GA E450.D4 Sl ,., H4 -- . v. 50 PueLISHED AT THE GEORGIA SCHOOL FOR THE DEAF. CAVE SPRING. GEORGIA OCTOBER. 194) Vol. 50 1 '0. 1 THREE GATES If you are tempted to reveal A tale to you someone has told About another. make it pass. Before you speak, three gates of gold. These narrow gates: First. "Is it true ?". Then. "Is it needful?" In your mind Give truthful answer. And the next Is last and narrowest. "Is it kind ?'. And if to reach Your lips at last It passes through these gateways three. Then you may tell the tale. nor fear What the result of speech may be. -From the Arabian THE SCHOOL HELPER VOLUME 50 OCTOBER. 1949 NO. From the Primary Department We. the B division of the beginning class. want to introduce ourselves to you There are four girls and six boys. The girls are Betty Wood. Peggy Jean Sims, Madie Jean Smith and Annie Jean Cofer. Betty is a pretty girl with black hair from Rocky Ford. Peggy is small and ha) dark complexion and dark hair. She lives in Cleveland. Jean i from Augusta and is the tallest girl in the cia s. Annie Jean has a sweet winning smile which goes nicely with her udy hair. Her home is in Warner Robins. Luther Hickey is our small. blonde and blue-eyed boy from LaFayette. Fred Gordon is a short, but plump little fellow from Savannah. Richard Sampler. with his fair complexion and light brown hair, comes from Griffin. J ames Harris is tall and dark with a pleasant smile. He is from Scottdale. Felton Lamb is a cute little redhaired boy with blue eyes. He is from Camilla. Ronald tephens completes our class roll. He has light brown hair and blue eyes. He lives in Nahunta. -Doris Brannon's Class Hello, friends! May we in traduce ourselves to you ? We are the members of the A section of the first year students. We'll begin with Jenelle Cathy of Gordon who is our smallest girl. Then there are Glinda Burford of Camilla, our platinum blonde. and Sallie Jo Kirk of Cedartown. our red-haired. Next are Jane Center of Ringold. a pre ty little brunette. and our slender blonde Peggy Forrester. of Cairo. Our six boys are Hamilton Parker, of Alto. Joe Parker of Broxton, Melvin Patterson. who lives near Copper Hill. Tennessee. Joey Spurlin of Atlanta, Richard Mallory of Madison and Winston Stevens of Dalton. We are proud of ourselve. f.or We think that we have made an unusually good adjustment to school life. and will tell you later about the things that we haTe ltarned. --Jim Irwin's Class There art nine in our class thii year. W~ became good friends while we were in school last year. so we are all happy to be back again. On the first day of school we had a good time telling one another about the different animals we had seen and played with during the summer. Several of the children enjoyed riding a horse. Would you like to look at our class roll? Delano Fincher is the tallest boy in our class. His home is in Eastman. Jackie Reid from Augusta is our tallest girl. If Mary Lou Willis. from Thomaf>ville. continues to eat everything served to her. she will soon catch Jackie. Fulton McDowell. from Doug1asville. and Jerry Johnson from Atlanta. are about the sam'e size. Betty Ann Lawson. from Griffin. and James Scoggins are the same height. James lives in Atlanta. Herman McKinney. from Cordele. is our smallest boy, and Nan McAlum. from Glennwood. is our smallest girl. She takes her pretty red pocketbook to town each Friday and. feels as big as the other children. At present we are looking forward to the end of the month. We know that is the time for Hallowe'en. --Catherine Carnes's ClaS3 Greetings to our old friends and a special greeting to those of you the first time. We are big boys and girls this year. Well, we feel big anyway bcause most of us have been in school one year and two of us have been in school two years. Jo Ann King joins our group for the first time. She is from Fairburn. Dan Ward is a new member al$o. He has been in .chool in Atlanta. These two have lovingly been taken into the class as well as into the hearts of Bonnie Bryant from Atlanta. Peggy Ann Dixon. Rentz. Barbara Sue Strickland. Kingston, Betty Bruner and John Reid. Columbus. Gene Elder. Sparta, Kerry Thomas Glennville, Emmet Lewis Carte~sville and Bill King from Chula. We are a happy group, and our teacher thinks that we are the best group in school. -Miriam Minter's Class For the first time in my years of teaching deaf children every child was present on the first day of school and all have been present every day in September. This means lots to a teacher in her review for then she doesn't have to stop and help a lat cOjll1er 'to catch up with the others. There are thirteen children in our class. six girls and seven boys ranging in age from six to nine. They are Barbara Jackson Barbara Anderson. Larry Lemming, BetlY Jean Moore. Delano Bryson, Dollie Bridges. Edward Clayton. Jimmy Grier. Melvin Dukes, Marvin Hutto. Johnny Chandler. Rosalie Tastasi. and Sarah Jakson. -Mabel Fincher's Class After two weeks of school. when the new boy in our class was asked if he liked it here. hI replied, "Yes' with a smile that left no doubt as to his sincerity. That made us very happy for you THE SCHOOL HELPER October, 1949 see this is the tlrst 'time elghtyear-old Jimmy Brown has been in school. We felt that catching up on the things we already know such as reading. writing, and a little arithmetic might be hard for him as the rest of us have been in school two years. Not so with Jimmy for he is coming right along with special help, of course. He was in Germany with his parents for three years. Now his father is stationed at Fort Benning. 0, he does not speak German, nor even much English yet, but that is a worthy goal. The others in our class are Ann Mobley. Geraldine Taylor, Jane Parrish. Betty Cutshaw, Delmar Shealey. Danny Wilson, Billy Brumbelow. Bobby Jones. Donald Johnson. Billy Mc Cullough. and Joel Center. No tenderfoots we. but full-fledged candidates for the class of 1959. Tempering our joy at being togethel again is the sadnes,~ we feel over the l,oss of a schoolmate. John Rob~rt Hancock. who wolS drowned this summer while on , and one new boy Johnny Deal. from Cairo. Ga. Mrs. Montgomery is tbe homeroom teacher for tbis group. The members of the class are vcry lI1uch pleased with the new chedule wbich i:; in effect this term. The rising bell rings at 6 :45 on 'all week day:,s. Betty Pharr and Doris Jones like this because they can sleep lao. er. Last year they had to get up much earlier. Breakfast is at 7 :45 now. The school bell rin:;s at 8 :45. Jean Barrett and Betty Ann Chadwick enjoy going to school at this time. Sometimes they felt sleepy when they bad to go to scbool before eight 0' clock. Everyone in the class likes the shorter periods which r. rapl e has planned for this year. Now there are seven forty-five minute periods. Five of them are spent in school and tWO of them in the vocational classes. Sarah Christopher and Dorothy Anderson think that the shorter periods are much better. Before they got tired during the long class periods. The C Class baJ vocational classes from 10 :30 to 12:00. Dinner is served at 1: 15. Jerry Iix and Donald Smith are always hungry, So they are delighted that dinner comes sooner than before. Th;- af:ernoofl ~r ion be ins at 1: 15. Rube Collins likes this because he knows that school will close at 3: 30 and bo)'. recreation will begin. Junior Galloway likes to play football. He is delighted that the boys have more time for football practice. Jo Ann Hornsby likes physical education best. Now she can stay outdoors from 3 :30 to 5 :30 and enjoy exercise or sports. The C Class enjoys eating. So the supper bell, which rings at THE SCHOOL HELPER October, 19-fC) six 0' clock, begins a happy time lOr them. Study hour is from seven to eight 0' clock. Nine 0' dock brings bedtime and the sleep and rest which each boy and girls needs. E.D.M. B CLASS Dormitory life is interesting and very important. Young girls and boys leave their homes for school where they have to learn how to live together and work together. It is just as import~nt for children to learn how to [lve happily with others as to learn 'trom books. The su~rvisors see that the children have good habits of work in keeping their rooms clean and orderly and in preparing their school work. They have duties assigned in the dormitory and also have a study period in the evening. During the week-end the supervisors and teachers provide social activities tor the children. Billie Jean Smith, Louise Murphy, Betty Brown, Barbara Ashworth, and Jewell Henderson are in the B Intermediate Class this year. They share the work in the dormitory with the other girls and help keep -it dean. Their supervisors, Miss Powers and Mrs. Nathanson see that they keep their rooms ordedy and their clothes clean. They supervise their study work in the evening. The boys in the B Intermediate class are Fain Griffin, Robert Garmon, Ralph Gentry, Gene La- nier, Guy Jones, Dan Jones, Franklin DyeSs, and Howard Le- ford. The boys' dormitory is super- vised much the same as the girls' dormitory. The boys are taught to keep their rooms clean and orderly and to take nice care of their clothes. They have a regular study period every evening and prepare their lessons, too Mrs. Perry and Mr. and Mrs. Newton take care of the boys. It is an important part of a child's education to learn how to get along with other children and to conform to necessary rules Harper's birthday. He 1 s fifteen and regulations. years old now. .. CLASS R. F. Louise Smith tries to study very hard this year. The school day consists of class room work, vocational work, and Rowena Heath got a box from recreation. home. She was glad. In the vocational department ea.ch child spends an hour and a half every day. The children enjoy their work in the shops since Barbara Hobbs likes school this year. Joe Ann Towns got a letter from her aunt. She was glad. they are doing the work that they Clarence Rain water is proud of are best suited for. a new pair of shoes. Laura Ann Brigman, Jaunice Nethera Mqbley got a card Dukes, Martha Maxey, and Fr- from her mother. She was happy. ances Tatum are taking Home Economics. Their teacher is Miss Chapman. She is teaching them good health habits, posture, and grooming. This makes the girls seem more aware of their appear- October 25th will be Cynthia Aspinwall's birthday. She will be fifteen years old. CD. Mrs Ware's Class ance. The C and 0 Classes are non- Wynell Godwin is in the sew- rotating. The names of the pupils ing department. Miss McDaniel in the C class are Claud' Fuqua, is her teacher. Wynell is learning Oneal Cornett. Edwin Aldridge, how to patch, make seams, and Diann Barber, Jeanette Atkins- make different stiches. She likes on, Clara Stapler and Mary Lee ber work. Johnson. The names of the pupils Rose Mary Smith, and Mary in the D class are Bobby Davis, Ann Pate are taking one beauty Marcus Kemp, Lennie Moon, culture course. Miss Latham is Louise Hunt, Betty Ruth Baxley, their teacher. Since they are new in Shirley CLements, and. Wynona this department they have been ob- Stockton. Some of the 0 Class serving the others and learning came down from the primary. We how to wash hair, give facials, hope they will like their new work. and manicures most of the time. The C and D Classes want to After they learn, they will get -a --teU -you all that they had a very lot of practice in actually doing pleasant vacation and are glad to the things they have learned. get back to school. They are go- Eugene Baggett, Richard Bre- ing to study very hard this year. wer, and Franklin Bagley are in S.W. the wood shop. Mr. Ware is their teacher. They are learning how to ADVANCED DEPT. Continued make tables, chairs, and other days with Fay Nell Evans before things made of wood. school opened. David Barrett. Jack Wlatkins, and Robert Wooten \ire in the print shop. Mr. C. G. Turner is their teacher. They are learning how to press the print, ink the press. wash the press and cut paper Dorothy Sims stayed at home and helped keep house during the summer. Her brother joined the army and she was sorry to see him leave for Fort Jackson. different sizes. Mary Moon, Lois Watkins, The A Class has its vocational Eu~ne Whittle ,and Thomas period from 2 0' clock until 3: 30. Rucker were happy to come back This is a period that they all look 'this year, but returned to take forward to. work in the A College Preparatory D.F. Class. They are having to study C. Dillard's Class very hard, but they are enjoying September 22nd was Marshall their work. (5) THE SCHOOL HELPER October, 1949 THE SCHOOL HELPER All communication should be addressed to the School Helper, Cave Spring, Georgia. Entered at the post office at Cave Spring, Georgia, as second class matter November 1889. Acceptance for mailing at a special rate of postage provided in Section 1103. Act of October 3, 1917. Authorized October 31, 1918. Published monthly durin&, the school year in the print- ing department of .!he Georgia School for teh Deaf. JOHN L. CAPLE Editor KAIHARINE CASEY Associate Editor' MARIE KENNARD Associate Editor C. G. TURNER . . . . . . . . . . . . . . . . . . Printing Instructor departments to meet with their Supervising Teachers for assignments. On Sunday, September 11, some pupils arrived by car. A group of teachers went to f\tlanta Monday, ~eptember 12 to meeL pupils coming in by bus and train. Tne pupils came from Ktianta to the _chool in ~pecial busses. Classes started Tuesday, September 13. We expect the enrollment to reach 300 before t~1e first [criod ends. DR. J.e. CONNOR VOLUME'50 October, 1949 NO 1 THE SCHOOL HELPER'S PLATFORM For the promotion of all State Aided Schools For the Deaf 1. Improved recognition as ed~cational institutions with control in the hands of educatIonal boards. 2. Sectional and national associations with accrediting authorities and approved measuring rods and standard suited to each association, terminating in the highest requirements for membership in a national associatiQn for schools for the deaf. 3. A greater Gallaudet College serving the interes~ of all the states with special emphasis on research find. ings openly arrived at and freely disseminated in promoting the educational interests of all the schools. 4. A full utilization of services that can be rendered by the U. S. office Qf Education in keeping with the spirit and purpose of its creation. 5. Federal equalization aid for education that will guarantee equal opportunites for deaf boys and girla in all states. 6. Utilization or a full time state Field Agent and Placement Officer (or both) to locate and enroll dea~ children in the State Schools fQr the Deaf and to work; with the Department in job placement and vocationai rehabilitation of ex-pupils and et'aduates. THE MArCO SHOW We are indebted to the Maico Company for bringing to us Mr W'arren Creel and his fine show of visual hearing and sound wave measuring equipment. Everyone was amused and enlightened by the ear that Mr Creel constructed from junk using a glass of coke for the fluid and a dry sponge for the brain. The show gave us a very clear picture of the great progress that has been made in the field of electronics in the last ten years. The climax came when the human voice was projected through amplifiers to a set of revolving neon tubes giving a brilIiant pattern of light that was wonderful to behold. l02ND SESSION OPENS WITH 293 Teachers and officers of the Georgia School for the Deaf met in the Chapel Saturday, September 10, for the first official meeting of the 1949-50 term. After short talks by the Superintendent and Principal, the group divided and went to the different It was with saddened hearts that we learned of the death of our beloved friend and physician. Dr. J. C. Connor, Wednesday. August 24th. Although Dr. Connor had not been in robust health for some time his passing was a shock to his many friends. During the past year he was on leave of absence ~.0:11 the school due to ill health. He had slowly mproved during the past few months and was to resume his f.C 001 duties this fall. His coura.;e and determination in this prolonged fight' against illness had won 'pur admiration and raised Our hopes .for his complete recovery. Due to his remark:lb1c improvement during the tast few months, his passing was unexpected. Dr. Connor became the physician at the Georgia School for the D af in 1936 and served in this capa- :ity can tinousl y until ill health p.ecessitated a leave of absence the past year. His calm, competent mann- er endeared him to the entire school .family, as he ministered to Our needs. He imbued his patients vvith a feeling of security and confidence. No ailment was too small to receive his attention - no hour too lat~. Under his direction the school maintained an excellent health record as he saw us safely through child- hood epidemics and ailments. A large portion of Dr. Connor's life was spent in the vicinity of Cave Spring, and he faithfully served the community as physician for over thirty years. As a beloved and highly respected citizen who rerved his fellow-man wi h a conscientious devot- ion. he won our life-long appreciation. Hc was a member 'of the American 'Medical A~sociation, a Shriner, and served on the Town Council for a :- urn ber a f years. He is survived by his wife, Emelyne Spence Connor. a daughter. Mrs. Harris Gray, of Rio de Janeiro, Brazil and a grandaugbtet, 'Connie Gray. al~o, of Brazil. We cherish the memory of this faithful friend who exemplified the highest ideals of his profession. K. C. (6) Superintendent's Corner T HE school year got off to an excellent start September 12. The enrollment is 10 or 12 more than last year. This gave us quite a scare in so far as our teacher-pupil ratio is concerned. We were loaded to the hilt last year. But, in deference to an effort made by the State Board of Educat-.on to reduce expenses where ro'_~ible while mee.ing the chalI n6e of increased costs where such increases were inevitable the nutnb~r of the teaching staff was redllLe br three. We are not too :lln hal P)' over the situat,on Sll1ce there are two compensating factor. First, the pupil enrollment is more widely distributed throug out the grades than usual. The ~pread cxt need a I tile way f. rm tne be~inning classes in the primary to the bigh school grades. Second the faculty are, more or 1:3S, all veterans. As an illu tration we have only one teacher-in- training this year, as compared with the usual two or three. WitHal we believe we can navigate and even continue our effort to make each succeeding school vear better than the last. SOME of our best teachers being lured to greener pastures in other states has long been a bugaboo to the very existence of the Georgia School for the Deaf. However, that cloud also Losing Teachers has its silver to lining. Other States The schodl faculty at the present moment is stronger as a result of teachers who. in th" past left us for more money then came back richer by the e.. perience. Per- haps not richer in a material way (the rolling stone gathers no mo~) but ri.dher in -experience, new ideas. new concepts and new appreciations. To give credit where credit is due we'll say that schools that have previously em- proyed !member:; of our ~aculty did a swell job by them and sent them back improved by the new QPpo'tl1nity afforded ,them. To tnese t acllers we read il y concede mat we aLe glad to have them back and believ thcir travels and ne\' expenences were not in vain; nellller was tneir recess from us in eery instance inadvisable. e are thinking right now of the inimitable Olaf L. Tollefson. Mr. Tollefson is well conceded to be one of tne better instructors of the deaf in America who themselves are deaf. The State of Georgia's loss is the State of Oregon's gain. Superintendent ClattertJUCl\. 01 .:>alcm, we warn you, Mr. 'l'olle,~on is with you on loan. \', c know you will do a good job in enriching his teaching experi ence. As to fattening his purse, we are in doubt. From Salem, Oregon to Cave Spring, Georgia is a long way for "Tolly" to commute for hi.. holidays and for a contin uance of his graduatc work at Mercer University during the SU1l1mer quarter. Mr. Tollefsen. all the way from orth Dakota via Gallaudet College, has been with the Georgia School for the Deaf every since Jle was a pup. He is a thoroughly a c!ullated Georgian. ,H"'ll come Lack richer tnrough the media of . ,s new l xpcrience. ,- HIS corner wonders if other schools and superintendents are Quacks d an as plagued as we are by mys- False Prophets te ious cure-all doctors and half-baked pedagogues who advertise their wares and otnerwise prey upon the ignorant among us. There is that person (or quack) who for $250. $500, or 1.000 (according to the amount the guilele s parent can raise) g 'arantee~ the restoratiOn of l~earing LO the deaf child Then here is that theorist who offers edtKational panace. The latter in the end. probably does m,)~!' dam- age than the 'spurious physician. We sometimes wonder what and where is the educational deficiency in our set-up that allows fond parents of deaf children to be so easily duped--not only th~ parents of deaf children but the public in general. Certainly there is something wrong somewhere. EntirelY too much confusion exists in the profession to be allowed to continually run rampant. The School Helper has previously hazarded the opinion that we are inclined to' be "educational isolationists" and that we are no sufficiently integrated with legitimate educational enterprise. As evidence thereof, the dissemination of pertinent information does not seem to register in all quarters. Publ icized research find ings are not carrying sufficient weight -- if indeed, there is any unified research. And finally, there is not ;,u (hcien ~ r:,c?snring in ~he~.l\.lIl;:l claim against claim as pertains to type and method of instruction. As is, there is no way to satisl y the inquiring public as to who i bamboozling who. Little wonder there is a wee bit of confusion. To get back to the beginning, let's listen to the stranie tale told us by parents of a deaf child. ow this father and mother are above average in intelligence. They brought their little daughter to school seven weeks late; and they had a story to tell. The cause of tardiness in entering their child in school was, as they explained, because they had just spent $1,000 and much time having her treated by a specialist in a neighboring state. This specialist (osteopath) had separated them from their cash, caused their child to miss seven weeks of school and had burdened them with disillusionment and disgust. "That is not alL .. , ejuclated one parent, "there are hundreds of others in the same boat with us. We know of one mother and father," they said, "who came all the way from Detroit and have old their car and (Continued on Page Ten) (7) From the Colored Department The children are all happy to be back in school. We have had so much to talk about that it is hard to forget the good times we had at home. After the first few days in chool everything was running smoothly and it' brdly seemed possible that we had just begun another school year. Our enrollment is increasing. There are now thirty-five girls and thirty-nine boys. Inez Hughes and Helen Jones are new teachers. Horace Richardson is the boys' ~.upervisor this year. By cooperating with Mrs. Kennard in everything we hope to have another good year. -Lucille McCullough, Supervising teacher Our group has enjoyed worki ng tt1~ether for the (past four week and we think our pleasant hours will be continued. 11 the children in our class enjoy taking part in the various activ:ties of classroom work. Dorothy Ann Campbell likes to write tl'e prayer on the blackboard. Alice Mae Wilkins likes to erase the board. Fannie Scott enjoys reading the directions and doing what they say. Marion Smith likes to cut out pictures. Fred Kent is a ne,,,, pupil and is very alert. He wants to write all the time. Grady Payne likes to read the news every day. Clarence Wiley likes to hold the Bible for morning prayer. Clarence Reese likes to read the nouns. Charlie Jones who is also a new pupil likes to find his home on the map. Jerome Buchana, another new pupiL likes to hold the flag while we give the salute. Bobby Steohens likes to read the health ch -rt. Each child is eager to learn and to participate in every activity. -Inez Huohes' Class After four weeks of school we are beginning to think more about our work. \Ve have three new classmates Their names are Rutha Lee Rose, Catherine Andrews. and Barbara Ellington. We are getting accustomed to the things around us and are be~inning to know our names, to notice the changes in the weather, to get along with our classmates. lnd to learn many other things. Since it is October we are looking forward to much excitement. Barbara will have a birthday on the ninth. All of us are going to help her celebrate, but October 31. which is Hallowe'en will top them all. OUf room are decorated with pictures of pumpkins and black cats. Our class con~i~t" of the following: Valeria McClendon, Curtis Harris, Rutha Lee Rose.' Ernest Walker, Patricia Gibson. McKinley Saunders, Catherine Andrews, Ioaiah Collins, Barbara Ellinton. Henry Collins, Annette Williams, and Leo Charman. -Helen Jones's Class \Ve have be::;un another sr!'ool year and each ~hild is enthusia"tic over returning to school. Everyone arrived on time exce;t Marion Smith who was three weeks late. The new clothes which everyone hrouQht back have attracted lots of at'tention. We were particularly interested in Sara Ann Willis's ocks with the name of each day of the week printed on them. On September 2R we celebrated Geraldine Vickers's birthday. She was nine years old. Hartwell Rhone and Bobby Watkins are leading Our boys in classroom work. We have the following in our class: Lueretha Camp. Louvenia Edwards, Henry Kennedy, Donald Pa rker. Leon Pittman. Hartwell Rhone. MagdeJene Stephens. Ge.r- (8) aldine Vickers. and Sara Ann Willis. -Ruby L. Jacksor:'s Class " After a nice long :,summer at home it is hard to realize that we are b~ck in school and read y for work. We ~1fC happy to be back and are now ready to begin the new term in earnest, hoping to accomplish more than we did last term. We didn't forget much that we learned last year. Elise, Claudr and Felton remembered the prayer and quite a few nouns. Mary Nell. Minnie, Corrine, and Rosemary, remembered the nursery rhymes. Willie and Rayford can add and subtract combinations through seven. Our class is composed of Elise Campbell. Minnie Hill. Rosemary Tolen. Corrine Williamston. !vlary Nell Wallace. Rayford Oliver. Claude Thomas. Willie Miller and Felton Young. -Mattie D. Sam's Class Having speett a happy summer we are all baCk at school and ready to make this year even more successful than last year. Everyone was back on time with the exception of Roseva Kennedy. We are hoping that she will be in soon. Until now we have been reviewing. All seem to have remembered well after the first two or three days. We have two new classmates. They are Marie Allen and Catherine Cooper. We think they will soon be able :to keep right up with us. All our work is important and llnjoyable but we especially enjoy arithmetic and mental development. Parris Lewis is show ins that he really means busi ness this year. He tries to answer all the questions and work all the problems. Weare very proud of him. Mildred is trying hard to excel Jennie Lou. They are both good in arithmetic and mental develop- (Continued on Page Ten) Faculty Notes We welcome Miss Dorothy Forbes, Mrs. Rebecca Crowe, Miss Jessie Powers, and Mr. Gail Stout, Jr. to our faculty. Miss Powers was connected with the weaving department at Berry College for a number of years. She has accepted the posi. tion as head supervisor of the large g'irls and as teacher of arts and crafts. Miss Forbes was born and reared in Cave Spring. She was graduated from Teachers College at Statesboro in Jl'.ne and joined '" . us this year as a teacher in the in- termediate department. '" . M"rs. Crowe, who has been .1 member of our st'aff as Mr. Hollingsw~rth's secretary for a number of years, has accepted a position as' teacher in the primary department. She received her education at G. S. C. W,. '", '" '" Mr. Stout 'is a native of Parkersburg, West' Virginia. He was .. '" . graduated from Gallaudet College last ,year and is. now a teacher in the advanced department. , Mr. a~d Mis. J. R. Ware and '" '" Robert spent the summer In At- lanta. The Minters' summer was spent both pleasantly and profitably. They moved twice. The first time they moved out of the parsonage so that it could be remodeled and then moved back.' During those '" . . eight weeks, they visited in Hamp- ton, Barnesville, and Daytona Beach. Mrs. Montgomery spent the . summer at her home in Cave Spring. '" Mrs. Tollefson spent the sum- '" '" mer at home except for two trip~~ to the seashore. Mrs. Polly Casey reports a summer of really h;ud work, one in which she worked a garden and cann.ed what the weather and insects left her. Miss Carnes spent part of the summer in school and the remain~ng time was spent 'vi~iting in Alabama and Tennessee. She reports that she enjoyed her school work as well as her "play." ** Mr. and Mrs. Williamson spen t two weeks in Mississippi and Lou- '" '" isiana, visiting Mr. Williamson's family. Mr. and Mrs. Irwin visited relatives in Sulphur Springs, Texas in August. *** Mr. and Mrs. Kennard visited Mr. Kennard's mother In Fayetteville, Arkansas. *** Mr. Stout spent the summer months at his parents' home in Parkersburg, West Virginia. Except for a t*rip '"to Sta tesboro to see her daughter graduate from T. c., Mrs. Forbes spent the sum- mer in Cave Spring. * Miss Casey had a busy summer. She attended the convention in Jacksonville, Illinois and summer school at Shorter College. During the last of August she and her fa ther made a visit to ewport, Rhode Island wi: h stop'; in Boston and New York City. *** Mrs. Jones spent the summer at her home in Cave Spring. ** Miss Brannon spent part of her su.mmer vacation studying after which she visited relatives and friends in Alabama. Mrs. Fincher's*sum*mer vacation was spent mostly in Cave Spring with a few visits with relatives, both at their homes and hers. *** Mrs. Glenn spent the summer with her family in Decatur, Illinois. She attended 1'11<' conven1'ion (9) at Jacksonvil(e, Illinois 10 June and was happy to meet several friends from Cave Spring. She ,'pent a weekend in July in St. Louis, Missouri. She attended the Municipal Opera and had a nice -team boat ride down the Mis- tssippi River. * Mrs. Crowe's vacation was not 50 long as most, so after finishing her work in the office and having the study course under Mrs. Ken- nard. she contented herself with hon trips to Gadsden and At- lanta. * Mrs. Highnote spent most of the summer in Cave Spring. * Mr. and Mrs. Homer Turner and daughter of New York, and Mr. and Mrs. Kenion E. Edwards of Atlanta visited their mother, Mrs. Turner, for several weeks this summer. The Caples and Suzanne had a vacation combined of rest, play, business and work;. Their first st~p after leaving Cave ..Spring May 28, was Oakland City, In- diana where they visited Mrs. Caple's sister and family: next they attended the convention in JaclcconviJle Illinois: then drove to Wamego, Kansas and visited an- other sister and finally on to Ark- ansas for the remainder of their vacation. With pleasure came dis- aster-Mr<. Caple's parents' home went up in smoke and with it all worldly possessions of 'botb the parents and the <:::aples. The lat- 'u part of the vacation was spent in helping to get a new home bui t and ready for occupancy which was completed by August 1. It's n:ce to travel around but Cave Spring always looks good to the 'ired traveler. Jvlr. *** Holllngsworth attended the con ven tion in J acksonvi~.le, Illinois in June. Later in the summer Mrs. Hollingsworth ac- companied him on a field trip which ended with a vacation at St. Simons Island. THE SCHOOL HELPER October. 1949 COLORED DEPT. Continued 1945. SUPT.'S COR ER Continued ment. Dr. Doctor recently completed mortgaged their home to find a Eather thinks faster than the twenty years at Gallaudent where promised cure for their little boy's rest of us in mental development he is head of one of the five de- deafness. Their son has not been and is determined not to let partments of study established by helped and they don't even have Mildred work more problems than (ne revl.,ed curricUlUm. rte has a money to get home on." . she does. Ul::al brother. Again we maintain that for the We are very proud of our class and think it is the best in our school. -Hattie S. Menifee's Class upon grauuatlon from tne University of Kansas, Dr. Docror ~tarted on Kendall Green in bng- parents and general public to be easy prey to every cock-and-bul story that comes along bears the semblance of an indictment against 11sh. and, history, in which he the profession. Again we query. Most of us were present the qUickly earned a reputatlOn as a why this condition? Why are t.he first day of school. In fact, we almost had a class reunion in Atlanta at the station. Everyone was talking and laughing. We ~llmulatlOg ana lllspinng Class room teacher. He assisted Dr. 1 u.,reld III StUdl<:.:i which leu to values gleaned from orthodox experience and research not made manifest? Until this is done. anJ done On a scientific basis, our spe- were very glad to see one another the adoption of standardized tests cial field of education will con and happy to be back again after as a mam feature of ~allaudet tinue "ripe unto the harves." for a nice summer at home. Since our aim this year is to do more and better work. we have been busy. enLrance examinations, in place at older easy type examinations. .tie ha alSO maoe a number of other the quack and the false prophet to pi y their nefarious pra" ices. What do you think? Mrs. Kennard brought us some stUdies, including one of I the new books which we are enjoying weaknesses in readmg and langu- DEAF AND DUMB very much. . The review has been interest- ing and I am pleased with the progress the children have made age ability among tirst year stud<:nts at lJallauoet. w hiCll led to an excellent system of remedial in- In the October 2nd issue of the Saturday Evening Post the author of the editorial. THE STATES ALSO HAVE SECUR~ and anticipate rapid progress dur- struction ,for th~e requiring ic. ITY PROBLEMS, referredf .>[@ ing the year. he had served as mstructor at a deaf people as the 'deaf-and We have a new classmate from number of summer school classes dumb," and their schools as "asy- Columbus. He can talk and hear for teachers of the deaf and for lums." ... Every deaf person re- a little. He is a nice boy and all several years has helped take care sents being spoken of as deaf and like him. of a long-felt need by conductin~ dumb and rightly so. We who Our enrollment is thirteen. We summer classes for teachers in the are acquainted with them speak of are Charlie Mae Printup, Doris Negro school for the deaf. at Ins- them as deaf people. I have a great Weddington. Joseph Bonner. Ben- titute, W. Va. and Hampton, Va. many friends that are deaf. Some ny L. Cook. James Gates, Charlie Harrison. Milton Hendricks. Joe L. Pittman. Bobby Quarterman. Richard Reese, Delero Snead. James Stevenson, and John Jen- kins. -Lucill~ McCullough's Class Dr. Doctor received M. A. degrees from George Washington Llniver1>ity and the Gallaudet Normal Department and the Ph. D. degree from Georgetown. He has also served as a part-time lecturer in history at Georgetown. are colleg.e graduates. We, who know thm intimately do not think of them as dumb. In fact there are a great many who have been taught to speak intelligibly. The state schools for the education of the deaf are far from being asylums. They are educa DR. POWRIE DOCTOR At the meeting of the Conference of Executives of American Schools for the Deaf October 13 to 15 Dr. Powrie Vaux Doctor of Gallaudet College was elected editor of the American Annals of the Deaf. organ of the Con- During his term as assistant editor of the Annals. Dr. Doctor and Dr. Elizabeth Peet collaborated in the preparation of index volumes of the Annals to cover the period since the early 1920.s This necessitated thorough stud., of all issues of that period. tional institutions on a par with the public schools. Like tbe pug.-. lie schools, they are handicapped by a lack of money and teachers . . . I wish that I could take the readers behind the scenes in one of these schools for the deaf that the author mistakenly called a'iYlums and let him or her see wha: ference and the Convention of The conference is fortunate to the state'S are ,doing to prepare Instructors. He succeeds Dr. Leo- obtain the services of an editor these handicapped children to be- nard Elstad who- became presi- with such a broad background. come self-supporting and take their dent of Gallaudet College shortly Best wishes in his new responsi- rightful place in the world . . . after assuming the editorship in bilities.-G. in The American Era. -Mead Wood, Talladega. Ala. (10) PRINTERS FOR THIS ISSUE: Eugene Whittle Thomas Rucker Billy Hayes Bobby Gorman Herbert White HERMAN E. TALMADGE, Governor Georgia School for the Deaf STATE BOARD OF EDUCATION M. D. COLLINS, State Superintendent of Sihoo. ADMINISTRATION C. H. Hollingsworth, M.A., Superintendent orma C. ewton, Secretary Julian Tumlin, Steward M)'rtle A. Johnson, Sec'y to Steward Charles E. OWln, D.D.S. Sam Garner, Jr.. M.D. Sarah Griffith, NUrie INSTRUC'rOIta John L. Caple l'rincipal Primary Department Intermediate and Advanced Department Marie S. Kennard, B.S., Supv. Teacher Doris Brannon Catharine Carnes, B.S.H.E. Polly Caley Mabel L. Fincher May F. Glenn Emmalee J. Highnote Jim Irwin Jessie F. Jones Miriam B. Miater Rebecca S. Crowe Mary P. Turner B.A., Asst. Supv. Teacher Advanced bepartment Katharine CalleY, Asst. ~upv. Teacher, Intermediate Department. Connor Dillard Ruth D. Forbes Dorothy Forbes, B.S. Edythe D. Montgomery, B.S. Kathryn W. Williamson, B.A. Frances M. Tollefson, B.A. Sarah F. Ware Gail Stout, Jr. B.A. Vocational Departm_t John L. Caple, Supv. Teacher C.G. Turner Printing J.R. Ware Carpentry George ewton. . . . . . .. Machine Shop Connor Dillard .. . . . . . . .. Shoe Repair Russell Royston .. Barbering & Pressing J essie Powers Arts & Crafts Gladys L. Latham Beauty Cultu:t'e ....ni. McDaniel Sewiuc Geverna Chapman, B.S.H.E. . . Home Economics Inez Hughes Ruby L. Jackson Cynthia S. Hannah Colored Departme.t Lucill" McCullough, Supervising Te~cher Hattie S. Jleaifee Helen Jones Mattil D. Sama R. H. McAfee, Vocational Instructor Librarian AUthn~ivnse.rsiGtyeoorfgiGa.eorgia t THE SCHOOL HELPER VOLUME 50 NOVEMBER AND DECEMBER NO. 2 Controversy Raging 200 Years Seen As Ruination of the Deaf By Edmund B. Boatner S rint......t. AmericaD School for the Deaf, We at Hartford, Co. (A paper prepared at the request of thoe Pennsylvania Society for the Advancement- of the Deaf for a conference held by the Penn.~yl vania State Department of Education to consider the problems of the Deaf and Hard of Hear:na, on January 20, 1949, in Harr.isburg, Pennsylvania. ) S:nce Samuel Heinicke and the Abbe De L'Epee formulated their respective systems of oral and manual teaching of the deaf, almost t evo hundred years ago, sharp controversies have existed among educator$ of the deaf regarding which was the more beneficial method for the deaf child. In addition to the controversy on these methods another controverq has arisen regarding the best type of school. whether it should be a residential school or a day school, and there are ("ven proponents of instructing deaf children in the same classes with hearing children. The latter controversy also is quite old. going back at least as far as 1828 when the first experiments in attempting to educate deaf children in" connection with normal schools were tried in Germany. Controversy Deplored In the middle of the nineteenth century the controversy over methods became very intense in the United States. This argument probably reached its height somewhere around the '80's and '90's and declined somewhat in intensity after the turn of the century as the proponents of both sides of the argument were then willing to concede something to the other's point of view. Unfortunately, during the past few years this controversy seerns to be again reviving in its intensity. This is ,0 be deplored since it has been c!('momtrated that there is nothing whatever to be gained by it. Certainly the educators in perhaps the most complex field of all have enOt~gh problem to which to devote their attention without indulging in fruitless arguments over techniques and methods, especially since the pattern of education of the deaf in this country has become well established during the past century. The difference of opinion regarding the type of school, whether it be rel>iden tial Or day school. arose somewhat later. The Horace Mann School founded in 1869 was the first day. school for the deaf in the United States and it antedated any other such school by ten years. From 1879 to 1900 qui.te a number of day schools were establish~d and as of the latter year the American Annals of the Qzaf shows 'there to have been fifty-seven public resident i a I schools with an enrollment of 9,089, forty publi.c day schools with an enrollment of 645; fifteen denominational and private schools with 353 enrolled, making a total of 10,087 children under instruction in all the schools for he deaf as of that year. It is interesting to compare these figures with recent statistics. In 1940 there were 65 public residential schools with a total en- rollment as of October 20 of that year of 13,704; 127 public day s<;hools with 4,662; 20 denominational and private schools with 964, making a total of 19,330. The latest 'Statistics which are of October 3 I, 1947. are as follows: 66 public residential schools with 12,684 pupils, liS day schools with 4,443 and 23 denominational and p'rivate schools with 1,189, making a total of 18.316. In contrast to the sharp gains scored by day schools in the early decades they have declined somewhat both in number and enrollment in the past IS years. Disagree on Methods In view of the long history of disagreement regarding the methods of imstructing the deaf, it is unlikely that there will be any close approach to un'animity of view on this subject in the foreseeable future. It is undoubtedly tcue however that the viewpoints ,of educators in this field have come much closer together than they were a few decades ago. It will be noted that the great maJority of deaf children are educated in the 66 re idential schools which have 69.2 eyo of all the pupils enrolled. While all of these schools instruct the majority of their pupils orally most of them find that the. mant\al language also has its uses. In fact there are only eight schools of this group which attempt to prohibit the u e of the mannal language by ~heir students on all o.ccasions. Two or three others do not make THE SCHOOL HELPER November, 1949 \l c of the manual language form;'l!ly but permit its 'use by the ~tll~;:!1ts in their social contacts and play periods. The remaining 55 residential schools instruct a .small number of their students largel y by the man ual language. make use of it in group gatherings such as chapel talks of literary societies., and permit its use freely by the students in their social con tacts. Although eight schools attempt to prohibit the use of signs on all occasions, this does not mean that manual language is never used by their students. as in 'some cases it most certainly is used without permission of the school authorities. These schools have a total enrollment of only 830. All educators of the deaf agree on the value of oral training for all children who can benefit by it and the majority of the students in the classroom. However, it is realized by most educators of the deaf that there are a n umber of students who cannol benefit to any appreciable exitend by oral instruction, and it is felt advisable to provide manual instruction for these studen ts. The great need of the deaf child for a medium in which he can exchange ideas with his fellows in a satisfying manner is also appreciated, and for this reason there i's perhaps an even wider agreement on the need of the manual language for the students in their social contacts and group meetings. Orafism Does at Benefit All The acquisition of speech by the deaf is a difficult and laborious process. Even in the case of those students with good aptitudes it requires several years before a ~ufficient ability is acquhed to satisfy the needs of simple communication. Man y congenitally deaf students never do acquire enough speech, even under the best procedures, to meet their minimum needs. This is true in the oral schools as well as the com.bined schools. . A good 'example of this is the evaluation ,of the tSpeech of its pupils carried on by the Clarke School for the Deaf over a period of eight years, report of which is made in their 76th Annual Report of 1942-43. This report showed that out of a group of 103 children tested over a period of from four to eight consecutive years only 38 pupils showed gains in intelligibility; 37 remained static and 28 pupils showed losses As the Clarke School for the Deaf is one of the leading exponents of teaching speech to the deaf and secures as good results as any other school in the country, tlJis is very convincing evidence of the difficulty for the deaf child to acquire usable speech. Under the best procedures known, approximately 64 o/c failed to im. flrove the intelligibility of their peech over extended periods. UndOl~btedly many were not able to ::ecnre sufficient speech to meet their every day requirements. Lip-reading is an art which is entirely independent of speechability, and it is possible for a child with little or no speech to be a good lip-reader Or for one with good speech to be a pOOr lipreader. The inherent difficulties involved in reading speech from the lips are of such a nature that it cannot be a precise means of communication. Lip-reading is de'pendent on the factors of light and distance and varying features. Its greatest obstacles however are the facts that approximately onehalf of the commonl y used words have others that look exactly like them on the lips and that there ;ire many words which require little or no movement. The fact also has been establ ished that lips in ordinary speech make about sixteen movements a second. These factors together with the limited vocabulary of tbe deaf child and his unfamiliarity with idioms and language usage, will always make lip-reading a difficult process for a large numbers of students. Very few people can Iipread a conversation of a continuous character such as a talk-or for that matter ,any conversation involvi~g as much as one Or two minutes of continuous duration. In com- (2) menting on this Dr. Harris Taylor, one of the most noted educators in this field and a great proponent of oral instruction, made the statement that lip-reading would always be about 35 or 40 per cent intelligent guess-work. Since this is the case, many educaton; regard lip-reading as a very valua;ble todl for the ckaf and one which will be of great benefit to many but not the answer to ~il the communication needs or the deaf. In fact it might be likened to one club in the golf bag, perhaps the best club. but certainly not the only club that will be needed. It would be almost impossible to carryon a group meeting, such as a chapel lecture, entirely by means of lip-reading and speech. and have the students get an accurate idea of what was being said. Signs Of Great Benefit On the other hand with manual .anguage such meetings can be of enjoyment and benefit to the deaf students. In this connection it is often stated that the sign language has no syntax. This is true if signs alone are used. However, by the use of finger spelling all the syntax can be filled in and the mannal language can be made as grammatical as one's speech. This procedure is generally followed in ,c1r~el lectures and dIther places where the sign language is used in connection with the school work. It is also the usual procedure of the adult deaf. Speaking of the adult deaf, it '!ould certainly seem logical that educators in the 'field should pay respectful attention to their opinions, which have been gained by hard experience. Actually, very little is known of the psychology of deaf children. In fact no intelligence test specifically for their use has ever been devised. Furthermore, there are no set standards or norms for either lip-reading or speech and it would be impossible to say, for example, what an average ten-year-old boy, born deaf. should have achieved in these arts. Usually hearing teachers of lipreading cannot read the lips them- THE SCHOOL HELPER f ovember, 1949 selves and we have the anomaly of a teacher requiring something of the students which she cannot do, and the difficulty of which she often dOEs not fully understand. This is certainly at variance with ordinary school instruction where, most certainly, the teacher would be expected to have a full mastery of the subjects which are taugbt ~: le studen ts. The adult deaf find the manual langu.age of invaluable aid to them in rheir daily lives, particularly in their social contacts which are so necessary. They have gone on record in their meetings and conven~ions on numqrous occasions as Lworing its use-when neededin schools for the deaf. They also feel very strongly that no restraints should be put upon the communication of the students when out at class and that the manual language should be allowed in group gatherings. This view has the concurrence of psychologists who have studied. this field. Perhaps Dr. Arnold Gesell. Director of the Clinic of Child Development, Yale University, puts it as well as anyone. "The cardinal objective in the management of the deaf child is the conservation of aU pOJ9tbie communicati!on, The most fundamental objective is not speech; although speech becomes in time a most important means toward realizing the cardinal end. Socialization to preserve the optimal growth of personality is the practical problem.'-p. 253, 'Developmental Diagnosis," Gesell and Amatruda. Residential and Dal} Schools There are approximately 18,300 students in all the schools for the deaf in the United 'States. and latest estimates give the population of the country as approximately 148,000,000 people. This is a ratio of almost 8.000 of the general pqpulation to each child in a special school for the deaf. This is in a nutshell, the reason for residential schools. In order to have a sufficient number of pupils -to form wel1-grad~d and wellsupervised classes. and a sufficient number of pupils to provide vocational training and all the other functions' of a' well-balanced school, the residen tial school is necessary in most localities. Only large cities of a half "a million or more can maintain 'a 'properly balanced dayschool. In a paper delivered at . the 20th 'Triennial Meeting of the Conference of Executives of American Schools for the Deaf a principal of one of the leading day schools (the Philadelphia Day School) stated that she felt that the minimum requirement for a wellregulated' day school was at least 60 pupils, six or more t-eachers, ~ts own buildings and facilities, and, df course, proper supervison. It would, therefore be impossible for small cities to establish uocessful day schiJols. For example, a city of 100,000 might expect to have On the average a total of '12 deaf children of school age ranging in age from 5 to 17. Of the 115 day schools listed in the American Annals of the Deaf there are many of the' one or tworoom fype. Under' such circumstances classes are comprised of children of a wide range of age and varying degrees of deafness. under the instru'ction of one or two teachers who are unsupervised with the exception of such occasional supervision' as can be furnished 'through a central source su.ch a,s the State Department of Edu.cation. Children instructed in such classes are deprived of many of the wholesome experiences for the" de~f. They are not able to enter the activities of the hearing children to a't'u/ly satisfactory extent and they are often regarded by the hearing children as "queer." This is certain to have an adverse pyschological effect, The residential school on the other hand. not o'nly carry ,on well~raded academic instruction but practical vocational training and a wide range of athletics and extracurricular act.ivities. The students are able to compete in team sports to participate'::ih' all the activi'ties that they w'ould ordinarily have in any well-run preparatory school. How- ever valuable lip-reading dnd speech may be to the deaf child they are certainly not all that he needs in his school life and it is here that the small day school is at a great disadvantage as compared to the residential schools for the deaf. Idea Is ot iVetV As stated before ,it is very interesting to note that the idea of day schools or even the idea of educating the deaf children in the classes with hearing children is by no means new. Lewis Wald, principal of the American School for the Deaf from 1830 to 1845, in his journal of his visits to the institutions of the deaf and dumb of Europe in 1844, noted that beginning in 1828 an attempt was made to educate the deaf and dumb in the public schools and also in small classes in connection with normal schools. It was rare under these procedures for the students co acquire the ability to read even a simple common book, Weld stated .. 'They are not able to make an intelligent use of the dictionary or to construct sentences grammatically except in the case of the simplest sen tences and those most necessary for common intercourse with others ... The experiment of extending this instruction in common schools has not been successful. .. It may come as a surprise to proponen ts of small day schools (some of whom are even willing to go to the extreme of having children brought from rural areas and put in boarding homes so that they can attend a day school of this type) to learn that they are advocating nothing new. In fact it has been tried and abandoned in the country where the oral teaching for the deaf originated. It might be "stated here that since ideal boarding homes can not often be obtained and some homes are far from satisfactory the experiment seems a very dubious one, indeed. CertainIy such homes are not comparable with the facilities offered by the large residential schools for the deaf. ( onl inlled on Page I 3) (3) From the Primary Department Our class has had several new and exciting experiences this month which ,we enjoyed very much When our teacher decoratrd our classroom with pictures appropriate to the Hallowe'en season, we first began to realize that Octobrr is the time for pumpkins, cats, witches. and ghosts. We enjoyed the carnival when we fished and got balloons, candy, combs, and peanuts and saw many scary things. We enjoyed our party and had lots of fun playing games. During the party, a witch and a ghost came in. Everyone was very much excited to see the witch come sweeping through on a broom and the ghost slowly following. After the games, we went to the dining room and had a delicious and attractive supper. -Doris Brannon', Class We have been in school lon~ enough now to feel that we are very much at home-and that we know all about how things are supposed to be done. We are making progress with our school work, .too. Wean learning what those lines arc on our writing paper for, (some of us couldn't see much reason for them at fint) and we are enjoying learning to read. Our teacher laughs at us, but we think that she is really pleased when she has to get our name cards and draw from them to settle our disputes about whose turn it is for a lesson in speech or speech-reading. We find other things to do, too. We had our first big school party on Hallowe'en and had such a good time. Sometimes we "deour" through the kitchen when we start out for a walk and get some bread crumbs to feed to the ducks that live at the spring near by. In fact, we find lots of interesting things to do and have decided that we like school just fine. --Jim Irwin', ClaSi We think that October is a nicr month. We have all learned that Hallowe'en is the lalSt day in October. On Friday afternoon we went to the carnival. Would you like to know how we spent our time and money? Everyone went "fishing" and were pleased with our day's catch. Nan got five pretty balloons. Delano and James got some candy. Mary Lou and Herman got some gum. Jackie and Betty Ann "caught" small toy. After our fishing trip, we were hungry and bought some icc cream. We had a good time at the carnival. See why we like tne last of October so much? --Catherine Carnes's Class October was an interesting month for our class. Along with Hallowe' en we had four birthdays -Betty and Bill were seven years old, and Kerry and Emmet wen eight. Well it wouldn't be a birthday without a :cake and candles so that's what we have had along with the excitement of opening birthday boxe:s and 'Cards from home. If the weather permitted, we had an extra trip to lawn and sat around the tables in the drug store and had ice cream. Emmet's birthday was October thirtieth, so we celebrated on Monday along with our big Hallowe'en party. All were wearing masks. fancy hats, and costumes. After playing our favorite games, bobbing for apples, horse racing, and going to Jerusalem, we went into the dining room where we had lots of good eats. With the changing of the leaves to autumn colors, the changing of the weather to co~, birthdays, and Hallowe'en, it has been a beautiful and pleasant month. -Miriam Mint'er', Class If someone should ask me to describe October this year. I would say it was a month of anticipation. From the very first day the children counted the days until Hal- lowe'en. Then it seemed an end- less time away, but the thiery-first did come and wa5 all the children had hoped for and more. We went to the carnival plan- ned and put on by the teachers and pupils of the advanced depart- ment on the Friday before Hal- loween. All my children fished, getting balloons, and other toys, and last we bought ice cream, . The big day of course was the thirty-first when the teachers of the primary department entertain- ed their pupils at a party in the playrooms. Favorite games play- ed were going to Jerusalem. a horse race, and bobbing for apples. The winners were given. Hallowe'en candy as prizes. V..,Te played until time for supper which was a well- planned and tasty meal served in the dining room. The room was gai, y decorated with black caU and witches. balloons, autumn leaves, and flowers. Hallowe'en was a day worth waiting for. . -Mabel Fincher's Class We have had some rather exciting times since we wrote last. We went to the Hallowe'en carnival Friday afternoon. After the ghosts and gobhn had chased us for awhile, we went in the side shows and saw the different freaks. Then we fi-sbed. Some of us caught candy. some balloons, and some "at combs. After that we I'ought ice cream. October 31 we had Our Hallowe'en party in the playrooms which were attractive with Hallowe'en decorations. We played going to Jerusalem, had a horse race and a suit case relay. After the games we went to the dining room where we were [erved a delicious meal. You may think with all thest activities that we are not doing much school work, but we have been busy. -Mae F. Glenn's Class CHARACTERS: The children on primary hill. the matron, su- (-i) THE SCHOOL HELPER ovember, 1949 pervisors, teachers, a few visitors, ;i witch, and a 'goblin TIME: The afternoon of Hallowe'en , SCENE: The east-side play- room THE CaRTAIN RISES TO SHOW: The party in progress Amid much excitement the chil- dren have come in v!earing .heir masks, gay little hats, and now and then a full costume can be seen. Black cats with green eyes, owls, witches, and jack-a'-lanterns adorn the walls, window panes, and sills. An inviting tub of big red apples has been placed to the left of the piano on top of which awaits a tray of candy and favor prizes. Squares in yellow chalk have been marked off around three sides of the room for the horse relay. This race comes first before the lines are blurred. Three children are picked from the group and these don red, white, and blue c'aps and straddle their steeds. The rest of the group have picked their favorite. and the time has come for the first dice throw. It is an exciting game. The white horse gets to the finish line, and candy is passed to the winners. Danny is very much disgusted. There is enough pay-off left for another try, so here we go again. At tbe end Danny smilingly now takes his seat across the room bG,Jin, ;i red slip of paper, the winning color. Next comes the dress relay which goes on at an amazing rate; then the old favorite, going to Jerusalem. Suddeftly and unannounced, the Hallowe'en witch and white goblin come in together. What frightful things they are, especially to those children who haven't yet recognized Miss Ritch and Mrs. Chapman. Soon the spooks leave 'us as quietly as they came. By this time everyone is hun'gry, and we are invited to the dining room for an early supper. Mrs Cox has outdone herself. Jaunty little corn- ar f1;o~t< with nipe cleaner arms wear;n~ witches hats are in the windows flanked by chrysanthemums in pastel shupplied by t11e churche.;.. [he D. \..-. and D classes are slUaying tne lessons: The Bible. '(ne begIDDlnl:: of the orld, oah and the Ark, braham, Abraham and Isaac, and Joseph. They were surprised to find that their last four lessons were in the Atlanta Journal the last four Saturdays. They were glad to see that tney were learnIng ?bout the same things lhat other bOys and girl~ were. EM. READING During the first wee~" o. SCJh)JI all of the intermediate Cld"KS review some of the words and Illl'Uture of the previous year and beg.n some new work. All ot tnt c!.lsse.> study man y or the same things bu l On dirferent grade levels. The members of the D class, who came from the pnmary department this fall, are studyini :::ltreets and Roads. The book 1S very at,ractive and tbe pupils enjoy looking at the pictures about tne stories. There are tales about city streets, country roads and animals. The stories about a fair were especially interesting because \.f~ aclended the Coosa Valley Fair and enjoyed reading about other GO y s and girls and a fair. Literature stories we have reviewed included: "The Three Little Kittens", "Goldilock and the Three Bears", "The Three Little Pigs" and "Red Riding Hood." More Streets and Roads is the textbook used in the C class at the presen t time. There are stories 'lbout children who live in different parts of the United States, and tales of the early days III our country. Part of the bonk is about wild animals. how they iive. how they find food and protect .-hemselve,; from their enemic: ;\nuther THE SCHO L HELPER Novem er, 194 fl part presents humorous t.lles :lnd IS about some funn y cn~rJcrers and things that happen to rn,~m. The class particularly Lkes reviewing literature stories and they have included: "Little Black Sambo", "The Gingerbread Boy". "The Little Red Hen", Jack and the Beanstalk" and "Hansd and Gretel.' Word study has bl:cn on adjectivu. The B class has reau stones abtout the outdoor world, little American citizens, boys ar.d girls of other lands and busy workers. One week there was :I Illovie in the chapel about some children who lived in Europe. These p.c.uret 'made the stories in the book more in teresting. The literature stories this class reviewed were: .. Brother Rabbit and the Tar Baby". Rum- pelstiltskin", "Chicken Litll~" and "The Old Woman and the Cake." This class is studying verb group in word study, The textbook of the A class i Days and Deedi. 1 hae are stories about other lands, wonders cf today, pioneers and moving west- ward, and the great outdoors. One of the stories the class liked best was about two boys who discov- ered a cave. Our local cave gave in terest to this story. Miss Casey showed us some pictures of arls- bad Caverns which sllowed s~)me of tbe rock formations in caves. Each pupil in the class keeps a list of new words and write, them in his dictionary. He looks up the meaning and writes an example using the new word in a sen~enCt. The class is workin~ on how and why questions, which are difficult. This group enjoys .1 brier look at the literature stories used in the other classes. The speech review in all 0: the cl asses has been on the Lord' s Prayer. the pledge to the flag and rhe blessing. There are a great many words in these, that are dif- ficult to say. The Band C classes learned to say "School Days" and "A Vagabond Song". They are studying dictionary markings and are already excited about sllLdying Chrisrnus cJrols for the nex t 1110n th. K . SOCIAL STUDIES o CLASS When the children come fr0m the primary department thl)' arc put into rotating classes and have a different teacher for eadl subject. It is hard for some of them to get adjusted to this and when they become accustomed to the change they are all right. In the social studi~s cbss we begin by studyin~ directions and loca ing the class rooms, learning the: teachers' names and then locaing the different buildings on the campus. All of this is in preparation for learning the use at maps. Then the class began studying the textbook, The Community Where I Live and have had lessons on "The Seaions" "Day and Night", "Weather", :lnd "Climate." Now they are studying Food". S:nce October 12 is Lolumbus Oay. the history topics have been related to the life of Columbus. With Thanksgiving ncar. they wilI study about the Pilgrims. C CLASS The C class is studying the text, Our World And How We Usc It. They have studied about how people lived in the early days and the things they had. They have had a good deal of work on the fndian life in different par 5 o~ North America. They have had history topics on the discoverers. 13 CLASS The B class is studying the text. Our Neighbors Ncar and Far. This of course. gives the children the story of people in other part._ 0: the world. They have completed the study of life in the Amazon ValIey among the rubber gatherus From the Amazon ValIey they have gone to the far north and are studying the Eskimos. This class also is studying the discoverers and explorers. A. CLASS The A class is trying to learn more about Our own country and liSt' till' text. Journeys Through North A mcricOl. They are stud y- (7) ing the states by groups and began with the three states bordering the Pacific Ocean. They arc now studying the mountain staLes and find many interesting things about that part of our country. They are studying, also. about the inventions that have marked our progress. the cotton gin. the steamboat, and the railwOlYs. R.F. NON-ROT ATING CLASSES E- CLASS Clarence Rain water is exciteu about going home for the Thanks~iving hoi ida ys. Barbara Hobbs's mother sent ber a new dress. Barbara wa:> proud of it. Rowena Heath enjoyed visiting her family Olt home the tenth of October. James Faulk got a box from home. He had somethings to cat. Louise Smith is excited because her uncle from Alabama will come to see her very soon. James Pope tries hard to play basketbalI this season. C CLASS November 5th was my birth- day. My family came and brought me a birthday cake. I was surprised. Clara Stapler got a card from her mother on November 8th. She may go home for Thanks3iving. Diann Barber and Jeanette Atkinson go to beauty culture every day. Mary Lee Johnson goe5 to handicraft and sewing every day. -Oneal Cornet t o CLASS Wynona Stockton and I went to Rome Saturday afternoon. We saw a movie. Lennie Moon and Bobby Davis like to play football. They play every afternoon. Betty Ruth Baxley likes to play volley-ball and Shirley Clemen ts plays croquet every afternoon. Marcus Kemp goes to the bu:: dry. He helps Mrs. Perry. -Louise Hunt fHE SCHOOL HELPE1 ovember. 1949 THE SCHOOL HELPER All communication should be addressed to the School Helper, Cave Spring, Geor2'ia. Entered at the post office at Cave Spring, Georgia, al second class matter ovember 18 9. Acceptance tor mailing- at a special rate of postage provided in ection 1103. Act of October 3, 1917. Authorized October 31, 1918. Published monthly during the school year in the print- ing department of the Georgia School for teh Deat. JOH L. CAPLE KAJ HARINE A EY MARIE KE ARD C. G. 'fUR ER Editor A.sociat Edit r Associate Editor Printing In tructor VOLUME 50 ovember, 1949 O. 2 THE SCHOOL HELPER'S PLATFORM For the promotion of all State Aided School:s For the Deaf 1. Improved recognition a educational institutIOns with control in the hands of edu('~tional boards. 2. Sectional and national associations with accreditlllg authorities and approved measuring rods and tandardi suited to each a sociation, terminating in the hig-hest requirements for membership 10 a nation~J aSlociatlOn for schools tor the deaf. 3. A greater Gallaudet ollege erving the intlll'tllltl of all the state with special emphasi on i'csearch find~ ings openly anived at and freely disseminated in premoting the educational intere ts of all the schools. 4. A full utilization of ervices that can be rendered by the U. S. office of Education in keeping with the spirit and pUl'pO e of its creation. 5. Fedel'al equalization aid fol' education that will &,uarantee equal opportunites fo.r deaf boys and girls in all states. 6. tilization or a full time tate Field Agent and Placement Offic-er (or both) to locate anel enroll deat children in the State Schools for the Deaf and to 'l'l'ol'ki with the Department in job placement and vocational rehabilitation of ex-pupil::: and graduates. na's Chapter of St. Joanna's Cathedral of St. Philip. They were Mrs. Madi on Bailey, Chairman, Mrs. Cra w ford Barnett, Chapter Presiden 1, Mrs. \V. 1(, Bishop and rs. Harry orman. These visitors made an all day long tour of the ~c:1001. We have never had more enthusiastic visitors. They were lavish in rheir praise of the enrire ~chooi pr05ram. But, as we had hoped, being the entbusia.; ic and charitable folks they were, they di.covered ways wherein they might help enrich the live,; of the children un,der our charge. We are proud of the enthusiastic and complimentary attitud~ of . his group and we are prouder still that it is their earnest desire ro lend some help and support where needed. Yes, the e good Christian visitors felt that Our children. needed additional playground equipment and other recreational facilities and further suggested that they be allowed to help meet these needs. We will be more than happy to receive their aid. Our children need more friend from churches of all denominations to help in this one project alone. \\ ith all donations combined, the Georgia School for the Deaf can be made a better and a happier place for the pupils. \ e thank Rev. Fletcher and Dean DeOvies for directing rhe attention of the good ladies of the Cathedral of St. Philip to our program and Our needs. CHR1STMA HOLIDAYS School will close for the Christmas holidays Sal u.rday. December 17, and will reopen Tuesday. January 3. THA K GIVING BA QUET Tuesday. .ovember 22 was a great day at the Ccorgia Sthool for the Deaf. To begin with. it was lJrc-Thanksgivin". Day for the pupils, most of whom were going home for the holidays. Then, to make the'da all the more important, we had important visitors, thanks to the Re\'. Robert C. Fletcher of the n;rming~lam Dloce-e and Dean DeOvies, Rectoor Emeritus of the Cathedral of Saint Philips of ~ tlan tao -The .tr.aditional Thanksgiving turkey dinner. with all the trimming began at noon in the primary department.~lnd deoartment for colored children. The day was'dim'axed with a big dinner, banquet style in .he intermediate and advanced departments. The Rev. Flercher \Va- principal peaker on thi occa ion. This 'a, followed y one of the three seasonal balls ~'ponsored by the school and participated in by all the .intermediate and advanced pupils and faculty. Our guests for the day, in addition ro the Rev. Fletcher were a committee of ladies from St. Joan- Parenrs who come or end for their children may get them ar any time on Saturday, December 17. or Sunday, December 18. and should plan to return rhem ro school not later than Monday JfternoJ!1. January 2. The dormirories and dining rooms will be reopened January 1. All pupils will be required ro go home two wcek' for the Christmas holidays. As afore sug~ested, the dormitories and dining rooms will be closed until 'Sunday, January 1, before opening date of school, Tue day, January 3. Some of Our teachers will go with the pupils ro Atlanta on Saturday, December 17 to assist them in catching the right bus or train. Special buses will meet the pupil at the Terminal Railroad Station in Atlanta Monday, January 2. If they are to come home by bus or rrain, please ~end money sufficienl for fare. We are wishing for all of you a very happy hri~l mas and a prosperous and healrhful Tew Year. - C H. Hollingsworth. Supt of G. . D. (8) Superintendent's Corner PERHAPS the most pleasing, as well as profitable diversion that occupies snatches of our time at the beginning of. a new school year, is scanning the "little papers" from other schools that start trickling in about the middle of September. The trickle becomes a cascade, approaching and just after the first of October, as editors try, sometimes in vain. (notoriousIy true of THE HELPER) to beat tbe dead line. The appearance of these school publications is in truth both "plea- sing' and "profitable." Especially is this made manifest following the off-season drought, during which time we have to get along without them. In this connection we quote Dr. LconJrd M. Elstad who wrote in regard to the I p.f. "A good school publication can be of great help to your school. It is a source of pride to the pupils whose efforts receive recognition in concrete form. It is .1 source of inspiration to parents who look for periodic news from the school where their children experience the joys and sorrows at" '.lnother home' for nine months each year It is a definite and vital connecting link with the many other like schools in the world who are pleased to exchange publications. It is a means of publicizing the work of the school throughout the state."-Of course, we were immensely pleased when he brought the analogy closer home by continuing, "It (THE SCHOOL HELPER) is like the clasp of a hand and a Georgia smile." \Ve wish we could live up to the noble and inspiring purpose of the l.p.f. as set forth by Dr. Elstad. \Ve believe we do in part. As a composite whole, perhaps the l.p.f. meets all the conditions of these lofty ideals. At least, this Corner ~harcs that belief when we peruse the October publications of other vchools as they cross 'our desk. ~~ SPEAK! G of the interesting news appeals and editorial values of the various school papers, we reel con"trailled to call attention to a few October ofrerings that caught our eye and demanded a second look -see. F~~~wuTHENORTHD~ KOTA BANNER with its teatuLe article carrying the bold-faced caption, Controversy Kaglng LUV '{ears Seen As Ruination 01 lut: Deaf." As evidence of Its prominence in our mind, we are reprinting it in this issue of THE H.t:LP.t::K. it is commended to our local readers for their most careful stud y. In our humble opinion, Me. boatner proves his point, and III doing so, belies the awesome [,tj' employed ,by THE BA NElZ. However, if there be a weakness in the article, it is lack of aSSUrance that the "War of Roses' I;; over. There is no new directLOn indicated that guarantees getting away from the "200-year-old" vicious circle. Certainly, there is no royal road to success; however, it can not be denied that traveling a more modern educational highway might help. - Perhaps T H .t::: SCHOOL H E L PER Platform might be conceded to point III the right general direction. Especially would plank 2 tend to solidify a philosophy and to unify a program. THE BANNER is otherwise improved for October, both in material and format. The "HodgePodge" column is an innovation. If for nothing else, the pen sketch facsimile of Superintendent Carl F. Smith adorning the top makes it _0. Our inclusion in his personality sketches, gleaned at the Jacksonville Convention, is noted with approbation, wherein he wrote, "We think Clayton H. Hollingsworth of Georgia should be a warded a medal for his stick-to-it-iveness. Regardless of whether or not we agree with him, he should be pro- (9) I'e.:;. ionally applauded for his abiliLy to stick by his guns." It \va!> alwJ ys believed there was something toe matter with u, but it took 'ar! with his ingenuity and in\'Cn.ive genius to name it. THE ILL! OIS AD A CE carries a splendid feature article, ,DC Special Education of the Dear," by Richard G. Brill. It is a .reprlfit from THE SILEN r .. VI\.l<'J::.R. Mr. Brill is eminently qualltled to handle his subject. He IS to the manor born' in so tar as background and experience is concerned. He has taught in both revldential and day schools. Then, JUA being his father's son pu,s him in a kind of preferred class, Mr. Brill is now Associate Professor of Special EducatLon at th,; University of Illinois. He is to be congratulated on his recent contribution and the same goe'" to THE ILLINOIS ADV A CE for using it. Although space is out and time I'; up, we must say Oklahoma's ' . T. Griffing's stint as guest editor .n THE KANSAS STAR is a corker While at Gallaudet in I 936, and for the first time learn.dg of, and being baffled by, the EasL-Is East-and West- Is-West .andl-Never-the-Twain-Shall-Mee,t philosophy of the education of the deaf, we, out of desperation, authored, .'Why Not Ask The Deaf?" The deaf are still being asked, and they are still propounding good answers W. T., your piece is a gem. at just some, but all should read it. We are still browsing. Perhaps more anon. *** WHAT! A GYM AT LAST? We thank Dr. Rufus Payne. Superintendent of Battey State Hospital, Rome, Georgia for his magnan imous offer of a modern gymnasium, complete equipment et al. There is only the business of tran porting aid building a matter of sixteen miles La CJve Spring and eLring iL up in its new ( ontinued on Page 13) Faculty Notes Mrs. Irwin attended the Homecoming Services at the Methodist church in Rockmart recently and "incidentally' h3d an awfullY good "dinner on the ground." *** Bobby, son of Mr. and Mrs. Ware, had a birthday the twentyeighth of October. He enjoyed blowing out the two candles on his cake. *** Miss Doris Brannon spent a week-end recently in Auburn, Alabama where she attended t11e Auburn-Mississippi State football game. *** Mrs. Glenn spent a pleasant week-end with Mrs. Irwin in Cedartown. They attended a ballet perlormance at the auditorium. *** Jobn Minter, a student at Emory-at-Oxford, spent a week-end recentl y with his parents, the Rev. and Mrs. P. M. Minter. Miss Gladys Latham and Mrs. Myrtle Johnson were invited to Lindale one Friday night when the Lindale chapter of tbe O. E. S. observed "Friends Night." *** Mrs. J. H. Dean of Columbus, Ga., was a recent visitor to the _chool. She, Mrs. Hollingsworth and Mrs. Glenn were dinner guests of Mr. and Mrs. Kennard one cveJung. ** Mrs Forbes enjoyed going Lo Atlanta with Mr. Forbes on'c Sunday. Tbey attended a reunion 0, ome of Mr. Forbes' relatives. *** Miss Catharine Carnes cnjoyed the Homecoming game at Auburn, Alabama. ** Mr. and Mrs. Highnotc and daughter Peggy. and rs. Jcssie F. Jones spent a Sunday in ALIano rccently. * Mr. Ralph M. Nicholson of Stephens City, Virginia pent s vcral weeks with his sister, Mrs. A. J. Casey, Jr and Mr. Cas~y. two place-settings of silver, a g;ft ** of the faculty. Miss Catharine Carnes enjoyed *** seeing a friend of hers recen tl y. We welcome Mrs. A.N. Tumlin lv1.iss Marie Cbristian, from Chat- as a member of our school fami.y. tanooga, spent the week-end wit.) Mrs. Tumlin has accepted a p::> . Miss Carnes. They attended Lhe tion as dietitian in the main di- Hallowe'en carnival at Berry Col- OIng room. lege. ** *** C. G. Turner is enjoying his Miss Dorothy Forbes spent one work in the printing departmen t. week-end with friends at Teacher~ He formerly worked for "The College in Statesboro. Daily Standard" in Cedartown, *** Miss Katbarine Casey attendcd the horse show in Dalton with Mrs. J. C. Connor. *** Mr. and Mrs. Walter Taylor 0,' Scotdale, Maud and Mrs. SLaten TOlylor of Atlanta, visited Miss Annie McDaniel one Sunday this month. Mrs. Andy Spurlin, of Atlanta, came with them and visited her son in the primary department. *** Mrs. Caple went in a Rome Jewelry store to get some change for the parking meter. She camc out with a diamond ring. Mr. Caple never knew that parking could be so expensive. *** but when Mr. Olaf Tollefson went to Salem, Oregon, C. G. was offered the position of prin ting instructor. He enjoys being back on the campus with his old friends. *** Russell Royston has had man y Jelightful surprises during his lite but one of the best ones was the surprise that he got when Mr. Hollingsworth offered him the position as instructor in barbering and pressing. Russell likes his work and is trying hard to please everyone. ** "Our" Forbes family has a rather unusual distinction this fall. The three daughters of Me. Olnd Mrs. Forbe-i are all learning some .. firsts" in teaching the deaf. _ Mr. and Mrs. Fincher's brot : Miss Dorothy Forbes, who i, er, Mr. J. C. Lipham, and fa 111 it y a new teacher in the intermediate visited them one weck-end recent- department of the Georgia School ly, for the Deaf, was graduated from ** Mr. and Mrs. Connor Dillard Olnd Mrs. Tollefson spent the day in Atlanta the fifth of Novembcr. *** Mr. and Mrs Ware and Bobby visited relatives in Newnan November sixth Teachers College of Stateboro. Georgia in June. She is an in-service teacher and gives instruction in science and arithmetic. Miss Mary Forbes, who hu been a member of the faculty for the past two years, is Ol member of the training class of the Western Pennsylvania School for th2 *** Deaf. Pittsburgh, Pennsylvania. Mrs. C. H. Hollingsworth, Mrs. She is Ol graduate of the Georgia John Caple and Mrs. RubyI' Pcrry . State College for Women, and hOlI were hostesses at a party honorin:, had experience in teaching in pub- lr. and Mrs. Connor Dillard carll Lc schools. During the war she 111 ovember. The guests werc ':n- worked in the finance office Olt tertained with a humorous mock Camp Blanding, Florida and was wedding after which delicious re- later transferred to the ordnance freshments were servcd. Mr. and depot in Atlanta. After the war, Mrs. Dillard were presented wi:h (Continued on Page 13) .( 10) From the Colored Department " ,.October 20 was a happy day'for Isaiah is our largest boy and the boys and girls. We went to weighs ninety-nine pounds. the fair in Rome and enjoyed. ri- Five new pupils have been ad- ding on the school bus. We car- ded to our class this year. They ried our lunches and bought drinks are Janie Mumford, Rutha Rose, and cotton candy. Barbara Williams. Catharine Gas- The manager of the show gav~ kins. and Mae Frances Johnson. . us four rides. TheRome Exchange -Helen Jones's .class Ciub gave each of us thirty cents Me Smith Horton. Chief of Po- :::e. gave each one ice cream. \Vc . thanked th'em all for being so nice to us. We saw many interesting c .ing'S and had a big timE!. The month of October has been ';jl very eventful month for us. On October 20 we attended the 'Coosa Valley Fair in Rome. At our HQllo~e'en parly we had another big time. We played games. had fortune telling. and pinned on the doqkey's tail. For our refreshments and early supper' combined w,e llad meat loaf, rice, gravy, green beans, potato chips:, congealed fruit salad, hot roJls. lemonade. apple.s and oranges. , -Lucille M cCullol.!Jjh Supervising teacher Here we had a grand time. We saw the different exhibits and the livestock. One thing of particular inlerest in the livestock exhibit was a hog weighing 1030 pounds. We were given free rides on the merry- go- round, the whirl- atwirl. the chair plane. and the Ferris wheel. The most thrilling ride to our class wais the merry-goround. This day will long be remembered by all of us Otto"cr bas really been a month 0:' h,1P:)jn~s, for us all. 1 will. leB you about ~ome of ti)e things we did that made us so happy. .On the 20 we went to Rome to the faif, and all of u~ had loads of fun, lotsof .good things to eat, aT".1 man y scary rides. . On October 28 we had a Hal- lowe'en party. This was a gala affair. We made the decorations ear the dining room. We'. wore masks of different designs that we had made in the cla'SSrooms. It was lots of fun guessing who was behind each mask. . Since our last report to you, an- other of our classmates. Mary Mas- ", On October 28 we had a Hal- 1Sey. has returned. We were all very lowe'en party. Everyone had such glad to see her. a good tim~ that we didn't want Lueretha Camp's mother came the party to end. After the games. we had a delicious Hallowe'en supper. Everyone left the party feeling very hapy and looking. forward to more happy occasions. -Inez Hughes's_Class 'last Monday to surprise her. She brought Lueretha two pairs of pretty new shoes. Now near the end of the second month of school. we have twelve pupils in Our class instead of the original ten They are Lueretha We' went to the fair in' Rome Camp. Louvenia Edwards. Henry October 20. We rode on r"he merry- Kennedy, Mary Massey, Donald ga'-round. the swings, aIldrthe Fer- Parker. Leon Pittman. Hartwell .ris wheel. Rhone. Marian Smith. Magdelene . On October 28 W'.e had our an- Stephens. Geraldine Vickers. Bob- nual Hallowe'en patty, Some of by Watkins, and Sarah Ann Wil- the older children helped decorate lis. the dining room' and' playrooms. -Ruby L. Jackson's Class We weighed October 31. Val~ria was disappointed because she October was a rather exciting weighed only fifty-two pounds. month with the fair in Rome and (11) the Hallowe'en party }jere at school. Elise and Marie enjoYed n- ding On the Ferris wheel. Felton, Willie. and Claude. enj9yed "Iook- ing at the animals..~ We' Aoder several new words 'i:6"ouf"'voca bulary. .> .:... . The Hallowe'en decorations, the party and our delicious. dinner brought in several';'riew wahl,s, and new the children got some praclice in writing sentences using the~ words in a natural way. The fol- lowing are examples: -. ',/'; I drew and cut out a black cat --Corrine I drew, colored and cut out a witch. -Rayford We art sorry that Minne had to go home on account of the death of her grandfather. We sent hl.'r a card of sympathy, .jt. -Mattie D. Sam's Cl.a~:'s: s The month of October brought us much added interest. We went to the fair in Rome and stayed almost all day. Everyone was happy and enjoyed the outing. The day after the fair our teacher surprised us by asking us many questions, and we answered all of them. She was happy to know that we could read and think so well, OUr class continues 'to Sludy hard so that we can accomplish more and do better work as the days go by. -Hattie Menifee's Class We can hardly realize that another month has passed. We have been very busy with our studies and especially enjoy OUr arithmetic and English period\S. Our best all-around students are Doris Weddington, Charlie Mae Printup. Bennie Cook. John Jenkins, and Joseph Bonner. Of course all of us try to do our work well. but these are the leaders. -Lucille McCullough's Class Book Week The thirty-first annual Book Week will be celebrated throughout the nation this year Novemo r 13-19. This slogan is "Make Friends with Books." In 1922 Mr. Frederick Melcher of New York City started th~ pbn of having Children's Book Week. To encourage people to writ.; interesting books for children, he offered a medal each year to the one who could write the best book for boys and girls. He named this, "The John Newberry Medal" in honor of John Newberry, an Englishman who lived abollot two hundred years ago, and who was the first man to be interested in collecting and publishing books which young people could understand and enJoy. Now, each year. boys and girls are eager to know which book the committee of fifteen people will select to be awarded The John Newberry Medal. The winner of 1949 was King of the Wind by Marguerite Henry. In 1938 another medal was offered to the artist or illustrator who made the most atttractive book for very young children. This was calld the Caldecott Medal in honor of Randolf Caldecott. .1 famous illu trator of books for children. The 1949 winner of this med:ll was Bi~ Snow by Elmer and Berta Hader. So much interest had been trou cd in the writing of children's books that a few years ago. Mr. Joseph Pulitzer (1847 -1911) offered a large sum of money to be used in giving a prize each year to the one who wrote the best book for adults. T~lis was called The Pulitzer Award -Sara Crisp "Books -arc keys to wisdom's treasure; Boohs are gates to lands of pleasure: Books are paths that updraw lead; Books are friends. Come. let us read." These arc the books and long stories read by pupils in the advanced department since school started in September. 1. Black Beauty- Louise Boyd, Louise Walters, Evelyn Robinson. Mary Moon, Thomas Rucker, Lois Watkins. 2. The Yearling- Herbert White 3. Huckleberry Finn- Laura Pope, Jackie Dukes. Sara Crisp 4. Tom Sawyer- Frances Cox, Thomas Rucker, Lois Watkins 5. Waterless Mountain - Ruth Owens, Maggie McGahee. Patsy Baker 6. Two Little Confederates-Edna Pope 7. Little Women- Evelyn Robinson, Jackie Dukes. Ruth Owem. Patsy Baker, Bill Hayes, Lois Watkins 8. In the Saddle witll Uncle BillViriton Tn~up 9. Freddie. the Detective- W.e. Wooten, Louise Walters. Mag3ie McGahee 10. Little Lord FauntleroyLouise Boyd II. David Copperfield:--Sara Crisp 12. The Jungle Book- Fred Powers. Thomas Rucker 13. Bas-eball Joe of the Silver S'tars -Bill Hayes 14. Borden of Yale--Roscoe Dukes 15. Marco Polo -Patsy Baker 16. Anderson's Fairy TaJes Walter Sinclair 17: Stories from English History -Edna Pope 19. Gulliver's Travels - Jackie Dukes, Edna Pope, Evelyn Robinson, Vinton Troup. W.e. Wooten, Ruth Owens. Frances Cox. Louise Boyd 20. Swiss Family RobinsonVivian Turner, Louise \\ ilson. Fay Johnson, Mary Suggs. Fay Nell Evans, Sara Nell Scott, Bob Penningt.on 21. Snow Treasure-Fred Powers 22, Ann of Green Gable~Maggie McGahee 23. Best Short Stories for Boys and Girls - Maggie McGahee, Fred Powers 24. Stories of the Pilgrims-Edna Pope 25. Little Men-Maggie McGahct 26. The Golden Book of Bible Stories- Fred Powers (12) 27, Pilgrims Proiress - Louis. Walters 28. The Story of a Bad BoyLaura Pope 29. Moby Dick-Walter Sinclair, '1 honlaS Kucker 30. Five Little Peppers and How They Grew-Mary Moon. Maggie McGahee 31. Rebecca of Sunnybrook Farm - -;',,'1JLY Moon I,32. La,,,ie Come Home -Thomas Ilcker. Loi, Watkins 33. Our Vines Have Tender (i'1;.l -- Mary Moon \34. RobiniSOn Crusoe - Mary .. ~on 35. Bambi - Thomas Rucker, i: ll::;cn~ Whittle 36. Penrod - Eugene Whittle 37. Hans Brinker or The Silver Skates-Maggie McGahee, Eugene \. hittle. Thomas Rucker 38. Robin Hood- Patsy Baker. Eu~ene Whittle. Thomas Rucker 39. The Prince and the Pal,lperT Or:'a, Rucker 40. Silver Chief-Thomas Rucker 42. Pollyanna - Lois Watkins 43. W'hite Fang-Thomas Rucker 44. Gone With the Wind-Loi3 ,\Hatki-.ns, 'Thomas Rulcker 45 Pinocchio- Thomas Rucker 46. Abe Lincoln-Herbert White 47. An Old Fashioned Girl LOLli';e Walters 48. Peter Pan- Thomas Rucker 49. Toby Tyler-Thomas Rucker 50. Enngeline- Thomas Rucker ~ I. The Secret Garden - Lois \Vatkins 52. The Little Lame PrinceLois Watkins 53. Paul Bunyan-Walter Sinclair 54. Captain Courageous-Roscoe Dukes Herbert White, Fired Powers, Laura Pope, Maggie McGahee. Patsy Baker. Sara Crisp, Walter Sinclair, Roscoe Dukes, and Bill Ha':es read the boo1f the faculty at Shannon, Georgia for the past two years. where she taught English in the junior high school. These girls are the daugh- ters of our Mrs. Ruth Forbes, who tm has been a teacher in the Georgia Jchool for Deaf for thiny- one years. Mrs. Forbes was trained to teach the deaf at Northampton. Massachusetts. We extend to ea~h of 'these young ladie. Our best wishes Iv. i:heir success in tmir venture o. ..lchini tbe duf. Supt's Corner-Continued site. Plans are going forward looi-.ing to the acceptance of Dr. Payne's gracious gift and to the full realization of this greatly needed facility. Al~bama-Contjnued expected to find 6 % of the pupils crowning of a homecoming que(:Il, presentation of corsages, the grand ma)l'ch. and the attractive dance programs added to the festivitl~. Our thanks go to the AlabamJ School for their hospitality, and a visit that is a highlight in tile memory of our older girls. Book Week-Continued Prometheus Arachne The Pomegranate The Minotaur Frances ,Cox, Louise Boyd, Ruth Owens. Jackie Dukes, Edna Pope. Evelyn Robinson and Vinton Troup read the booki. They are: Beowulf. the Brave Prince Sigurd, the Youthful Warrior Roland, the Noble Knight Saint George and the Dragon Louise Wilson. Fay Nell Evans, Artis Allen. Wilda Maulden, Mary Suggs. Bob Pennington, Vivian Turner, Dorothy Sims, Sara Nell Scott. and Fay Johnson read the books. They are: Jack and the Beanstalk Hansel and Gretel Beauty and the Beast The Sleeping Beauty Cinderella Hans and the Four Great Giants Brother Fox's Tar Baby Joseph. the Ruler David. the Singer (13) HERMAN E. TALMADGE, Governor Georgia School for the Deaf STATE BOARD OF EDUCATION . D. COLLINS, State Superintendeat of Scboo. ADMINISTRATION C. H. Hollinpworth, M.A., Superintendent Janice R. Oaple, Secretary Julian Tumlin. ::;tewartl MyrtIa A. Johnson. See'y to Stewllrd Earl Cox, Engineer INSTRUCToJC) Charles E. Owen, D.D.S. Sam Garner, Jr.. Zl1.lJ. Sarah Griffith. :"ur.e John L. Capl.. Principal Primary Department Marie S. Kennard, B.S .. Sup\'. Teacher Doris Brannon Catharine Carnes, B.S.H.E. Polly Casey Rebecca S. Crowe Mabel L. Fincher May F. Glenn Emmalee J. Hi6rhnote Jim Irwin Jessie F. Jones Miriam B. Minter Int..-mediate end Advanced Department Mary P. Turner. B.A., Asst. Sur,\,. Teachpy Advanced Depnrtment Katharine Casey. Asst. Supv. T~Il(:h(1!. Intermediate Department. Connor DiUarc! Ruth D. Forbes [;orothy Forbes, n.s. Edythe D. Montgomery. B.S. Gail Stout. Jr. B.A. Kathryn W. Williamllon, B.A. Frances M. Tollefson. B.A. Sarah F. Ware Vocational Oepartm_t John L. Caple, Supv. Teacher C.G. Turner Printing J.R. Ware Carpentry Connor Dillard Shoe Reparing Russell Royston .. Barbcring & Pressing Jes. ie Powers (;Iadys L. Latham Annie McDllnicl Gevel'na .nhapman, : .. Arts &. Crafts TIl'lIuty r.ultu~ Srwillll' E.S.H.E. . . Home Economics Inez Hughes Ruby L. Jackson Cynthill S. Hanftah Colored Departme.t Lucili" McCullough. Supervillin. Tucher Hattie S. Menlte. Helen Jones Mattie D. !5am. g;~.J {?~JUM ({hd 1/ 1/) eClJl./{~-- .Jl.J J()l)~Hl Ci?t.a 7 :CHOOL PUBLISHED AT HE GEORGIA SCHOOL FOR THE DEAF, CAVE SPRING, GEORGIA JANUARY, 1950 VOL. 50 NO.4 q THE SCHOOL HELPER '.'OLUME 50 JANUARY, 1950 NO, 4 How We Spent OUf Christmas Vacation From the Advanced [Jepartment The pupils in the advanced vals, you are called in to enjoy department had such a good time a good Christmas meal that only durinig the Chriistmass holidays ones mother knows how to pre- that they would like for those pare. who read the Helper each month -Eugene Whitt:e to share some of the fun they had, My vacation was spent mostly I arrived home about 11 :45 Saturday night December 18. I gOt up early next morning and found that I had a col"d and at home doing everything I could think of doing. I helped my father put up some new posts so that he could fence in a new field, and also went hunting and fishing. would have to remain in bed, but Fishing in December does not seem this was not too bad, because I probable, but it is. You can get had some good books to read. In a very nice catch of "cats" at this a few days I was feeling all right. time of the year. I had a good time On Christmas night, I had a good on Christmas Day and I coulu time talking about school and our mutual friends. Mr. and Mrs. Norman Barrett, Jean and Buddy also came to see me during Christ- mas week. I left home a few days before school opened so that I might have time to visit Evelyn Robinson. During my stay with Evelyn, I also saw Mary Moon and Edna Pope. To me this was a wonderful Christmas vacation in spite of the fact that I was sick the first few days. -Lois Watkins Dad and mother came for me on Saturday, December 18, We had a nice trip home, arrivin~ there about three o'clock in the afternoon. The first week, I had a good time going 'to movies, meeting my friends and riding around in the car. On Christmas Eve, Ros- hardly wait until ew Years Eve to celebrate again. I enjoyed every moment of the holidays, but it is also nice to be back at work again knowing that we shall celebrate again in June. -Thomas Rucker I was feariul that my Christmas vacation would no~ be so ,-.,onderful because I w.as in the hospital L'or' a week and two days just belore we went home and had to remain in bed four days after I reached home. My father and mother were both sick during my stay there, and for a while, we thought my mother might have to have an operation. We really fell: the Christmas spirit when we found that she would not have to e operated on. We visited some of our relatives and quite a few of coe Dukes came' to spend a few Ou.r friends and relatives came to days with me. We rode here, there see us. I went to Atlanta with my and everywhere. All my friends aunt to see the governor's lawn liked Roscoe and we had a mighty lighted with Christmas lights. It good time together. After taking was a beautiful sight with thou- Rosoce home I spent most of my sans of colored lights outlining time reading "The Three Musk~~ eery tree an shrub on the grounds. reers." You can not get lonely if I was so happy to see Lois Wat- you have a good book to read- kins an Ena Pope when I return- this is especially true if at inter- ed home. Among the many nice Christmas presents I received was a lovely piece of baggage from my family. After all I had a very happy vacation. -Mary Moon I reached home about seven 0 clock on the evening of Decem- ber 17. I was very tired beca u"e it was a long trip from Cave Spring to Bainbridge. I was happy to go to bed early so that I woulu be ready to get up next mornin~ and go hunting with my father. We went before breakfast and 1 shot a squirrel and my father shot several doves As soon as my brother's school was out, we went hunting almost every day. We killed several quails, d.oves and sqUirrels, but I missed quite a few shot.,. One of my uncles and a friend went hunting with us one day and we killed fifteen quails. I enJoyeLi my vacation because hutning IS 0",: of my favorite sports and I especially enjoy it at Christmas time. -Herbert White Patsy Baker, Rosemary Smith and I went by bus from Cave Spnn~ to Atlanta and from there we went on the train to Tifton. I was so ~appy to see members of my tamily at the station to meet me. For several days I was busy gening ready for Christmas and helpin6 my father in the post office. During my stay at home, we had a lot of company, and we did quite a bit of visiting too. On New Years Day. some of my aunts, uncles and cousins came to spend the day and two of my uncles and an aunt spent the night. I was having such a good time at home lhat I was sorry when it came time to leave, but I was glQd to get back to school and hear about the good times my friends had. ~ara Crisp THE SCHOOL HELPER January, 1950 I could hardly wait for Christmas vacation to come. I was thrilled over the long visit at home and eager to see my family and friends. I spent the first few days helping with the Christmas shopping. Quite a few of my relatives met us at my grandfather's home Christmas Eve. We exchanged gifts and had a good time talking with each other Among the many lovely presents I received were a beautiful white jacket from my grandparents and a watch band and blue raincoat from my parents. We had Christmas dinner at home and went to a movie in the afternoon. On Tuesday after Christmas, my mother and I visited Sara Crisp and her mother. Mother let me drive the car home that afternOon and she said that she thought I was a good driver. I went visiting with my family often dur ng .ny stay at home and had such a good time that I felt sad when the day came to leave, but I knew that I had to come back to school and I am happy that I had such a pleasant vacation. -Patsy Baker When I went home for the holiidays, my mother, sister and brother met me in Wadley. I was so glad to see them that I almost cried. When we reached home. my father was sitting in the sewing room and I could hardly wait to get to him and hug him. The next morning I got up early and walked around looking over the farm. That afternoon I went down town to see myoId friends. They seemed happy to see me and I know I was happy to see them. On Christmas morning we all went down stairs to the Chrismas tree and opened our gifts. I was very happy because all the others were happy too and because I received just the things I had been wanting. I left home on Saturday so that I could celebrate New Year's in Atlanta. I stayed at Ruth Owen's borne until Monday when I left for school. Her family did everything they could to make me have a good time and I shall never forget the nice visit I had with them, and the nice vacation I had at home with my family. - Fred Powers My two sisters and my two brothers and I left school Friday night. My ttetacher came for us and it was late when we reacbed home. My mother was away from home and we sat up until she came so we could all talk about what we wanted for :Chri&tmas. My first job was to cut stove and fire wood. It was my brothers' Job to take the wood to the house while my sisters' job was to help my mother cook five cakes and a lot of pies. Eugene hiLtle invited me to visit him l'or a few days and we had a wonderful time going to the movies, playing monopoly and riding around. This was one of the happiest vacations I have ever had. -Roscoe Dukes I was surel y glad to touch the soil of my home town on the nig t of December 17. My mother and some of my friends were at the uus ~tation waiting for my brother nd me. I spent most of my time going to the movie and visiting lliends. On Christmas Eve, Louise \Valters, Tomboy Walters and .v ary Suggs came to see me. They thought that I was giving a Christmas party and when they !'ound that I was not, they ask.:d my parents to let me go to ouise's sisters with them to spend 'hte night. I had such a good time and the next day her brother-inlaw brought Louise and me back cO my house and she spent two days with me. We bad lots of fun going to the movies and shooting fireworks. I was late getting back to school because of illness in my family, and now I am behind in my classes and will have to work hard to catch up with my work, but I did enjoy my vacation. -LauC'{l Pope I had a very happy time at my home during the Christmas holidays. I helped my mother get things ready for Christmas and then visited my aunts, uncles and ,;randmother. One day my family and I helped my sister move to her ::r::w home. I received a great many nice Christmas presents. My mother and father gave me a pair ;!~- of gloves and tbe people of my church gave me a pretty pin some handkerchiefs and a box of cand y. I did not open any of my present" until Christmas Day. I think I haa a most pleasant vacation and 1 hope that everyone else had one too. The only sad thing tbat happened at my home was a family of negroes lost their home and all they had in a fire. They were good negroes and often helped my mother arourtd the home. This made me feel very sad. -Mpggie McGahee I did not spend much of my vacation at bome, because I went with my parents to Lake Wales, Florida. We had a wonderful time, but I missed being at home. I received some nice Christmas presents. One of the nicest gifts was a billfold from my mother. My vacation seemed very short, but I l:njoyed it and now I am happy to be back in school again. -Billy Hayes I had a good time just stayin6 at home the first week of my vacation. On Christmas Eve, I went with my family to visit friends and relatives in Moultrie, my 0 d home. We had a flat tire before we reached there which delayed us ,'or some time and made us enjoy . the good things my sister had to eat. Laura Pope spent Chnstmas Day with me, and then I went lome with her. The time passed .apidly and I could hardly realize chat it was most time to come bac; ~o school. I went back to my ho e n LaGrange and just had enough time to get ready to start 0 school on January 2. When I gott to Bremen, I met Evelyn Robinson and Lois W atkins. We had a good Lime talking about the wonderful vacation we had. -Louise Walters Except for a few days visit to my uncle in Madison, Florida, I spent my vacation at my home in Moultrie. My cousin and I had some good times cutting wood to burn and hunting some. We bot!1 had good guns and shot quite a few ducks. I have not lived in Moultrie very long, but during the holidays, I met a lot of tbe young THE SCHOOL HELPER people and I know I can have some oood times when I go back. -Walter Sinclair As soon as I got home for the holidays. I went over to see Carlton H;uff. He was eager to hear 'about all his friends here at school. The first Sunday I was at home, Carlton, Mr. Trawick and I drove to Atlanta to hear a fifteen-year- old boy preach. On our way home we saw two cars had been wreck- .:d and there was a lot of blood on the ground. It was so foggy that Mr. Trawick drove very slowly. Nly brother-in-law helped us kill wo big hogs just before Christmas and I was very tired when I ~ot through helping my mother .1lake sausage. I received a lot ot presents Christmas morning. Most .)1' them were things to wear. I am "till thinking about the good times I.had and the many good things LO eat. -W. C. Wooten When I arrived home for the holidays. the first thing I saw was a beautiful C"hristmas tree all.decorated with lovely ornaments and colored electric lights. It stood in the living room by the window so that people passing could see it all lighted up at night. We werp disappointed because my uncle and aunt from Washington, D. C. did not get to visit us. I went to Atlanta with my mother and father one day, but there were so many people on the streets that we could hardly walk and it was difficult to shop any. My brother and his wife and baby came on New Years and spent the weekend. We had a good time opening our gifts. I got a lot of pretty things among them a camera which my sister gave me. We went to church on Christmas Day and then came home and had a big turkey dinner. That night I went to the church to see a Christmas pageant. It was very beautiful I had a mighty good time at home. but I was happy to get back to my classmates and other school friends. -Edna Pope I arrived at my home: in Augusta at 4:15 in the afternoon. My mother and father met me at the bus station. As soon as we had finished eating supper, my brothei' and his wife came to see me. The first Sunday I was at home, Mr. and Mrs. Everett Ryle came to visit me. We rode around town for awhile and then went to see Mr. and Mrs. Lewis Craft. We also saw Vera Reeder. She was quite happy. I was very much surprised on Christmas morning, when I opened my gifts and found that my parents had given me a lovely suitcase and lots of pretty things to wear. The day after Christmas we went to South Carolina to visit my aunt. We took her back home with us and we had a good time talking and eating. My vacation passed by in a hurry but I am still thinking of the good times I had. -Louise Boyd I spent the first few days of my vacation at home getting ready for Christm~s. My sister and I spent one day in Atlanta shopping for Christmas gifts for the family. We had lots of fun wrapping them up and putting them under the tree. It was so nice to have all our family together and we had such a good time. On New Years Eve. I went to Atlanta to see a lot of my deaf friends We visited Janie and Raymond Baker in their new home and then we went to the club to dance. I saw a lot of friends that I had not seen for a long time and we had lots of fun together. -Ruth Owens My Christmlas vacation seemed very short. When I first got home, I helped my mother clean the house and do the Christmas cooking, then we visited some relatives who were going to move to California soon. One Sunday afternoon my mother. Jaunice and I we~t to LaGrange .to visit one of my aunts who was in the hospital. We left my mother with my aunt and went to spend a little while with Louise Walters. We all had something to eat at the cafe and had Ia good time telling each other what we had been doing. I received a great many nice presents. My parents gave me a skirt. a sweater, a coat and some shoes. This helped to make my va- ~3~ Jfuary, 1950 . ;ation a very happy one. --Jackie Dukes When school closed for the Christmas holidays. Louise Walters and I went as far as Bremen together. My brother-in-law met me there. I was' sorry to leave Louise. but I was happy to have a visit with my family. I had several surprises during the holidays. I saw a great many friends whom 1 had not seen for a long time and I got some beautiful gifts which 1 had not expectetd. My sister gave me .a, big box which I thought must be clothes. I unwrapped it and found that it was full of news.~apers, then I saw that everyone .va:; laughing so I decided to take the paper out and see if something was hidden in the box. Sure enouglh under all the paper, I iound a beautiful watch. .I was so thrilled that I ran ,land hugged her. My other sister gave me a nice suit case which I needed very much. Lois Watktins came to see me on Sunday before school opened a.nd we came to school the next day. -Evelyn Robinson I did a lot of visiting among my friends and relatives during the holidays and we also had a lot of company at my home. One night we went to Tifton to see Santa Claus ahd his deers. The town was beautifully lighted and we enjoyed ridir...g around and seeing the different lights in the homes. While I was at home. we moved to Ocilla. I think that I am going to like my new home. Just before .lme to come back to school, I went to Douglas to have my glasses changed. I was sorry when my vacation ended, but I am happy back at school with my classmates and other friends. -Frances Cox I spent most of my vacation at the home of my aunt. I always have a good time when I visit her. My cousin, Charles Harper, and I went to see some good movies and one afternoon, I met Rosemary Smith down town and I went home with her and had a nice visit with her family. I think I had a very pleasant vacation. -Vinton Troup (Continued on Page 12) From the Primary Department While we wen: dt horne during our Christmas vacation each of us had a jolly visitor. Santa was very nice to us. When we got back in school, it was very hard to "wait our turn." We each wanted to tell our teacher about our different experiences. We also told her about the toys and new clothes that Santa had left for us. She drew pictures of some of them on the blackboard and labeled them with the possessive form of our names. This is our news and is part of our reading lesson. We enjoy our news period because it reminds us of the good times we had while we were at home. Our sense training exercises help us think and we all enjoy this work for it is play to us. Some of the exercises reminds us of 100 'lng through a big picture book. Our teacher places a row of animal pictures along the blackboard ledge; then she gives each of us one picture and we match that picture with one along the ledge. We all enJoy working with th~ Lolor charts. It is fun to look at a color in one of our charts, and then find the same one from a mixed group of colors. After we match our two colors. we always look at one another to see if someone is wearing the color we are holding in our hand. When we hold the colors blue or brown. we associate them with one another's eyes. Chis helps us see the difference between the colors. We are learning to notice the little things as we&! as the big things. -Catherine Carnes's Class We begin our day by standin,s quietly with our heads bowed. f\fter this attitude of prayer. we have our flag salute. The next thing is to observe the weather and point to the picture which represents it. We put a drawing of this on Our weather calendar and at the same time no. lce the passing of the d,ays. We do breathing and blowing exercises which help us very much in our speech. Tongue gymnastics help us, also. After we have fin- ished these. we are ready to begin work on our voice building exercises and elements in speech. We know about fourteen elements and three of us can give several combinations and words contain- ing these elements. We try to learn the same things in speech that we learn in speech reading. We are doing well in our writ- ing. We have begun writing our names on paper. and soon we hope to be able to sign our names to the cards that we send horne. We njoy ~tting mail from horne and like to have our news printed on the board and illus- trated. We are adding new work each day so we feel that SOOn we will know many things. -Doris Brannon's Class We have had a good time since we carne back to school, for we all had so many things that we did at hume to tell one .11lother about. It was lots of fun to :;how all the nice gifts that Santa Claus had brought and presents that we had received from other people. too. Now that all the excitement is over, we are getting back into our regular school routine. 'Volc wcr~ quite relieved to find that we had not forgotten all of those nouns that we had learned to reaJ. and we can stJiJ do them very niccly when it is time for a les5('h III speech-reading. too. We are begin- ning to do more work than ever on spelling, and we are also learn- ing more about numbers and col- ors In fact, we are feeling quite grown-up since we are learning so many different things. Come to see us sometime and let us show you some of the thin~s that we can do. --Jim Irwin's Class Recently our class went on a trip to Mr. Montgomery's farm. The object of our trip was to learn new words in reading and speechreading, emphasize numbers. and have a pleasant outing. (4) Even though most of the boys and girls live On farms, they enjoyed seeing the animals. Mr. Montgomery was very nice to go with us to the two ;barns ,and show us the hogs and little pigs, cows and calves, ducks. Iambs, mules. chickens, and goats. He even took some corn and let each of us feed the different animals. We thanked Mr. Montgomery, waved bye bye, and carne away very happy boys and girls. The real pleasure started when we returned and started recalling the different animals and how many of each we had seen. Our teacher had carried pictures and the printed form of the words so that we would know definitely what we had seen when we got back to the classroom. Our knowledge of numbers goes through five, but we also know the meaning of 'many." When we had finished recalling our experiences, our news read like this: *** We went to the farm Tuesday. We saw a mule. We saw five cows and five calves. We saw two hogs and many pigS. We saw many lambs. We saw two goats. \Ve saw two squirrels. W,e gave the lambs and goats some corn. W'e had a good time. Tuesday *** We have laughed and laughed thinking of how funny we must have looked with thirteen boys and ".rls packed in Mrs. Minter's car, efore. If the sun shone. we draw in yesterday's 'Square a little yellow sun; if it rained. raindrops are indicated with white chalk. and if it was cloudy, clouds are put in with white chalk, also. After this exercise. the weather :port is written at the side 0, the calendar or under it according to the space left on the black~ oard. Sometimes the calendar has more days with sunshine than 'vith rain and clouds. We like that for then we can play outside. . When we have finished the weather report for yesterday, we go to the window and look out to see if the sun is shining or if it is cloudy or raining.. We get the picture that shows what the wea- ther is outside and with the print- ed form. put it in the chart to re- fer to the next day. We are quite proud of ourselves now that we can do all of this. It was very hard for little people like us for awhile. -Mae F. Glenn's Claris The boys and girls in our class are keenly competitive. We enjoy most of all listing our vocabulary under the following classifica tions. Who, Verbs. How many. What color. What. Whose. Adjectives. Pronouns. Where, and When. Our teacher writes a heading on the blackboard and asks for a given number of words or phrases Two children of about equal abil ity are selected at one time and, at a signal, race to see who can finish first. We have to be very careful for a misspelled word or a misplaced capital letter disqual- ifies our effort. This is a fast and exciting game (evident in our sometimes sprawled handwriting) and is reserved for periods when our more serious work is finished. However. we learn to think quickly, and we do remember. our mistake once we have wntten Thursday under a heading which calls for Where. Now that we have had such a pleasant Christmas vacatiOiIl. we are ready to begin using the vocabulary we have been building for so long in connected language. We are wishing for our families and friends a happy and prosperous New Year. -Rebecca Crowe's Class Whenever the children see me go to the closet and get the box of small objects for question work, simultaneously. every hand goes up and almost every child starts saying at the top of his voice, "Mrs. Casey. may I come?" They know what's coming and really enjoy it; so I'm hoping that you parents may be interested in hearing a little more about the development of question forms. One of the first we teach is Have you--? and is worked up in this manner I close my eyes. and the box containing small toy objects such as a ball, a top. a dog. etc.. is passed around. each child selecting an object and concealing it in his hand or in a pocket. Then. I try to guess what each one has. In the beginning, I may allow myself as many as five questions or more (later. ndt so many). and if I don't guess what the child has, the next question will be What have you? For instance. the lesson might go like this. I ask, .'Have you a top ?'. "Have you a marble?" "Have you a dog?" I the answer to I each question is .. a," I give up and say. "What have you?" It's really a game to the children, and they love it when I fail to guess what they have. \Ve use a similar plan for teach'ng the question forms, How many --? and What color--? As you've probably noted, all of this is mostly lip-reading on the part of the child until we advance a little further when the children take turns at being the teacher and themselves ask the questions. Below is a set of questions and answers we had in today's lesson with two of the children participating: How many have you? One. What color is it? White. Have you a dog? No. Have you a ball? No. Have you a rabbit? No. What have you? A cat. May I see it? Yes. -Polly Casey's Clas,. It is hard to come down ro earth (Continued on Page 12) (5) THE SCHOOL HELPER January, 1950 THE SCHOOL HELPER All communication shou'ld be addressed to the School Helper, Cave Spring, Georgia. En:tered at the post office at Cave Spring, Georgia, as second class matter November 1889. Acceptance for mailing at a special rate of postage provided in Section 1103. Act of October 3, 1917. Authorized OctoP~r 31, 1918. Published monthly during the school year in the printing department of the Georgia School for the Deaf. JOHN L. CAPLE Editor KATHARINE CASEY Associate Editor MARIE KENNARD Associate Editor C. G. TURNER . . . . . . . . . . . . . . . . . . Printing Instructor VOLUME 50 JANUARY, 1950 NO.4 For the promotion of all State-Aided Schools For the Deaf 1. Improved recognition as educational institutions with control in the hands of educational boards. 2. Sectional and national associations with accrediting authorities and approved measuring rods and standards suited to each association, terminating in the highest requirements for membership in a national association for schools for the deaf. 3. A greater Gallaudet College serving the interests of all the states with special emphasis on research findings' openly arrived at and freely disseminated in promoting the educational interests of all the schools. 4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with 'the spirit and purpose of its creation. 5. Federal equalization aid for education that will guarantee equal oppomunities for deaf boys and girls in '. all states. 6. Utilization or a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for the Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduates. VOCATIONAL ASSOCIATION OF THE DEAF -A PROGRESSIVE STEP A news letter from President Fred L. Sparks, Jr., carries this information: At the Illinois Convention of American Instructors of the Deaf the Vocational Teachers of the Deaf as' a section of the Convention elected to formally organize as a section of the convention to be known as the Vocational Association of the Deaf. At that time the following officers were elected: President: Fred L. Sparks, Jr.. Rome, New York V. Pres. Boys' Section: Glenn Hawkins, West Virginia V. Pres. Girls' Section: Mrs. Blanche Braham, Missouri Secretary: Uriel C. Jones, Tennessee Treasurer: John T. Boatwright, Illinois Past President. Member of the Executive Com- mittee W. Lloyd Graunke. Illinois CONSTITUTION AND BY LAWS: Constitution and By-Laws of the Vocational Association of the Deaf were adopted at the Illinois Convention. June 1949. Copies may be obtained from Mr. Uriel C. Jones. Secretary. Resolution sanction ing the Vocational Association of the Deaf as a section of the Convention was passed at the Illinois Convention. AFFILIATION WITH THE AMERICAN VOCATIONAL ASSOCIATION: At the Illinois Convention a resolution was passed stating the interest of the group to affiliate with the A. V. A. As a result of votes from the Executive Committee. the matter of affiliation with the American Vocational Association is encouraged and in that many benefits would accrue from membership in the different state vocational associations more than justify joining the A. V. A. affiliation is recommended through the state associations of The American Vocational Association either as individuals or as a group. As president of the Vocational Association of the Deaf I would like to make an appeal to officers. Commiltee Members. Superintendents of American Schools for the Deaf and all interested in the education of tbe deaf for complete consideration of basic iswe3 in Vocational Education of the deat. I believe [he members desire. that intensive study committees be undertaken. The work of the Vocational Section of The Convention in the past, Constitution and By-Laws of the Association and the guidance of Superintendents. Vocational Principals, teachers and specialists in the field of the education of the deaf is desired in conneclion with the work of the study committees. GIRL SCOUT NEWS PATROL I The first patroL along with Mrs. Brady. discussed cooking and nutrition during our meeting January 11. We have to work hard and fast to earn the other badges that 'are required to become First Class Scouts. When our meetmg was over. we hiked to the cave and spring and had refreshmen ts. We enjoyed our meeting and hope that we can soon start cooking and nutrition with Mrs. Stepp. the home economics teacher. directing us. -Sara Crisp, Scribe for Troop 13 PATROL II Our patrol was organized on January 4. Mrs. Tollefwn is our leader. There are 12 girls in this patrol. Some are from the Intermediate Department and so;me from the Advanced Department. This group is now working hard to win Second Class rank. In order to do this. we must earn a badge from each of 11 different fields of interest. Our Scout l1irtnday party will be held on January 25. We can win our Homemaking badge by decorating the tables and serving refreshments. Last Wednesday we made place-cards for the tables. They were cut in the shape of the ScoUt pin from green paper and stenciled with yellow crayon. We expect to have several people from the Scout headquarters in Rome (Continued on Page. 11) (6) Superintendent's Corner W E were having lunch together spoke the same language. All these in the m.::in dining-room of other interests of special education the Federal Security Agency Build- fit into the general pattern on both ing at 4th Street the State and Federal level. The On the and Independence same is not true of the nation's Situation Avenue. We were residential schools for the deaf. in attendance a We recalled that a majority of conference on the education of ex- the state schools were yet so ceptional children. sponsored by institutionalized in control tha'r the U. S. Office of Education they could furnish no legitimate January 4-6. The three of us were: educational leadership to help map Dr. Leonard M. Elstad. President their course in a meeting like this; of Gallaudet College, Dr. Daniel that they do not fit "snugly" in T. Cloud, Superintendent of the their state's educational pattern. Illinois School for the Deaf. and Therein lies our troubles. the writer. When shall we wake up ?-Are As is usually the case. under such we schools; or, are we not schools? circumstances. w hen residential . Shall we of our own inertia let die school heads get together. we were and wholly disappear from the letting shop talk interfere with scheme of things some of the finest wHat otherwise was a congenial understanding of the deaf child social visit around the luncheon and the "know-how" as pertain~ table. Perhaps. such is not a fault to his education? Must that be the but is justified. and even compell- price of selfish isolation? After all, ed, when so much is crowded into the d.eaf child is the center of it all, a few days' study that one finds and should and must come first in his own ~ecial interests just a our thinking and planning. To small thing in the agenda. The think in terms other than that of special services required in the edl!- synchronizing the machinery of cation and training of all excep- Our operation with that of educa- tional children, indeed. .covers a tion in general, on both the State lot of territory. and Federal level, is sheer nonsense. Anyway, over the luncheon More than that, even hesitancy table. we disculSSed the problem spells danger in the light of a fast closest to us. There was some 'eveloping general education pro- agreement that the current con- bram in America. ference had little to offer the Let's measure up to OUr respon- proponen ts of residen tial schools sibility. even if it means the re- for the deaf. Now this was with- moulding of the Convention and out doubt. a paradoxical situation. the Conference. in the purposefu After alL wasn't the program all- building of an organization and inclusive in scope, engendered and plan that works. Common honesty directed by the nation's educational compels us to admit that our old policy forming agency? And. were organizations are not geared to not we encouraged to speak our meet the crises of today. Neither piece concerning the problems of do the residential schools fit into the residential schools? a pattern that even promises, mUl..h In this splendid conference there less guarantees. safety and progres.s was a reason for our feeling of is- for the future. olation. and of not belonging. Every other interest present, in- D cluding the day schools for the deaf. were represented. not only R. Buell G. Gallagher, Consultant to the Federal Security by able workers in their field but. Administrator, in his progress re- by state directors of special educa- port on the cur- tion and other national leaders. The rent study being They came all the way from Cali- Gallaudet made of Gallau- fornia to New York and from Study det College, tho- Canada to Texas; and they all roughly "s a I d (7) himself" to this Corner when he admits: "One qualification with which the present writer approached this study was his ignorance of the problems of deafness and the deaf. Whatever preconceptions may have been present in his mind were not deeply ingrained, and were subject to objective scrutiny. He has been impressed, however, with the fact there are very few signif- icant points at which there is unan- ious agreement, or even general concurrence, among experts in the field. Many matters of fun- damental importance are the sub- ject of ardent controversy, and few issues of basic importance can be referred to objective and scien- tifically verified evidence for ver- dict." Outside of being a scientifically trained and practiced educational analyst, we do think Dr. Gallagher's greatest qualification for the job at hand is a natural one. Reference is made to "his ignorance of the problems of deafness and of the deaf." Coming into this specialized field of education following twenty years in the field of public school education. we have more than once proclaimed that ours is a wilderness of confused issues and faulty concepts; and that those. long in the work. could not very well 'see the forest for the trees.' Yes, indeed, a helpful study in ou.r field of education calls for a person without preconceptions.' If we could be emboldened to warn. the good Doctor. we would say, please analyze the analyst who has pr:econceived. Take nothing for granted. For instance we question the categorioal statement that only three of the Nation's schools for the deaf now do senior high school work. This. without doubt, is worthy of further investigation. In the editorial, "On the Situation." appearing elsewhere on this page, the acquired knowledge of the deaf and the "know-how" as pertains to his education is referred to. We would further admonish the survey man to watch (Continued on Page 10) Fran1 the Intermediate Departmer1t HEALTH, SCIENCE, READING, SPEECH AND HEARING AID A CLASS The four intermediate classes usually have health one period a week. The health workbooks were late in coming so these classes have been making up for lost time. Last year the A class finished the first half of the book, Aiding Our Health. This year they have just completed a unit of work on clothes and shoes. They have learned: why we need clothing, why we should have well-fitting clothes and shoes, and why we should care for our clothing. Some of the class discussions have ~overed: the best kind o\f play clothes, the things to look for in buying new clothes, and the harm that tight clothing can do to the body. The class members were pleased to learn that their parents and the school had been training them in good habits of clothing and shoe care. They decided that t ey would continue to develop C lese good habits. B CLASS The B class have already completed the first half of the book, Lfealth in Action. Now they are learning about the work of the lungs and heart. Howard Ledford drew some fine charts of the parts of the body for the class to use. The class have studied the parts of the breathing system and [he need of the body for air. They have learned how unhealthy adenoids and tonsils can keep air from li:aching the lungs. C CLASS Health in Action is the book which he C class are beginning this year. They have had all the signs of good health. Now they arc studying how to build each step on the road to health. The tir::t step, they learned, was eating the right< kinds of food. They lound that there are three main kinds of foods: bq'dy-building foods, fuel foods, and foods which help the body do its work. The last lesson which the class had was how important milk is in the diet Buffalo Bill that was interesting, and how necessary clean germ- too. -Franklin Bagley free milk is. I like to read and I got five D CLASS books from the bookmobile. I lik- The D class have just begun ed Jack L.ondon's Call 0' the Wild the book, Health All the Year. best. I liked the story of Rufus The importance of sunshine is the first topic in the book. They have learned about the need for sun- shine indoors as well as outdoors. They know now that all things must have sunshine to live and grow strong. They have also studied about sunshine in foods and something, about vitamins in food. They have learned about vitamin D. All four classes hope that they" will grow healthier as they learn how to take better care of their bodies. -E.D.M Reading, Speech, and Hearing Aid During the past two months the intermediate classes in Miss Casey's room have spent a great deal of time in outside reading, working with the hearing-aid, learning Christmas carols, and in studying the Weekly Readers. The A class has enjoyed a trip each month ito the bookmobile which stops in Cave Spring. These visits have been an excellent stimulation for outside reading to every pupil. Our thanks go to Miss Ann Kraus and Miss Mild- red Barton, who operate the bookmobile, for their gracious assistance in helping our students select books. Some of the comments the pupils have written about the books are printed be- low: I checked out two books about horses, The Black Stallion and The Prairie Cart. Walter Farley wrote one, and Stephen Holt wrote the other. The Black Stallion was taller and more beautiful than the other horses. I liked this story best. -Eugene Baggett the Hawk, too. --Jack Watkins The B class enjoyed the hear- ing-aid during the month of Dec- ember. They liked the Christmas carols and learned to recognize "Jingle Bells," "The First NoeL" "Silent Night," "0 Come All Ye FaithfuL" "Up On the Housetop," "Deck The Halls With Boughs of Holly," "Little Town of Beth- lehem, and "T'was the Night Be- fore Christmas." Some of the poems and carols were correlated with speech work and the pupils learned to say some of them. Other speech work was on vocabulary relating to the holi- day season and drills on final, in- itial and medial s combinations. The members of the C class stud- ied The Weekly Readers a great deal during the past few weeks. This class gets edition number four, but they also read clippings and topics from the third and fifth editions which are used in other classes. Each clipping or topic is mounted on a sheet of cardboard. with questions, Or some type of n~ading check-up at the bottom of the page. The clippings or top- ics are grouped in units. Each pupil selects a unit and writes the an- swers or reading check-up exercis- es. on a separate piece of paper. The work is corrected when the unit is hnished. The teacher keeps a re- cord of the units each child has completed and when he has fin- ished, the work is rotated to an- other pupil. ' There are many advantages of this system: it provides for ind'- vidual work and progress, the mat- erial can be accumulated and used The book from the bookmobile again and again. that I liked best was about George The D class participated in the Washington Carver. It was about Christmas program in December. a little Negro boy who became a They joined Mrs. Ware's class in famous man. Augusto Stephenson giving "Christmas Around the wrote it. It was a good book and World." Each pupil was dressed to I liked it. There was a story about repre.~ent a different country and ,(8) THE SCHOOL HELPER January, 1950 told of the Christmas custom in that country. Brooks Blankenship represented England and carried a ,plum pud- ding, Carol Smith was dressed like , i' ttle Dutch girl and carried some wooden shoes that came from I :olland. Saint Nicholas puts gifts in the wooden shoes in the land of the Dutch, Mary Ann Durrance was dressed like a girl from Fin- land where small children often. ;;leep' on straw-covered floors at Christmas-time, Andrew Lee Har- rison. representing Norway and .:>\vcden. car.ried a tree for the birds, Bet~y Sizemore was dressed like a French girl and carried some pretty shoes. Katie Mae Roger3. was Lucy, Santa's wife. who br.ngs presents to good girls in Switzer- land. Claude Butler was a dashing troubadour from Spain. Shelva Jean White told of the custom in Germany of placing a lighted candle in the window on Christ- mas night. to light the way for an angel from Jesus. Daniel Reagin told us that Santa's ride probably originated from the cold land of Russia, Wayne Edwards. Ronnie Herrington. and Willie Joe Knott were pilgrims to the birthplace of Jesus in Bethlehem. K.c. SCIENCE Every Friday. in the intermed iate department. we have science instead of arithmetic. The A class is studying the seventh grade book this year and seem to enjoy it very much. especially Jack Watkins, I think he had rather have science four days a week and arithmetic one, They have been studying about pond life-what animals live in the water. They learned how to make an aquarium and take care of it. They learned about salamand- ers A lot of the children had never heard of one, Mr. Caple helped us in this study by finding a red saiamander on the golf course. We kept it about two days and then let it go because we had no insects to feed it. Our two lessons have been on t JC dif 'erent kinds of rocks and stones and the different kinds of minerals in the earth. In the B class they are using the fifth grade book, They have been studying about the sunwhat causes night and day. and how hot the sun is. It was hard for some of the children to realize ~ow big and hot the sun really IS. Next they studied about heathow fire was discovered. how it changes things and about the heat from the sun, They have just finished studying about the plants and animals through the different seasons. The C class is studying the fourth grade book. They have learned about the earth-that it is a planet. how old it is, about time and why all parts of the United States do not have the same time, and about gravity. They learned that there are three parts of the earth-solid. liquid. and gaseous parts. They studied about the airhow it is a mixture of gases. the many ways to use air and air pressure. For the past few weeks they have been studying about bees, ants and beavers. All of these are social animals. They have learned how they live and their living habits. This is the first year the D class has studied science. They are using the third grade book. They first studied about the day sky and night sky-the sun. and the moon, how the moon changes every month and what it i:; made of. Next, they studied about how some animals live and growthe box turtle. how a caterpillar changes into a bea-1iful butterfly. the sunfish, the song sparrow and cougars. They studied how these animals protect themselves from their enemies and how and where they build their homes. They all 9Cem to enjoy learning about these different animals. D. F. B. SOCIAL STUDIES A CLASS The A class has been studying the West North Central States and in spite of maps. pictures. and stories of the West I sometimes wonder if they really understood that there are people in other parts of our great country just as the.re are here in Georgia. And yet. they do know that some of their friends and relatives live in different parts of the United States and enJoy finding these places on the map. Along with the study of the United States there have been les, sons on some of the inventions that have caused our country to grow and those that have linked its parts together. They have stu died about the cotton gin and its effect on the cotton production. Also the railways,. telegraph. and telephone that have connected the entire boundaries. B Class The B class seems to go to extremes. For awhile. they studied about the hot jungles of the Amazon Valley and from there they wen t to the Arctic regions where the Eskimoes and Lapps live. They seemed to enjoy studying about how these people live in the Far North. Their manner of life is so entirely different from anything we know tbat they seem more like story book people than real. The lessons tell about a boy and girl who live in these cold lands and it seems to impress the children in the B class that tbese children in the far away land do not have to go to school. Besides the lessons in geography the class is studying about the beginnings of French explorations in the New World. So far, they have only had about why the French began making explorations and about Verraznno, the first explorer sent out by France. C Class The C class spent the past month studying the life of the Indians in different parts of America and why they lived in different ways. Betty Pharr objected to studying about Indians because she said that she was afraid of them and it (Continued on Page 12) (9) Faculty Notes Mrs. Forbes enjoyed having all of her family together for the Christmas holidays. *** Mr. and Mrs. Ware and Robby went to Newnan on Christmas day. *** Mr. and Mrs. Dillard spent a few days in Atlanta during the Christmas holidays. They visited Mr. Dillard's sister in Dalton on Christmas day. *** Mrs. Stepp had a most wonder- ful Christmas vacation, the most important event was her wedding December 24th. *** Mr. Stout spent the holidays visiting his parents in West Vir- ginia and friends in Washington, D.C. * Mr. and Mrs. Williamson had a quiet Christmas at home. They were guests of Mr. and Mrs. Watson for Christmas dinner. *** Mr. and Mrs. Caple spent the holidays visiting relatives in Arkansas. Mrs. Caple's sister, Mrs. L. C. Kerr and son Rickey, of J onesville, South Carolina, spent a few days in Cave Spring. *** Miss Mary Forbes and Miss Mildred Forbes who are members of the training class of the Western Pennsylvania School for the Deaf, spent the holidays with their parents in Cave Spring. ** Lieutenant C. W. Hollingsworth of Quantico, Virginia, MCS spent the Christmas holidays with Supt. and Mrs. Hollingsworth. Mrs. Hollingsworth made the return trip with him and reported a very enjoyable tim*e. Miss Annie McDaniel, R. W. Baker and Dan Huckaby went to Alto, Ga. to bring her sister, Miss Edna McDaniel home for the Christmas holiday. It was a very enjoyable trip through the coun- try. The buildings at Alto Medical Center are beautiful. *** C. G. Turner spent the Christmas holidays visiting his family and friends in McCaysville, Ga. * Mrs. Turner spent the holidays in Atlanta with her son and daughter, Mr. and Mrs. Kenion Edwards. * Miss Katharine Casey was the ho' tess for her family's annual Christmas party during the holidays. Sixty members of tthe Ellis and Casey families were guests for _hristmas dinner. * Christmas bells were not the onl y bells ringing around our campus during. the holidays-Dan Cupid W;lS busy ringing wedding bells- On December 19th Miss Forbes. became the bride of Mr. Jack W. Brady, of Waycross at a quiet home ceremon y. The w~dding of Miss Geverna Chapman and Mr. Hubert Stepp was solemnized Christmas Eve in the Baptist church of Cave Spring. *** Mrs. Highnote and Mrs. Jones had as their guests during the holidays, Mr. Tudor Jones of Columbus, Ga. and Miss Margaret Jones who attends the University of Ga. Mr. John Jones and Miss Laura Jones of Atlanta also visited them during the holidays. Miss Brannon*enjo*yed being at home most of the holidays and M::eing some of her classmates. She spent Christmas day with friends and relatives in Alabama. *** Mrs. Irwin visited her cousin in Rockmart during the holidays. *** Miss Carnes is still enjoying her Christmas presents. She 'received a canasta set and she and some of her friends have been having fun playing the game. *** Mrs. Minter had visitors during (10) the holidays from Barnesville and Columbus. *** Mr. and Mrs. Kennard spent Christmas day with Mrs. Turner and Mrs. West at their home and were Joined by Mr. and Mrs. KeniOn Edwards of Atlanta. *** Mrs. Rebecca Crowe enjoyed having her brother, Floyd Spencer, of Philadelphia, visit home during the holidays. *** Friends and former pupils of Miss Marion Harned, who taught here some years ago, will be interested in knowing that Mr.;. Casey hears from her every Christmas. Miss Harned gave up teaching ~everal years ago and is now farming, which she says she's really enjoying. *** Mrs. Fincher and her family spent an enjoyable Christmas day with her brother, Howard Lip.!um, and his family in Atlanta. *** Mrs. Glenn spent the hohdays 'ery pleasantly with her family. r. and Mrs. Leo Stines, and two cnildren in Decatur, Illinois. Supt's. Corner-Continued out for those good kernels in the chaff. It is true tbat it is a bad admixture occasioned by an isolation policy. But, there are good seed there nevertheless. Finally, make a study of thl educated deaf themselves, both the Deaf and the Hard of Hearing variety. Find out what makes them "tick like they do." They can bear witness to much that is good, and withal very pertinent, despite discovered faults in their education to the contrary. We quote ourselves (as if there weren't someone better) -"As we figuratively gaze in ;the crystal ball and try to read the future of the education of the deaf in America, the brightest star in the firmament, transcending all else, is the Greater Gallaudet College now in the making." From the Colored Department We are happy to be back in school after our Christmas holidays. We had a good time at home and didn't forget our class- room work. We are all full of smiles, for we are dressed up in the new clothes that we got for Christmas and 'have many interesting things to talk about. We have made one New Year'$ resolution and that is to work hard and cooperate with our teacher so that 1950 will be the best year we have ever had. We feel chat it is going to be a successful year because we are going off to u.ch a good start. -Inez Hughes's Class There were only eleven pupils in our class the day school opened. Now everybody's here except Patricia, Isaiah, and H~nry. , Everybody enjoyed the Christ- mas holidays and we are happy to be back in school. The children are now ready to start to work again. McKinley got a drum for Christmas; Curtis got a cap pistol; and Frances got a cow- girl's outfit. Janie being our youngest and smallest girl was the only one to get a doll. -Helen Jones's Class We are glad to be back in school again after having 'such a wonderful time during the holidays. Everyone has returned but Mary Massey and Magdelene Stephens. Lueretha Camp was a day late and brought many nice gifts with her. It seems that Santa was very nice to everyone. Among the most important gifts, he brought Hartwell Rhone a pair of skates and a football; Louvenia Edwards, a "'!::ltch and a necklace; Geraldine Vickers a doll; Sara Ann Willis ome dishes and a ball; Leon Pittman two pairs of long pants; Marian Smith a necklace and a doll; Bobby Watkins a football; Don- aid Parker some skates and (....0 cap pistols; and Lueretha Camp a doll and a watch. Of course, en 1< were other gifts, but these SeellH::u LO be the most important. We hope that everyone spenl " nappy holiday season ana plans u make tpe new year a bigger anu ....etter year. -Rub" L. Jackson's Clas~ We're glad to be back 10 scnooJ alter the nice long Lhnstmas hol1days. ~anta Claus was good to all ot us. We were all back on tune except .bhse and W1lhe. .bhlle s motner brought ner back Weanesoay arcernoon. W1lhe 1S the onlY one who hasn,'t returned yet. We enjoyed talking about WUdl we did and tpe things we got lor .....nnstmas. Minnie came back WlCU u1: is proud ot her new SklIt. lVlarie. Corrine. and Llauae got new :moeli. Rayford has a new nng lYlary bas a new hat. !-'elton bas a new sweatel'. We were very busy the first day we were back in school for we ha plenty to do getting our classroom in order. The second day we were sufiiciently organized to do quite a bit of reviewing. Now that we are entering the new year we are working hard (0 accomplish more in 1950 than In 1949. -Mattie D. Sam'~ Class We enjoyed every minute of the Christmas holidays and ret we were ready to come back to school. Everyone was back on time with tbe exception of Eather Carson. We hope that she will soon come back. We did not get many toys this Christmas. Most of us got nice things to wear. Jennie Lou, Jo Ann, and Catherine got skates along with their other nice things. Our class, as a whole, feels that (11) we made a little 1 rogress during the year 1049 and we sincerely hope tbat in the ncar future others will be able to feel ~s we do. We further hope that 1950 will be the .1OSt prosperous year tha! we have ever had. -Hattie Menife2's Class Welcome 1950. We feel that the new year has good things in store for us and we want to take advantage of all the opportunltie:. that come our way. We are hoping to accomplish more than we ever have before. Since coming back to school WI: have talked and written about tile Christmas holidays. We have been reviewing. f \\ things have been forgotten urine; the long vacation, that make~ u_ realize how important it is for ac., of us to be in school. We missed Milton Hendricb and James Stevenson coming on the bus with us. Their mothers brought them to school in cars. -Lucille M cCullough'~ Class Girl Scout ews-Continued as our guests at our party. -Lois Watkins, Patrol Leader PATROLS III AND IV Mrs. Nathanson and Mrs. Dil- I;~d are our leaders. We have been learning the Girl Scout promise and Laws. We meet every Wednesday afternoon. We are studying for the Tenderfoot rank. Soon we will have our investiture. \Vednesday afternoon we took t rm digging up the soil in our garden and then we planted sweet peas. Afterward, '7e played games. We had fun. Mr:>. Nathanson told us abor.t Juliette Low, who founded the Girl Scout organization in 1912 in Savannah, Georgia. It was in teresting. --Jean Barrett cnd Ca-ole Smith, Patrol Leaders THE SCHOOL HELPER January, 1950 Intermediate Dept.--Continued made her have bad dreams to study about them. But in spite of her objections. she made one of the highest marks on the test. The class is also studying about the Spanish explorers and they have just finished lessons on Cort- ez and his conquest of Mexico. D Class Food is considered to be the first great need of man and there is much to learn about it. The 0 class has spent some time study- ing about the different foods and how they are obtained. The study of fruits as food re- quires a knowledge of where they grow and the places are looked up On the map. The ways of ship- ping fruits and of preserving them are interesting and the children have done good work on these lessons. During the Thanksgiving sea- son they studied about the Pil- grims and the first Thankgsiving. They also studied about Captain Miles Standish. Priscilla. and John AWm. R.R MRS WrARE'S CLASS We had an interesting Christmas program. It was about "Christmas Around The World. and symbols of Christmas. Each member of the non-rotating classes had a part in it. Jeanette Atkinson carried a candle. The candle symbolized en- lightment. since Jesus is the Light of the World. Diann Barber carried a poinsettia. The pionsettia comes from Spain. and is called the flower of "Good Night". Marcus Kemp. Claude Fuqua. and Edwin Aldridge represented Christmas carols. We sing carols at Christmas in memory of the angels in Bethlehem the night Christ was born. Clara Stapler carried holly. The holly is used as a Christmas dec- oration because it is a sign of eter- nal life. Mary Lee Johnson carried dif- ferent Christmas cards. The first one was made by an English artist. W. C. Dobson. in 1845. Shirley Clements was dressed like a girl from India. There Christians get up before dawn and carry torchlights to the churches for pra yers. Betty Ruth was dressed like a Chinese and carried fireworks and a lantern. These light the way to midnight mass for Christmas in China\ Wynona Stockton represented Japan. There Santa carries a pack of toys on his back, and is pic- tured with eyes in the back of his head, so that he can watch all chil- dren. Bobby Davis and Lennie Moon repre ented Australia. They car- ried picnic baskets. Christmas din- ner is usually a picnic at one of the beaches. as Christmas comes then:, during summer vacation. Louise Hunt was dressed like a Hawaiian girl. Santa comes by boat in Hawaii. S. F. W. MR. DILLARD'S CLASS Marshall Harper enjoyed spend- ing the ChristmJls holidays at home. Rowena Heath stayed at home on Christmas Day. Jean Rentz visited her aunt and uncle. They had a big dinner Chr.stmas. James Faulk got a new suitcase. a wristwatch, a billfold and a jacket from Santa Claus. He is proud of them. Louise Smith's mother was sick during Christmas. Louise washed dishes for her. James Pope, Essie Mae Taylor and Barbara Hobbs did not come back to school after the Christma holidays. We hope that they will come back soon. Clarence Rainwater is proud of a new sweater. His mother sent it to him for Christmas. C. D. Advanced Dept.--Continued I helped my father in his office, made a trip to Atlanta. went to qiute a few movies. had a good time with my brother and enjoyed being with my mother and father during the holidays. I always have a good 'time when I go home. but at Christmas I have the (12) best time of all. -Bob Pennington I think I had a mighty good time Christmas. I worked around the house most of the time. but I got to see a lot of myoid friends. I went'to church nine times while I was there. I enjoy going to Sun- day School and church. -Artis Allen Primary Dept.-l'ontinued at times, especially after the Christmas holidays. We are still talking about the good times Wo: had and the nice gifts we received. As 1950 rolls around. we are busy making our New Year's tesolutions. We have all resolved to work hard and to be good boy ... _nd girls. We want to be pollt~ .u everyone, to obey the teachers an...: supervisors, to be kind and sweet to everyone all the time. to pay attention to our teacher, and to be good to the boys and girls. We, as a class. resolve to continue to work happily together and to progress as rapidly as possible. We would like to wish our parents, families, and friends avery. very happy New Year. --Jessie F. Jones's Class This time last month we were all thinking. talking, and writing about Christmas. We enjoyed studying the wonderful Christmas tory and looking at all the beautiful pictures that tell of the birth of J esus. We had had the story for the past two years, but each year a little bit more had been added to the story, and we could never tire of hearing it again and again. We learned several Christmas songs, but "The Cradle Hymn" was our favorite. We had a grand time at home with Our families and friends. 01'Santa was pretty good to us all We would like to thank everyon2 who had .l p.1rt in makin~ our Christ.mas so merry and to WI~;~ everyone a "Happy New Year !" -Emmalee Highnote's Crass HERMAN E. TALMADGE, Govlmor Georgia School for the Deaf ITATll aOA D OF EDUCATION M. D. COLLINjg. gtaie luperillteadat If leh ADMINISTRAnON C. H. Hollingsworth, M.A., Superintendellt Janice R. cnple, Secretary J.lian Tumlin, Steward MJ'rtle A. lohna.n, Su'y t9 Steward Earl Cox, Engineer Chari 1:. Owell, D.D.S. Sam Garner, Jr.. M.D. Sarah Griffitk, N.rlle INITaUC"fOU J9};m L. Caple Prinei,al Primary Depart_t I.terdiat. a.i Aivani D.part__t Marie S. Kennard, B.S., IIl'v, Tealkn Doria Brannon Catharine Carnl., B.S.H.i:. Polly Caeey Rebecca S. Crowe Mabel L. Finehn Yay F. Glenn iimmalee J. Hittlllota Jim Irwin Jelaie F. JonG. Miriam B. Miater Mary P. Turner B.A., A.at. !upv. Teacher. Advaneed bepartment lCatharine Cue,., Aut. Supv. Teadllr, Intermediate Department. Connor Dillard Ruth D. Forbes Dorothy Forbes, B.S. I:dythe D. Monts-ornery, ~.S. Gail Stout, Jr. B.A. Kathryn W. Williamaem, B.A. Franees M. Ton.f.on, B.A.. Sarah F. Ware V_atial D.part__t John L. Caple, Supv. Teacher C.G. Turner Printing J.R. Ware Carpentry Connor Dillard Shoe Reparing RUllell Royston .. Barbering & Pressing Jessie Powers Art. &: Crafh Gladys L. Latham Beauty CllltUlN .A.lllii. McDaniel !Iwitlg Geverna Chapman, B.S.H.E. . . Home IJconomics c.t_.eI Depart__t Inn Hughea RCullp;>..y. .L. I.Jalclk_so_n k LlII'~ IlcC\lllouS-k, 1,.,ft'Tiaill. Te..ker Ha"'e I. II...... Helen Jone. KaWe D. . . . . :CHOOL . \. .., II PUBLISHED AT THE GEORGIA SCHOOL FOR THE DEAF, CAVE SPRI G. GEORGIA FEBRUARY, 1950 VOL. 50 NO.5 FOLKSY LEITERS Dear Folk.: I recall saying one time that I was as full of ideas as a dog is fle'as whtn it came to writing these letters. Ho,wever, it was a very loyal reader who IUlgested the topic for today. The good lady ups and says. "You know what I want you to write .bout in your Folksy Letters sometimes?" "Write something about Professor Brown." she said. Now, this good old colored man, whom we are proud to call our friend, was the principal of Fairview High over in the Padlock District of Cave Spring. He was the appreciated friend of all who knew him, both white and black. There was no colot line for this faithful soul when it came to miaking friend.. He simply won the respect and admiration of everybody through the medium of cheerfulness. unbounded energy and a four-square backing of those principles designed to best serve humanity. and, as he expressed it. the good Lord. -By the way, his Lord is the same One whom we white folks endeavor to serve. It is doubted that Cave Spring will ever see the likes of old Professor Brown again. That reminds me that I heard the late Reverend Augustus A. Tilly once say. "I am afraid the white folks of Cave Spring do not apprecipte Profcssor Brown as they should. He is one of the greatest influences for good in our community and he will be greatly missed when he is gone." Many the time we were invited. by our good colored friend. to attend special occasions at his school. To our regret we never did go. Even at that, everybody could feel and see evidences of his fine school work. These impressions reached them from many angles and sources. He probably prepared and sent to college. from his little school, more young Negroes than went from any school of comparable size in the state. I never shall forget the time he and my son, Hillis, conspired together to get our cook's son. Ralph, over for a tryout at Tuskegee Institute. It was Hillis who maneuvered around to asking for the use of the car It was Professor Brown who followed up quickly with. "Your son will drive carefully, we will get the gas. The Good Lord will bless you sirl" The majority of us can best recall Brown as we remember him com- inl down the street speaking to everybody. He rarely ever used the sidewalk, but traveled out in the street. Although past seventy, he moved in kind of a dogtrot. He would scarcely break that pace when speaking to his "white friends." right and left, with a bow and a great sweep of his hat that would almost brush the ground. His bald pate, framed with a rim of cotton-like wooly hair, added more dignity to his bearing than comedy. Yes, our friend, Professor Brown. is an humble man. Yet, his humbleness bespeaks kindness rather than meniality. His education is superb. He was often referred to as the only Harvard Graduate in the Floyd County School System. This isn't true. but he did have two years at Harvard where he absorbed what was best for him, rather tnan an accent. His sincerity and enthusiasm kept the patrons of his school, and his "white friends" alike, trooping to the little school house to see his charge in action. There would be dramatics. songs, drills and exhibitions olf school work. There are people in Cave Spring who will tell you that the shows he put on were nothing short of marvelous. Everybody liked to lend him both moral and financial support, for. in addition to the splendid school, it was known tbat bis people, under bis leadership. usually oversubscribed their quota to the Church. to charity. and to the patriotic demands of the times. One can but count it an honor to claim acquaintanceship and friendship with Professor Brown. After all. when we reach that other shore. we will doubtless find our friend holding counsel with the truly gre-at. Wasn't it the Master who said, ."He who would be greatest in the Kingdom of Heaven, must be the servant of am" Cave Spring's loss is Gainesville, Georgia's gain. We salute you, our noble colored friend, yet while you live! You ;tre too old to teach, they say, but no one can ever stop you from going about doing godd. For, that is your and "the good Lord's" will. This is the request story folks. Although badly told, you would appndatc it more if you, too, knew the good old ~an about whom ,we write. Yours sincerely, C. H. Hollingsworth (PoUt Countfl Tim~s. Cedartown, Georgia, Februarll 16, 1950) THE SCHOOL HELPER VOLUME 50 -- -,--- FEBRUARY, 1950 NO.5 RESOLUTION ADOPTED CONFERENCE ON SPECIAL EDUCATION U. S. Office of Education Urged to Assume Full Leadership in Coordinating and Extending Special Education in the Several States. INTRODUCTORY STATEMENT This conference is composed of 52 professional consultants representing the several fields of special education and the several types of educational organizations. They have come from 25 States. Three days of intensive work have been devoted to an evaluation of exist- ing programs and services for educating handicapped children - in residential and day schools - at federal, State and local levels. Residential institutions and day schools to educate handicapped children have been developed to an extensive degree. For certain types of handicapped children and under certain forms of organizations, experience dates back more than a century. For other types of the handicapped, programs have been developed only in recent decades and years. High standards of organization and practice are enCOuraged.. The effectiveness of special methods and the necessity for special services have been demonstrated beyond a doubt. But adequate programs for educating handicapped children are not uniformly available. They tend to be centered in cities and primarily in those States having high economic resources Only about one handicapped child in eight has opportunity for the specialized education he needs. Facilities and practice vary widely from State to ~tate, also from community to )community within &tate. Least provision is made for children in rural areas. Considerable knowledge on how to educate the handicapped is available, but it is not adequately dis- seminated over the country. More- over, some pertinent educational problems have not been resolved because monies have not been pro- vided to finance the research nec- essary to show what is exact knowledk,e and what is best prac- tice. The need for assistance exists in every State. The lack of facili- ties and of the means for financing them constitutes one of the major social lags throughout the entire United States. Extension of this program and provision of special educational iacilities are essential to any ade- quate total program of education. This is true at national, State, and local levels. It is a fundamental principle in our democracy that every child is entitled to an op- portunity to secure an education. That right is not guaranteed and in fact is not being provided for all. The resolution which follows points the direction, defines our responsibility, and will certainly result, when the recommendations it carries are in operation, in pro- viding for handicapped children, i'or the first time in most of the United States theu- "chance in life". ' This conference therefore resolves that: First-Responsibility for assistance and leadership for developing and extending facilities necessary to educate all types of exceptidnal (haqdicapped) children and youth is a national concern of large dimension and of immediate urgency. This responsibility must be recognized and it must be accepted at all government levels - national, States, and local; also by both public and private agencies. Second-Responsibility for administering Federal assistance and providing Fed era I leadership should be centered in the Office of Education of the Federal Security Agency. State departments of education, local school systems, and residential institutions need, request, and should be able to secure assistance from the Federal Office. There is no other plan that can provide it. Accordingly we recommend: (a)-The establishment of a research facility in the U. S. Office of Education with substantial appropriations of money and with qualified staff to stimulate, prOlffiote, and publish the findings from research studies. This research should include an evaluation of existing educational programs for each type of handicapped child; operation and evaluation of experimental programs; determination of what constitute most effective methods. what remedial services are essential, and how teachers and other specialists should be prepared. (b) -Monies for publications to disseminate information on best practices and procedures in educating handicapped children. There is a nation-wide need for such information. (c) -Additional professional staff in the U. S Office of Education, with consultants in each field of special education who are .:;ualified to: Encourage. au(Continued on Page Twelve) From the Intermediate Department ARITHMETIC February the 15th achievement tests were given in the interme- diate department. The children spent the whole day in the chapel taking the tests and 'Some got very ,tired. All of the classes did ex- ceptionally well in arithmetic. of which I was very much pleased. The A class had an average for the entire class of 7.0 (that is 7th grade) in ar~thmetic fundamen- tals.with a high of 8.1 and a low of 5.5. The average in written problems was 6.1 with the high- est one 8.0 and the lowest 5.1. The B clalss averaged 5.5 in arithmetic fundamentals and the highest in their class was 6.0 and the lowest 4.7. In written prOL'- lems the B class averaged 4.3. The high~st grade made was 5.1 and the lowest 3.3. In arithmetic fundamentals the C class averaged 5.2. The highest grade made was 5.8 and the low- est 3.0. In written problems the average was 4.6 with a high of 5.8 and a low of 3.6. The D class's average for arithmetic fundamentals was 3.7 The highest was 4.2 and the low- est 3.0. In written problems the average was 3.3 with a high of 4.7 and a low of 2.5. As with all children the writ- ten proclems are harder for our children. This fact shows up on these tests. D.F.B. ENGLISH These are imaginative autobio- graphies of animals written by the A clalS'S Now they are working on their own autobiographies. They are all finding it rather difficult to find as much drama in every day life as in flightsl of fancy. E. D. M. ,My Own Story I am a big white dog. Long ago I lived in a dog hous'e near a big white house. All they fed me was bones, and they kept me locked up. When I was one year old, they gave me away. They moved me far out in the woods cause it always w~s afraid of me. near a big river. There was a dog I am a very brave bulldog. next door and we used. to play . -Robert Wooten :all the time. I liked to go out to My Life Story catch rabbits and many other I am a collie dog. I live outside things. of the house. I belong to Mr. and When I was four years old, Mrs. Lester. I am ten years old. I I ran away. I ran far out into the help people all the tim~. woods, I got no food. At night One night when I was five I went to the people's houses and years old, somebody went to loo~ed around to' steal food. the house to steal the silver and One day I was walking along' other things. I could hear the per- tired and hungry. I wanted more son walking On the floor and I to eat. I was far away from' home. barked at him. I frightened him I got a lot of water. and made him run away from the One day I was getting old and house. Mr. and Mrs. Lester praised I saw some honey. I began to eat me. it, but the bees stung me. So I When I was' eight years old, I ran away and never went back saw some houses on fire and I there! I w:alked till I caine to a big got some peopl~ out and I saved white house. I had never forgotten one person's life. it. It was myoid home! I ran to' Another time I saw a baby it. They shall keep me and I shall live here forever and never run away again. , -Franklin Bagley My Life Story playing outSide. I heard a snake making a noise and killed the snake and saved the baby's life. The baby's family patted my head. . I am a bulldog. I am four years One day I met the grocery man. old. I lived outside of the house in my little dog house. One day I nibbled an old bone held in my feet on the ground. I ran and followed a car. I said, "Bow wow wow." I panted. I went home I barked 'at him, "Bow.wow, wow 1" The grocery man gave me some steak scraps or wieners. I ate them very fast; and the grocery man patted my head and smiled at me. . and dran" some water. I rested and slept. I saw a little dog stealing myoId bone. I ran and said, "G-r-r-r-r." The little dog was frightened of me and ran away. Another time I played with a man's bedroom slipper. The man scolded me for playing with his shoe. I went outdoors and sat on the porch. The grocery boy called me and he gave me some wieners I play with other dogs sometimes. I sleep outside sometimes. I watch for company to come and I bark at them. -Wynell Godwin My Life Story I am a little hQrse that lives in a circus which travels. I am four years old. I was born on Septem- ber 12. 1945.' I have no brothers or sisters. I ate them fast. I was hungry and thirsty. When I was little, j liked to pLay. I liked the' sun because I Then I saw a pretty kitten liked to run an,d play around in coming to see me and play with ' the field. I always played when me. Then I went to sleep. The I got a chance. little kitten wanted me to play One day I fell and got hurt. I ball with it. I am an old friend limped because ,my an.kles hurt. of the kitten. Then a man called a doctor. He One night I watched to see came and fixed my ankles. I felt who came to steal myoid bones. better and stopped limping. I had' One do~ ca~e and looked at my to stay in the pasture for three bone. I ran and said, 'Gr-r-r-r." day1s. When I ,came out to tbe It was frightened' on me and ran. field. I saw my mother. I ran to away. I was proud of myself be- her and followed her. If she ran, (2) THE SCHOOL HELPER Febr$ry, 1950 I ran, too, because I loved to run skipped everywhere. Then I came old. I have two sisters and one and play. My favorite thing was back, to the barn. The girl en Joyed brother, and I :.have SOme good playin~. I liked to go outside and the ride on my back. chums, too. A girl gives me some play with other horses. My moth- Everybody thought that I was bones. I hide my bones in the er would let me go out. a smart horse. . ground. Then I go back home. When I was five years old. I . -Martha Maxey Once I saw a poor dog stealing my learned how to horse race. My My Ufe Story bones. I ran and fought with it owner made me run around and I am a kitten. I live in a house bemuse I didn't like it to steal my around. I had fun. Another horse in Georgia. I am five months old. bones. The poor dog was afraid came to race with me. I got mad. I drink my milk from a saucer. I of me because I was a bulldog. We fought with each other. Our have three sisters and two broth- Ol).ce I saw a cat sitting on the us trainers came and told to stop ers. Some people love me and ~y sidewalk and I ran after the cat. fighlting. But we did not stOlP family, too. My family and I love The cat ran and climbed a tre~. I fighting! Later my owner said to play with the people. I have said, "Gr! Grl" , that we would have a circus per- one friend, a dog. I like it, but Sometimes people throws a ball formance that night. I was very other dogs, that I don't know, and I run and catch' the ball. I glad to be in the circus, but I was make me mad and ocratch. take it back to the people. Then very wild. I began to have a 'won- One night I got a small mo"use. they pet me and I am proud of derful time. I like circus life. I ate it all up. My family was myself. -Laura Anne Briqman Jealous because I caught a mouse. One night a bad man came into My Life Story When I am hungry and when the house. I heard that man walk- I am a hotse on a farm. I live people are there, I say, "Meow," ing On the floor. So I woke up in the pasture.! am five years old: and the people know that I am and saw him. The man had stolen The man who works on the farm hungry. They give me a.nd my - the woman's silver knives, forks, feeds me hay and water every family some raw steak, other food, and spoons. He saw me and drop- morning, noon, and evening. and milk. ped them. He ran away from there. Then he fixes my face and back. I 'love to play with a little ball. I ran and caught him. The man's Wle go plow on the farm. So I When I play very hard, it makes pants tore up. plow and plow a long way me tired and I want to 'sleep and One morning a girl fed me some all day. My back gets hot. I rest. . food. So I was full and I lay get very tired. When the man fin- I like people to pat me because down on the grass. After awhile ishes plowing on the farm, he it makes me feel good and sleepy. the gid called me. I woke up. She takes me to the barn and takes off Wlhen I am outdoors, I walt for wanted me to go with her. We my 'harness and I go into the pas- people to come home. After awh.ile went to the: 00. We saw some ture. I lay down and roll over and when I hear the men coming, I animals., I looked at a pony. I over. It makes me feel better. run to the house and people open wanted to ride on the pony's One day the man wanted me the door and I run into the house back. A man saw me looking at it. to take the corn in the wagon to because lam so hungry. So he decided to get me and put the mill. I waited and waited I hate it when people bathe me me on the pony's back. After there. So I went to find some because I don't like baths. People while the man told the girl that grass. When the. man finished put me in water and it makes me he wanted me. The girl said, "No". getting the cornmeal in the scratch their fingers and hands She told him that she wanted me pack, he called me to come there. and it makes them hurt. That is because she loved her dog. Then ::)0 I went back to the mill. The why I don't like baths. When we went back home. man put the. pack into the wagon. they finished bathing me, I lick That night I ran away We went back to the barn and he and lick all over my body and go there. I ran and followed the man. took off my harness. The man outdoors and it makes me warm So the man saw me and caught me. took me to the pasture. when the sun is shining on me He kept me and put me inside a Some of the man's friends came I love to look' at birds and try fence. to the barn and visited there and to catch them, but birds flyaway. The next morning the girl they saw me. I was a pretty horse. Sometime I shall catch birds be- looked around the house. She cried They petted my face and they fed ause I like to eat them. because she wanted her bulldog. me some hay. They thought that When people buy fish, I smell Her mother said, "Don't cry." I was very strong and smart be- it and it makes me very hungry. I She did not give up. So she deci- cause I always helped with the always love fish. ded to go to the zoo and she saw work on the farm. The man was -Rose Mary Smith me there. She told that man I was proud of me. My Life Story her dog. The man said, "Yes," He One little girl begged the man lam a bulldog. I live an ap- found me. The girl said, ''Thank to let her ride me somewhere. So 'artment house near the faa. I was you." She got me and took me she jumped on my back and I born in Georgia. I am two years back home. She fed me. Sfie 'was (3) THE SCHOOL HELPER February, 1950 happy that I was back. She washed not leave and find food in the the flowers, hated me. I bit off the me. I liked to play in the water. forests. flowers and they fell on the She got her dress wet. Then I --Jack Watkins~ ground. ' was dean. She took a picture of My Life Story A man came to me, and deci- me. She was proud of me because, I am a big strong horse in a ded to whip me and I said, "Yap, sometimes I was smart. circus. I am trained to do many Yap,:Yap." It hurt my back. I ran --Juanice Dukes tricks. I go all over the United awayi frpm home about fifteen My Life Story I am a big crow. I've live out in the woods on a mountains, near Cave Spring. The mountain. is called Indian Mountain. I am thr:ee years old. I have had many experiences. I have no brothers or sisters, but I have a great many friends. I heard my friend\5, say that during a storm it blew very hard anti another, tree fell ''and struck the tree where my par- ents had their nests. The iolt shook the other eggs out of the nest or smashed them. ' I have always been hungry from a baby to a large bird. I like to play tricks on others and learn new tricks. I live with many other crows: Once in a while a hawk 'd fly in and we'd all go n~r him and Jump on his back and pull the feathers out. When the hawk 'd fly too high to suit us, we'd have to fly down.' Often I used to sit in an ever- green tree in winter and w.atch the hunters. Very often at mght m) feet would stick to the branches because of ice while I waSJ sleeping. Other crows might die of star- vation, but if there was no food, I always went to a house to ~ind a few scraps of food or get mto a chicken coop or barn to "bor- row" a few eggs. Then I returned to the woods feeling very full. Last springtime I hunted for a mate. I had lost mine! There were anIy ,a few and I picked the big- gest one. There was a rival ,and I hiad to fight. The rival lost and died! But he left a scar of his>-- it was my left eye. J lost that, b1,1t I won a mate. States with the circus. Many people come to see me do tricks. Sometimes I have to work very hard when it is time' to put up or take down the tents. I am tired when the circus is over. One day some people teased me, and I got mad, and stamped the ground and kicked. Some men whipped me with whips. They hurt me a lot and then I had to behave. After a few days I was doing tricks and working again. I am nine years old and I have been in the circlls for about six years. I have water, hay, and green grass to eat, I like the boy that brings water to me every day. Sometimes he gives' me sugar. He delans me and combs my hair. Sometimes he takes me walking around the circus for exercise. ' One day a man was cruel to me and I tried to slip away. I broke the rope that was tied 'to my neck and started to run, but some men heard me trQtting and caught me. I wanted to do this because I was born out in the West and I miss it, I was caught when 1 was only three years old rand taken' to a cire. us. I hope someday that I can slip off and go back to the West to my home in the mountains and be a wild - horse leader. -David Barrett My Life S'tory I am a black and white shepherd dog. I live out in the sheep pastures. I am one and a half years old on my next birthday which comes the day before the spring. I have an older brother. I like' to play with the little lambs, but my older brother makes me learn how to keep the sheep in the pastures. miles. I became a wild dog. I- was hungry and worn out. I decided to kill one sheep and eat lots of the meat and get my stomach f\lll. It tasted rather good. I heard a creak on the rocks. A man canied a rifle. He saw me and shot and 'almost hit near my ear. I ran faster and faster like a deer. At last I went to the mountain tops and looked for sheep. I wanted to eat one. The man saw me and shot my hip. I fell and rolled down a steep hill. It hurt my hip, and on the ground near the rocks he shot me. Now I am wounded! I shall die soon! -Eugene Ba(/qett My Life Story I am an Eskimo dog. I was born in 1945. I live in, the North. I am five years old. I have seen many things. I have two sisters and three brothers. I like very cold weather.. I work, in harness to a sled. People ride on the sled. I don't play with my sisters or brothers. I like winter best be- cause it snows all the time., I can remember my sister and brothers and aU the seasons. Once a man had some food for his dog, but I stole the food and bit his dog and started fighting. The man was angry because 1 stole some food. I was hungry and went home and saw my sisters and brothers eating their food. So I ran and got some food and ate all of it. I didn't like my sisters and brothers and I bit them all the t,ime. My mother dog ran away from us. I ran away from my my sisters and brothers. I think that mother dog died long ago. In the fall while I was walking One morning it was a pretty I was alone in the woods. I on the grass, a trap caught me. The day. I weflt to the flower garden wanted people to find me again man who set it was sorry and and looked at many pretty color- because I was hungry. I saw tlk kept me as a pet. I like being in ed flowers. I wanted to play with creek in my path. I ran and drank the house. I am always happy them, but the flowers would not some water and felt good. I lay there. Besides I am crippled. I can- 'play with me. I was angry that down and slept on the grass. 1 (4) THE SCHOOL HELPER Febr~ary. 1950 I heard a dog say. "Bow wow." I Indians told Columbus that the each head eating to destroy cot- saw a wild dog and I fought it balls were made from the har- ton. This pest causes millions of and I got my leg hurt. Someone dened juice of a certain kind of tree dollars in damages to our South- aw me get hurt. He got me and that grew on the island of Haytti. ern crop )ut me in his pause. It was very No one reali;ed that this gum was The grown-up insect lays its warm and I had some food by th2 important and nobody paid much hundjreds of eggs on the under ire. I shall die soon. It is 1950 attention to it. Many years later side 6f cotton leaves. In a few now. an Englishman discovered that days these eggs hatch into worms -Ann Thompson rubber would erase encil marks which begin to eat the plant. The and people began to value it more pests can be. destroyed at this time READING . highly. by dusting poison on the leaves These topics on' materials and Weeping tree is a good name for The birds eat some of them. In science were written by pupils in a rubber tree. The bark is cut on a few days the boll worm crawls in the intermediate' A cla'ss. After a unit on reading for infor~ation, these summaries were written to help the pupils in picking out the most informative parts of topics and to give practice in organizing this material into a short topic. K.c. CHEESE One pound of cheese has more food value than a pound of steak or chicken. Some cheese is very expensive and fine. Some kinds are cheap and good. Roquefort cheese has mold in it, and it tastes awful. It is white with green mold in it. Miss Cas~y brought some to one side of the 'tree and a cup is into the co.ttom blossom. where it fastened just below the cut. The can not be reached by poison. Day cups are filled with milky .!uice. after day it crawls from blossom As the iuice is hardened or eva- to blossom until weeks later it is porated the substance become rub- grown. Cotton which is late is ber. hurt most by the boll. weevil. ,Charles Goodyear, an Ameri- -Laura Ann Brigman can, experimented with rubber RICE many years. He discovered the pro- Of all the people in the world. cess of vulcani;.ing and it became about one-third live on rice. They possible to use rubber in an end- do not eat it the same way. nor Less number of ways. Manufac- do they cook it the same way. turers tell us,th.at there are as many Many people eat rice with their as a hundred thousand different meals as we eat bread. l.\ses 'of rubber today. Rice was grown in India long -Eugene Bafj'qrm before books were written. The parents of the rice of today are PERFUME the grains of wilp rice that grew in school to show to us. I prefer yellow or American cheese. It is a cheap food. even if the price has gone up, because it furnishes so much energy. Cheese waS' used a long, long I was surprised to find out how perfume is made. I thought it was made from water with something dissolved in it.' I was surprised to find out that' 1perfume ~s made from animal sources, oils, alcohols, the marshes of Asia. Today there are fourteen thousand different kinds of rice. A rice field is a low flat piece of ground. with ridges of land all around it. The field is flooded as time ago. Different countries are vegetables and flowers. the crop grows. As the plants famous for different kinds of The an~ient peoples of the grow taller more water is run cheese. The Dutch are famous for world made and used perfumes. into 'the field and the plant stalk a red-coated round cheese. RO(iuefort cheese is made in Ro.:,uefort, France. Italy, Denmark, Switzerland. and England are famous for their cheese. Two of the largeSit The Egyptians learned to make perfume from flowers. The Athenians preferred the odor of violets. France leads in making perfumes now. In some sections along tries to grow taller and taller and keep its head above the water. The water is let out before harvest time and the ground dies up. The rice, is cut before it is entirely ripe so producers of cheese in the United States are Wisconsin and New York. the Mediterranean. raising flowers for perfume is the chief work Of the far1Dr. tnat the grains will not scatter new electric stoves, a refrigerator, and numerous new pieces of small equipment. The walls have been painted according to a planned color scheme ,of' green 'and yellow. Each girl has played a vital part in the creation of our department. For the promotion of all State-Aided Schools For the Deaf 1. Improved recognition as educational institutions with control in the hands of educational boards. 2. Sectional and national associations with accrediting authorities and approved measuring rods and standards suited to each association, ,terminating in the highest requirements for membership in a national association for 'schools for th~ deaf. ' 3. A greater GaHaudet College serving the interests of all the states with special emphasis on r'esearch find- ings openly arrived at and freely disseminated in pro- moting the educational interests of all the schools. 4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping. with the spirit and purpose of its creation. , 5. Federal equalization aid for education that will guarantee equal opportunities for deaf boys and girls in all states. ' 6. Ultilization or a full-time state Field Agent and Placement Officer (o'r both) to locate and enroll deaf chHdren in the State Schools for the Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduates. HOMEMAKING EDUCATION The school year of '49 saw the homemakjng department come into being. Since the Georgia School for the Deaf had not had a homemaking department for seven years there was very little equipment on hand. The tirst five months were spent teaching the students to face lift a hOlIIle. They made drapes, renoVlated numerous chairs, tables, cabinetis., planned bookcases and painted all' according to a chosen color scheme. This department' was established to promote better understanding of problems related to home life: ' such as, child care, personal development, good grooming, family relations, foods, nutrition, better buymanship, household planning, etc. The homemaking program is designed to be _ taught to the four upper classes. The first y~ar stu- dents are. taught the simpler form of homemaking. As each class progresses it is given more advanced training. The last year is to be devoted to final pre- GIRL SCOUT NEWS The following artiCle was taken trom the "Let's Go Scoutipg" COIlumn mthe Rome NeW's- Tribune: I One of the troops we're really proud of is the one at the Georgia School for the Deaf. There are 48 girls in this intermediate troop - and they're proud of the fact that they are registered scouts: Their leaders are teachers at the school, Mrs. Helen Nathanson, Mrs, Frances Tollefson, Mrs. Dorothy Brady, Mrs Myrtle Dillard and Mrs.' J. R. Ware. All of these leaders are non-hearing with the excep- tion of Mrs. Brady. The troop is sponsored by the Shrine Club. . Did you hear the horn~ blowing? The crowd was assembling .for a .little journey d'own to Cave Spring for the troop's third birthday party. Mrs. Wade (Jessie) Akin said it was just beautiful. The dinner was in the main', dio.ing room. On the center table was a tremendous birthday cake iced in yellow with green trimmings. Throughout the room the yellow and green' color scheme was carried out with Jonquils and forsythia. Jo Stegall, president of the Shrine Club, told them he hoped to have the Shrine Clowns come to visit them at the time of the weiner roast planned for their benefit by the Shriners, You 'should have. seen their eyes shine and faces beam over ,the a,nticipated pleasure. Grady McSpadden commented "Don't know when I've seen as many pretty girls in one spot." Mrs. Polly Casey was interpreter for the evening. Scouting means so very much to these girls because their opportunities for outside activity are more limited. Only five of the forty eight have their uniforms but we hope that will be' taken care of soon. (Continued on Page Ten) (6) Superintendent's Corner Y OUR attention is calied to a in the January issue of JUST Resolution passed by a con- ONCE A MONTH. ference on Special Educa'tionwhich Textbook history, at best, is met in Wash- written in prosaic style. Such A ington, January source material as old records, old Preponderant 4-6. 'You will letters, and old men quickened to Resolution find the resolu- informal reminiscence, tends to vi- t ion featured' talize and humanize historical re- elsewhere in this issue 'of 'the cordings. Especially is t'his true of HELPER. the latter when the mind is cry'stal It is believed the action taken by this conference marks the beginning of a new implementation of the education of the exceptional child that holds brigh,ter promise of favorable results than anything ever. undertaken' before. Certainly, the direction taken is a giant step clear and the memory vivid. Such was the case and such was the man when Dr. McClure got to think- ing" talking, and writing, as encouraged by his grandson, Bill McClure. Dr, McClure's account and description 'of bywords passed between Edward Miner Gallaudet forward toward the coordination" and Alexander Graham Bell, of of our endeavors and the standard- their very mannerisms and subtle ization of our' methods in' striving behavior when they met face to for a common goal. face on the lecture platform defines New educational services, now a, heretofore unrecorded, classical offered to hitherto neglected han- dicapped children, cry out for the guidance and assistance offered by this resolution. Older services, like that' of the education of the deaf, need ~ui~ance for the. attain~ent of umty m the professiOn and for standardization ~f performance. All should fit into a pattern uni'versally accepted as a more scientific and humane approach to the job at hand. eponym that lends' color and flavor to the early history of the education of the deaf in America. His d description of Gallau et's last attendance at a convention, old and ,'eeble, perhaps a little arrogant but sublimely unbending, are immortal lines. , What a treat it must have been to witness those two intellectual g~ants; the one a superior scholar and the other ,an inventive genius, meet in' combat! It will take better organization than we now have to do these things. That is why the resolution is important. It undoubtedly heraIds the beginning of a, renowned and epic-making advance in ,the field of Special Education in Amerlca. Yes, we are' grateful to you, Bill. Get the old gentleman, the deaf man's ideal of educational attainment, your grandfather, to give forth again. We like it. Such as he has to say gives us both profit and {pleasure alid Withal enriches and 'extends our historical perspectives. T HE profession owes a debt of gratitude to W. J. (Bill) Mc- Clure, Principal of Kendall School, for his part in McClure getting t hat and estimable 0 I d Gallaudet gentleman, Dr. George Morris McClure, to 'reminisce to the ex- tent that, "Dr. Edward Miner Gallaudet As IRe m e m b e r Him," was born a,nd published OUR good rienc\, Superintendent Edmund B. Boatner, up Connecticut way, once told us that we wrote some A "g 0 0 d stuff' Faux: Pas but ofttimes said something that would have been better left unsaid. Now, we believe the first part of Mr. Boatner's assertion Icoresents ,(7) sheer politeness, a virtue in which he abounds, but, as to the latter, he was in dead earnest. This belief has persisted -, to the extent that caution bec'ame a, watchword. Our friendly critic bided his time. We finally became careless and, BANG, we are nailed to the mast! Reference is made to an editorial appearing in this Corner as of last October' wherein there was some gloating (it was not thought so 'at the time) over the fact that teachers leaving Georgia, caught in a net of aUuring offers from other states, usually returned better for their experiences.-That wa's sufficient. Mr. Boatner pounced-and now we, too, are wiser through the medium of experieru:e,. Superintendent Boatner's letter oil the subject addressed to Superintendent Clatterbuck of Oregon follows. Note the writer's masterful employment of clever innuendo in expressing a willingness to cooperate with Georgia in' the teacher exchange idea: "THE AMERICAN SCHOOL FOR THE DEAF Hartford, Conn. January 12, 1950 "Mr. M. B. Clatterbuck, Supt. Oregon School for the ,Deaf 999 Locust Street Salem, Oregon "My dear Mr. Clatterbuck: "I wish to commend you for the fine spirit you have displayed by your willingness to enrich the teachlers of the Georgia School for the Deaf by affording them an opportunity to join the staff of the Oregon School for the Deaf. We enjoyed the very nice way in which you expressed your sentiments in thi. matter and envy you your graceful facility of expression. "We feel, however, that we are one of the pioneers in this movement to help enrich the staff of the Georgia School for the Deaf as since about a year and half ago we have been, undertaking to enrich the experience of a young man 'Who was formerly a (Continued on Page Eleven) From the' Primary Department "Learning to live by living" is a philosophy of education ex- pressed some years ago by one of America's leading educators, John Dewey. He with other leading phi- losophers have indicated time and again that the three basic institu- . tions of Isociety must share the responsibility of teaching children to "learn to live by living"-those institutions are the home,' the church, and the school. . We have a great responsibil'ity and privilege here at the Georgia School as we take these little chil- dren for almost nine months .af each year for twelve years, trying to take the pla(e of the three basic institutions during that time. Our aim is to develop the whole child, mentally, physically, soci ally, emotionally, and spiritually. We believe very definitely that certain fundamental principles should form the pattern of training for our children. The child is the most important person in the world. The potentialities for good in children can never be valued too highly. ' One can readily see that in our school the children are learning to live, to serve, and to share. Cha- racter building can be a wonderful and gratifying work and is best done if started in the hearts and minds of little children. We must teach them by ~rece'(pt and ex- ample to be good boys and girls. They liave to be taught-they do not automatically know right from wrong. Learning to work w.ith the hands, the head, and the heart u~ ually develops a God-fearing per- sQnali,ty. Through guidance our children are encouraged to be real citizens in school life. It is necessary that they be taught to work. To share responsibility, to learn the funda- mentals of getting along with one's classmates and schoolmates, to contJriblite his part in ,w~atevcr group activity he is participating, and to experience the satisfaction that comes from a job well done no matter how small, are of great value to him. Self-respect, honor, and jstice are traits of character to be implanted in the living and learning of all children. Friday we go to town and can We want every child to love his spend a nickel or a dime. Some- school and to feel that he belongs times Jackie and Herman buy here and has a part in the activi- candy or gum instead of ice cream, ties of the group or groups in We all recognize these words on which he has to grow up, and to our teacher's lips. find satisfaction,' contentment, and Not long ago Richard got a box. enthusiasm in that place. When he opened it, he found a You will notice from month' to truck. So we have added "truck" month the varied activities men- to our list of nouns. See how our tioned by the teachers in their ar- vocafmlary grows! ticles. Some of these experiences We all want to thank Felton present themselves naturally, while Lamb's brother for the pretty others have to be planned, as it is books he sent to us. We enjoy necessary for each child to take them very much. part in many and varied activities Jean Cofer, Jenell, and Ronald in order to train him to become have their "shining hour" in the sensitive to the value of the essen- afternoon during our writing pe- tjil1s which we believe constitute riod. They have learned to pnnt a well-balanced personality. These their names without a copy. essentials include the cultivation of When the bell rings at 2: 30, courtesy, tolerance, loyalty, am- we try to leave our classroom as bition' courage, humor, and im- we entered-with a smile, as we agination. say, "Bye-bye." You can see that ours is a big -Catherine Carnes's Class assignment and the cooperation of everyone concerned is needed if our One of our main interests lately goals are to be reached. , has been our handwork. The chil- M. K. dren have'worked hard to learli to .. print their names well so that they We had lots of fun during our - can sign the cards and letters which first few weeks and months at the are sent home. Georgia School as there were many The children are learning to new and different things for us to' write the words they can speak. see and do. The month of Febru- Soon they will be able to C.QPY ary finds us understanding better words that they have had in speech what this business of going to reading and reading exercises. We school really is. feel that the words have a greater We do many various exercises meaning to them if /they can take in .our classroom. We always start them from lip reading, recognize the day off right with a smile, as the printed form, arid be able to we point to the printed form of print them. Good morning when we greet our The children are aMso trying teacher. very hard to learn to color wel1. , Our devotional period comes Each one has a folder in which first. After looking at pictures of his handwork and written worl~' Jesus, we stand with bowed heads are put. Some of this is sent to the for a few moments parent's with the reports each pe- We have regular tongue exer- riod. At the end of the school year, cises (every morning. These part of it is kept here and put s!rengthen our tongues and help in his permanent folder, and the us place them correctly when we other is sent home. imitate our teacher. Jean Smith is When a child is promoted to the having- a hard time trying to learn third grade and goes to the inter- to roll her tongue. Our teacher mediate department, the folder thinks she will surprise us soon containing all his report cards up and be able to do that exercise. to date and samples of his hand- We enjoy our speech reading work and writing! is ,sent with period because we study nouns we him. It is interesting for the child have had experiences with. Every and teacher to refer to the folder THE SCHOOL HELPER Februart, 1950 from time to time and see the im- provement that has been made. -Doris Brannon's Class W-e have been doing 'some extra work on colors during the past few days. We have a color chart on our blackboard and have matched everything in sight with it. The boyar girl who is asked to match a color doesn't overlook a thing-not even a tiny stripe in someone's socks. 'Sometimes our teacher draws several things on the blackboard and tells us to color them. We have to watch her lips very carefully to see. which object she calls for and which color she wants it col- ored. We find it great fun to read and carry out such directions, as; Draw a ball. Color the ball red. Work sheets using these directions are also very interesting. We feel quite grown-up when we can take a sheet and carry out -the direc- tions correctly. . We enjoy Our' reading c}}Prt, too, with its colored objects cut out of bright colored paper and pasted on white cards with the printed cards that correspond, as; a red flower, a black shoe, etc. In fact, we are finding school life "colorful" these days, and we are having a very good time. --Jim Irwin's Class We would like to tell you in a small space that our education here consists of much more than "reading, writing, and arithme- tic." Of course, our outSitanding accomplishment is to learn to talk and read the lips of others. Learn- ing to talk well is the hardest task that we have to undertake in our school life but we feel our efforts are not in' vain when we can say words and sentences with some as- surance of accuracy. . Our education includes many things. We must learn the polite things to say at certain times and on different occasions. We learn when to say, "(load morning," "Bye-bye," "Yes, please," "Thank you," and ''I'm sorry.". We learn how to conduct ourselves at parties and the correct thing to say when school. In so doing, we hope to leaving. We learn to go around instill in them the habit of attend- rather than between persons who ing Sunday school somewhere are talking. every Sunday whether at'S'chool or Education means the thrill we at home. The beginners meet to- get from making and going to the' gether and do handwork. which post office to post a Mother's Day is usually coloring and cutting out card to Mother or a birthday card flowers, birds. or animals. All to Daddy. It means learning to these are the pictures of some of cultivate a taste for the foods that God's creations which we lead the make strong, healthy bodies; learn- children to understand, ing to use a knife and fork cor- -Mabel Fincher's Class rectly arip gradually to{ become conscious of the little niceties that Weare glad to welcome Jan- are done by well-trained boys and ice Lee back. She was here before girls which mean much in contacts but did not return in September. with others. . Stella, Jean, and Joyce have en- Our education is the anticipa- joyed the dolls they got for Christ- tion and excitement of parties, tril-S mas. They brought them to class to the spring, to town, to a mOVle, for us to see. Nell and Betty to the farm, to a circus and home 'thoug~t they were too big for for a week-end. dolls so were given jewelry instead. Yes, our education includes a Virgil got the ball glove he asked great many experiences, and we are for, Vincent got a football. Henry grateful for a school in which our got a wallet. Carl gOt a cowboy lives c\an be made into lives of use- suit, and Larry got a train. fulness to others and pleasure to Just now some of the verbs are ourselves as new vistas are opened giving us quite a bit of trouble. to us. We have added some new key- -Miriam Min~er's Class words recently. We now have Who. How many, What color. From the beginning of a little What, Whose, Where, When, How deaf child's school life an attituae long. Vet-hs. and Adjectives. It of reverence toward things of a helps us a great deal to put the sacred nature is fostered. At first weather report and the news in the the bowing of heads and tolding Key. of hands for a few mpments Oi -Mae F. Glenn's Class prayer each morning is as much as can be expected. Dear Parents: Before long a part of their first Gone is the excitement of Christ- prayer is understood and as soon mas holidays and with quite a few. as their speech is developed enough, weeks of winter ahead of us we they speak it. The prayer as a know you are wondering if we are whole is: happy in school. Your letters most I love Mama. always and' .naturally carry this I love Daddy. thought. Even though. saying I love God. goodbye as we did last. time is not Amen always easy. we'd like to reassure Most of the children in our class you. . can say this prayer which they re- This is the busiest and most peat every morning. taking turns creative time of the year. We really standing before the class and hold- don't mind working because we ing the Bible. are well adjusted now and. most We know three Bible verses. important, want to learn more and These are: pUt together all the things we God is good. 'drilled' on during the fall. We God is love. . don't worry; we just accept our We love Him. school routine and subconsciously On Sunday mornings we teach- know it is as it should be. ers meet the children for a forty- But please don't think we don't five minute period of Sunday have fun. Even after school hours (9) THE SCHOOL HELPER_ February, '1950 we still look forward to hobby on the verb opened. The children work (games, handicraft and were familiar with the fact that dancing), 'supervised play, picture you opened a door and a window, shows, and Sunday school. With but they were surprised that we so many of us always it is a matter could open so many other things, of give and take, and we are luck- such as; boxes, letters, purses, ier in this respect than many of books, drawers, your mouth, and our hearing brothers and Slisters, your eyes. To'impress them with So ,it will be on to the joyful anticipation of spring and, a little later, returning to you with fmer this new verb, erach child took turns in opening' something, and then they all wrote about it. understanding and appreciation of . However, saying a thing once, home and, you. and writing it once is far from Don't forget to write to us anI.! tell us of the interesting experien- ces you are having during our ausence. Our teacher reads your let: Las to US, and, if necessary, eve. dramatizes and draws pictures in order to make us understand what you want us to know. How we sufficient. It has to be dane over and over again. It is a pity that the deaf child has to work so hard for what the hearing 'child just takes for granted. It is. because of these numerous necessary repetitions that our progress is so slow. , -Polly Casey's Cla,,~ do love to get mail from home! -Rebecca Crowe's Class We have organized a troop o~ Brownie Scouts here in the pri- I sometimes wonder if hearing people fully realize how dependent they 'are on their hearing sense when it comes to expressing themselves, and if they realize that the deaf child who lacks this hearing sense, must have repeated mary department and had our first meeting Tuesday afternoon, January 24. We are looking forward to this' work with the girls and hope that we will be able to accomplish some of ,the objectives in the Brownie Scout program. practice on all he acquires. Where The fundamental aim of Girl you or I can usually call a word Scouting is to help each girl find our own after using it a few times, and develop her abilities and ap- such is not the case with our deaf preciations', so that she niay be- children. They must 'use it over come a happy, resourceful person and over and in as many different With a healthy attitude toward ways as the teacher feels is neces- life and a responsible, useful sary at that particular time. member of her home, her church, Take, for instance, verbs on which we have been spending a lot of. time recently. 'We use pictures for teaching our nouns, but we act out our verbs. One child performs an action, and the class and society. The ideals are embodied in the Girl Scout Promise, Laws, and Motto for Girl Scouts, and in the Brownie Story, and the Brownie Scout Promise tOlr Brownie Scouts. writes what he has done. When . We shall meet once a week. in the period is over, the child's paper a room set aside for the Brownies. may read like this: The program is planned for the Bobby ran. Ann threw a ball Jimmie bounced the ball. Barbara pushed Roy. Exercises similar to this must be repeated until the teacher is reason- gitls in the four highest classes. It emphasizes playtime and service to others, for in 'Service to others, you extend yourselves and thus' grow in spirit and character. ---Jessie F. Jones's Class ably sure "the child unders.tands each verb and can use it. Since returning to school after Not long ago we were working the Christmas holidays, many lll- ,(10) , teresting things have happened. First of all, we have some new arithmetic 'work books of which we are very pro/ud. Each of us is trying to see if his book can't be the neate&t and most correct book by the end of the year. Dickie and Milton are ahead 'so far with no mistakes. J adie had the honor of having the first birthday in the new year. \Ve celebrated it January the tenth. After singing Happy Birthday ancl cutting the cake, we played bingo and ring the peg. We had lots of fun. . The girls are very thrilled over the Brownie troop that is being organized. Those in the four highest classes will become members. When Maureen, Patsy, Avus, San- dra, and Clarene go down the hid in the fall, they can become full- fledged Girl Scouts. The boys are hoping that a Cub troop can be organized for them this year, too. but if it 'isn't possible, they can become Boy Scouts next year, Al- vin. J. M., and Chailes are espe- cially intere~ted in Boy Scout work. ' -Emmalee Highnote's Class GIRL SCOUT--Continued On Sunday afternoon, Febru- ary 12, our entire troop attended the annual Girl Scouts open house sponsored by the Rome Girl Scout Council. It was held in the spacious barn behind Mrs. Grady McSpadden's home on Vineland Drive. The barn has been renovated into a playroom. The large room, which has a snack bar and huge fireplace at oile end, was decorated with daffodils, flowering pear, and gladioli. The callers were greeted by the council officers and refreshments were served by the senior Girl Scout troop from Rome. Several hundred Brownies, Girl Scouts, their trooiP leaders, and parents called during the afternoon. From the Colored Department We have been very busy with our room in .gay new patterns for our classroom work and especially Valentine's Day. We have pat- with our February decorations. terns of cupids, hearts, and cher- Ernestine can color nicely and likes to do it. so she is kept busy. Dorothy Ann, Alice, and Fannie are cutting out pictures and ma- ries, and many other large pic- tures. We are well pleased with our room now that it. is finished. -Ruby L. Jackson's Class king hearts. A. J., Grady, Clarence and Charlie are doing most of the pasting. The Valentine men that we are making' for our windowi are being well put together by Charlie, Jerome,_ and Bobby. The month of February find& us as busy as little bees, but we were. not too busy to take time out to make decorations for our room. On our windows we have W'(l are eager to finish with hearts, hatchets, and cherries. our decorations so we can see how . Above our blackboard we have pretty our room will look. hearts and small, pictures of George -Inez Hughes's Class Washington. OUr teacher drew a large heart for our calendar. C~therine had a birthday on Marie is leading the class in time telling. Willie thinks he is the January 16. She had a party with, smartest in arithmetic and num- her Classmates as her guests. She ber stories. Claude and Rosemary gOt a box and some cards from like to dramatize our drill stories. home. Minnie, and Virginia like to count Our supervisors took us for a money. Rayford and Felton like walk Friday, January 27. We to race writing the weather report saw many little squirrels. We en- . every morning. Elise likes to be tpe joyed watching them jump from first tol answer lquestions abOlUt limb to limb. Some were on the our nursery rhymes. ground looking for nuts. We are counting the days until We weighed the last of Janu- our Valentine party. ary, and each of us had gained -Mattie D. Sams's Class two pounci.s. ) Our smartest pupils are Frances Johnson, Leo Chapman, Annette Williams. Catherine Gaskins, Mc kinley Saunders, and Curtis Harris. .-Helen Jones's Class During the month of January, we celebrated two birthdays. On January 18 Marian Smith was eleven years old. She had a large cake with eleven candles on it and blew out all the candles at one time Afterwards each of us. enjoyed a I piece of cake. On January 29 Sara Ann Willis was ten years old. We had the pleasure again of enjoying another nice cake. Sara Ann received a box from I her grandmother, too. She was generous in sharing it with her classmates. We have been busy decorating We took our first walk of the year .Monda~ afternoon. We reviewed the names of the different parts of a tree. Then we discussed the different kinds of trees. Each of us ,picked' up objects that we wanted to know about. When we got back to school, we ~tarted a nature study table. We will add to these obJects from time to time. W!e enjoyed the walk very much and by going we were able to add a few new nouns to our vocabulary. -Hattie Menifee;s Class This is an interesting era in the history of our class. Heretofore we have been content to commem- (11) orate the birthdays of famous men by cutting out silhouettes and pictures for decor.,!tions. This year we have studied more about the lives of. these men who made the world a better place in which to live. Illustrative pictures and short, simple topics ehable us to see that these men ",~ere great not only in world affairs but also in daily living. The recent study of the life of Lincoln inspired us to try even harder to be good boys and girls. We want to be kind. to be smart, and, to work well. We have also studied about Wash' ngton and Saint Valentine. -Lucil(e McCullough's Class SUPTS. CORNER-Continued supervisor and teacher at the Georgia School. His enrichment is coming along a little slowly and 1 have a feeling it will take a considerable amount of time. However, 1 feel that we should all be unselfish in thii matter and should cooperate with the. Georgia School as fully as possible. 1 have in mind several teacher. on its staff right now who could probably be greatly enriched by a short teaching experience in New England, say for perhaps the next fifteen or twenty years. "I am sure that Superintendent Hollingsworth will be very happy to know of our cooperative spirit in this matter and 1 am sending him a copy of this letter. 1 might add al an afterthought that we would also be willing to enrich the experience of certain members of the staff of the Oregon School for the Deaf if and when you find yourself in need. "With best wishes to you and Superintendent Hollingsworth for a year of achievement and happiness, 1 am, Cordially yours, Edmund B. Boatner Superintendent Yes sir, we opened our big mouth and put our equaUy big foot right in it that time. It is little comfort that the thinlyveneered threat is also directed to the State of Oregon. THE SCHOOL HELPER February, 1950 INTERMEDIATE -Continued ninc-tentha of all the raisins used in our COWltrJ. . Grapes must have plenty of water and they grow in hot coun- tries. Many vineyards must be ir- rigated during the spring and early summer. After the grapes are picked they are put on trays to dry. The water in the grapes evap- qrates and the juke tur~ into sug~. Sometimes they are left on the vines ttil dried and then packed. Some are dried in an oven ~dless raisins come from grapes Wlthout seeds. Others have their grape seeds removed. The raisin has been an impoc.ant food aince the time of the ancient Greeks. Health, sunshine ~nd air seem to be caught in t.tJt~ ...elicioua food. -Ann Thompson OIL In a very short time oil has become of the most powerful mat- erials of today. It is sometimes called "black gold" and the "blood of the earth." It turns the wheels of cars. trucks, and airplanes. It furnishes the power for the greater part of this machine age. it has made more men rich than all or ~he gold and diamond mines. It has been used only for about sixty fead. The United States is the lar- gest producer of oil and has many Oil fields in scattered places. An Oil field may cover a large or small ..Irea and sometimes covers an' en- me state. There are many oil fields in our country. California, Texas. rennsylvania. and Oklahoma pro- d uce large amounts of oil. A large variety of products come from oil. Some of these pro- _ucts are. kerosene. gasoline, par- cafin, tar. vanilla flavoring, vase- .ine, and chewing gum. --::.Franklin Bagley MR,S. WARE'S CLASS Lennie Moon lik~ to play bastball. He ia on the "C" team. He hopes to be on the ..N' team next year. Shirley Clements and Betty Ruth Baxley joined the Girl Scouts. Marcus Kemp gets a letter from ilis mother often. Bobby Davia got' a box and ~ome money fro~ his father on eb. l~. Louise Hunt went to the social in the chapel Saturday night. ShE' had a good time. . Diann Barber went home on Feb. 17 and came back Feb. Us.' ;)he had a good time. ~yn?na Stockton enjoyed the des m the chapel Friday. Sh . 19ht "Heidi" was good. . Oneal Cornett got a letter frOH1 IS mother Feb. 8. She wrote that she had been in the hospital. Claude Fuqua and Edwin Ald- . dge like to go to the movie in own on Saturdays. . Jeanette Atkinson's parents came to see her Feb. 26. She was happy to see them. MR. DILLARD'S CLASS James Pope can hardly wait until spring comes because he loves to go fishing often. Rowena Heath's father bought a new car She was happy. . Marshall Harper's sister is now m Berry School in Rome. Marshall is happy because he can meet her in Rome often. Netheara Mobley's mother wrote to her saying that she would come to see her on Easter. . Clare':lce R~inwater hopes that hiS family will come to see him 'iometimes in March. James Faulk got one dollar from his mother. He was happy. RESOLUTION-Continued \ th~riz~, arrange grants for. and aSSist m research studies; prepare publications, give advice and consultation wherever desired and needed in the United States. Adequate travel funds and clerical assistance must be provided in order that such consultants may .work effectively. Third-Sinc,e under existing economic conditions, many States and many more locals units of government are unable to finance from their limited resources the additional costs re- quired to educate handicapped children. the Federal government should appropriate sub- stantial monies'to encourage and assist th~ states in developing and maintaining special educational facilities. Any Federal Law that may be enacted for this purpose should designate the Office of Education of the Federal Security Agency as the responsible administrative agency. In the States monies should be available through State edu- cation departments to both public residential institutions and day schools, provided adequate minimum standards are main tained. Such standards should be adequate to insure that educational services for the handicapped will be truly effective. Fourth-The delegates asseml"lled here recojlni're and appreciate the expressed mterest of officials in the U. S. Office of Education and of the Federal Security Administration, also their deep concern for the inadequate provisions now tem~ made tor educating handicapped children and youth in the United Sitates. VIe recognize the high capabiIltv of the ver limited stafl now servine: as consultants in this field. But today's urgent dema,nds so far exceed what the existing staff can provide that we re-emphasize the crying need for additional staff ana facilities to extend the serv ce that can now ';:-e given in the U. S. Office of Education. Submitted by Resolutions Committee: Arthur Hill, President, International Council for Exceptional Chil_ dren, and Director, Department of Pupil Adjustment, City Public Schools, Des Moines, Iowa Samuel A. Kirk, Professor of Special Education, University of Illinois, Urbana, Illinois John J. !yayn eLeUe,niDveearsni,tyG, rDadeutraoteit,ScMhiocohl~ 19an Adopted unanimously by the Conference January 6, 1950. HERMAN E. TALMADGE, Oonrnor Georii. School for the Deaf ITAT. 80AaD OF I:DUCATIOPC 'ta,. . D. COLUN'. '.pol'iakaliown .f loll ADlIlPCIITaATIOPC C. H. BolliJl...worth. II.A., Suporin'.n4' Jilnic. K.. C.plo, Seeretar, J _lian T\lmlin. St.ward M,nl. A. lobJlllon, See', ,. ~H.w.rd Earl Cox, En~ineer Chari.. . Ow, D.D.'. Sam Garner, Jr.. M.D. 8uab Griffi'la, Nu. 1"'TaU~ 1.hn L. Caple Prinai,.J Pri rl' D....rtt M.rie S. It.ennard, B.S., I.,'t'. T.aclaer Doria Brannon Ca'harine Cam, B..II.. Poll, Ca.., Rebecca S. Crowe Mabel L. Finehor Ma, F. Glenn Emmal J. HIPte Jim IrwiJI J...i. F. Ion.. Miriam B. lliater l.ter.Hiet. ..4 A4.4 D.part...t Mal')' P. Turner. B.A., AlIt. !hlp't'. T.ad,or Ad...anead D.partm.nt Katharine Cu." Aut. Supv. T.acla.r, Int.rmediate D.partm.nt. Connor Dillard Ruth D. Forbe. Dorothy Forbes, B.S. Ed,th. D. )(ontcomory, B.15. Gail Stout, Jr. B.A. Kathryn W. Williaml(m, B.A. Francel M. Toll.foon, B.A. Sarah F. Ware V_tl1 D.part._t John L. Caple, Supv. Teacher C.G. Turner Printinc J.R. Ware Carpentry Connor Dillard Shoe Reparing RUlIaell Royston .. Barberin~ &, Pressin~ Je.sie Powers Arts Crath Glad,. L. Latham B.au*, Cult,," i. MeDaniol S ,hlc Geverna Chapman, B.S.H.E. . . Home Economics Inez Hu.hu Ruby L. Jaekoon C7"t .. I. 1I...alI ,....,.1.. T...... c..... D..-t_t Luemw lIeC.UoIa, r Hatt'. I. II...,.. Helen Jon.. IIMtio 0 . _ THE SCHOOL HELPE VOLUME 50 APRIL, 1950 NO.7 What Is Education? BY RICHARD G. BRILL Who is an educated person? What is education? Should the objectives of education for the general population also be the objectives of the special field of education of the deaf?' hat kinds of schools best educate deaf children? These are some of the questions that come to mind on reading an article on the editorial page of the December, 1949 Volta Review. The title of the article is "Choosing a School for the Deaf" and is the advice of the mother of a deaf child to another mother. Following is the last paragraph of the quoted article: Do not be misled by the work of the primary classes-all classe5 of little deaf children are adorable and bring a lump to your throat and a surge of hope to your heart. A5k to 5ee the graduating class. Talk to them. See whether they know anything to talk about. Can you understand their speech? Can they understand you? Remember that excellent speech often indicates some usable hearing, or that the pupil lost his hearing after hiS speech was established. Th~ quality of the school's teaching is good if you can without too much difficulty understand the speech of the totally-deaf-from-birth pupils, and if they can. through lip-reading, understand you. A good school, proud of its work and sure of the value of its program, will welcome your questions and an- swer them freely and openly ... The italics in the above quota- tions are those of The Volta ReI.,jew. If we had been editing the above statement we would have placed in italics the state men t, "See whether they know anything to talk about," If the entire emphasis is to be placed on the speech in- telligibility and speech reading ability of the graduating class. as i. indicated by the italics in the original version, there are some other things we would like to know. One of these is whether there i. any objective evidence that those "totally- deaf- from- birth" pupils who have the best speech and the most speech-reading ability are really those who have the most to talk about. Who is an educated person? A rather simplified answer to thi5 would be that an educated person is one who has acquired an education. Volumes' have been written on this subject, but the Dictionary of Education define5 the word in the following manner: Ed ucation: (1) the aggregate of all the processes by means of which c. person develops abilities, attitudes, and other forms of behavior of positive value in tbe society in which he lives; (2) the social process by which p'eople .ue subjected to the influence of a selected and controlled environment (especially that of the school) so that they may attain social competence and optimum individual development. These then are to be the general objectives of all education; to develop abilites, attitUdes, and other [arms of behavior of positive value in the society )n. which he lives, and that the individual attain social competence and optimum individual development. Should anything less than this be the objectives of the spec'ial field of education of the deaf? It is important to keep in mind the fact that speech and speech reading are methods of communi.:ation and tbat it is highly duirable th t deaf people become proficient in these skill5 if it i5 possible for them to do so. The degree to which it is possible I~ a matter of individual differences. If the objectives of the school for the deaf are limited to at'tainment of these particul r commulllcation skills, or tbe empha is is such that the general objectives are lost sight of, .omethlllg important will be missin g from the life of the deaf child; perhaps his chance of becoming an educated per on. Children in institutions for the (eeble-minded, except for these in the lowest classes, such as idiots, .ill learn to talk, to understand, and to express themselves. On the level of their experience they can carryon an extensive conversation; but their education is going to be limited due to their handicap of lack of intelligence. The higher levels of the mentally handicapped can be educated up to about the fourth grade level. The deaf chtld, particular!y the tot lly-congenitOllly deaf child, is never going to have as intelligible speech as the men tall y retarded child, nor hi ability to understand by means of hp reading likely to approximate the ability of the mentallY handicapped child to understand by hearing as long a he operate on his own level. If the deaf child comes out of school with very good 5peech nd very good lip reading, but still is on a fourth grade education level. he is in a poorer position than the high grade mental defective. But he need not be. The deaf child educational program must be structured to develop all of his abilities to ensure social competence and the optImum individual dev lopment. Until objective eviJenc shows that only the deaf wi a J JV a relatIvely high ability III speech and lip readlllg are the (Continued On Pay Four) From the Intermediate Department ARITHMETIC Since the last news about the arith~etic classes in the intermediate department we have made a lot of progress. All four of the classell have been taking up new work and speeding right along. The A class has gotten into the harder arithmetic and they han all had to work very hard. They have been working on per cent and finding the whoie from a given per cent. It won't be long before they will be in algebra. The B class has been working on fractions. They have been multiplying mixed numbers by fractions and different kinds of multiplication with fractions. They have been doing good work and seem to enJoy working with frac- tions. I have been ve~y proud of the C class for the past two weeks! We have started working on fractions. At first they didn't seem to understand but now the entire class seems to like and understand fractions. I'm especially proud of Jo Ann Hornsby. She doesn't like arithmetic very much but since we have been working with fractions she has become much more interested and has done very good work. The D class has learned to multiply and divide. They have done good work and have almost finished Book 3. Next week they will start Book 4. They want to work very fast and always work several pages for 'Study hall work so they will get their new books sooner. I just hope that they will always be that enthusiastic. Dorothy Brady COMPOSITION The New Softball Field We are very curious and we like machinery. We looked out the windows in Mrs. Montgomery's room several times last week. We saw some machines working on the hill above Mr. Cox's house. We wanted to see what they were doing. So we asked Mrs. Montgomery to take us up there. The boys found out that it would be a softball field for the boys. Monday afternoon Mrs. Montgomery took us up the hill. We saw machines. They were bulldozers. They are very powerful machines. We were disappointed at first because the bulldozers were not working. Then we saw a man in the ditch under one of them. He told Mrs. Montgomery that he was changing the oil. When he finshed, he climbed up on the bulldozer and drove it up the hill. A bulldozer is like a tractor. It has caterpillar treads on the wheels so that it can travel over rough ground easily. It has a huge blade in front to push the dirt. We found that in our dictionary. Only one bulldozer was working that afternoon. It went up the hill and pushed a lot of dirt across the field to a low place. It could go backward or forward. Several times it stuck. It had to back up and try again. We watched it for about fifteen minutes. A bulldozer is a wonderful machine. We watched it move a part of a hill. Pretty soon they will make the field level. Now it is much higher at one end. Next fall the boys will have a new playground and ball field there. -Donald Smith and the C Class A Windstorm Last Monday was a very windy day. The wind blew very hard. In the afternoon the sun shone dimly. The weeping willows were swaying to and fro. The dirt was whirling around and around. The water in the pond was rippling in the wind. The grass was bending over. The dead leaves were whirling round and round across the grass. The trees were tossing to and fro. The bushes were bending over in the wind. The jonquils were dancing. The clover blossoms were bowing their heads. The clouds were moving across the sky. Some paper was whirling around and around in the air. The wind was blowing Mrs. Johnson's hair and skirt. The curtains in the boys' dormitory were flapping in and out. A bird's nest was hanging down and swaying in the air. About three 0' clock the wind began to blow much harder. The sky looked q!1eer. We had a bad dust storm. We thought that we might have a tornado. All the boys went to the basement of the school building and stayed there for about an hour. The girls went to the basement of the girls' dcxmhory and stayed for a while. Then we all went to the hall on the first floor of the dormitory. We sat on the floor and leaned against the walL' Nobody was afraid. About four-thirty it began to rain. The wind died down and the storm was over. -Dorothy Anderson and Doris Jones and the C Class Track and Field Practice >'Practice makes perfect." W~ have Field Day every spring and we like to practice the track and field events. Spring is here now. Every pretty afternoon we go outdoors and practice. We each like to do different things. A few of our boys are On the school track team. Junior Galloway is on the team. Our track team 'will go to Rome soon for the district meet. Perhaps they will be in the state meet at Macon, too. Most of the boys like to throw the shot put. So every morning. noon, and night' the boys practice throwing the shot put an.~i the discus. Some of the boys are practicing the high jump and the broad jump. They try ove'r and over because they want to do better. Several boys like to jump over the hurdles and they are doini that. Two boys are working on the pole vault. That looks very hard. A lot of the boys are racing to see who is fastest. The girls are practicing, too. They are running, jumping. and a few other things. Everybody is having.lots of fun. We like to practice for Field Day. It comes on May the twelfth. -Jerry Nix and t'be C Class (2) THE SCHOOL HELPER April, 1950 Windy Weather pupils in seeing the meaning of ____sister , We have lots of windy weather words and how they are formed ~. 'My country 'tis of thee' is in March. Mrs. Montgomery told The chart is as follows: from- "America" ._ "Colum- us about an old saying: "If March ____________er--one who bia" ''Kim" comes in like a lamb, it will go out like a lion." SOJ11etimes it is the other way. This year the first day of March was a pretty day, but the paper said that there was wind and rain durin~ the night. So March really qme in like a lion. We shall watch. We want to see the last day of March. Will it be like a lamb? -Jean Barrett and Betty Pharr READING During the last few months of school the classes work on summaries of stories and books, paragraph comprehension, read and memorize some poetry, review literature, and word study. We try to check-up and emphasize some of the things we have learned during the year. The members of the A class do a great deal of outside reading during the year. Each pupil selects a certain number of books from the reading list, and reports on the books he selects. Jack Watkins has read almost every book on the Iist and a great many others that are nOt on the list. Each pupil checks a short comprehension test after he finishes reading a book. During the last six weeks we discuss the books in class and write a summary of each story. The books on the list are: Heidi, Little Men, Little Women, The Jungle Book, hunter--one who hunts player--one who plays ___________ J i k e - homelike-like home childlike-like a child ____________ full-full of playful-full of play sorrowful-full of sorrow re -again rebuild-build a~ain refill-fill again ___________Jess-without childless-without children motherless-wid~out a mother ____________ment-state of being amazement-state of being amazed treatment-state of being treated verb .person who does what ad vertise .. advertiser ad- vertizement retire retirer. ....retirement un -not unseen .not seen unhappy-not happy __ _ ness nearnessweakness ___________able--can be eatable--can be eaten washable--cao be washed dis -not disobey-not obey disagree-not agree ___________ ward-turning to westward-turning to the west homeward-turning home 5. Hiawatha's brothers' were birds animals the stars 6. Rapunzel lived in a-castle ___ foresL tower 7. My Shadow was written by -Uncle Remus Robert Louis Stevenson 8. The three little boys with the jugs of molasses lived in the land of-NocL Liver and Onions _ South America. There is a "said" chart in Miss Casey's room which has helped the new children in the intermediate reading classes for the past two years. The children have a great deal of difficulty in keeping the large number of these "said" words clear, There are a great many in all books and in almost every story. Sometimes substitute verbs are used in the place of the usual "said". The chart has helped the children in understanding and remembering the fine points in the difference in meaning of these words. The "said" words on the chart are ill ust~ated comic-book fashion with picture illustrations and dialogue. All "said" verbs on the charr are in the past tense and are lettered in red. The make-up of the chart is a follows: 1. asked, inquired, questioned. "What time is it?" asked the man. 2. answered, replied, responded "It is three o'clock" answered Gulliuer's Trauels, Rob ins 0 n The members of the C class are Tom. Crusoe. Swiss Family Robinson, reviewing stories and poems they 3. said, stated, declared Robin Hood. Pollyanna, Annie of have read during the year, and -4. ordered, scolded, fussed Green Gables. Rebecca of Sunn!j- familiar childhood stories. Some 5. exclaimed, cried brook Farm, Hans Brinker, and times the pupils forget and like 6. whispered The Little Peppers. to look up facts about the stories 7. yelled. shouted. boomed. We have worked very hard on they have read. The pupils enjoy 'hollered,' roared paragraph comprehension which is these quiz exercises on literature. 8. argued, quarreled sometimes very difficult for the A sample of these literature quiz- 9. stammered, stuttered children. In these short paragraphs zes is as follows: 10. bragged, boasted we can work in a great deal of 1. Little Bo-Peep lost her-shoe 11. groaned, moaned, wailed material on folklore, customs, ______ money sheep 12. coaxed, begged, pleaded. word origins, and general infor- 2. The Ugly Duckling was a teased, implored mation. swao goose duck 13. demanded, ordered We have worked out a word- 3.. Red Riding Hood went to 14. called, announced chart in the B class which helps the visit her -aunL grandmother 15. grinned. smiled, laughed, THE SCHOOL HELPER April. 1950 chuckled. beamed 16. prayed. asked 17. muttered, mumbled 18. whimpered, wailed. cried, lamented 19. complained. grumbled 20. sighed 21. chattered 22. hailed. greeted. called 23. shrieked. screamed -K.c. SOCIAL STUDIES The D class has spen t some time recently on the 'study of Transportation and Communication. There have been so many changes in these two phases of Our life in the last number Qf years that it is hard for the children to realize how people lived in the early days. For example. when they were asked one way of transportation that everybody used. some of them never once thoug,ht of walking. Then they began to get interested in knowing about the old stage coaches. river rafts. and other early ways of transportation. And it was hard for them to understand that Benjamin Franklin's discovery of electricity made our electric lights possible. The C class has been studying about the farmer and how much of our life de'pends on farming. They have studied about farming in different parts 'of our own country and in some parts of South America. The B class is studying foreign countries. Durin.,g the laSt few weeks they have studied Switzerland and find it .quite an interesting country. They have been impressed with the fact that all of the children must go to school and if they miss school their parents are puni$1ed. The A class is completing the study of the United States and in connection with the geography of New England they are having some of the history of Our country's beginning. -Ruth Forbes FWS Barbara Hobbs got a box from her mother. She was happy. She will wear her new dress Easter. Cynthia Aspinwall will be happy when her sister and friends visit her the latter l?art of April. Clarence Rain water is disappointed that he couldn't go home for the Easter holidays. Marshall Harper hopes that his parents will come to see him on Easter Sunday. The B class still miss Rowena Heath very much. She has not been here since the middle of March. James Pope likes to play outdoors. He thinks he will have a good time Field Day. James Faulk got a box from home. His mother sent him a new shirt and a pair of pants. He was happy. Dorothy Hughes is happy that her mother will send her two dollars before Easter. -Connor Oillard's Class Diann Barber. Clara Stapler. Jeanette Atkinson. Shirley Clements. Oneal Cornett and Lennie Moon went home for Easter. They had new Easter outfits and reported a good time at home. Mary Lee Johnson. Betty Ruth Baxley and some other girls are practicing tumbling and stunts. They hope to put on a show in Rome soon. Claude Fuqua and Edwin Aldridge saw the movie in town on April 1. It was "Red Ryder". They enjoyed it. Bobby Davis likes to go fishing. He caught two fish the other afternoon. Wynona Stockton likes her school work. Thi!i is her first year in this school. She has been to public school for a few years. Marcus Kemp was very disappointed because he could not l'0 home for Easter. Louise Hunt likes to go to the movies. She thought "Oh, You Beautiful Doll" was good. -Sarah Ware's CLass (4) EDUCATION-Continued oneSl to attain social competence and optimum individual development it is dangerous tc. judge the products of a-school primarily on the oral communication abilities or the products. This being the case the school for the deaf should b~ judged on tbe basis of the overall adjustment of its graduates in society. and the extent to which they contribute in a positive manner. There are two groups of people who frequently miss the significance of the importance of the overall objectives in the education of deaf children. The first group is the parents. particularly the parents of young deaf children. Realizing the lack of verbal communication abilitv of their children. and very "naturally being deeply desirous of having their children learn to talk, many of these parents fail to realize unti: too late that education is a lot more than the acquisition of verbal communication skills. It is one of those things that should be obvious, but rarely is. to parents. The second group is composed of individuals who one would expect to be even more aware of the importance of the general obJectives-the administrators of public school education. ot having had the opportunity to learn and understand the complex problems involved in educating the deaf. members of this group frequently act on the assumption that establishing a program primarily designed to give some verbal communication skills to deaf children is the solution to the problem of educating the deaf. It is this type of thinking that accounts for the spread of local s~ngle day classes. To determine the kinds of schools that best educate deaf children. the investigation should keep in mind the total development ot the deaf child and his contribution LO the society where he will eventuall y take his Rlace, -The Silent Worker, March, 1950 From the Colored Department For a period 9f relaxation and reading, we use a set of printed cards that have Walk, Run, Skip, Hop, etc. on them. The children lik; to read them and learn them very quickly. In order to increase their comprehension, the teacher prints directions that combine these ver~)s with the children's names and the prepositions to and with. They are also learning the dif- ference between capital letters and small letters and how to match verbs in exercises such as the fol- lowing: Run ~op Walk Jump Hop skip Jump run Bow walk Skip bow Instead of reading just one word R(ln. Jerome feels very big when he can decide what Jerome, run to Bobby means and carry out the direction. Fannie, dance with Er- nestine is a favorite direction. The children understand the meaning of these two prepositions that are u:ed in this way and will find them much easier when used in other exercises. --Jean Parker's Class We are very happy to see spring arrive. We enjoy going out and picking the wild flowers that we see blooming about on the camp- us. We are trying to keep our room neat. clean, and attractive and at the same time learning to assume little responsibilities. Ruth waters .the plants. McKinley and Leo sweep. Curtis and Ernest clean the erasers and empty the wastebaskets. Janie, Frances, and Valeria dust. We have put up our new decorations for April. We have Easter rabbits. baskets. and tulips. March 28 was Annette's birthday. Our teacher had a birthday cake for her. There were eleven yellow candles o~ the cake. -Helen Jones's Class We are looking forward with great anticipation to Easter. We are expecting the Easter bunny to be very .generous in distributing his gifts among us. So far, no one in our class has received a box, but we have been assured by our parents that our pretty dresses. suits, shoe:; and other accessories will arrive On time. On March 30 we celebrated Donald Parker's birthday. He had a large coconut cake with eleven candles on it. After he blew out the candles, Our teacher 'Served each one a piece of cake. ~Ruby L. Jackson's Class With Easter just around the corner, we believe our greatest in- terest is watching for the postman and the time for the mail to be passed out. We 'are all expecting Easter boxes from home, but so far Rosemary is the' only one in our class who has received one. We have put up Our decorations and fixed our chart for Easter. In this chart are pictures and the printed form of: . Jesus a cross An Easter lily an Easter greeting an Easter basket an Easter egg a rabbit We are looking forward to our annual Easter egg hunt Monday afier Easter Sunday. We are happy tnat spring is here for it means trips to the woods. We always enjoy these trips be- cause we find new and different things each time that we go. We have learned the parts of a tree. It is fun for us to watch the new growth from day to day and soon we shall see blossoms on some of them. -Mattie D. Sams's Clast At the beginning of the term there were ten of us in our class: now there are only eight. We are evenly divided, four girls and four boys. We are a happy group and really enjoy coming to school. Our aim has been to do good work and to try to improve from day to day. Our class. as a whole, has put forth great effort to carry out this aim. All our subjects are interesting, but there are some things that we need to spend a little mOre time on. Since there are only a few re- maining weeks of school, we plan to give these subjects most of that time. ' We feel that we have made pro- gress this year and that it has been a very happy year for us. -Hattie Menifee's Class All through a deaf child's life every opportunity should be grasped to develop in him a rever- ence for things C?f a spiritual nature.. In the religious work of my class this year, we have connected our work with the Bible. When possible we have found passages in the Bible to verify statements. In our work on moral truth" the following were discussed: IL is right to be good. It is right to be kind. It is right to speak the truth. It is right to be helpful. It is right to b'e happy. It is right to be unselfish. It is right to be polite It is right to obey. It is wrong to be bad. It is wrong to be unkind. It is wrong to tell a lie. It is wrong to be lazy. It is wrong to be cross. It is wrong to be selfi'h. It is wrong to be impolite. It is wrong to disobey. With this for a foundation a chart was begun with the heading, Right and Wrong. As an experience came up in 'the daily lin. of the children, it was discussed and listed on the chart. Simple 'stories wue given to il lustrate moral truths; ai, Tom', father told Tom not to climb the fence, Tom climbed the fence. He fell and hurt his arm. He--his father. -Lucille M~ullough's Class (5) THE SCHOOL HELPER April, 1950 THE SCHOOL HELPER All eommunication should be addrelled to the School Helper, Cave Spring, Georgia. Entered at the post office at Cave Spring, Georgia, as second class matter ovember 1889. Acceptance for mailing at a special rate of postage provided in Section 1103. Act of October 3, 1917. Authorized October 31, 1918. Published monthly during the school year in the printIng department of the Geor\:ia School for the Deaf. JOHN L. CAPLE KATHARINE CASEY MARIE KENNARD C. G. TURNER Editor Associate Editor Alliociate Editor Printing Instructor VOLUME 50 APRIL, 1950 NO.7 For the promotion of all State-Aided Schools For the Deaf 1. Improved recognition as educational institutions with control in the hands of educational boards. 2. Sectional and national associations with accrediting authorities and approved measuring rods and standards suited to each association, terminating in the highest requirements for membership in a national a sociation for 'schools for the deaf. 3. A greater Gallaudet College servin\: the intere8ts of all the state8 with special emphasis on research find- ing8 openly arrived at and freely di8seminated in pro- moting the educational interests of all the schools. 4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with the spirit and purpose of its creation. . 5. Federal equalization aid for educatlOn that will guarantee equal opportunities for deaf boy and girls 10 all lltates. 8. Utilization or a full-time state Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for the Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduates. NOTICE OF CLOSING Our 1949-50 term will close at noon Friday, May 26. Pupils will go home Saturday, the 27th. Those children whose parents plan to come for them may be excused to go home as early as noon, Friday, May 26. Notices to patrons will be mailed May I. BLOOD FACTOR AND DEAFNESS According to a recent press release, an important discovery which apparently explains why some children are born deaf has been made in medical research laboratories of the University of Pennsylvania. Studies conducted with groups of afflicted children have led to the finding that the Rh negative blood factor can be directly responsible for impaired hearing in the offspring as Rh incompatibility. The discovery is reported from a new section on audiology. The section was set up only about six months ago. Dr. Ha-rry P. Schenck is chairman of the Department of Otolaryngology under whose auspices the research project is being conducted. -Hearing Aid Journal COLORADO SCHOOL SUFFERS GREAT FIRE The main building of the Colorado School for the Deaf and Blind at Colorado Springs caught fire and was completely destroyed March 22. The fire was discovered in time for all children to be led to safety. The building which was 61 y!:ars old was quite large and housed several departments including the chapel. The loss was estimated at a half a million dollars. Included in the loss was a priceless Braille library for the Blind, numerous musical instruments including an organ and five baby grand pianos. Due to high costs of replacements the' insurance carried will be insufficient to cover the loss. An overloaded power line in the attic is blamed for the outbreak of the flames whi~h spread rapidly. Since there are a number of other fine buildings on the campus it is believed the school could carry on by doubling up, altho many offers for assistance were made by the citizens and organizations of Colorado Springs. We extend sympathy to Dr. Brown and his school, but we are confident our friends will surmount this misfortune. -The Kentucky Standard OUR TRACK TEAM On April 21 Coach Turner's boys won the 7th district track meet by the greatest score in the history of this annual event. With 12 first place winners, three second, two third and one fourth they rolled up a total of 106 points. This is the third successive year that the GSD boys have Won the meet and we have three beautiful trophies to show for their efforts, All first and second place winners will go to the state track meet in Macon May 5' and 6. The individual scores are as follows: Herbert White 15 Y.I (Maximum) Ralph Gentry 15 ~ '(Maximum) Vinton Troup 14 Bobby Gorman 14 W. C. Wooten 13~ Thomas Rucker 8~ Junior Galloway 7 Franklin Bagley 5 GuYJon~ 5 Robert Wooten 3 Jack Watkins 3 Wayn~ Edwards I Total 106 (6) Superintendent's Corner I T is noted that the Texas School for the Deaf is in the throes of struck a familiar note. As a the profession of teaching the deaf. matter of fact it another Survey. This is the fourth Parks was a familiar and such study designed Another to fix a pattern Survey? and mar k the course of the education of the deaf in that state since 1936. During the interim there Advances pleasing refrainAn Opinion music we b a v f danced to before. To pay the devil his dues, it must be admitted that it was Roy G. Parks who impressed us most A recent summer school bulletin. issued by the College of Edu- cation, University Educational of Illinois carries M averic ks? the sta tem~nt, "The education have been at least -three great shake- with the tremendous importance of exceptional children is coming ups and as many new leaders to of giving particular stress to lan- to be recognized as a definite re- take the helm in an endeavor to guage development and the teach- sponsibility of the public school right the ship as it floundered in ing of reading to the deaf. It was in a society ~hich seeks to fulfill the turbulen t waters of diversified a passion with him. We were not its obligation to provide an edu- and unguided opinion. only fired by his zeal but have cation for all children of all the Is this unrest and dissatisfaction peculiar to the State of Texas? Rather, isn't it a localized pheno- menon that ominously reminds us of the storm brewing weather that lived to see the values of this stress translated into an improved educational foundation for our children and a happier and more wholesome school progress. Dr. Helen' Thompson, The people." It is conservatively estimated that 90 % of the future teachers of exceptional children, including the deaf and the closely allied fields, the accoustlcally handicapped and prevails throughout the profes- Clinic of Child Development, Yale speech correction, are b e i n g sion? University Medical School in schooled in, and subscribe to, the It was less than ten years ago that an effort was made to organize the Southeastern State Schools for the Deaf into an association sponsoring approved standards and an accrediting authority. This movement was killed a-borning by the Executive Committee of the Con ference. They pronounced it something not accounted for by the rules and regulations governing their body. Would that the proposed association, with the objectives sought, be functioning now. "The Importance of Reading in the Education of the Deaf," cautions us, "Const!lnt thwarting of man's unique trait, communication with others, frequently leaves its mark in the emotional life of the individuaL" And then again she says, "Reading and writing are two forms of communication even more important .than hearing and talking." All this she avers is applicable to the hearing child. How much more so must these principles appl y to the deaf who. at best. have a greatly restricted area of ef- above hypothesis. In opposition there is a school of thought contending that the education of the deaf is something so peculiarly different it would suffer and lose its identity if embraced within the field of general education. So might your State Medic31 College argue when placed alongside the School of Law in your University Syst~m.- But it doesn't. Nor, does either suffer or lose its identity by being a component part of the system. Isn't it altogether possible that the fective speech communication. This Then there are those who argue criteria that it would have established and the machinery of its organized endeavor, by now, be a rudder and a compass to set a course and to guide us through the stormy seas? The English Bard said, "The fault lies not in Our stars but in does not preclude a continued st rong emphasis on speech teaching. However. it does indicate the utter futility of trying to subordinate the teaching of language and reading to any other phase or emphasis employed in the education of the deaf. These two things are basic and on them must rest all that the U. S. Office of Education could not perform its prescribed functions, as pertains to the education of the deaf, because of lack of experience. That is like condemning the executive branch of our government because we don't like the President; or the legislative branch because our own Senators ourselves that we are underlings." other worthy teaching accomplish- and Representatives in Congress In our thinking we are more re- ments. To neglect the foundation did, or did not vote for a support sponsible for the uneasy condition is to neglect all. price on potatoes. of Our educational endeavors than an yone else. To all these things Mr. Parks subscribes. Tha~ is why we like his March offering. He is getting You know the answer to both the analogy and its counterpart. We should not condemn the highly ~ P ~RKS' "Sparks" in the March Issue of THE MISSISSIPPI- back into the groove that gives emphasis to one of the greatest fundamentals: and to what constitutes his most effective contribution to respected U. S. Office of Education because of its heretofore neglect of the education of th~ deaf. A a (Continued on Page Ten) (7) From the Primary Department Wr will soon br home for our summer vacation. We hope that you will be happy as you see how we have grown since wr came to school in September. We havr .11 g.ined wright and grown taller. We like to play in the sun hine. at long .go we went to the p.rk. Herman McKinney carried a rope. Wr enjoyed playing jump the ropr. Jackie Reid and Felton L.mb were the best jumpers. Jean Cofer, Jean Smith, Ronald Stephens, .nd Jenell C.thy enjoyed hop scotch. Richard S.mpler w.sn't too 1ntrrested in the games. He like to fred popcorn to the ducks. Playing and being h.ppy help our bodies grow. Our minds .re .Iso growing. We have been working hard. this year .nd feel like big boys and girls now . We can rr.d many words and are learning to s.y some of these, too. We want you to see us write our name. Please don't forget to h.vr us do that for you while we are at home this ummer. --Catherine Carne' Class During the month of March, we h.d two outstanding events. Ont w.s an MeAl urn's birthd.y, which we celebrated by sharing her bi~ white birthday cake and the c.ndy her mother had sent her. The other important event was the day we bought kites. orne of us had never owned one before, .nd we had lots of fun playini with them in the afternoons. After we finish our writing lesson each day, we usually look .t books. We especially like to look for pictures of birthday cakes and kites now. We can read these words from the printed form and can also take the-m from lip-reading. We are just now beginning to understand how much fun it is to be able to read the names of the familiar objects we see in our books. -Doris Brannon's Clau As the time for tbe school term to end draws near, it is interesting to compare the work that the beginners can do now with the work they did when they entered school in the fall. At that time, some of 'them did not kilOW their own names. In fact, they were not even a ware that thin,gs had names, and certainly had no ~dea what those name were. Remembering thar. it seems remark.blt: to see them read .nd understand nouns. verb, .djeclives, numbers, colors, cl.ssroom d i:rection, directions for ,relax..rion, and expressions such as Good morn ing, Bye bye, -and Th.nk you. Our new blackboard is of particular intere t to them ince it i made up of sentences about their own experiences and possession. When we go to town, or when someone gets a card, a lettel, or box, this is written on the blackboard with. dr.wing to illustr.t ir. The mail i u ually delivered at recess time .nd. the children can hardly wait to get b.ck into the classroom to see who get some mail. They enjoy having pictures of the candy, nuts, cookies, or .:lathing that their boxes cont.in drawn on this bI.ckboard, tOO, .nd it makes a very Interesting reading lesson for the whole cla s. The children open their boxes in the classroom and there i usu.lly a rush for scissors to clip the string so everyone can see what is in e.ch box. The proud owners then hold up each article for the class to ee, and their first thought is usually of haring whatever they have to e.t with the rest of the eTas, or with friends in ther classes. This is then placed on our pretty brightly colored tray and is t.ken to the dining room to be passed when we have finished our lunch. When all of the contents of the mail bag have been drawn On the blackboard, the children enjoy taking a pointer .nd showing who got the box, what the contents were, and then going to the calendar to show JUSt when it came. --Jim Irwin's Cia s If you had been watching our (8) class this year you would have seen little dresses and pants legs get shorter and faces fuller. The rea- on, well, our boys and girls are growing taller and.gaining weight. It has been said. "The proof of the pudding is in the eating." So the proof of our eating plenty of fresh leafy vegetables .nd fruits and drinking wholesome milk is found in our steady growth and general he.lth. One of the first health lessons that we le.en is cleanliness. At the .me time we must learn to eat some of all the foods served. Often we have a notion that we do not like cert.in foods. But when we see others eating, .nd t.ste just small portion, we find that these ervings are much better than we expected. SOOn we find ourselves eatin~ wholesome diet and liking it. Below is the chart showing the gain and growth of the boy, and girl in our cla s. September Name: Weight Height Betty Bruner 52 lbs. 481h In. Bonnie Bryant 41 Peggy Ann Dixon H Gene Elder 5:l '2~ '7~ 51 Jo Ann King 55~ 47 Bill Kin~ 5( 48~ Emmet Lewi 57 51 Fulton McDowell 50 49~ John Reid 46 .i61f.1 Barbara Sue Strickland 50 461f.1 ~\.(lTY Thoma 62 110 Dan Ward 52 471f.1 March Na..... : Weight Height Betty Bruner 62 lbs. 5014 In. Bonnie Bryant 47 '3~ Peggy Ann Dixon 48 '9 Gene Elder 56 52%. Jo Ann King Bill Kini' 65 '8~ 571f.1 4914 Emmet Lewis 64 54 Fulton McDowell 50 521h John Reid '.;)0 (8 Barbara Sue trickJand M 48 KelTy Thomas 56 51 Dan Ward 55 48 -Miriam lvlinter's Class THE SCHOOL HELPER Aprp, 1950 As the school year draws to its close, I would like to express my appreciation to the parents of my children for your kind words of encou.ragement to me in your cards and letters and for your wholehearted cooperation in everything asked of you. With two exceptions, our class bas remained the same <111 the year. Jimmy Grier and Bobby Jones were promoted to Mrs. Crowe's class earl y in the fall. It has been interesting to observe the talents likes, and dislikes of the children' as the year progrei>sed. It wasn't long before I learned we had some talented dancers in our group. Betty Jean Moore, Dollie Bridges, Edward Clayton, and Melvin Dukes have been in a number of folk dances and have danced at Rome and Rockmart, and'just recently at the Georgia Education Association in Atlanta. All these children are leaders in class work, too. The two Barbaras are wigglesome little girls, but not much escapes their sharp eyes. They are good lip readers and make few mistakes in other class work. Johnny Chandler is a born ieader and the children love him. He has shown more improvement than anyone in the class. Rosalie Nastasi and Marvin Hutto 'are our careful ones. They write nicely and take great pride in keeping the words on the line. Sarah Jackson and Larry Lemming are smart in many things, but both do best in language work. ~oth are thoughtful of others. Delano Bryson loves number work and surprises me often with his ability to understand casual canversa tion. The class is well graded and do nice work together. -Mabid Fincher's Class We look forward to Monday morning when we begin our news period for the week by recalling our activities over the week-end. These items of general in terest are wrinen up under the heading ews and stay on the blackboard for a week where they can be referred to irom time to time. This exercise is usually started with the activities of Friday afternoon when we go to town to spend our weekly allowances. We write about the things each one bought, and our aim is to be able to make clear and concise statements without too much help "'rom our teacher. The Sunday school lesson is talked about and written up and on Sunday afternoons we often go for a long walk or play outdoors. The letters, cards, boxes, and money we receive are of great interest to us and must be mentioned in the news. Even a trip to the hospital to see the dentist or to get a bandage must be written up, for we are trained from the beginning of Our school days that every activity has a meaning and these many and varied experiences help us develop our vocabulary. -Mae F. Glenn's Class Our schedule this term is different from that of last year in that we have two sessions, morning and afternoon, instead of only the morning session. The children come to class promptly at 8 :45. From that time until recess at 10: 15 we arc busy with work that particularly requires concentration, so this is the time we usually do most of our speech work. We are allowed fifteen minutes for recess after which we move along at a steady pace until noon. Luncheon is at 12: 15. Each teacher acts as hostess for her class at this meal. The afternoon session begins at 1 : 15. Our most difficult lessons are over and we can devote the next hour to something more relaxing, such as dra wing and coloring, but planned with a definite objective and higher aim with each exercise. The last fifteen minutes is reserved for clean-up period with each child assigned a specif{c duty . So ends our regular school day, Hobby hours, three days weekly, continue on until 3:30. At least two teachers are in charge of each group at which time a special effort is made to teach the children to enjoy such activities as rhythm, handicraft, games, and the newly organized Brownie work for the girls. -Reb~cca Crowe's Class With the exception of one class, I can't recall in my many years of teaching, ever having a class who enjoyed reading as much as my present one. Some are better readers than others, naturally, but every child in the class really looks forward to the reading period. All new words and phrases are explained Or acted out before the children see them in the readers. Usually we take a page at a time, or sometimes two, if the thought is carried over to the next page. The class reads the designated page or pages, after which I ask as many questions as I can with the children answering orally. Then we frequently dramatize what we've read, the children taking the parts of the characters about whom we are reading. At present we are reading Fun with Dick and Jane, and, in our last story, Dick and Jane with their family had just been to visit their grandparents on the farm. Their grandparents had given them two pets to take home, a little duck and a white rabbit. This appealed greatly to my youngsters, and of course, each child wanted to tell about what kind of pets he had at home and relate some incident concerning those pets. Sometimes, the reading period seems to be a never-ending one, simply because the stories usually bring to mind past experiences the children have had and which they want to share. As a last step in the reading lessons. the class is usually given a written test on the story through questions, but occas ion a 11 y through true and false statements or some other means. (Continued on Page Ten) (9) fHE SCHOOL HELPER April, 1950 SUPT'S CORNER-Continued matter of fact, such neglect. if an y, has been occasioned br our own peculiar lack of cooperation. It is all right to criticize some functions of a well-established agency of government but we are not behooved to condemn its underlying principles. That, we should uphold and endeavor to strengthen. The U niversitJ. of Illinois correctly interprets the situation as pertains to the whole field of special education. Such an interpretation is generally accepted. The opposition should avoid being the tail trying to wag the dog. Neither should it be an educational mavtrick that must be lassoed and brought into the fold. It has much to contributt. Prolonged hesitancy can only hun the cause which it professes to espouse. Be ours a residentiai or a day school for the deaf, it certainly should bear the brand of legitimate public school education. We can not be both in and out. Neither can we have our cake and eat it too. PRIMARY-Continued I try to make the reading period as interesting ai possible, for being a good reader means much more to the deaf child than to the hear109 one. -Pol/v CaseV's CIas, During a recent meeting, the Brownie Scouts put up a set of pictures in the girls' playroom. Then the following week, we put up another set of the same pictures in the boys' playroom. The pictures are lovely and illustrate Bible verses and stories that the children have studied. The playrooms look very attractive, and the children are enjoying them very much. The older ones are especially interested since thfy have just finished studyini the wonderful EasteI' story. They are more conscious than ever of the wonders of God. Early the other morning, when Mrs. Mayne went to awaken the boys, one little boy was awake reading his Bible. During a recef!t wind storm all the children went to the basement. One little boy asked if he might ~o upstairs and get his Bible. --Jessie F. Jones' Class Health is one of the most important subjects taught in our school. The children begin learning the essentials of good health as soon as they start to school. The importance of keeping neat and clean is stressed by both teachers and supervisors. The children are taught to take a bath everyday, to wash their hands after ~oing to the bathroom and before meals, to brush their teeth three times a day, and to wash their hair often. They are encouraged to take pride in their personal appearances. They learn to take care of their skin, nails, and hair. The older girls enjoy rolling up one another's hair. Good posture is stressed throughout each day. Emphasis is placed on the importance of keeping well. The children are reminded to wear sweaters outdoors when the weather is cool and heavier clothing when it il cold. W'ell- balanced meals are ierved the children three times a day. They soon learn that fresh vegetables and milk are required to keep them well and strong. They learn to chew their food well and not to drink too much at meal time. Along With health, courtesy is brought out. The children are taught not to sneeze or cough in others' facel. Healthy children Ire .s.ally happy children, but the value of keeping happy is not overlooked. All the children are encoura~ed to take part in ~roup activitiei, to keep busy, to have fun, to lau~h, and to stay happy. -Emmaltt Hiqhnott's Clau PARENTS MUST BE EDUCATED A need that has long been evident to the well informed is the field of the education of parents of deaf children. One of the greatest handicaps of the deaf child and the teacher, is the misinfor~ed over expectation of the parents of the average deaf child. While no one wishes to hurt another person's feelings, and especially is this true when speaking of that person's immediate family, the tendency to paint an over-rosy picture of the possibilitie in educating deaf boys and girls is, in the long run, more cruel than the actual facts of the situation as we know them. When a parent is given to over expectation, because of what has been said about certain exceptional deaf people. and cannot understand why the child does not equal the accomplishments of such talented persons, both the child and the sbhool suffer. There is dissatisfaction at the progress of the child, and a tendency to undervalue the ark of the school. It is welL of course, for us to hold to ideals, but at the same time it is necessary for us to face the facts of reality. Not all childern can live up to the ideals of those who love them. Not every boy can become President of the United States. Not every deaf child has within him the capacity to attain normal speech of functional lip reading. One of our acquaintances is a man who emigrated to America as a small child, and who never had a day's formal sc~ooling in his life. Yet he reads and fluently speaks seven different languages, and rose tram being a bookbinder to the presidency of a five million dollar concern. We are also acquainted with holders of doctorates to whose business acumen we would never entrust Our savings. People vary in their capacity for any type of learning, and in chil- dren that must be understood and appreciated if parent, child, and school are to retain mutual under- standing. -RMG, The Ohio Chronicle PO) HERMAN E. TALMADGE, Governor Georgia School for the Dtaf ITA Tit BOARD OF EDUCATION M. D. COLLINI, State SuperinteDdellt ef leb.e. ADMINISTIlA.TION C. H. Hollin~sworth, M.A., Superintendent Janice R. Caple, Secretary Jalian Tumlin, Steward Myrtle A. Johnson, Sec'y to Steward Earl Cox, Engineer Charle. E. Owen, D.D.S. Sam Garner, Jr.. M.D. Sarah Griffith, Nurae INSTRUCTORS Jolin L. Capl. Pnneipal Primary DepartmeDt IDlermediate aDti Ad.aneed OepartmeDt Marie S. Kennard, B.S., Supv. Teacher Doris Brannon Catharine Carne., B.8.H.E. Polly Casey Rebecca S. Crowe Mabel L. Fincher May F. Gfenn Emmalee J. Highnote Jim Irwin Jessie F. Jones Miriam B. Minter Mary P. Turner. B.A., At. SUpT. Telter. Advanced Department Katharine Caaey, Asst. Supv. Teacher, Intermediate Department. Connor Dillard Ruth D. Forbes Dorothy F. Brady, B. S. Edythe D. Montgomery. B.S. Gail Stout, Jr. B.A. Kathryn W. Williamson, B.A. Francea M. Tollefson, B.A. Sarah F. Ware V.eatio"al Depart..ellt John L. Caple, Supv. Teacher C.G. Turner Printing J.R. Ware Carpentry Connor Dillard Shoe Reparing Russell Royston .. Barbering & Pressin~ Jessie Powers ArlI " Cr.ft. Gladys L. Latham Beauty Cultun Annie McDaniel SewiJl~ Geverna C. Stepp, B.S.H.E. . . Home Eeonomiell Inez Hughell Ruby L. Jackson Cynthia I. Hannah C.I..-eeI D.~rt._t LuciIl.. McCullou~h. Supenisin. Teacher HaUie I. II_if.. Helen Jonea K.ttie D. I 1/ LLI u PUBL SHED T THE GEORGIA SCHOOL FOR THE DEAF, CAVE RIN , GEO GIA AY. 1950 OL. 50 O. 8 TO PARENTS, TEACHERS, AND OTHERS INTERESTED I THE EDUCATIO OF THE DEAF: The January, 1950, number of the AMERICAN AN ALS OF THE DEAF should prove a most informing issue for parents and teachers of deaf children and for all others interested in the education of the -deaf. It contains much satistical matter pertaining to schools and classes for the deaf in the United States and in Canada. THE AMERICAN ANNALS OF THE DEAF, founded in 1847, is the oldest existing educational journal in the United States. It is the oldest journal on the education of the deaf in the world. It is the official organ of the Conference of Executives of American Schools for the Deaf, which was founded in 1867. and of the Convention of American Instructors of the Deaf, founded in 185 0. IN THE JANUARY, 1950, ISSUE, THE FOLLOWI G INFORMATIO WILL BE FOUND: 1. A list of the names and addresses of teachers of the deaf in the United States and in Canada. 2. A list of the names of students in training for teaching the deaf and the names of the teacher training centers. 3. A list of vocations taught in schools for the deaf. 4. A list of school educational, religious, trade, commerical, and foreign papers by the deaf and for the deaf with names of editors and addresses 5. A directory of organizations of and for the deaf 6. The number of preschool deaf children 7. The number of children reported as using individual and group hearing aids 8. Per capita cost of pupils in schools for the deaf 9. Number of deaf pupils taught orally, non-orally, and by the combined method (orally plus finger spelling and use of hearing aids) 10. Names and addresses of Federal and State Rehabilitation Agent 11. Names of Federal and State Special Education Officers 12. Name and address of the Executive Officer of every residential, day, private and denominational school and class tor the deaf in the United States and Canada 13. Training programs for parents of preschool deaf children 14. A Alist of the names of the hearing ai"d companies approved by the American Medical Association 15. The total number of pupils enrolled in schools and classes for the deaf in the United States and Canada 16. Research projects on matters pertaining to the deaf 17. A list of names and addresses of summer camps for the deaf and the hard of hearing 18. A list of schools for the deaf having Parent-Teacher Associations 19. State Departments of Health having a Conservation of Hearing Program 20. Speech and Hearing Clinics in Colleges and Universites in the United States and Canada 21. State Societies of the ational Society for Crippled Children and Adults. Inc., having Speech and Hearing Consultants 22. A list of films on the educaton of the deaf 23. The minimum and maximum salaries of teachers being paid in schools and classes for the deaf in the United States and Canada. The price of the January issue of t1)e ANNALS is $1.00. The subscription price of the journal is $2.00 a year. It is published in September, November, January, March, and May. All requests for either the January issue or for a yearly subscription should be sent to the Editor, AMERICAN ANNALS OF THE DEAF, Gallaudet '~ollege, Washington 2, D. C. THE SCHOOL HELPER VOLUME 50 MAY, 1950 NO.8 REHARILITATION SERVICES FOR THE DEAF Marking an all-time record in of $2,000 000 and the hard of the individual cannot meet. vocational rehabilitation, more than five thousand jobless or unsuitably employed deaf and hard hearing at 'the annual rate of $6,400,000. This represents an 812 percent increase in earnings for thE deaf group and a 210 percent in- 4. Counsel and guidance to help the individual select and attain the right jdb objective - provided without charge. of hearing persons were prepared crease for the hard of hearing 5. Training for the right job for and placed in self-sustaining group." through schools, colleges, univer- employment during 1949 through These increased earnings, Short- sities, correspondence, on-the-job, State-Federal vocational rehabi- ley said. do not include those of in-the-plant - provided without litation services for civilians, Oscar 54 deaf and 488 hard of hearing charge to the individual. R. Ewing, Fede'ral Security Ad- persons among the 1949 rehabili- 6. Placement on the right Job- ministration announced today in tants who became farmers or fam- with no charge to the individual. connection with observance of ily workers and whose earnings 7. Post-placement follow -up to National Hearing Week, May 7- were not estimated. make sure the worker is satisfac- 13. "These rehabilitations," Short- torily adjusted to his job-at no Michael J. Shortley, Director of FSA's Office of Vocational Rehabilitation, added that last year's 5,087 "hearing disability" rehabilitations brought to a grand total of 22,668 the number of persons of working age afflicted with deafness or impaired hearing who have been rehabilitated. most from idleness and dependency, into suitabl.e jobs during the six years of State-Federal operations under strengthened legirslation enacted in 1943. ley said, "reflect not only a salvaging of individual earning ability and manpower, but a higher standard of living for the families of the impaired workers and a real gain in national income as well as society's welfare." According to OVR estimates, at least 37,000 deaf and 237,000 hard of hearing p'ersons are in need of rehabilitation In order to earn a living or to work at their fullest capacities. Rehabilitation services are available for disabled civilians, regard- charge to the "ciient" or the employer. Additional services inc 1 u de maintenance and transportation during the rehabilitation process, and necessary occupational tools, equipment and licenses-provided from public funds to the extent that the individual is unable to meet the costs. Shortley emphasized that State and Federal rehabilitation personnel are studying means by which more and better services may be extended to the deaf and the hard Citing a 13 percent increase over fiscal year 1948, Shortley stated that 1, 152 deaf and 3, 935 hard of hearing men and women were rehabilitated in 1949. less of type of disability, through divisions of vocational rehabilitation in every State, the District of Columbia, Hawaii and Puerto Rico. Rehabilitation services include: of hearing. "The OVR is cooperating with public and private agencies, in making extensive' exploration of the differences in services needed by the deaf and the hard of hearing, "They were prepared for and 1. Thorough physical and aural psychological needs of the deaf and 11aced in virtually every type of ~rade and occupation," he said add- exaruinations to determine the extem. of the disability, to discover the hard of hearing, the importance of careful medical diagnosis, ing; possible hidden disabilities, to de- higher educational opportunities "Before rehabilitation about 87 percent of the deaf and 60 percent of the hard of hearing were unemployed. The total combined annual income of the two groups was an estimated $2,321,000. termlllt~ work capacity- with no charge to the individual. 2. Medical. surgical, psychiatric treatment, speech therapy, hospital care, as necessary to reduce or remove disability-public funds defraying costs to the extent the in- for the deaf, research needs, problems confronting the Negro deaf or hard of hearing, and other special problem areas," he said. "The steady growth of speech and hearing centers is also an important factor in conservation of "In the first year after rehabili- dividual cannot meet them. hearing and the rehabilitation of tation, their estimated combined 3. Artificial devices such as hear- persons with hearing impairments. annual income was $8,400,000, ing aids to increase work ability- At present there are more than 130 the deaf earning at the annual rate public funds defraying costs which (Continued on page Ten) From the Primary Department This school year will be over learn to wait our turns at doing think it has been a worthwhile very soon and we have had a good the undesirable as well as the most year? We do. time learning to work and play desirable things. Each one espe- -Doris Brannon's Class together. cially likes to hold the Bib 1 e We have added many words to while we have our prayer every Recently we have learned a new our reading vocabulary by "do- morning, but we learn that we game that we have enjoyed veq ing." As we see the printed form must wait until everyone has had much. There is a circle made of of verbs, such as, Walk, Run, Hop, this pleasure before our turn comes cardboard which is divided into Skip, Jump, and Dance, we carry around again. It is very interesting six sections. Each section is a dif- out the direction flashed before us. to notice the changes in attitude ferent color; one is brown, and We enjoy learning new words; es- that come about as the children the others are colors that are found pecially when action is involved in realize what is taking place and in flowers. Wit!? a tack through the learning process. gradually feel assured of their turns the center and a bobby pin on the We also learn by repetition. We and show their willingness to give tack, this makes a very satistactory have seen the phrase "happy birth- way to their classmates. "wheel of fortune." day" many times this year. Not W;e have been reminded con- There is a brown basket for each long ago we told You about Jean stantly to eat alt" our vegetables, player and also flowers of five dif- Cofer's birthday party. By the to drink plenty of milk, and al- ferent colors for everyone. When time school is out, we will have ways to eat at least a little of every- this material is assembled the fun celebrated five of our birthdays. thing served us. If we do this, we begins. Each player spins' the bob- Herman's birthday is in the fall. find that we are soon liking the by pin in turn, and when he is We helped him celebrate during foods that we did not like at home lucky enough t9 pave it stop on the first week of school. or had not tasted before. We learn the brown section of the wheel, he We had only one birthday in that our gains in weight are con- is given a basket. At each turn after our class last winter. Jean Cofer's nected with our eating habits. Each that, he gets a flower of whatever "big day" was in February. time that we have been weighed color the bobby pin stops on, un- Spring is' a popular birthday we see that we are a little bigger. less he already has one of that season for us. Jean Smith was a year older in April. Ronald was seven years old in May. We are wondering if Jenell is going to have two parties this year. Her birthday is the last day of school. Three of us have birthdays this We feel that all these things have been JUSt as important as learning "reading, writing, and arithmetic;" however we have made progress in these subjects and also in speech and speech reading. color. In which case, that turn is lost, and he must wait until it is his turn again. The first player who gets his basket and his flowers of five different colors wins the game and is &iven a small prize. The most popular prize is a stick summer. Jackie's 'will be soon after Color work has proved interes- of gum. school is out in June. Richard and ting to us. We began our work We have gotten several lessons Felton will have theirs in August. with colors by matching one piece from this game. We have learned The majority of us don't have of red construction paper with an- to finish up our work without birthdays to look forward to this other, and then finding everything stopping to plaY so that there will summer. We are all happy though, red in the room. We did the same be an extra minute or two for the because we are going home soon. with black, blue, and yellow. game. At first, a few of us cried --Cathertne Carnes's Class Now we can read the names of when we didn't get our baskets on these colors. the first play, but now we just We feel that we have accomplished a lot this year; so we want to tell you about it. Soon after we came to school, we learned the names of our classmates and friends, and all year we have been learning how to get along with them. Our first lessons in citizenship began with our clean-up duties. We take turns sweeping, dusting, mopping, cleaning the erasers, and emptying the wastebasket. We Since we will be going home soon, our teacher showed us where we live on the map. She drew an outline map of Georgia and cut a slot to indicate where our homes are located. Then she cut little cards and wrote the names of our homes on them. When our turn comes to show where we live, each child gets the' card with his home printed on it and places it in the proper slot. laugh about it and try again. Our names are written on slips of paper so that the order of playing can be changed, and we have learned to watch this list very carefully to be sure that we know whose turn it is to play-and taking turns was one of the hardest things we had to learn when we first came to school. --Jim Irwin's Class Maybe you would like to know cannot do the same thing every This has been ~ summary of our about our auricular training and day, and in these simple tasks we year's accomplishments. Don't you work with the hearing aid. (2) THE SCHOOL HELPER 'May, 1950 In the beginning let me quote at something to be happy. She were coming in and starting a new John Dutton Wright, "The aim has im oved noticeably in class year. of auricular training is three-fold: work and behavior. We have been very busy and "the teaching of a vocabulary Sarah Jackson hears some and have accomplished quite a lot even through the ear; the improvement naturally is better in some things though the time has passed by speech; and .to effect an in- than most of the other children. quickly. We can really note our creased activity in the psychic She likes to help the others with progress as we help our teacher fix acoustic centers. the things she can do best. our files, one to take home and Most of the work done with Dollie Bridges' is a quiet child the other to leave in the office as my second-year boys and girls has with a pleasing personality. She a permanent record. As we finish been planned with the first two is very affectionate and rates our written assignments our papers of these aims in mind. During the among the best in class work. are corrected, dated, and pUt in first year our children learn to dif- Betty Jean Moore has a talent our folders in sequence. At the end ferentiate between a bell, a horn, for making friends. She is very of the year, our teacher goes a drum, and a clapper. They also smart in class work and can tidy through them and selects samples have rhythm with its high and up the classroom as well las a of each phase of our work. low tones. Thus they learn the grown person. She makes it her When we leave the primary de- number of high and low tones. business to do her best at what- partment, our permanent folders Along with this the vibra-tube is "ver she does. . containing samples of our written used in speech for building and JoAnn King came to our class work and copies of all our report placing the voice. working toward the first of May. She's the young- cards go with us. These show the the production of words. est, being only six years old. Al- progress we have made during our This year we have a multiple though she has been with us a years in school and can be referred hearing aid set in our room. The short time, it is 'plain to see that to from time to time. children enJoy u,sing it for short she is a leader. We are happy to We always enjoy showing our periods building the vocabulary have her in our class. families and friends the work that word by word, expression by ex- Peggy Ann Dixon is another we have done while we were away pression. and sentence by sentence. quiet child but takes part in every- at school and noting the improve- The "everyday" directions in the thing we do. She. too. came to our ment in penmans!'Jip, coloring. and class are first given in combination class the first of May. comprehension. with lip reading: Then later these Melvin Dukes is just a little We want to thank each one are given through the aids only boy but he has enough determina- for the interest you have shown with the children performing the tion for two boys and as a result and the encouragement given us actions called for. of this quality. he can do anything and now good ~ye for this year. This is a slow process. Often the other children can. -l4ay F. Glenn's Class we feel that we are not accom- Edward Clayton is our little red plishing as much as the time should head. He does good class work. is justify, but if we succeed in creating within the minds of the children a desire to use their voices and such hearing as they have, then our time is well spent. -Miriam Minter's Class self-sufficient, and has many friends. Marvin Hutto is the only left- handed pupil in the class. but he writes nicely and takes great pride .n his written work. We have found that our exercises in mental development have a three-fold purpose. First. as the name suggests, they promote the growth of our mental faculties; second. requiring little supervision, Delano Bryson is a happy-go- they often become "busy work," As the school year draws to a lucky type of child, bright as can giving our teacher time for the necclose and I think about the chil- be and is interested in everything essary speech training which must dren in our class, it is interesting to th'at goes on around him. He is be taught individually; and last, me how each child's personal traits among the best pupils in the class. they are usually entertaining. stand out. Each has his outstand- Larry Lemming is a serious- At this particular time, we have ing good qualities and some weak minded child, and it makes him advanced to the use of ordinals points as we all do. but the good very unhappy to make a mistake from the familiar points are what I'd like best to make a few remarks about. Rosalie Nastasi impresses me as a child who is continually trying to be friendly, and she does have in class work. He is satisfactory in all his work. -Mabel Fincher's Class The school year 1949 -50 is fast Draw five balls. Color one red. Color two blue. Color two green. many friends. drawing to a close, and it seems Draw five tops. Barbara Jackson must be busy only a few short weeks since we 'Color the first yellow. (3) THE SCHOOL HELPER May. 1950 Color the second and third purple. Color the last brown. (\Ve often leave one uncolored. The children learn tblat they must do exactly what the direc- tions indicate.) Our teacher has prepared many instruction sheets on the typewri- ter which she passes out. giving a different set to each child. In this way the children have an oppor- tunity for practice on a variety of directions. Another type C?f work sheet that we use calls for matching (with arrows) say cardinal numbers to the longhand form. or What Ani- mals Say to the corresponding quotation. We can finish an ex- ercise like this in short order. but they keep our memories refreshed by providing a different way of using what we have already learned. We can follow directions, too. when "Draw a circle around the word that does not belong in each group" is given. as: some eggs some cornbread some beans a cup some milk It isn't too ha'rd to reason that a cup is something we use while tbe remaining items are foods. We also form words from lists of jumbled letter supplied by our teacher. phleeatn (elephant) gerona (orange) Sometimes we write as many words as we can think of from the letters in a given word or group of words, using only our known vocabulary, and repeating each letter only the number of times it occurs in the given word. There are many variations and we hope that these small day to day (accomplishments I that teach us to follow directions specifically will stand us in good stead later On when achievement tests are begun, the latter be.ing an important part of our program. -Rebecca Crowe's Class This year introduced us to our first work on seasons. We've learned the names of the four seasons, which months belong to each, and have a fairly clear picture of some of the many things that take place during these periods in spite of the fact. that our seasons this year seem to have been a little mixed up! When February's balmy weather brought forth premature buds On the trees and the little flowers began to peep through the ground, we felt that winter was gon? and spring was just around the corner. But, when March ushered in as cold weather as we'd had all year and held back the early growth, we began to wonder if spring would ever corne. And, with that wonder, we began, to watch more eagerly for Mother Nature's signs of spring. On our walks to town and to the spring. and even from our windows, we've seen the new leaves burst forth. sometimes almost overnight. New trees were planted along our driveway last fall, and every time we've passed these trees some of us have had to stop and examine each one and comment on how slowly or how fast the new leaves were beginning to appear. On a few we were disappointed to see no leaves at all. We've watched, too for the first birds that come ari.d learned some of their names. We've 'leen them building their nests, and we've even counted their egg~! We've tried hard to be patient with the duck at the spring which has been settill,g i now for over two weks. . \Vishing to encourage our interest in nature. our teacher brought us a tadpole recently. We have found it almost unbdicvable that this same tadpole will develop not be here when this wonderful into a frog and sadly fear we'll not be here when this wonderful transition takes place. To our fishbowl we've added several periwinkles and two "crawley-bottoms" which we had so much fun trying to catch, but which made us unhappy when they died. Truly, spring has been a won- derful season, but all of us prefer summer, for that is the b<.:st season of all, when we are at home with our loved ones! -Polly Casey'.:; Class We had a big treat recently. The senior class' of the primary department always has a big wiener roast and this year we were invited and had a wonderful time. We know what we have to look forward to again next year. The last month of our school year finds us busy reviewing. This gives some of us. who are weak in certain things, a chance to "catch up." This review is considered a very important phase of our work as we prepare for the next year. We would like to thank Mrs. Kennard. all the teachers. the matron, and the supervisors for all they have done for us this year. After a pleasant summer at home, we will be lookmg forward to seeing everyone again next fall. --Jessie F. Jones's Class May is always a happy month. The days are filled with exciting things. We began this busy month by having our achievement test. We had dreaded it to a certain extent, but as everyone seemed so pleased over our grades, we're very happy we had it. Now we are looking forward to Field Day. when everyone gets a little sunburned and very tired, but has lots of fun. Perhaps we will be a little sad as we think about this year' s bei~g the last time !We'll take part in the primary pro~ram. This year has seemed to pass very fast, and it is hard to realize that it is almost gone. We've had a good time together, but we've worked hard. We feel that we have accomplished much. We hope that our parents and friends will be able to see great improvement when we go home and agree with us that this has been a year well lived. -Emmalee Highnote's Class (4) , Advanced Department ~ How We Plan To Spend Our Vacation Thomas Rucker will spend his summer vacation on his father's arm near Statesboro. He has studied Pard this year preparing for the col1ege examination. and he thinks that work on the farm will be lots 01 fun in comparison with his school work. He hopes to pass tht examinadon and enter Gallaudet in September. Eugene Whittle plans to leave school as soon as he finishes the col1ege examination. He has a job waiting for him and he hopes to be able to earn enough money to help with his colle.ge expenses neXt year. Lois Watkins plans to stay at home and help her parents during the vacation. She can hardly wait for the good news that she passed the college examination. She regrets to leave her many friends here. but she is eager to go to college and for the next five years she will be worl~ing very hard. Mary Moon has been here all her school life. She came back this year to prepare for the college examination. She will be happy when it is over, but she will feel sad having to leave the school that has been home to her for so many years. She plans to get a job for the vacation, and hopes that if she pa5sef! the 'examinatiop, she can join Thomas, Eugene and Lois at Gallaudet in September. Herbert White' would like to do some visiting as soon as school closes. He has an uncle who has a pond near his home and Herbert is looking forward to fishing in it. At?tjer a short "aca'~ion,1 he will work and earn enough money for his expenses next year, his senior year. Roscoe Dukes will be graduated next year. and he plans to help his father do carpenter work this summer. so that he can earn enough money to' buy his class ring and to pay for other graduation expenses. Laura PoOpe would like to visit some of her reliHives during the first part of her vacation. Then she is planning to get a job at Tarpon Springs, Florida. She visited her aunt there fast summer and thought it was a most interesting place. Sara Crisp can hardly wait until school is out. On her way home she will visit some friends in Macon for a few days. The first part of her vacation will be spent at home helping her mother keep bouse and working with her father in . the post office. In the latter part of the summer, she will accompany her uncle and aunt to Asheville. North Carolina for a week's visit. After her return home, she plans to go with friends to Jacksonville Beach and other interesting points in Florida. Fred Powers will work on the farm during his vacation. He will not have much time for visiting or sight-seeing. His father passed away recently, a'nd Fred and his brother will have to manage their big farm. Louise Walters would like to go with friends to Jacksonville Beach during a part of her vaaction. She ha~ never seen the ocean, and she is looking forward to having a guod time on the beach. The other part of her vacation will be spent at home helping her mother: Edna Pope is p~anning to spend some of her vacation in Savannah. She would like to go back to Washington this summer, but her aunt whom she visits there is coming to visit her. Edna is going to study at home so that she will be able to enter the Senior Class next year. Patsy Baker will work in the Nancy Beauty Shop, in Tifton the first part of her vacation. She can hardly wait to get home and learn how to drive the car well enough to get her driver's license. She hopes to go to Pensacola, Florida for a :visiit before returning to school next fall. Louise Wilson will spend her vacation at home helping her mother and father. She thinks that she will have lots of fUll going swimming and having good times with her family and friends. Dorothy Sims is planning a good time just staying at home and helping her parents. She will make some short visits to her uncles and aunts. Faye Johnson will visit her aunt in Saint Augustine, Florida during some of her vacation. She thinks it will be lots of fun just to be at home and play with her dog. Vivian Turner will visit some of her relatives during the summer and she hopes that she can go to the movie every day. Bob Pennington will spend his summer visiting and helping his father in the office. He is looking forward to having some of his school friends visit home. Jackie Dukes' will work in Woodbury almost all of her vacation. She likes to work so that she can buy a lot of pretty clothes for school next rear. Louise Boyd is planning to visit friends in Savannah. She always has sq much fun on the beach and such good times with her many friends there. Evelyn Robins'on hopes that she can get a job in Bremen for a part of the summer. She would also like to visit her relatives in Florida. Ruth Owens will have a good time visiting friends and relatives. She always enjoys going to the club for deaf people in Atlanta and will be happy to see a great many friends whom she never sees except at the club. She may get to go to Maryland with her sister, too. Vinton Troupe will spend his summer in Miami, Florida visiting his uncle and aunt. W. C. Wooten will get a Job in Macon for the summer. He will nave a good ti~e skating after ark. Frances Cox will visit friends in Savannah and spend the other time helping her mother at home. (5) THE SCHOOL HELPER May, 1950 THE SCHOOL HELPER All communication should be addressed to the School Helper, Cave Spring, Georgia. . . Entered at the post office at Cave Sprmg, GeorgIa, as second class matter November 1889. Acceptance for mailing at a special rate of postage provided in Section 1103. Act of October 3, 1917. Authorized October 31, 1918. . Published monthly during the school year in th pr.. nt- 1n~ department of the Georgia School for the Deaf. JOHN L. CAPLE Editor KATHARINE CASEY Associate Bditor MARIE KENNARD................ Associate EUItCl' C. G. TURNER Printing Instructcr VOLUME MAY, 1950 NO.8 For the promotion of all State-Aided Schools For the Deaf 1. Improved recognition as educational institutions with control in the hands of educational boards. 2. Sectional and national associations with accrediting authorities and approved measuring rodll and standard. suited to each association, terminating in the highest requirements for membership in a national association for schools for the, deaf. 3. A greater Gallaudet College serving the inter~lIta of all the states with special emphasis on research fmd ings openly arrived at and freely dillseminated in pro- moting the educational interests of all the BChoola. 4. A full utilization of services that can be rendered by the U. S. Office of Education in keeping with the IIpirit and purpose of it~ crea.tion. . . 5. Federal equalizatIOn aId for educatIOn that ~ill guarantee equal opportunities for deaf boys and glrlll In all states. 6. Utilization or a full-time stat. Field Agent and Placement Officer (or both) to locate and enroll deaf children in the State Schools for the Deaf and to work with the Department in job placement and vocational rehabilitation of ex-pupils and graduatea. Pedagogy from George Washington University in 1937. She was once offered the position of Dean of Women at her alma mater.-The Volta Review THE NEW TESTING PROGRAM During this school term an accelerated testing program for our pupils was initiated. Our objectives in this plan were to show individual achievement, group achievement, and over-all achievement of the school, to indicate weaknesses, and to set up standards for comparison of students now in the departments and for future comparison of ~tudents to come. Tests given during this term i~c1ude the Pintner General Ability test, two Stanford Achievement tests, one Metropolitan Achievement test, the Haggerty Reading test, the Iowa Reading test, three tests prepared by "My Weekly Reader," and in the advanced department two diagnostic reading tests based upon the "Modern Reading Series" of workbooks. In addition to these, departmental personnel have administered Stanford tests especially prepared for literature, science, and social studies. In the future a definite pattern of testing will be pursued so that we may be able to evaluate progress from semester to semester and from year to year. Special record cards have been printed which will allow anyone to !See at a glance the year to year progress of each student in each subject for his entire career at school. These tests, while they do not give an absolute picture of the situation, do point the way so that teachers and administrators may know their weaknesses as well as their strength. DR. ELIZABETH PEET HONORED OFFSET PRINTING Dr. Elizabeth Peet, Dean of Women and Pro fessor of Romance Languages at Gallaudet College, Washington, D. C, was named th~ College Dean .of Women of the Mid-Century by the National ASSOCiation of Deans of Women which met at Atlantic City the last week in March. Adele H.' Stamp, Dean of Women at the University of Maryland, prese'1ted the citation to Dr. Peet, who is completing her fiftieth year at Gallaudet College. Dr. Peet's father, Isaac Lewis Peet, LL.D., and her grandfather, Harvey Prindle Peet, Ph.D., LL.D., served as principals of the New York Institution for the Instruction of the Deaf. Dr. Elizabeth Peet has served under all three of Gallau~et's presidents. Dr. Peet received her B. A. degree from George Washington University in 1918; the honorary degree of M. A. from Gallaudet in 1923; the Certificat apres Examen, Cours Speciaux d'Ete, at the Sorbonne in Paris in 1932; and the honorary de,gree of Doctor of The Missouri School claims to be the first school for the deaf to use offset printing. Their claim may be true. They say, "offset is here to stay, and its about time our schools recognized this fact and did something about it." More than a year ago a 22 x 34 inch Harris offset press was delivered to our school. It came to us through the surplus property officer in the State Department of Education. Everything looked wonderful until we began to price the camera and dark room equipment necessary to put this press in operation. We found that $5,000.00 would be the beginning figure. Our printers turned thumbs down on this amount. They said they could use $5,000.00 in other places that would help more. We were rather sad to see the press leave our campus heade.d for the University of Georgia. We believe with Missouri that offset printing should be a part of our training prog-ram. (6) Superintendent's Corner Patrons, Alumni and Friends Throughout the State of Georgia May 10, 1950 Dear Folks: "Pride goeth before a fall." In my hurry to furnish some material for our harassed Editor, and just prior to embarking for Macon and the State Track and Field Meet with our embattled warriors, I "jumped the gun" by writing some lines like this: "The Georgia School for the Deaf Track and Field Stalwarts proved themselves champions everyone by reclaiming the State Crown lost last year to Ashburn in South Georgia." Well now I ask you, didn't we have a right to feel a little "cocky" about the whole matter? Hadn't we just won the Seventh District Championship for the third consecutive year? As a matter of fact we qualified more men for the State Meet than did any other Class C School in any' district in Georgia. This, of itself, was a record of some kind. You can see wherein circumstances justifi~d a little presupposing. But, alas and alack, this year's State Meet was the most torrid one in history. It was hot and grueling in more respects than one. To start with the weather was unseasonably hot. The temperature was 90 degrees plus in the shade-and there wasn't any shade down there in Porter Stadium. Second, in this Meet there were six all time state records broken during the qualifying rounds on Friday. The torrid pace set by the largest entry of young school hopefuls in history was something for the books. Yes sir, contestants who ordinarily were good enough to win points for their Alma Mater, and even first places, were a dime a dozen in Macon, May 5-6. Were the boys from the Georgia School for the Deaf snowed under and completely routed? I'll tell the world they were not. It is true they were "rocked back on their heels" in the qualifying rounds. Many of our hopefuls were eliminated by newborn champions who set the cinder paths afire with these new all time marks. But, the deaf boys were in there fighting until the bitter en~. When the smoke of oattle cleared, they, as a team, w:ere found to be occupying fourth place in the State. They nosed out Greenville, a much larger school, for this position by one point. Montezuma, who helped root us out of first place last year, had to take our dust this time. So did Smyrna, Springfield, Glennwood Gordon, Darien and a half-dozen other schools who had been strong contenders in State Meet~ long before the G. S. D. was ever heard of as a contestant. Yes sir, it took Ashburn State Champions, with a strong team brought over from last year, Louisville, with young Charles Ashley, a record breaker and Woodbury, with their Calhoun, who set two new State Records, to beat our boys on points. We are proud of our deaf athletes and still contend, they are "champions everyone." As if in retaliation for the elimination of some of our best prospects, in the grueling qualifying rounds our Bobby Garmon, Atlanta, tied for second place in high jump finals. He was only beaten by one m~n among sixteen entries. W Our mighty midget, Ralph Gentry, Kingston, a 120 pounder, was called on to redeem his failure to qualify in the 220 yard sprint and leaped 19' 8th" in the broad jump finals. This was good enough for first place. Our relay team composed of W. C. Wooten, Macon; Thomas Rucker, Statesboro; Ralph Gentry; and Herbert White, Bainbridge, were good enough to take third place. They were only beaten by Ashburn, State Champions and Louisville, runner-ups for the Championship. This gave us a total of fourteen points which put our school fourth from the top in one of the hottest Meets on record. Yes, we are still proud and we persist in thinking our boys are all champions. We are "cocky" too; and we will be seeing you next year at the State Meet. Very sincerely, c.H. Hollingsworth (7) From the Colored Department This world in which we live is a beautiful place; especially have we thought so for the last few weeks since we have become so conscious of color. May seems to be the happiest month of aU. The children are very happy because it will soon be time to put away school things and start on their Journey home. --Jean Parker's Class The children are glad that the month of May has arrived once more. All of them are thinking of going home and seeing Mother and Dad. We have been reviewing all the work that we've had this term, and at the end of the month we will know just how each of us is rated. We have put up our new decorations, using roses, birds, and butterflies. Our teacher let us color and cut out the decorations. Then we went for a walk and picked many pretty flowers to put in our classroom. -Helen Jones's Class With the closing of school so near we are busy making plans for going home. We have planned our summer vacations almost to the slightest de ils. Many of the boys have planned to go fishing, play softball and baseball, and engage in other sports. The g,irls have plans too and included are picnics. With all these plans OUr school work has not been neglected. We have been especially interested in our reading as we are now using books and enjoy answering questions about the many pretty pictures. We hope that everyone's vacation will be as happily spent as we plan to spent ours. -Ruby L. Jackson's Class Now that we have just a few remaining weeks in school, it is very hard to find something to oc- cupy the children's minds as their main interest is going home. Friday, April 22 we went on a nature study trip. Nature study is fun when one can get outdoors and gather first-hand information about the plants and birds. Perhaps you would like to know about our recent trip. After the devotional and calendar work one morning our teacher asked us if we would like to go for a walk. We were delighted. She told us that we were g. tension courses. private tutor. or correspondence. "Of those har~ of hearing per- sons trained, 191 received training in colleges or universities, 125 in business colleges, 104 in private trade schools, 87 in business estab- lishments and the remainder in public vocational schools, by col- lege or universit't extension cour- ses, private tuto~, or correspon- dence." - Shortley pointed OUt that the average age of the deaf persons re- habilitated through State-Federal services in 1949 was 25. and the hard of hearing, 39. "In the course of their work life expectancy," he said, "these men and women will more than pay back in Federal income taxes a10n~, the Federai money spent ou their rehabilitation. In addition, they will also be carrying their share of State and local taxes and their communities will further benefit by a saving in public as- sistance and private charity costs." A LITTLE DEAF BOY'S PRAYER He was such a little tot, The youngest in the school that year, And as be knelt beside his cot, I drew near that I might hear, What his baby lips were saying, For I saw that he was praying. Only three words, the name of his toys, Had he been taught to say, But he had watched the older boys As they knelt each night to pray: And his little soul, in darkness bound, Was seeking the light the others had found, Surely on breath of angels born, The prayer he uttered ascended above, And Christ, who pitied the lamb new shorn, Looked down on the child with wondrous love. These words I heard, all that he 1mew: "A fish, a top, a shoe." -Pauline Camp (10) THE COACH By Edgar Guest Who loses the important game? The coach. Who has to shoulder all the blame? The coach. Who to teach boys to play is hired And yet if one of them grows tired And fails to score is promptly fired? The coach. Who character is asked to build? The coach. With customers to keep the stadium filled? The coach. Who plans formations, old and new, And tells the youngsters what to do, But if they can't, is told: "You're through"? The coach. Who is by thousands second-guessed? The coach. Is jeered for plays he thought w~re best? The coach. Who has my deepest sympathy? Who is it I'd not care to be Regardless of his salary? The coach. HERMAN E. TALMADGE, Governor Georgia School for the Deaf ITATE BOARD OF EDUCATION . D. COLUNI, State Superintendent of Schools ADIlINISTRATION C. H. Hollingnrorth, M.A., Superintendent Janice R.