for Women, Milledgeville, Ga. Mrs. Stella Mae Powell, Atlanta Public Schools, Atlanta, Ga. J. Homer Simpson, McDuffie County Public Schools, Thomson, Ga. Ashton G. Varnedoe, Chatham County Public Schools, Savannah, Ga. Joan Warner, Columbus Public Schools, Columbus, Gil. Sam W. Wood, Atlanta Public Schools, Atlanta, Ga.
Committee on Interpretation
B. M. Grier, Chairman, Athens Public Schools, Athens, Ga. S. G. Brinkley, Emory University, Emory University, Ga. Paul Chapman, University of Georgia, Athens, Ga. Walter Cochran, Rome, Ga. Katherine Comfort, Atlanta Public Schools, Atlanta, Ga. Clara Lee Cone, Atlanta Public Schools, Atlanta, Ga. Elizabeth Donovan, South Georgia Teachers College, Collegeboro,
Ga. John Drewry, University of Georgia, Athens, Ga. Mildred English, Georgia State College for Women, Milledgeville,
Ga. E. R. Enlow, Atlanta Public Schools, Atlanta, Ga. C. C. Harrold, Macon, Ga. Jerome Jones, Atlanta, Ga. L. M. Lester, State Department of Education, Atlanta, Ga. Walter W. McCay, Eastanollee, Ga. Henry McIntosh, Albany, Ga. Paul R. Morrow, University of Georgia, Athens, Ga. Abit Nix, Athens, Ga. Ralph Ramsey, Georgia Education Association, Macon, Ga. Mary Neal Shannon, Fulton County Schools, Atlanta, Ga. T. E. Smith, West Georgia College, Americus, Ga. Frank Spencer, Savannah, Ga. Willis A. Sutton, Atlanta Public Schools, Atlanta, Ga. Kendall Weisiger, Atlanta, Ga. Philip Weltner, Atlanta, Ga. Jack Williams, Waycross, Ga. Sam W. Wood, Atlanta Public Schools, Atlanta, Ga. Emily Woodward, Vienna, Ga.
12

SPECIAL COMMITTEES FOR NEGROES
Committee on Parent Cooperation
Robert L. Cousins, State Department of Education, Atlanta, Ga. M. Agnes Jones, Atlanta Public Schools, Atlanta, Ga. Frank S. Horne, Ft. Yalley Normal and Industrial School, Ft. Val-
ley, Ga. Robert W. Gadsden, Chatham County Public Schools, Savannah, Ga. Alva Tabor, State Department of Education, Atlanta, Ga. Hattie M. Reese, Albany, Ga. C. V. Troup, Glynn County Public Schools, Brunswick, Ga.
Committee on Study Guide and Teaching Material.
Henry E. Bryant, Ft. Valley Normal and Industrial School, Ft. Valley, Ga.
Benjamin F. Bullock, Morehouse & Spelman Colleges, Atlanta, Ga. Elizabeth P. Cannon, Atlanta University, Atlanta, Ga. Allie B. Cheney, Morgan County Public Schools, Madison, Ga. Hattie V. Feger, Atlanta University, Atlanta, Ga. Robert W. Gadsden, Chatham County Public Schools, Savannah, Ga. E. J. Granberry, Staley High School, Americus, Ga. M. L. Heard, Albany Public Schools, Albany, Ga. Graham W. Jackson, Atlanta Public Schools, Atlanta, Ga. M. Agnes Jones, Atlanta Public Schools, Atlanta, Ga. Lemuel S. Molette, Griffin Public Schools, Griffin, Ga. R. N. Perry, Jr., Colquitt County PUQlic Schools, Moultrie, Ga. Marie O. Pullins, Calhoun Public Schools, Edison, Ga. W. A. Robinson, Atlanta University, Atlanta, Ga. Kennon Thompson, Meriwether County Public Schools, Manchester,
Ga. Cornelius V. Troup, Glynn County Public Schools, Brunswick, Ga. Mrs. Helen Whiting, State Department of Education, Atlanta, Ga.
13

III
HOW THE LAYMAN LOOKS AT EDUCATION IN GEORGIA
Report of the Laymen'. Committee
In any undertaking it is wise to state in advance the principles to control its conduct. The greatest undertaking of a democracy is its educational endeavor. These principles are now stated in the belief that thoughtful people will recognize them as just. sound. and practical.
1. Education is the right of every citizen in a democracy. This right belongs to children but extends to every age.
2. A democracy's chance of survival depends on the full recognition of this obligation. Its discharge should therefore be at the public expense.
3. Education must never degenerate into a cut and dried program. catering to the fancied needs of some particular class. but should be organized and administered for the enlightenment of the people and in the interest of tiheir common good.
4. Education should come to grips with everyday needs, how to live. how to earn a living, and how to advance the common good.
5. Education is not the master but the servant of all. Its standards are to be adjusted to individuals and to groups--not to force these into some mold of its own.
6. The task of education demands the enlistment and retention of teachers broad of sympathy, wide in experience, full in perspective, devoted to the cause and truly skilled in its arts. The best are none too good.
7. A profession of such skilled teachers may be trusted to plan the state's instructional program in the light of these principle.

IV
PHILOSOPHY OF EDUCATION
The Georgia Program for the Improvement of Instruction is a cooperative undertaking-teachers and administrators from all classes of institutions, laymen from all walks of life, civic bodies of every kind, and various other groups and individuals have contributed to the progress that has been made.
A common philosophy of education is essential to harmonize these widely diversified forces and bring them to act in concert. This common philosophy is stated briefly as the Point of View for Education in Georgia. There is no implication of provincialism in such a statement. Instead there is the explicit recognition that education must be broad and deep. The basic principles of education set forth in the point of view have served to guide the contributors to the program for the state.
Point of View
Education in Georgia in the present should be education in and for a democratic society. This democratic society has been the American dream for more than one hundred and fifty years; and. as an ideal of life toward which to direct education, is as sound today as it has been in the past. In taking our stand upon democracy we are resting not on some new. untried theory but on our own AIPerican tradition in its most typical characteristic.
Democracy in the American tradition means a society in which there is: the recognition of the right and duty of every mature citizen to participate in government; the conception of government as an agency voluntarily organized by the people to promote the common good; the recognition of the right and duty of the people by orderly means to make changes in government and other institutions when they find that these are failing to meet the common need; the recognition of personal. responsibility for active cooperation for the common good; the extension to every individual regardless of birth. class, race,
15

religion. or economic status of opportunity for the fullest development of his capacities; the abolition of class distinctions and special privileges; the recognition of the value and dignity of all kinds of useful work; the belief in the possibility of the abundant life for all.
The democratic society is. then, a society in which people ar working together cooperatively in the attempt to secure for self and to provide for others a genuine and full opportunity for development to the best of which each is capable, to remove. in so far as possible and as fast as possible, those handicaps that prevent this achievement, and to develop a sense of social responsibility in connection with the oppo.rtunities provided.
The broad task of education is fixed by this conception of democracy. The school, working cooperatively with the home and other social agencies, must seek to develop the kind of group life that we call democratic society and the kind of individual needed in the democratic society; it must seek to develop group life in which there is mutual recognition of interests and active cooperation to develop capacities to their best for social ends and which recognizes the responsibility to aid in securing this same development for all.
There are in Georgia today-as throughout the United States of America-handicaps to the development of the good life. especially for certain groups of our people; there are conditions that run counter to the democratic ideal. These handicapping conditions point to crucial social and economic problems with which democratic society and democratic education are vitally concerned.
The task of education in Georgia is' not that of setting up definite solutions to these problems and indoctrinating youth in the acceptance of these solutions. It is rather that of developing an informed and socially minded citizenry accustomed to discussing controversial issues on their merits. It is the task of the school so to guide the education of children that they will understand the society of which they are a part, that tbey will be conscious of the forces tbat are working openly and under cover, and that they will be ready to ally themselves with those forces that are tending toward a more democratic society. It is the task of the school so to educate children that they will use
16

intelligence-rather than passions prejudice. or narrow selfinterest in their attempts to solve their problems.
Education is primarily concerned with the life children are now living. As the school, working with home and community. helps children to live rich. meaningful, and cooperative lives in the present. it is best preparing them for the responsibilities of adult life. It is. therefore. the school's primary responsibility to make the school life of children-and the out-. of-school life. in so far as it can influence this also--broadly democratic in the meaning described above. Democratic living in the school is the best preparation for the understanding of and participation in democratic living outside the school.
The Democratic School
The procedures of a classroom group which has democratic living as a goal must be in accord with the ideals of a democratic society. Those ideals. emphasizing as they do the most satisfying type of individual and group life and development. must be consciously held as objectives by teachers and pupils in all classr~m activities. In such a classroom there would be freedom from the dictatorship of one person; the teacher would serve in the role of guide and consultant. Freedom would be permitted in the individual and group activities of the class. limited only at the points at which hindrances to individual and group development begin. Right conduct on the part of each individual would be promoted largely by the approval and disapproval of the group. Since each member would have regard for the other members of the group. there would be cooperation of all fqr the common good. There would be a sharing of interests and attitudes by t:pe group since an understanding of these would promote the common goal. Opportunities based on the n~eds. interests. and abilities of the individuals in the group would characterize all classroqm activities-such opportunities as would lead to the fullest development of each and prevent the exploitation of any. The work of the class would proceed in such a way as to stimulate the development of initiative in thought and action and independence through intelligent self-direction. A sincere effort on the part of the teacher and the group to promote intelligent participation in the solution of problems would lead to a consideration of all sides of a question and the consequent adoption of a solution based
17

on intelligent choice. Willingness to acquiesce in the will of the majority would accompany decisions so arrived at; however, there would be respect for minority opinions and opportunity for a minority to attempt to convince the majority of the value of its views. Class organization and rules would be flexible since lack of flexibility is a hindrance to individual and group development.
A school such as that described above would be helping children overcome their own existing prejudices, snobbishness, tendencies toward class distinctions, indifference to the interests of the group, and concern with the interests of the small group rather than those of the larger group. It would be helping children think and act in terms of the cooperative life of the expanding group, helping them act intelligently in facing their present problems. Under these conditions it would be in reality preparing them for democratic citizenship.
Basic Principles
Democratic education rests upon certain basic principles. An analysis of these will help make its meaning clearer.
1. Education should contribute to the continuous and orderly changing of society toward greater democracy. It makes this contribution by helping children, in addition to becoming informed and concerned about crucial problems, to concern themselves with the improvement of the group life of which they are already a part. It is clearly recognized that an educational program in which children are cooperating in planning, deciding, and acting in a way that makes for wholesome development for all is impossible of perfect achievement in any practical school or out-of-school situation. Education can, however, move any given group of children up the scale of social cooperation. It is the task of education so to guide that there will be in the present some practice of the traits needed, and that in this practice progress will be made.
2. The school must seek to provide for each child the type of education that will make it possible for him to develop to his best. Since there are, among children, differences in ability, background, habits, interests, and outlook, this obviously means not the same education for all, not the same achievement for all, but rather for each those studies, activities, methods, and
18

standards suited to his own situation and making for his larger growth. It should be noted. however. that the differences that exist are differences in degree rather than in kind. There is no level of ability. barring that of hopeless feeblemindedness. of which it can be said that children below this level should be trained to follow while children above this level should be educated to lead. No one is so limited in capacity that he cannot learn to exercise some measure of independent action and share to some extent in making group decisions.
3. Education must develop in the individual a sense of social responsibility. Individual opportunity in democracy carries with it responsibility for using that opportunity in such ways as to further rather than hinder the opportunity of other . Selfish devotion to private interest in the highly interdependent world of today becomes inevitably a disregard of human values. Education which is concerned with the highest development of individual powers is also concerned that the individual come willingly to use those powers for the common good. Education must help children to face facts, to decide and act in the light of all the consequences that flow from their acts. The democratic person constantly seeks to understand more fully the probable effect on self and others of all that he does and of which his is a part. He seeks so to act that the consequences will be good for all concerned. Education must. therefore, seek to develop the type of person whose interests are intelligently social. It must seek to bring it about that in school children are constantly looking forward to determine how what they are planning to do or doing will likely affect other people, and are constantly looking backward to pass judgment on what actually happened. It must see to it that children are learning to think thus critically and socially about the customs, organizations. and institutions of society.
4. Education must develop self-control. Every normal person is supposed to reach a stage of maturity in which he is able to act reasonably, to assume responsibility for his own life. From a period of complete dependence in infancy he is supposed to pass to a state of independence. from a stage in which his life is largely controlled by impulse and habit to a condition where he is directed by consciously held purpose, from a stage in which his actions are largely unintelligent to one in which
19

he acts intelligently. Acting in the light of consequences is intelligent action; it is the opposite of blind, impulsive or blind, habitual action. A person who so acts is showing self-control. or self-direction. It is the task of education to develop people who will act intelligently. In the face of the constant appeals to prejudice and passion, in the face of powerful and sinister forces that are using press and radio and motion picture to mislead. it has become one of the major responsibilities of education to develop that independence of judgment that makes one immune to propaganda. A major responsibility of the school is so to guide the education of children that they will think and act as responsible persons in a cooperative society.
5. Education must stimulate and guide self-activity. Education is essentially the growth of an active organism (the child) which is seeking through contact with. and control of. its environment opportunity for adequate expression of powers already present. Education takes place as a result of this selfactivity of the child. It consists in changes brought about in the child by what the child himself does. The school should seek to guide this activity of the child in such way that it will be more truly educative than if left undirected. Since intelligent social action is aimed at, the scho~l should seek to provide those studies. activities. and group relationships and use those methods of teaching. discipline. and administration that will result in the child's practicing intelligent social action day by day. This means that the child must share. with others. in all phases of an activity-in planning what is to be done. making decisions. carrying out plans. and judging as to the value of t e performance. The child educates himself only by what he himself does.
6. Education must concern itself with the whole child; it must. therefore. take into account what the child is thinking and feeling. his attitudes and interests. as well as his overt activities. Often in school changes others are more important than the specific one on which the child's attention is centered. It is necessary. for example, that a child learn the addition combinations; it is more important that he learn how to use them; it is still more important that while he is learning addition he be developing attitudes of confidence in his ability to learn. and respect f~r authority as an agency to help in achiev-
20

ing worth-while purposes. Education must recognize that the whole child is being changed in each learning situation and must seek to guide this totality of changes. It must, therefore, concern itself with all phases of each learning situation and not with one only.
7. The educational activities of children must be purposeful. If the work that is carried on in the school is to be of any great value, it must be meaningful to the children. The school must assume responsibility for providing the studies, activities, organization, discipline, and methods that will appear worthwhile to the pupils, that will meet their vital needs as they see them and value them. Scho:ol life and work must be purposeful. Since purposelessness is one of the greatest hindrances to a happy and successful life and since it is so widespread among young people today, the school has a special responsibility to guide pupils in purposeful activity. Education must seek to discover the present vital needs of particular children and help the children themselves to discover those needs; it must seek to find the best ways in which these needs can be met and help children to find those ways. If this is done, genuine interest, rather than whim or feeling of coercion, will be capitalized and learning will proceed advantageously.
8. The school life of children must have a close relationship to the out-of-school life, and the children must see this relationship. Otherwise. the work of the school is likely to lack meaning for the children. As children are constantly bringing into school for school experiences, info.rmation and objects gathered out-of-school and carrying into. out-of-school life that which they experience in school, as they study the life that is going Qn about them and in the larger world and participate in community activities they are being educated.
9. Education is essentially a process of growth. This means, at any given time for any given child, the development. through activity, of powers already present rather than ignoring those in the attempt to build from without, others considered better; it also means guidance of activities in such way that the expansion of powers and the enrichment of life results. It means, further, not blind-alley growth, but such develop-
21

ment that growth will continue on and on through life. Education must foster the desire for such growth and strengthen the means for achieving this growth. A process of education that ends when schooling stops is largely a failure; rather should the school develop active interests. habits, and powers that will make the child a learner in all the situations of life. This will result when the school capitalizes attitudes. understandings. and habits that are actually making the present richer and more meaningful for the child.
Georgia Problema
The program to improve instruction must recognize the conditions in Georgia that offer definite challenges to the democratic ideal set forth in the Point of View. The accepted educational principles must be actuated to meet the challenge of these undemocratic conditions.
Many pressing problems in Georgia challenge education. There are, to list only a few:
1. THE CHALLENGE TO COUNTRY SCHOOLS TO ENRICH RURAL LIFE. to save the small farmer and the tenant from threatened peasantry.
2. THE CHALLENGE TO SCHOOLS IN INDUSTRIAL CENTERS TO PREVENT GROUP SEGREGATION AND GROUP SENSITIVENEss-both of which are palpably undemocratic.
3. THE CHALLENGE TO SCHOOLS FOR WHITES TO DEVELOP AN HO EST AND FAIR-MINDED ATTITUDE TOWARD THE OTHER LARGE RACIAL GROUP, to sense the worth to the white race of adequate educational opportunities for Negroes. and. if for no other reason than enlightened selfishness. to commit the white race to a program of better health. better schools. and a better standard of living for Negroes.
4. THE CHALLENGE TO ALL SCHOOLS IN GEORGIA TO MAKE HEALTH PARAMOUNT in their program and adequate public health service an important item in raising the standard of living in this state.
5. THE CHALLE GE TO ALL SCHOOLS IN GEORGIA TO EMBODY IN THEIR SOCIAL SCIENCE MATERIALS IMPARTIAL STUDIES OF LOW WAGE SCALES, POOR HEALTH CONDITIONS, CHILD
22

,
LABOR ON FARMS, HIGH PERCENTAGE OF ILLITERACY, RURAL SLUMS, AND OTHER FACTORS IN THE LOW STANDARD OF LIVING, and to make clear that only by raising the standard of living for all g~oups can there be any widespread or lasting prosperity.
6. THE CHALLENGE TO ALL SCHOOLS IN GEORGIA TO BRING INTO THE FOREFRONT OF THEIR THINKING THE IN-: .... TERESTING AND WORTHY HISTORY OF THE STATE so that whatever in the past is significant for the present may be transmitted with pride and satisfaction, and provide inspiration for future action.
7. THE CHALLENGE TO ALL SCHOOLS IN GEORGIA TO TAKE ACCOUNT OF THE VARIED RESOURCES OF THE STATE IN CLIMATE, FORESTS, MINES, STREAMS, AND PEOPLE to the end that children may know what Georgia has, and may be able in years to come to develop these resources and preserve for themselves and their children this great natural heritage.
Statements Emphasizing Challenges Listed
THE ENRICHMENT OF RURAL LIFE. Curriculum makers must face the problem that upon our educative scheme rests a large responsibility for enriching rural life.
The scope of the problem becomes apparent when we give attention to the trends increasingly manifest in the rural situation of this state. There is now, and has been for a number of years, an increasing movement of the population from the farm to the city and town. The fundamental reason underlying this trend is the more satisfying life that can be lived away from the land. Failure to make rural life rich and satisfying is, in part, the failure of the educative scheme to recognize existing conditions and to concern itself with improving these conditions.
The movement away from the land is accompanied by three resultant evils: the abandonment of farms, the lowering of the class of tenantry left on the farm, and the accumulation in the towns and cities of a greater population than can be absorbed in industry.
23

Curriculum makers in Georgia must 'appreciate the fact that this state is well adapted, thrQugh soil and climate conditions. to support a large part of its population on the land. Educators must recognize the fact that the welfare of the state demands that the trend now prevailing must be halted and reversed; that an increasingly large number of our people live directly on and from the land.
To attain this desirable end of education in this state, teachers and curriculum makers must set enrichment of rural life as one of the specific objectives of education in Georgia. The magnitude and difficulty of the problem must not deter curriculum makers and teachers from attacking it. Its solution means developing in the people of our state an appreciation of farmin~ as an institution basic to our welfare. It means developing in the youth the intelligence and skill necessary to adjust the institution of farming to changing economic conditions, so that the returns from farming will maintain a satisfactory standard of living. The solutiQn of the problem mea~s developing a system of farm tenancy in which the tenant is made responsible for and secure in his tenancy and in which there is fair promise that the intelligent and industrious tenant may become the owner of the land he tills. Solution of this problem means that the schools of Georgia must definitely aim to develop in rural Georgia an opportunity for leisure activities.
When rural life becomes as satisfying to the individual as life in the city and town, the problem is solved.
SEGREGATION OF GROUPS. There is.a challenge to schools in Georgia to prevent grQup segregation and group sensitiveness in all communities where such segregation from industrial or other conditions is likely to occur.
Segregation and the consequent su.spicious and sensitive attitude on the part of the segregated group is clearly undemocratic. The individual grows and develops through experiences. These should be as numerous and as varied as possible. The segregation of an occupational group in a community and the confining of their contacts to that one group rather than having them in social and business contacts with other groups is not conducive to well-balanced growth and development.
24

."
The future of our democratic society depends on an llnderstanding on the part of each group of the problems of every other gr<~up. This is an age of interdependence and the individual must find his highest development in wide social contacts with his fellows and in service to them. Unless he sees that his is contributing to the welfare of others in the work that he is doing, and unless he has constant association with others whose work is different from his own, he cannot be a useful citizen .tn a democratic society. On the other hand the result will be a narrow and selfish person, group conscious, suspicious and jealous of all other groups. He fails to realize that his success or failure is helped or hindered as the case may be by the success or failure Qf other groups.
Segregation results in small and restricted interests, and the schools through their strong democratic influence can do much to prevent this unhappy result, and to bring into a community of interests all groups in any locality.
RACE RELATrONSHIPS. The people of Georgia and other southern states have a difficult and delicate task in that here two totally diverse races must work out their social and economic destinies together, without fusion. No other people in the world perhaps have a task of just such difficulty and delicacy.
The Negro constitutes practically one-half of the population of the state. By no principle of economics can there be permanent prosperity for the state with half of the population idle, unskilled, shiftless, ignorant, criminal. Neglect of the Negro by the white man and indifference to his home life. his health, his education, his training for useful and gainful employment all have to be paid for. The Negro is either an economic asset or an economic liability~ither a moral asset or a moral liability. He cann"ot be made an economically productive citizen or a morally desirable citizen without education. He cannot go very far along the road of progress without safe and sane leadership, and this can be provided for him in no way except through education and the sympathetic aid of the white race which has a thousand years the start of him and knows the path to culture and achievement.
25

The people of Georgia must set their faces steadfastly against the continued exploitation of the Negro and give enough attention to him and spend enough money on him to make him a contributor to the wealth of the state rather than a drain upon it; to make him a good citizen instead of a poor one; and to raise him in the scale of decent living to the place where he will not be a constant menace to the health of the community, a constant threat to its peace and security, and a constant cause of and excuse for the retarded progress of the other race.
Such a view of the problem of the races involves a change of front toward the Negro. It means not merely an attitude of tolerance and forbearance but one of active interest in him to make him what he should be, and that as quickly as poss~e, since years of neglect have cost untold millions of dollars and other losses more important than money. The schools can be an important agency in bringing about the changed attitudes necessary to a solution of this difficult and delicate problem.
The curriculum may properly contain experiences whose expected outcomes would be a proper appreciation of the Negro by the white and a proper appreciation of the white by the Negro, an attitude of helpfulness' and interest on the part of both, and a mutual effort to remedy whatever is wrong and to bring to pass whatever wisdom suggests as right. There are certain definite procedures for both white and colored schools that will make for this and these should have a place in the curriculum of the schools. They should be worked out with great care for they involve controversial issues, but the problem is too vital to the well-being of all the people of Georgia and the school is too appropriate an agency for effective help in this matter for prejudice and short-sightedness to bar the way to a ~ sensible course of action.
HEALTH. A good citizen is a healthy citizen. If the body is strong, well-nourished by proper food. air and sleep, kept in good physical condition by proper work and exercise, then the mind has unhindered opportunity for its own free expression and self-realization. The subject of mental hygiene has too long been neglected in qur educational program. The school should at least make an effort to help the individual to avoid such destructive emotions as fear. worry. hate. envy. etc.
26

The school's first obligation is the health of its students. The first thing is to provide sanitary. well-heated. well-lighted. and well-ventilated buildings. Then it should give attention to the building of strong bodies by: (1) developing correct health habits, (2) providing physical recreation. (3) physical examination of all students and remedial treatment. (4) providing instruction for successful parenthood and homemaking.
Striking improvement of health can be brought about 1D Georgia by schools devoting considerable attention to some of our prevalent needs such as: ( 1) prevention of communicable diseases, (2) pure water supply, (3) sanitary sewage disposal, (4) screened houses. (5) proper drainage so as to prevent stagnant water, (6) proper garbage containers and systematic disposal of waste. (7) cooperation with the state Department of Health, (8) pollution of bathing places. (9) typhoid vaccination, and other preventives.
Only approximately one-fourth of the counties in Georgia have availed themselves of the opportunity to establish a Health Department under the provisions of the Ellis Health Law. The provisions of this law and the benefits therefrom should be thoroughly taught in every school.
STANDARD OF LIVING. The standard of living as an institution as well as a great social force is a proper objective 0 edu.cation in Georgia. It conditions physical, mental and spiritual well-being. Those problems concerning social relations. mental deterioration. child labor. malnutrition, uncleanliness. high percentage of illiteracy, rural and urban slums. and low wage scales are vital challenges to the schools of our state. The promotion of the interests of the individual and the perpetuation of the state itself are dependent upon what is taught in the school program to improve common and important life practices by means of directing appreciation, knowledge, and conviction. To guarantee the proper return on its investment the state. by both direct and indirect means. must seek through its educational program to adapt its students to the approved common practices of life and develop in its boys and girls as well as in its adult population the inclination and the ability to improve these practices.
27

Widespread -and lasting prosperity can be achieved only by raising the standard of living for all groups. Whatever the standard of living of the laboring class. down to that the wage scale tends to gravitate. The only real way to raise the scale of wages is to raise first the standard o,f living. To raise the standard of living the schools in tHeir social program must seek to change the ideals of the working classes as to what is essential to a decent living.
Rising standards of living raise wages, Increase per capita production. expand markets, solve the problem of over-population, raise the average of intelligence. promote general enlightenment. and improve the general condition of human welfare.
Three things the schools can do to raise the standard of living: (l) publicly adopt this objective. (2) gradually build up in the public mind more reasonable and just beliefs with respect to the extent and causes of poverty. (3) through a program of vocational training improve the status of the under1ying masses.
GEORGIA HISTORY. The curriculum would be wholly inadequate for Georgia without embodying in it the experiences that send one in search of the richness that lies in the episodes that once made Georgia the Empire State of the South. This brings the challenge that we lead her sons and daughters of the present to explore her history. her institutions. her lore. her beauty. to the end that there will be engendered in the breast of each a desire for further achievement for Georgia. for the nation, for the world.
Beginning two hundred years before her settlement in 1733 at Savannah by James Edward Oglethorpe, o,n down the years to the present time when we find her emerging from worldwide depression. the pages of Georgia history are replete with incidents and characters that challenge the imagination. There are the tales of Spanish and French adventure. of heroic sacrifices of the early missionaries. of bloody massacre with DeSQto, and of the Battle of Bloody Marsh. James Edward Oglethorpe comes upon the scene of action and Georgia takes her place as
28

one of the thirteen original colonies. German Lutherans. Scottish Highlanders. Swiss, Portuguese. Jews, persecuted and indigent classes crowd the scene. The revolutionary period introduces George Walton. Button Gwinnett and Lyman Hall, signers of the Declaration of Independence. This period furnishes many centers of interest. such as the Liberty Boys and their Liberty Pole, the Council of Safety, the First Constitution. Nancy Hart and other Georgia patriots. From the revoluttionary period. Georgia emerges a young state. fourth in order to adopt the Constitution of the United States. Suggestive of this period are menacing Creek anct Cherokee, "Wisdom, Moderation. Justice," George Washington in Georgia, the Cotton Gin, the University of Georgia. the Academy of Richmond County. Tobacco Rolling. House Raisings. Corn Shuckings. Quilting Parties. Wesleyan Female College. Dr. Crawford W. Long. and many others. Then followed the dark days of destruction and the still darker days of reconstruction. Attention is best directed to Georgia's able and famous statesmen and generals- Robert Toombs. Joseph E. Brown, Benjamin H. Hill, Little Aleck. General John B. Gordon. and General Clement A. Evans. Fort Pulaski. Chickamauga Park. Kennesaw Mountain, Plantation Days. and Slavery offer interesting bases of work. The picture for Georgia brightens. A new Constitution, a new Capital, the International Cotton Exposition. Georgia's Sesquicentennial, Georgia during the Gay Nineties should bring happy hours of work for teachers and pupils alike. Lastly, Georgia was hurled with the rest of the nation into the mighty conflict of the World War that brought about a' growth and development of unprecedented industrial prosperity followed by an industrial depression that forced upon her new agricultural, educational, political, social, and cultural problems. The task of the school is to help the children of Georgia, the potential citizens of tomorrow. to work out solutions to these problems.
Georgia's history is only one field of endeavor. There are, in addition to this. her scenic wonders. among which may be mentioned Tallulah Gorge. Toccoa Falls. Okefenokee Swamp, Stone Mountain. The Golden Isles. the Indian Legends of Nacoochee. Hiawassee, the Cherokee Rose. and others. Negro folklore, Georgia's Poets, Historians, Novelists. Journalists, Dramatists, are all topics of rich curriculum worth.
29

NATURAL RESOURCES. Since the curriculum is to embody all that a child touches, lives, and experiences, it seems important that he be brought into an intelligent understanding and intimate contact with those rich and liberal resources and natural phenomena so abundantly found in every community in Georgia. A wealth of materials, full of interesting data, need only to be brought into the school room to serve this purpose.
Such an appreciation on the part of pupil, teacher, and parents will have a wholesome and permanent effect in tying together the school and the community from which the school draws its support, either moral or financial.
The enrichment of life, satisfying in all phases of activity, should be the inevitable result from such a procedure.
An appreciation of this sort is fundamental. It gives vitality and variety to those things with which we "live, move and have our being." A series of such activities so carefully and thoughtfully interwoven with and allied to the regular course of study will give interest, zest, and permanency to the same. One may spend all his days in sight of a great mountain and not appreciate its grandeur and beauty, and its abiding effective educational possibilities. It only requires the ingenuity and resourcefulness of a nature-loving teacher to guide the pupil's thinking and to transform obscurity into beauty and appreciation.
The state of Georgia is rich in curriculum potentialities of this nature. Its fields and str"ams may be selected as a great laboratory from which all may learn. Experiments, deep and abiding, are being performed daily by Mother Nature. All we have to do is to direct attention. We may look and learn.
30

v
AIMS OF EDUCATION
It is advantageous to a teacher to have a general statement
that serves as a guide to the application of the principles of education set out in the preceding section of this bulletin. Such a general statement may be called an Aim of Education. Such an aim should grow out of the philosophy underlying the eduattion to be provided and should represent the ends which the providing society wishes to be served.
Since we believe that a democratic society offers the largest opportunity for the free and full growth of the individual member of that society, THE AIM OF EDUCATION IN GEORGIA
SHALL BE TO HELP THE INDIVIDUAL TO BE THE BEST POSSmLE MEMBER OF SUCH A SOCIETY AND TO PREPARE HIM TO BEAR THE RESPONSIBILITIES, TO SHARE THE BENEFITS, AND TO CONTRIBUTE TO THE BETTERMENT OF THAT SOCIETY.
Such an aim will serve as a real force in directing the activity of the teacher as he guides his pupils in their educative activities. Far from being a fixed. static condition, the above aim with its democratic concept is dynamic and changing. For the individual to be the best possible member of society, is an enlarging and expanding aim; as one grows in ability and understanding his possibilities for good likewise grow.
By no logical analysis can a dynamic aim of education be analyzed into component parts that will serve as centers around which the child's activities maY' be organized. Many such analyses have been attempted which have resulted in lengthy lists of specific habits, skills, understandings, and emotions which, when taught, have failed to achieve the aim from whence they came. A statement of aims, then, is a guide by which the teacher pm check the direction of growth of his pupils as they engage in their daily activities.
Since we make progress toward the democratic ideal only as the individuals of our society develop more fully the characteristics of good citizens in a democratic society, it will be help-
31

ful to our teachers to describe some of the characteristics of a good citizen. Such descripti~ns should be useful to teachers as the goal toward which they should guide their pupils and as a standard against which they can check the progress made.
It must be borne in mind that the desirable characteristics of a good citizen are made up of a large number of appreciations. attitudes. habits. skills. knowledges. and emotional resp~nses. Some of these component parts of the desirable characteristics are exhibited by the individual in every situation. Thus. the teacher has opportunity to provide situations that promote gr~wth toward the ideal. To the extent. and only to the extent. that growth in desirable characteristics of a good citizen occurs. is the aim of education being realized.
Some of the important characteristics of a good citizen are listed here. Description of the characteristics is intentionally incomplete. and is intended to be suggestive only.
1. Integrity:
a. Has personal reliability and respect for the reliability and uprightness of others
b. Has self-respect---even above group approval c. Faces reality d. Tends to watch for and avoid self-deception e. Is sincere. trustworthy. and dependable f. Faithful to promises g. Accepts responsibility h. Perseveres 1. Is honest with self and all others j. Is free from fear. worry. and sense of inferiority
2. Respect f~r Personality:
a. Believes in himself as a worthy person b. Respects worth of others c. Admires fine qualities of others d. Is courteous e. Follows rules which assure fair play
32

f. Respects customs and beliefs that vary from own g. Controls emotions in success and in defeat

3. Scientific Attitude:

a. Holds conclusions tentatively

b. Is precise, accurate, and orderly

c. Is free from superstition

d. Respects the experimental method

,

e. Seeks facts, explanations, and causes

f. Bases judgments on facts

g. Is willing to entertain new ideas and points of view

h. Welcomes and considers suggestions

4. Ap~reciation of Human Relationships:
a. Is friendly b. Prizes and maintains high standards of conduct c. Is cheerful d. Cultivates sense of humor e. Respects self-sacrifice f. Accepts the implication of interdependence g. Is sensitive to ideals, motives and virtues h. Is quick to commend and slow to condemn 1. Relies upon orderly methods of achieving social ends J. Is cooperative k. Is sympathetic towards all races, creeds, and customs

5. 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
33

6. Sense of Responsibility: a. Believes in the worth of any activity undertaken b. Has disposition to feel equal to the task c. Recognizes value of study d. Is willing to do work on time e. Recognizes the value of successes and failures of the past f. Is willing to delegate and accept duties in a group enterprise g. Is willing to do full duty h. Keeps records
7. 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
8. Appreciation of Values: a. Recognizes worth of human and material values b. Discriminates between good and bad c. Is economical of time and effort d. Is thrifty e. Estimates probable outcomes
9. Appreciation of Religion: a. Recognizes the spiritual force 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
34

How to Use Aims
The teacher may well ask, how shall I use aims of education in my classroom. Since any characteristic is an impossible point around which to organize instruction, what use shall I make of aims. First. it is necessary to note that three elements are present in the course of activities that make up conduct. All conduct is composed of specific habits, skills, knowledge, and emotional reactions. Any characteristic represents the customary way in which these elements operate in any situation. Some situations demand principally the selection of ideas or knowledge but, whether to greater or lesser extent, all the elements are present in all our behavior.
The child's own interests, needs and purposes are the points around which his educative experiences should be grouped. As the teacher guides his activity in the solution of his problem!: he should be conscious of the elements that compose his behavior. This behavior checked against the characteristics of good citizenship will indicate the direction in his growth.
This does not mean that the teacher shall ignore skills and knowledge. Instead, it impels the teacher to see that such habits, skills, and knowledge are used as will tend to fix the desired characteristic. Such a concept of the function of subject matter as means to an end rather than the end itself is consistent with the philosophy underlying the Georgia Program.
Thus the teacher must give direct study to the child himself to determine his possession and lack of habits and knowledge. If the child's lack of knowledge of rules of the game is responsible for his unfair play, that lack of knowledge is of immediate concern to the teacher. If the child lacks the skill with numbers to be precise and accurate, this lack of skill makes impossible the scientific attitude.
This procedure places a much greater responsibility on the teacher than has heretofore been considered necessary. It is consistent with a program which defines education in terms of Persistent Problems of Living.
35

VI
SCOPE OF THE CURRICULUM
After the democratic ideal of the good citizen has been determined to be the aim of education. the teacher becomes concerned with the experiences his pupils could have for regular unbroken progress in the development of the desirable characteristics of the good citizen. Some provision. thus. becomes necessary to insure that regular. unbroken progress shall be made. The arrangement to provide a sequence of experiences is known as the Scope of the Curriculum.
The usual Scope of the Curriculum is an arrangement of grades and textbooks worked out to facilitate the acquisition of subject matter. Since the acquisition of subject matter is not the aim of education in our state program. a scope of the curriculum compatible with our aims had to be developed.
For two years a committee on Scope of the Curriculum has been at work. This committee has given exhaustive study to historic and contemporary group life to determine the problems with which the group and the individual are concerned. This study developed a few major problems of living which are common to all groups and which persist throughout life. The committee found that the activities of individuals and groups are brought about by their attempts to adjust themselves or their environment to these persisting problems. Since the function of education is to improve the quality of the adjustments which individuals can and do make to these persisting problems. the scope of the Georgia program is defined in terms of these Persistent Problems of Living:
1. MAINTAINING PHYSICAL. MENTAL. AND EMOTIONAL
HEALTH
2. EARNING A LIVING
3. PERFORMING THE RESPONSIBILITIES OF CITIZENSHIP
36

.... UTILIZING AND CONTROLLING THE NATURAL ENVIRONMENT FOR INDIVIDUAL AND SOCIAL NEEDS
5. RECEIVING AND TRANSMITTING IDEAS, AND TRANS-
PORTING 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 IMPROVING HUMAN AND MATERIAL RESOURCES
The second step taken by the committee was the determination of the aspects or phases of each of the persistent problems that learners of different age levels most commonly meet. The interests, needs, purposes, and psychological characteristics of learners on all age levels were considered in this determination.
It is recognized, of course, that the divisions here made are overlapping. However, the divisions are the usual ones employed by psychology. The teacher, skilled in the technique of discovering child interests and needs, will have no difficulty in determining the area into which she should guide the experiences of her pupils as they make adjustments to their problems.
The age level divisions and the usual experience areas are:
PRESCHOOL: The immediate environment. The home, play. nature.
. EARLY ELEMENTARY: The immediate environment. The home, school. nature, literature. art, music, rhythm.
LATER ELEMENTARY: Exploring and adventuring in an expanding environment. in health, in recreation, in the physical world, in the realm of science. in the fine arts, through the lives of great men. in relationship between individuals and groups.
LOWER SECONDARY: The relation of the individual to the modern world; individual adjustment to problems of health and recreation; the vocational world; science. fine arts, music, art, literature; social usage and customs.
37

UPPER SECONDARY: Individual and group relationships in meeting modern problems in reference to health and recreation; organized and unorganized group efforts; world civilizations and cultures; gQvernment, social usages and customs.
ADULT EDUCATION: Individual and group relationships in adjusting to the society in which we live (in terms of the needs and previous educative experiences of the individual).
The third and final step in the determination of scope was the listing of suggestive experiences for each division of each Persistent Problem. This listing is brief and is intended only to suggest types of experiences that usually occur as an individual adjusts himself to the persistent problems.
The report of the Committee on Scope is in chart form. It will be noted from the chart that relationship is maintained in both vertical and horizontal directions. Such relationships make integrating work probable. This does not mean that activities and knowledge organized into subject fields should not be used. but it does mean that any subject matter used should contribute to the solution of the problem with which the child is concerned.
How to Use the Scope Chart
A brief discussion of the use of the scope chart may be helpful to teachers who are anxious to improve their instruction.
First. it may be well to point out some uses to which the chart should not be put. The persistent problems of living are not aims of education. No teacher is justified in attempting to develop a unit of work on maintaining physical, mental, and emotional health. This would be impossible because the problem persists throughout life. Neither should the chart be used as a check list to justify the traditional practices. A teacher who in organizing his instruction, attempts to teach the plan of governmental organization before the learners have any need for such instruction. and who justifies his efforts under the persistent problem of performing the responsibilities of citizenship is making a faulty use of the chart.
38

Now the positive uses: First, the chart organizes and simplifies the classification of the problems a teacher discovers in his pupils. After the problem of the child has been discovered and classified the teacher refers to the proper age level and finds suggestive experiences that may help the child in solving the problem.

Second. it defines the area in which any teacher's work should largely be confined. The phase of each persistent problem for each age level prevents serious overlapping and yet makes provision for individual differences that occur in the group.

The third use is as a standard by which subject matter can be chosen. If a part of a certain book provides vicarious experience that bears upon the pupil's problem it should be used. If not. its use should be omitted until such time as it may become useful in the solution of a problem.

The usefulness of the report on scope will be greatly en-

hanced when more material on the problems of Georgia is made

available. Committees are now at work collecting and organ-

izing such materials and the results of their work will be made

available as rapidly as possible.

.

39

VII
INTRODUCTION TO STUDY OF THE LEARNER AND THE USE OF THE COMMUNITY
The curriculum of the new scho~l is determined in advance to the extent, and only to the extent. that it can be predetermined by two factors:
1. The learners who attend the school
2. The community (including the larger community) In which the learners of the school live
The first step to be taken in providing a curriculum is to begin a study of the persons engaged in learning. This study will not only locate individual and group needs. interests, purposes. and problems but will also discover past experiences of the persons surveyed.
Paralleling the study of the learner there must begin a continuous study of the community. This study will locate its needs. its resources. its group characteristics. and its possibilities.
On these two bases. then. the curriculum will move forward. It will consist of experiences which pupils have. These experiences will be unified by the pupil's organization of them around a succession of worth-while problems which he has discovered to be his own and in whose solution he is vitally interested.
Since the dynamics of such a curriculum must come from the operation of pupil purposes. the exact planning in advance of activities by the teacher is manifestly impossible. A "plannedin-advance experience" is as foreign to a democratic philosophy of education as is a "planned-in-advance society."
It should be pointed out. however. that the type of curriculum advocated does not degenerate into following the whims of immature members of society. This would be as bad as follow-
40

ing the logicalized pronouncements of subject-matter specialists. The needs of the community, the felt needs of the individual, the persistent problems of living, the nature of the child, and the aims of education are all opposed to. whimsicalness as well as to subject-matter-set-out-to-be-Iearned.
Under this conception, the problems of the teachers become ones involving their mastery of certain fact-finding techniques needed for pupil and community study, in addition to even more complete mastery of subject matter. Locating sources of experiences becomes the initial concern of the teacher. The function of the teacher is to guide learners into and through rich experiences which contribute tQ the aims of education. These problems demand of teachers even more planning, but planning of a different type from that involved in setting up in advance for teaching prescribed bodies of subject matter.
41

VIII
THE STUDY OF THE LEARNER
Why Study the Learner?
Since differences in abilities of individuals are recognized it follows that the school cannot successfully educate all alike. The school should provide experiences which will enable the learner to act independently and cooperatively to the maximum degree of his abilities.
SPECIAL OBJECTIVES IN STUDY OF LEARNERS
Through study of an individual or a group the teacher can discover interests, needs. and purposes. These interests. needs, and purposes are the "drives" through which the beginning of a learning situation should be motivated. These "drives" can then be used by the teacher in guiding the learner into. other worth-while interests and purposes, thus insuring real learning. It is only when real learning takes place that the ways of behavior of the learner are permanently modified.
Interests, needs. and purposes are more alike than different in a group of learners. and also at the vario.us age levels. Since there are common interests at all age levels it is possible to teach by group as well as individual instruction. This particularly simplifies the matter of teaching in small or ungraded schools.
RELATIONS TO THE REPORTS ON AIMS AND SCOPE OF THE CURRICULUM
Since the philosophy of education in Georgia is based upon upon a thoroughly democratic conception of society, it naturally leads into a study of the learner as a member of this society. (See Aims of Education, page 31.)
The learner's interests, needs. and purposes should be directed by the school into those experiences which are basic in the lives of the people of today. These experiences are listed in the report of the committee on The Scope of the Curriculum as the
42

"Persistent Problems of Living" (see The Scope of the Curriculum, page 36). The educational aims Lo be obtained through experiences with these "Persistent Problems of Living" are set forth in the committee report on Aims of Education.
In other words, the interests, needs, and purposes of the learner should find expression in the activities provided by the "Persistent Problems of Living" of the Scope of the Curriculum and should be directed toward the ends described by the Aims of Education.
General Methods of Studying Learners
A thorough understanding of the learner is necessary in order that the school may provide for the development of an integrating personality. Their home life, their family relationships. the neighborhood opportunities should be thoroughly familiar to the teacher if he is to understand the le.arners of his group in terms of their environment.
This understanding may come through the following methods: observation. interview, and questionnaire. These methods should, of course, be used primarily and specifically to discover needs, interests, and purposes of individuals and groups.
The most reliable information about learners is that obtained by observing them in their various activities. The teacher should ever be alert to find the learners' interests, needs, and purposes. A permanent list of these should be valuable to the teacher for reference.
For further study of the learners the skillful teacher may use the interview method with each individual or in group conferences. Since no two learners are exactly alike, the teacher cannot expect to interview any two individuals by the same standard. The teacher's knowledge and experience should guide him and assist him in obtaining from each learner the desired information.
No teacher should rely wholly upon anyone method. The success of all methods depends upon the teacher's sincerity and knowledge of psychology.
In the seemingly more complex cases an interview with parents may reveal the causes of apparent maladjustments or lack of sociability in pupils.
43

In addition to the interview (which in reality is the oral questionnaire) the written questionnaire may be considered a procedure for obtaining necessary information about learners. When the answers are recorded certain responses take on significance and should indicate individual and group needs, interests, and purposes.
The following outline should be helpful in suggesting ways of discovering interests through observation.
1. Recreation and leisure time: a. Hobbies b. Games
2. Choice of material: a. Radio programs b. Books c. Magazines d. Newspapers e. Music
3. School interests: a. Topics chosen for essays b. Materials brought into classrooms c. Contributions to group conferences
4. Talents:
a. Music b. Drawing and Painting c. Dancing
5. Sociability: a. Sense of respo.nsibility b. Attitude toward others
Many apparent interests are superficial and should not be pursued. All interests should be checked twice: first, to see if they lead into the persistent problems of living, (see Scope of the Curriculum, page 36) and, second, to see if they lead into experiences which point toward the aims (see Aims of Education, page 31).
Published material which may be used by the teacher to supplement his findings of interests and needs dominant at the different periods of development (children, youth, and adults) may be found in psychologies listed in the bibliography.
44

The Preschool Child
In order better to understand the terms interest, need, and purpose as applied to preschool children it seems wise to consider some of the characteristics of this period of childhood. Probably those which are most evident to most observers are the tendency toward activity, the tendency to investigate, and the general brevity of the attention span.
Interest at this period seems to manifest itself in the things to which the child gives attention of his own initiative. He seems to do certain things for no other purpose than the joy of being active as, for example, much of the running, jumping, and romping he does. This same child may be so interested in building a dog house that he carries it to completion on his own initiative.
Careful observation of many preschool children will show that they do. or attend to, many different kinds of things without urging on the part of older people; for example, they talk, not always to tell or ask something but apparently for the satisfaction of talking or perhaps to attract attention to themselves. They play at first alone then later with others in an organized way, being influenced by environment. They listen to stories and to music. They imitate adults in their various activities.
As the inexperienced being moves about in his environment he finds many things in which there are elements of newness. If there is enough newness to challenge and at the same time enough that is familiar, with which associations can be made, the situation becomes "interesting." If the complexity of the situation is too great no. success in making associations and deriving meanings can be achieved. If, on the other hand, the situation is too simple there is no challenge and the attention is transferred quickly to something more "interesting" or challenging. The fact that the experience of young children is so narrow makes it impossible for them, usually, to make many associations without aid, therefore, the attention span can be but short. and the child passes on to the next challenging situation, object or activity. This seems to explain why very young children are interested in familiar things. With them they can
45

always have a measure of success or understanding. but generally there remain unsolved mysteries. as it were. about them.
Sometimes. as was said above. no ulterior purpose which indicates certain interests can be distinguished for children's behavior. What has been said of interests is also true of purposes-i. e.. a child will not hold. long. to a purpose when he sees no hope of carrying it out; he likes to do things he has done before. but he varies them from time to time; he is willing to try almost anything in an investigative way but when too much effort is required his purpose does not hold. At this period interest and purpose seem to be quite closely related.
It would seem to follow. then. considering the characteristics and interests of young children previously indicated. that some of their most outstanding needs are: sufficient space in which to satisfy their tendency toward and interest in activity; an environment full of a variety of materials and situations suitable for their use which will stimulate them to investigate but which they can understand to a sufficient degree to content them for the present; the society of other children of their own approximate age; and wise and understanding adults to guide their continuing development.
The Elementary Child
The interests of children of the early elementary and later elementary levels are greatly influenced by their previous experiences. The child of the later elementary level is not greatly different from that of the early elementary level in interests. needs. and purposes, except as they have been broadened and deepened by experience. A major problem of the teacher is finding these needs. purposes. and interests. The teacher. serving as a guide, directs the natural and acquired interests into useful channels, bringing about education.
PLAY INTERESTS
Interests may be shown in plays. readings. or motion pictures. The early elementary groups engage in games that require a certain amount of cooperation among the members. but are usually competitive only between individuals. Dramatization in play of this level requires a more realistic stage and costume
46

than for the preschool child. As the child develops into the later elementary level a great interest in the use of the language of the characters is manifested, whereas the plot is the thing with the adolescent. Later elementary ye~lrS are the ones when the "gang" is often the chief motivating force in a child's life. This group is usually composed of children of the same sex and of similar backgrounds. There is not always a similarity in mental and chronological ages.

The play spirit appears whenever activities are suited to the individual capacity and stage of development. Playgrounds are absolutely necessary for the rich development of children. Plays are affected by climate, season, and fashion. Fads and fashions sweep over communities, introducing new games, and reviving old ones. Spontaneous play activities reflect the interests of children. The most popular play activities of the early and later elementary levels are listed below for both boys and girls.
Most Popular Play Activities for Early and Later Elementary Levels

Early Elementary: Playing with a ball Playing with blocks Playing with a wagon Playing hQuse Playing horse Playing marbles

Boys Later Elementary:
Baseball Softball Football Pass ball Wrestling Boxing Riding a bicycle Going to the "movies"

Early Elementary: Playing with dolls Playing with balls Playing house Playing school Drawing

GIRLS
Later Elementary Playing with dolls Playing with balls Playing musical instruments Going to the "movies" Looking at the "funny paper" Roller skating Riding bicycles

47

7'

READING INTERESTS
When investigations were made of reading interests, results show that the child of the early elementary level likes short, colorful stories about animals, books of travel, nature, fairy stories, and child life. An interest in fairy tales continues longer for girls than for bQYs. As the child develops into the later elementary level there is a growth from fancy to fact. Boys become interested in stories of adventure, invention, mechanics, athletics, boy scouts, famous men and women, and hobbies. Girls become interested in stories of home and school life and show some interest in boys' stories. Children of the later elementary level have a great desire to read; home and school libraries prove to be invaluable influences in the selection of reading material.
MOTION PICTURES
Children's interests in motion pictures are similar in character to those of play and reading interests. There is a gradual development from early elementary interests in adventure and the comics to more sophisticated presentations. Girls take a greater interest in clothes, manners, and society. During the later elementary level of development the boys prefer actors, and the girls, actresses. Rural children show a greater preference for the "Western pictures." "Movies" have a marked effect upon playas children imitate their scenes and characters. In general, children prefer action to conversation in motion pictures.
The Adoleac:ent
Adolescence has commonly been considered a period of development possessing characteristics unique in 'themselves. It has been thought of as a time when youth makes a break with his past and enters .a new world of his own. Such a theory is not supported by the facts. It is true that this is a period of physical growth, both distinct and pronounced, but the individual traits and habits of thinking and acting are the results of a continuous development that have their roots deeply imbedded in childhood. The significance of these facts is that a peculiar obligation rests on the teacher and parent alike at this phase to see that the responses of the adolescent to his life's situations are so conditioned that the dull and the brilliant alike may lead
48

lives that are useful and happy and that are successfully adjusted to their world.
It is important for the teacher to understand that the behavior of an adolescent is largely determined by what has taken place in the training of the youth before this period. He should realize that, as a rule, the problem adolescent was a problem child, and that, according to the laws of human behavior, he will be a problem adult, unless he receives help and wise guidance. For this reason the teacher should be on the alert to detect significant character defects among the so-called "normal" adolescents and he should attempt to correct the defects through an adequate school program.
During the years from twelve to eighteen, young people ordinarily come into a considerable degree of independence, take over responsibilities, and display some power of self-direction. This process began in infancy. Teachers and parents pay more attention to it in adolescence. Very often they are displeased by youths weaning themselves from infantile dependence, because they are prone to dominate rather than to use all available means for discovering the interests, needs, and purposes of young people and guiding them accordingly. Whether or not the homes and schools are encouraging emancipation are important questions for the high school teacher. Many tragedies Qf adult life are due to the continuance of social and emotional childhood and adolescence into the adult years. The high school teacher can do much toward teaching youths to grow up so that they can face the responsibilities of adult life.
Effective guidance of adolescents depends to a large extent upon the teacher's understanding and information concerning the interests, needs, and purposes of the individuals and groups whom he teaches. Studies concerning adolescents reveal their interests lead in many directions. First of all the interests of adolescents are reflected in their spontaneous play activities. Lehman and Witty* list "The Five Most Popular Play Activities at Ages Fifteen and Twenty for Both Boys and Girls."
*Lehman, H. C., and Witty, P. A. Psyclwlogy of Play Activities, A. S. Barnes Co., New York, 1927.
49

The Five Most Popular Play Activities at Ages Fifteen and Twenty for Both Boys and Girls

Boys

15 years: Basketball Football Baseball Driving an automobile Tennis

20 years: Having "dates" Football Basketball Watching athletic sports Listening to the radio
GIRLS~

15 years:

20 years:

Reading books

Social dancing

Going to the "movies"

Playing the piano

Social dances

Having "dates"

Playing the piano

Going to entertainments, etc.

Riding in an automobile

Just "hiking" or strolling J.

o..-.-..t. ~1- +~'l

A consideration of the table shows that the fifteen-year-old

boy is interested in highly organized group games, while the

girl of the same age enjoys activities of a more passive character,

such as reading, the "movies", and playing the piano. Worthy

to be noted is the complete absence of athletic interests among

the girls' favorite activities.

During this period of rapid intellectual development spontaneous interests are manifested in the types of books and magazines boys and girls choose to read as well as in the choice of topics about which they write. At the age of twelve or thirteen years a veritable "craze" for reading seems to develop. Studies show that during the adolescent period adventure and athletics, biography and nature study, history and popular science, and, very often, whole series of books command the interests of boys, while girls revel in romance, stories of home life, and love, and at about the age of sixteen years they are reading adult fiction. The teacher's is the Herculean task of discovering the types of books adapted to their interests, needs, and purposes. The books they read may mean 'the making or the marring of their lives in the years to come.

Composition preferences show that the high school boys are interested in topics that begin with current events and culmi-
50

nate in athletics. High school girls, on the other hand. mam-

\

fest great interest in travel. since their first preference at all

ages is this topic, while personal experiences and home life are

competitors. The normal adolescent is vitally interested in

intellectual progress, is energetic to a marked degree, and will endeavor to succeed when some of the real work of the world

\

is given him to do, especially if he regards it of worth to him-

self. Findings such as these, then, are of great value and the

wise teacher will use them to get work done.

One needs only to listen to the c~nversation of youth about their favorite "movie star," or the radio programs they prefer, to realize that the "movies" and the radio have come to be a real force in the adolescent's life. For a large percentage of high school boys and girls vocational preferences and ambitions are fairly well defined. Interest in the activities that center about the church provides that stimulus for a wide range of participative behavior and satisfies rather definitely the social and religious urges. The social urge and the desire for social approval are quite pronounced during this period. Individual interests tend to harmonize with those of the group. A sharp change of attitude in regard to the opposite sex characterizes the youth of the early and middle teen years. This interest manifests itself in the keen consciousness of dress, of personal appearance of "crushes," of "fire love" affairs and the like.

These are some 0' the characteristics of youth eagerly seeking
to know the why and wherefore of his place in and of his relation to the universe. What is done to aid him now in solving his immediate problems and in helping him to adjust himself to his environment is probably the most effective preparations for adult life.

The Adult
Several studies have indicated that adults, especially those between twenty and thirty, can learn better than at any other time in life. Our present educational program, concerned primarily with children and youth. has failed to provide educational advantages at this period when ability to learn is at its maximum. Age, certainly before sixty, is no serious handicap to learning. Education has something to offer the adult population in developing clearer and more intelligent thinking in
51

dealing with the confusion growing out of our present economic and social order. The final solution tq the nation-wide problem of employment of the thousands of present "unemployabIes" awaits the results of vocational education and guidance with these adults.
There are many agencies, both public and private, that are now working in the field of adult education-agricultural extension, radio, service clubs, correspondence schools, trade schools, opportunity schools, public schools. These are performing a worth-while service. There is a felt need, however, for some agency to be the focal point for all adult education. The public school is in an ideal situation to assume the leadership in developing community programs of adult education. All other educational agencies which have a contribution to make should be sought out and encouraged to participate in the program.
The whole program must grow out of the interests, needs, and purposes of adults. It must be built on the real and genuine problems which the group feels a need for solving. The solution must contribute to economic, social and personal advancement. Provision should also be made for the recreational and social needs of adults.
SELECTED BIBLIOGRAPHY ON STUDY OF LEARNERS
1. California Curriculum Commission, Teacher's Guide to Child Development. California State Printing Office, Sacramento, California, 1930. Valuable for teachers of the lower elementary level. Based on the development of children through the carrying out of their interests, needs, and purposes.
2. California Curriculum Commission, Teacher's Guide to Child Development in the Intermediate Grades. California State Printing Office, Sacramento, California, 1936. Helpful to teachers of the later elementary level, showing growth of children through development of their interests, needs, and purposes.
3. Caswell, Hollis L. and Campbell, Doak S., Curriculum Development. American Book Company, Atlanta, Ga., 1936. Valuable to all teachers. Chapter VIII stresses interests and purposes. Significant interest charts are included in this chapter.
52

4. Cole, Luella, Psychology of Adolescence. Farrar and Rinehart, New York, 1936. Valuable for the rather comprehensive study of the adolescent years, the practical illustrations, and the helpful studies on community responsibility.
5. Garrison, Carl C., The Psychology of Adolescence. Prentice-Hall, Inc., New York, 1934. Helpful to the high school teacher who wishes to make a study of the adolescent himself in all phases of his development; also valuable for the approach its makes to the problems of the adolescent.
6. Morgan, John J. B., Child Psychology. Farrar and Rinehart, New York, 1934. Valuable for the teacher of preschool and elementary levels. Contains significant lists and charts of children's interests.
7. Pressey, S. L., Psychology and the New Education. Harper and Brothers, New York, 1933. Valuable to teachers of elementary and secondary levels. Of especial value to teachers young in the profession. Contains studies of play, reading, and vocational interests and uses of these in guiding children in Chapter IV; Chapter III, Health Needs; Chapter VI, Emotional Need.
8. Strang, Ruth, An Introduction to Child Study. Macmillan Company, Atlanta, Ga., 1930. A discussion of child development from birth through adolescence with suggestions for studying children at the different periods of their development.
53

IX
THE STUDY OF THE COMMUNITY
Why Use the Community?
"Community" is used here in the broad sense that includes the whole of the environment which affects the learner. The effects on a learner may be direct or indirect. Homes, streets, business, associates. beliefs, customs, newspapers. radio, and movies are a part of any community.
For any learner his community is a constantly expanding one. The local, home community of a preschool child expands into the world-wide community of the educated adult. This constant expansion of the community brings problems of the learner which he must solve.
The learner and the community are a unit. The child is what he is because of the environment in which he lives, excepting the factor of heredity. His needs. his interests. and his purposes cannot be dissociated from those of his community. His adjustments must be made in relation to. the needs, interests. attitudes. ideals, and resources of the environment in which he lives.
If the child we teach is the point around which educative experiences are organized we must seek to learn what forces in the community have contributed to make him what he is. He has made some adjustment, either good or bad. to the economic, social, and moral condi~ions of his community. A knowledge of his community then becomes essential to our understanding of the child. In like fashion a knowledge of the community is essential in our guidance toward more satisfactory solutions of the learner's problems.
Persistent problems of living furnish the purpose for effective education. Education is most effective when the learner's activity is directed toward the realization of his o.wn purpose. Purposes grow out of the needs and interests of an individual or a group. We have seen that the needs and interests of a learner are his only because of his relation to his environment.
54

Again it becomes necessary for the teacher and pupil, working together. to locate and use the resources the community offers for the realization of the pupil's purposes.
Within overlapping limits the Committee on Scope has indicated the areas of the community that offer educative experiences to learners of different levels. The satisfactory solutions of the Persistent Problems of Living set out by this committee are common purposes of all learners. Of necessity. the community must be used in any satisfactory solutions of these common problems, but it is the special problem of the learners. under the guidance of the teacher, to find what specific phases of the problems are most pressing in their particular cases. The learners will then-seek to solve their problems for themselves. for their community, in a very immediate sense.
Without doubt. teachers in the past have depended too much upon vicarious experiences for their pupils. While such experiences are valuable and must be used. the solutions of the pupil's own problems demand "living the experience." To begin with. the problem is a vital problem, the pupil's own, and its solution is a firsthand solution. the adjustment the pupil makes to his own environment. Books can be, and are. valuable aids. but such materials as the community offers must not be overlooked. This community resource is not in book form. It is in the personality and the knowledge of the people of the community. It is in habits. customs. ideals. and ambitions of the people. It is in the schemes of living together, whereby the community has developed. It is in the soil, the industry. the water, and the commerce that touches the pupil on every side. The origin of the problems of learners lies in the community and the community also furnishes materials for the solution of these problems.
55

How to Uae the Community
The teacher and the learners working together must locate and define their problems. problems which. as we saw in the section on "Why Study the Community 7" had their origin in the needs and interests of the community. They must then collect data for the solution of these problems. All data. from any source whatever. that can contribute to the solution should be used. Since the problems of all learners grow out of the environment in which they are living. the environment in which they are living is necessarily a main source of data for the solution of these problems. Therefore. we see that the community not only presents the problems to the learners but in turn offers the data for solution; that is. the community becomes in turn both the origin and solution of the problems o.f learners. Thus the question of how to use the community arises.
The use that is made of community resources in the solution of pupil problems is limited only by the ingenuity of the teacher. The good teacher will be constantly alert to bring his pupils into contact with the educative resources of their community. The methods suggested below have general application to learners on all levels.
OBSERVATION: By observation is meant getting from firsthand experience facts and relationships basic to the understanding of some problem. Some observation may be so scientific that it becomes a basis for drawing conclusions. Other forms of observation may be general enough to give only an appreciation of a thing or of procedures. For example. an individual visiting a factory and observing the operators at work might make a very scientific study of safety through observation; while a class visiting the same factory might make a general study to gain an understanding of the spinning and weaving processes.
INTERVIEW: By interview is meant a personal conference with some one who has a good understanding of the subject about which more information is desired. A teacher may interview a parent about his child; a learner may interview a layman or official to obtain facts needed in the investigation of some problem. An individual may be invited to come to a group to give them particular informatio.n and insight into a problem.
56

RESEARCH: A third method of study is research. Research as here used does not mean investigation such as a graduate student in a university would carryon. Rather, the term applies to obtaining information from books, pamphlets, reports of various governmental agencies. reports of civic groups. literature of business establishments, moving picture films. radio programs, etc.
This method is one which the formal school of today has used practically to the exclusion of the other methods. Teachers are familiar enough with the use of books to need little help here. However, there is a wealth of more fugitive material. such as pamphlets, that is worth investigation when class activity calls for it.
Much vital information that will help in many learning activities is buried in reports of c~mmunity groups. The radio and moving picture as sources of vicarious experiences are assuming more and more importance in the transportation of ideas. facts and even misconceptions. Here are the fresher fields for investigation by learners, fields where guidance in effective use is needed.
"How to Use the Community," in a still more significant sense, means more than ( 1) discovery of learning situations in the shape of community problems and (2) use of data from the community in solving these same problems. In this farreaching meaning, "use of the community" becomes a situation where the school is a functi~ning institution in all important community processes.
For example, if the teacher has discovered a dietary problem due to lack of use of green vegetables in the food of families represented by the pupils of her group, the teaching situation then becomes a community situatio.n and not simply a classroom affair. To meet the situation all or many of the following may be demanded:
1. Classroom instruction with the pupils on this problem of diet.
2. Demonstration less~ns, day or night, to which parents come by invitation.
3. Preparation at school of demonstration meals in which parents participate and to which they are invited
57

4. Cultivation of a demonstration garden at the school
5. Preparation of charts, illustrations, and other materials at school to be carried to the homes represented
6. Visits of teacher and pupils to vegetable gardens of the community
7. Talks by the teacher to parents of his pupils in parentteacher or other groups
8. Organization of an adult class of the mothers on foods, beginning with this problem of diet
9. Cooperation of other teachers in group talks on gardening tQ men and boys of the community who ralse gardens
10. Organization of adult classes on gardening
Under this conception of a true community school, teachers are interested and ready to serve on a two-phase educational program-one immediately concerned with pupils in classrooms Qf the school, the other phase simultaneously concerned with the homes and other institutions of the community which are represented in the pupil group.
This conception of a community school demands, by way of additional examples:
1. That there be evidence of art on the main street and in the hQmes and in yards of the community
2. That literature, dramatics, and music at the school be made a way of community recreation and means to elevation of community standards of taste
3. That health education at school reach penetratingly into community water supply, milk supply, sewage disposal, control Qf malaria and hookworm
4. That mothers of preschool children organize for study of how to start young children in the home in good habits of speech
5. That the work of the school, which deals with the problems of citizenship, grapple with such community needs as regulation of traffic, fair elections, and good business procedures in community governments by mobilization of all children, youth, and adults concerned in meeting the particular need and problem.
58

In these ways, the school, under right leadership, gradually becomes the intellectual, recreational, social, and governmental center of community affairs. In these affairs, more and more, teachers, pupils, and adults will be found working togetherat the schoolhouse when the situation demands the schoolhouse, or at the courthouse, for instance, when the situation demands their presence there. Education by participation in community affairs becomes a fact. By the test of need, interest, and purpose all learning situations ring true. All concerned become eager learners, working together and learning from one another. Genuine democracy in education is achieved. In no other way can education be made completely effective in doing for society what it is supposed to be able to do.
The methods given above are the general methods. How these apply to a particular group of learners in a particular environment is one of the problems that only the teacher with the group under his guidance can solve. However, in order to clarify further the "how" of using the community, this introductory section is followed by illustrative examples. By these accounts it is hoped that the teacher will see observation, interview, and research, used cooperatively by teacher and pupils to find in the community, materials helpful in the solutions of their problems.
SELECTED BIBLIOGRAPHY ON THE STUDY OF THE COMMUNITY
1. Barnes and Young, Children and Architecture. Lincoln School, Teachers College, New York, 1932. This book is valuable in the use of field trips and excursions in study of community life.
2. Bryan, Malcolm H., Contemporary Georgia. Division of Publications, University of Georgia, Athens, Ga., 1936. This is a study comparing population, materials relating to schools, public health, wealth, income, tendencies in agriculture and development of industries of Georgia with those of neighboring states and the averages for the United States.
3. Bryan, Malcolm H., and Askew, J. Thomas, Readings--Contemporary Georgia. Division of Publications, University of Georgia, Athens, Ga., 1935.
4. Gosnell, Cullen B., Government and Politics of Georgia. Thomas Nelson and Sons, New York, 1936.
59

This book is intended for the general reader. A study of legislative, executive, and judicial branches of our state government. Recommendations and suggestions for their improvement are given. 5. Hartman, W. A., and Wooten, H. H., Georgia Land Use Proble11l8. Published by the Department of Agriculture and may be secured from H. P. Stuckey, Director, Georgia Experiment Station, Experiment, Ga. The purpose of this study is "to ascertain facts on which may be developed and materialized publie and private programs of action to bring about the profitable utilization of land resources in the state, and to improve the economic and social life of the rural population." It presents a vivid picture of the present misuse of land and some suggestions for its correction. 6. Odum, Howard W., Southern Regions of the United States. The University of North Carolina Press, Chapel Hill, N. C., 1936. This volume is the report of the Southern Regional Committee of the Social Science Research Council. It is an adequate picture of the southern regions of the United States in fair perspective as to time-quality, geographic factors, and the cultural equipment and behavior of the people. By means of hundreds of graphs and maps the reader can see the relationship of Georgia to all the other regions of the United States without spending a great deal of time reading the printed pages. 7. Raper, Arthur C., A Preface to Peasantry. The University of North Carolina Press, Chapel Hill, N. C., 1936. A study of farm tendency in Macon and Green Counties, Georgia. An excellent book on this subject. 8. Stevens, Marion P., The Activities Curriculum in the Primary Grades. D. C. Heath & Co., Atlanta, Ga., 1931. Valuable on trips and excursions in connection with study of community problems. 9. Woodward, Emily, Empire. Ruralist Press, Inc., Atlanta, Ga., 1936.
60

x
EXAMPLES OF IMPROVEMENT IN PRACTICES
The following examples represent experiences which learners have had in various rural and city schools and communities of Georgia. They were written by teachers of Georgia and are accounts of actual experiences carried on by learners in their schools. They are included in this bulletin as suggestions only and are not "units" set up to be taught by other teachers of Georgia.
An Example on the Preschool Level
AN EXPERIENCE IN HOMEMAKING
The Kindergarten dolls had no home. Each day they sat in Kindergarten chairs and each night they slept on a shelf in tbe cupboard.
One day Betty approached the teacher on the subject. "The dolls need a home," said Betty. "So they do," said the teacher. "What shall we do about it?" ''I'll build one for them," said Betty, and started work with the floor blocks. Other children, becoming interested, joined in the work and soon one large room was finished and Betty and the dolls took possession.
Then the need for furniture was felt and the children appealed to the teacher for help. After a conference the boys offered to make the furniture. So the teacher, with the boys, visited a near-by lumberyard where they secured scrap lumber. Tbe dolls were carefully measured, and after much sawing and nailing, and painting, the bedroom was furnished with two beds, two chairs, and a dresser.
The next day a dining room was added and the boys made table. cbairs, and china cabinet.
Daily discussions were held and pictures brought of various rooms, and a living room and kitchenette were added and furnished.
61

While the boys were working on the furniture, the girls were making curtains, hemming sheets, decorating spreads, table covers, and dresser scarfs with crayola designs (made wash proof by dampening and pressing with warm iron). Rugs were made of heavy paper (padded with newspaper) sewed around the edges with wool and decorated with designs painted with wall paint.
Materials for curtains and spreads. small pictures to be hung in the rooms, books for the library table were brought by the children.
As the activity progressed other houses were built and "For Rent" signs appeared. Dolls were brought from home and the houses were soon rented. Family groups were chosen by the small mothers-fathers. older sisters and brothers-the dolls were always the babies.
An interested mother who lived near the school came, one day, and gave a demonstration in bathing the baby; as a result the small mothers immediately began to include the baby's bath in the daily routine of household activities.
A party for dolls climaxed this housekeeping experience.
RESULTS:
Growing ability to make social adjustments Strengthening of desirable social habits Growing appreciation of the duties of members of the
family Increasing desire to be helpful in the home Appreciation of love and service in each child's home Increased ability to share responsibility in the duties of
the home Increased skill in performing simple household tasks Growing respect for rights and property of others Development of habits of health, courtesy, self-control,
cooperation Muscular coordination in use of tools and materials Growing habit of cooperation in carrying on an activity Increased vocabulary of children and increased skill in
language expression through discussions, poems. stories, and songs bearing on the experience
62

An Example on the Early Elementary Level
DAIRYING
At the contribution period a group of children became interested in a near-by dairy farm when Bob enthusiastically described the dairy activities at the farm and said, "My daddy milks fifty cows, every morning." Interest and curiosity were shown by the questions which followed.
How long does it take to milk so many cows? What does he do with so much milk? ''I've been to 'Shady-Brook Farm' with my father," said John, who was acting as class chairman.
At this time the teacher asked, "How many of you have been to a dairy?"
Only a few children had been to a dairy farm. When they told their experiences others became interested in seeing the cows milked. Bob's news contribution became a group prQblem when the class chairman said, "When I pass your house today, I'm going to stop to see your daddy milk the cows." The teacher, aware of the possibilities of an experience of this kind, said "Will you ask Mr. Brown if the class may make a visit to the dairy soon?"
The following morning at the conference period Jack told the class something about his visit to the dairy and stated, "The class is invited to visit the dairy any afternoon after one o'clock. The manager o,f the dairy would like for us to telephone or write him the day we plan to come."
In the conference periods for several days the children: Talked about cows they had seen Collected pictures of dairies and farms Discussed the different types of cows for dairy farms, such as Jersey, Guernsey, Holstein Discussed value of milk as food Made a chart showing how many pints of milk the class consumed in a day Wrote a letter to tell the manager of the dairy when they wished to make the visit Selected committees Made plans for transportation to the dairy Discussed what the class wished to see at the dairy
63

Planned to find out:
a. How the barnyard is kept clean b. How the stalls are made sanitary c. How the milkers help to keep the milk clean d. How the milk is pasteurized, cooled and bottled e. How machines are used in milking f. How a machine churns the milk g. How the separator takes the cream from the milk
As the day for this trip approached groups were formed and leaders chosen to work out suggestions for safety and courtesy. The suggestions discussed and charted were to:
Walk slowly Avoid crowding Keep with your group Listen for suggestions when you arrive at the farm Be quiet when near the animals Ask questions about things you want to know Thank the dairymen and those that helped with the visit Help others enjoy the trip
When the class arrived at the farm they were greeted by Mr. Brown. He carried them to the barn and pointed out the meadow, the silo and the "calf-ward"; explained about the cleanliness of the barn, the cows, the milkers, and the equipment; answered the children's questions; and invited them to watch the milking of the cows.
The children watched: The cows fed, brushed, and milked The milk cooled, bottled, and cased The separator skim the milk The skimmed milk fed to the calves and pigs at their "lunch time."
Mr. Brown brought out an old earthenware churn with stick and dasher. Many exclaimed, "Grandmother has a churn like that. She let me churn for her." "Well, then you can churn for me," replied Mr. Brown. Each child was given a turn at the churn. Then the dairyman switched on the electric churn and explained how quickly and easily he could churn with electricity.
64

Then he invited the children to the bottling room where each child was given a bottle of cold milk, which was served with crackers brought by the teacher.
He explained the way the milk had been cooled while the children sat enjoying their milk. When he had finished the teacher suggested that they return to school and as they departed they thanked the dairyman for the visit and a good time.
For several days the children talked about:
What they found out What they wanted to know What they wanted to do
During the days that followed, the children:
W rote letters to thank the dairyman and the mothers who furnished transportation
Made records of their experiences of the trip Collected pictures Discussed sanitation of milk and sterilization of bottles Read stories about cows Discussed how animals help mankind Made drawings for. a frieze Made a model dairy on the floor of the classroom Learned songs about farm life Made rhymes about the dairy farm Reported observation of mileage and estimated cost of
trip Found out the approximate cost of running a dairy for
a day Estimated the daily income of the dairy farm Discussed amount of money spent for milk by each child Discussed value of milk as compared with other foods Kept individual records of weight and amount of milk
consumed for two months Wrote original poems, stories, and songs Made books telling about their trip to the farm Wrote letters to their near-by school friends about their
experiences
65

When the learners indicated the activities they wished to experience the teacher found the following questions helpful;
"Do I think I can get all my learners to be wholeheartedly interested in this work?" "Are the experiences too difficult for the learners?" "Can I get a sufficient supply of references to enable me to carryon the work to an advantage?" "Do I think I can get sufficient help from the environment?" "What skills will be needed?" "Are the learners sufficiently advanced to acquire those skills with sufficient ease not to get discouraged?"
The outcomes of this excursion were valuable and enJoyable to the learners. It gave them experiences which would lead them to understand the contribution of the environment at hand and the service rendered by community workers.
I. Knowledge gained by the experience: Knowledge of the source of milk as a food Knowledge of methods used in caring for farm animals Knowledge of how and why dairies are kept clean Knowledge of machinery and how it serves man Knowledge of man's dependence on animals for food and clothing Knowledge of animals' dependence upon man for food and shelter
II. Attitudes:
Appreciation of the value of animals to man Appreciation for workers who provide food for
us by their services Appreciation for good health and a desire to
maintain it Appreciation for the abilities of different mem-
bers of the group
III. Habits:
Careful planning Seeking information from firsthand sources
66

Cooperating Feeling responsible for a definite part in group
activity Sharing stimulated experiences Weighing suggestions Applying suggestions to work Taking care of materials Putting materials in place Being courteous Observing means of safety
From this experience there were other leads such as to:
Farm animals Circus animals Creamery Ice cream factory Ice plant City and county water supply Health-fly, mosquito. tuberculosis (bovine), dip-
ping vats Agencies that should contribute to the health of
the community Men and women who have made contributions to
the health of the world Clothing-skins. leather, wool, cotton, rubber, flax,
silk, rayon, etc. Homes-shel ter, man and animal Food Packing plant Cold storage plant Potato curing houses Grist mills Flour mills Syrup mills Peanut mills-pickers Saw mills, lumberyards, turpentine stills Truck farms Grocery stores. markets. curb markets
67

Gardening (many phases) Poultry Sheep and cattle ranches What my community offers the hunter, sports-
man, farmer, etc. Opportunities for recreation Highways, seaways, skyways Communication Transportation
BIBLIOGRAPHY FOR TEACHERS
1. Frederiksen, Johan D., The Story 01 Milk. Macmillan Co., Atlanta, Ga.
2. Milk and Its Uses in the Home. Farmers Bulletin No. 1359, U. S. Department of Agriculture, Washington, D. C.
3. Milk the Indispensable Food f01' Child,en. U. S. Dept. of Labor, Children's Bureau, Bulletin No. 163.
4. The Milky Way from Farmer to Consumer. Industrial Arts Co., Operative Service, Washington, D. C.
5. Rosenau, M. J., The Milk Question. Houghton Mifflin Co., Atlanta, Ga.
BIBLIOGRAPHY FOR CHILDREN
1. All About Milk. Metropolitan Life Insurance Co., New York.
2. American Jersey Cattle Club, 851 Sixth Avenue, New York. Charts depicting Jersey types of cattle.
3. Agricultural Extension Department, International Harvester Co., 606 South Michigan Ave., Chicago, Ill. Charts or slides.
4. Animal Indmtry. Farm animals, poultry, and dairying. Superintendent of Documents, Washington, D. C.
5. Beef on the Farm. Slaughtering, cutting, and curing booklets. U. S. Department of Agriculture, Washington, D. C.
6. Building Ame1"ica, Vol. No.1, "Food." Society for Curriculum Study, 425 W. 123rd St., New York.
7. Building Soils f01' Cotton and Com. The Nitrogen Co., Inc., Milwaukee, Wis.
8. Chart showing process of manufacturing of evaporated milk. Carnation Milk Products Co., Oconomowee, Wis.
9. Concentrated Milk in Days of Napoleon. Evaporated Milk Association, 205 N. Wabash Ave., Chicago, Ill.
68

10. Dopp, Katherine E., Bobby and Betty in the Country. RandMcNally Co., Atlanta, Ga.
11. Evaporated Milk in Tropical West Africa. Reprint from New York Produce Review and American Creamery, April 25, 1930.
12. Harbison, Sophie Ann, A Fair and a Study of Milk. Teacher's Lesson Unit Series No. 15, Bureau of Publications, Teachers College, Columbia University, New York.
13. Hardwick, Marjory T., A St01'y of Milk. Edward Stern and Co., Inc., New York.
14. Holstein-Friesian Association, Brattleboro, Utah. Charts showing representatives of the Holstein Breed.
15. How Teachers May Use Farmer's Bulletin 602 on Clean Milk, Production and Handling. Agriculture Department, Circular No. 67.
16. Martin, Cora M., and Hill, Patty Smith, "Real Life Readers." Charles Scribner's Sons, Atlanta, Ga.
17. Mitchell, Lucy S., Here and Now St01'y Book. Dutton Publishing Co., New York.
18. Moon, Annie E., Verses for Children, Book I, (Poem, "Milking Time"). Edward Stern and Co., Inc., New York.
19. Production of Clean Milk. Farmers Bulletin No. 602. U. S. Dept. of Agriculture.
20. Some Factors Affecting Demand for Milk and C1'eam in Met1'0politan A1'ea of New York. Agriculture Technical Bulletin No. 73. U. S. Dept. of Agriculture.
21. The Romance of Leather and Its Importance to Mankind. The Coward Shoe Co., 270 Greenwich St., New York.
22. The Empire Milker. Empire Milking Machine, Inc., Rochester, N. Y.
23. The Ox Stomach. Agricultural Experiment Station, North Dakota Agricultural College, Fargo, N. D.
24. Views of the Interior and Exterior of a Modern Dairy. Sheffield Farms Co., 524 West 57th St., New York.
25. Watson, Elizabeth, The Story of Milk and of How It Came About. Harper Publishing Co., New York.
26. What Milk Is. Sheffield Farms Co., 524 West 57th St., New York. A cardboard quart milk bottle showing proportions of substances of milk.
69

An Example on the Later Elementary Level
FOREST PRESERVATION IN GEORGIA AND THE UNITED STATES
(The procedure on "Forest Preservation in Georgia and the United States" is written in full just for the first several days. There is included a list of the activities experienced, an evaluation of the experience, other leads, culminating activity, and a bibliography.)
The pupils and teacher were observing the clipping from the daily papers placed on the bulletin board by the pupils. The greater part of the discussion was on clippings dealing with "Reforestation in Georgia," "Paper from Pine," "Georgia's Greatest Future Industry," and others with similar headings. After much discussion the teacher read the poem, "What Do We Plant When We Plant a Tree?". Bill asked, "Why can't we plant a tree?" "Plant one tree. Let us plant many on our campus'" said Jimmie.
The class decided to plant a pecan tree during the year and dedicate it to. someone. After much discussion of the planting of the tree, the teacher asked if anyone had ever visited in Athens. Georgia. One boy who had passed through the town but had never stopped wanted to know why. The teacher told the story of the "tree that owns itself," which is a famous tree in Athens. Question after question arose about the tree. Do we have any other trees that are outstanding? One child suggested that we write to the Department of Agriculture in Washington, D. C. and ask for a list of our famous trees. The class wrote letters requesting the desired information. In writing the letters, there was much discussion as to form, spelling, and penmanship. All the needed words were placed on the blackboard and a pupil suggested that they copy all the words they could not spell for a review lesson, When the letters had been rewritten the best one was selected for mailing. (The others were collected to be used later by the teacher to let the pupils make comparisons of their achievements.) The next question was, "How long will it be before we get an answer?"
It was suggested by the children that they make a list of trees found on their own campus. Each child was asked to make a list of all the trees he would have seen by the following morning anywhere in the community.
70

Tuesday: Although the pupils had found several trees which they could not identify, the list of those which they did know was rather long. This list was placed on the blackboard and a field trip was planned for further study. The route planned included both the known and the unknown trees. Specimen leaves were collected, and the unknown ones were identified. At the suggestion of one of the pupils. sketches of the leaves were made. The teacher then presented to the class a "spatter print." The children were fascinated and asked if they might make one. Instructions were given for the required materials to be brought the following morning: newspapers for covering desks. small jar or water color pan, old toothbrushes, screen wire about four inches by six inches in size. wood strips for making handles to attach to the screen, and fresh leaves. One boy volunteered to bring screen wire that had been discarded from a window. Two boys were to bring strips of lumber for the handles. Another promised to bring his new saw. After the discussion, the words forestry, preservation, and conservation were put on the blackboard and the pupils were asked to find from the books on the reading table and shelves the definitions for them and any information about them which they could find.

Wednesday: All the necessary materials except the saw were brought for the art work. Two pupils borrowed the janiter's saw and sawed the strips for the handles while two other pupils tacked the screen to the handles. Two girls prepared the ink. The other pupils read from bulletins. texts, and magazines. All desks were covered and "spatter prints" were made on manila paper and labeled. After the work had been completed, all of the materials were stored. The teacher then asked for the information got on the three words which had been placed on the blackboard on the previous day. There was evidence of varied interests in reading. and after the discussion of the words a pupil wrote on the blackboard the following list Q.f all the products of trees which the class could give, and also a list of the uses of lumber:

I. Tree Products: 1. Lumber 2. Turpentine 3. Rosin "l-. Rubber

5. Fruits, seeds 6. Sugar 7. Medicine, etc. 8. Bark for tanning

71

II. Uses of Lumber: 1. Homes

(At this point one boy disagreed because the new homes that are being built now are usually made of brick. The teacher asked why so many were being built of other materials than lumber. Someone said that it was because we have cut down nearly all of our trees and shall have to grow some more. One child remarked that one can go to the lumberyard and buy lumber, but asked where the lumber company got it. After a lengthy consideration the class decided to go to the lumberyard and ask someone. As the class was large a committee was appointed to secure the information. One boy was to call the lumber company and ask for an interview. After the teacher had appointed the committee, work on the outline was continued.)

2. Furniture 3. Ships 4. Bridges

5. Farm implements 6. Utensils 7. Fences, posts, poles, etc.

Here the story of the Jamestown colonists and their use of trees was discussed. The story of the life of Abraham Lincoln was told. The life of Theodore Roosevelt, with emphasis on his interest in forest preservation, was given.

One pupil asked to give from memory the poem read previously. This stimulated the group to memorize a poem. Several suggestions came from the class. The class decided on "Trees," which had been heard on the radio. The poem "Trees" was found in the language book. There was a request for a list of poems to be put on the blackboard. The following were listed: "Woodsman Spare That Tree," Morris; "The Ballad of the Trees and the Master," Lanier; "What the Wood Fire Said to the Little Boy," Stanton.
Theodore Roosevelt was brought up again, one pupil mentioning the part he had played in the Spanish-American War. Later an imaginary list of "Roosevelt's Rules for Prevention of Forest Fires" was compiled. After the list had been made, the teacher read "Seven Rules for the Prevention of Forest Fires."

72

Suggestions were made that the class find from the references all about trees and their products. Soon all materials were in use. One child was turning page after page frantically trying to find something on lumber. The teacher asked the class to tell her the quickest way to find anything in a book. The table of contents was named and someone mentioned the index. A brief practice on using the index was directed by a pupil. The work was continued the next day.
'Thursday: Inquiries were made about the letter written previousl y.
The boys announced that they were to go at nine o'clock to the lumber company.
Several pupils were eager to recite poems which they had memorized. Other pupils were eager to tell incidents which they had read on forest fires, animals of the forest, and the life of a ranger. These stories led to the outline which had been on the blackboard. Forest belt maps in the texts and wall maps were used in locating the forest regions of Georgia, the United States, and the world. When the second item, turpentine, was taken up the class had little information. While the class was busy seeking information, the lantern was set up by two helpers and slides on the pine tree were arranged. Scenes of the forest, chipping of the trees, a turpentine still, and naval stores at Savannah, Brunswick, and Jacksonville were shown. Two pupils led the discussion related to the pictures. All products of the pine were described. Interesting facts were added by the superintendent, who came in during the discussion of slides, including the making of printer's ink from rosin, and paper and rayon from the wood.
Rubber, the fourth item, was most interesting. A list of rubber products was made. The teacher told of seeing tires made from crude rubber ,at the World's Fair. Rubber forests were located on maps. A drawing of a rubber tree trunk was made showing how it was cut to get the rubber. A child told the story of the collecting of rubber and the exporting of it. Each item of the outline was discussed.
Each pupil was asked to give the name of a tree he or she had found in reading. In the long list given were oak, ash,
73

elm. beach, poplar, cedar. and others. The teacher asked how many would like to take the name of a tree and make it rhyme in two or more lines of "poetry."
In the meantime, the postman brought a letter from tbe U. S. Department of Agriculture. It was given to a pupil to read. It contained the names and locations of famous trees. The list was written on the blackboard and the pupils checked all they could find in the reference books. Those that could not be found were marked with a question mark. The class wished to write to various towns for the history of the trees. The class divided itself into groups to write the letters. There was need of review in letter writing. The letters were written to the Chamber of Commerce in each town. One pupil thought that it would be interesting to make books. Initiative and originality were to be shown in designing them. Information on each tree was to be added as the information was collected.
On the bulletin board were the following pictures: "Spring" and "Road Through the Trees." A study of the pictures was . made and someone wished to know wh~ drew them. One of the girls asked if she might find out about Corot.
Since one child was to report on the life of Corot. several others asked for special reports. and the following were given: John Wesley. Sidney Lanier, Joel Chandler Harris and others. The teacher, with the help of the pupils. put an outline on the blackboard showing how they would like to have the reports made.
Some members of the class wished to sketch a tree or a scene. They were given paper and pencils and told to sketch a tree seen from a window. Emphasis was put on creative work. Several wished to illustrate the poems which they had written. (These rhymes or similar ones were used in the program at the close of the experiences.)
On the following day the co.mmittee made the report of the trip to the lumberyard. (The discussion of the increase of the number of homes built of brick and the decrease of those built of lumber was an excellent lead to experiences on clay. another Georgia product.)
The following report on the life of Corot was given:
(The pupil had collected several of Corot's best pictures.)
74

OUTLINE OF THE LIFE OF COROT
I. Jean Baptiste Camille Corot II. Date of birth. July 28, 1796. Date of death. Feb. 22.
1875. III. Place of birth. Paris. France. IV. Family
1. Well-to-do bourgeois people. He knew nothing of want.
V. Life
1. Childhood influences: From his childhood, it was evident that Corot was a born artist.
2. Boyhood influences and training: He received an ordinary school education at Rome. He was then apprenticed to a Paris draper. He remained, against his will. in this profession until his twenty-sixth year.
3. Professional training: When he was twenty-six, he entered the atelier of Michallon. On the death of Michallon. he passed to the atelier of Victor Bertin. He learned little from his masters.
... Most decided influences in life: Nature was one of the greatest influences. He especially loved early dawn. dewy evenings, and the moonlight. He escaped from town and school and their conventionalities and took refuge with nature in the fields of Italy.
5. Manhood: He studied, dreamed, and painted for several years in Italy. He began t~ exhibit at the Salon in 1827. He worked vigorously for nearly fifty years. Public recognition was slow to come; he was alm06t seventy when he became a wealthy man. He obtained several medals and in 1867 he was promoted to be an officer.
75

6. Characteristics of work:
His first works are traditiqnal and "tight". His last paintings are full of mystery, poetry, spirit, atmosphere, feeling of quietness, and restfulness. He was almost exclusively a landscape painter. His works have a magical beauty. They are tender and delicate and are touched with sadness. The very delicate color of his work has an indefinable attraction. His pictures give a feeling of reality. His works are very original. Corot was one of the greatest landscape painters that the world has ever known.
VI. Description of outstanding masterpiece "The Dance of the Nymphs" There are dancing nymphs, dryads. and laughing fauns in the picture. The trees. the tangled shrubbery, the glimpse of the sky, and the little figures are very beautiful. Corot put himself into his work so much that it seems real. not imaginary. "The Dance of the Nymphs" is a great painting, showing beauti'ful landscape, great movement, realistic feeling, and exquisite coloring.
VII. Examples of other masterpieces "Macbeth" "Spring" "A Doorway at Dinon" "Landscape"
VIII. References Encyclopedia Britannica, Vol. VII.. pp. 188-189 Encyclopedia Britannica, Vol. VI., pp. 431-432 The New Students Reference Works, Vol. I.. p. 495. Twelve Great Paintings, Bailey, H. T., p. 13-16 A Wanderer Among Pictures, Lucas, E. V.
Similar reports were made o.n Lanier, Long, and Harris. Several tales from Stories of Georgia by Harris were told. After the life of Lanier was given and further readings made, the teacher read the poem, "Song of the Chattahoochee."
76

The rhythm and music of it held the interest of the group. After a study of the poem several children knew certain stanzas.

The teacher asked for all words that had been recorded during the week and the following were listed:

cypress ebony mahogany which reserve national department agriculture Lanier Wesley

medicine turpentine bulletins forestry rosin spruce sycamore mulberry implements utensils

Savannah Brunswick Burlington Bangor Wisconsin Minnesota varnish tree Spokane enclose poplar

The remainder of the' day and several weeks were filled with further learnings.

SUMMARY OF PUPIL-TEACHER ACTIVITIES FOR THE WHOLE EXPERIENCE
1. Listed trees of the vicinity and posted them in the classroom
2. Collected illustrative material, poems, and current event clippings
3. Exchanged tree lists with classes in other sections
4. Identified trees by leaf, shape, bark, and branches
5. a. Wrote a letter to the State Department of Agriculture. Atlanta, Georgia. for a list of Georgia's famous trees
b. Wrote a letter to the same address for pamphlets on forestry in Georgia
6. Wrote letter to the Chambers of Commerce of the various towns 6f Georgia having famous trees for the history of each, such as Athens, Brunswick. and Thomasville
7. Wrote to the State College of Agriculture. Athens, Geor-
77

,
gia, to find upon what terms they furnished young trees for reforestation
8. Wrote a letter to the Department of Agriculture, Washington, D. C, for pamphlets on forestry of the United States
9. Used catalogue to order any needed pictures or biographies of artists for study
10. Made a list of trees and used the name of each 10 two or more lines of rhyme
11. Asked a Boy Scout to tell of the work the Scouts are doing in conservation of forests
12. Visited a city library and found valuable references
13. Prepared oral reports on famous trees of Georgia
14. Prepared written reports on famous trees for book
15. Discussed all topics and stories
16. Prepared oral and written reports on masterpieces of landscape and the biographies of the artists
17. Memorized poems related to the experience Examples: "Trees," Joyce Kilmer "Woodsman Spare That Tree," Morris "What Do We Plant When We Plant a Tree?" Abbey "The Ballad of the Trees and the Master," Lanier "The Story of the Wood," Stanton Sections of the "Marshes of Glynn" and the "Song of the Chattahoo.chee," Lanier
18. Memorized songs. Examples: "Georgia Land"; "Tree Planting"; and "America"
19. Listed rules to aid in prevention of forest fires. Wrote themes on rel.ated topics such as: "When I Was an Acorn"; "Leaves in September"; "My Life in a Lumber Camp"; and "Trees of a Forest"
78

20. Construction work:
a. Gathered leaves and made "spatter prints" b. Listed all trees in the community and cut silhou~
ettes of oak. poplar, pine. etc. c. Made pencil and ink sketches of trees and land~
scapes d. Made covers for invitations using sketches. cut pic-
tures or "spatter prints" for the designs e. Cut freehand letters for posters f. Made bookmarks g. Made booklets of the noted trees of Georgia h. "Made posters of landscapes I. Made individual notebooks of words misspelled In
written work. for study
21. Outlined map of Georgia for locating famous trees
22. Outlined map of the United States for locating national forests
23. Outlined map for locating forest regions of the United States
24. Listed and located the wood and tree products imported from other countries
25. Made reports from references on biographies of the following: Sidney Lanier. Joel Chandler Harris, Joyce Kilmer. Crawford W. Long. Frank L. Stanton. Enos A. Mills. Theodore Roosevelt. John Muir, Luther Burbank. James Audubon. and Charles Herty
26. Reported to class any radio programs related to trees or nature study
27. Observed related news reels or other pictures on the screen
28. Used phonograph for related records, and piano for the following selections: "Trees"; "Listen to the Mocking Bird"; "Forge in the Forest"; "Birds of the Forest"; and "Indian Love Call"
79

29. Invited County Agent at different times to tell of the
work ~f the c.c.c. boys in reforesting the soil. and
causes and prevention of the erosion of the soil.
30. Made excursion to see erosion of soil
31. Visited a printing office
32. Wrote invitations to friends to attend the planting of a tree
33. Planted pecan, redbud, dogwood, and crab apple trees on campus
34. Made and hectographed programs for the culminating activity
EVALUATION
HABITS:
Cooperating, taking responsibility Neatness and order in care of self and materials Self-control and tolerance Perseverance in effort Planning, reasoning. executing. ev(aluating, observi~g.
and investigating Using initiative and abilities creatively Working individually or in a group, working for a com-
mon interest Seeking information of world about us Maintaining health and physical fitness Using leisure time in right ways
SKILLS:
Reading to solve problems, to find other information Reading maps Writing stories and poems legibly Spelling words Sketching. drawing. and painting Expressing themselves in good English Selecting material for a given purpose and knowing how
and where to get help when needed Using reference work. and compiling bibliography
80

KNOWLEDGE:
Things in the immediate environment and world at large Grouping things in such a way that they help to organize
thinking Concepts of the part played by various individuals in
community life, their work and play, the homes they live in, the clothes they wear, means Qf travel, art, music, and literature Economic resources for earning a living in the community
ATIITUDES:
Interest in immediate environment Respect for the rights of others Personal responsibility, takes part In class programs and
dramatizations Pride in good results Respect for. work and workers, conducts himself cour-
teously on an excursion, schoolyard, or school building Persistence in spite of difficulties Respect for' campus and community and a desire to make it a better place in which to live Respect for the law
ApPRECIATIONS:
Contributions of parents, friends, artists, authors, Inventors, and scientists
Home, school, community, and Georgia The everyday life of people Nature and beauty around us Good literature
FROM THE EXPERIENCES THERE WERE OTHER LEADS SUCH AS TO:
Transportation Communication Making of paper and books Daily papers How the newspaper influences my community Lumbering Gardening and landscaping
81

Wages and standards of living in Georgia Industries of my community Inventions that foster new industries Musicians. artists, orators, etc. Study of occupations Study of homes Local government Study of birds, animals, insects, and flowers Conservation of natural resources Minerals of Georgia and country
CULMINATING ACTIVITY
The culmination of this experience was the planting of a tree and the dedicating of it to a person who had so generously given trees for the campus.
BIBLIOGRAPHY FOR CHILDREN
1. Clow, E., and Chase, A., Stories of Industry. Educational Publishing Company, New York.
2. Crump, Irving, The Boy's Book of Forest Rangers. Dodd, Mead and Company, New York.
3. Dodge, R. W., and Lackey, R. R., Advanced Geography. Rand, McNally and Company, Atlanta, Ga.
4. Encyclopedias: World Book, Britannica, A'mericana, Compton's Pictured Encyclopedia.
5. Evans, Lawton B., All About Georgia. A Bi-Centennial Tribute. American Book Company, Atlanta, Georgia.
6. Harris, Joel Chandler, Stories of Georgia. American Book Company, Atlanta, Ga.
7. It's Great to Be a Georgian, Georgia Power Company Yearbook, 1927.
8. McFee, Inez H., The Tree Book. Frederick A. Stokes Company, New York.
9. Mills, Enos A., Story of a Thousand Year Pine. Houghton Mifflin Co., Atlanta, Ga.
10. Pictures for Art Study, Pamphlets on the Lives of the Artists. Perry Picture, Walden, Mass.
11. Picture: "Road Through the Trees," Corot, Jean Baptiste, C. F. A., Owen Publishing Company, Dansville, N. Y.
12. Price, Overton W., The Land We Live In. The Book of Conservation. Dodd, Mead and Company, New York.
13. Whitehead, A. C., Maker of Georgia's Name and Fanta. Educational Publishing Company, New York.
82

PAMPHLETS, BULLETINS, MAGAZINES
1. Fore8t8 and Floods, U. S. Department of Agriculture, Washington, D. C. Circular No. 19.
2. Fore8try in Geological Review. Department of Forestry and Geological Development, Atlanta, Ga. Discussion of the forests and how to preserve them. Also, common forest trees of Georgia and how to know them.
3. Government bulletins from the Department of Agriculture on trees, forest, forest fires, disease of trees, and the rangers. Washington, D. C.
4. Georgia Department of Forestry and Geological Development, Atlanta, Ga. Common Fore8t Tree8 of Georgia.
5. Green, Charlotte H., Birds of the South. The University of North Carolina Press, Chapel Hill, N. C.
6. How a Tree GrOW8. The American Forestry Association, 1523 L Street, N. W., Washington, D. C.
7. How Can You Help Protect the Fore8t? U. S. Forest Service, Washington, D. C.
8. How Paper 18 Made. Whiting Paper Co., 14th Street and Seventh Avenue, New York.
9. Indu8trial Value of the Forests. National Lumber Manufacturers Association, 702 Transportation Building, Washington, D. C.
10. McCall's Magazine, April, 1930. (In this issue is begun a series of article& on our national parks.) McCall Company, Inc., New York.
11. Manufacture of Paper. Hammermill Paper Company, Erie, Pa. A chart, an exhibit and illustrated folder.
12. National Geographic Magazine, September, 1926. "Marching Through Georgia Sixty Years After"-Illustrations by Graves, Ralph A., National Geographic Society, Washington, D. C. National Geographic Society, Special Bulletin to Members of Georgia, September, 1926, National Geographic Society, Washington, D. C.
13. Our American Forests. National Lumber Manufacturers' Association, 702 Transportation Building, Washington, D. C. Forests and their extent, products, pests, and reforestation.
14. Owen, Nina, Forest Facts for Young Folks. Forest Service Eastern National Forest District, District Seven, Washington, D. C.
15. Pack, Charles L., The School Book of Forestry. J. B. Lippincott Company, Philadelphia, Pennsylvania.
16. The Forestry Primer. The American Tree Association, 1214 16th Street, N. W., Washington, D. C.
17. The Long Leaf Pine P"imer, Farmer's Bulletin No. 1486, U. S. Department of Agriculture, Superintendent of Documents, Washington, D. C.
83

18. The Raindrop Family. Eastern National Forest District, Washington, D. C.
19. The Romance of the Match. Diamond Match Company, 30 Church Street, New York.
20. The Story of Wood. National Lumber Manufacturers' Association,702 Transportation Building, Washington, D. C. Birchbark designs cover and good illustrations.
BIBLIOGRAPHY FOR TEACHERS
1. Ahern, Lt. Col. George P., Forest Bankruptcy in AmericaEach State's Own Story. The Green Lamp League, International Building, Washington, D. C.
2. Cheyney, E. G., What Tree Is That? (Rev. Ed.) D. Appleton Century Company, New York, 1930.
3. Keeler, Harriet L., Our Native Trees and How to Identify Them. Charles Scribner's Sons, Atlanta, Ga.
4. Huntington, A. 0., Studies of Trees in Winter. D. Eates and Co., Boston, Mass., 1910.
6. Mulets, L. E., Stories of Trees. Page and Company, Boston, Mass., 1904.
6. Rogers, Julia E., The Trees. Doubleday, Page and Company, New York, 1914.
An Example on the Early Secondary Level
PRACTICAL SCIENCE
High school classes on an experimental basis have been established in this school. The purpose of these classes is to provide suitable work on the senior high school level for boys and girls of a community where graduation from senior high school is uncommon, where little education above junior high school is attempted and where, consequently, preparation for college work is of no concern.
The community served by the school is made up largely of low-income workers who have little educational and cultural background. It is a section where unemployment is common and where problems of home and family life are prevalent.
Efforts have been made in the various departments of this traditionally organized school to provide a curriculum for these senior level pupils that would be most helpful to them, without conformity to external standards but, rather, in line with current thought and trends in curriculum development. Administrative arrangements have been devised whereby co-
84

operation between teachers has been facilitated and promoted. In general. social science work has been broadened for all pupils, and special Home Economics work has been stressed with the girls. while the boys have extended their activities in the field of science. Work in English and mathematics has been continued, but it has been determined largely by needs arising in other activities, rather than by tradition.
In science, the effort was made to provide practical and useful work for the boys, in keeping with their interests, and based on needs of the community with which the teacher was fairly familiar. In the early part of this semester the boys worked on such problems as the production and distribution of electricity, the principles involved in common electrical equipment, house wiring, home and school lighting, and other similar ones in which they were interested. Individuals or small groups were allowed tQ work out problems and no effort was made tq provide for continuity or similarity of content for the entire group.
By way of brief and implied explanation to parents and other laymen, the work was referred to as "Practical Physics," though among the boys it was called nothing more than "Science. "
The work in electricity provided an opportunity for analysis by the teacher so that avenues for continuing it were revealed in which individual and group interest could be preserved while, at the same time, known needs could be taken into account.
Because of the teacher's knowledge of the community, it was obvious that activities concerning the home, with due regard for their interests and the "persistent problem of living" with which the work was most concerned, would be appropriate for the boys. With all this in mind, the teacher suggested to one boy, as he was completing an activity, "Suppose an uncle, of whom you knew nothing, died and left you a sum of money, for instance $1,500, with the stipulation that it must be spent on your home. What would you do with it?" The pupil showed an immediate interest, and, after a moment's thought, replied that he could "do everything with $1,500." So, the teacher proposed that he proceed to work out a plan of improvement for his own home whereby that sum could be
85

spent in the best ways possible. Observing his activity. others in the group liked the idea and as they finished current work wanted to begin work on similar plans. In a short time every member of the group was working on a plan for spending a predetermined sum of money on his individual home. It was then the business of the teacher to direct these pupils properly in carrying out their work to the desired end.
First. the students made preliminary suggestions which involved a wide range of improvements, such as remodeling, rewiring, inside and outside painting, installation of heating plants. installation of new plumbing fixtures, modernization of kitchens, purchase of furniture. and complete interior decorating.
It was plain that information was needed about details of all these suggestions so they were encouraged to write to commercial organizations for publications and for samples of many products. At this point the need for knowledge about letter writing arose and, with the aid of the English teacher, some time was spent in learning how to write business letters.
While waiting for answers to these letters the pupils drew plans of their homes as they were at that time and other plans showing the projected changes and improvements. At about the time this was completed answers were being received from. the letters and then some time was spent in making detailed plans of the improvements. As a result of reading, observation, and conversation with the family at home, changes were made from day to day but finally the plans were in definite shape. During this period many samples of materials such as insulation, wallpaper, paint, roofing, window shade materials, linoleum, etc., were examined and various tests as to their quality and durability were made.
The next part of the work was to compile a budget showing the cost of materials and labor for all the work contemplated. This involved the making of inquiries of local business people as to costs. A considerable amount of mathematics was involved in such problems as figuring the amount needed, and the cost of paint, linoleum, carpeting. curtains and draperies. There was also the problem of various items of equipment to be selected as to quality and cost so as to stay
86

within the total to be spent. The mathematics teacher was frequently: called upon for assistance during this phase.
It was evident that much more knowledge about furniture, floor coverings, and general household equipment was needed in order for wise choices to be made, so the teacher took them on a trip. First, a large department store was visited where the man in charge of the interior decorating department gave the boys valuable assistance. He showed them furniture of all sorts, escorted them through many completely decorated rooms, and made explanations about period designs, different woods, and principles of construction. Then he showed them floor coverings of various kinds, varying from oriental rugs and broadloom carpeting to the several grades of linoleum, and finally he took them through the household equipment de~ partment where they gained considerable information about bathroom and kitchen equipment.
A paint store was visited next. There the group learned a great deal about both paints and wallpaper, including manufacturing processes, qualities, costs, covering capacities, colors and color schemes, and methods of application. The ingredients used in paints according to intended uses and the proper mixing of them was especially interesting to the boys, as well as tests for quality in wallpaper and the methods of figuring the number of rolls needed for a room.
The group also visited the showroom of the electric power company where they inspected electrical equipment for the house. Devices of many sorts were shown and explained to them. Of particular interest were modern methods of home lighting, which were carefully explained and demonstrated.
The work in the classroom was then continued and such details were worked out as individual room plans, placement of furniture, and color schemes. Each boy made a record of all his activities in a scrap book or notebook, using pictures, diagrams, and illustrations of various sorts to show all the details in the plan. Approximately two and one-half months were spent in the work, but interest seldom lagged and at the end of the semester many expressions of pleasure and satisfaction were made. One boy was overheard, remarking to another, "You know what? I'm going to have my house just like this some day."
87

An Example on the Later Secondary Level
A STUDY OF CITY AND COUNTY GOVERNMENT
Interest in political issues was running high. It was the year of local, state, and national elections. Political news claimed the spotlight in the daily papers, news weeklies, and magazines. The dial of the radio, turned a notch to right or left, would bring ringing over the air, direct to the home, the voices of political candidates ranging all the way from the President of the nation to local ward politicians. Everywhere, on street corner, at social gathering, at home, and abroad, political issues were the principal topic of conversation. Just as intense as in other places was the feeling on such issues among a group of seniors who were studying Colonial life. On one morning interest had reached a peak, for the local paper in a discussion of the fifteen mill tax limitation had hinted that this particular school would probably lose its rating, if the ruling were effected. The teacher of the class was stormed with questions on this issue that had become a lively problem to these young high school students. Eagerly she had been waiting for such a manifestation of interest. By adroit questioning and carefully directed discussion these students decided they would like to make a study of all local government, institutions, and offices that had been retained from Colonial times. Out of this problem there emerged the desire to make an intensive study of city and county government.
Through reading and personal interviews a study was made of all the departments of county and city governments-the officers and workers in each department, whether elected or appointed, their terms of office, their duties, the salaries of each, the sources of revenue for maintenance, and the evaluation of services rendered to the community. A comparison of county government in Georgia with that of other states was made. The excessive numbers of counties in Georgia was a problem for research work and class discussion. Weak and strong points in the city charter were listed. The city had recently voted in favor of the city-manager type of government in preference to the mayor-council type. Data for this study were obtained from various sources-textbooks, newspapers, magazines, the chamber of commerce, and from leadini business men.
88

Below are listed some of the many activities carried on by various committees composed of students from the five social science classes who participated in this project:
1. The county and city jails were visited to obtain information concerning the sanitary conditions, the number of prisoners, white and colored, male and female, the cost of upkeep of each prisoner, the number of meals served daily, and the types of meals.
2. A group of students attended the recorder's court in order to ascertain information concerning the procedure of this kind Qf court and the types of cases tried.
3. One committee visited the county farm to secure information concerning the inmates in the paupers' home which is located on the farm, the kind of crops planted, the cost of operation, the amount of money allowed by the county for additional expenses above that made on the farm itself, the sanitary conditions, etc.
4. A survey of the convict camp was made to obtain information concerning the number of convicts, the number of guards, the type of work done by convicts, the cost of upkeep, the sanitary conditions, etc.
5. A committee (consisting of students who were studying physics and chemistry) made a study of the water and light plant. This study included the amount of chlorine and iodine used in the water, the light rates, the cost of power and where obtained, the details of machinery and the upkeep of the plant.
6. Committees attended the regular meetings of the city council, county board of commissioners, and chamber of commerce. The committees kept records of the procedures of these meetings, the problems discussed and action taken.
7. Committees wrote and dramatized a colonial town meeting, a mock council meeting, a skit illustrating the housewife's opinion of merits of the city-manager type of government; an illustration of the busi-
89

ness men's discussion of zoning (A constitutio.nal amendment had recently been voted by the entire state to permit the city to have a zoning law.), a scene in a recorder's court, and a pantomime illustrating the fundamentals of good government.
8. Some students drew plans for a small model city illustrating the principles of zoning, proper parking facilities, recreational centers, and the like. Many excellent suggestions were made for improving the appearance of the town, especially in the mill and negro sections.
9. As a culminating activity the class held a city and county election. All senior students were qualified voters and were eligible to run for office. At the beginning of the study permission was obtained from county and city officials for the winners to take over the affairs of local and county government for one day. The candidates for the various offices wrote their announcements on cards which were placed on a special bulletin board in the classroom. These announcements were similar to those in the local newspapers. About sixty-five students ran for offices. Many of them made campaign speeches in the classroom. The candidates running for mayor made their campaign speeches in the school assembly. These speeches were presented in the form of a radio program. The announcer explained to the school the plan and purpose of the study.
The ballots were an exact replica of those used in the city and county elections. The official polls were kept by members of the Democratic Executive Committee. Voting was done by precincts. (Each class was a precinct.) A run-over of two candidates was necessary. This was held in regular order. The winners were duly sworn into office and, under the directions of officers and employees oJ town and county who cooperated in every way possible with the project, the students carried on all the official duties for one day-from highest office to lowest employee-in other words, from mayor to the drivers of the trash trucks.
Before the problems were set up in this study the instructor had obtained much helpful information concerning in-
90

dividuals through a pretest and a questionnaire given to the entire class. The pretest was designed to find out how much information the students had concerning county and local government. The questionnaire was designed to discover spe~ cial interests and attitudes. During the study of colonial life the instructor had been discovering through individual reports and conferences, the interests and some of the strong and weak points of many of the students. From the cumulative records of the school she had obtained the previous records of her pupils. This information, in addition to an understanding of the home background of a large number of individuals in her class (the instructor was a native of the town in which she taught) was invaluable in guiding the students in this study. For example:
1. Two rural boys and one girl, who had revealed strong race prejudice, were put on a committee with two town students whose parents were definitely interested in raising standards of living for negroes, to m,ake a survey oJ the negro section and make suggestions for improvement.
2. Five girls in the class whose experience had been limited and whose backgrounds were poor had practically no information on the subject and apparently little interest. These girls were placed in groups with students who gave extra help to them.
3. The most difficult tasks were assigned to the most capable students.
4. Pupils with artistic ability drew the model towns.
5. Students with creative ability and originality were given an opportunity for self-expression.
6. Care was taken to see that children of prominent families were appointed to fill some of the menial jobs in the city.
7. Timid children were encouraged to collect information by interviewing adults.
8. Instructions were given to individuals in collecting and organizing materials.
91

The procedure of the class period was varied from day to day depending on the needs of individuals and groups. Some periods were used for research and individual study; some were used for group work; others for class discussions and individual and group reports; two were devoted to lectures given by the instructor; occasionally it was necessary to send pupils into the community to collect information. Informational check-up tests were given from time to time. As a final check-up the instructor attempted to evaluate outcomes of learning in terms of factual information. application of facts. or use of facts in interpreting environment and interests. attitudes. ideals. and appreciations.
An Example on the Adult Level
THE SCHOOL LUNCH
This report gives a specific example of how a group of mothers enrolled in a class for adults. while studying homemaking. planned an organized study of the problem of providing adequate school lunches for their children. (This experience is directly related to two of the "persistent problems of living" as given in the "scope chart"-i. e.. I. "Maintaining physical. mental. and emotional health." III. "Performing the responsibilities of citizenship in the home. the community. the state. the nation. and with other nations." indirectly with VI. "Expressing aesthetic and spiritual impulses." and VII. "Utilizing education as a means of acquiring and transmitting the social heritage. and as an agency for conserving and improving human and material resources." )
OBJECTIVES:
1. To develop the ability to plan and prepare appetizing lunches for the school children of the family.
2. To learn various ways of using milk. fruits. and vegetables in dishes that can be carried in the school lunch box.
3. To know how to pack a lunch so that the foods remain as appetizing and attractive as when packed.
The lessons were planned by a group of mothers who are wives of tenant farmers and who meet every Wednesday afternoon during the school year to study ways of im-
92

proving themselves as homemakers and citizens. Their standard of living, taken as a group, is above that of the average tenant in the community.
From each home represented there were two or more children who carried lunch to school, and from the survey of the homes made by the teacher and from observation at school, it was found that the lunches, consisting mainly of bread, meat, and potatoes, were inadequate. The women themselves realized that their children were not being provided with the right food for the lunch at school, because they had just been studying "The Family's Food," in which they had learned how to plan and prepare meals that would meet the nutritive needs of the different family members. So, every member of the group was interested in finding out anything she could about better school lunches.
They decided that the following problems would have to be solved:
1. The lunch must be planned so as to make the child's diet for the whole day complete.
2. The noon meal in all the homes supplied more vegetables and fruits than the other two meals and the children were away from home for this meal, so their school lunch must be a substitute for it.
3. How can we prepare vegetables, fruit. and milk dishes that can be carried to school?
4. This type of lunch will need some kind of substantial container and cannot be carried just wrapped in paper. \\That shall we use for the purpose?
5. Some of these foods will be in liquid or semiliquid form. How can we pack them so as to keep them separate?
6. Where can we find information that will help us to solve these problems?
It was remembered by the group that some of the references used for the work on the family's food had included material on the school lunch. These were collected and studied. Also commercial bulletins. and leaflets and bulletins
93

from the United States Department of Agriculture and the Extension Division of the State College of Agriculture were secured. Some worth-while suggestions from group members were also exchanged.
It was decided that sandwiches usually make the foundation for the lunch but that they need not be the stereotyped bread and meat variety, nor need they always be included. Muffins, corn bread, Boston brown bread, and Graham crackers would occasionally be a grateful variation, and with a salad, a dessert, and a beverage, the lunch can be sufficiently complete without sandwiches. And when sandwiches are used, the bread may be as varied as the filling. Whole wheat, graham, and rye bread are wholesome substitutes for white, and quick breads of all varieties (nut, date, and peanut butter) may be used.
Considering the other two meals of the day served in these homes, the group decided that in general, the lunch should contain bread or its equivalent, some kind of fruit or vegetable either fresh or cooked. something sweet. and a beverage. Eggs, meat. fish, or cheese should be included unless they were provided for in the other meals of the day.
t
It was found that the lunch of the six-year-old girl and the twelve-year-old boy differ mainly in quantity.
The following menus for lunches were decided upon as being practical for this group:
1. Sandwiches with scrambled egg filling and lettuce. A firm tomato or small container of canned tomatoes. Cookies. Milk.
2. Sandwiches filled with cottage cheese salted and mixed with any of the follqwing: peanut burlter, celery, chopped nuts, green peppers, or parsley. Cup cake. Milk.
3. Baked bean sandwiches on brown bread, the beans moistened with catsup or tomato sauce and mashed to a smooth paste. Raw carrot sticks or celery. Cup custard or rice pudding. Milk.
4. Sandwiches of dried beef "frizzled" in butter, with lettuce. Stewed dried fruit. Milk.
94

5. Sausage in graham muffins. Sauerkraut. Apple sauce. Hot cocoa.
6. Cream of tomato soup. Egg sandwich. Boston brown bread and cottage cheese sandwich. Apple.
7. Ham sandwich with lettuce. Apple sauce. Oatmeal cookies. Grape juice.
Since one of the big problems was to include milk. vege~ tables, and fruits in the lunch. ways had to be found for using these foods in dishes that could be carried to school. It was found that milk could be used in custards. cocoa, cream soups, and milk shakes. Vegetables could be used in sandwiches, salads. cream soups, and raw; and fruits might be used r,aw. canned, stewed. dried, in salads. desserts, and fruit JUICes.
Demonstrations on the preparation of milk. fruit. and vegetable dishes were given in the class and suitable containers for each decided upon and used in packing actual lunches from these foods and others needed to complete the requirements of the lunch.
A list of recipes for various milk, fruit, and vegetable dishes was made up by the teacher from those contributed by members of the group, together with suggestions for sandwich fillings and ways of packing these foods. Mimeographed copies given to each member of the class for future reference.
Reports were given by some on the use they were making at home of the information gained in class and what the children were having to say about it. These reports indicated that these mothers were giving more attention to variety. balance. and attractiveness in their children's daily lunches. Such attention represents progress in adjustment to the problems of maintaining health. of using education, of earning a living, and performing the responsibilities of citizenship. As these improved adjustments are made, the aims of education are be~ ing realized.
95

An Example on the Adult Level
PLANNING My 1936 FARM PROGRAM
Setting-A typical rural Georgia community consisting of about 100 farm families; junior high school with ten teachers. located in the center of the community; good farming community; patrons interested in the school. About sixty men and forty women were in the class. The class met from seven to nine on Tuesday and Thursday evenings. The class was organized. for study of this problem. about the first of February. Several members of faculty attended and participated in the class.
Prior to the first meeting of the class the prospective members were visited and their problems were discussed with them. Upon listing and classifying the various ones suggested, "Planning My 1936 Farm Program" was of major interest to the group and the problem of immediate need.
At the first meeting. the teacher led the group to make a clear statement of the problem. Thus the problem was defined. The definition of the problem might have led to a consideration of only narrow and purely technical information as bases of judgment. In other words. it could have become a vocational problem in the narrowest sense of the word. Notice what did happen. The teacher raised the question. "What do you think should guide us in solving this problem?" Many suggestions came from the group. The teacher placed each suggestion on the blackboard and led the group to discuss and evaluate each suggestion. Here are some of the guides suggested:
1. We must set up a program on each of our farms that will enable us to live at home.
2. We must think about the health of our family in planning the program.
3. Many of our leaders are placing emphasis on cooperation; therefore. the matter of citizenship is involved in our planning.
4. If we do not plan Qur farm to conserve and build up soil and forests. we will not have anything to leave for our children.
96

5. The local Sunday School superintendent suggested that we must t;hink of the welfare of others in making our plans: (a) consumers, (b) other Georgia and American farmers, and (c) farmers in other countries, especially India, China, Egypt, and South America. In other words, our acts in this case certainly have many moral and social implications.
6. Anticipated price for the several farm enterprises is a factor to consider.
7. Cost of producing the several enterprises must be considered.
8. Estimated net income IS an important consideration.
More than two hours were required to establish these guides for solving the problem. The teacher encouraged much discussion and evaluation of each principle before definitely listing it as a guide. The teacher did little talking, except to guide and stimulate the discussion of the group and to keep the discussion moving in an orderly fashion.
At the second meeting, the teacher reviewed the principles previously formulated and asked for any new ones that had been thought of since the last meeting. He then raised the question, "What farm enterprises should we consider and how much of each should be produced, ( 1) on each farm represented, (2) in the county, (3) in the state, (4) in the nation, and (5) in the world?" The group worked eleven evenings, or more than twenty-two hours, answering this question. Each farm enterprise was given consideration. Since cotton was the most important enterprise on most farms, it was considered first. The teaching procedure used on all enterprises may be illustrated with cotton.
"How much cotton to grow this year?" This question was answered in the light of the above guides. Health of family, citizenship, moral and social implications, cost, price, and net returns. These guides were used in formulating a group answer to the question, "How much cotton should I grow on my farm and how much should farmers of the county, the United States, and the world grow?"
97

The opinions and contributions of the group were brought into the open for discussion and evaluation. These were then supplemented with the best factual information available.
The teacher considered it his job to guide and stimulate discussion and tQ bring to the group the best facts available. This involved much time and effort in preparing charts dealing with: ( 1) local. national. and world consumption, (2) production, (3) tariffs, (4) valuation of the dollar, (5) social and health conditions in foreign cotton growing countries, (6) habits, (7) dress, (8) standards of living, and (9) probable future trends of production.
All other enterprises were considered in the same way. At the end of the class each family formulated its own farm program.
It is interesting to note that the class was not directed by one teacher. It was a cooperative class with the following teachers participating: social science, home economics, agriculture, seventh grade geography, health, and from outside the school. the home demonstration agent and a local minister.
The solution of this problem opened up many interesting problems for certain members of the group. Additional reading materials were provided for those who' became interested in certain aspects of the problem, such as, (1) religion in cotton growing countries, (2) comparison of standards of living in different countries, (3) tariffs, (4) gold standard, etc.
It should also be noted that this one problem was definitely concerned with five out of the seven "persistent problems of living" listed by the scope committee. It was not merely a vocational, or social. or civic, or moral problem; it was all of these and more.
Adults in Georgia are faced with problems that the school can help to solve. The school should help adult groups to discover these problems and organize study that will help in their solution.
98

XI
EVALUATION IN THE PROGRAM
The Imporlance of Evaluation
It is very necessary that teachers and school administrators make plans for estimating the successes and failures or even the beginnings of a new educational program. Evaluation is indispensable for justification of a new program to the public, learners, teachers, and school officials. It is not too much to insist that no school should begin a new program unless it is prepared immediately to begin evaluation of that program.
Criteria for Evaluation
The following criteria for use in evaluation of new school programs are proposed:
1. Pupil need, interest, and purpose. The first criterion of any activity furthered by the school is that it really meets the needs, interests, and purposes of learners, whether they be children, YQuth, or adults. (See page 42, Study of the Learner.)
2. The activity or program of activities should meet the test of the aims of education. (See page 31, Aims of Education) :
A. The activity or program of activities should develop the qualities or characteristics' possessed by good citizens in a democracy:
1. Integrity 2. Respect for Personality 3. Scientific Attitude 4. Appreciation of Human Relationships 5. Appreciation of the Beautiful 6. Sense of Responsibility
99

7. Initiative 8. Appreciation of Values 9. Appreciation of Religion
B. The program should contribute to the solution of pressing problems in Georgia. (See page 22. Georgia Problems) :
1. Enrichment of rural life
2. Segregation of groups
3. Race relationships
4. Health
5. Standard of living
6. Georgia history
7. Natural resources
3. The program should contribute to understandings. attitudes. and appreciations which have to do with the persistent problems of living today. (See page 36. Scope of the Curriculum.) These persistent problems are:
1. Maintaining physical. mental. and emotional health 2. Earning a living
3. Performing the responsibilities of citizenship
4. Utilizing and controlling the natural environment for individual 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 improving human and material resources
The teacher should employ all of the above criteria in the evaluation of all experiences in which the learners participate.
100

Evaluation Is a Continuous Process
Evaluation in the true sense is not just a process to be pursued at the completion of an activity. nor at any other particular time. but rather. it is a continuous process about which a teacher is concerned at all times during all activities. It is the process through which a teacher finds approval for and justification of pupil activities whether it be at the beginning of an activity. during the pursuance of the activity or at its completion.
At the start of an activity the teacher will check against the criteria of evaluation as set forth above. That is. first. are the purposes and interests of pupils. as revealed under careful scrutiny. real. and do they meet the needs of the group? Second. does the activity contribute definitely to the aims of education? Third. does the activity contribute to a growing understanding of the persistent problems of living?
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. Suggestions for methods of evaluating are given below.
Caring for Fundamental Skills
Schools undertaking new programs or activities should be especially careful to safeguard the teaching and learning of skills which are fundamental in any plan of education. No school may expect to receive the approval of public opinion without success in teaching such skills as the following:
1. The ability to read fairly difficult material with satisfactory comprehension and speed
2. Knowledge of English words and reasonable ability to spell them
3. Ability to use the fundamental processes of mathematics with satisfactory speed and accuracy
4. Ability to express thoughts with accuracy. and some degree of ease in written and oral English
5. Good study habits in pupils

Suggeated Liat of Standardized Teat.
The tests listed below, arranged according to the levels set up by the Committee on the Scope of the Curriculum. in no sense represent a complete catalogue qf materials available for evaluation purposes. While the tests here listed are not vouched for unqualifiedly, those mentioned have been used widely and are generally recognized as being among the worthwhile evaluating instruments available. Practically all tests are applicable at several grade levels, a factor which may facilitate the testing program and also reduce the costs.
It is well to sound a note of warning to the effect that good results cannot be expected from a merely mechanical administration of various tests. All tests should be selected in terms of local needs, and in many instances it may be advisable to consult one of the several advisory services on testing problems (such as that maintained by the World Book Company, the Bureau of Educational Research and Service of the University of Georgia, et al.) concerning the selection and application of tests. As an additional precaution, sample copies of the tests under consideration should be studied from the standpoints of validity, reliability, ease of administration. objectivity of scoring, costs, availability of parallel forms for retest purposes, adequacy of norms useful in making comparisons, etc. Well-established norms are especially valuable in tests of general ability, because it is not usually expedient to administer more than two or three tests of this sort during the career of each pupil. Cooperative testing programs have been organized in several areas, but even these services must be selected and supplemented in terms of the immediate situation.
The use of standard tests should be supplemented by employment of teacher-made tests of the usual essay or question type, and of teacher-made objective tests by those teachers who have studied the art of making them.
The numbers before the names of the tests refer to the identity of the publishers and distributors (see list below), while the asterisk (*) identifies those tests which require individual administration. A few selected references on tests and testing are appended. The following abbreviations are used:
102

Apt., for tests of general aptitude or special aptitude. "General aptitude" includes tests of "general intelligence."
Ach., for tests of general achievement or particular achievement. As a rule, tests of special achievement in special subjects or skills are not listed because of the large number of these available.
PRESHOOL:
6. Stanford Binet Test (Terman and Merrill Revision, 1937) (Apt.)
14. Merrill-Palmer Scale of Mental Tests (Apt.) 5. Minnesota Preschool Scale (Apt.) 8. Van Alstyne Picture Vocabulary Test for Preschool Children 8. Rhode Island Intelligence Test (Apt.)
EARLY ELEMENTARY (Kindergarten, Grades 1, 2 and 3) :
11. California Test of Mental Maturity; Primary Battery (Apt.) 8. Cleveland Kindergarten Classification Test (Apt.)
14. Metropolitan Achievement Tests; Primary I Battery, Primary II Battery (Ach.)
14. Metropolitan Readiness Test 11. Progressive Achievement Test; Primary Battery (Ach.) 14. Pintner-Cunningham Primary Mental Tests (Apt.)
8. Rhode Island Intelligence Test (Apt.) 6. Stanford Binet Test (Terman and Merrill Revision, 1937)
(Apt.) 5. Unit Scales of Attainment; Primary Division, Grades 1, 2
or 3 (Ach.) 14. Sangren Information Tests for Young Children
5. Van Wagenen Reading Readiness Test
LATER ELEMENTARY (Grades 4, 5, 6 and 7):
9. Ayers Handwriting Scale (Gettysburg Edition) 14. Otis Self-Administering Intelligence Scale; Intermediate
Examination (Apt.) 6. Stanford Binet Test (Terman and Merrill Revision, 1937)
(Apt.) 14. National Intelligence Tests (Apt.)
6. Freeman Chart for Diagnosing Faults in Handwriting 8. Illinois General Intelligence Scale (Apt.) 11. California Test of Mental Maturity; Elementary Battery
(Apt.)
103

5. Dearborn Group Tests of Intelligence; Series II (Apt.) 14. New Stanford Achievement Tests. (A battery of ten sub-
tests, each of which may be used separately if desired, as follows: Paragraph Meaning, Word Meaning, Spelling, Language Usage, Literature, History and Civics, Geography, Physiology and Hygiene, Arithmetic Reasoning and Arithmetic Computation.) (Ach.) 14. Metropolitan Achievement Test; Intermediate Battery and Advanced Battery (Ach.) 5. Unit Scales of Attainment; Divisions I, II, and III (Ach.) 8. Public School Achievement Tests; Batteries A, B, and C (Ach.) 8. Illinois Examination I (Grades 3, 4 and 5) (Apt. and Ach.) 8. Illinois Examination II (Grades 6, 7 and 8) (Apt. and Ach.) 6. Henmon-Nelson Tests of Mental Ability (For Grades 3-8) (Apt.) 6. Nelson Silent Reading Test (For Grades 3-8) 13. The Modern School Achievement Tests (Complete Battery) (Ach.) 13. The Modern School Achievement Tests (Short Form-Skill Subjects) (Ach.) 10. Lewerenz Test in Fundamental Abilities in Visual Art 3. Kwalwasser-Ruch Test of Musical Accomplishment
LoWER SECONDARY (Grades 7, 8 and 9):
6. Henmon-Nelson Test of Mental Ability (For Grades 7-12) (Apt.)
14. Otis Self-Administering Tests of Mental Ability; Intermediate Examination (Apt.)
14. Terman Group Test of Mental Ability (Apt.) 14. Haggerty Intelligence Examination; Delta 2 (Apt.)
14. New Stanford Achievement Test; Advanced Examination (Cf. above for list of subtests) (Ach.)
14. Metropolitan Achievement Test; Advanced Battery (Ach.) 14. Stenquist Mechanical Aptitude Tests (Apt.)
5. Unit Scales of Attainment; Division III, Grades 7, 8 (Ach.) 5. Unit Scales of Aptitude; Divisions II and III (Apt.)
8. Public School Achievement Tests (Ach.) 11. Progressive School Achievement Tests; Intermediate Bat-
tery (Ach.) 5. Kuhlman-Anderson Intelligence Tests (Grades 7-8, 9-Ma-
turity) (Apt.)
11. California Test of Mental Maturity; Advanced Battery (Apt.)
6. Stanford Binet Test (Terman and Merrill Revision, 1937) (Apt.)
8. Detroit Mechanical Aptitudes Examination (Separate forms for boys and girls) (Apt.)
104

3. Meier-Seashore Art Judgment Test 14. Stenquist Meehanical Aptitude Test (Apt.) 10. Lewerenz Tests in Fundamental Abilities in Visual Art
3. Kwalwasser-Rueh Test of Musieal Aeeomplishment 4. Seashore Measures of Musieal Talent
UPPER SECONDARY (Grades 10, 11, 12, and Junior College) : 3. Iowa High Sehool Content Examinations (Four sectionsEnglish Literature; Mathematics; Seienee; History and Soeial Seienees) (Aeh.)
14. Otis Self-Administering Tests of Mental Ability; Advaneed Examination (Apt.)
14. Otis Group Intelligenee Seale; Advaneed Examination (Apt.) 14. Sones-Harry High Sehool Aehievement Test (Four parts-
Language and Literature; Mathematies; Natural Seienee; and Soeial Studies) (Aeh.) 11. Progressive Sehool Aehievement Tests; Advaneed Battery (Aeh.) 6. Henmon-Nelson Test of Mental Ability (Grades 7-12) (Apt.) 6. Henmon-Nelson Test of Mental Ability (College) (Apt.) 5. Kuhlman-Anderson Intelligence Tests; (Grades 9-Maturity) (Apt.) 1. Ameriean Couneil Psyehologieal Examination (High Sehool) (Apt.)
1. Ameriean Couneil Psyehologieal Examination (College) (Apt.)
6. Stanford Binet Test (Terman and Merrill Revision, 1937) (Apt.)
1. American Council on Education Examinations in the Fundamental Subjeet Matters of High Sehool and College. (A new comparable form each year in eaeh of the following subjects: English, Foreign Languages, Mathematies, Seienee, Social Studies, Contemporary Affairs, and General Culture) (Aeh.)
13. Interest Questionnaire for High Sehool Students (Garretson and Symonds)
7. Minnesota Interest Analysis (Mechanieal Interests) 12. Vocational Interest Blank for Men (E. K. Strong, Jr.) 12. Vocational Interest Blank for Women (E. K. Strong, Jr.)
2. Oceupational Interest Blank for Women (Graee E. Manson) 3. Meier-Seashore Art Judgment Test 3. Kwalwasser-Ruch Test of Musical Achievement 10. Lewerenz Test in Fundamental Abilities in Visual Art 4. Seashore Measures of Musical Talent 12. Berureuter's Personality Inventory (Separate ratings on the
following: neurotieism; self-suffieieney; introversion; dominanee; soeiability; and eonfidenee)
105

12. Bell's Adjustment Inventory (Separate ratings on the following types of adjustment; home; health; social; emotional)
12. Wrenn's Study-Habits Inventory 12. Bell's School Inventory (i. e., adjustment to school environ-
ment) 8. Detroit Mechanical Aptitudes Examination (Separate forms
for boys and girls) (Apt.) 14. Stenquist Mechanical Aptitude Test (Apt.)
ADULT: (Selection of appropriate tests at this level obviously will depend on the academic status of the testee as well as upon other factors. Hence, it is impossible to make specific recommendations.)
PUBLISHERS AND DISTRIBUTORS OF TESTS:
1. American Council Co-operative Test Service, New York City 2. Bureau of Business Research, Ann Arbor, Michigan 3. Bureau of Educational Research and Service, University of
Iowa, Iowa City, Iowa 4. C. H. Stoelting Company, Chicago, Illinois 5. Educational Test Bureau, Minneapolis, Minn., Philadelphia,
Pa., and Nashville, Tenn. 6. Houghton Mifflin Company, Boston, Mass. 7. Marietta Apparatus Company, Marietta, Ohio. 8. Public School Publishing Company, Bloomington. Illinois 9. Russell Sage Foundation, New York City 10. Research Service Company, 7219 Beverly Boulevard, Los
Angeles, California 11. Southern California School Book Depository, Los Angeles,
California 12. Stanford University Press, Stanford University, California 13. Teachers College Bureau of Publications, Columbia Uni-
versity, New York 14. World Book Company, Yonkers, New York
SELECTED REFERENCES ON TESTS AND TESTING
Allen, R. D., Organization and SupeT'll'i8ion of Guidance in Public Education, Inor Publishing Co., New York, 1934
Bell, H. M., The Theory and Practice of Student Coun8eling, Stanford University Press, Stanford University, California, 1936.
Beers, F. S., "The Human Side of This Testing Business," The Educational Record, Vol. 17, No.4, pp. 577-608 (Oct., 1936).
Bingham, W. V., and Moore, B. V., How to Interview, Harper & Brothers, New York, 1931.
106

Bingham, W. V., Aptitude Tests and Aptitude Testing, Harper and Brothers, New York, 1937.
Greene, H. A., and Jorgensen, A. N., The Use and Interpretation of Elementary School Tests, Longmans, Green and Co., New York, 1936.
Green, J. E., "The Use of Tests in the Improvement of Instruction," School and College, Vol. 25, No.2, (Jan., 1937).
Green, J. E., "Planning for Effective Testing," School and College, Vol. 25, No.3, (Feb., 1937).
Hawes, H. E., et aI., The Construction and Use of Achievement Examinations, Houghton Mifflin Co., Boston, Mass., 1936.
Hildreth, G. H., Psychological Service for School Problems, World Book Co., Yonkers, New York, 1930.
Kelley, T. L., Interpretation of Educational Measurement, World Book Co., Yonkers, New York, 1927.
Ruch, G. M., and Stoddard, G. D., Tests and Measurements in High School Instruction, World Book Co., Yonkers, New York, 1927.
Symonds, P. M., Measurement in Secondary Education, Macmillan, New York, 1934.
Stutsman, R., Mental Measurement of Preschool Children, World Book Co., Yonkers, New York, 1931.
Teigs, E. W., Tests and Measurements for Teachers, Houghton Mifflin Co., Boston, Mass., 1931.
Terman, L. M., and Merrill, M., Measuring Intelligence, Houghton Mifflin Co., Boston, Mass., 1937.
Williamson, E. G., Student Personnel Work, McGraw-Hill Book Co., New York, 1937.
Wood, B. D., Measurement in Higher Education, World Book Co., Yonkers, N. Y., 1934.
107

Informal Methods of Evaluation
A very important means of evaluation is that of intelligent observation. More can be told about the complete development of a child by observing him from day to day than in any other way. The teacher should note characteristics of the child which run in accord with or are counter to the desirable characteristics of a citizen in a democratic society. (See Aims of. Education, page 31.) He should devise suitable guides or check lists for estimating and recording the methods of work, attitudes. appreciations. ideals. and interests displayed by pupils in and out of school. The following questions may be suggestive for devising a check list:
Is he making progress in ability to use time and materials properly? Does he work well with the group? What voluntary contributions does he make to the group? What is his attitude toward individuals whose environment differs from his own? Is he indifferent, antagonistic, or friendly? Does he respect the personal rights and property rights of others? Is he pleasant and cheerful? Is he developing initiative and a desire to continue reading and to undertake other useful projects? Does he show definite improvement in oral and written English? Will he stick to a difficult task until he finishes it?
PUPIL EVALUATION
As the pupil proceeds with an activity he should constantly evaluate that activity in terms of his purpose. Teachers should devise plans to assist and encourage pupils in selfevaluation in order that they may acquire the desire and ability to criticize and improve their own efforts.
This may be done through progress charts. guide sheets. pupil self-rating scales for checking attitudes and appreciations, and in individual and group conferences with the teacher. Whatever method is used the teacher should guard against any motive for deceit and individual competition. Its chief purpose should be to stimulate pupils to want to improve their tasks.
KEEPING CURRICULUM RECORDS
A brief record of each activity developed during the school year should be kept by the teacher. This cumulative record
108

of actIvltles should be filed as a reference for the succeeding teachers. It should be kept on file for a period of at least two years to prevent duplication, that is, to prevent the following teacher from developing the identical activity. After this lapse of time, if the same activity is developed under another teacher, there may be sufficient pupil growth, in purposes, needs. and interests to warrant its use on a higher level. For example, if an activity on "transportation" is developed at the second grade level it would not be developed again within a period Qf at least two years.
The record of an activity can be kept in one of several ways: (1) an outline form probably stating the age level, activities performed, and an evaluation; (2) each activity might be stated in a few descriptive paragraphs; (3) each activity might be recorded in a few sentences and attached to the child's individual record for the year. The last suggested method would be most helpful to teachers where pupils transfer within the system or move into another community.
109

XII
COLLECTING AND PRESERVING MATERIALS
The well-prepared teacher has a large and carefully selected collection of materials to use as teaching aids. These are often easy to get and are of little expense. Materials of this inexpensive type which are well worth preserving and keeping are: magazines and newspaper clippings. bulletins. travel posters and folders. lantern slides. films. maps. exhibits, publications of the state and national governments, book and seed catalogs, collections of Georgia materials, and so on.
"Materials of Instruction" refers to anything that is of sufficient value to effect favorably the outcome of any work done by the teacher and the children together.
SOURCES OF MATERIALS
1. Many organizations over the country send free or inexpensive materials.
2. Pamphlet and poster material may be obtained from railway and steamship lines, and manufacturing firms.
3. Much worth-while material can be clipped from magazines and newspapers.
4. Interested students contrib,Ute worth-while material. 5. Pamphlets may be secured from the state government. 6. From the Superintendent of Documents, Washington,
D. c.. interesting pamphlets may be purchased for
small sums. 7. Other departments of the Federal government issue
bulletins and pamphlets which may be obtained directly.
TYPES OF MATERIALS
1. Bulletins. pamphlets. catalogs; publications by departments of state and national government; publications by state universities; travel bulletins; information bulletins issued by various industrial concerns; book. seed, furniture, and similar catalogs.
110

2. Magazines and papers (state and locaL Sunday. foreign): feature articles. reviews of books. plays. motion pictures. radio programs.
3. Posters of railroads and travel bureaus; maps. charts. 4. Prints and pictures. slides. post cards. and so on. 5. Tapestries and wall hangings. prints. pictorial cre-
tonnes. chintzes. and the like. 6. Exhibits and collections. specimens. models. 7. Properties and costumes to be used in play production
and school programs. 8. Programs: radio. theatre, lecture. exhibit. garden or
book club. 9. Biographical sketches. iiurnishing information about
the lives of authors, writers. actors. inventors. and so on. 10. Mimeographed accounts of work. and teacher-andpupil-made helps. 11. Annotated bibliographies of source materials and available illustrative materials.
CLASSIFICATION OF MATERIALS
No matter how much material may be collected. it will be of little value unless it can be classified and catalogued so as to be referred to readily when it is needed. It may be classified according to topic. subject heading. activity. or the persistent problems of living as described in the Scope Chart. The system should be kept simple enough to make the material easy to find when wanted.
Use should be the guiding principle in organizing and classifying the material. Headings may be taken from Reader's Guide to Periodical Literature which is available in many libraries. Any aids may be used that are consistent and follow a particular plan.
MOUNTING AND PRESERVING MATERIALS
Pictures: Cut the pictures neatly. Keep the title or description to be
pasted on the back of the mount. Good colors for mounting pictures are gray, tan, brown, dark green, black. The color
111

of the mount should echo or repeat one of the dominant colors in the picture.
The mount should be two to four inches larger than the picture. Place the picture on the mount so that the bottom margin is slightly larger than the margin at the top and sides. Arrange pictures of a series on the same kind and size of mount.
Mounting boards may be of any cardboard or stiff paper substantial enough to keep the corners neat.
Where it is desirable to protect prints that must be handled frequently by the children. the mount may be covered with a piece of isinglass cut the size of the mount and held in place by binding with passe-partout tape. Cellophane may be used in the same way.
Clippings: Cut the article carefully, being sure to keep name and date
of publication. Cut in pieces nearly as long as the folder, envelope or box in which it is to be filed. Paste on the cardboard; where the article is on both sides of the page, the clipping can be pasted down at the top or side of the page. so that it can be folded back to be read.
Post Cards: To make most usable. mount on cardboard. two or more
to the sheet, using "art corners" to hold in place.
Card Files: A convenient way to file poems. addresses. directions for
making or mounting materials. etc., is to type these on cards of a convenient size and file in a case bought or made for the purpose.
Maps. Posters, Charts: Such materials may be mounted on heavy cardboard. beaver-
board. or railroad board. To make a neat finish. bind the edges with passe-partout tape; cover with clear shellac to preserve color and to keep clean. The shellac may be wiped off with a damp cloth without injury to colors of map or poster.
Maps and posters may also be mounted on coarse cloth or an old window shade and then rolled around a stick and tied securely before filing.
112

XIII
SUGGESTIONS FOR INTRODUCING THE PROGRAM
The way in which the new program is introduced in a school will depend somewhat upon the position occupied by the person who wishes to take the initiative in the improvement of instruction in the school. The entire school will benefit most if the principal or superintendent will take the leadership in introducing the new program. In most cases, however. the individual teacher can begin the improvement ()f the curriculum in her own room. even though little guidance is given by the principal.
The suggestions in this section have been written to guide either the principal or the individual teacher, or both. The section has been written in three parts: (1) Suggestions for the Superintendent or Principal; (2) Suggestions for the Classroom Teacher; (3) Suggestions for Parent Study.
Suggestions for the Principal
The greatest handicap in the school curriculum improvement program in Georgia at the present time is the fact that too few principals have been educated to take leadership in the improvement of instruction. Until more graduates have received guidance in this field as a part of their college education. the principal who is truly interested in professional growth must enter into a program of self-education. The following outline has been found exceedingly helpful:
1. Study carefully the aims, scope, and procedures which are included in this bulletin. Get as clear an understanding as possible of the work of the program of curriculum revision.
2. Read descriptions of improvements that have been made in other schools. The following are suggestions:
Gustin and Hayes, Activities in Public Schools. University of North Carolina Press. Chapel Hill. N. C.
Tippett, Schools for a Growing Democracy, Ginn and Co.. Atlanta. Ga.
3. Study the persistent life problems in the community
113

in which the school is located in the light of the state scope report in which the persistent life problems in Georgia are discussed.
4. Spend parts of one or two days, or a week, observing the instructional process in each room in the schoo!. Take notes on all that takes place in the rooms which contributes significantly to help children deal adequately with persistent life problems. Take careful notes, also, on those features which do not contribute significantly to the solution of the persistent life problems. For instance, a part of the principal's observation sheet may look somewhat as follows:

. Evidences which seem significant in aiding children to deal adequately with life problems.

Activities which do not contribute significantly to adequate solution of life problems.

Second Grade

Second Grade

1. Two children show great 1. Children in class merely

interest in wide reading

taking turns in purpose-

at library

less oral reading

2. Room is clean and neat 2. Much seatwork is cen-

and children cooperate in

tered around aimless trac-

keeping it so

ing around patterns of

3. Attitude of children to-

paper animals

ward teacher is pleasant 3. Only children who have

completed study of les-

son in readers are per-

mitted to look at other

books

During the week set aside for observation in the schooL

some of the principal's own classes may be led by students. qr the students may perform some school improvement tasks,

such as building a room table. cleaning the yard, organizing

the library, and so on.

5. After school and during the week end. the principal should study carefully the present practices in his own school in the light of the persistent problems.

6. As soon as the principal feels that he has sufficient

knowledge of his situation to lead a discussion with his teach-

ers he may call a faculty meeting. He should lead them to

discuss the persistent problems and the status of their own

114

school in relation to them. Questions like these, after an understanding of the persistent problems has been reached, may be used: What are we doing in our school to help children deal with the persistent problems? What practices should we eliminate? What others should be included?
7. At this faculty meeting a committee may be appointed to plan a supervisory and study program (under direction of the principal) which would aim to improve the curriculum of the school. A plan might be worked out as follows:
A. Organization:
Officers elected as follows: president, secretary, chairman of primary teachers, chairman of elemerrtary teachers, and chairman of high school teachers
B. Time of meeting: 1. All meet monthly 2. Committees or groups meet as often as needed
C. Possible Program of Study: 1. Improving the teaching of social science 2. Improving the teaching of health 3. Improving the teaching of science 4. Improving the expression of spiritual and aesthetic impulses in children
D. Supervisory visits of principal:
Soon after the faculty meeting the principal should VISIt the children and the teacher in each room discussing a few goals to be reached .before his next special visit. He may discuss with them the choice of a problem in the social science field. He may suggest some of the things they could do in connection with the problem.
Preceding the next monthly faculty meeting. the principal may make a visit in each room to observe particular features which have to do with the field of special study, and the suggestions offered to the children at last visit. The teachers should be expected to show evidence of the fact that important changes have taken place in their teaching practices. A mimeographed letter reviewing the ideas presented at the last faculty meeting may be sent by the principal to the teachers. at this stage.
115

As the principal ViSitS rooms, he may observe particularly a class which is centered around a study of special emphasis, say social science. He may then ask children to tell him what they have done in connection with social science this month. After the discussion he may help children and the teacher set up some new goals.
At the next faculty meeting the program should be based on accomplishments of the month in social science, each teacher reporting, and the principal making his evaluations. Perhaps a particularly successful teacher will demons'trate a class in geography or otherwise show some of her accomplishments.
During the following month all may continue on the same program but with all trying harder than ever to make the improvements suggeSted.
During this month the principal may write other letters, observe other classes, let the children tell about accomplishments again, help them set new goals in a new field-say health, conduct another faculty meeting, and so on.
The above plan, of course, is merely suggestive but its general form has been used successfully in many schools. What the plan of operation is, however, is not as important as the fact that the principal has a clear understanding of child needs, teacher needs, community needs, and a wholehearted desire to improve instruction in his school.
Suggestions for the Classroom Teacher
Often a teacher finds that the principal does not understand the philosophy and principles of the new curriculum and is therefore very little interested in leaving the beaten paths of classroom procedures of the traditional school. If any change is to be made, the individual teacher with the inspiration, knowledge, and skill must take the lead. Whenever this condition exists the following outline will be helpful in introducing the new curriculum:
A. The teacher should become very familiar with the work of the aims committee, the scope committee, and the procedures committee found elsewhere in this bulletin. As much reading as possible should be done, making sure the principles of the curriculum are fully understood.
116

B. A careful study of the environment of the children of the group should be made looking for the existing "persistent problems" in which the children are involved. Each problem should be analyzed completely and studied in its relation to the child and his development. (See Chart of the Scope of the Curriculum, page 38-A.)
C. Certain problems. or one problem. should be chosen for study. The children should help decide what these problems will be. A time each day should be set aside at which time the teacher and children should devote all efforts to the study and solution of the problems particularly selected.
1. An atmosphere in the room should be provided that will stimulate the children to think and work along the line desired. Illustrative material should be placed on bulletin boards; charts giving certain facts may be displayed; books with easy reading on the subject should be placed in the hands of children, and every effort made to get children to find out many facts dealing with the problems studied.
2. A period of exploration should be engaged in so that the children may find out for themselves many interesting facts concerning the immediate problems. The time in the day's program for this particular work may be given over to round-table discussion of the facts presented by the children and teacher and to the examination of materials collected by them.
3. The children should be encouraged to make contributions by reading stories or articles on the subject, by making charts or drawings illustrating points, by writing stories that explain special features, and by making articles that demonstrate developments.
D. After this orientation by teacher and pupils is made everyone should be ready to set up more definite problems to be solved. The teacher should have these problems definitely in mind but he should lead the children to formulate and express them. The children will learn only as they think and develop ideas.
E. After the problems are set up the next step will be to decide upon the activities in which to engage through which
117

these problems may be solved. The age level Qf the children, the nature of the problems, the materials available for use, the time to be taken, and the reaction of the homes in the community to such a program must be considered.
F. Materials should be listed that will be needed in the development of the activity. The list sho.uld be made by the children and the teacher. The community should be used first. Much of the materials can be secured from the child's imme~ diate surroundings. Parents, older brothers and sisters, and neighbors will join the children in getting the materials. Free materials may be secured from many sources. Much initiative can be developed by the children as they take an active part in assembling these materials.
G. Definite plans should be made by the children with the teacher's guidance, so that progress can be made each day and week toward the solution of the problems. All activities should be carefully evaluated by teacher and children. \Vith~ out this planning, much time and materials are wasted.
H. As the work develops the parents and friends should be invited to the schoolrqom and the children allowed to tell what they are doing and what they have learned. Often a program planned by the children and presented in the pres~ ence of parents, friends, and school board members will help to get the idea of the new curriculum understood by adults in the community. The principal. teachers, and children of other grades may be invited to observe the work and hear the children tell about what they have done. This must be done in the spirit of sharing happy experiences.
1. A record should be kept of all procedures, materials used, books read, and outcomes realized. If this is carefully written and filed it will be of suggestive value in developing similar programs each year. The work may be expanded from year to year and materials developed until the new curriculum will include all of the activities a child can normally have in one year's time.
118

Suggestions for Parent Study
A. Types of communities for which this program is planned: 1. Decidedly rural community with the consolidated school the community center.
The population of many of our rural communities is scattered over a large area and the children who live too far from the school to walk are brought in by "bus." The members of the community are generally land-ridden farmers or poor tenant farmers. There is no money to carry forward a program that requires much or even any expenditure. as many of these parents are unable to provide necessary clothing or school supplies for their children. Many of the parents are on relief.
2. Small town communities. population ranging from 500 to 3.000. Consolidated schools. School "busses" bring the children from a radius of from ten to twenty miles to the schqol.
The occupations of parents In these commumtles are the usual ones: merchants. butcher. carpenter. lawyer. doctor. and farmers. Agriculture forms the basis of all the occupations. Here. again. we find little or no money to carry forward an expensive program.
Problem-Getting community leaders to recognize the fact that the schools in these small and poorer sections have an important responsibility in helping parents to understand themselves, their children. and policies of the school. Such understanding will bring about better cooperation in the solution of the problems of school and family relationships. There is a definite need for Parent Study Groups.
B. Purposes of Program:
1. To bring about a better understanding of school and community problems on the part of parents and teachers.
119

2. By studying together, to become familiar with recent educational trends.
3. By clearly stating the persistent problems of the community, to help determine how better to guide, through schoql and community activities, adultjS and children to solve their problems more intelligently.
4. To study present national and world economic and social problems so that citizens may think and act more intelligently concerning the issues of the day.
5. Through mutual discussion and planning, to determine ways and means of improving the social and economic conditions of the community.
6. Through community activities, to create a more democratic spirit and closer cooperation in business and social relations.
7. To make a study of the health situation in the community.
8. To provide opportunity for creative development and exchange of ideas.
9. To offer opportunities for the exchange of information and point of view concerning die crucial social and economic problems of the day.
10. To force out into the open the vital political issues of the day and to trace their relation to economic and social problems, thus making it possible for the public to make more intelligent political selections.
C. Recommendations: 1. a. That the chairmen of these groups take their lead concerning the problems to be discussed from the recommendations made by the group and guide them in choosing those first that are most pertinent to their needs.
b. Lead from these local problems into the wider aspects of state and national significance. From
120

these will grow a greater and more intelligent interest in the controversial issues of the day. Aim to have both sides of every controversial issue presented and discussed sanely, and without prejudice.
c. The time schedule should be definitely planned and all waste of time in lengthy introductions and meaningless discussions should be avoided. Apportion the time carefully, allowing not less than twenty or thirty minutes for audience participation.
2. a. To the leader it is suggested that care must be taken so that no member of the group is made to feel that he is the recipient of erudite remarks but each individual must feel at ease to express his views freely.
b. Every sincere question or contribution should be taken seriously, and should insincere and inappropriate remarks be made, that they should be received courteously and tactfully.
c. The leader should be at all times sincere and willing to say "I don't know," and to give opportunity for other members of the group to. clarify the matter or to suspend the answer until further study can be done, or necessary information can be obtained.
3. a. Considering the nature of the society from which the members of these groups come, the problems that are suggested at first will probably be local and in all probability concerned most directly with school and community relationships.
b. This will provide an opportunity for the teachers to present and defend their philosophy of education, explain how far they are able to develop it in the school, and make suggestions for improvement.
c. Opportunity will be provided for presenting present practices and trends of progressive education.
d. Opportunity will be given for parents to gain
121

some concept of the scope and possibilities of a new school program.

4. Books, pamphlets, and excerpts from educational journals should be made available for those parents interested in definite study. Further discussion in the light of their study and consideration should be continued at the next meeting.

a. In the meantime there is an opportunity for the teacher to do some creative work in her classroom that will provide illustrative material to help clarify the meaning of the program at the next meeting.

5. This organization should not interfere in any way with any organization already functioning satisfactorily in the school or community but should be a part of that organization, extending its interests and services, without charge, to all members of the community.

D. The following problems D. Some possible ways of

will have to be met:

meeting these problems:

I. Lack of interest and willingness on part of the faculty to give time and energy in carrying forward a community program.

1. a. Lead the school principal into a discussion of school and community problems. Suggest that these conditions could be improved through a community forum or study groups. In turn sow the seed of this idea among receptive members of the faculty. Thus build up a sentiment for such a program.

b. Visit the homes of parents, and discuss opportunities

122

2. Lack of enthusiasm on part of parents. coupled with the futility they feel 1D putting forth the effort. due to economic depression.
a. No means of transportation to meetings.
b. No funds to contribute.
c. Timidity over inability to meet, socially and economically, the more privileged members of group.
d. Inability on part of some parents to a t ten d, due to family responsibilities, such as care of small children or infirm members of family.
123

for improvement of community and school relationships and ways and means of doing this.
c. On becoming better acquainted with the community. choose some one leader in the community and encourage him in getting the movement for a community forum started.
2. Through visits by interested members of community into the underprivilege d homes. explain what the community and the school are trying to do. Ask their cooperation and lead them to feel the dem-
ocratic spirit 0' the or-
ganization. and that their presence is necessary if the program is to function.
a. T ran s p 0 r t a tion must be provided. (Arrange for school bus to operate.)
b. No fees must be charged.
c. This should not be a ..dress affair" ; work clothes are sufficient. neatness and cleanliness the

only necessary requirement.

d. Help the father or mother to make some arrangement for caring for home responsibilities for the one evening in the month.

3. Lack of time from farm or business duties. Physically too tired to put forth the effort to attend or take a part in activities.

3. Plan with members of the family better budgeting of time that the one evening in the month will be open for joining the group.

4. Finding individuals with enough talent and ability to lead so that these meetings may be so stimulating and worth-while that the parents and teachers will feel that the effort is worth while.

4. (The hardest problem of all.) a. Draw on leaders from larger community centers.
b. Call in community leaders and leaders from other communities.

c. Be able to give the above leaders very definite outline of:

( I ) Type of program.

(2) Subject under discussion

(3) Special needs of particular group
(4) What has been done before
(5) Time a II a tment
124

5. Lack of bqoks and funds with which to provide necessary materials.

d. Form small study groups. as the organization gains in strength. and let various g r 0 ups present problems for discussion.
5. Search school libraries for materials that may be of value such as:
a. Materials of information m helping with problems to be discussed.
b. Books for entertainment and leisure reading.
c. Professional books loaned by teachers.
d. Borrow from Georgia Library Commission, Atlanta. Use county library. if one is available.
e. Free bulletins from Washington, D. C. and Atlanta, (1) Department of Education. (2) Department of Agriculture.
f. Newspapers.
g. Magazines fro m members of community to be circulated after owners have finished with them.

E. Prior to first meeting a letter should be written to the parents and other adults of the community similar to the following:

My dear Mr. and Mrs.

On

evening at 7:30 o'clock the members of

. . . . . . . community are to meet in the schQol audi-

torium for the purpose of discussing our mutual school

and community problems and to make provision for

studying and planning for the future of our children

and the community in which they are being reared.

We feel that it is to the interest of every parent of our community to be present. There are no financial obligations connected with this organization. Your presence and cooperation are very necessary if our organization is to function to the best interests of all con.cerned.

The school "bus" will operate on . . .

evening to

provide a means of transportation for you. We shall expect you.

Sincerely,

Temporary Chairman

F. Tentative Plan for First Meeting of Community Study Group. (Temporary Chairman in Charge) :

1. Musical Program-IO to 20 minutes
a. Mimeographed songs that are more or less familiar to everybody should be provided for each person.
(1) Members of the group should be led to select other songs they like to sing. (This will help to break down the self-conscious atmosphere that is usually characteristic of such groups.)

b. Enthusiastic director c. Local or "imported" talent 2. Chairman makes clear statement of purpose of this meeting
126

a. Group discusses and votes on advisability of organization
b. Chairman and secretary are elected

3. Chairman makes very direct bid for participation of members of group by suggesting some pertinent problems in that particular community, and then calls for suggestions and help from the group:
a. Group helps set up problems for study of the school and community
b. Topics for study and discussio.n for next meeting are decided upon
c. If possible, suggestions are made cOJicerning sources of information pertaining to this problem for those who wish to do some definite reading on the subject.

4. Some suggestions concerning ways members of group can contribute may be given:
a. Magazines
b. Newspapers. (Committee to arrange for lending and checking)
c. Books
d. Time-saving suggestions and devices that are practical for group
e. Thrifty and tasty recipes
f. Ideas on convenient. attractive. and inexpensive home furnishings and decorations
g. Exchange of patterns, quilt scraps. etc.

NOTE:

It is necessary that this first meeting should not be too long. but that it should be interesting and challenging so that each person will want to come back to next meeting.

G. The Problems of Society: These are problems for the leader to keep in mind in order to lead the group through challenging questions to thoughtful consideration of them.

127

1. Health and Safety
2. Economic Security
3. Cooperation
4. Adjustment to Natural Environment
5. Adjustment to Social and Economic Change
6. Standards of Living a. Social b. EconQmic c. Moral d. Religious
7. Appreciation a. Art b. Beauty c. Nature
8. Transmission of Ideas
9. Leisure a. How to get it b. How to use it
10. Vocational choice
11. Out of school learning
In the course of the study groups these topics will be discussed and will be considered from the standpoint of their importance in the education of children and what the school is trying to do through the curriculum program. The program includes much more than the mere acquisition of facts and offers opportunities for real experiences in constructive thinking and creative development. In such manner the foundation can be laid for accepting the philosophy of the new curriculum.
128

Initiating the Program in High Schools
The suggestions for the Principal. the Teacher, and for Parent Study are equally applicable to the elementary and to the high school. It is true that elementary schools find it comparatively easy to accept and to use the principles upon which the new curriculum is founded, while the high schools have not accepted and used them so readily. This is easy to understand because of the highly departmentalized organizations of the high school and the devotion to subjectmatter lines. But no longer should such organization and such procedure be excused. For the high schooL it is generally agreed* "that some pupils can and will profit by at least some of the concentration and specialization which is permitted by existing high school departmentalization. But it does not follow that all pupils profit equally by such a regime nor that any pupils of secondary age need to have their whole school time so split into separate subjects. For one thing, there are strong reasons why some one teacher should have such continual and extended acquaintance with each distinct pupil as to permit a degree of personal counseling and guidance denied under a complete regime of departmentalization. It appears exceedingly doubtful that demands either of mental hygiene or of proper educational guidance can be adequately safeguarded on the usual basis of departmental teaching.
"Furthermore there are many high school pupils for whom the need for extended specialization is far from clear. Especially is this true where anything like all pupils of high school age continue in school. . If the considerations advanced in the preceding chapters for remaking the curriculum are granted to hold for the elementary schooL as they increasingly are so granted, there appears no obvious reason why the argument should suddenly fail of cogency as children get to be around twelve or fourteen years of age. In fact, if the arguments hold for the elementary school. the burden of proof wo.uld seem to lie with those who claim a difference for the secondary school.
"It is from these considerations that the proposals are herein made for a new type of secondary school. The aim
*Kilpatrick, William Heard, Re1l1.aking the Curriculum, pp. 100-101. Newson and Company, New York, 1936.
129

is to contrive a school program that will keep education for all the pupils on a basis of living for most of each day at the beginning of the high school perio.d and grant the privilege of specialization only as an affirmative case is made out for each individual concerned."
With these thoughts in mind, the initiation of the program in high school becomes a problem of reorganizing the departments and time schedule tQ permit a teacher, or teachers, to have a group for a considerable portion of the day. The usual practice is to combine two or three periods into one, under one teacher, with the remainder of the day given to specialized subjects. The long period is given to activity in the solution of persistent problems of living and the short periods to specialized subject matter. The amount of time devoted to the specialized subjects may increase from onefourth in the eighth to three-fourths in the eleventh grade.
130