The new curriculum at work : an interpretation of the philosophy and scope of the Georgia Program for the Improvement of Instruction with examples from the public schools of the State

THE NEW CURRICULUM
(
AT WORK

\
GEORGIA PROGRAM FOR THE IMPROVEMENT

OF INSTRUCTION IN THE PUBLIC



SCHOOLS

STATil DEPARTMENT OF EDUCATION
Y. D. COLLINS Stat. Superintendent of SckooltJ
ATLANTA, GEORGIA

THE NEW CURRICULUl\1 AT WORK
An Interpretation of the Philosophy and Scope of the Georgia Program for the Improvement _ of Instruction with Examples from the Public Schools of the State

GEORGIA PROGRAM FOR THE IMPROVEMENT OF INSTRUCTION

IV. E. THOMPSON Director

PAUL R. MORROW Director of Research

CELIA C. MCCALL
Assistant Director of Research

r;~, STATE DEPARTMENT OF EDUCATION M. D. COLLINS
State Superintendent of Schools
ATLANTA
May, 1938

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FOREWORD
This bulletin furnishes an interpretation of the philosophy and procedures of the Georgia Program for the Improvement of Instruction. This interpretation is largely accomplished through the use and explanation of actual examples of the work of skillful classroom teachers. These teachers have succeeded in the conduct of learning experiences which are in accord with this program.
The careful study of the publication will answer many perplexing questions, such as the proper use of subject matter, the right use of drill, the sound aims in education in Georgia, or the use of the "persistent problems of living" as the basis of the curriculum.
M. D. Collins,
State Superintendent of Schools
S. V. Sanford,
Chancellor of the University System of Georgia

SPECIAL COMMITTEE ON INTERPRETATION OF THE PHILOSOPHY AND SCOPE OF THE PROGRAM
B. M. Grier, Chairman, Superintendent of Schools, Athens Mildred English, Superintendent of Peabody School,
Georgia State College for Women, Milledgeville E. V. Whelchel, Superintendent of Schools, Sparks-Adel
Assistance was also rendered by the following: Mary Pauline Martin, Principal, Davis Street School,
Atlanta Joan Warner, Columbus Public Schools
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TABLE OF CONTENTS

I. BASIC POINT OF VIEW

9

II. CLASSROOM EXPERIENCES WHICH INTER-

PRET THE PR0 GRAM

19

1. FOREST PRESERV~TION IN GEORGIA

AND THE UNITED STATES

19

2. COMMUNITY LIFE AND WORK

39

3. AMERICAN LIFE AND CULTURK

61

7

I. S,ASIe POINT OF VIEW
This bulletin is an attempt to interpret the progress that has been made in the Georgia Program for the Improvement of Instruction. The State Department of Education is of the opinion that enough progress has been made along the various fronts that teachers of the state will welcome this effort to interpret some of the principal elements of the program in the light of the entire program.
The Georgia program to improve instruction is a co-operative one in its fundamental conception. The State Department of Education has organized and staffed a curriculum division to furnish such help and coordination as is necessary, recognizing at all times that the function of the department is one of encouragement and guidance. The colleges and universities, both public and private, have developed curriculum laboratories and organized courses bearing on the problem of improving instruction with their own and leading educators of other states as instructors. Parent-teacher associations, the State Board of Health, the State Department of Natural Resources, and other lay groups have been called upon and have ,responded freely with contributions to the program.
All of these co-operating agencies realize, of course, that improving instruction is largely a problem for teachers in service. These agencies have furnished and will continue to furnish guidance, stimulation, materials, and co-ordination while the teachers themselves carry the major portion of the task of improving instruction in the public schools.
It is recognized by all that improvement of instruction cannot be secured by edict; that it can be secured only by the improvement of teachers. Thus, the entire program is one of teacher education, and one in which the teachers have voluntarily joined in order to learn to do a better job. The teachers' colleges in summer ses-
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sions, regular sessions, by extension, and by correspondence have made the opportunity for study as convenient and as attractive as possible. Their contributions have been significant, of course, but the fact remains that there has been no compulsion or coercion by regulation, certification, or otherwise put upon the teachers of the state to participate in the program. It is heartening that well over one-half of Georgia's 20,000 teachers have voluntarily enrolled in some organized group to give serious and diligent study to the problem of improving the instruction in their own schools. The display of so much interest since the organized program got under way in 1934 is indeed encouraging.
Perhaps because the standardized and formalized curriculum of the usual school in Georgia and elsewhere was the first element of education to be subjected to critical study, the program to improve instruction has been commonly and unfortunately called the "Curriculum Revision Program." While it is hoped and believed that curriculum has come to mean more to the teachers of the state than an amount of subject matter to be covered, and that some desirable curriculum changes have been made, so -many other elements of education enter into improved instruction that "Curriculum Revision Program" is misleading.
The most significant part of the entire effort to improve instruction in our schools is the study which teachers themselves have given to the philosophy underlying all education.. Why has society organized schools? What implications for education are there in our rapidly changing social order? What results has the supporting society a right to expect of the schools? These questions and others must continue to be answered by all teachers. The answers give purpose and direction to the teachers' work.
Teachers in colleges, study groups, and committees in all parts of the state have spent much time in the consideration of the ultimate purpose of education. Many excellent reports have been made and much enlightening
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discussion has been carried on. From this study has come a remarkable amount of teacher growth. Teachers are critically examining traditional practices, evaluating subject matter and discriminating in objectives, with the result that they are clearer and surer in their purposes than they have been before. A survey of the thinking of these teachers reveals that democracy, for the American people at least, is the ideal toward which the schools should aim. The following excerpts from one of the many committee reports* briefly summarizes the concept of democracy held by that committee and sets out the task of education.
"Democracy in the American tradition means a society in which there is: Recognition of the right and duty of every mature citizen to participate in government; the conception of government as an agency voluntarily organized to promote the common good; recognition of the right and duty of the people by orderly means to make changes in government and other institutions when they find these are failing to meet the common need; recognition of personal responsibility for active co-operation for the common good; the extension to every individual regardless of birth, class, race, religion, or economic status of opportunity for the fullest development of his capacities; the abolition of class distinctions and special privileges; recognition of the value and dignity of all kinds of useful work; belief in the possibility of the abundant life for alL"
"The broad task of education is fixed by this conception of democracy. The school, working co-operatively 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 co-operation
... Guide to Curriculum Improvement, Georgia Program for the 1m provement of Instruction, Bulletin No.2, p. 15-16.
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to develop capacities to their best for social ends and which recognizes the responsibility to aid in securing this same development for aIL"
Implicit in this task of education is a kind of school in which definite and conscious effort is made to make possible for the pupil experiences which lead to the development of self-control, a sense of responsibility and an increasing ability to direct his own activity. Such a school will provide for every child the type of education that will make it possible for him to develop to his best, will maintain a close relationship between school and outof-school life, and will enable the teacher to take into account what the child is thinking and feeling, his attitudes and interests, as well as his overt activities.
The democratic and dynamic concept of education set out above rests definitely upon and grows out of the new organismic psychology. Discussion of the organismic tenets and contrast with the mechanistic school would exceed the limitations placed on this bulletin. The reader is referred to the excellent contrast between the two schools of psychology made by Dr. I. A. Hammer and published in Bulletin No.1, The Organization and Conduct of Teacher Study Groups, Georgia Program for Improvement of Instruction in the Public Schools, p. 42-44.
This new psychology places subject matter in a position greatly different from the one it occupies in the older (mechanistic) school of psychology. There subject matter is discrete information to be acquired and is fixed in advance. Organismic psychology looks upon subject matter as a means to an end, not as an end in itself. Thus, subject matter grows out of experience, and is for use as the individual seeks to accomplish some purpose.
Perhaps enough has been said to indicate that the Georgia program is concerned with all of the individual's learning; his feelings, his attitudes, his knowledge, as well as his overt activities.
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As teachers read through this publication they will experience no difficulty in agreeing that democracy is the ideal toward which we hope to move. Neither will they find it hard to subscribe to the belief that education is concerned with the whole child. At the same time they will wonder if their work is actually carrying their pupils in the direction of democracy as rapidly as it should, and if it is not, what they can do about it. From here on this bulletin is an explanation of what has already been done to make the improved program usable by the teachers of the state, and a series of descriptive accounts of how teachers have applied the principle so far set forth.
Bulletin No.2, Guide to Curriculum Development; Georgia Program for the Improvement of Instruction, Chapter V, sets out the aim of education in Georgia to be TO HELP THE INDIVIDUAL TO BE THE BEST POSSIBLE MEMBER OF A DEMOCRATIC SOCIETY AND TO PREPARE HIM TO BEAR THE RESPONSIBILITIES, TO SHARE THE BENEFITS, AND TO CONTRIBUTE TO THE BETTERMENT OF THAT SOCIETY. Some characteristics of a good citizen are listed and described. If these characteristics are the aims of education it follows that the teacher's job is to provide situations in which these characteristics may be developed and exhibited. Her job is not the teaching of arithmetic, geography, or history but the making of good citizens. Arithmetic, history and geography may be and are useful subject matter in her task of makinggood citizens but are not the ends she seeks. Ability to s~lve the problems on a certain page is not the aim of work in arithmetic; but the attitude of seeking facts, of basing judgments on facts and a disposition to feel equal to a task, are some of the outcomes desired.
That a teacher should teach children, not books, is trite but true. The question then arises: What shall we teach children? The Georgia program assigns the teacher a role quite different from that of the traditional program. There she is a teacher-a drill master to see that pupils acquire a certain amount of knowledge that is in a text-
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book. Here she is stimulator and guide as pupils learn. Perhaps we are approaching the belief that we can't teach anything; all we can do is provide incentive and opportunity for learning. Certainly the Georgia program is predicated upon the belief that the child's own purposes, interests, and needs are motivating influences in efficient learning.
If the satisfaction of the child's own needs and interests are his reasons for learning, it becomes necessary to discover his needs and interests. Bulletin No.2, Guide to Curriculum Improvement, recognizes the differences that exist in children, and .recognizes also that the child's needs and interests are inextricably woven into and are a part of his community. Thus, for a teacher to intelligently study and learn the forces which bring about integrated learning, she must know the community in which the child lives. The bulletin describes several methods of studying learners to discover their needs and interests and gives the findings of a number of studies on the interests of
learners of different ages. * These findings are essentially
the same that observant teachers have long known, but it is helpful to have them grouped by ages.
Inasmuch as any learner's problems, needs and interest are his because of an adjustment he must make to his environment, it is obvious that his environment, his community, must be familiar to the teacher who attempts to guide him to satisfactory adjustment. Some techniques for learning community practices and resources are de-
scribed in the bulletin. **
Perhaps teachers in the past have too much depended upon books and organized subject matter for their material for instruction. The abundant resources of local history, local industry and local personalities have been overlooked. The "New Education" demands that the pupils and teachers be willing to go outside of books and
* Guide to Curriculum Improvement, Bulletin No.2, p. 42-53. ** Ibid., p. 54-59.
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schoolrooms for pertinent subject matter, in the solution of their problems.
For the teacher who is striving to make her work function in the life and action of her pupils, the section of the bulletin which deals with "Scope of the Curriculum" is especially important.* There all the problems with which an individual is faced are grouped into a series of Persistent Problems of Living.
In chart form** the problems are divided into age groups, and the areas of experience in which each age group will find its principal interests are indicated. Such division is possible because the purposes, needs and interests of any given group are more alike than different. Although the chart seemingly separates the problems of living, it should be understood that this separation is due to the inability to show in print the interrelations of all the problems of living. The problem of maintaining h~alth, for example, will be bound up in the problems of earning a living, controlling natural environments and performing the responsibilities of citizenship. A teacher who provides experiences for her class within the areas set out in the chart may be sure she is capitalizing the needs and interests of a large majority of her pupils.
The arrangement of the scope of the curriculum in terms of phases of the persistent problems of living contrasts sharply with the textbook procedure of defining the scope of the curriculum. In that procedure a grade goes through a book or a certain part of a book in a year. In its most perfect organization the number of pages to be covered in a month or a week is determined before the opening of school. Such procedure, obviously, takes no account of the purposes, needs and interests of the pupils and results, at best, in mere lesson learning. At the worst, anti-social attitudes and behavior will develop.
The Georgia Program for Improvement of Instruction, based upon a democratic philosophy of education and
* Guide to Curriculum Improvement, Bulletin No.2, p. 36-39.
** Ibid., p. 38.
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striving to produce good citizens in a democratic society cannot consistently define and limit a pupil's activity to a planned-in-advance program. The pupil himself must have some part in determining his activity. Therefore the determination of the phase of each 'of the persistent problems with which each age group would largely be concerned was made. This arrangement defines and limits the area in which anyone teacher is primarily concerned. Each area bears a definite relation to the next so that pupils in their progress from preschool to adult education have ample opportunity to follow their expanding interests. The overlapping of interests from area to area makes adequate provision for the individual differences which exist in any class.
Under each age group, and opposite each problem, are some suggested activities in which that age group will be interested. These activities will help most of the pupils in any group and satisfy some of their needs and interests. In so doing they will be solving, to an extent at least, their own persistent problems of living. As pupils engage in activity to satisfy their own needs and interests, they will make abundant use of such subject matter as serves their purposes. Some subject matter will come from the community-an interview with a business man, a trip to a cotton mill, attending a "movie"; and some of it will come from books-perhaps from a book of organized information on one subject-a grammar, a geography, or an algebra. The only criterion is: Will it assist in solving the problem and lead toward the aim of education? Frequently the need for certain information or skill is so common that it is wise to fix that knowledge and skill by drill work. Spelling of common words, frequently used number combinations, rapid reading, and legible handwriting are examples of subject matter which necessitate drill work.
As pupils engage in activity directed toward the solution of their problems there is abundant opportunity for them to exhibit the characteristics of the kinds of citizens
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they are. If their program is toward the kind of citizen that a democratic society must have, the teacher may well congratulate herself; if the progress is in the other direction, or if no progress is being made, then the teacher has occasion for more individual guidance, for after all education is an individual and a personal matter.
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II. CLASSROOM EXPERIENCES WHICH INTERPRET
THE PROGRAM
1. FOREST PRESERVATION IN GEORGIA AND THE UNITED STATES
An Example on the Later Elementary Level
Changed concepts about what the school should offer the child have brought about a reconstruction of the American public school in some of its essential elements. Perhaps the greatest departure from the traditional school lies in the different use of new and old types of subject matter and different methods of instruction employed. The former autocrat of the schoolroom who strove for a recitation of facts memorized f.rom the books has been replaced by the teacher who guides her pupils into an understanding of the community of which they are a part, and provides experiences which will help them to understand problems of living at their grade and age level. The procedure in her classroom is democratic, each child having the daily opportunity to participate in and to make his contribution to some group activity directly tied up with life about him.
The experience, "Forest Preservation in Georgia and the United States," is an attempt to guide the pupils in such a way that they may better understand the society of which they are an integral part, learn to participate in co-operative endeavor, learn how information is gathered and disseminated, become large-group minded, come to realize the. value of the natural resources of our state and nation and the need for conserving them, and develop an appreciation and a reverence for the finer things of life.
An experience in forest preservation is interesting and worth-while to learners in any of the later elementary grades. There are many ways in which an experience of this type may evolve. I can imagine a beginning
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from the burning of a timber tract near the school (Unfortunately, this is quite frequent.) or in innumerable other ways. The teacher should avoid trying to follow any illustration as a lesson plan, for illustrations are given purely to show what other pupils have done under the guidance of their teachers, and to give teachers ideas as to what they may do with their pupils.
Forestry and reforestation, along with other immediate problems, are direct challenges to Georgia-its citizens and teachers. We are certain of this when we see the erosion of land, the loss of rich soils and the wanton cutting of timber, all of which results from the ignorance of the people as to the value and correct use of forests.
It is seen that experiences of this type are in accord with the present philosophy of education that is developing in Georgia. Note the co-operation of the entire class, with the consequent sharing by all of information and interests. None of the work was superimposed. The children were so interested that they asked the privilege of study and research. Initiative and creative work were encouraged.
If the teacher will take her chart* of the "persistent problems of living," as outlined for the scope of the curriculum, she will see how the activities of this experience are related to these "persistent problems." Below in the marginal notes will be found ,references to these problems as they were encountered in the various activities of this experience.
(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, the culminating activity, an evaluation of the experience, leads to other experiences, and a bibliography.)
* See Guide to Curriculum Improvement, Georgia Program for the
Improvement of Instruction, Bulletin No.2, p. 38.
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Prob. V. No.3. Using a means of communication: the newspaper.
Prob. IV. No.1, b. Exploring widely in the physical w 0 rId: the plants and trees.

The pupils and teacher were observing the clippings 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's plant many on our campus!" said Jimmie.

Prob. V. No.3. Using a means of communication: the postal service.
Prob. V. No.5. Correct social usage in communication: letter writing.
Prob. VII. No.3. Becoming proficient in the use of tools and techniques needed in acquiring an education: letter writing.
Prob. III. No.2. Sharing i n making standards of conduct in school group: opportunity for evaluation.

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 this 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

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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 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.

Prob. I. No. 1. Per forming h a bit s of ilealth and safety. (Precautions given for the field trip.)
Prob. I. No.5. Utilizing group and indivi dual recreational facilties. (Field trip.)
Prob. III. No.3. Children make individual contributions.
Prob. V. No. 1. Prac tieing with the tools of communication: reading.
Prob. V. No.3. Using means of communication: magazines, bulletins, pamphlets and books.

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 the desks, small jar or
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water color pan, old tooth brushes, screen wire about four 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 other information about them which they could find.

Prob. III. No.!. Performing habits of citizenship. (Pupil assignment of certain tasks to be performed before and aft e r the art work.)
Prob. III. No.2. Sharing in making and observing standards of conduct in the classroom.
Prob. III. No.3. Making individual contributions.
Prob. VI. No.2. Creating beauty with materials from nature.

All of the necessary materials except the saw were brought for the work. Two pupils borrowed the janitor'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
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on the blackboard the following list

of all the products of trees which

the class could give, and also a list

of the uses of lumber.

1. Tree Products

1. Lumber 5. Fruits, seeds

2. Turpentine 6. Sugar

3. Rosin

7. Medicine

4. Rubber 8. Bark for

tanning

Prob. III. No.3. Making individual contributions.
Prob. V. No.3. Using a means of communication: the telephone.

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 lumber yard and buy lumber, but asked where the lumber company got it. After a lengthy consideration the class decided to go to the lumber yard 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 5. Farm implements 3. Ships 6. Utensils 4. Bridges 7. Fences, posts,
poles, etc.

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Prob. IV. No.3. Preserving and creating beauty in the natural environment.
Prob. VI. No.1. Experiencing and interpreting beauty as expressed in literature.

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 preservati.on, was given.

Prob. VI. No.1. Interpreting beauty as expressed in literature.
Prob. VI. No.3. Becoming acquainted with the lives of those who have created beauty.

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 SpanishAmerican 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."

Prob. IV. No.1, b. Plants as friends.

Suggestions were made that the class find from the references all about trees and their products. Soon all materials were in use. One child
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Prob. IV. No.1, c. Resources of nature, their wise use and conservation.
Prob. VII. No.3. Acquiring technique in the use of a table of contents and an index.
Prob. IV. No.3. Individual contributions.

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 some one mentioned the index. A brief practice on using the index was directed by a pupil. The work was continued the next day.

Inquiries were made about the letter written previously.

Prob. VI. No. 1. Experiencing and interpreting beauty as expressed in literature.
Prob. VII. No.3. Becoming proficient in the use of tools: the maps.
Prob. IV. No.1, c. Resources of nature, their wise use and conservation.
Prob. V. No.3. Using a means of communication: the lantern.
Prob. V. No.5. Practicing usage of communication.

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 written 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

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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.

Prob. IV. No.1, c. Resources of nature, their use and conservation.
Prob. V. No.4. Transportation of rubber products.

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.

Prob. V. No.!. Practicing with the tools and techniques of communication: writing.
Prob. VI. No.2. Cre ating beauty with language.

Each pupil was asked to give the name of a tree he had found in reading. In the long list given were oak, ash, elm, beech, 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."

Prob. V. No. 1. Practicing with the tools and techniques of communication: writing.
Prob. V. No.3. Using a means of communication: the postal service.

In the meantime, the postman brought a letter from the 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 all they could find in the reference blackboard and the pupils checked

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Prob. V. No., 5. Practicing correct social usage in communication.
Prob. VI. No.2. Creating beauty with art.

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.

Prob. VII. No.3. Using Information on each tree was to maps as a tool in ac- be added as the information was
quiring an education. collected.

On the bulletin board were the following pictures: "Spring" and "Road Through the Trees." A study of the pictures was made and someone wanted to know who drew them. A girl asked if she might find out about Corot.

Prob. VI. No. 1. Interpreting beauty as expressed in nature and in art.
Prob. VI. No.2. Creating beauty with art.
Prob. VI. No.3. Becoming acquainted with the lives to those who have contributed to our culture.
Prob. III. No.3. Making individual contributions.

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

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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 committee made the report of the trip to the lumber yard. (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 an experience on clay, another Georgia product.)

Prob. VI. No.4. Util izing a facility for aes thetic and social development: the library.
Prob. VI. No.5. Participating co-operatively in aesthetic activities of the school.
Prob. VI. No.3. Becoming acqu,ainted with lives of those who have created beauty.
Prob. III. No.2. Sharing with others.
Prob. IV. No.1, c. Exploring in the physical world.

A report on the life of Corot was given, and the pupils collected several of Corot's best pictures. These were exhibited and discussed in the class.
Similar reports were made on Lanier, Long, and Har,ris. 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." The rhythm and music of it held the interest of the group. After a study of the poem several children knew certain stanzas.

Prob. VII. No.3. Becoming proficient in the use of tools and techniques needed in acquiring an education.

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

cypress ebony mahogany.

which reserve national

29

Prob. 1. Men t a I health iss how n throughout as there is a feeling of satisfaction and joy in the work.

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 of Georgia having famous trees for the history of each, such as Athens, Brunswick, and Thomasville.
7. Wrote to the State College of Agriculture, Athens,
30

Georgia, 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 in 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 Chattahoochee," Lanier.
18. Memorized songs. Examples: "Georgia Land"; "Tree Planting"; and "America."
19. Listed rules to aid in prevention of forest fires. Wrote themes on related topics such as: "When I Was an Acorn"; "Leaves in September"; "My Life in a Lumber Camp"; and "Trees of a Forest."
31

~.

. '-."

20. Construction work: a. Gathered leaves and made "spatter prints." b. Listed all trees in the community and cut silhouettes of oak, poplar, pine, etc. c. Made pencil and ink sketches of trees and landscapes. d. Made covers for invitations using sketches, cutout pictures or "spatter prints" for the designs. e. Cut free hand letters for posters. f. Made book marks. 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."
32

29. Invited County Agent at different times to tell of the work of 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, red bud, dogwood, and crab apple trees on campus.
34. Made and hectographed programs for the culminating activity.
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.
EVALUATION
The experience is evaluated briefly according to the plan of evaluation described in the "red bulletin" of the
Georgia Program for Improvement of Instruction.* The
following criteria of evaluation are used:
1. The learning experience should meet the needs, interests, and purposes of the learners.
2. The experience should meet needs of communities and the state of Georgia.
3. The experience should contribute to aims of education in Georgia.
4. The experience should relate to the "persistent problem of living" today.
*Guide to Curriculum Improvement, Georgia Program for the Improvement of Instruction in the Public Schools, Chapter XI.
33

1. Pupil Need, Interest and Purpose
The initiation of the experience came through pupil interest aroused by articles in newspapers on forest fires, value of forests, etc.
Throughout the experience the teacher acted as a guide to direct the interests of the children toward complete development of the experience. The teacher was continually alert to "leads" in the form of expressed interests and undertakings of the group.
The activities of the experience were varied enough to include all members of the group.
Construction, art work and field trips afforded change f.rom purely intellectual processes.
The experience touched the daily lives and needs of the children. The feeling developed that the problems of fore3ts and forestry were their own problems-their own concern.
Interest was manifest from beginning to end of the experience.
2. Community Need
A large area of Georgia is covered with forests. Forests are near all communities of Georgia. Forest fires in Georgia during 1937-38 destroyed timber worth ten million dollars. Wood is used for houses, paper making, etc. throughout Georgia. The naval stores industry is important in the state. There is a great need for appreciation and conservation of forests in Georgia.
3. Aims of Education in Georgia
This experience tended to develop qualities regarded as important for good citizens. Among these characteristics may be mentioned:
34

A. Integrity in searching for facts, reporting them, interpreting their meaning, and estimating their values.
B. Respect for the personalities of co-operating members of the group.
C. A scientific attitude of regard for accuracy and completeness of information.
D. Appreciation of the human relationships involved in forest problems and uses.
E. Appreciation of the beauty of nature.
F. Sense of responsibility in individual contribution to group activities.
G. Initiative in suggestions and activities carried out individually and in the group.
H. Appreciation of the value of forests and forest products.
The development of the qualities mentioned above is an example of use of aims by teachers in directing learning experiences.
4. Relation to the Persistent Problems of Living
The relations of the experience and its parts to the "persistent problem of living," which are the basis of the Georgia curriculum, is sufficiently clear from the marginal notations in the record of the experience as printed.
This experience is especially valuable because of the problem of conservation of forest resources in Georgia.
FUNDAMENTAL SKILLS
Finally, the experience provided for development of fundamental skills such as:
(1) Reading: to find information, solve problems, and in use of maps.
(2) Writing: creative writing of poetry, writing letters, etc.
35

(3) Spelling.
(4) Sketching, drawing, painting.
(5) Language: oral and written expression.
(6) Elementary research activities: use of index, use of reference material, finding information, gathering and interpreting facts, etc.
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. 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, flowers. Conservation of natural resources. Minerals of Georgia and country.
SELECTED BIBLIOGRAPHY FOR CHILDREN*
1. Crump, Irving, The Boys' Book of Forest Rangers. Dodd, Mead and Company, New York, N. Y.
2. Encyclopedias: World Book, Britannica, Americana, Compton's Pictured Encyclopedia.
*See Guide to Curriculum Development, p. 82-84, for a more complete bibliography on this experience.
36

3. Evans, Lawton B., All About Georgia. A Bi-Centennial Tribute. American Book Company, Atlanta, Georgia.
4. Harris, Joel Chandler, Stories of Georgia. American Book Company, Atlanta, Georgia. Out of print.
5. Mills, Enos A., Story of a Thousand Year Pine. Houghton Mifflin Company, New York, N. Y.
6. Picture: "Road Through the Trees," Corot, Jean Baptiste. F. A. Owen Publishing Company, Dansville, N. Y.
Pamphlets, Bulletins, Magazines
1. Common Forest Trees of Georgia. Georgia Department of Forestry and Geological Development, Atlanta, Georgia.
2. Forests and Floods. U. S. Department of Agriculture, Washington, D. C. Circular No. 19.
3. Forestry in Geological Review. Department of Forestry and Geological Development, Atlanta, Georgia. Discussions of the forests and how to preserve them. Also, common forest trees of Georgia and how to know them.
4. Government bulletins from the Department of Agriculture on trees, forests, forest fires, disease of trees, and the rangers. Washington, D. C.
5. Georgia Power Company, 463 Electric Building, Atlanta, Georgia. Series of eight booklets on Georgia.
6. How Can You Help Protect the Forest? U. S. Forest Service, Washington, D. C.
7. How Paper Is Made. Whiting Paper Co., 14th Street and Seventh Avenue, New York, N. Y.
8. Industrial Value of the Forests. National Lumber Manufacturers' Association, 702 Transportation Building, Washington, D. G.
37

9. Our American Forests. National Lumber Manufacturers' Association, 702 Transportation Building, Washington, D. C. Forest and their extent, products, pests, and reforestation.
10. Owen, Nina, Forest Facts for Young Folks. Forest Service, Eastern National Forest District, District Seven, Washington, D. C.
11. The Raindrop Family. Eastern National Forest District, Washington, D. C.
SELECTED BIBLIOGRAPHY FOR TEACHERS* 1. Ahern, Lt. Col. George P., Forest Bankruptcy in
America-Each State's Own Story. The Green Lamp League, International Building, Washington, D. C. 2. Cheyney, E. G., What Tree Is That? (Rev. Ed.) Appleton Century Company, Atlanta, Georgia, 1930. 3. Keeler, Harriet L., Our Native Trees and How to Identify Them. Charles Scribner's Sons, Atlanta, Ga.
*See Guide to Curriculum Improvement, p. 84, for a more complete bibliography.
38

2. COMMUNITY LIFE AND WORK
An Example on the Lower Secondary Level *

Initial Interest and Setting

This group of girls entering first year high school from the seventh grade of Peabody School, and from five county two-year high schools, where they had seventh grade work, faced the problem of

Prob. III. No.2. Sharing i n making standards of conduct for group welfare.
Prob. V. No.4. Practicing correct social usage in communication.

(1) getting acquainted with each other, with the high school org~n~ ization and schedule, with a group of new teachers, when formerly they had worked with one teacher;

Prob. I. No.5. Appraising individual and group recreational possibilities.
Prob. III. No.2. Sharing in making standards of conduct for group welfare.
Prob. V. No.1. Employing the spoken word as a means of communication.

(2) exploring together the things they like to do, and to read; the studies they enjoyed; the courses they would elect; the special sub~ jects (music, art, physical educa~ tion) they wished to take;

Prob. I. No.5. Appraising individual and group recreational possibilities.
Prob. VII. No. 1. Recognizing and using educational facilities as means of individual and group development.

(3) working out a daily schedule for classes, study, and recreation;

*Furnished by Lila Blitch, Peabody School
89

Prob. III. No.2. Sharing i n making standards of conduct for group welfare.
Prob. III. No.8. Practicing desirable social usages.

(4) developing plans for living and working together as a group; considering the rights of others, good sportsmanship, helpfulness, etc. ;

Prob. VI. No.1. Creating beauty as expressed in art.
Prob.lII. No.4. Making individual contributions to the welfare of the school.

(5) getting the home rooms ready for work, assembling books, materials, arranging bulletin boards, making the ,room an attractive place for work and study; providing places for filing and keeping materials;
(6) determination of problems for the year's work.

Prob. V. No.1. Interpretating and employing the spoken word as means of communication.
Prob. VII. No. 1. Recognizing educational facilities of means of individual development.

Procedures
The class spent one period discussing what they hoped to become and what courses in high school would prepare for these vocations.

Prob. III. No.8. Practicing desirable social usages.
Prob. III. No.3. Observing standards of conduct set up by school.

Schedules were arranged and the pupils met each class and new teacher in turn. Girls who had been students in the Peabody Elementary School were helpful in seeing that the new girls were introduced to the teachers and the student body. Through suggestions and class discussions, and, frequently, through group disapproval, the new girls were helped to understand Peabody standards and ways of living.
Two one-hour periods we,re set

40

aside for the group to work together, to be used in planning, in study, in reciting, going on field trips, and so on. At this time the teachers of English, civics,and science were available. At times one teacher had the entire group alone, if problems had to do with the work of his special field. At other times two or three teachers might be working with the group, and with small groups of students within the larger group.

Prob. III. No. 1. Forming, through performing, habits of citizenship.

One of the first problems was the election of class officers. After some discussion, the group decided that it would be better to elect temporary officers, or chairmen, until they became better acquainted and could select the person for the job.

Prob. V. No. 1. Interpreting and employing the spoken word as a means of communication.
Prob. III. No.6. Recognizing the contribution of all workers.

Discussion of problems to be considered in planning the work for the year to which English, science and civics could help, brought out the problems of the individual as a citizen in the home, the school, and the community-local, county, state, nation and world.

Prob. III. No.4. Making individual contri butions to the welfare of the home.

It was decided that since the home was the first place in which they had gained any experience in learning to live together, they would start their study from the point of view of how to make it a happier place in which to live.

41

Prob. III. No.2. Sharing in making standards of conduct for group welfare.

A discussion brought out the fact that the chief factors that make a happy home are co-operation, understanding, and a willingness to share responsibility.

Prob. V. No.1. Employing the spoken and written word as a means of communication.

As they formulated their ideas, under the guidance of the civics teacher, the English teacher helped them in making outlines and organizing the problems for work.

Prob. VII. No. 1. Recognizing and using educational facilities as means of individual and group development.
Prob.III. No.4. Making individual contributions to the welfare of the home.
Prob. V. No.1. Employing the spoken word as means of communication.

Lists of words growing out of the study were compiled, and the telling of stories, or experiences, was practiced as a means of making the home a more interesting place, and themselves more interesting members of the home.

Prob. VI. No.4. Participating co-operatively in aesthetic activities of the school.
Prob. VI. No.2. Developing standards for choosing aesthetic activities.

Bulletin boards were arranged, showing attractive homes and the duties of members of the family. Here the home economics department contributed in suggesting ways of improving living conditions in the home.

Prob. V. No. 1. Interpreting and employing the spoken and printed word as a means of communication.

Home reading came to the fore, for a time, and this gave good opportunity to discuss books, magazines and newspapers in the home.

Prob. III. No.4. Making individual contributions for the welfare of the group.

As an outgrowth of this discussion the group decided that they needed newspapers in the class-
42

Prob. VII. No. 1. Recognizing and using educational facilities as means of individual and group development.

room, not only because it was not always convenient to read them while at home, but also because some of the members did not have access to them. Accordingly, they appointed committees to see to it that several different newspapers were brought to school daily. This brought about need for learning to read the newspaper, the evaluation of n~ws, etc.

Prob. I. No.5. Appraising individual and group recreational possibilities.

Lists of books read during vacation were made, and the English teacher showed the correct way to keep bibliographies of reading, setting up a scheme for keeping account of reading throughout the year.

Prob. VII. No. 1. Recognizing and using educational facilities as means of individual and group development.
Prob. VI. No.1. Ex periencing and interpreting beauty in music.

The radio came in for its share of discussion, whereupon certain programs were recommended for home listening, this practice being continued throughout the year.

Prob. VI. No.3. Util izing suitable facilities for aesthetic development.

There was a discussion of the importance of having consideration for other members of the family in using the radio.

The part that science plays in the home came up in connection with the modern improvements that have been made in making easier the work of the housewife. Here the science teacher took the lead in directing the group's activities.

43

Prob. I. No.2. Becoming aware of scientific discoveries to individual and group health.

A very comprehensive list was made by the group of ways in which science touches the home, but after much discussion it was decided to confine their activities at this time to a consideration of heating, ventilation, prevention and elimination of insect pests.
A trip was made to the school's heating plant and the group became very much interested, not only in the various devices man has made for providing heat for himself, but also in the scientific principles involved in using fire for heat, what substances are formed by burning, what our most important fuels are, etc.

Prob. I. No.4. Evaluating social usages in the light of health principles.

The problem of ventilation was discussed, not only from the standpoint of the home, but also as applied to the schoolroom, a committee being appointed to give its attention to the ventilation of the schoolroom, the personnel of the committee to be changed from time to time.

Prob. I. No.2. Becoming aware of the application of scientific discoveries to individual and group health.

Home accidents then came up for discussion, the children listing those of frequent occurrence, formulating common sense rules for their prevention, and deciding upon essential home equipment for the treatment of accidents that might occur.
The health teacher and school physician worked with them on this phase of study.
44

Insect pests in the home came in for a rather detailed study, various committees investigating the life history, breeding places, injury and control of these pests. Especial attention was given to the Malarial mosquito. The group, especially those members who had recently had cases of malaria, decided to help in controlling the breeding places of mosquitoes in the community.

Prob. VII. No.4. Becoming proficient in tools and techniques needed in acquiring an education.
Prob. V. No. 1. Interpreting and employing the spoken and printed word as a means of communication.

During this time the English teacher was supervising further practice in finding and taking notes on source material, and organizing it into reports to be given to the class. Spelling words growing out of the study were being mastered, and the children were learning the principles of explanation and puting them into practice in written and oral work, especially in connection with the study of heat. Vocabulary building also came in for consideration as new scientific terms were learned.

Prob. III. No.2. Sharing in making standards of conduct for group welfare.
Prob. VII. No. 1. Recognizing and using educational facilities as means of individual and group development.

The group then decided that they had become well enough acquainted to organize their class. But before they could organize, they felt that they wanted to draw up a constitution stating their ideals and outlining the duties of the officers they were to elect. In order to find how a constitution was wl"itten and what

45

Prob. III. No.7. Understanding the machinery and operations of government.
Prob. V. No. 1. Employing the written word as a means of communication.
Prob. VII. No.4. Becoming proficient in use of tools and techniques of acquiring an education.
Prob. III. No.2. Sharing i n making standards of conduct for group welfare.

goes into it, they turn to the Constitution of the United States, the civics teacher now taking the lead. After much discussion as to what should go into their constitution, they divided themselves into four committees to write it, each committee being responsible for writing the whole constitution. As the writing proceeded the English teacher helped in overcoming the difficulties of expression, noting and stopping for special work on grammatical details that gave the most trouble. (Both the civics and English teachers worked with the class in this part of the program.) When the committees' work was finished, the reading of the constitution was taken up a section at the time, each committee reading its version and the whole class determining by vote which was the best, the civics and English teachers both directing this.

Prob. III. No.3. Observing standards of conduct set up by school and national groups.
Prob. III. No.7. Understanding the machinery and operation of government.
Prob. V. No. 1. Ininterpreting and employing the printed word as a means of communication.

When the constitution was ready for adoption, under the civics teacher's guidance, the group turned to their civics books to find out how a constitution is adopted, then followed a reading of the whole and its formal adoption by the class. During this procedure the temporary chairman presided and the principles of parliamentary law were observed. With the adoption of the constitution, the class was ready to elect officers. Someone suggested that they have political parties, just
46

Prob. III. No. 1. Forming, through performing, habits of citizenship.
Prob. III. No.3. Observing standards of conduct set up by school.

as the nation does in its elections. In order to find out how elections are held and how political parties work, they turned again to their civics books. After this they divided themselves into two political parties. Each party had its convention, drew up its platform and chose its candidates. Then followed campaign speeches by the candidates, with promises of what they would do if elected. The rooms were gaily bedecked with campaign poste,rs, asking the support of various candidates.

There was another general discussion of the qualifications of the officers they wanted to elect, and a rechecking of the qualifications they had set up, whereupon, the group decided that in their voting they would honor the best person for the office, regardless of party.

Prob. III. No. 1. Forming, through performing, habits of citizenship.
Prob. V. No.1. Employing the written and spoken words as a means of communication.
Prob. V. No.4. Practicing correct social usage in communication.

Committees were appointed to take care of arranging and presiding over voting booths, and typing the ballots. Tellers were chosen to count the votes, poll taxes were paid, and all the election machinery set up. The English teacher stepped in to help the candidates organize and plan their acceptance speeches, so that those who were elected would be prepared.

On the election day, booths were set up in the room and voting took
47

place in an orderly fashion, the registrar checking the qualified voters and calling out their registration numbers before they went into the ballot booths.

Prob. III. No. 1. Forming, through performing, habits of citizenship.
Prob. III. No.7. Understanding the machinery and operations government.

After the voting was finished, the counting of votes was done in the presence of the whole class, after which the tellers announced the results. The elected officers then made their acceptance speeches and in a-rather solemn ceremony promised to fulfill their duties to the best of their ability. At the conclusion of this, a regular class meeting was held and the necessary class business attended to.

Prob. VII. No. 1. Recognizing and using educational facilities as means of individual and group development.
Prob. VII. No.4. Becoming proficient in the use of tools and techniques needed in acquiring an education.

With the class organized, the group decided to turn its attention to other features of their school community. The ability to use the materials provided by the school was a problem that seemed worthy of their consideration. If they were to secure information during their high school days, they must know how to use the available materials. So the English teacher directed them in learning to use the dictionary, the encyclopedia, and the Readers' Guide to Periodical Literature.

In the study of the dictionary, especial attention was given to learning the pronunciation of words from diacritical marks. As a means
48

"--.0: -,, __ -: . __

__._.

.

~ ~ - ; ~ .

of stimulating vocabulary building throughout the year, special vocabuary books were given to each student in which he could record the word, its markings for pronunciation, its dictionary meaning, when it was met first, and in what instances the student has used it since.
Encyclopedias and the Readers' Guide to Periodical Literature were brought into the classroom for detailed explanation as to use. Then the group went to the library where they were shown how to call for material listed in the guide. Topics were assigned to be found in the encyclopedia and in current pUblications, to check the student's understanding of their instructions; the students made written summaries and outlines of articles read.

Prob. VII. No.4. Becoming proficient in the use of the tools and techniques needed in acquiring an education.
r. Prob. No.5. Ap-
praising individual and group recreational possibilities.

The group made another trip to the library, at which time the librarian showed them the procedure for checking out books, and the English teacher and librarian joined in recommending good books for them to read, helping every child to find suitable material for pleasure-reading.

It was decided to do away with required reading, and to try to make reading so popular that the group would read of their own accord. The correct way for keeping bibliographies was reviewed, and each stu-

49

dent provided himself with a folder, kept in a file in the classroom wherein he was to keep a record of his reading for the whole year. (It may be added that every student has done at least as much reading as was expected under the old, required system and that many of them have done more. Moreover, suggestions to individual students are made from time to time for further reading.)

Prob. V. Interpreting and employing the spoken and printed word as a means of communication.
Prob. VI. No. 1. Experiencing and interpreting beauty as expressed in literature.
Prob. VI. No.2. Developing standards for choosing aesthetic activities.
Prob. VI. No.3. Participating co-operatively in aesthetic activities of the school.

During "Book Week" the class spent the entire period on its pleasure-reading activities, m a kin g written book reports, having oral "book chats," making book posters (under the supervision of the art teacher), and dramatizing scenes from their favorite books. They decided to give a "book program" for the rest of the high school and their parents. At this program they not only featured in original skits and dramatizations the old books they loved, but also showed and talked about some new books that the school hoped to purchase, asking for contributions to help buy them.

With the aproach of the holidays, the group, with the English teacher directing, made its plans for Christmas activities they wanted to engage in-collecting, reading and writing Christmas stories and poems, singing Christmas carols and finding out how some of their favorites
50

Prob. I. No.6. Utilizing group and individual recreational facilities.
Prob. VI. Experiencing, interpreting, and creating beauty as expressed in music, art, and literature.
Prob. VI. No.3. Utilizing suitable facilities, for aesthetic and social development.
Prob. II. No.4. Experiencing business practices.
Prob. III. No.8. Practicing desirable social usage.
Prob. III. No.4. Making individual contributions to the welfare of the school, community, state, and nation.
Prob. III. No.5. Cooperating with service agencies which touch daily living.
Prob. I. No.4. Evaluating social usages and customs in the light of health principles.

came to be written, investigating the origin of various Christmas customs, such as the use of the Christmas tree, sending cards, giving presents, decorating with evergreens, studying the observance of Christmas in other lands, reporting on famous Madonnas, planning and giving Christmas parties (attractive yet inexpensive, their class party ineluded), learning to choose presents wisely from the standpoint of suitability and economy, the attractive wrapping of Christmas presents, introducing and entertaining guests in the home, preparing "good eats" for Christmas, participating in the annual tuberculosis seal sale, etc. (Some of this planning gave the mathematics department a chance to contribute.)
Upon looking over their lists of activities, the group decided that they had planned too much for the time allotted, and that some of the activities could be turned over to the home economics department, and furthermore, that some of their Christmas carols could come during their music period.

Prob. VII. No.2. Recognizing and using educational facilities as means of individual and group development.

Special interests and talents appeared as activities were chosen by individuals and committees. Although the teacher gave a few suggestions for materials that might be used for reports, the group did not confine itself to these, but found others for themselves.

51

Prob. VI. No.3. Utilizing suitable facilities for aesthetic and social development.

The bulletin board committee collected some very interesting poems and pictures on Christmas, a particularly interesting display being one of famous Madonnas.

Prob. III. No.8. Practicing desirable social usages.

The Christmas party was the culminating activity of this part of the work, the room having been simply decorated for the occasion, the Christmas tree being the outstanding feature of decoration.
After Christmas, the group had become so large that a division had to be made. They were allowed to divide themselves, and the result was that most of the students who had been in this school before went into one group, and most of the new students into another. The civics teacher took the responsibility for both civics and English in one group, and the English teacher for both these subjects in the other. Although the two groups proceeded along similar lines, their activities necessarily varied on account of their differing needs. The students who had come from rural schools needed, for instance, more work in health and personal hygiene than the other group, so their work began along this line. The group that had been in this school before had had the necessary background in civics and experience in reading newspapers to follow intelligently the activities of Congress and the extra session of the state legislature.
52

(The report from here on is concerned only with the group which had been in this school before.)

Prob. III. No.7. Understanding the machinery and operations of government.

The opening of Congress and the continued session of the state legislature attracted the students' attention as they read the newspapers so much so that they felt the need of more background in the machinery of lawmaking, both national and state. Consequently, they turned to their civics books and found out how laws are passed. After a rather detailed study, they dramatized the passing of a bill in Congress.

Prob. III. No.7. Understanding the machinery and operation of government~

With the convening of the state superior court came an opportunity to study firsthand the interpretation of state laws, so visits to the courthouse were made, first, to note the procedure in opening court, and later to see the trying of a case. In order to understand this particular court's place in the state system, the class went in for a rather complete study of the state judiciary. Just as they were finishing this study, Justice Cardozo's resignation from the United States Supreme Court and the speculation over the appointment of his successor called forth a study of the national court system.

During their visit to the courthouse the gro~p's interest was aroused in the offices occupied by

53

Prob. III. No.6. Recognizing the contribution of all workers.
Prob. III. No.2. Making individual contributions to the welfare of the school.
Prob. III. No.7. Understanding the machinery and operation of government.

county officials, the result being a study of their duties in relation to the county government. After committee~ were appointed to report on the various officers, a trip was made to the courthouse, where various officers explained their duties, each committee being responsible for asking questions to secure the desired information. Upon their return to school the committees compiled reports, gave them to the class, and filed them in the library as part of their contribution to material on the community. Then there followed a general study of counties as a unit of government.

Prob. VII. No.4. Becoming proficient in the use of tools and techniques needed in acquiring an education.

The group remembered and kept referring to some of the judge's remarks on the increasing number of accidents on the Georgia highways and his exhortation to the jury to deal severely with careless offenders. This led them to be more on the lookout than they had heretofore been for news of accidents in the papers. When they decided to study about measures to prevent highway accidents, the science teacher was called in to direct them, and the civics-English teacher assisted in activities such as writing accounts of accidents they had witnessed, writing letters requesting material on safety, etc.

The study of safety measures was not confined to safety on the high-
54

Prob. III. No.3. Observing standards of conduct set up by community and national groups.
Prob. III. No.7. Understanding the machinery and operation of government.
Prob. III. No.5. Cooperating with government.
Prob. V. No.3. Becoming acquainted with the relation of government to means of transportation.

ways and streets, but also to safety in the home. Although a safety textbook was used, the group's perusal of material was not confined to text, but included a consideration of safety measures that the state was taking (the new license requirement, state traffic laws, and highway patrol, state and local speed limits, etc.) and also of the local community's drive for safety. The group made a trip to the busiest corner in town, where the chief of police showed them essential safety measures for drivers and pedestrians. The mayor was invited to make a talk on safety, and the whole high school joined in hearing him.
During this time the bulletin board committee kept the bulletin board supplied with safety posters and newspaper accounts of accidents, and a folder for filing safety material was kept on the reading table so that all members of the class could have access to it.

Prob. 1. No.2. Becoming aware of application of scientific discoveries to individual and group health.
Prob. VII. No.4. Becoming proficient in the use of tools and techniques needed in acquiring an education.
Prob. V. Employing the written word as a means of communication.

When the question arose as to the care of persons injured in highway and home accidents, the science teacher again took the lead, giving the class a two-weeks course in "first aid." The class used the textbook for a guide and did practical demonstrations of caring for the injured, etc. During this time the English teacher used about half of the two-hour period for practice in the improvement of composition
55

work, especially in the correct use of relative pronouns and the gaining of sentence variety by the use of adjective, adverbial, and noun clauses.
The work of the group for the remainder of the year will include:
a study of diseases, and their prevention, a study of the wild flowers of the community, state planning for the preservation of wild life, economic life of the community, places of historic importance in the community, in connection with the centennial celebration of the "Mansion," a period for summarizing the work of the year, with special work for individual and group needs.
EVALUATION
From the experiences growing out of this integrated study there has been evidence of growth of the group and of individuals in the following:
(1) The ability to think and plan together, and to carry out plans made in terms of the goal set by the group.
For example, in planning for Christmas, members of the class chose those activities which were of most interest to them. They found it necessary to revise their original plans because of the limitations of time and facilities, and shifted certain activities to the home economics class, such as fixing Christmas packages, because of the equip-
56

ment and the help to be received from the teachers of that department.
(2) The recognition of contributions of individual members to the work of the group. In class meetings, when committees were reporting, members of the class were able to evaluate work done in accepting or rejecting the reports, and in making suggestions for further work.
(3) The ability of the individual to evaluate his own work and to make plans for further development in the light of this evaluation. The group set up standards for judging the work at hand, for making reports, and so on, and each individual agreed to be his own judge in the light of these standards rather than wait for the group to evaluate his work. This procedure meant greater growth for the individual pupil.
(4) An awareness of community problems and resources. For example, in the study of malaria, the children became aware of certain danger spots in the community and listed these, as they made plans as a group, and with their parents; to try to eliminate these areas.
(5) An appreciation of what the community has to offer in the way of natural beauty. This was evident in the study of wild flowers and their native habitat; in visiting and studying plans for gardens in the community; in working on flower arrangement, with the help of the art teacher, the teacher of home economics, and with the president of the Garden Club; and in active participation in the Flower Show.
(6) In an appreciation of the worth of individuals and what they contribute to the life of the community. The group visited the city hall and interviewed
57

. , - r .. -~-,--;-.-- .,---.y .... - -

~----_---.Y ,. _ _ .- - - -

-- ----

officials; the mayor and other city officials came to the group at times during this study to discuss problems with the group.
The study of taxes as the manner in which all contribute to the work of the city gave a new insight to many of individual responsibility for the city's welfare.
Appreciation of the contribution of individual pupils to bulletin boards and of materials from their own homes, and a recognition of good work done on committee assignments emphasized this phase of school citizenship.
(7) Feeling of responsibility for some share in community undertakings. Help with Flower Show; contributions to the public library, when it was being organized; voluntary service in the town sale of tuberculosis seals, at Christmas; help with sale of tickets for the high school senior play.
(8) An understanding of the duties of citizens, such as serving on the jury, paying taxes on time, and so on.
(9) Interest in reading the newspapers and in keeping informed about current happenings. This was noted in contributions made at the morning period for sharing things of interest.
(10) Reading interests, as shown by greater variety in books reported, recommendations to other members of the class of books worth reading.
Certain definite knowledges and factual materials gained by the group include:
(1) Understanding of the procedures in making laws, both state and national.
(2) Knowledge of how the city and county are governed; gained through interviews with officials to
58

learn of their special duties, as well as from consulting books.
(3) Knowledge of how to return taxes; tax rates and what city taxes are spent for; a study of the city budget.
(4) A knowledge of court procedures; a visit to the court in session, with a discussion both before and after the visit.
(5) Understanding of first aid methods and measures to take care of minor accidents.
(6) Understanding of some safety regulations and measures of the community; traffic regulations, fire prevention, garbage disposal, and so on.
(7) Increased respect for laws and the function of the courts in interpreting laws.
Growth in skills and techniques:
(1) In the ability to vary sentences, subordinating unimportant parts; by the use of participles and infinitives; by using descriptive words, and so on.
(2) In improved ability to recognize and use noun, adjective and adverb clauses.
(3) In improved spelling by application of spelling rules.
(4) In improved punctuation; knowledge of how to punctuate complex and compound sentences, etc.
Growth in appreciation:
(1) Of what the county, city, and state are doing to promote safety; selecting members for school patrol; determining what goes to make good school citizens, and so on.
(2) For sharing in work of the state and a new respect for state officials and their work; planning work with state patrol in outlining school patrol duties.
59

(3) In ability to appreciate and enjoy poetry; voluntary contributions of beautiful selections; original poems, use of words to express beauty.
(4) Of radio offerings. (5) Of "movies" and how to evaluate them; voluntary
discussion of likes and dislikes, characters liked or disliked, giving reasons.
60

3. AMERICAN LIFE AND CULTURE
An Example on the Upper Secondary Level*

Initial Interest and Setting: Planning the Year's Work

The girls in this group, with the exception of two, had been in Peabody High School for at least one year. About half of them came from the two-year county high schools to the tenth grade of Peabody School; the others were town students. As a class, these students were concerned, chiefly, with:

Prob. VII. Utilizing education to achieve a definite goal.

(1) completing their high school course in a sufficiently satisfactory manner to obtain a diploma;

Prob. III. Citizenship; learning to plan in terms of present and future needs.

(2) Planning their last year's work in the high school in a manner to satisfy, as nearly as possible, the expressed needs of the group;

Prob. VII. Utilizing education to g a in knowledge and skills.

(3) building a firm foundation for those intending to do further study in any field;

Prob. II. Training for "earning a living."
Prob. VI. Prob. VII. Both contribute to cultural and aesthetic development.

(4) securing further cultural and economic training;

Prob. III. Citizen- (5) developing social poise;
ship.

*Furnished by Mary Lee Anderson, Peabody School.
61

Prob. III. Citizenship traits.
Prob. II. Earning a living.
Prob. III. Citizenship.

(6) growing in the ability to accept responsibility, to face and solve problems alone, to select, to evaluate, to appreciate;
(7) establishing lines of individual interest in vocations and avocations;
(8) planning for the future; living actively in present.

Procedures

Prob. V. Communication, as teachers and pupils plan and share ideas for the developing program.

The class, meeting two consecutive periods a day with the same instructor, spent several days planning the year's work.

Prob. III. Citizenship; reasons for investing in the education of all the people.

The girls came to school the first day with a feeling of real satisfaction that at last they were seniors, privileged to sit in the senior room. The program discussion was initiated by the teacher who congratulated them on the fact that they were justly proud of this status since they had earned their position by ten years of hard work, and questioned the motive behind school. "Why school? Why do pupils spend so many years in school?" Among the many answers was the age-old witticism, "cBecause mama makes me come." This was just what the teacher had been waiting for, and she asked, "Why do parents make you come? Why do they sacrifice so much to send you? Why do governments spend so much on schools: There must be some reason for it."

62

Prob. II. Earning a living.

The replies brought forth such statements as, "They do not want us to be ignorant. We want to know how to act. We will have to earn a living, we want to know how to earn a living and to take our place with educated people."

"How many of you expect to earn your own living?" was asked. Practically every hand went up. "And jobs are hard enough to get even with an education," aptly remarked one pupil.

Prob. III. Citizenship.
Prob. V. Communication; need for keeping a record of class procedures.

"That is true, but let us consider a moment just what you are going to have to face when you finish school. You are girls. What do girls have to be responsible for today? Let's list them on the board. Frances, act as secretary, please, and keep a record for us, will you? You have mentioned making a living, so we will make that number one."

The following points were eventually enumerated by the group, with the comments following each heading:

1. Making a living.
By far the great majority of people, men or women, either through necessity or desire, earn their own living. 2. Health.
The problems of caring for personal health, the health of the family group, and the responsi-

63

bility of the health of the community, which must be met by every individual, particularly by women and girls.
3. Home making. The problem of home making,
regardless of scale, faces every girl.
4. Citizenship. There is no escape, even should
one so desire, from the responsibilities of citizenship if one wishes to share in the liberties and privileges of self-government.
5. Living with others. It is inevitable that everyone
must live, work, play, and share with others in the world of today. This involves both social and cultural qualities.
6. Spiritual or religious life, and character.
7. Personality. Every person, particularly ev-
ery girl, should be concerned for social, economic, and personal reasons, with the development of a sincere, pleasing personality. This involves appearance, voice, conduct, knowledge, and wide interests.
(It will be noted that these problems correspond largely with the problems as listed on the "Scope Chart," though expressed in the words of the children.)
64

"Considering these seven inevitabIes that you have listed for girls, what do you think as a high school graduate you should know?" was next asked by the teacher. Again the suggestions were listed on the board, just as they were made at random by the students, and then organized, by the pupils, into the following outline which includes all the suggestions made by the students, in their own terms, or expressions:

Prob. VI. Aesthetic development.

I. Practical Things to Know. 1. Home life. a. Interior: Arrangement of furniture, selection of furniture, arrangement of flowers, color schemes, picture selection and hanging, paint, lighting, selection of ornaments, handcraft.

Prob. VI. Aesthetic development.
Prob. IV. Utilizing the natural environment.
Prob. VII. Education, in learning how to select and buy.
Prob. I. Maintaining health.
Prob. III. Citizenship.
Prob. VI. Aesthetic ,<levelopment in relation to dress.

b. Exterior: Planting and ar-

rangement of flowers, paint,

handcraft outside the home,

rock gardens, care of the

yard, soil erosion, vegetable

garden.

.

c. Selection of foods: Selection and buying of foods, menus for every occasion, tips, recipes, terms, etiquette of eating, personal considerations and behavior, arrangement of the table.

d. Sewing: Selection, design, color, occasions calling for certain types of dress, qual-

65

Prob. II. Earning a living.
Prob. III. Citizenship.
Prob. I. Maintaining physical and mental health.
Prob. III. Citizenship.

ity and type of work, value, cost, size and fit for garments, care of clothing, renovating, cleaning, handwork artd handcrafts.
e. How to spend money wisely and how to save: Budget making, banking, how to select and buy, quality, evaluation of advertisements.
f. Health and safety in the home: First aid, home nursing, personal care and appearance, personal hygiene, sanitation, prevention of fires, care and use of mechanical devices, domestic animals, child care.
2. Government; citizenship. a. Constitution of the United States.
b. State and local officials duties, selection, term of office, qualifications.
c. Political parties-their platforms, leaders.
d. The "New Deal"-what it is -what it has accomplished, differing points of view about it.
e. Problems facing the nation today.
f. Voting system; responsibility of the citizens to vote; keeping informed as to issues and candidates.
66

Prob. II. Earning a living.
Prob. V. Communication.
Prob. I. Health and recreation.

g. Parliamentary procedure ; developing ease of using parliamentary procedures in presiding at any type of meeting.
h. The history of our country.
3. Industrial life. a. Conditions in the industrial world; unemployment; industries overcrowded; industries offering possibilities for employment; laws affecting industry.
b. Chief industries in the state and nation.
c. Vocations for women; qualifications; vocational possibilities; how to get jobs interviews, applying in person, or by letter.
d. Avocations, hobbies, developing new interests.

II. Cultural knowledge.

Prob. III. Citizenship.

1. Social life a. Social grace: Tact, personality, courtesy, poise, control of irritating habits.

b. Choosing friends: How to be a friend, the value of real friends, interests that bring friends together.

Prob. V. Communication.

c. Conversation: Wide range, by reading, keeping informed as to current happenings

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Prob. III. Citizenship.
Prob. III. Citizenship.
Prob. V. Communication.
Prob. VI. Aesthetic development.
Prob. VI. Aesthetic development.
Prob. VI. Aesthetic development and apprf"ciation.
Prob. V. Communication, in reading and interpretation of printed word.

of national importance, by travel, and from club activities; vocabulary; pronunciation and enunciation; tone of voice; grammatical correctness, accuracy in expression and in interpretation.
d. Appearance: Dress, posture, make-up, grooming.
e. Consideration for the privacy of others.
f. Entertainments: Invitations, duties of the hostess, conduct of the guest; accepting or declining a n invitation, "thank you" notes-what to say, how to say it, legibility, spelling, sentence structure.
2. Culture.
a. Music: Appreciation, knowledge of American music and musicians; the opera.
b. Art: Architecture, types in different sections of America; painting-appreciation and selection of pictures; artists; American sculptors, balance and proportion; lettering.
c. Literature: American culture as expressed through our literature; American authors, selection and enjoyment of all types of American literature.
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Prob. VI. Aesthetic enjoyment and appreciation.
Prob. V. Communication.
Prob. V. Communication.
Prob. III. Citizenship.

d. Stage and screen: Leading actors and actresses of today; b est productions; American opera; costumes, staging and make-up.
e. Radio: Selection of programs, radio stars, radio propaganda and advertising.
f. Speech, appearance, conduct of the individual.
IiI. Additional topics listed by the class as problems they should be able to do something about by the time they finish high school.

Prob. III. Citizenship.
Prob. I. Maintaining physical and mental health.

1. Community citizenship: Group co-operation, personal respon-
sibility. 2. Community health: Personal
responsibility in the community.

Prob. VI. Aesthetic and spiritual development.

3. Character building: Home influence; forming good habits; selecting friends; school influence.

After the group had checked off the topics they had already studied, ~ssigned others to the various fields into which they naturally fell and where they felt they would get help during the year, and had made additions and eliminations, the outline given below for the work of the year, was the result. It was agreed to call the study "American Life and Culture."
69

(Copies of the things listed as the basis for the year's study were furnished the members of the staff, and at a special faculty meeting the suggestions of the class were considered in making plans for the year's program. The faculty co-operated willingly and worked with their class groups to complete plans for their particular work in terms of these suggestions.)

American Life and Culture

Prob. VII. Utilizing education to secure an understanding and appreciation of our cultural heritage.

1. History of our country. 1. Background: Peoples and nations that furnished our cultural .background; periods of exploration and discovery.

2. Colonial period: Economic, social, political, and cultural development of this period.
3. Revolutionary period: Issues involved; problems confronted in founding the new nation.
4. Establishment of the Constitution: Study of the Constitution; people who contributed thought and planning to this phase of the country's development.

5. Expansion period: Problems encountered; trends; industrial and cultural development.

6. War Between the States: Issues involved; the building of the Union.
70

7. Modern America: Five phases of life, developed as a crosssection of life, not chronologically: economic, political, social, intellectual, spiritual.

II. Economic life, developed according to periods listed above, stressing the modern approach.

Prob. II. Earning a living.

1. Occupations for women: How to get jobs; interviews; applications; how occupations for women have varied in the different periods; possible future developments.

Prob. III. Citizenship; as concerned with the business of the community and the nation.

2. Industry: Manufacturing, mining, farming, trade, capital and _ labor, distribution.
3. Money and banking: Taxes, stocks and bonds.

Prob. V. Communication and transportation.

4. Transportation and communication: Interstate commerce, government control and regulation, and so on.

Prob. III. Citizenship.

5. The "New Deal": Things attempted; problems resulting; problems that are unsolved about which the government must be concerned.

Prob. II. Earning a living.

6. Big business: The industrial revolution in America, government control in big business.

Prob. II. Earning a living.
Prob. IV. Utilizing the natural environment.

7. Problems of the farmer: Production and distribution, supply and demand, conservation and reclamation.
71

Prob. III. Citizenship.
Prob. VII. Utilizing education to become informed about matters of importance to our nation.

III. Government; modern America.
1. International and foreign affairs: Ambassadors, consuls, ministers; international relationships and trade, treaties, neutral rights, peace movement and organizations; the war debt; wars with foreign nations; position of the United States in the world todaywhat our neighbors think of us; contributions of other countries to our nation; outside dangers to our country, propaganda; imperial development - territorial expansion, Pan-American ,relationships; our foreign policy.

Prob. III. Citizenship.
Prob. VII. Utilizing education in learning about the significant things in the development of the nation.

2. National affairs: The Constitution; our party system; voting system; civil government regulations, and value; state and local governments; internal dangers; presidents of the United States - the contributions and problems of the administration of each in the development of the nation.

Prob. VI. Aesthetics.

IV. Cultural life using modern approach, developed by periods listed above.
1. Music: As expressed in each period of the country's development; American musicians; opportunities for music enjoyment, participation and creation, today.

72

Prob. VI. Aesthetics.
Prob. VI. Aesthetics. Prob. V. Communication. Prob. VII. Utilizing education as a means of acquiring our cultural heritage. Prob. VI. Aesthetics.
Prob. VI. Aesthetics. Prob. V. Communication.
Prob. VII. Utilizing education to acquire the cultural heritage.
Prob. VII. Utilizing education to acquire an understanding of the cultural heritage.
Prob. III. Citizenship.

2. Art: As expressed by American painters, architects, sculptors, craftsmen.
3. Literature: Types; how literature aff(ects thinking of the period; how writers of a period reflect the life and thought of the period; authors; influence of the press; development of libraries.
4. The drama and the stage: Dramatists; important plays of each period; "movies" and their development and influence; new jobs created by the "movies"; the radio drama.
5. The radio: Cultural opportunities afforded by programs offered; how to evaluate radio' offerings.
6. The dance: Its development as a phase of the life of the various periods.
7. Science in America: Contributions to industry, to health, to communication and transportation facilities, to building, and so on.
8. Education: Part education has played in each period in the development of the country; education for the masses; education for women.
9. Cultured individual: As shown by dress; conversation, vocabu-
73

. , .~.-~---:;'

lary, pronunciation and enunciation, voice and tone; grammatical correctness; accuracy in expression and in interpretation; appearance and poise; consideration for others; in all written work-what you say and how you say it, legibility, spelling.

V. Social life, using modern approach, by periods listed at beginning of outline.

Prob. I. Maintaining physical and mental health.

1. Sports: Recreation, amusements; needs for caring for this phase of life in different sections of the country.

Prob. III. Citizenship.

2. Home life: Social customs, social classes, family relationships; social organizations.

Prob. III. Citizenship.

3. Immigration and naturalization: Peoples that make up America; types of Americans; characteristics of a true American.

Prob. III. Citizenship.

4. Social work: Rehabilitation; community organizations and clubs.

5. Good taste: With reference to social life; relationships with others; in selecting things with which we live.

Prob. IV. Utilizing the natural environment.

VI. Geography; modern America. 1. Natural resources: Conservation; wise utilization; government development and control.
74

Prob. VII. Utilizing educations for acquiring a knowledge of the country.

2. Physical features: Regions of the United States, special characteristics.
3. National parks and forests: Conservation and reclamation.
4. Canals: Highways, waterways, skyways.
5. Climate: As it affects living; as it affects products of the coun-
try.

Prob. VI. Expressing aesthetic and spiritual impulses.

VII. Religion.
1. Religious sects: Customs; effects on American life, architecture, music, social customs and taste.

Prob. VII. Utilizing education as a means of acquiring a knowledge of the state's development.

VIII. Georgia.
1. History and geography: The state; different physiographic divisions; interesting places; important people who have contributed to life and welfare of the state.

Prob. III. Citizenship.

2. Government: Different phases of civic life and the organization of the state government.

Prob. II. Earning a living.

3. Economic and industrial life of the state: Resources; problems.

Prob. VI. Aesthetic development.

4. Cultural life: Art, literature, music, education, science, social life, people who have contributed to this phase of Georgia's development.

5. Milledgeville and Baldwin County.

75

Prob. VII. Utilizing education to acquire the cultural heritage.

IX. American Indians. 1. American tribes: Location, culture-art, music, literature, religion, ceremonials, dances.
2. Georgia Indians: Trip to Indian mounds, Macon; discussion of Georgia Indians and their contribution to culturaJ heritage by a person in the community who has given much time and study to this phase of our history.

Prob. III. Citizenship.

3. Present day treatment and government of the Indians.

4. Contributions of the Indians to American Civilization.

The above outline is in the order worked out by the students. The topics were not taken up in class in this order, always. Emphasis on the sesquicentennial celebration of the Constitution, for example, caused the class to take that phase of the work at a particular time. Other timely topics or events brought to the front a particular part of the study. However, the outline was used as a "check-sheet," aI1d work done was checked against it as the next steps were planned.

Further planning and a more detailed organization was necessary for many of the topics, it is needless to say. Many important points were overlooked at the time of the first planning. Often some topic would lead into problems that the initial
76

planning had not included. From time to time new topics were added as. need or desire for them arose; for example, in preparation for graduation, some work on "Good Taste and Acceptable Social Usage" in invitations of all types,personal cards, acceptance and "thank you" notes, announcements, came into the study.
Another example was the urge for creative writing that came with the spring. Individual work on selfimprovement in spelling, vocabulary, expression of thought, orally and in writing, pronunciation, enunciation, voice, tone, ran through the entire year, as did sharing of current happenings from daily news reports and stress on reading as an aid in all work, and for pleasure and enrichment.
Every topic was either introduced through, based on, or connected with the present day situation, and things of which the children had some previous knowledge. The work done was carried on by the class as a whole, by committees or groups who undertook a special part of the work, and by individuals. Panel discussions, forums, reports, study and laboratory periods, reading lessons, socialized recitations, topical discussions, field trips, motion pictures and slides, talks by travelers or experts in different fields-all came
77

.-_.....,.,.-;....... '.-.- ; .....

... :;-.------,-.

in as a part of the procedure in the development of the experience.

Some Activities Involved

The following activities are not listed in order of development but grouped according to type:

Prob. V. Communication; sharing reading interests with classmates.

Reading. Work on oral reading for diction, for pleasing tone quality, building vocabulary and for pleasure in sharing interesting books and articles found by members of . the class. Some use was made by the class group of concert reading. This interest led many into the verse choir which was a phase of the work of the Dramatic Club, or Little Theatre Group.

Prob. VII. Utilizing education as a means for adding to- vocabulary; acquiring knowledge of types of reading.

Attention was given to making a list of books that might be added to the library; to building "vocational lists" and lists for individual reading; and to checking on types of reading done, with ,recommendations .by teacher and classmates for further reading. Each student kept a reading list. This was checked by the teacher and student together at intervals, and additional readings were suggested in order to widen the range of reading interests.

Prob. V. Communication; using modern means of conveying ideas.

Reading newspapers, magazines, advertisements, bull e tin sand pamphlets, bulletin boards, "movie" and book reviews, radio programs and announcements formed a part of the work. Attention was given to

78

Prob. VII. Utilizing education to get an understanding of materials used in the study.
Prob. VII. Utilizing education to gain needed skills and techniques for continuing study.
Prob. VI. Aesthetics, in the appreciation and enjoyment of the beauties of our literature.

the problem of how to keep informed on current happenings of local, state, national and world importance. Some study was made of propaganda and how to judge and evaluate the materials used.
In reading for information authorities from many sources were compared in trying to get all points of view on a topic. Reading for definite information in order to summarize findings on a definite topic and learning to use sources in developing a topic, formed a good part of the work.
Reading for skills included rapid reading to get the essential thoughts, reading for specific points, reading all types of material, "audience" and silent reading, and vocabulary building.
Much time was given to reading for enjoyment and appreciationpoetry, drama, descriptive bits of prose. Authors of the different periods were studied in terms of their particular contributions and their best known works.

Prob. V. Communication.
Prob. V. Communication.

Vocabulary Building. Spelling: noting new words and using them; noting unusual or particular appropriate expressions, words that express beauty, and so on.
Use of the Radio. Learning to choose and evaluate programs heard; keeping informed as to good programs; posting list for class in-

79

formation and use; sharing programs heard at home at the class contribution period.

Prob. V. Communication.
Prob. III. Citizenship.

Keeping Up with the News. News broadcasts listened to at school and at home; watching for news reels at the "movies"; reading newspapers, magazines, Sunday New York papers, etc.

Prob. V. Communication.
Prob. VI. Aesthetics.

The "Movies." Keeping up with "movie" reviews; seeing as a group historical "movies"; checking information of historic event with "movie" version; setting up standards for judging "movies," with reference to acting, lighting, staging, accuracy of presentation, etc.

Prob. III. ship.

Citizen-

Committee Assignments. Famous women of Georgia; interesting and historic places in Georgia; collecting works of Georgia authors; compiling bibliographies on certain topics; making collections of books, book reviews, Indian and historic relics, bulletjns" pamphlets, a.nd so on, for the school library.

Prob. V. Communication; sharing with others the results of their work.

Exhibits of Work Done. Collections for library; materials used in study exhibited for other groups in school, or for P. T. A. meetings; materials for school and classroom bulletin board; sharing with others in the school the findings of the study-works of Georgia authors and arts and crafts of various periods loaned by members of the class and people of the town, etc.

80

Prob. V. Communication.

Oral English. Talks to groups; reports; interviews; introductions; presiding over class and group meetings, parliamentary procedures; conversation on various occasions; entertaining class and school visitors; explaining work of the class or collections and exhibits to visitors.

Prob. V. Communication.

Written English. Notes; outlines; organizing materials found; keeping records-class and individual diaries; listing individual errors; creative writing of poetry and prose; writing letters for information or materials; announcements; bulletins; news reports; book reviews, etc.

Prob. V. Communication; sharing with others the materials used.

Collecting and Filing Materials. Bulletins, maps, clippings, textiles, pictures and books made available for use by the class and later filed in library as part of permanent school collections; making bibliographies of books, pictures, magazine articles; lists of historic places and people.

Prob. III. Citizenship; learning that people who know are ready to share with others their knowledge.

People Who Helped. IndIviduals helped by talking to the class, by lending materials, by taking class on trips or into their homes to study furnishings and materials; the art teacher helped with problems of interior decoration and flower" arrangements, problems of good taste in dress, entertaining, class banquets, invitations, stage sets; help from the librarian; the music di-

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rector helped with the music of America at different periods; local writers and students of history; assistance from the mayor, a judge, business men, health director and doctors, newspaper men, traffic officer and others who had contributions to make to a specific part of the study.

Prob. III. Citizen- Participating in Life of the School.

ship.

Holding class, school and club elec-

tions.

Prob. III. Citizenship in learning to plan one's program.

Planning. Class work, both daily and long range planning of social events; reading program; recreational activities; vacation activities; planning for college, business or for special training.

Evaluation
Some of the outcomes noticed by teachers and by members of the class as the year's work was talked over, may be listed:
(1) Greater knowledge of books arid how to use them; how to check and evaluate the information gained from books.
(2) Greater interest in personal imp,rovement. and some ability to plan in terms of the individual's needs.
(3) Increased knowledge of, respect, love for, pride and interest in their own country, state and community - their possibilities and problems.
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(4) A desire to travel, to see for themselves.
(5) Enlarged vocabulary, with some skill in building a larger vocabulary.
(6) Better habits of oral and written language; more attention to individual needs; an awareness of lacks in speech and a desire to improve.
(7) A live interest in current happenings and a growing habit of keeping up with the news.
(8) A realization that knowledge is gained not just from school books, but from general reading, from people, from experience, from travel, from the radio, from pictures, from the church, from the community and the world around them.
(9) An awareness of the necessity for good citizenship.
(10) Thoroughly democratic habits of handling class problems, organizations and discussions.
(11) A growing ability to adjust to group activities and to recognize and appreciate the efforts of others.
(12) Better understanding of the economic and social situation in which we live and are going to work. (The majority of the
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group have decided on their chosen profession.) (13) Growth in the ability to face and solve problems; deepened and broadened powers of reasoning and thinking; a better standard of value for making choices and basing judgments. (14) A more mature and poised attitude toward social customs, to replace amateur sophistication. (15) Contrary to current belief, the group was found to be intensely interested in religion, more tolerant than their elders, and seriously concerned for their own and their country's moral and spiritual welfare.
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