——————— OT DOCUMENT RESUME ED 096 067 RC 008 109 AUTHOR Fox, Robert S., Ed. TITLE Teaching in the Sme*' Community. Yearbook 1956, Department of Rural sducation. INSTITUTION National Education Association, Washington, D.C. Dept. of Rural Education. PUB DATE 56 NOTE 225p.3; Out-of-print EDRS PRICE MF-$0.75 HC-$10.20 PLUS POSTAGE DESCRIPTORS Annotated Bibliographies; Classroom Environment; Community Involvement; *Curriculum Development; Family Life; Flexible Scheduling; Individualized Instruction; Instructional Materials; 45 Interdisciplinary Approach; *Outdoor Education; “ parent Participation; Resource Materials; *Rura}. Areas; *School Community Relationship; *Small Schools ABSTRACT Fducators® main concern in 1956 is with teaching in small communities rather than exclusively with teaching in one-teacher schools. The modern rural school is likely to be one which serves an entire community, usually including a hamlet, village, or small-town center and the surrounding open country area. yet, the school tends to be small (about 64 percent of all school districts have fewer than 10 teachers and about 11 percent have 40 or. more). Written for teachers who serve small communities, the Department of Rural Education's 1956 Yearbook focuses on problems encountered by teachers in small schools throughout the United States. Emphasis is upon practical approaches to these problems, although it is recognized that no solution to one teacher's problem can be transposed to another situation. The solutions are based on the assumptions that (1) good learning experiences utilize and grow from the child's own environment; (2) education is more effective when directed toward the improvement of living; and (3) it is important that the school program be sufficiently flexible and varied to allow each child the opportunity to grow to his maximum capacity. Also included are a 53 item annotated bibliography and the roster of the Department's active members for the calendar year 1955 and those enrolied prior to April 1956, listed alphabetically by States. (NQ) yy” YEARBOOK ot 1956 ye TEACHING IN THE. us DEPARTMENT oF HEALTH EDUCATION & WEL Fare NATIONAL INSTITUTE oF EDUCATION THIS DOCUMENT MAS BEEN REPRO OUCED Exaxr TLY aS RECE\ VEO FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF ViEwce OPINIONS STATED DO Nor NECESSaRiiy REPRE SENTOFFiCi at Nar ONAX ; ' CATION POST ON O ED 096067 SE Kea ese: "1 o "AL EDUCATION ® Teaching in the Small Community Edited by ROBERT S. FOX PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRANTED BY TO ERIC AND ORGANIZATIONS OP atinc/ UNDER AGREEMENTS WITH THE NATIONAL IN STITUTE OF EDUCATION FURTHER REPRO DUCTION OUTSIDE THE ERIC SYSTEM RE QUIRES PERMISSION . OF THE COPYRIGHT OWNER bul ds al éd) Yearbook 1956 DEPARTMENT OF RURAL EpvucaATION National Education Association of the United States 1201 Sixteenth Street, Northwest, Washington 6, D.C. CopyrRiIGHT 1956 NATIONAL EDUCATIONAL ASSOCIATION OF THE UNITED STATES DEPARTMENT OF RURAL EDUCATION Published by the Department of Rural Education of the National Education Association of the United States as a service to all 1956 members of the Depart- editorial offices, 1201 Sixteenth Street, Northwest, Wash- per copy $3. Discounts: 2-9 copies, 10%; 10 or bookstores and other agencies for resale purposes. ment. Executive and ington 6, D. C. Sale price more copies, 20%; 20% to Mt if prt FOREWORD With this 1956 Yearbook the Department of Rural Education again turns its attention directly to problems of teachers and of teaching. This is not a new concern, for it appears again and again in The Journal of Rural Education, published by the Department from 1921 to 1926, and in the official bulletins and yearbooks which began their annual appear- ance in the late 1920's. Among the titles published during the past varter century are: Organization of Curriculum for One-Teacher Schools (1933); Newer Types of Instruction in Small Rural Schools (1938) ; Community Resources in Rural Schools (1939); Child Development and Tool Subjects in Rural Areas (1941); Guidance in Rural Schools (1942) ; and The Child in the Rural Environment (1951), as well as The Rural Supervisor at W ork (1949), which looks at prob- lems of teachers through the supervisor's eyes, and several volumes in such. special fields as school libraries, conservation education, and physical education. Significant differences between the rural Amez‘ca of two and three decades ago and the rural America of today are rciected in the literature in rural education of that day and now. In 1930, approximately 25 per- cent of the United States population lived on farms, while 19 percent was classified as rural non-farm and 56 percent as urban. Today, only 15.6 percent of the population lives on farms, while 25.3 percent is classified as rural non-farm and 58.8 percent as urban. In 1930, nearly 149,000. one-teacher schools were operating; today only about 39,000 of these remain. The number of school districts has been sharply re- duced—from 127,530 in 1932 to 59,270 on July 1, 1955—as states have sought to organize districts capable of providing the range and quality of educational offerings which rural life today demands. In 1956, therefore, we are concerned with teaching in small com- munities, rather than with teaching in one-teacher schools exclusively. The modern rural school is likely to be one that serves an entire com- munity, usually including a hamlet, village, or small-town center and the surrounding open country area. Nevertheless, the school in a small community tends to be small (about 64 percent of all school districts which operate schools have fewer than 10 teachers; only about 11 pes- cent have 40 or more), so we must be concerned with the distinctive ili pes = a ee eee ee problems faced by teachers in small schools. We are aware, too, that about 8 million children nOw travei to school in school buses, and that special problems arise from this circumstance. But more than all else, we are concerned with the teaching and learn- numbers and quantitative relationships; to his interactions with others, Out of these same experiences comes also the’ basis for a growing CLIFTON B. HuFF President Howarp A. Dawson Executive Secretas y CONTENTS Foreword 1956 Yearbook Committee Development of the Yearbook Acknowledgements CHAPTER 1. Z Selected Bibliography Official Records 1956 YEARBOOK COMMITTEE RoBertT S. Fox, Chairman Associate Professof of Education and Director of the University School, University of Michigan, Ann Arbor, Michigan EFFieE G. BATHURST Education Specialist, Office of Education, U. S. Department of Health, Education, and Welfare, Washington, D. C. DANIEL R. CHADWICK Principal and Upper-Grade Teacher, Cave Creek Elementary School, Phoenix, Arizona Lois M. CLARK Assistant Director, Division of Rural Service, National Education Association, Washington, D. C. Mrs. BeryL E. CLEM Assistant Professor of Education and Supervisor of Teaching, Eastern Oregon College of Education, La Grande, Oregon CLARA E. COCKERILLE Assistant Superintendent of Schools, Armstrong County, Kittan- ning, Pennsylvania Dorotny I. Dixon Assistant Superintendent of Schools, McDonough County, Ma- comb, Illinois AANNE S. Hoppock Assistant Director, Elementary Education, State Department of Education, Trenton, New Jersey LILLIAN B. JOHNSTON Educational Consultant, El Dorado County Schools, Placerville, California CHARLES L. KINCER Supervisor, Rural School Improvement Project, Pine Mountain, Kentucky Mrs. GENEVIEVE BOWEN SHAW Pebble Hill Acres, Doylestown, Pennsylvania Mrs. Marie R. TURNER Superintendent of Schools, Breathitt County, Jackson, Kentucky vi DEVELOPMENT OF THE YEARBOOK One of the exciting differences between the usual professional book and most yearbooks is the high level of cooperative effort represented in the latter. The Department of Rural Education has been fortunate in having been able to draw upon the rich resources of its membership and many other persons vitally concerned with problems of teaching in the smiail community in the development of this 1956 Yearbook. So that the con’ ents of the Yearbook might be genuinely helpful to teachers, hundreds of rural teachers contributed from their experiences and concerns the basic questions with which every section of the book deals. These questions, together with illustrations of promising practices sent in by teachers, supervisors, administrators, and college instructors who work close to the problems of teaching in small com- munities, were made available to the twelve people who make up the 1956 Yearbook Committee. Committee members undertook the major task of preparing an original draft of each of the chapters. It is to these people that the reader and the Department owe a primary debt of grati- tude. Several authors involved a number of colleagues from their regional areas in gathering ideas and in actual writing. To print each name would require several pages, even if it were possible to secure a complete list. To these people the Yearbook readers are deeply indebted. The wealth of illustrative material and the freshness of its presentation is due in large measure to the help of such persons. Coordination of the work of the Yearbook Committee and the Com- mittee on Publications and Constructive Studies has been provided by Effie G. Bathurst serving as a member of both committees. Her guid- ance in helping to plan and develop this Yearbook and in identifying ready resources is indeed deserving of special recognition. The help of one further group was enlisted in the capacity of “re- viewers.” These leaders in the field of rural education, together with each member of the Yearbook Committee, willingly agreed to read critically al! of the preliminary drafts of chapters and to suggest im- provements. This they did and through their help major revisions di- rected toward improved organization and readability were undertaken. vii In addition to the Yearbook Committee, the team of reviewers was made up of the following: FRANK L. AMBROZICH Principal, Carlton High School, Carlton, Minnesota Mrs. EILEEN Boss Principal, North Holland School, Holland, Michigan Mrs. JULIA MADGE BROWN Rural Teacher, Wilsey, Kansas FRANcIs L. DRAG Basic Education Specialist, United States of America Operations Mission to the Philippines (International Cooperation Administration), Manila, Philippines JANE FRANSETH Specialist for Rural Education, Office of Education, U. S$. Department of Health, Education, and Welfare, Washington, D. C. Mrs. ANNE HOIHJELLE Curriculum Coordinator, San Diego County, San Diego, California EpiTH KUHL Rural Teachers, Logan, Iowa Mrs. HELEN B. Mc DoNaLp Elementary Supervisor, Bureau of Rural Services, State Department of Education, Winsted, Connecticut Mrs. FLORENCE M. PARK. Teacher, Fall Creek School, Copco-Hornbrook, California LUCILLE SOLLENBERGER Elementary Consultant, Stanis!aus County, Modesto, California GorDON I. SWANSON Associate Professor, Department of Agricultural Education, University of Minnesota, St. Paul, Minnesota Mrs. Mary R. WATSON Elementary Supervisor, Cobre Consolidated Schools, Bayard, New Mexico No project undertaken by the Department of Rural Education lacks for enthusiastic and untiring support from the professional staff of the Department. They work behind the scenes with a diligence and zeal that inspires each of us who is involved. For creative ideas at every stage of the development of this Yearbook, for much of the editing, for all of the processing of data, handling of correspondence, and final printing, we are indebted to the members of the headquarters staff, and especially to Lois M. Clark, Assistant Executive Secretary, who served both as a member of and as primary advisor to the Yearbook Com- mittee. Rosert S. Fox Editor Vill ACKNOWLEDGEMENTS The Department of Rural Education wishes to thank the many hun- dreds of people who in some way contributed to the development and reparation of this 1956 Yearbook. We wish especially to recognize and thank the following agencies and persons for their participation: NEA Division of Rural Service—Secretarial services in preparation of the manuscript by MRS. }. W. LAMKIN, LOLA A. EARLY, MRS. ELSIE S. IRVINE, and JEAN RADCLIFF. Preparation of the Roster of Members by MARY i. MORELAND. NEA Division of Publications—Editorial service by JESSE S. COWDRICK and CARRIE G. GRIMSLEY. Cover design by KENNETH B. FRYE. Universal Lithographers, Inc.—Printing, under the general direction of G. WILLIAM KIRSCHENHOFER. Acknowledgement of Photographs: Chapter 1—Peter Erik Winkler and Lederle Chevron Chapter 2-—National Education Association files Chapter 3—National Education Association files Chapter 4—California State Department of Education, Bureau of Audio-Visual Education, William F. Stabler, photog- rapher Chapter 5—National Education Association files Chapter 6—Public Schools, Grand Rapids, Michigan Chapter 7—County Superintendent's Office, Waukesha County, Wisconsin Chapter 8—J. S. Craven, Dayton, Ohio Chapter 9—Julia King Photo, Alexandria, Virginia Chapter 10—National Education Association files ix CHAPTER 1 Focus on the Small Community se modern school serves its commn:ty. The community school, emphasizing interaction and service between school and community, has become the objective cf most thoughtful teachers and citizens. Defining the community school as ‘an educative process by which the resources of the community are related to the needs and interests of people,” a recent yearbook" called attention again and again to the importance of each %« hool being of and for its community. Many of the communities in our country are relatively small. Thus, a large number of teachers are concerned with providing good educa- tional opportunities to children in small communities, communities in which the schools and other agencies serve both rural and a town population. Some of the schools in such communities are fairly large graded schools with many of the resources which consolidation has brought; others are isolated, rural schools with one or two of three teachers carrying the full responsibility fora comprehensive educational program. These schools have in common a community setting which sociol- ogists can describe best in terms of the human activities that are carried on. A common shopping area serves its town and rural customers. Face-to-face relationships are frequent. Community activities include many of the same people serving in various roles. Primary social groups are found in the church, school, and agricultural or vocational organiza- tions, such as the Grange, Farm Bureau or Agricultural Extension Club. ‘National Society for the. Study of Education. The Community School. Fifty-Second Yearbook. Part 11. Chicago, Ill; the Society, 1953. Robert S$. Fox, Director of the University School, University of Michigan, and Editor of the Yearbook, prepared the original draft of Chapter 1. 1 2 TEACHING IN THE SMALL COMMUNITY “But,” the reader may ask, “what, exactly, is a small community? Do I teach in one? Will this Yearbook be useful to me?” The Yearbook Committee deliberately does not attempt to define ‘small community” in a rigid manner. While the United States census classifies as rural all people who live in the open country and in hamlets, villages, and towns of 2500 people or less, some communities may be larger than this and still retain many of the operational characteristics of the small town. Cushman? suggests two common denominators that run through the various community types: First, there is a relatively low density of population. People just live farther apart than in cities, and communities are simply small. Secondly, most of the people in rural communities are primarily dependent for their livelihood upon the immediately surrounding resources and the uses made of them. These re- sources may be rich soil, lakes, minerals, or trees, but the inhabitants secure their living from them rather directly. When a population aggregate grows so large that the majority of the people make their living by the processing of raw ma- terials brought in from distant places into such manufactured goods as auto- mobiles, washing machines, radios, and clothing, people take on the social and economic characteristics usually associated with cities and the community is no longer rural. This Yearbook is written for teachers who serve “hese small com- munities. It focuses on teacher problems, many of them phrased in the very words used by teachers in small schools throughout the United States. Emphasis is upon practical approaches to these problems, even though it is recognized that no solution to one teacher's problem can be transposed to another situation. Yet, some sharing of ideas seems to be helpful in creating unique solutions to similar problems. The Yearbook Committee feels that the Department of Rural Edu- cation is in.a position to make this xind of contribution to the improve- ment of rural teaching through the use of the resources of its wide membership. Such a source of pertinent problems and illustrative ap- proaches to their solution would be extremely difficult for authors of textbooks to develop independently. A mere unselected reporting of practice, however, could easily prove misleading. ‘Solutions’ to problems may be, in some instances, mere postponement of realistic attack on the problem, or may result in a treating of the symptoms alone. Thus, the writing and editing of this *Cushman, M. L. “The Reality of Rural Education.” Phi Delta Kappan (Vol. 26, No. 1) ; October 1954. p. 4-5. Focus ON THE SMALL COMMUNITY 3 book has proceeded under certain assumptions with regard to what education, or what are promising directions in which to move. One such assumption is that good learning experiences utilize and row from the child’s own environment. While the child from the small community or from a rural area may need to prepare to make his way in urban society, there is excellent reason to make a maximum use of the background of experiences, interests, and problems of his own living as a vehicle for the learning of facts, attitudes, and techniques in solving real problems. A child enthusiastic about improving his own living in the rural community will be a valued citizen of any community to which he may move. This leads to a second assumption: Education is more effective when directed toward the improvement of living. In other words, if teachers can facilitate children’s attacks on problems which are real and im- rtant to them and which are also considered important by the adults around them, the learning opportunities are maximized. It makes good sense to them! Transfer of skills and attitudes from such experiences to dealing with other problems of real life, during and after school years, becomes easier. If “problems in the improvement of living” is broadly interpreted, the development of skill in attacking such prob- lems might constitute the primary purpose of education. A third principle underlying good education in the estimation of the Committee is that, in view of the wide range of individual differ- ences existing in any group of children, it is important that the school program be sufficiently flexible and varied that each child may have opportunity to grow to the maximum of his capacity. Individual differ- ences are not looked upon primarily as problems, nor are they merely accepted as inevitable. They are recognized as basic ingredients of healthful personal growth and democratic social progress. It is obvious upon examination of these assumptions that the Com- mittee can look at teaching in a small community in a very positive way. There are genuine advantages! The school in the small community has to stay close to the pecole to utilize to the fullest the community school concept. In the large urban centers the “neighborhood” has been nearly swallowed up in the impersonal, rushing, mechanized city. Active in- volvement of parents and citizens in the school program, a focusing of the school curriculum on real community problems, and wide utiliza- tion of local resources in studying and acting upon such problems are highly possible in the small community school. Year is 4 TEACHING IN THE SMALL COMMUNITY School district reorganization, equalization of educational oppor- tunity through state and national financial support, and strengthening of the intermediate administrative unit are approaches which have been extensively studied and actively promoted. Such progress has been made, moreover, thac it can be stated with assurance that the small school district is on its way out! Students of the school district reorgani- zation movement are quick to point out, however, that the development of larger, more efficient administrative units does not mean necessarily that the small school serving the local neighborhood or communivy is to be abandoned. Thus, a guiding principle governing plans for school district reorganization has been to respect the need of the natural sociological community for its own school. “A school in each com- munity’ in a nation of small communities means that the problems and challenges of “Teaching in the Small Community” are of vital concern to the education profession. You are invited to share your thinking with that of the many teachers and administrators who have contributed to this Yearbook in con- sideration of such problems as: What do I teach in the small com- munity school? How can I get it all in? Where can I get materials and resources? Or even such personal considerations as: To what extent should local community standards affect my private life? V \ Hat do I teach? In my small community this ads on my pupils and what they need for their growth and de- velopment in their rural environment. It depends on their problems of living from day to day and on the tasks their rural home and com- munity expects of them. What I teach in my school extends beyond the skills of reading, writ- ee pt arithmetic, history, geography, and language. My pro- of depe g teaching also includes helping children in rural environments develop social understanding and enjoyment and love of other people. 1 try to help each child grow in his capacity for getting along happily and successfully with his peers and also with those who are older and with those who are younger than he is. I try to guide him as he learns to use wisely his rural environment and the services of our economic system to improve life for himself and others. I aid him in developing increased feelings of responsibility and appreciation for the natural resources which are especially entrusted to rural people. And I help him develop emotional balance and poise that come from good mental and physical health and other resources of personality growth. I would like first to tell you about the school in which I teach. The Cave Creek Elementary School The school in which I teach is the Cave Creek Elementary School, a two-teacher school about 27 miles north of Phoenix, Arizona. Both teachers have masters’ degrees. Both are interested in rural life and communities and have had experience in rural teaching. The building is a white frame structure with two classrooms, a cloak- room, and a storeroom. In the back are the restrooms, as modern and Efe G. Bathurst, Education Specialist, U. S. Department of Health, Education and Welfare, Office of Education, W'ashington, D. C., and Daniel Chadwick, Principal and Upper-Grade Teacher of the Cave Creek Elementary School, Cave Creek, Arizona, prepared the original draft of Chapter 2. pa ee Atte 8 TEACHING IN THE SMALL COMMUNITY sanitary as you will find in any school building. I teach the older stu- dents and serve as principal. Mrs. Elsie V. Linn teaches the primary pupils. She has always taught in rural schools and likes the work so much that she will teach nowhere else. The school ground lies in pleasant surroundings with desert-type shade trees and more than enough space for the children’s play. When pupils wish more of the Arizona air to study in, the desks are moved out-of-dcors and the shaded part of the school ground becomes their “patio” at no extra cost. When a small gro is learning a dance or practicing a play, the school ground is their multipurpose room. The enrollment is 30 pupils, with 17 in Grades V through IX and 13 in Grades I through IV. The lasses are not crowded, and no child is overlooked. Because there are several grades for each teacher, the teachers sometimes arrange for different grades to work together and plan the curriculum to meet the changing needs of mixed-grade, or ungraded, groups. Curriculum experiences are drawn from the com- munity as well as the school. Fach of us teachers works with the same students more than one year. In this school it is not necessary for a teacher to go through the process of getting acquainted with a new class every September. Friendships and even lessons can begin in September where they were temporavily broken off last May. Even casual visitors are imnressed with the warmth _ of affection in the groups we teach. Curriculum experiences are drawn from the community The community as well as the school provides curriculum experiences. This means that the program of the school is closely related to the life of the pupils. One day, for example, in the eighth grade a question arose about what is meant by a stock company and paying dividends and running a business. The class decided to organize a stock com- pany of their own. They formed the Cave Creek Chicken Corpora- tion (the 4.C’s) and designed stock certificates which they sold for 25c each. The money received from the certificates was invested in 85 chicks and some equipment. Everything went well until a stockholders’ meeting voted an assess- ment to pay for feed. The stockholders were worried. When a second assessment came and some of the chicks had died, the stockholders de- cided that they would be losing money and desired to sell their shares. At the end of 16 weeks the Corporation sold its growing chickens and | TEACH? 9 @HAT DO liquidated its assets. After helping to keep books for the Corporation and being assessed for feed, the students have a better idea of what it takes to invest money and care for property. They can understand that investing money is more than a mere matter of collecting profit or accepting loss. The Cave Creek music program gives the children opportunity to take part in music activities and to learn to appreciate music. Every child has a chance to be a star in some music program. The lower-grade teacher gives lessons in chorus and note-reading in addition to the regular program of singing. A radio in each classroom provides oppor- tunities for the childres, ¢o hear selected music programs and to learn to choose programs themselves. The pupils are learning to select pro- grams for particular purposes. Sometimes the class wants to hear a certain speaker on a new hybrid plant. It may be that a favorite band is playing on a local station. In such cases the class takes time to listen. If some of the boys or girls do not care to listen, they take their work to the other room or out-of-doors. The school uses its phonograph records for appreciation and for dancing. The children help select these records. Individual as well as group choices are recognized in the school’s purchases. The school has a Fife and Drum Corps. On W ashington’s birthday the children raised the flag while their Fife and Drum Corps played “The Star-Spangled Banner.” Then they pledged allegiance to the flag ° and played “America the Beautiful.” The little ceremony was planned by a committee. How did we get the drums and fifes? The pupils raised money to urchase one drum by having a bake sale and by selling cactus plants which they had started in ceramic containers. The other drum was donated by the Cave Creek Lions Club. The fifes cost $2.00 apiece and the children earned the money and paid for these themselves. The present Fife and Drum Corps has marched in several parades and although the pupils are small and not proficient musicians, they make up for these lacks with enthusiasm and spirit. In this musical unit everyone has an opportunity to play if he wishes. Membership is not restricted to a small proportion of the school group. Outdoor education is varied I encourage my country pupils to help themselves to the rich edu- cation that is outside the classroom and completely free. By example, 10 TEACHING IN THE SMALL COMMUNITY by questions, by a spark of interest now and then, I teach my pupils to look about them with eyes open to see and to understand what “God hath wrought.” I like the way Samuel R. Ogden, a rural parent, ex- presses the thought: The things that a child will learn in the country, and which are invaluable to him in later life, are numerous and difficult to put into wo.ds. They are things that have to do with animals and nature, and the realities of life—simple things that surround him and are a part of his daily routine, but which, living in the city, he would miss entirely . . . . Experiences like these—the first mess of trout, the first feelin; of confidence as a rifle shot, the first grouse exploding into feathers as its thunderous flight carries it toward the thick cover—these have educational value just 2s much as the hours spent in the classroom have, and they are experiences which are the birthright of the boy who lives in the country. They cannot be minimized or ignored, and when the question of education is evaluated they must be taken into ccnsideration.' Children help initiate new exper'ences This year some of the older pupils decided they would like to go into Phoenix and have dinner at one of the exclusive eating places. They raised the money they needed for this night “on the town” by having a bake sale and a car wash. They selected the night and the pupils dressed up in their best clothes and arranged for their parents to drive them into town. The night was a great success and the boys and girls are anxious to try it again. They enjoyed it the more because the idea and plans were theirs and they had computed the cost and earned the money. One of the events of each year for the children in this rural school is entertaining a first grade from a Phoenix area school. Last year, when the guests arrived at the rural school they found that the hosts had two horses ready for rides and every child from the city school had a horseback ride around the school grounds. The younger hosts also took their guests into the hills near the school and showed them differ- ent cac..3 plants. Back at the school after the trip to the desert, the other pupils were ready with wieners and rolls and all the boys and girls enjoyed a wiener roast by the fireplace on the school grounds. The teachers took a motion picture of the day's events and later showed it to the children and the parents of both schools. "Ogden, Samuel R. This Country Life. New York: A. S. Barnes & Co., 1946. p. 37-38. ag a a HAT DO! TEACH? 11 Cave Creek community encourages its school Our school is a community school. Every citizen in the community has 2 part in the school. Children have many opportunities to partici- te in community activities because everyone is needed for all activi- ties. The friendly associations with other members of the community give the children a feeling of belonging and of being important, each with his own place in the life of the school and of the community. The result is 2 happy, eager, and cooperative group of students. Parents become acquainted with their children’s friends because all are work- ing together often. Cave Creek community is proud of its school. One reason is that the community has great confidence in every one of its graduates. Last year all five studefts going on to high school from this schoo! made outstanding records. “his year Cave Creek sent 12 graduates into high school. Seven of them are outstanding. All aie a credit to themselves and community. In the two years referred to, none of the students from Cave Creek has dropped out of high school. None of the students has dropped out of school ‘a Cave Creek. The citizens of Cave Creek are interested in more than grades. Every citizen knows every student by his first name. Citizens are interested in the students’ creative development. Anyone in town can tell you which children painted the Christmas scenes on the plate glass store windows. Cave Creek community is not troubled by juvenile delinquency. One of the reasons may be that students have 2 program in which the school makes an effort to meet their needs for deveispment in the rural com- munity in which they live. Sometimes the things I try to teach have results Secause I know the community is back of me. A “Good Morning” from a friend and patron gives me a lift that helps to brighten my day's vork with the pupils. Parents’ offer of a car for a school excursion meat:s more than the leaders realize. Enthusiastic community attendance at a school pro- gram, a box of cookies from the neighbor next door, cuttings from a favorite rosebush—these are some of the things that help me to realize that, as a friend of mine says, “not the teacher alone, but the entire community, is teaching that sct vol a id all the people have their hearts in it.” 12 TEACHING IN THE SMALL COMMUNITY How | know what to teach WH it curricular experiences will enable my boys and girls to have the development they need and the education that society may demand of them? How can I know? My Cave Creek School experiences point the way, but I get ideas from many other sources to help the children make the most of the rich opportunities we have. Mrs. Linn and I work together to help the children of both groups. I talk with other teachers and educators. I talk with parents and businessmen. I read the latest educational books and magazines. I spend part of my vaca- tions in summer schools and workshops. I use bulletins and other ma- terials from our state department of education. From these and other sources I get ideas for helping me know what to teach. From these sources and experiences, together with the questions and illustrations for this Yearbook contributed by teachers from different parts of the nation, the following pages are prepared with a view to their possible usefulness to rural teachers who work in different parts of the country. A bulletin prepared by our state department of education is a useful planning manual. It is a guide for curriculum development with a flexible working plan and a general framework of important subject matter. It helps me to see areas of living and learning in which different subjects will be useful to the children when they have certain problems and needs. When I was attending summer school, I reviewed curricular materials of different states. I noticed that some states provide separate general guides for each of the subjects. A few states have courses of study in which specific items of subject matter appear to be rather rigidly set forth in detail. Some other states have curriculum guides similar to the one I use. For curriculum development I like my curriculum guide. It has a general framework of subject matter rather flexibly outlined. I draw on it according to the children’s needs in developing projects and experi- ences in real life. It helps me discover goals that are socially significant for my pupils in achieving the skill, understanding, and knowledge that each needs in the rural life “xe leads. I do not care for a course of study or syllabus that has lists of items to be checked off when the children have “learned’’ or memorized them. My pupils learn better by doing than by memorizing. Besides, lists, items, or concepts have a way of becoming standards which reduce the teacher's and children’s goals yaar RIG SERS 4 a eR to mediocre level. My curriculum guide helps me assist the children in appropriate living-and-learning experiences growing out of the rural environment. We select areas of rural living My school program this year is organized around four major areas of rural living. These include: (a) activities of the rural home and farm; b) health, recreation, play, and fun in rural home and co;munity; (c) rural social activities and rural community understanding and service; and (d) keeping up with the world ap” nderstanding our relations to it, All of these areas help us know what subject matter to teach and the activities in which facts and information will be needed. Next year, ehen we look ahead, we may find that our range of vision is greater or different from our range of vision now. Below are examples of every- day experiences that children have in the four major areas just men- tioned. Rural home and farm suggest activities The country child as I know him is close to most of the activities that keep the home and farm running smoothly, partly because his mother lets him help her as she works, and because the family works as a unit. Family living. In families that work together den.ocratically, the children have their part in family councils. Each child, at his particular level of understanding, shares some of the adult problems of the farm, such as providing scientifically balanced feed for pigs, chickens, or cattle. A boy's suggestion for a new type of onion, tomato, or lettuce for the family garden may lead to an interest in gardening that will become a hobby or an occupation for him later in life, whether he lives in the country or in the city. A girl's creative ideas may find expression in using flowers from the garden or roadside as decorative touches for the table on special days. Country children in my community get real pleasure from feeding the chickens and seeing them spread out for their food in a great white, ! moving semicircle as the food is scattered. If some of the birds belong to the children, the activity means more to them. They study breeds, quality of meat, cost of feed, and number of eggs produced. Life in the homes of small communities brings children into touch with rural magazines and newspapers; with radio programs of interest 14 TEACHING IN THE SMALL COMMUNITY to country people; with fields, gardens, and other sources of growing things; with modern farm and home equipment; and with the need for scientific care of all of these. To improve this kind of life and help to make it contribute to healthy personality growth for every child is a cooperative responsibility of the rural school and home. When a family has guests, the children have opportunity to become gracious hosts and hostesses. While Mother prepares a meal, John and Marge take the guests to see new calves or pigs, to see how tall the tomatoes or radishes have grown, to gather some pears or walnuts to take home, or to look at young kittens or puppies in the washhouse. Enjoyment of fields and woods. Many pupils are quick to notice changes in nature or farm activites and are interested. An area that was a grassy pasture in the morning may become a plowed field ready for seeding by night. A young boy sees his father producing this change with a huge red machine and imagines himself in his father's place. An older child may long for the time when his father or the law, as the case may be, will allow him to run the tractor for himself. The vicarious pleasure he gets while seeing himself in his father's place adds to the fun of imagining. Farms and rural environments have wonderful offerings for educa- tion. Around the rural school is a living museum. Inside the class- room a terrarium may be interesting to study for a while; but outside the rural classroom the country child can work as he will with many forms of life. There may be a patch of woods with ferns, berries, and moss finding their way of life in a natural habitat; or perhaps a sheltered corner in a fence row with entirely different animal or plant life. If one would but look with understanding eyes he might see fossils, relics, or other evidences of life or cultures that have since passed out of existence, leaving signs for studies that need not be con- fined to museums miles away. S/ared responsibilities of earning. My children usually have some part in producing the family income. The income of a farm owner is not received month by month. A farm owner gets his income more or less seasonally when he sells livestock or farm crops. Consequently, that is the time when he can give an allowance to his children. This requires farm boys and girls to lean: to plan the use of their income accordingly over a relatively long time. Frequently, country children earn their incomes instead of receiving a monthly allowance. They gather and q@HaAT DO! TEACH ? 15 sell eggs, for example, ot help with the gardening and sell a share of the produce. They may have money-producing projects separate from the family activities, as in the case of Future Farmers of America and 4-H Club members. Oftentimes, children who live in my part of the country have a need for earning money at an early age. They have sat ia on family councils in planning purchases for family use. Their thoughts about the use of money are often mature. The two clubs just mentioned meet part of the earning and spending need for many adolescent children. Rural living at home ot school can provide opportunities for children of ele- mentary-school age to learn to manage money. Especially is this true in a period of inflation when costs of things the children buy are high, and buyers must find ways of earning that produce comparably high ‘come. Children need to be taught to understand some of the eco- nomic factors involved and to plan their spending wisely. Otherwise the money they earn looks so large that they find their income spent for unessentials before real needs are met. In rural living my children have opportunities to earn money. If these opportunities do not arise naturally, activities such as those of the Cave Creek Chicken Club in school afford some experience in earning and managing money. Rural children may not have oppor- tunities to buy and sell directly, as in the cas of selling newspapers in a city, but sometimes they have a corner of the home garden or, if the father owns the home, they rent a bit of ground in their father’s field. Sharing labor and exchanging help with other members of the family enables a child to get his own garden or crop planted and cared for and marketed. Then comes planning in order to have a start for the next year, pay expenses, and pay for his own labor, before spending the profits or even investing them for future spending. With such an environment, children in rural schools have real experience to make arithmetic meaningful. These experiences are vital. We can help our boys and girls find information to improve money- making projects, such as borrowing money with which to buy calves to raise and sell, keeping bees, stripping bluegrass, growing flowers, and raising poultry. In such activities a school can help children get enjoyment and understanding otherwise overlooked. The farm as a laboratory. Whatever the home responsibilities of a child in school may be, there are usually ways in which his work ‘ 16 TEACHING IN THE SMALL COMMUNITY in school can help him fulfill the responsibility better or make his tasks more interesting. Let us say he gets an idea about conserving soil and water and other natural resources on his home farm. Perhaps he wants to protect birds in the woodlot or check erosion in his garden. The school can become his source of information; the farm is his labora- tory and workshop. His ways of working and the materials with which he works are real. Instead of teaching my children about soil conserva- tion by controlling the washing of soil on a make-believe hill in a school sandtable, I help my pupils prevent erosion in their own gardens or plan ways of irrigating a patch of melons conveniently near a co- operating neighbor. We have health, recreation, play, fun Fun in the country may range from a child's pleasure in a flock of young chicks to the creative satisfaction he gets when he sees the first leaves of the watermelons that he has planted, or the excitement of a secret house or hideout in the woodlot. Freedom to grow’, space to play without restraint, and opportunities for the exercise of initiative, originality, and imagination are usually characteristic of the rural child's recreation. A child's desire for physical activity may be partly satisfied by catching his saddle horse to take some of the first ripe apples to a neighbor family, or by playing One-Old-Cat in a barnyard so big that you do not hit the windows. In my school, some of the children’s emotional needs find outlets through caring for pets or protecting wildlife. Looking for new wildflowers and marking spots for other hikers to find and enjoy is an opportunity in my part of the country. Walking along a country road and seeing the su set and imagining the story told by the ever changing, colorful clouds is part of the fun life holds for the rural children here. Taking off one’s shoes and walking on the grass, especially the first day that mother will permit, is country fun. Rounding up the cattle in the warm sunshine and driving them into a new pasture for a short time is a chore that is not a chore. It is fun for the boy who has been in school all day. In the country school or home, materials for creative play are often right at hand. The youngsters find branches to make the framework for tents, fences, houses, barns, and sheds. Surplus vegetables, such as cucumbers and squashes, are used to make some of the animals for q@HaT DO! TEACH? 17 a play circus oF a county fair. Among other materials for creative and educational play are: scraps of iron: discarded bolts, nuts, and nails; ieces of leather; rubber tirc., hose, and rings; and boards from dis: caided farmyard gates and old buildings. In homemaking classes in country high schools, girls have oppor- tunities to learn the possibilities of such home materials for young children’s play. They have opportunities to get experience in helping guide young children in free construction and so be prepared to help their own children later to make the most of the cural environment's contributions to creativeness. In home extension classes in tie Com- munity, young mothers gather and discuss the ways in which the children’s hours at home can be educative and constructive. In the rural home, older brothers and sisters have opportunities to help the little ones in the family to be creatively employed in the out- of-doors, especially if their school experiences have given them ap- propriate ideas of ways of helping. Rocks and stones and relics are a neverending source of interest and study. From the flat rocks they mak walks for the playhouse they have built, even if that play- house is only a ground plan laid out to proper size with pebbies and sticks to mark the rooms. Colorful shiny pebbles make intriguing collections and pocket treasures. Such creative play at home is the background of rich experiences that free young children intellectually and emotionally and make them ready gradually for the experiences that the school helps them to have on a wider scale. Free, and close at hand, for older children as well as the younger ones, may well be facilities for active sports, such as ice skating, coasting, skiing, horseback riding, hiking, wading, or swim- ming. Many of these are activities that can become hobbies and means of recreation that continue well into a person's middle life. In rural communities children belong and serve Boys and girls in sural environments have more important contacts with their communities and neighborhoods than merely “using com- munity resources.” For a child, belonging to a rural community is somewhat like belonging to a family. In the community a child has his friends and playmates of his own age and others both older and younger. In the community he also has adult friends whose opinions he values. 18 TEACHING IN THE SMALL COMMUNITY Community relationships for children. \n the small rural community, as in other small communities, what one’s neighbors approve makes a difference. The neighbor who gives a boy his first job and pays him promptly and treats him as an adult is to him a person to respect and admire. An agricultural specialist who assisted a group of children in landscaping their school terrace was regarded with affection. So close are the ties between a certain conservation specialist and the bys and girls he visits from time to time that one feels that insights into rich living are established never to be forgotten. The rural family together. \n rural communities especially, families have experiences as family units. All may have a part in planring for crops, gardens, and livestock. Children, as well as adults, have respon- sibility for chores and housework. The family car in the rural community often is one means of keeping the family together. In the family car father, mother, and children go to church together. In the family car, all may attend the country fair or circus. On Saturday afternoon the family often goes to town together. After arriving at a destination, members of the family seek different groups according to special interests or friendships. Such practices usually bring together the friends of children and the friends of the parents, and relations between young and adults are whole- somely cultivated. Rural fainilies in cars are exploring highways and byways and together are discovering new developments, new places, new views, National and State parks, historical memorials, and scenic wonders. Together parents and children learn ways of being safe when driving. People of today are extremely mobile. There is no telling where future citizens will reside—in the country, in the city, in the United States, or representing the United States in another country. It has been estimated that, owing to the nation’s technological and scientific ad- vances, about half of the rural children of today will work and live in the city when they are grown. All will have even greater need for the kind of education that comes from understanding and making the most of today’s experiences as the first step toward solving tomorrow's prob- lems. Rural services. Rural communities are developing the services of organized groups, such as the Red Cross, hospitals and clinics, market- ing and producing cooperatives, and rural fire departments, and chil- y WV a\LABlt BES\ cor eHaT DO! TEACH? 19 dren are learning to accept and to make the most of such services. It is a frequent occurrence in the country, for example, for a stray kitten or lost dog to appear. When families are unable to keep the little wanderers, there is the problem of what to do about them without disturbing children unnecessarily. ‘When children help with the prob- lem, they may discover the Society for the Prevention of Cruelty to Animals and learn about its services in their community, or they may learn who 1s the iocal officer to help in the humane treatment of animal life. Children also visit friends in hospitals and use cooperatives. In the rural communities are opportunities for children to learn to serve as well as to learn how to use the services provided by the community. Some schools organize community clean-up diys. Often, organizations that have saort programs seek people who cca sing or play, or in some other way brighten a speaking or discussion program. Here is an opportunity for service for the school band or for quartets or choruses of children that sing well together. Classes that are study- ing conservation of the natural resources or learning more about com- munity services are, through school newspapers, keeping the community informed about their activities and about sources of information that adults also can find of service. Country children keep up with the world In the country, children are drawn. into world happenings today more than ever before—now that significant world and local radio broadcasts and television showings are brought to rural family groups. They form part of the family conversation and children often bring questions of the group to school. In the morning planning hour in school, children and teacher discuss news of the world along with and in relation to the news of the com- munity and the nation. During the day the questions are followed up in bulletins and encyclopedias. Books and maps are used to locate places mentioned. Historical facts may be used in understanding what led up to present problems which they see or hear discussed in the rural communities in which they live. The children gather facts they need from different textbooks and from bulletins and reference books. The pupils in my school are interested in the needs of families in other parts of the world. At least once each year the boys and girls in our school have opportunity to make a cont:‘bution of their own to send food to countries that need it. When this is done the children 20 TEACHING IN THE SMALL COMMUNITY learn all they can atout the children and the families in the countries where help is especially needed. They also keep up their interest in the particular countries during the year and sometimes on our bulletin board are clippings about the country to which food or clothing has been sent. Some of the children are members of the Junior Red Cross and keep in touch with the activities reported in the Junior Red Cross News and report things learned to the rest of the school. Skills of learning extena and enrich rural living I teach my children the skills of learning in connection with activi- ties in which they are useful. This is true of reading, writing, spelling, the use of numbers, and any other skill that must be so well learned that its use is habitual. Generally speaking, I try to teach that to live richly and fulfill one’s responsibilities in a rural community, as well as in other communities, one has to learn to read with complete understanding and reasonable facility. My pupils are learning that a person must be able to think mathematically and to compute and use the other skills with numbers in order that he may manage the business of his farm and home and of any life work in which our changing and democratic society may place him. My boys and girls are discovering that there are certain skills in the use of language, both in writing and in speaking, that enable a well-read person to express his thoughts in such a way that his companions understand. I teach, too, that a truly educated person has to have tun—has to enjoy life. The country person has the advantage of enjoying and living life in the out-of-doors. Surrounded by flowers, trees, farm animals, and other growing things, and close to the earth that gives him life, he may commune with the Spirit that holds life high for him. He becomes a partner with God in creation itself through the responsi- bility he has for improving the crops and animals of the farm. Reading, writing, and spelling with understanding... For rural children, reading especially needs to be related to familiar rurai experiences and interests. I help my pupils find in their textbooks and other materials the information that applies to their rural tasks and problems. Even the youngest get their reading experiences from rural life. wHAT DO! TEACH? 21 Helping rural beginners. One morning Bill rode to school perched ahead of his father on the tractor. That made Bill the hero in the primary fOUP for the day. The children were familiar with making short stories out of their own expaggiences, so they asked the teacher to help them “make’’ Bill's story ead it. They made up these state- ments to put on the chart: It has two little wheels. It makes a loud noise. The children “read” their story almost immediately. They thought reading was fun. The lines had meaning because the boys and girls had actually seen Bill on the tractor and helped make the story. Interest in reading. Following modern school methods, teachers help the little ones read sentences or stories about the familiar, personal experiences of interest to them. The story above is an example. When they show interest in words, we help them develop a vocabulary so that, as soon as possible, they may select a word that they know and read with understanding. We help them listen to the sounds of the letters and to notice and recognize the letters and the way they are combined to make the word. This is a step toward giving children a way to recognize words independently. When the children can read sentences by themselves from the chart, they may try reading from books. These are techniques tamilar to all teachers. Importance of familiar experiences. The important thing to me in teaching pupils to read is to provide fci them the kind of reading material that deals with things that are familiar to them. I try to pro- vide country children with books and materials about pets, faim machines, farm animals, flowers, and familiar and interesting wild animals, such as frogs, raccoons, squirrels, woodchucks. I try to have such books or charts for the children at the times when they have a use for the facts. If a child’s father has caught a raccoon, that is the time to provide or develop material for the children to read about raccoons and what use they are and whether there are conservation laws that prohibit or regulate the killing of raccoons in the community. Writing and spelling are taught along with reading, so that the chil- dren see the reason for them. Always, I try to teach reading, writing, 22 TEACHING IN THE SMALL COMMUNITY and spelling in connection with some important need the children have for them or to satisfy expressed curiosity or interest. Working with parents. Sometimes the parents ask us about the way we teach reading. Particularly, they are inclined to comment when they notice that it takes some children less time than others to learn to read. I usually make it a point in such cases to discuss individual differences in children’s rates of growth, the experiences each has had in prepara- tion for reading, and the importance of not hurrying a child unduly. Some of the parents read about standards for beginners in my pro- fessional books. This prepares them to understand when beginners in school start to read in pre-primers and primers all at different times. Mrs. Linn and I explain why it is that we try to use the children’s rural experiences in learning to read. We take advantage of the oppor- tunity to find out from each parent in what his child is especially in- terested. Then, in school, we try to use that interest in the child's read- ing. Parents help me in teaching children to read, not in the actual teach- ing of reading—for I do that myself—but in additional contributions suck as sending a pet to school to give the children an experience for a reading chart or telling me about a child's interest in a machine, a calf, some young kittens, or quail, or pheasants. When I know that the children have such interests, I can use them at an appropriate time. Reading with others. My plan of grouping pupils (See page 8.) ac- cording to interest in certain rural experience solves some of my prob- lems with reading. Again, when Grades V and VI form a working group, one reading period may be used for all, with the children using reading material chosen for appropriate levels of difficulty or content. Or, the children may work in small groups ‘, citizens through their study of the conditions of the soil on their home farms and its relation to floods. Conservation education 1s one of the responsibilities of rural schools, small or large. Conservation specialists in iocal situations in all regions of the United States are helping to make adult farmers conscious of the value of the natural resources in their keeping and helping them carry on the prcchres needed to maintain the resources in their charge. In many rural schou's children and their teachers have the opportunity of working with such specialists. As a result, rural boys and girls are often sensitive to the loss and waste they see. Since they love the out- doors and de not like to see it spoiled, these boys and girls in our schools today may well grow into adults who value the nation’s heri- tage and carry their share of responsibility for resources of the future. Learning to keep well and safe... What do I teach abo it health in my rural school? Well, among the things I teach are tine impor.ance of cleanliness, sanitation, nutfi- tion, safety, recreation, and physical and mental health. On the farm the environment has examples from which I draw illustrations. Take, for instance, the importance of good nutrition to health and growth. Many rural children can learn this important truth through helping with farm chores, especially when their attention is called to it. Among the chores may be the task of caring for young animals. When one boy sees how good milk is for young pigs or calves, he may need less urging in learning to drink milk himself if he wishes to g.0w. 28 TEACHING IN THE SMALL COMMUNITY What are the kinds of foods that children ought to eat in order for them to grow strong and healthy? Together the children and I look for the answers to the question. Together we plan for the kind of lunches that will help to produce nutritional balance in the three meals of the day. Sometimes the mothers help us. Sometimes the children plan gardens to supplement their families’ usual diet. From a rural environment another child may learn that cleanliness is important. Perhaps he helps keep barns, watering troughs, and fountains clean for the animals. If «lean water is good for a pet, he may think that it mast be good for boys and girls. The importance of care in washing dishes and utensils in school and home may be another conclusion for him to draw, especially if his teacher knows his back- ground and helps him to draw conclusions from his observation. We emphasize the importance of cleanliness about our schoolroom and our school grounds. Animals that cannot get along together on the farm are separated for the sake of their health and well-being. Money has been invested in a pig or horse. If disturbance means that the pig grows more slowly or the horse becomes nervous, then why is it not likely that harm must also come to people who fail to make or to keep a happy home? So I try to help my pupils see that if they would have good health, they must learn to get along happily together. In our community we look for ugliness that can be removed. We learn to clear away cans, bottles, glass, and garbage that may gather mosquitoes and flies. Clean schoolrooms, clean homes and farms, and a clean community are our slogan for cleanliness. We have a Safety Club and the members make surveys of their farms and homes to remove safety hazards and prevent unsafe practices. about farm animals and farm machinery. The Safety Club plans farm and home safety programs for assemblies. Older pupils help the younger ones cross the highway when this is necessary. They make posters to remind one another to practice safety with bicycles, such as not carry- ing someone when riding, and not leaving a bicycle on its side where a person might stumble into it. We teachers are working with parents to encourage the practice of children’s staying at home when ill with colds. Committees of children report to other groups in the school on how to care for colds and how to keep from infecting others. We arrange for the youngest children to enaT DO! TEACH? 29 have rest periods when they can lie fict and sleep if they wish. I help the children learn about the value of the services of a doctor, nurse, and dental hygienist to a growing child. The illustrations just given suggest some of the practices and kinds of health teaching in my school. We teachers hope to help our boys and girls to follow the kind of practices that, in their communities, will help them grow up safe and well. We teach according to pupils’ needs So, what do I teach in my rural school? My reply is that the answer depends on my pupils—on what they need for their growth and de- velopment in their rural environment; on their problems of living from day to day; on the tasks their rural home and society expect of them. I am encouraged by the belief that, if I decide wisely and teach well, my children will be helped to make full use of all resources available; and each child thus will be prepared to enter the next door that life opens for him, whatever may be the size or the nature of the community where he finds further study in elementary school, high school, or college, or his chosen work or profession. ~ _- = ._.——_ - = CHAPTER 3 But These Children Are All Different! A s a teacher I] am concerned with what | am to teach and with the extent to which I can and must decide this. But | must be even more concerned with whom | am to teach, for the focus of all of our efforts in the classroom must be on children—not just children in general but these particular children with all their likenesses and their differences. I am the one who can and must know these children; only thus can I know what they need to learn now. Children travel the same road in growing up Almost all children travel the same developmental road from birth to adulthood and there is a predictable sequence of steps they take along the way. A teacher who enjoys watching children says, “The young ones on the stre*t in the village where I live seem always to be playing out a new act in the drama of growing up. I see the current crop of babies leave their carriages and strollers and travel about with the staggering gait of babyhood, gurgling joyfully at ‘doggies and lugging their batt-ied dolls and woolly toys. “It seems only a little while until they are pumping away with sturdy legs at the pedals of tricycles, making breakneck turns at the end of the home block. Soon their trusting smiles show broad gaps where their baby teeth have disappeared. Now the gitls, dressed in the castoff frocks of grown-ups, teeter up and down the pavement in a pair of mother's shoes, taking their ‘children’ to call on a similarly at- tired neighbor. Packs of little boys, beginning to be scornful of such feminine foolishness, range farther afield to the river and woods and live with passionate intensity the life of the latest scout or space man to fire their imaginations. nee Anne S. Hoppock, Assistant, Elementary Education, State Department of Education, Trenton, New Jersey, prepared the original draft of Chapter 3. 31 p30 plots 32 TEACHING IN THE SMALL COMMUNITY “So the drama of growing up is played out through hair ribbons and braids, dungarees and cowboy boots, marbles and hopscotch, roller skates and bikes, and soapbox ‘buggy’ races where homemade wagons collide and fall apart at the bottom of the hill, “While most of the boys are still immuie to romance, clothes and cosmetics and dates begin to become important to the girls. But it is not long before the boys emerge from their grubby tousled state. . They start to groom their hair and wash behind their ears and appear in public with ‘those old girls’ so recently avoided like the plague. Before 1 can believe my eyes, it is their babies who are waving booteed feet in the air as their proud mothers wheel them down the street.” Scientists describe in much greater depth and detail how children grow and develop, but they, too, make clear that almost all children follow the same predictable series of steps along the road to adulthood. Their fundamental needs are the same, too Teachers know that children are alike in their basic needs. Children need freedom to grow up. The baby wants to sit up, to crawl and walk. The four-year-old wants to pour his own glass of milk. The middle-aged child sets our hair on end with the chances he takes to test his physical skill and daring. The teen-ager wants to “live his own life.” Helping children grow up, giving enough support but not too much, is the big job of teachers and parents. All children need love. They need loving parents and the warmth of a harmonious home. They need the teacher's liking and faith; they need to know that other children like them and respect them for some things they can do. Children need success; more success than failure. They need the good feeling of mastering jobs which take all, but not more, than they have to give. It is a good thing to tie your own shoes, to stay upright on your bike, to read a good story all the way through without help, to spell all the words right, and to be appreciated for these accomplish- ments. From the resulting glow of power comes strength. and drive to master the next hard task. All children need wholesome food, adequate rest, zestful play, cloth- ing suited to the climate and season—so could be spelled out the alike- ness of children in their needs for growth-encouraging conditions at home and school. ESE CHILDREN ARE ALL DIFFERENT! si cart 33 puUT TH But they are all different Every teacher knows, however, that no two six-year-olds or ten-year- olds are alike. One reason for this is that each child has his own inborn timetable of growth and development. Too much pressure, too much yailure at tasks he is not ready to do, can retard his development but no amount of pressure can speed it up. Chronological age, then, is only a rough index of where a child is along his developmental road. In a classroom of nine-year-olds, for example, the children will range in physical development from six rs to thirteen years. In other words, in this room there are likely to be some children whose physical equipment for learning indicates that they can succeed at tasks usually expected of first-graders, while others can shine at work usually expected of eighth-graders. This is normal and inevitable—in most cases not 4 matter of “dull” and “bright” but of differences in rates of growing. In most classrooms, tco, there are children whose potential for learn- ing is unusually low or remarkably high. Our expectancies must be different for them. The children at the lower end of this scale have great difficulty in dealing with abstract ideas and symbols. They learn largely through seeing, hearing, and doing. For them, making change must take precedence over figuring percentages of profit and loss; read- ing the warning signals on the highway over the skills of critical read- ing. Those at the other end of the range learn easily and rapidly. They may already know more than the teacher about the principles under- lying space travel and atomic energy. They go far under their own power when given time, materials, and encouragement. Physical conditions in children affect what we can expect of them. Some children have a great deal of energy to use in learning, while other children use most of their energy in growing. Children may be low in energy because of poor nutrition, overwork, lack of adequate rest, or a cardiac condition. Sight or hearing loss, a speech defect, con- ditions resulting from polio or cerebral palsy may be present. These conditions not only impose limitations on what a child can do; they affect his feelings toward himself, toward other children, and toward the school. Emotioral status has a powerful effect on behavior. Ten-year-old Jane was badly upset because a relative, and playmate, had died during the summer. Forced to come to school by her father, she cried and 34 TEACHING IN THE SMALL COMMUNITY tried to run away. Her fear of death was expressed as fear of the school and the principal. It was several months before the warm and under- standing guidance of the teacher and many opportunities to participate responsibly in school activities resulted in readiness to live successfully at school. Children are different because no two homes are alike. To the school come children from stable families and broken homes; children who have always lived in the same house and migrant children whose homes are where the crops are; children who know how to please the teacher because they were trained as she was and children whose culture is so different that they may feel strange with her. Few homes are all good or all bad in conditions which promote de- velopment and readiness for learning. Anthony's home is barren of books and -his English is limited because his parents speak to him in a foreign tongue. But he is warmly loved; he feels manly because his help is essential on the farm; his parents respect the school and urge him to make the most of it. Kirk's well-schooled parents have im- mersed him in books and music almost from his birth; they take him on trips an? help him understand his expanding world. But he has problems with an overprotective mother and a father who expects more in intellectual and physical achievement than he can produce. Tony and Kirk are at about the same chronological and mental age but they have lived different lives, and they are different. Children have a right to be different Each child is what he is at any given time because of his inheritance and all that has happened to him in the years he has lived so far. He is what he must be at any given time. It is fruitless and dangerous to try to force him to fit a preconceived picture of what a six-year-old or an eleven-year-old should be. The school owes it to him to accept him as he is, to have faith in what he can become, and to plan learning experiences which are right for him. Study reveals what each child is like Scientists in child development laboratories, through a variety of measurements, observations, and records kept through time, can assess the developmental age of a child with a fair degree of accuracy. Per- haps some day the skills of the scientist will be available to help ail LDREN ARE ALL DIFFERENT! 35 put THESE CHI teachers know children and set reasonable expectations for them. In the meantime, teachers must do the best they can with what they have; their best can be remarkably good. The school health records, and conferences with the school nurse, tell whether 4 child is growing; whether. he has physical handicaps or a historv of serious illness; perhaps whether he is getting adequate food and rest. Some teachers have learned to vlot each child's growth on the Wetzel Grid and so assess his physical age." Home visits indicate whether a child is secure in his family relation- ships, what his interests and out-of-school experiences are. Perhaps his mother's account of his age of teething, talking, and walking offers clues to his rate of development. Some teachers make friendly visits to children’s homes before school opens in the fall or at the end of the school year in preparation for the foilowing year. Tests can be helpful if they are properly used. Group tests of intelli- gence are screening devices providing only a rough estimate of a child’s academic aptitude or mental age and are useful only in conjunction with other information. Carefully chosen achievement tests in the basic skills give the teacher and child some indication of his progress from time to time. Their value lies not in determining his standing in rela- tion to a grade norm but in finding if he is progressing and what kind of help he needs. Teachers learn most, of course, through living with the children, talking informally with each one about his progress and helping him plan his own next steps, observing how he tackles his work and how he feels about school. One advantage in a multigraded classroom is that the teacher is with children more than one year and so can get to know each child intimately. Some teachers keep a loose-leaf notebook or a stack of file cards handy and jot down pertinent information about the children, dating each note. Reading back over these records helps the teacher to see how a child is progressieg and what might be next steps for him. Children themselves, if not held to standards too low or too high for them, are likely to set their own pace. They want to succeed and be approved. They will work hard on jobs which make them stretch them- selves but are not so hard they continually fail. be *Por information, write Newspaper Enterprise Association Service, Inc, 1200 West Third Street, Cleveland, Ohio. 46 TEACHING IN THE SMALL COMMUNITY Teachers, feel "right" about differences The more aware a teacher becomes of the wide differences among the children in the classroom, the greater appears the task of planning. Conscientious teachers, particularly in multigraded classrooms, are likely to feel hurried and concerned. Feeling “right” about differences in children helps to relieve this pressure. Sometimes a teacher can't feel right about differences because of a conflict in his own thinking. Modern science, and common sense, tell him that it is unreasonable to hold all children of a given age to a single standard of achievement. Intellectually he repudiates the con- cept of a single grade standard for all to attain, recognizing it as an outmoded holdover from the first graded schools. He knows that « single standard is impossible for some to attain, because for them it is too high; for others it is toc low, boring, or insignificant. And yet, somehow, it ts hard to be rid of the feeling that children should all be at the same place at the same time. When the feeling persists, teachers worry about how to bring slow-growing children “up to grade.” They work hard at the impossible. Children become not just children, but Reading Problems, Slow Learners, My Low Group. Time becomes a bugbear. It begins to look as if there isn't time for singing and painting and making a play and taking a trip because there must be more time for drill. School isn’t very interesting and nobody is happy, including the teacher. These conditions are unfavor- able to learning. Fe "ng right about differences requires straight thinking. It means, "IT will help each child to set goals which make sense to him and which he is able to attain. When he attains them, he and 1 will feel good be- cause we are both succeeding.” One other concept from the schools of long ago hinders straight thinking about differences. It 1s that the only truly noteworthy kind of achievement in school is success with books and symbols and ab- stractions. Now it is true that outstanding intellectual ability is much needed in our communities and greatly to be valued. But it is also good to excel in games, and to sing or play an instrument or paint a picture exceedingly well. It is valuable to be able to make machines run, and build houses, and repair roads, and grow food, and care for a family. How precious differences are! The world would be dull, and the wheels of our communities would come to a standstill if all people were alike. THESE CHILDREN ARE ALL DIFFERENT! 37 BUT So teachers relieve themselves of pressures and frustrations when they value the differences in children, and when they broaden the curriculum so that children witn different kinds of abilities and interests have a chance to “shine.” Feeling right about differences means, “My classroom is a miniature community. 1 will try to find and build on the articular contributions each child has to make, and help each one find a respected and useful place in the school. By so doing, | will be en- couraging diversity within unity, and this is a strength of our demot- racy.” At the same time that teachers are building upon individual strengths they are sensitive to the needs each child has for further growth in a . wide variety of areas. Support is given where there is difficulty; oppor- tunity and challenge are provided where there is undeveloped potential. New interests are awakened and old ones are broadened and deepened. Help parents value differences Parents sometimes need help to understand that all children are different and to accord their children the right to be themselves. Father may want a football star and mother may want a scholar, but they do better to find and nourish the boy's own interests and abilities than to impose their own wishes. How a teacher feels about a child is extremely important to parents. This means that a teacher can do much to reinforce the confidence of parents in their children. Although it is sometimes necessary to help parents see the unmet needs of their children, it is even more important to help them become aware of strengths and potentialities. As one teacher said, “We should Le more eager to tell parents what is right with their children, less given to communicating what is wrong.” Rating scales such as A, B, C, and D on report cards do not tell parents much either of how to nourish and encourage a child's strengths, or how to help him with his troubles. These rating devices often con- fuse the teacher who prepares them, and the child and parents who are on the receiving end. Does “A” mean the best in the class or that the child is doing his best? What is his best? Is his best good enough so he will “pass”? Should a fourth-grader who is improving markedly in reading get an “A” if he is reading a third-grade book? It is the old story of the conflict between what we know and what we do. If we truly believe in taking each child where he is and helping him to go on 38 TEACHING IN THE SMALL COMMUNITY from there, we do not “rate” him. We observe and record and report evidences of his progress. We may describe his achievements. Parent-teacher conferences as a method of reporting to parents are used in many schools and there is evidence to show that they promote learning. A teacher, newly come to a one-teacher school, found a boy sssigned to the third grade but unable to read at all. She knew the futility of third-grade reading material for him but she consulted the parents before adjusting his program. By mutual agreement with the parents and the boy, the teacher started him to work on pre-primers. Because he had grown to the point where he was now ready to learn to read, he progressed rapidly. Before Christmas, he was reading second- grade books, and ky the end of the year he was reading third-grade materials with ease. Had the teacher in this traditionally organized school gone ahead without consulting the parents, it is quite likely they would have thought he was being demoted. He might have been scolded and punished for what they would have considered his failure. He would have been discouraged and fearful, rather than hopeful and confident, in learning to read. When parents lack understanding of development and learning, they may unconsciously impede a child’s progress. For example, a teacher tells of parents who scorned manuscript writing as “just print” and insisted that “real writing” be taught. They scolded the child because he couldn't write and was unable to “say his alphabet” before he began reading. The teacher invited the parents to visit the school, showed them the materials she was using, explained why manuscript writing is more appropriate for young children, and why she introduced whole words before letters. They watched the children work and on a later visit were delighted with the progress their child was making. Parents absorb understanding when they come to school to help, and while there, see their children at work and play. One school which enrolls children of migrant workers, ranch owners, and other workers finds many ways for people to help. Parents participate in curriculum study groups and make valuable contributions. Mothers help teachers with parties, trips, programs, and other projects. They help the nurse and doctor by recording findings of physical examinations. They trans- port parents without cars to keep medical and dental appointments with their children. A group has landscaped the school grounds and contributed playground equipment. Parents donate outgrown clothing CHILDREN ARE ALL DIFFERENT ! 39 put THESE and supply food for the school lunch. The school calendar provides for three parent-conference days during the year. Farm workers are released from work to come to confer with the teacher about their children. Help children feel right about themselves How a child feels about himself has a strong influence on how he learns. If he thinks he is the kind of person who cannot learn’ to read, of hit a ball, or make a friend, the chances are he will not. Know- ing the truth of this, teachers who want to help a child spell better, or be more friendly, or conform to school regulations may begin by asking, “How does he feel about himself?” Teachers have seen something like miracles happen to discouraged, self-distrusting children when they were helped to have confidence in themselves. A big boy who, can’t read is willing to work hard at the jnitial stages of learning reading when he is helped in other ways to “look big” before the children. Perhaps he can show them how to terrace a gully, or operate a tractor, Of play a harmonica, or cook a meal outdoors. The feeling that he is somebody in the school helps him to face, with so much more confidence, the task he thought he couldn't do that he begins to succeed at. it. The success, ard the warm approval it brings from his teacher and his fellows, further strengthens his efforts. He begins to walk tall and smile oftener when the teacher tells-his mother and father, “That's quite a boy you have. We just couldn't run our school without him. Have you noticed how he is picking up in reading?” Physically handicapped children face the danger of feeling that they must be on the outside looking in. They may become self-pitying and dependent. But the magic works with them, too. When the emphasis is changed from what they cannot do to what they can do, self-con- fidence and independence increase. For example, Peter, who will never be able to run, dressed his classmates in seven league boots and led them through fine adventures by means of his vivid imagination and dramat:< ability. A teacher must accept a child as he is in order to help him to want to improve. He must feel the teacher feeling, “I like you. I have faith in you. I see good things ahead for you.” Unconsciously, the teacher com- municates these feelings by facial expression, tone of voice, gesture, touch. Teachers have to use great care not to communicate such feel- ings as, “I am worried and anxious about you. I am afraid you can't 40 TEACHING IN THE SMALL COMMUNITY learn. I wish you were.'t so dirty and loud. I don’t see how I can put up with you much longer.” When a teacher shows faith in a child it strengthens his faith in himself. When he thinks she believes he doesn't amount to much, he is likely to think so, too. It has been said that some children are hard to love. It becomes easier when we find opportunities to be close to children. Then they can reveal how they feel about themselves and the world, what they like to do and dream of doing. They let us know what they are up against which causes them to strike out against their world or try to withdraw from it. Organize to accommodate differences Over the years, teachers have worked out efficient ways to provide for the wide range of readiness, interests, and abilities which exist in every classroom. In doing so, they have adapted curriculum, grouping, the daily schedule, materials of instruction, and the arrangement of the classroom. Some of these adaptations are described briefly in the pages which follow and in more detail in other chapters. In general, these ways of working with children have been found use- ful in both single-graded classrooins and multigraded classrooms. The range in development and achievement is wide in both. Think ''groups"—not "grade" Miss Wilson teaches in a fifth grade in a consolidated school. Most of the children are between ten and eleven years of age. Included in the group are a few slow-developing children who are relatively child- ish in their interests. They read in books listed for second and third grade, are just mastering the number combinations, and are not very skillful at the games the other children enjoy. One boy, who is seriously retarded mentally, is unable to grasp the symbols of reading, writing, and number, At the other end of the range are children in the prepubescent growth spurt. Their interests are those of early adoles- cence. Some of them can use Miss Wilson's college textbooks in follow- ing their science interests. Miss Wilson realizes “fifth grade” is just a name for her twenty-eight children, not for a single level of achieve- ment. Her problem is to organize a program for children who range in development from early childhood to early adolescence. She thinks “groups,” not “grade.” put THESE CHILDREN ARE ALL DIFFERENT! “a Mrs. Allen works in a one-teacher school. Her children range in chronological age from five to fourteen years. If she thought in terms of grade, her problem would be practically insurmountable. She would have to plan for nine grades, pre-first through eighth. In some grades, there would be only one or two children. Then consider the two chil- dren in the fifth grade. Fifth-grade Janet is as far along as Tommy, Jabeled eighth grade. Bill, with Janet in the fifth grade, needs reading materials at the third-grade level. But Jerry, in the eighth grade with Tommy, works quite comfortably with fifth-grade materials! Mrs. Allen’s common sense tells her to forget grades and group children according to their needs and the jobs to be done in the room. Her prob- lem, too, is to organize a program suited to children ranging in develop- ment from early childhood to adolescence. Find some common centers of interest Although children in both Miss Wilson’s and Mrs. Allen's rooms work a great deal in small groups, they also engage in common projects. They need to plan and work as a whole group in order to develop a sense of unity and appreciation for the contributions of all the group members. Because many ways to learn are available, it does not matter that children read and think and contribute at different levels. Chil- dren find needed facts from interviewing people, observing, experiment- ing, and looking at pictures as well as from reading. They share what they find through painting, dramatizing, demonstrating, and charting as well as through writing and speaking. Miss Wilson and her children plan units which draw on the fields of social studies, science, and health. They work on problems such as “How are some homes and schools supplied with pure water?” of “What was life like in our community in the past ?”’ or ‘Is our school as safe and healthful as we can make it?” Because of the wider range of ages in Miss Allen's one-teacher school, it is often necessary to work with children in two or three groups in social studies and science. For example, the primary group might have only passing interest in the ways in which Latin America and the United States help, and compete with, one another. But little and big, alike, have ideas and work to contribute when a party or picnic is in the offing, when the school lunch program needs strengthening, or the school grounds need landscaping. A study of conservation of natural resources finds the younger children feeding the winter birds, learning their 42 TEACHING IN THE SMALL COMMUNITY names and how they help the farmers. Older children relate the con- servation of bird life to the care of fence rows and forests and to hunt- ing regulations. Perhaps they plant the school grounds with native shrubs which bear fruit attractive to birds. They may chart bird migra- tions and scientists’ hypotheses regarding migration practices. Nearly all the children in one multigraded classroom had relatives or friends in the armed forces. The children marked the location of each serviceman on the map, read news items about these locations, searched through reference books for information about the places where the men were stationed, and wrote letters to them. In one classroom with three grades, all the children studied dairying in the community; but the youngest children limited their study to com- munity activities, the next oldest group to dairying in the state, and the oldest children to dairying in the nation. Work in small groups The children in Miss Wilson's fifth grade and Mrs. All :n’s one- teacher school do a good bit of work in small groups and coinmittees. Less articulate child-en participate more freely in small groujs. Chil- dren having common needs can be helped together. Committee work is good practice in citizenship, for committees of the whole do much of the civic work of the world. Children are often grouped according to their needs in the skill areas. In reading, arithmetic, or spelling children who are working at ap- proximately the same level work together, using materials which are appropriate for them. A child may work in one group for reading, another group for some other skill practice. Groups form for purposes other than skill practice. Miss Wilson's children, studying how their community developed, may form several groups. Each group may interview local people and seek information from other sources regarding some aspect of the study such as early schools, industries, homemaking, activities, recreation. Mrs. Allen's children, working on conservation, group themselves for various jobs. A group gathers and lists pertinent books and pamphlets and writes to the county |’ rary and county extension service for other material. A group reads to find what winter birds eat and recommends ways to secure food for the feeder. A group paints a gay series of pictures of cardinal, chickadee, woodpecker, and kinglet to brighten the library corner. HILDREN ARE ALL DIFFERENT! 4 put THESE © Make grouping flexible In the classrooms a: . shed, children work with several different roups in a day. This prevents a child from becoming permanently identified with a “slow” group or a “bright” group. He may work with a group on reading skills, with a “partner” in preparing to share a book he likes, with a committee preparing to report on early methods oi farming in the community. Throughout the week he works with other rps in cleaning up the school grounds, decorating the room for the Hallu ween party, planning for morning devotions. Sometimes his con- tributions are modest; sometimes he “shines.” Sometimes he is the leader; sometimes he follows the leadership of another child. Children frequently choose the groups with which they will work. This makes it possible for children to follow their particular interests. It gives an uncertain child a chance to be with children whom he likes and with whom he feels secure. Sometimes the teacher places a friend- less child with a group where he can stand out and show his strengths. A boy who was never chosen first for playground garm=s impressed his fellows with his skill at hand puppets. He helped them have fun and they showed friendliness to him for the first time. Mrs. Allen in her one-teacher school is particularl fortunate in being able to group younger and older children together, sometimes. When the children entertained their parents, a group undertook to serve simple refreshments. Little folks on the committee decorated paper plates and napkins; older ones arranged wild flowers, the most grown up prepared the fruit punch. (The whole committee tasted it to see if it was sweet enough!) Through working together, younger children set their developmental sights ahead: the older children learned to be patient and gentle with the little ones. Encourage : idividual interests and projects Teachers provide for differences by encouraging children to work individually on interests and needs. This can be particularly helpful for children who are especially rapid or slow learners. In one classroom the children who often had “time on their hands” planned with the teacher to work independently. One child read, and kept brief records of, more than one hundred books—fiction, poetry, travel, and science. Children wrote and illustrated installments of “continued” stories which the others delighted in hearing. They lo- cated and annotated books and periodicals needed by the children in 44 TEACHING IN THE SMALL COMMUNITY working on curtent projects. They wrote, and learned to tell, stories for the younger children. They wrote articles for a newspaper, report: ing room activities for their parents. They read and reported in various interesting ways on their hobbies, sucis as space vravel, dress design, or baseball. Teachers protect the feelings of children who require or wish to use more time for projects, by making provision for them to work individually on skills with which they are having difficulty. One boy listened and contrib»ted interestingly to group discussions, but read poorly, He and the teacher talked about his difficulty and planned how to tackle it. He worked by himself on reading, using easy materials about jet rianes, speed boats, and other things which meant a great deal to him. Sometimes he dictated stories about his experiences to the teacher and learned to read them before sharing them with a group. The teacher helped him at odd moments and encouraged him to choose a child helper. This did not hurt his self-esteem for he took the initiative in asking for help and chose someone he liked to help him when he needed it. His progress was even greater than the teacher had hoped. One teacher prepared what sive called “contract reading.” She selected stories from reading textbooks, trade books, children’s magazines, and other sources. Each child had in his folder a list of stories together with the names and pages of the books or periodicals where they were located, and two or three thought-provoking questions about each story. The children went to the library center and worked on their “contracts” whenever they had time, moving at their own rate through increasingly difficult materials. Their satisfaction in self-help and independence was expressed by Jimmy who said, “This is the first year I ever read stories!” His earlier reading experience was so difficult that he had not had the thr Il of reading; he had only puzzled over words. Joe is another . .nple of a child who needed support in working independently. 2 was handicapped by mirror vision. Tracing on the chalkboard and or wide-lined paper helped him gradually to eliminate this handicap. Schedule for flexible grouping and individual work When teachers group children for various purposes, the classroom is a little like a three-ring circus. The teacher must keep an eye on all BUT THESE CHILDREN ARE ALL DIFFERENT! 45 the groups, help them over hard spots, teach them techniques of work- ing together without dominating them. One important way to assure efficient group work is to set aside a time on the daily schedule? for planning. This assures that the children as well as the teacher know what they will undertake and when. A skillful teacher is always planning with children, She is always asking, “What do you think our real problem is? What do you think our next step is? How can we find a way around this difficulty? How can we find what we want to know? How long should it take us to complete this job?" But sometime during the day, in the morning or at the close of the day, the children and teacher lay out the coming day's work. Each day's progress is checked before the next day is planned. Another way to strengthen group work is to schedule what teachers call, for want of a better name, a “work” period. This is an hour or so, often at the beginning of the day, when the children work, individually or in small groups, at jobs they have cooperatively planned. During this time, social studies committees may work, a room-club committee may meet, or a small group prepare a “surprise” dramatization. Some may work with arts materials; younger children may use blocks and home play equipment. The teacher is free during this hour to help wherever a child or a group needs her most. She may help a committee draft a report. She may note why a group is having trouble doing re- search on a science problem and plan to help them during reading time. She may talk with a child about his favorite character in the book he is reading, or counsel privately with a youngster who is worried about a personal problem. Some teachers schedule a daily half-hour “skills” period during which all the children practice the skills they realize they need most at the time. The teacher moves about working with individuals and small groups. For example, children may work with partners checking each other on number combinations (using a set of homemade cards with the answers on the back), or dictating individual spelling lists to each other. Some children may be practicing letter formation. Others may be reading easy material rapidly, to increase eye span, or comprehen- sion, or self-confidence. "See Chapter 4 for further discussion of scheduling, and for sample schedules. 46 TEACHING IN THE SMALL COMMUNITY Use children as helpers Teachers find that children show remarkable ability in group leader- ship. The teacher may, for instance, set aside an hour each day as “reading time.” During the hour there may be five groups at work. In the daily planning time each group lays out its work. (Some older groups plan several days’ reading activities in advance.) The teacher gives over-all supervision, but today she may work intensively with only two reading groups. At the same time the three sroups which do not meet with her, work with designated child leaders. One group may be re-reading a story in preparation for dramatizing it. Another may be at the library center, searching fer animal stories to arswer their ques- tions about how animals move, defend themselves, care for their young. A third group may be reading silently to answer some “why do you think’’ questions, making picture answers. In the use of “helpers” care is taken that children are not oppressed and made to feel inadequate or bored with “help” when they need to achieve things independently. Arrange materials to encourage independent use When teachers organize a program in which many small groups are at work, room arrangement becomes increasingly important. Well- equipped work centers stimulate children to work creatively. Wasted time and confusion are avoided when children have a place to work and materials to work with, ready at hand. Teachers and children find varied ways to arrange classrooms which encourage individual and group activity. Spaciousness helps, but good working arrangements have been developed in classrooms with limited space. Planning the classroom as a workshop, one group of children ranging im age from six through nine worked with their teacher to develop a number of work centers including a reading center, a science corner, an arts shelf, a place for quiet play, and places where writing and arithmetic materials were near at hand for children’s use. Bulletin hoard, chalkboards, and a flannelboard were a part of the school's working equipment to be used regularly by children and teacher. Another group of children of similar ages had a cherished spot which they called their “pretty corner.” It was a place to be kept beautiful with a child's latest handiwork or flowers brought from home, It was a place to be lived in and enjoyed. A child could come as he wished, just to enjoy this quiet nook which belonged in part to him, the same as he would repair to some quiet spot of his own choosing at home. puT THESE CHILDREN ARE ALL DIFFERENT! 47 Use commutity resources jn most schools, there are children who need assistance which teachers alone cannot give. To help them, teachers enlist the aid of parents, individuals in the community with special skills, service groups which can provide financial help, and others. Local, county, and state services are located and used. Fight-year-old Richard had a severe speech impediment and 80 per- cent loss of hearing in both ears. He was retarded in achievement and his behavior in school was disturbing to the group. Richard's teacher was able to arrange tests of hearing, speech, and mental ability. Inter- views with h’3 parents resulted in a thorough physical examination. A hearing aid and work with a speech teacher were helpful. Through affection aad understanding shown by principal, teacher, supervisor, and schoolmates, Richard discovered that people really cared for him. He began to enter into group activities and was especially helpful ir preparing a project for the science fair. Gradually his behavior ita- proved and his participation increased. A school in a coramunity where migrants come to harvest the crops Sas its Class size doubled during a twelve-week period. The migrant children who come need a great deal of help and guidance. Space and substitute teachers are scarce. This year several .tudents in a state teachers college gave several weeks to this school, making up the time away from the -ollege during the summer session. Acting as teacher aides, they had a fine influence on the children and gained priceless practical experience. Another school reports substantial help from the county health nurse. Vision problems have been corrected and provisions started in the county for therapy for children with speech defects. \n addition the help of specialists at the state university has been enlist: 1. A teacher, troubled about a nine-year-old who could not read, in- terested his parents in using the services of the county guidance clinic. It was found that emotional problaxs were blocking learning and he was helped with these. The library supplied attractive books, suited to his interests, which stimulated him to read. Remember, it's the personal touch that counts They are all different, these children who come to our public schools. rE. -h nme ie precious having in him the divine spark of immortality. 48 TEACHING IN THE SMALL COMMUNITY Each one has potentialities which he needs help in discovering and developing. We teachers need always to be improving or extending our skills in working with children. But we cannot go too far wrong if we show each one of our children that he counts with us and that we believe in him and value what he has to give. An eighty-year-old woman speaks with a loving smile of the teacher she had when she was ten years old. “Miss Mary always said I wrote a lovely hand,” she says. Seventy years is a lon); time to remember a word of praise, but it was never forgotten bev.ause the warmth and support it represented were built into a human life. CHAPTER 4 Can | Get ie All In: f I TEACH in a situation where it is possible to know children reasonably well—well enough to sense each child's general capabilities and to recognize his major needs and problems. But how to find time within a six-hour school day to provide al/ the worthwhile experiences these children should have—that is my problem. And of course there is the related problem, how to find time in my own 24- hour day to do the things that prepare me to use those six hours with children to the best possible advantage. I have taught for several years, part of that time in an eight-grade one-teacher school and the remainder in the middle room of a three- teacher village school. I have tried many devices, many ways of group- ing grades and classes, but always with the feeling that what I was doing was makeshift, that there must be better ways if I could only find them. Last spring I did some pretty straight thinking about it. 1 think of myself as a career teacher and would like to continue teaching in this community where schools are not likely to become large. But I asked myself whe.her I could go on for the rest of my professional life with this feeling of aever quite measuring up to what I should be accomplishing. It didn’t make sense when I faced it that way, so I resolved to set about correcting the situation, if I could. I was fortunate at the start. Our county office had recently employed an instructional supervisor who is especially qualified to work with teachers in schools like mine. So I talked things over with her. She understood my problem and felt it was one that many teachers share. But she said, and I'm sure it's true, that not all teachers are ready to move ahead in the same way and at the same time in working on such a problem. We decided that I needed first to clarify my own thinking on the problem. With a broader understanding of the possibilities, we Lois M.. Clatk, Assistant Director of Rural Service, NEA, prepared the first draft of Chapter 4. 51 52 TEACHING IN THE SMALL COMMUNITY could map out plans that would be workable for me. A summer work- shop at the state teachers college offered the opportunity I needed to “expand my horizons” as well as work on my special problem. What I report here has grown out of that summer workshop, interpreted, of course, in terms of my previous experiences. When several age groups share a classroom The special problem of organization faced by teachers in one- to four-teacher elementary schools usually centers in their having within their classrooms two or more “grades’’ or age groups. Many teachers have a few children in each of eight or nine different grades (including “beginners” or “pre-firsts” where five-year-olds are permitted) ; the average one-teacher school includes children in six different grades. The organizational problems which the teacher faces have to do with the necessity of guiding and directing the learning activities of these vari- ous groups of children simultaneously. Trying to teach reading, spell- ing, writing, arithmetic, science, history, geography, et cetera, to six or eight, or even two or three, separate classes each day is quite im- possible, if that is the approach the teacher makes. Fortunately this is not the only possible approach a teacher can make to the problem of organizing the classroom. In fact it is a plan bor- rowed from graded town schools in an earlier day, ana has been especi- ally ill suited to the small schools which have predominated in rural areas. That this highly structured scheme of organization still persists reflects an illusion: The illusion that children can be classified into neat and comfortable group- ings—a sorting into bins is the picture that comes to mind—doggedly persists, though experience disproves it daily. So teachers whose classrooms are inhabited by lively assortments of six- to fifteen-year-olds, or some lesser combination within that range, still struggle with a graded system that fits no group of chil- dren and is at its disastrous worst in the multigraded schools where age differ- ences dramatize the individuality of all personality. Little wonder'that, for many a teacher, the small rural school has come to mean a task so complex that he wants none of it. That this situation is a hurdle more apparent than real in no way lessens the difficulties it presents." Teacher use of time is the key A first and very important factor in “getting it all in” in small rural elernentary schools is a mental adjustment to be made by the teacher. *Clark, Lois M. “For These Childten in This School.” Phi Delta Kappan. Vol. 26, No. 1; October 1954, p. 20-24. CAN 1 “GET IT ALL IN"? 53 Once he has made the adjustment, a teacher can go on to make many specific adaptions and adjustments that are helpful in developing a school situation where rich living and learning can take place. The thinking involved in this adjustment goes something like this: The teacher comes to know, genuinely and of his own experience, that children grow and learn out of what they themselves do and experience. Hence the teacher's greatest responsibility is to guide and direct their doing and experiencing, each iudividuaily and all collectively, so that it brings for each the best growth, the fullest learning. While there 4s a time problem, it is not primarily the children’s but the teacher's: How can the teacher use his time with the children so that all of their school time is used in ways that help rather than hinder growth? That is the key question. Having clarified his thinking on this point, the teacher looks at the school day from the perspective of the needs of children of various ages and differing temperaments. What makes a good day for six-year- olds, eagerly starting to school? What do twelve-year-olds need? Specifically, what does this twelve-year-old Susie, sunny, placid, and plodding, need? What about Janie, a fly-by-night? And Tommy, earnest and even tempered but not yet ready to read? How can each have the help he needs? Children's needs in growing up set priorities No teacher really stands alone, however small and remote his school may be, since his school is part of a system of schools for which many decisions are made at both state and county levels. But many day-to-day decisions can be made only in the individual classroom, for them the teacher needs a clear sense of relative values. These values relate to the child’s needs as he grows up in, and comes to terms with, his world. They determine what is essential and what is incidental, or only a means, in the work of the classroom. To the teacher who holds to the ideal that every child must have his full educational opportunity, each school day becomes not just a day to be lived through somehow, but another day of helping children to find and develop their capabilities. Each child must, over the span of his lifetime, establish relationships with his world which satisfy him and are acceptable to his world. In his first years he counts on other persons —~-especially parents and teachers—to carry the main responsibility in guiding his establishment of these relationships. As he approaches 54 TEACHING IN THE SMALL COMMUNITY maturity, he prepares to take on the chief responsibility of directing his own life. So, in his formative years, parents and teachers seek to help him grow in understanaing and in the ability to think and act for him- self. Coming to terms with one’s world is not a simple matter, for ours is a complex world. Even the world of childhood may be complicated and confusing, made up as it is of all kinds of things, of people and circumstances, of feelings and ideas, of what adults expect of you and what you want for yourself. In order to establish satisfactory relation- ships with his world, a child must gradually and continually come to understand that world. He must also come to understand himself— his hopes and aspirations, his capabilities and limitations. So he must have many meaningful experiences with the worlds of nature and of man which he finds around him. He must also have many opportunities to explore, to try himself out in one way and another. Beyond this, he needs to develop the skills and abilities that make it possible for him to take an appropriate and responsible part, at his level of development, in the life of his world. Learning is an individual matter Francis S$. Chase, addressing the National Conference on Rural Edu- cation in October 1954, urged that we discard ‘the mass production model of education which moves learners along through standardized learning experiences at uniform rates.” This method, he said, is not good enough to meet the needs of today. What is needed is a quality of teaching, a flexibility of grouping for experiences, which make possi- ble sequence and continuity for the individual learner in the learning experiences provided.* It is extremely important, therefore, to look at the school day in terms of the typical needs of children at various levels of development and also in terms of individual child needs. Surely all six-year-olds must have a good bit of the teacher's time, and at frequent intervals. But twelve-year-olds are able to carry on for themselves, with a bit of checking and guidance now and then, once they have a clear under- standing of what to do and how to do it. They need longer periods of *National Education Association, Department of Rural Education. “The Challenge of Continuing Problems.” Rural Education--A Forward Look. Yearbook 1955. Washington, D. C.: the Department, 1955. Chapter 2, p. 26. CAN 1 GET IT ALL IN”? 35 time, sometimes to work independently or with minor direction, some- times with teacher “teaching” as a new phase of work gets under way. The organizing principle for Johnny is—Johnny The point is well made in Chapter 3 that children are all different, and that each has his individual growth pattern. The further fact that learning and development move forward in spurts rather than a steady climb has important implications for the organization of the school day. Many efforts to simplify the daily schedule of the one- or two- teacher school have bogged down because they assumed that a grade label meant just what it said—that Johnny's being in Grade IV ac- curately defined the level at which he was ready to work. What is wrong with such an assumption ? First, the notion that Johnny, or any child, can do a fixed level of work be- cause a grade label has been given him is erroneous. Johnny is Johnny, “a whiz at numbers,” or ‘a little slow in reading,”’ or ‘‘not much interested in geography” in other words, a normal child developing in irregular fashion along many fronts . . . . What is needed is the recognition, by what we do as well as by what we say, that the organizing principle for Johnny's learning must take into account Johnny— -what he is, what he needs, what he is ready for now. This we can know in advance in a general way, not in its minute details. And Johnny's total world is not ac all careful about the sequence in which it interests, excites, and stimulates him to learning.® Each small school must find its own pattern The school in the small community can be a good school for chil- dren. It has easy access to the life about it. Usually, too, the school is small enough that children of varying ages may associate freely in the activities of the school as a whole, perhaps within a single classroom. To use these advantages effectively, and to do justice to the needs of all the children, small schools must have their own patterns of organiza- tion. The school we envision differs from the traditional “rural school” in at least three obvious respects. One is in the nature of the daily program. The old jigsaw puzzle type of schedule, with its 10 minutes of this and 15 of that fitted together within limits set by a 9:00 to 4:00 day, gives way to a more flexible plan, When coming out even by tie clock was the most immediate concern, eighth-grade history might come in the midst of everyone else’s arithmetic. But when meeting children’s F "Clark, Lois M., op. c#t., p. 23. 56 TEACHING IN THE SMALL COMMUNITY needs is of first importance, the schedule must be usable and adaptable, not one that confines and thwarts teacher and pupils at every turn. “Block scheduling,” with its greater possibilities for flexibility, appro- priately replaces a more minutely detailed program. Closely related to this change in the nature of daily schedules is a changed attitude and practice with respect to grouping children for teaching. Although the grade labeling of children may and often does persist (Peter ts in Grade III, Ellen in Grade 1, and so forth.), they are grouped flexibly for specific types of learning on the basis of their individual needs and capabilities, not solely in terms of the “grades” to which they are assigned. This will be discussed more fully later in the chapter. Another change is in the way in which the teacher uses the so-called recitation period, Originally it was a time when the pupils re-cited to the teacher lessons which had been assigned for memorization. With today’s clearer understanding of the nature of learning and how it can be tested, the teacher's time is seen to be needed more in guiding and directing children’s learning. It seems a waste to call a class to- gether just to “hear’’ a lesson, instead, the testing of accomplishment becomes an integral part of learning, to be carried on in a variety of ways with teacher and children sharing responsibility for it. With less time needed to “hear” lessons, more time is available for actual teach- ing. This change is not unique to small schools, but has special im- portance for them. Students of the former Fannie Wyche Dunn will recall her reiteration of the idea that the old-time recitation is a luxury which the teacher in the small school cannot afford; time is too precious. Children's time is a precious resource Time is precious for everyone; for the child it is doubly valuable. He has but one year of being six—or eight, or eleven—so he must make of each year what is, for him, the best possible time of being that age. His school shares with his parents the heavy responsibility of see- ing that his precious time is neither misused nor frittered away. The school must be concerned with a// the child's time at school, and more besides. Does he arise early to hike over the hill and ride the school bus? Is this a good use of time for him, or does it have a damag- ing or a negative effect? Perhaps it is time necessarily expended, to be compensated for by a fuller and richer school experience than he might otherwise have. How is his noon time spent? When and how does he gT IT ALL IN”? 57 cAN 1G reach home in the afternoon? Has it been a good day for him? Has there been time for the things that are most important to his grow- ing up’ _. time to think, to plan, to evaluate Children need to know what they should be doing and why. Together with the teacher they need to consider what was left undone yesterday, to plan what ought to be done today, and to think ahead to what else may appropriately be done. Some of this will be concerned with their work in groups, some with their individual purposes and activities. This planning process itself is learning; teacher guidance in it is most important. The skills of planning develop slowly through many experi- ences. Some days, plans do not work out and need to be modified through further planning. Often it is necessary to check the children’s understanding of what is planned. It is a part of planning to save time each day for evaluation, to see if plans have been accomplished, and to make suggestions for the next day's work. One teacher reports that her county school supervisor suggests a program which begins each day with teacher-pupil planning of the use to be made of the various time-blocks for that day. The time-blocks are assigned to such fields as arithmetic, language, social studies, health, music, art, or other activities; these are jotted on the board. Then, she reports: At the beginning of each time-block teacher-pupil planning again takes place, indicating the kinds of activity for each group, materials needed, how and when the teacher will work with each group, et cetera. This takes but a few minutes and also is jotted on the board. In this manner there is always understanding as to what tasks lie ahead and how to proceed. All groups are occupied with worthwhile learning activities without fluster, hurry, or confusion. The teacher works from group to group; there may be discussion, introduction of new work, written assignments, drawing, constructing, reference work, free reading, room duties--whatever may be the planned assignment. Frequently a quick summary 2 at the end of the time-block is very helpful to the next day's planning. The essential elements of the scheme are (a) teacher-pupil planning, and (b) noting assignments or directions on the board where they serve as a constant guide and directive. It is important that time be so used that individual children as well as groups have opportunity to plan and, at appropriate times, to evalu- ate the progress of their undertakings, with as much teacher help as necessary. There must be time, too, just to think. Many teachers will 58 TEACHING IN THE SMALL COMMUNITy share with parents a warm appreciation of the importance for Roddy’s growth of his being able to say, “I've been thinking,” and of his having Opportunity to test thinking in free discussion or of putting it to the test in some suitable, practical way. ... time for living and working together A classroom is a place for living together. For five or six hours a day, a group of people are living within the same confines, doing many similar things, being affected by the actions of those about them. This living together can be of very indifferent quality or it can be a happy, healthful, and stimulating experience. A satisfactory group life is made up of many elements, some tangible and others quite intangible. But the allotment of a comparatively small amount of time each day makes possible essential activities which facilitate a good social climate in the classroom. In Centre County, Pennsylvania, many schools begin the day with a half-hour period entitled simply, " Beginning-of-the-Day Activities.” Earl Stock, the assistant superintendent, lists these items from which selection is made: Opening exercises; songs; news reports; classroom business; health practices check; weather and meteorological reports; supplies; personal reporting and sharing; planning for the day; and others, of similar nature. Commenting on the daily use of this period, Mr. Stock suggests: It is not to be supposed that all these items will be included every day. “Opening exercises” is the only one which will occur daily. “Songs’’ will occur most days. This is not generally to be the regular music period though occasionally it may be. Ordinarily it means singing two or three songs for pleasure and spirit. ‘News reports” may be quite extensive once or twice a week, omitted other days, or confined to very important events. “Classroom business” will occur irregularly. When planning a class activity, such as a school party or picnic, it may take the entire period—-perhaps for two or three days. “Health practices check” may occur daily if a morning check- up routine of hands, teeth, breakfast-eating, etc. is followed; or for the length of time covering a project in one or more such matters. The same applies to radio weather forecasts, thermometer and barometer readings, room temperature and ventilation, precipitation records: your plan may call for these activities on certain days, or every day for a certain period of time. Supplies that are distributed periodically may be handled in this period; more important, how- ever, is the getting ready of materials to be used during the day such as draw- ing papers, paints, craft materials, music, reference books, and maps. “Personal reporting and sharing” may mean noting a birthday, a new baby or pet, a trin, moving, or other incidents of considerable interest and importance CAN 1 “GET IT ALL IN”? 59 in the life of one or more members of the group—teacher, pupils, jmitor, associ- ates in other rooms, supervisors. “Planning for the day” is qute necessary most days. It refers to such general planning with the pupils as determining which classes or subjects are on the day's program, who will hae certain re- sponsibilities with regard to certain classes or in the halls or on the playground. It is perhaps significant to note that, of the nine specific rems listed, two—"'supplies” and “planning for the day"—have as their direct purpose the effective use of the remainder of the day in vorking to- gether. The other sever may and often do contribute t: the same purpose, but their immediate concern is the development :f a happy and stimulating group-living situation, _.. time for help with individual needs Within the range that we tend to label as “normal,” children vary widely in their readiness for particular learnings and in ther rates and patterns of learning. If the school is to provide for eaci child the individual sequence and continuity in his learning experitices which Chzse* calls for, the school day must provide adequate opp:rtunity for children to work alone yet with needed help and guidance. Such time is of great importance to the teacher, for it gives him opportunity to un- derstand the individual child's pattern of growth and his present needs. It is important to the child, for it enables him to move a:ead in his learning without the false starts and regressions he might experience if left to fumble by himself—experiences which not only discourage him, but may also set up blocks to learning. Teachers schedule time for providing individual help n different ways. Where the help needed relates directly toja particulis “subject” or “unit.” the teacher may arrange to use a part of the time-block scheduled for that subject or unit for working with individials. Often this is done quite informally and may require but a few mcments each day. At times a general need for help may develop, so that it seems best to devote the entire time-block for a day or more t individual work. Sometimes the help needed involves mastering skills thir are more generally needed. In such instances, some teachers find r useful to schedule an entire period during which all children wox on their special needs in mastering specific skills in such areas as realing, arith- *See p. 54 60 TEACHING IN THE SMALL COMMUNITY metic, language, and other communication arts. Some children may be doing very well in developing reading skills but need extra time for work in arithmetic, for example. A few children may need extra time in all fields, in which case the teacher helps to determine what is most needed for the child to move forward in his own growth pattern. In these special periods the teacher's guiding hand is greatly needed. How- ever, many teachers have discovered that, with suitable materials and direction, children can sometimes work together in pairs or small groups to carry on needed drill or practice. This may be the help of co- equals, where, for instance, one child has the number-fact cards which show the correct answers on one side so he can check replies accurately. It may be the help of a more mature pupil who, with the teacher's help in developing a good relationship, may direct the practice of another child or of a small group. Where a child has an extreme need, as in the case of mental retarda- tion or prolonged absence, plans for helping the child must take into account his total needs as a person. In a rural consolidated school an eleven-year-old boy with a mental age of less than seven worked with a first-grade group although he was classified as a fourth-grader and reported to that group for opening exercises. This adjustment was worked out in consultation with his parents. Being small in stature, he did not feel out of place with the younger group. For another child who was physically large, different arrangements had to be made. In one- or two-teacher schools there are not likely to be many extremely retarded children. In one such school there were two boys whose arith- metic could be taught together because they both needed the same level of work, although one was nine and a half and the other twelve years old. In another school, however, two children of about the same age and ability received their adapted instruction separately because the one had the desire to succeed at the fourth-grade level and the other plodded along at the second-grade level. Planning for the use of school time needs to take into account just such variables. _.. time for learning to work independently One of our long-time goals for all children is that they shall grow up to be resourceful, self-directing persons. Hence the teacher's need to have children work independently at times coincides with their need to grow in ability to be self-reliant. Obviously, younger children in general need more direction, at more frequent intervals, than do older CAN 1 ‘GET me IN”? 61 children, although older children, too, must make heavy claims on the teacher's time when difficult new learnings are being developed. Perhaps no concern is more frequently expressed by teachers who work with several age or ability groups that include primary-age chil- dren than the query, “What can the children do when I must work with other groups?” The kinds of answers teachers have found to this question are reflected in the terminology used in referring to it. “Busy work” reflected the “keep them busy (and therefore quiet) at any cost” philosophy of a generation and more ago. Some of the things we gave them to do kept them harmlessly busy but some, we now realize, were in direct violation of fundamental principles of child development and learning. So we turned to “seat work” as a better term, apparently selecting it because children were either in class or at their seats, and these activities, being out of class, were ‘‘seat’’ work. A term more recently introduced, “unsupervised work period,” re- flects a broader concept but has given way in turn to the even more appropriate designation, “indirectly supervised activities,"* which re- flects a more acceptable philosophy. Simply stated, this viewpoint 1s that the work chi'dren do when the teacher is busy elsewhere should and can contribute to each child's continuing growth, and that it should be supervised, even though this is done indirectly. This means that interests developed and activities begun when teacher and children are working together carry over into periods when children work alone. In a handbook for social studies developed a number of years ago in New Jersey under the leadership of Marcia Everett, the relationship of the child’s in-class and out-of-class time ts helpfully presented. Under the caption, “The Children’s Unsupervised Work Period,” the hand- book states: In the average one-teacher schools which we know, the primary child has, at the greatest, one hour a day of his teacher's direct help in class work. In addition to this, with a thoughtful teacher, he will have carefully planned reading, spelling, and arithmetic seat work to last perhaps two hours. This leaves from one to two hours for other activity and it is here that the social studies work provides something to do that they want to do and which provides unlimited possibilities for child growth. Every class conference period in social studies, when properly conducted, leaves the child something to do with his *An extremely practical discussion of this topic, originally prepared by Fanme W. Dunn for Childcraft. (Teacher edition Volume 7:133-55, 1940.) is available in Child in the Rural Environment, (Department of Rural Education - Yearbook 1951. p. 205-20) Re- printed by special permission of Field Enterprises, Inc. 62 TEACHING IN THE SMALL COMMUNITY hands or something to think, read, or write about; something to look for, to bring, to make or experiment with; or some responsibility to meet which has been selected with the approval of the other children and the teacher. To illustrate—consider the group who are studying Japan . . . . For the more mature child there is the question, “Why do they build this kind of house?” to think about, to read about, and to search everywhere for help in answer- ing. This same group may be building or planning to build a large Japanese house and will need to confer. An illustrated description of a Japanese hous? also needs to be made for each individual's notebook. Another group may be building small houses for the floor scene, painting houses on the frieze, look- ing for more pictures, and illustrating their notebooks, too, Th very tiniest children can add cwo pages to their books-—on one, a picture or cut poster of “My Home,’ on another, “A Japanese Home.” They can help the others get materials, and they can help clean up. They can look at pictures even though they can't read. An individual from any group may have an opportunity for doing a piece of work of special interest, such as painting a lovely Japanese landscape setting for his house For older children, the need to learn to work independently involves learning to study more effectively. The role of ie teacher in helping children do this has been described by Ruth Strang as involving: (a) understanding the individual students—their stage of development, their idea of themselves, their readiness for a certain kind of learning; (b) providing concrete, challenging materials and suggesting timely topics and realistic practical problems; (c) promoting interpersonal relations that furnish incentives for learning; (d) encouraging stu- dent initiative in setting their own meaningful goals, finding worth- while problems, and discovering their own learning aids.* Clearly, this kind of help calls for the effective use of all the time in which teacher and students work together, rather than the setting apart of specific learning-to-study time. ... time for sharing joys and perplexities Martin, just turned five and therefore eligible to attend school, had an eager and alert mind which often found more of interest out-of- doors than within, During his first spring in school, he was the despair of an older sister and two brothers who diligently tried to get him to school on time. But the fascinating life that was stirring in the swamp he passed on the way to school was hard to resist. When school showed interest in the swamp, and especially in Martin as its “discoverer,” a "Strang, Ruth. Guided Study and Homework. What Research Says to the Teacher, No. 8 Washington, D. C.; Department of Classroom Teachers, July 1955. p. 5. —e———————eeEeEeEeEeEeEeEeEeEeEeEeEeEeEeEeEEeGeee CAN 1 “GET IT ALL IN"? 63 bridge was formed which led eventually to rich learning for Martin and the other children. But a teacher had to have time to listen, and Martin had to feel that others were interested, before the bridge could be established. roe How do teachers find time for the sharing of children’s joys and sorrows, excitement and thoughtful curiosity—a sharing which leads to fuller understanding of children by the teacher and to enrichment of learning? The “Beginning of-the-Day Activities” described earlier in this chapter included some activities of this nature. Many teachers find that the golden opportunity often comes quite informally when children arrive at school, either in hordes by school bus or singly or by handfuls that walk to school. The big news at home or the interesting event enroute to school is then fresh and isaportant. Some teachers make it a practice to have their work of preparation completed before the chil- dren appear so chat they can give all their attention to the children in that bubbling, exciting time before school formally “takes up.” Some teachers make more formal provision of time to talk things over. But when "Show and Tell” becomes an assignment to be pre- pared for, whether or not a child has something to ‘show and tell,”’ it is necessary to re-think the purposes for which such a period was estab- lished and to consider whether they are being achieved. _.. time to find and develop our best selves Adequate time should be allowed for meeting the health and safety needs of children: the need for good food at appropriate times, proper- ly eaten; the need to flex one’s muscles and discover the joys of physi- cal activity, well directed; the need for rest and a balanced day physi- cally; the need for a safe environment; the need to learn how to go on living safely and healthily. Adequate time, where such needs as these are to be met, is not a matter of so many minutes devoted to health needs but of the balance and pettern of the entire day, from leaving home to returning home. It must be planned in relation to the differ- ing needs of children at different stages of development. Haviny a strong, healthy, and disciplined body takes the child a long way toward being his best self. But it is not enough; there are the in- ner yearnin,* of each child, the something within, which if he finds it and develops it well, leads to the good life for him. Billie Davis has thrilled thousands by her tribute to the public school as the institution which can help each child to be what he has it in him to be. How do 64 TEACHING IN THE SMALL COMMUNITY we “schedule” this sort of thing? How do we “get it in"? The answer, of course, is that much of it 1s not a matter of scheduling but of how teacher and children live and work together. But some schedules hinder and interfere. To the extent that the school day can provide for a broad range of experiences, SO the child can find his special interests ; time to pursue spectal interests, perhaps time just to dream”; time for teacher to be responsive and welcoming in his attitude toward variants from the average—to the extent that the pattern of the school day encourages a helpful climate, opportunity for self-discovery can be scheduled. "Special subjects” bid for special time Some subjects have been a part of the curriculum since the establish- ment of the first public schools; others have been added and have achieved full acceptance in the “regular” curriculum. Some enjoy (or suffer) a special status, they are much respected and their offerings are much desired, but for one reason or another they remain apart, as though housed in another room where they can be called in at special times and then sent home. We call them “special subjects, ” though we do not all have the same ones in mind when we use the term. But they do bid for time in the school day. How much time should they be given? When? Perhaps these questions can be answered best by tak- ing a look at what seers to set them apart. Teachers who listed questions relating to so-catled special subjects referred to three-—art, music, and science—and indirectly to a fourth, health and physical education. As they discussed these subjects, teachers seemed to identify two characteristics which set them apart: The belief of the teacher that the subject required some special knowledge and skills not involved in other school subjects knowledge and_ skills which some teachers feel they lack; and the fact that the subject was as yet so new in the curriculum that the teacher did not have an adequate body of teaching materials and “know-how” at his command in dealing with it. "Special subjects’ serve all learning In discussing “art” in the weekly schedule, Earl Stock of Centre County’ makes it clear that the relationship of this subject to other hases of the curriculum is a very close one. One period a week ts set aside ‘for developing interests, abilities, and techniques in the field of See p. 58. 65 CAN 1 “GET IT ALL IN"? ort expression.” The scope of the work, he suggests, is guided .by several factors, with plans formulated (in this instance) by the teacher and an art supervisor working together. (The supervisor may or may not be present during this weekly period.) The factors are: 1. Creative expression growing out of pupils’ experiences, both in and out of the school, both from curricular activities and from personal, non-curricular gctivities and influences. 2. The use of various media such as drawing, painting, designing, molding, modeling, construction, crafts, cutting, and assembling. Ant appreciations in picture, in nature, in dress, in home, in commercial products, in associated art experiences such as music, dramatics, and dance. Activities of a special music period are planned in the same way, with the following factors used as guides: 1, Pleasurable singing—which often would come at other times of the day. 2. Integration with other fields—which would also offen come at other peri- ods of the day. 3. Appreciation—-which also might come at another time and perhaps as an integrated activity with another field. 4. Mechanics of music; what, and how much? _ .. but require some direct teaching Though such subjects as art and music serve to enrich all learning and must be used in relation to whatever needs to find expression in the life and work of the school, they hav* their special content and skills which require some direct teaching. in the situation described above, special supervisors were helping the teachers to plan how this could be done. These teachers also have access to a teaching guide in music, “Guide to the Teaching of Music in the Elementary Schoois of Centre County.” Many teachers find ways of helping children acquire neededeskills, even when their own preparation is limited. A Montana teacher writes: I wanted to develop and have my grade-school children practice part singing. I have pupils with true and clear voices but they stalled in my efforts at two voices. I found, afte having given up one year in my attempt at two-voices work with children from Grade IV through Grade VIII, that it was necessary to be- gin with the simplest of music and songs, melodies. My children had learned the rudiments of notes and the staff but could not “read” notes except to recognize there was an up and a down on the staff. They could sing scales. I proceeded first with teaching the melody by rote. Then | turned to the accompani- ment in alto and taught that by rote—always having ‘he music before them so that they recognized the positions of the notes they were singing. They began 66 TEACHING IN THE SMALL COMMUNITY to feel and enjoy the harmony when I let one section sing the soprano and another the alto. There were instances when the altos got “lost,” but by persever- ing, we mastered the problem. The nicest thing about our efforts was the enjoyment we had out of our half hour music period two and three times a week. The children were always eager to practice our part singing and I, to- gether with them, was proud to be able to present numbers at our graduation exercises in the spring. They loved singing. My own preparation for teaching music was practically nil except for what I learned in 20 piano lessons when I was a child-—plus the ability to carry a melody. ... and provide useful bridges “How can I find time to teach science to all grades as required by my state course of study when I have all eight grades in my rural school? The course is outlined by grades.” Many teachers share this concern, or the concern of another teacher, who writes, “As a teacher in a small rural community I have the problem of the combination room. I must teach two grade levels from separate sets of textbooks on different subject matters.” Fach of these teachers poses his problem in order to share a solution te or she has found helpful. The first writes: In a rural school, the study of science may be handled as a truly school project, regardless of age or grade of pupils. The school as a whole may take field trips; make mineral, flower, and piant collections ; study soil conservation practices and wildlife habitats. The older children may carry on experiments connected with their textbook study, explaining them to the lower grades. There is great opportunity for correlation with written and oral English and sup- plementary reading in all grades. The teacher of the two-grade combination room reports: I have set about to solve my problem with as little of the old solution, “busy work,” as possible. I have found that science is a bridge which can cross all levels of maturity, ability, and interest. It lends itself as readily to simple in- vestigation by the younger or the slower children as to detailed experimenta- tion by the more advanced students. The child who likes art can express himself in drawings, diagrams, and models. The one who likes to build things can make equipment and exhibits. Science is interesting to rural children be- cause they sce so much of nature. Outside any rural classroom are the makings of an interesting natural science museum, Common weeds and insects become important when their real names are known and they are assigned their proper places in the balance of nature. Rural teachers faced with a shortage of reference material and interesting reading will find that much free material is available in the field of science. Industries publish many booklets, even whole teaching units, designed for various prade levels, CAN I “GET IT ALL IN”? 67 With a core such as science I have been able to better combine my two groups into a single group with common interests. Still another teacher, one who, as a teacher of teachers, has seen many years of science functioning in the lives and learning of elemen- tary children, speaks of the leading-on values of science interests. They have the vitality to hold children’s attention and to take them ahead; sometimes they are the key to a child's continuation into high school. A good day for children. . . More could be said of the factors to be taken in account in trying to incorporate in the daily or weekly schedule the significant experiences schools should provide. Perhaps it can all be summed up in the simple statement: Children’s needs, not the clock, are “boss.” Or, to put it in more professional terms, the school program of each day should provide for every child a balance of work, play, rest, and relaxation. For each child there should be (a) a happy existence, (b) healthful living, (c) practice in democratic living, (d) the acquisition of basic skills, (e) the development of special individual interests, (f) the appreciation of nature, art, music, literature. To meet the needs of growing boys and girls, it is helpful to re- member that: 1. Vigorous exercises should not follow lunch. 2. Work requiring fine muscular control should not follow vigorous exercise. 3, Variety should be provided in the different activities in order to make a balanced day. 4. There should be a balance between activities when pupils work alone and when they work in groups. 5. Time should be allowed for routine matters such as cleaning up, putting away materials, and taking care of housekeeping duties. To put it another way, a good school day has variety. Viola Theman, in discussing what parents, teachers, and boys and girls think a good school day should be like, says: Because children differ from each other in so many important ways, a school day is good only if it gives a chance for every boy and girl to grow. It must therefore be flexible enough to meet the varied needs and requirements of each child. Because no two people work at the same rate, tire at the same time, become thirsty at the same minute, or require the same amount and kinds of exerase, the school day must be planned to provide each child with a variety of worth- while tasks which he can complete without exhausting his energy, time, of interest. 68 TEACHING IN THE SMALL COMMUNITY Because no two pupils in a room have the same abilities in schoolwork, or need the same help from the teacher at the same time, the school day must be varied in assignments, activities, classes, and materials suited to each pupil's mental abilities. Because no two children have the same hobbies, individual interests, and special abilities, the program for the school day should include a time for each pupil to do those things which interest him and arouse his curiosity. The first thing to look for, then, in judging the quality of a school day, is the extent to which provision bas been made to meet the individual needs, interests, and abilities of each pupil in a particular classroom.# Time must be apportioned fairly The teacher must budget his own time with the children so that it pays the biggest possible dividends in teaching. The daily or weekly schedule that makes this possible must vary from school to school ac- cording to the numbe: of children enrolled in the room; their ages, health, environmental factors, grade levels, and abilities; and com- munity needs and interests. Each teacher must plan a schedule that will work in his own situation. In providing for the areas of experiences to be included in the daily schedule, the following time allotments are suggestive: Amount of time Kind of Work 1/3 of cay or more Social Studies Program involving planning, discussing; reading and research; trips; observations and experi- ments: creative arts and crafts; and use of visual aids. 1/4 to 1/3 of day ‘Skills. Small group or individual instruction in reading, writing, spelling, arithmetic. 1/4 of day or less Recreational and Creative Activities. Art, music, poetry, storytelling, dramatics, literature, and play activities. 1/6 of day Daily Living Activities. Midmorning lunch, noon lunch, rest, washing hands, housekeeping, etc. The following is a skeleton program which many teachers have found adaptable to their situations, whether the school included a single age group or several age groups: 9:00 to 10:30 Basic Social Studies This includes health needs, housekeeping, daily living, pupil-teacher planning, social studies program. Individual and group activities relating to social studies preblem: creat‘ve and constructive activities, enrichment °*Theman, Viola. A Good School Day. New York: Bureau of Publications, Teachers College, Columbia UniV¥ersity, 1954, (Pa ent-Teacher Series) p. 3-4. CAN 1 GET IT ALL IN"? 69 experiences, trips, research, reading to solve problems, making records and charts, cleaning up, related music and dramatic and art activities. Conferences for evaluation, planning, and ‘sharing of experiences. 10:30 to 10:50 Play and Midmorning “Snack” 10:50 to 12:00 Language Arts and Reading Much of the work of this period is usually related to the basic social studies program: reading and discussion, writing letters, creative writing, direct instruction in reading for small groups or individuals, drill in correct- ing language difficulties. (Usually much of this time in primary grades is devoted to reading. ) 12:00 to 1:00 Noon Washing hands, eating lunch (at least 20 minutes), resting, and playing. Vigorous play following lunch is undesirable. 1:00 to 2:30 Skills Arithmetic, handwriting, spelling, and reading. (The distribution of time for each depends upon the particular needs of the pupils.) 2:30 to 2:50 Recess—Free Play, etc. 2:50 to 3:40 Recreational and Creative Activities Music, art, creative poetry, creative writing, etc. 3:40 to 3:50 Teacher-Pupil Evaluation 3:50 to 4:00 Housekeeping Getting ready to go home. Large time-blocks facilitate goo reaching Many teachers have come to believe that the daily schedule should have a limited number cf periods, usually from four to six, and that these should be administeved very flexibily. Furthermore, the activities which are most closely related may well be scheduled in consecutive periods. No teacher can give all \! 1e upper-grade pupils every history and geography fact contained in the books for those grades. But he can teach certain broad concepts of geography and history, and he can teach the correct use of the tools that will enable pupils to find all the facts they will ever need to know. Techniques of map and chart reading, in- 70 TEACHING IN THE SMALL COMMUNITY terpretation of pictures and charts, taking of notes, use of reference books—these are skills that all pupils need, These are skills that con- tribute to success in high school and college. Instead of five ten-min- ute periods, with one or two, or even a half dozen, pupils in a class, a fifty-minute period for working together on social studies skills gives time to teach creatively and provide incentives for the pupils’ work, Similarly, a day scheduled in large time-blocks makes it possible for better use of time in the language arts and other fields. Many grades can work together on a project such as a newspaper and get inspiration and help from each other. In health and science eight grades can work on the same project, each contributing at his own level. The study of the housefly is a particularly important health-science project in rural areas and one that lends itself well to study by an entire school. For the first grade the simple formulation of cleanliness rules may be the contribution while the eighth grade may go into a study of the life cycle of insects. Scheduling in big blocks permits freedom of teaching. One teacher reports that a schedule such as the one shown here enables her to have an effective and creative teaching program: Pupils do individual work in arithmetic, spelling, grammar, reading, handwriting. Use workbooks or worksheets, special projects. Teacher gives individual guidance. i a Pi = a Social living period —History, geography, science, health. Taught by unit method in groups. QO2Z-ZrmAosz Classes for primary grades in reading. Classes for those preparing to enter other schools, Classes for any group needing special help. — - conserva- tion and care of our food affected our ways of living? Our health? 81 Grade VIII How is our democratic way of life in a world community related to food? 1. How does the world work together to feed its people? 2. What laws regulate the distribution of our 3. Whet laws regulate the care of food and its handling? 4. How can eating @ properly balanced diet improve our personali- ties and appearances? 5. How has our great ability to produce food given us _ responsibili- ties to the world? CHAPTER 5 We Have the Best Climate! S. HOOLS are places in which children are to grow and ‘velop. Growth takes place best where there is tender care, but not overprotection; where there is the right nourishment, but not over- feeding; where, in fact, the climate is right. When is climate good? It depends, as so many othe: things do, on what you want to accom- plish. The ski enthusiast wants a climate which is conducive to heavy snowfall. The orange grower wants a climate that is frost-free. The cotton grower, too, wants a long growing season. The dairy farmer wants a moist climate where grass will grow abundantly. Chambers of Commerce boast that their states or cities have “the best climate.” When teachers think about the climate of their classrooms a\d schools there is more general agreement on what the elements of good climate are, although they may differ widely in their efforts to achieve that climate. Teachers want a climate that is pleasant and invigorating; where each pupil can develop in his own way and at his own speed until he has achieved maximum growth. What are the characteristics of such a climate? W’aimth—-Children and flowers blossom where the climate is warm. Friendliness, companionship, belonging, these are ele- ments in the classroom that help children to become ccn- fident, secure, and constructive in their relationships. Stability —An even temperature is copducive to steady growth. When the wind blows hot one day and cold the next we rebel at the weather. The classroom that is indulgent one day and stern the next produces dissatisfactions and confusion. Clara E. Cockerille, Assistant Superia tendem, Armstrong County, Kittanning, Pennsyl- vania, prepared the original draft of Chapter 5. g ay. Te problems lies right within the community itself. Con- ferences with parents and community leaders, whether planned or in- forinal, can be a great help. Of course we would avoid the gossipy kind of tall: that could create more problems than it solves.” “You surely are giving me very helpful suggestions,” said Miss White. ‘I never thought about calling on people of the community when I need to talk shop.” “You know, we are thinking of trying out a plan used in Monterey County.” Mrs. Parker was speaking. “Their consultant invited several teachers who were especially active in studying ways of improving the cucriculum to come to the county schools office to meet with interested parents and lay persons. This has brought about good public rela- tionships. The parents as well as the teachers have made vital contri- butions to curriculum planning.” “I wish some of my board members could be invited to such a meet- ing. They would understand better what a modern educational pro- gram should be if they could attend such a meeting,” said Miss White. “One of my biggest problems here seems to be lack of understanding of parents regarding a modern teaching program.” Consultants and supervisors help, too “You know, Mrs. Parker, I sometimes think training colleges give us teachers in small schools too little background, but you consultants come to our aid and help us bridge the gap between what we've learned and things-as-they-are,” said Miss White thoughtfully. 120 TEACHING IN THE SMALL COMMUNITY “You may be right. The purposes of the consultant or supervisor are to bridge the gap and help the teacher in every way possible. We ar- range for inservice programs; we help teachers arrange “‘get-to- gethers’’; we work with teachers in the development of curriculum ma- terials; we offer guidance to. both teachers and pupils in every way we can; we try to help teachers with promising newer procedures and methods.” Teachers share through professional meetings “I've been anxious to tell you about our Rural Teachers Club for this area. You are cordially invited to come to our monthly meetir gs. Mrs. Mayberry, Mr. Calhoun, and other teachers from neighboring schools come together to talk over problems and share their experiences. We have quite a time talking over the many ideas offered by the different teachers and the consultants. Before the close of ach meeting the group agrees upon a place for the next meeting and the topic to be studied and discussed. Ip the interim the teachers organize their ideas and gather materials ining to the subject to be studied. Next week we meet at the Hidden Valley School. Our topic is, ‘Getting ma- terials for the slow reader.’ Can you come?” “I certainly want to,” said Miss White. ‘I would enjoy getting ac- quainted with the other teachers in this part of the county.” ‘There may be some other ways we could help ycu exchange ideas and get help from other teachers,” mused Mrs. Parker. ‘I understand some very interesting area meetings were conducted and arranged by the consultants in Santa Barbara County. I believe these meetings began by teachers within reasonable traveling distance of each other arrang- ing to get together to get acquainted and to share common teaching problems. Now bimonthly meetings are held, each school taking its turn as hostess. “As I recall the story, the members of one group felt the need of help with social studies. Miss Schnitter, the consultant, guided the develop- ment of a resource unit on ‘Community Life Through the Sugar Beet Industry.’ All members present contributed some ideas fo: the unit. The three teachers who'told me about how they proceeded, said: First, we developed a basic outline of content material to be used and then we listed suggested activities. The group then digressed to a study of techniques and methods of teaching reading and arithmetic in order to provide for these | NEED TO “TALK SHOP" WITH SOMEONE 121 areas in the unit. Gradually the social studies unit took shape. The various activities suggested in the unit were tested and tried out in the classrooms. “These meetings filled two needs—for professional growth and social stimulation. Several enduring friendships were formed, and always the teachers and consultants came away from the meetings with a feeling of oneness, in spite of many digressions and numerous interruptions to refill coffee cups.” ““ghat is very interesting,” remarked Miss White. “At times I feel so isolated; I wish we had something like that.” Colleges help with inservice education “Another interesting program which our county office is arrang'ng is a series of meetings at which the teachers work on curriculum. Dar: ing May of last year, teachers wer asked if they would like to work on curriculum and, if so, in what area they preferred to work. Chairmen for each of the following areas were appointed by the county school superintendent: language arts, social studies, science, arithmetic, health and safety, and physical education and recreation. Emphasis is to be placed ex the teaching of reading in the above subject areas. The cha‘:men and many of the teachers have taken summer courses in the aceas in which they planned to work this coming school year. During this winter, college instructors will come out from the nearby coilege to yive instruction in curriculun development. Teachers may earn college credit if they wish, but more important is the fact that class- rooms will be used as laboratories and many new procedures will be tried out. “If you are able to get in to the workshops,” Mrs. Parker continued, “you may decide upon an area in which you wish to work. If you can- not come in, you may send to the committee of teachers who can come the results and findings of activities you try out in your school. We consultants will carry information and, we hope, inspiration from these workshops to teachers who are too far away to meet with the groups regularly.” “I'm certainly glad you are planning such a program. I may not be able to attend all the meetings, but perhaps I can get to most of them. If the plan for released time is accepted by my school board and mini- mum teaching day is permitted occasionally, I surely can manage,’ Miss White announced cheerfully. “I would like to work in social studies myself.”’ 122 TEACHING IN THE SMALL COMMUNITY “Yes, many school boards have been contacted already and have agreed to give released time for curriculum work and others are pr>- viding for the minimum day plan. I believe it will be possible for you to come in for some of the meetings. In the meantime you can read and work out ideas you think valuable to your school and worthy of passing on to others,” smiled Mrs. Parker. Help with persistent problems is needed "IT know one thing in this school that I'd rather wot tell others about, yet!’ Miss White said, etphatically. “How can I maintain good disci- pline? To me discipline is far more than merely keeping pupils quiet and out of mischief. 1 think every child should be purposefully and constructively at work. But I despair of getting James and Rodney to be purposeful and constructive! How can I help them develop some self- control ?”’ Miss White was launched on one of the vital problems from her list, a problem about which she needed desperately to share her concerns with somcone else. “It seems to me,” Mrs. Parker began, “that each child mus: develop self-direction and self-control as he pursues useful ends. As the chil- dren have opportunity to exercise initiative through the planning they share with you, as they help to set up problems and then develop ques- tions which they follow up with research, they experience the need for work skills and for self-discipline in order to produce satisfying results. One of the reasons we sometimes have ‘discipline’ problems is that we fail to help some children set goals whieh are within their level of interest or ability to succeed. Perhaps that is the reason James seems so uncooperative at times. Didn't he say this morning that he was interested in science and in discovering why and how electricity works? I wonder if James would be more interested and cooperative if you could find some books he would enjoy on electricity, or atomic power, and give him a chance to share what he learns with others? “ A boy in Monterey County had much the same problem. He was sullen and stubborn, and resented his classmates and teachers. Im fact, he did everything he could to annoy. Even his facial expression and posture showed that he was very unhappy. His teacher was much con- cerned about his attitude. As she studied all she could learn about him, she came to the @pnclusion that the boy demanded attention, but needed \ 1 NEED TO “TALK SHOP’ WITH SOMEONE 123 security. He feared criticism, but needed the approval of adults and classmates. He would not invite ridicule by attempting what he felt unable to accomplish.” The help of "specialists" is sometimes essential “This teacher in Monterey County, having learned a good bit about how to study children, was able to arrive at a sensible judgment concern- ing the boy's needs. Some children face more complex problems, so we are fortunate to be able to call on a guidance coordinator and a number of other ‘specialists’ from the county office or the teachers col- lege to help diagnose children’s personality difficulties and plan con- structively for them in our classrooms. “This teacher had interpreted the boy's essential problem correctly and was able to do a number of constructive things. She planned ways to make class periods so interesting as to be attractive even to the child unable to read well. She planned a wide variety of reading experiences, some simple enough for the poor reader, some difficult enough to chal- lenge the good reader. She permitted children to read to each other and paired this difficult boy with a patient, understanding classmate. Always she treated him like the others, never giving him special concession just to avoid 2 Aazc-up of temper. Criticism was given wher it. was abso- lutely necessary, but unstinted praise was given to all when it was de served. With favorable attention given to constructive behavior by both teacher and children, this boy is making a very good adjustment to his class,’ Mrs. Parker concluded. “Sounds to me as though your example fits James pretty well! It gives me some ideas!"’ Miss White responded. The two continued their discussion that day urt/] the classroom be- gan to grow dim. During the succeeding two days they worked through a full schedule of shared teaching and planning, and the discussion of a great variety of professional and personal concerns. It wasn't until late on the final afternoon that the question of how talk-shop activi- ties could be provided came up again. “I'm so grateful that I have had you te talk shop to,"” Miss White was saying. “It’s often too far to drive to meetings at night; besides you have given me individual help on my specific problems. I thank you from the bottom of my heart.” 124 TEACHING IN THE SMALL COMMUNITY Time to attend meetings is needed “I can’t blame you for asking me again how you can get to meetings at night,’ Mrs. Parker commented. ‘Many counties are trying to find satisfactory ways of freeing teachers for participation in professional meetings. We are considering these: Substitutes. One three-teacher school in Contra Costa County is meeting the problem by hiring substitute teachers so that teachers may attend meetings or visit other schools. A school in Merced County is hiring a substitute teacher so that their teaching principal may attend. professional meetings with full-time administrators. Professional Day Meetings. In most counties it is very difficult for terchers in isolated school districts to attend helpful talk-shop dinner meetings at night, so a number of schools are providing free time for professional day meetings. These are one-day meetings where pro- fessional talks and round table discussions are provided. Children are dismissed for the day. Minimum Day Schedules. A number of districts are permitting their teachers to teach a minimum day when educational meetings are to be held. Under this schedule the teacher may leave the school before two o'clock to attend the meetings. Released Time. In the fall of 1955, the El Dorado County School Superintendent organized teachers throughout the county into cur- riculum committees. Trustees were asked to provide time for their teachers to do curriculum work on released time and many agreed to do so. On the first Friday afternoon of the month, teachers attended meetings on released time; on the third Friday permission was granted for teachers to serve the minimum day at school and then attend meet- ings.” “Those all seem excellent ideas,” commented Miss White. ‘Maybe some of them could be worked out for us.” The county schools office helps “The county office is trying out some other. means for stimulating the sharing of ideas. Have you been receiving the school news of the county through the School News Bulletin? In this bulletin announce- ments are made, schedules for conferences are listed, outstanding work done in various schools is summarized, and new ideas are presented. Sometimes a new book on education is briefly reviewed. Teachers are ] NEED TO “TALK SHOP" WITH SOMEONE 125 asked to send in contributions to each bulletin, so I think this bulletin often becomes an excellent sharing device.” Mrs. Parker continued, ‘Our county office is a lounge for the teachers coming in to the county seat. Outstanding charts, bulletin boards, crafts, and exhibits on units or other materials are on display there. Teachers come in to chat with other teachers anc with the consultants. Even a little box for each school is available to hold mail, announce- ments, or any free materials that may have come in. ‘You would be welcome to come in, Miss White. I'd be delighted ta show you around. Certainly you would have sumeone to talk shop with in the county office!” Professional organizations ‘talk shop," too “When we speak of the need to talk shop, we usually think of our need for personal contacts and face-to-face relationships. I have spoken of several ways in which our school system tries to provide for these. But sometimes we find helpful books, bulletins, and magazines—ma- terials that seem to talk shop with us because the writers know our problems and seem to be writing to us. Some of the materials our coun- ty office provides are like that, we hope, and so are some of the bulletins of the state education department. “But there are other sources. In this country teachers, like people of other special interest groups, work together through their profes- sional organizations. We have our State Education Association, with a number of special departments and interest groups. Then there is the National Education Association, with its various departments, committees, and service groups. They and other special interest organ- izations publish many bulletins, books, and magazines some of which would help and interest you. I am sure you know about them from your work at the teachers college, but it might be useful to look them over now in terms of the problems you are facing. When you come into the county office, be sure to look up the ones we have. Undoubtedly you will want to arrange to have your own professional magazines come to you regularly, to talk shop abont some things you may not have thought of as well as to help with the ‘problems.’ ” As she finished speaking, Mrs. Parker glanced out the window. ‘Oh, my! Time is moving fast! The sun is sinking low again and I have that long drive back to Placerville. I have enjoye! every minute of the past three days!” 126 TEACHING IN THE SMALL COMMUNITY Taking Mrs. Parker's hand to bid her good-bye, Janet White said, ‘How I wish I could find words to tell yoa how much you have helped me. I was pretty unhappy before your letter came saying you were coming. Your visit has given me a real lift. i'm anxious to try out some of the ideas you have given me. It vrtainly helps to have some- one with whom to talk things over.” “Keep up the good spirit! If ever again you feel lonely and need someone to talk shop with, call me at the county office,” smiled the friendly consultant. “I'll expect to see you next weex at the Teachers Club meeting at Hidden Valley School.” CHAPTER 8 The Community Should Help, But How? Pu. all over the country—in big com- munities and in small—are faced with a common problem. One teacher stated it: ‘I know the community should help in improving our school program, but how? How can I involve parents and lay people effec- tively?” The problem is simple to state, but difficult to solve. Many of us fall down at the first base; we often feel we have the answers! All we need to do, we say, is get the parents out, give them the answers, and they will henceforth support our school’s program with enthusiasm! Obviously, such an approach will neither capitalize on the resources the public has to offer, nor provide opportunities for it to develop an understanding of the school program through active participation in it. Besides, teacher-educators do not have all the answers. Parents are edu- cators, too. Parents, especially in tarm homes, are teaching their chil- dren for a good part of each day, working toward important objectives, using methods, drawing upon resources, evaluating results. Of course, teachers have often had superior opportunities to gain under- standing and skill in these .aatters through their schooling and experi- ence. Yet valuable contrikutions are constantly being made to the edu- cational process by parents who understand their children and have developed effective procedures in guiding their growth. It is importanr that the teacher-educator and the parent-educator work together with some consistency if the child is to gain maximum support. However, the question will invariably arise with most teachers, “I know the community should help, but how?” Charles L. Kincer, Supervisor, Rural School Improvement Project, Pine Mountain, Kentucky, and Marie R. Turner, Superintendent of Schools, Breathitt County, Kentucky, prepared original drafts for Chapter 8. / 2 Z 19 a k& “ . re eee 7 130 TEACHING IN THE SMALL COMMUNITY ‘ , The purpose of this chapter is to discuss problems faced by teachers as they attempt to work effectively with parents. No person would say the following examples will solve all school-community problems. Neither will he say because it worked here it will work there. Never- theless, some ideas may be gained from these various situauons de- scribed by teachers from rural schools in various states. Often there is nothing more encouraging to teachers than to know that the little school-community just over the hill or down the valley has problems similar to their own. It may be even more encouraging for teachers to see or read about a school that has found a way to meet its problems. Establishing effective school-community relationships If teachers sincerely wish to build effective school-community re- lationships, it will be necessary for them to take the initial steps in ciearing the way. Most parents are more than willing to cooperate once given the opportunity. They want to know what is expected of them. Parents will work hard if they feel they are wanted and know they are part of the team. What can teachers do to foster this feeling? First, teachers must win the confidence of the parents. Most parents will stand back with a “wait and see”’ attitude. Teachers need to take the initiative. It may be most helpful to get to know some of the leaders in the school-community and to find ways of obtaining their interest and sup- port. Perhaps they can be brought together to work on common prob- lems—school problems of interest to all. Subsequently, other com- munity members should be involved. Many teachers work in a variety of ways to secure the understanding, help, and support of parents. Some accounts as presented by teachers from their particular school and community situations, follow. Regular classroom visits by parents build rapoort Ruth Tolliver accepted a position in the middle three grades in a three-room school where she knew only two or three parents and none of the children. The week before school was to open she drove to the school and went to her room. She began to put it in order and to hang pictures which she had cut from magazines and pasted on colored con- struction paper. As she worked, curious little faces peeped into the room. She smiled and spoke to the children. When they grew bolder, an exchange of questions and answers took place and some willing THE COMMUNITY SHOULD HELP, BUT HOW? 131 hands were put to work. About the middle of the morning Miss Tolliver suggested a walk to the little store up the highway for some fruit and candy. At the store she talked for a few minutes to the proprietor who turned out to be the father of one of her prospective students. She mentioned how happy she was to have the opportunity to work with the children of the community and how she hoped the parents would visit the school and see the children at work. As she re- turned to complete the work on the room, she learned where three or four of the children lived along the highway above the school ground and, although none of them were to be in her room, memorized the names and faces of the children helping her that day. With all summer dirt cleaned away, with pictures in place, plastic draperies at the win- dows and a few hardy plants on the sills, the room lost some of its grim dinginess and even the old pot-bel!'ed stove gleamed from its oily coat. Miss Tolliver then got a list of her students’ and their parents’ names from the record book in the superintendent's office and ran a stenciled letter of greeting to the parents, which read; Dear Parents: Thank you for letting me have your child this year. I am looking forward to studying and talking and working with him. Naturaliy, you know him better than I dc and so I feel that, with your help, we will provide him with many opportunities for growth and development. If you can possibly come with your child on Monday morning, August 27, at nine o'clock, you will give me the privilege of getting acquainted with my pupil and his parents at the same time. After registration and book distribution refreshments will be served to all parents who can come. If you can come any time Monday morning, come and know that you are as welcome as is your child. Sincerely, Ruth Tolliver Her class consisted of 40 boys and girls in the three grades. Twenty- two parents came during the morning and the older girls helped serve the cookies and punch she had provided. Before they left, she invited each to return whenever possible. Curiosity had brought many out this first day. Now they had seen the new teacher! Many might never return unless some mishap befell their boy or girl. 132 TEACHING IN THE SMALL COMMUNITY After school had been going on for nearly a month, Miss Tolliver started a classroom discussion about how the parents enjoyed their visit at the beginning of school and how the children felt about parent visits. The children were all eager to have their parents come to school, especially the mothers. Each child was keeping a folder of his best work and the pictures on the walls were now art work done by the stu- dents themselves. They wanted their parents to see these accomplish- ments. Each child was appointed to ask his parents which day of the week they would prefer for Parents’ Day and which part of the day. The majority seemed to like Friday afternoon, so Friday afternoon from two or three o'clock became Parents’ Day. A visitors’ chart was made with a column for each Friday of the year. Here were placed the names of all parents, relatives, and friends who attended. Each host and hostess was permitted to place his own guests’ names on the roll of honor. Each week a different school subject or project became the center of attention. Thus, in time, the parents saw many phases of their children’s growth. The chiid who was slow in some phase of development or learning usually had some one field in which he could shine, and so felt a part of the project. One child was a fine “offcial greeter.” He was often chosen on the committee to greet and seat visitors. Later he helped others to learn to be good “greeters.” Another use of this Friday afternoon hour with parents was the Opportunity it gave Miss Tolliver to talk for a few minutes to any parent whose child was having school problems. These talks were always carried on privately, following the program. As the meetings were held weekly, one or two parents could be seen each time and ofien parents themselves asked for the interviews. A few parents did not attend, but each Monday the children wrote notes saying they were sorry the parents couldn't attend the Friday hour, and these notes were sent to absent parents. Miss Tolliver's method of involving parents seemed to work well in her school. Home visitation by teachers promotes understanding The building of close relationships between school and community need not always depend upon getting parents into the school. A system- atic plan-of home visitation by teachers has produced excellent divi- dends in some localities. A community in Maryland reports! that as a *The Faculty of Chesapeake City School. “Our School Went Home." The Maryland Teacher, December 1954. THE COMMUNITY SHOULD HELP, BUT HOW? 133 result of its home visitation program Parent-Teacher Association at- tendance jumped 400 percent and the bonds between home and school became stronger. Better understanding of behavior problems resulted and discipline difficulties lessened to a point considered ‘‘negligible.” Teachers felt that many of their attitudes toward individual children changed markedly when they learned more about their home environ- ments, and many parents began really to understand their children and their places in xhool and society for the first time. The program, begun in 1953, was continued at the insistence of all teachers. In view of the amount of work involved, this continued enthusiasm of the faculty for the visitation program is, according to those who reported, additional evidence of its effectiveness. Parent participation in schools proves constructive One teacher writes of her problems in a small school in an isolated community in the mountains of Kentucky: Ours is a four-teacher school in a very rural setting. Ws have a lunchroom and four classrooms housing grades one through six. We want to have a good school. Consequently we have attempted to get at our most fundamental prob- lem: How can we enlist the help, cooperation, and understanding of parents in building a modern school program? First, we teachers and the pupils made a community survey. We studied the occupations, interests, special abilities of cach adult. We invited the parents to come into the school; sve organized a parent-teache: srganization and later, a child study group. | Each person was given an opportunity to help with the school program. One parent used his machinery to keep the lawn mowed. Several mothers sponsored the 4-H girls’ sewing and cooking classes, One parent taught basketball. The postmaster was the resource person when we studied the United States Postal System. One mother came to the school and tock charge of the first grade’s story hour. The teacher goes on to describe how they worked out a mimeo- graphed monthly newsletter to the parents, explaining phases of the school program and asking parents to come for culminating activities and for ‘‘open house day.” They mimeographed new report cards that seemed to explain each child's progress to his parent better than did the traditional-type report card that had been uscd so long. ‘Family’ conferences were scheduled so that parents, teacher, and the child could look over his folder of work together and discuss especially good work, and make plans for the steps ahead. : 134 TEACHING IN THE SMALL COMMUNITY The teacher obtained books so that parents could check out reading materials. The county bookmobile cooperated in this venture. Various informational pamphlets, such as “What Mzkes Good Schools,” and “How a Child Learns to Read,” were developed and mimeographed. This Kentucky teacher concludes, “We have been very pleased with the results of our community relations program, feeling that a great deal has been accomplished and that many of our goals have been realized.” Parents learn about their teen-agers, too Ruth Newton, a teacher at Cuyama School, was concerned with a different problem. In adolescent years many conflicts begin to develop between parents and their children. “How can an eighth-grade teacher in a small community help to solve this problem?" she wondered. She tried a ‘‘Get-to-know-your-child” meeting and reports on how, at this meeting, she gave the parents a test on “How much do you know about adolescents?”* The two-part test includes such items as the following: Part I—True-False (Sample) Write T after the statement if it is true; write F after the state- ment if it is false. 1. Cighth-grade boys seem older than eighth-grade girls. _ 2. The awkwardness of adolescents is caused by their refusal to to took where they are going. Part Il—Multiple Choice (Sample) Write the letter corresponding to the phrase that most correctly completes the statement: 1, In living with adolescents, parents can expect: (a) changing moods which swing rzadily from one extreme to another. (b) constant cheerfulness, making them easy to live with. (c) despondency, indicating they are unhappy most of the time. The parents enjoyed taking the test together and checking the an- swers. This technique gave them a point of departure and provoked a very stimulating discussion. Before the meeting was over, the parents realized their need to continue and extend the discussion. They decided ~ “SS hacter, Helen, and others. Into Your Teens. Teachers edition. Chicago: Scott, Fores- man and Co., 1952. p. 29-31. THE COMMUNITY SHOULD HELP, BUT HOW? 135 to meet with the teacher once a month in the evening, and planned to discuss such topics as: 1. The adolescent child and how to live with him 2. Meeting the social needs of adolescents 3. Understanding sex 4. Helping teen-agers build self-confidence 5. Problems of family living and responsibilities at home Conserving the health of teen-agers . Helping youngsters achieve good mental health . Standards of social conduct in our community . Parents’ attitudes are important in vocational guidance. a on: oa | A sense of working together on common interests was promoted by carrying on discussions with the young people in the classroom on similar topics which they suggested. To make some of the parent meetings more interesting and meaui- ingful, motion pictures and outside speakers, such as school counselors, were used. At one meeting the children presented the right and wrong ways of social “know-how.” The children had written the dialogues in their own language and then dramatized them. This not only proved educational for everyone, but also afforded humor and was thoroughly enjoyed by both parents and children. Studying the adolescent problems together from the viewpoint of the children in the classroom and of their parents brought about a greater understanding between the children and their parents. It was also a means of bringing the school and the home closer together.’ Next fall Miss Newton plans to make the first meeting a potluck supper for the entire families. After the meal is finished the children will be shown a motion picture while the parents organize their plans for the coming school year. School and community probleins are interrelated In a more isolated community situated in the Pine Mountain, Letcher County, section of Eastern Kentucky, teacher and parents worked together in improving the school and community. In this particular situation the teacher was concerned about the entire community and its problems. *Helpful materials used in this project were the Frances Bruce Strain Woks, Teen Days, New Pasttirns in Sex Téaching and Your Child: His Family and Friends. New York: D. Appleton-Century Company, Inc., 1934; and materials from Science Research Associates, Chicago, Hlinois. 136 TEACHING iN THE SMALL COMMUNITY As one looks in on this mountain community, flanked on both sides by jutting rocks and deep mountair, hollows, he sees a typical, isolated rural setting. Roads over which the families might carry their farm produce are almost impassable except to mules, goats, and, possibly, a jeep. During the winter months even a goat would look down in total disgust on the road with its deep ruts! The community is sparsely settled and has two one-room schools located about six miles apart on a narrow winding dirt road. One of the buildings is a narrow frame structure sitting on the north slope of Pine Mountain. A creek runs directly in front of the building and over- flows from time to time. A narrow footbridge spans the creek from the school building to the road. Right in the center of the playground a large rock peeks out. The children use the rock as a permanent play fixture. Early in this school year the teachers of the two one-room schools got together and did some planning. Ideas were shared on how to in- terest parents in some of the problems facing the schools and the com- munity. The teachers and children wrote letters inviting the parents to meet at one of the school buildings on a Saturday. The letters stated the purpose of the meeting and that is was important that all parents be present. Thus, on a cool October morniag while the mountain bathed in its beauty of red, green, gold, and yellow, a group of clean-shaven men sat face to face in the little one-room schoo! discussing some of the major problems of their beloved community. The main problem was the need for a road through the community. The questions that fol- lowed were quick and to the point: “Is it possible to obtain a road in the first place? If s., what should we do first? Who will help us?” And finally, “Maybe we better organize!” Just as simply as that, a Community improvement Club was born. Committees were chosen to work with the county offcials on the pos- sibility of getting a road survey in the near future. A conmittee on recreation and school ground improvement was also set up. Some indications of progress resulting from the work of the Com- munity Improvement Club have been the completion of a road survey through the community and a recreational program of movies, folk games, and picnicking. Moreover, plans are néw being made to get the road completed. Additional help is being feceived from the County THE COMMUNITY SHOULD HELP, BUT HOW? 137 Farm Agent in getting strawberry plants ard a market for the straw- berries once the road is built. Another teacher, located in a very small community in the Northeast section of the country, reports that she, too, became interested in how to organize the residents of the community into a representative body in- terested in the welfare of the whole community. The foilowing is an account of her problem and how she attempted to find a solution: Two churches and our school make up the community center. The homes are scattered here and there, without much community unity. We invited all the residents to come to school one night to talk about oranizing community clubs. (Local newspapers, radio, and television were used to inform the local people of the meeting. ) We discussed the purpose of such an organization, some of the needs of the community, and how much more effective concerted effort and action can be rather than individuals working alone. We organized a community group to work for the betterment of the whole community. Once the group started to function, they began to study com- munity needs and find ways to meet such needs. A great deal of effort was exerted in learning how to work as a group. Better school-community rela- tionship has developed through our community-wide organization. . . . Purposeful parent-teacher groups can be organized The preceding descriptions give some insight into how several schools involved ; rents. in understanding, participating in, and sup- porting the school program and in working cooperatively on problems facing the school and community. The teachers first became concerned. They became more familiar with the community by visiting the homes, becoming acquainted with the parents and children, and by letting them know that they wanted to be =Ipful. The main point, however, was the desire of these teachers to seek help from the parents in solving the problems that confronted the school and community. Obviously the teacher and parent group were least concerned with organizational problems. The most important reason for meeting together was to work on common problems. A rural elementary-school principal states his problem and how he and the teachers went about trying to find a possible solution: The school and community had never cooperated in any type of improve- ment program. Parents were reluctant to visit the school and therefore left the problems entirely in the hands of the teachers. To add to the misfortune ot the children, the two-room school building burned to 138 TEACHING IN THE SMALL COMMUNITY the ground during the school year. The school term was finished in the two community church buildings located over three miles apart. During the time school was held in these temporary quarters, mem- bers of the school staff were busy talking with parents and the board of education about the future of the school. It was during these talks that it became clear to the teachers, parents, and board of education that the only sensivle way out was to consolidate the two-room school with another thrée-room school in cone adjoining community. A new site was selected and the three-room frame building moved to the new site. Two more rooms were added and additional qualified teachers | secured At the beginning of the new school year, this five-teacher school en- rolled 190 pupils. More problems were added to the already existing ones: 1. How to group the children in order to equalize the pupil-teacher load 2. How to get a parent-teacher organization started 3. How to obtain a hot lunch program with the necessary building, equip- ment, cooks, and the like 4. How to help the children become more socially adjusted in the consolidated school 5. How to get the parents interested in visiting the school and in cocperatiag in school-community activities. The teachers first started planning as a group. In attacking the prob- lem of yrouping the children they used a rule of thumb—taking each child's age, height, weight, and a. estimate of his social development— and assigned each to one of the classrooms. There were no other avail- able records With the grouping problem handled, temporarily at least, came another problem, that of lo.ating the parents. The homes were scat- tered up the hollows and down the valley. Some children lived three and four miles off the main graveled road, up at the very head of the hollows. Teachers had te walk to many of the homes, Most of the parents did not own automobiles, which made it impossible for them to get out to a rsccat-teacher meeting. These parents had to be visited if teachers expected 'o see them during the school year. Arrangements made by the principal for transportation enabled a great number of parents to come to school-community meetings. He obtained permission to drive the school bus. A small fee was charged in order to pay for the expense of the fuel. This the parents did not scem CO min | THE COMMUNITY SHOULD HELP, BUT HOW? 139 The first meetirg of teachers and parents in the early fall was indeed encouraging. Although various problems were discussed by parents and teachers, the main matter of interest was the securing of a lunch- room. The primary need, of course, was to get the money. It was necessary to build another room and to equip it with tables and cook- ing supplies. From this point on, things began to happen. Parents volunteered to serve On various committees. Five parents, three mothers and two fathers, decided they wanted to work on the building committee. Others volunteered to work on the school grounds and to study recreation and equipment needs. The program committee agreed to be responsible for entertainment for the next meeting. At the next scheduled meeting each committee was ready to give its report. The program committee had planned a fine program of folk music and songs. The building committee reported its success in arous- ing community interest in furnishing materials for the lunchroom. Fathers agreed to donate logs. The community sawyer agreed to saw and deliver the lumber without charge. The building is now completed. Students, parents, and teachers all worked together in order to see the lunch program underway. The parent-teacher organization is very active now in all school-community activities. It is realized that the success of the school rests on the shoulders of all. The PTA can face real problems The following school that revitalized a parent-teacher association was primarily concerned with solving problems. The development of a more functional school program in our com- munity instead of the usual textbook-centered curriculum” was listed as the most pressing problem by one of the teachers in a small three- teacher school. She reports that the school is located in a more or less sparsely settled community. The school is hemmed in on one side by the river and on the other by the highway. The three-room frame building occupies most of the playground. Only one-eighth of an acre is left for p’ayground for the 150 pupils. Each teacher has a pupil load of 50. The rooms are overcrowded and the best teaching situa- tion does not exist. ' "We have already tried several approaches in an effort to interpret the school program to the community,” she continues. ‘First we have ‘ ‘ 140 TEACHING IN THE SMALL COMMUNITY ‘ , attempted to reorganize the PTA. We are not totally satisfied with the efforts of the organization at the present time. So far we have been only about 50 perceat successful in getting the parents out to the meetings. Nevertheless, a great deal of progress is being made in getting the community interested in the school program.” In order to obtain more and better interest in the school, it was decided to organize a Citizens Council. A directory of citizens was com- piled. Parents were chosen from each geographical section of the community. Each of these was selected on the basis of his position of leadership among his particular neighbors. Effort was made to.have a cross section of the socio-economic groups of the community. The Citizens group was thoroughly informed of its function. Teachers and the Citizens Council sent out a questionnaire to poll the feelings of the entire community. Each resident of the community was asked to give his reactions to a number of questions as posed on the questionnaire. Each had an opportunity also to list any problem that he felt needed consideration by the group. The experiment has not had sufficient time to prove its whole value, but the teachers and parents have been pleased with results thus far. The citizens of the community are more interested in the problems facing their school and community. That greater interest is being shown is demonstrated by increased attendance at parent-teacher mec*- ings. Parents are asking to be put on committees to work on the various problems facing the school and community. In another instance, a four-room school located in a farming area has become very active in soliciting the aid of its patrons. The teachers felt that they needed the help of parents to understand the children better. They took the initiative in organizing a parent-teacher associa- tion by sending out notes such as the following: Dear Parents: We teachers are working hard to develop a school program that will meet the needs and interests of your children. Since you know your children better than we do, we feel that we need your help, in order to have the kind of school that will benefit your children most. Wouldn't you like to have a part in planning the activities for your children and to help in improving the school? We thought that you would be interested in helping us. THE COMMUNITY SHOULD HELP, BUT HOW? 141 What time would be most convenient for you to meet with us? Friday 3:30 P.M. Saturday 10:00 A.M. Saturday 2:00 P.M. Sincerely, The Teachers Most parents checked 3:30 P.M. Friday, and the first meeting was well attended. They expressed a desire to help their school and, with the teachers assisting, identified some projects that would benefit the school. They listed: . Clean (bail) out well . Ditch and drain the playground . Canvass community and collect books for the school . Help with the lunchroom and cooking . Plan and carry out details of community “pie supper” Accompany students to sell products at the county stockyard sales—money to be used for playground equipment 7. Help with 4-H Club projects. Subsequently the group became better organized and was able to work more specifically on problems. Listed are some of the things done as a group throughout the school year: Av RWwn . Set up a child study group . Worked on community sanitation problems . Improved lunchroom program, with free meals for those unable to pay . Encouraged more parents to come for culminating exercises . Parents assisted with the physical education and recreation programs . Better child attendance resulted—children showed more interest since they also had a part in the school’s planning. AYvVsYWwNnN eS Additional activities planned for the following school year include: . The men to sponsor a Boy Scout Troop The ladies to sponsor a Girl Scout Troop . A Child Study Group to be continued at a more advanced level Parents to sponsor ball teams . Parents to sponsor a 4-H Club Organize Room Mothers The curriculum planning committee to be continued. YAVSaYNS Parents and community can help Through interestéd teachers and parents a great deal can be accom- plished in improving school and community. Teachers must take the 142 TEACHING IN THE SMALL COMMUNITY initial steps in gaining the confidence, interest, and support of parents and help thera to see the school as their direct concern, also. Once teachers and parents have learned that working as a team will pay biz dividends, they will continue to keep this teamwork going. Through the teamwork of teachers and parents the possibilities for progress in the school and community will be unlimited. ‘No school tan really be successful without the full support and backing of the community. “I know the community should help, but how?” is a difficult ques- tion for most teachers. Nevertheless, no teacher can skip over the problem and expect to maintain a successful school. It will take hours of planning as well as a desire to receive help from the parents of the children he has been assigned to teach. He must be prepared to take the initiative in getting each parent interested in helping to solve the problems facing the school and community. No longer can teachers expect to carry on a successful school by spending all their time inside the four walls of the building. CHAPTER 9 I’m an Administrator, Too! I THINK my job as a teacher is important. I know it is important to the children who make up “my class.” It is toward them—helping them in making discoveries, in exploring interests, in de- veloping abilities, and in gaining understanding—that my major efforts are directed. And I know, too, that my job is important to their parents. I know this from their concern about their child's progress and his achievement of what they envision as a desirable educational accom- plishment. Their faith in me, as a teacher, and in the school is almost frightening. I know that teaching is important. But there are many things that I must do—that every teacher must do—which in reality are not teaching. They are things that are very necessary in providing the right kinds of situations and circumstances so teaching and learning c.n take place. They are chores, details, plans, arrangements, follow-up activities, and a whole host of things that make my teaching efforts really effective. They are administrative acti- vities. Although I think of myself primarily as a teacher, I am con- tinuously aware that I am an administrator, too. Schools in small communities vary widely Many different kinds of schools and organizational arrangements operate in small communities. Consequently, the range in specific types of administrative functions that the teacher must perform is a wide one. In many one-teacher schools, the teacher is the only em- ployee of the school district. In other one-teacher school situations, the school is actually a part of a larger school system that may have a designated superintendent or administrator, or perhaps even a whole staff of people whose services are chiefly administrative. In either type of school district structure, whenever the school has two or more Mrs. Beryf E. Clem, Assistant Professor of Education and Supervisor of Teaching, Eastern Oregon College of Education, La Grande, prepared the original draft of C Ak >. 145 gy (¥3 ‘a $F 146 TEACHING IN THE SMALL COMMUNITY teachers, it is customary to designate one of them as “head-teacher” or “teacher-principal” or some such title. This kind of designation almost always places certain additional administrative responsibilities upon the teacher. Small communities are frequently served by small schools. It is not often that such a school, unless it is a separate attendance center of a larger school system, is served by a nonteaching administrator. The person who serves as principal or superintendent of a small school often carries full-time or part-time teaching responsibilities along with his administrative functions. Although each may regard his job pri- marily as administrative, these people are teacher-administrators. Increasingly, small communities are being served by larger schools. The movement to reorganize school districts and to consolidate smaller attendance centers within county school systems and other larger dis- tricts has markedly changed the type of school which now exists in thousands of small communities. Improved roads and school buses have made the change possible. It is not at all uncommon to find large modern schools located in very small population centers or even in the open country. This kind of school is representative of the ‘rural school” in its most recent development. Such schools are nearly always served by one or more full-time administrators, sometimes within the framework of an even larger administrative unit. Teachers have administrative responsibilities, too The teacher in the small community and in what has traditionally been regarded as the rural school has long been an example of the in- terrelatedness of the administrative and teaching functions. Occa- sionally the situation has been such that time consumed with such re- sponsibilities as arranging for supplies and instructional materials, im- proving parent relations, working with school trustees, keeping the building in good condition, and handling other essential administra- tive tasks has handicapped good teaching. From another perspective, however, the teacher-administrator in the small community embodies relationships which need to exist between the functions of teaching and administration; relationships which are in- creasingly being recognized in our modern concept of educational ad- ministration. He has shown the values of involving all those who are affected by the school program in its planning and execution. In a manner denied to the large school executive, the teacher-administrator I'M AN ADMINISTRATOR, TOO! 147 can keep close to the heart of the school—the instructional program. The modern school, be it large or small, urban or rural, capitalizes on the values of this interrelationship between the instructional pro- gram and administration by involving teachers in many administrative functions. Teachers serve as chairmen or members of committees on curriculum improvement, instructional materials, supplies and equip- ment, and parent relations. Administrators share their decision-making responsibilities with the whole school staff. Staff members find this directly helpful to the performance of their teaching function, even though readjustment of the over-all work schedule is made necessary. The extent and type of responsibility for administration the teacher carries varies with the school and community situation. But regardless of whether a particular small community is served by a large, graded, consolidated school which can provide for specialization of functions, or by a small, multigraded, one-, two-, or three-teacher school, every teacher has administrative responsibilities. In the one case, the teacher works with a full-time professional administrator and with other teachers an¢’ specialized school personnel, sharing responsibilities with them. In the other, the teacher is likely to find that his job includes full responsibility for teaching and for administering the school as well. This chapter identifies and briefly describes a few of the types .of administrative functions in which every teacher in every small com- munity participates. The specific nature of teacher activity in each of the areas discussed varies, of course, according to local circumstances. Instructional leadership is exercised Leadership in instruction and curriculum development has long been recognized as a major administrative responsibility." The kind of cur- riculum described in Chapter 2 of this yearbook is not static. It is creative, dynamic, and flexible. It is a process rather than a list of con- tent objectives or a schedule of lessons. Good teachers are curriculum specialists. They are concerned with the improvement of instruction; they continually evaluate present meth- ods and experiment with new ways of doing things that might be more productive. The teacher in the small community must deal with prob- lems of curriculum design, with continuity, with curriculum objectives, *American Association of School Administrators, The Anserican School Curriculum. Thirty-First Yearbook. Washington, D. C.; the Association, a a*partment of the National Education Association, 1953. 551 p. 148 TEACHING IN THE SMALL COMMUNITY with means of meeting individual differences, and with procedures for involving children, parents, and other teachers in curriculum-planning activities. Resources for child understanding are utilized Every teacher carries out a never ending serics of semiadministra- tive activities which are essential to effective teacb:ng. One cluster of activities centers in the need to understand each child in the class. Knowledge of the child's general and special abilities, his interests, tempe:ament, and social relationships with other children, grows from many different sources. Measurement of ability and achievement, in- ventories of interests, evaluations of growth, and daily observations are types of activities which contribute to this needed understanding. Small communities offer many advantages to a teacher in this process of knowing and understanding children. In a multigrzded school, and in a majority of the high schools serving small communities, a teacher generally works with each child for more than one year. Even in a larger school, teachers are likely to know most of their children for longer than just the one year they may be working directly as the child's teacher. For in small communities everyone knows everyone else. Teachers know the children in their cless. They know their parents, their brothers and sisters, where they live and something about their home condi.ions. In most small communities teachers have contacts with the children and their families in settings other than the school. Understanding the children and knowing their progress is essential to teachers so they may help and guide pupils as they resolve their personal problems and conflicts or plan new work objectives, and as different teaching methods need to be called into play. Frequently, cur- riculum adjustments are needed for a particular pupil. In many in- stances this adjustment depends solely upon the teacher's own ingenuity; nearly always it depends on the teacher's initiative, even though some assistance may be available within the school system. With most teachers such adjustments are just a part of good teaching. But they are significantly enhanced when based on orderly planning rather than mere happenstance. Teachers must be continuously alert to identify those children in the school or classroom who show signs of needing special assistance. Even where the services of a school nurse are available and where substantial physical examinations are given regularly, we are depend- I'M AN ADMINIS. RATOR, TOO! 149 ent upon the skill and diligence of the teacher for detection of the child who is ill, who has some visual difficulty, or who shows other symptoms suggesting the need for special attention. In the one-teacher school and in most other small schools, health services are often limited to those which teachers can administer. Needed specialized services are sought Small schools, both elementary and secondary, should look to their intermediate unit? or county board of education (where they are a part of a county school system) for the specialized services which they can- not provide for themselves. Instructional materials, curriculum assist- ance, health services, guicance services, library services, vocational edu- cation, education for exceptional children, and administrative help and coordination of many kinds could be available to small schools through properly structured intermediate units. Larger schools in small communities a ¢ also genesally lacking in many of the specialized educational services which an adequate educa tional program requires. Psychological and psychiatric services, speech therapy, specialized curriculum consultative help, additional health services, and many other types of assistance are possible through effec- tive intermediate units. It is probable that every small community school, regardless of its size, could substantially profit from a central- ized pool of specialized services. As people become aware of the possi- bilities and work toward obtaining them, these services will increasingly become available. Teachers have a key role in this regard. They, too, need to understand the potential values of this type of service pro- gram and the manner in which they can obtain needed assistance and support.* Instructional materials are secured and used Effective teaching requires a wide variety of materials. Whether the group taught ranges from G_ ‘eI to Grade VIII, is a single grade, or is a class in any high-schoe' ject field, there will be a wide range of *In most states the intermediate uit is the offce of the county superintendent of schouls. District Superintendents perform this function in New York; in New England the Union Superintendent works in somewhat the same fashion. *For more information, see: National Education Association, Department of Rural Educa- tion. The Community School and the Intermediate Unit. Yearbook 1954, Washington, D. C.: the Department, 1954. 259 p, See also Effective Intermediate Units—A Guide for Development, from the same Department, 1955. 16 p. 150 TEACHING IN THE SMALL COMMUNITY interests and abilities among the individual pupils in the group. Ma- terials which are attractive and understandable, which can capture the interest and stimulate the imagination of pupils, and which can chal- lenge them to explore additional materials are an essential resource for every teacher. Sources of instructional materials have previously been discussed.* Many administrative activities in regard to instructional materials involve teachers. In some instances an individual teacher may have a major share of these administrative responsibilities; in other instances teachers, by serving on committees or teams, share responsibility for necessary administrative tasks. These variations depend iz: part on the size of the school or the type of administrative organization. They depend even more on the nature of the specific job to be done, the procedures established, and the effectiveness with which teachers work together. In one way or another every teacher does ‘‘get into the act’’ in an administrative way in regard to instructional materials. Some of these are illustrated here. Before materials are purchased or gathered, it is important that the teacher see the relationship of each specific item—book, map, chart, test, easel, workbook, paint, or the like—to the instructional needs of the school, class, or subject which he teaches. Without such understand- ing, materials may accumulate which teachers do not know how to use effectively. Evaluation of avaiable materials should involve teachers or committees of teachers, if maximum usefulness is to be expected.® Once the materials needed or desired are identified, certain pro- cedures must usually be followed to obtain them. Requests, requisitions, or other established formal procedures may be necessary. Perhaps the teacher must demonstrate to a supervisor, or principal, or superinten- dent, or school board the need for a particular teaching tool. Regard- less of what the particular school situation calls for, some initiative on the part of the teacher is usually required. * See Chapter 6. "Helpful references for individuals or committees wishing to select free materials from commercial sources are: The American Association of School Administrators. Choosing Free Materials for Use in the Schools. Washington, D. C.: the Association, a department of the National Education Association, 1955. 24 p. Association for Supervision and Curriculum Development. Using Free Materials in the Classroom. Washington, D. C.: the Association, a department of the National Education Association, 1953. 16 p. I'M AN ADMINISTRATOR, TOO! 151 The greatest administrative skill on the part of the teacher has to do with the organization of materials for use. When George volunteered to report to the class on the way farming in the community has changed since the days of the first settlers, he asked his teacher where to find out about it. George can't handle the same kinds of material that most of the others in the class are able to. Finding something at the appropriate ceading level for George is important. He has volunteered. There are other ways he can get information for his report—t-iking with his father and the neighbors, with the 4-H Club leader, the county agri- cultural agent. But you don't know George. This is the first time he has ever indicated a desive for reading. George wants tc read! It is important that he be given some materials which make this experience successful. Materials stored away, buried, or otherwise inaccessible have little usefulness. Materials must be in the classroom or accessible in a central library. And the teacher must know what the materials are and where they are. There is no single method or system for arranging this. Teachers need to develop a plan that works well for them Con- trols, inventories, continuous reviewing, sifting, and supplementing— all are a part of the process. Sometimes other teachers, librarians, superviscrs, and instructional consultants are available to assist the teacher. But often they are not. Much depends upon the administra- tive and organizational ability of the teacher. The public is kept informed Teachers hold a key responsibility in helping to make the schooi meet the educational expectations of the community. These expectations vary, as they should, in accordance with the unique characteristics of the community. In small communities, people are likely to be more homogeneous than in larger urban centers. They are more alike in what they want. This is an advantage which may be more than offset by limitations in their expectations or their ability to express them. This is not to imply that rural and small community people are remiss in their desire to provide good schools for the chadren in their com- munities. The contrary is true. Rural peuple generally have a faith in the power of education which is unequalled. But, perhaps more than any other group, their experiences in terms of what schools can accom- plish may be limited, as may their knowledge of what is required to oe 152 TEACHING IN THE SMALL COMMUNITY improve the quality of their schools. Consequently they may appear to be content with inadequacy, which is not at all the case. The school in the small community is the responsibility of aii iis peopic.. They need to know its strengths and its weaknesses, its accom- plishments and its inadequacies. Their information should not be “sugar-coated” or of the “all's right with the world” type when actual deficiencies exist. Honest and objective reporting need not make a teacher or administrator appear incompetent or inadequate, for the job of educating children is actually tremendous. There is no school that cannot be improved. Inadequacies will continue to persist as long as the public is unaware of their existence. Abraham Lincoln, one of the greatest believers in the democratic process, said, ‘Public sentiment everything, With public sentiment, nothing can fail; without it, thing can succeed.”’ An honestly informed community can be counted n to follow intelligent and honest leadership. ‘achers play an essential role in keeping the public informed w.co to the school program. Most boards of education in rural or communities need assistance in making effective reports to the In larger schools, there may be definite channels for coordinat- nation and reporting it regularly. In every school, regardless or the methods used for reporting school information, ve a key responsibility. Their ability tc single out items or uich should be community knowledge, and to report them sry often will be the measure of the community's under- educational program. u repre smal of its s teachers | situations effectively, standing of 1 special concern ser for news of their children and all the triumphs nd small. They want to*know whi* is going on in school. Finding Qtlets for information concerning , 920d citizenship and character build§pg activities, curricular achievements, class projects, special recognitions¥educ.itional field trips, and such otner activities » educational development of pupils is a signifi- ery teacher. News from the school should be road in its coverage, and not confined to the Parents have Parents are they have, great as are important in t cant responsibility of reasonable and accurate spectacular or controversi Formal reports to paren established report card, wha - of children’s progress, such 1s the long- er its form, or more info:mal parent- teacher conferences, whether sCheduled or casual, are ancther oppor- I'M AN ADMINISTRATOR, TOO! 153 tunity for teachers to interpret the scucol program. The skill the teacher has in making an hones: presentation of the child's progress in relation to the school program may substantially influence the kind of community support the school receives. Planning how to do this effectively is another administrative function closely allied to teaching. Teachers work with their school boards In a small commusity a teacher's relationships with the school board are likely to be much more direct than is possible in an urban situation. Except in some of the large county districts, most smell community situations are such that teachers at least know the members of their board of education. They can quickly get to know everyone in the com- munity. This close association of people makes it possible for teachers, regardless of the size of the school, to be helpful to their school board in the proper performance of its functions. A major area of concern of every board of education is the determina- tion of policy for the school district. Most boards have policies of some sort regarding the business aspects of the district's responsibili- ties. These vary from carefully formulated written policies, through decisions based upon consistent principles of operation, to decisions based enly upon expediency. Fewer boards have policies regarding the instructional program, despite the fact that this is the chief function for which the school exists. Boards of education are generally not suffi- ciently informed about the instructional program to be able to make policies wisely in this area, Teachers, since they are most intimately connected with the instructional program, may well be the first to recog- nize the need for a specific policy. Such needs generally grow out of specific problems which need to be resolved or situations which re- quire that direction be determined to insure consistency. Where the teacher is the only employee of the district or is the teacher-administra- tor of a small school with its own school board, he should be free to suggest policy needs to the board aiid even give recommendations for policy. In larger school situations, such suggestions normally should be carried through the principal, supervisor, superintendent, or what- ever channel is appropriate. Mest school boards welceme such sug- gestions. But without teacher initiative, a particular policy may be needed yet never be adopted. Whenever possible and practicable, teachers should seek to attend meetings of the school board. This is not common practice in most ee 154 TEACHING IN THE SMALL COMMUNITY small communities. There are, in fact, many boards who would not welcom .eachers at their meetings. Other boards prefer to have teachers attend their meetings only upon invitation. In the majority of instances where teachers do not attend board meetings, it is be- cause it has never occurred either to teachers or to board members that this can be a most profitable relationship, or because neither group has taken the initiative. School boards which regularly devote a major part of every meeting to a discussion of some phase of the school program are contributing most to the improvement of the schools for which they are responsible. The contributions which teachers can help to make, especially in small communities, are virtually without limit. Together they consider salaries Both teachers and school board members are concerned about salaries paid to teachers. Whatever process is established for determining salaries should involve both groups. How much a teacher is paid should probably depend upon the qualifications of the teacher with respect to both his preparation and experience, and the economic factors of living in the community. Standards of certification for teachers have often been lower in small communities than in larger communities. Salaries for teachers have also been less. Teachers and school boards should approach their consideration of teachers’ salaries not from the ‘How much can I get?” or the “How much do we have to pay?” approach, but rather from a determination of what value the vo.nmunity places on education. Teachers should be expected to earn ‘he salary paid to them. Boards should also expect to compensate teachers adequately for their work. This should be a wioicsome relationship and not a “hush-hush” matter, not to be discussed. Small communities need to attract and retain the very best teachers that can be obtained, for the children who live in small communities and rural areas are deserving of the best. This is more likely to be achieved when some type of salary plan is established. A projected salary plan is also helpful to a school board in determining future budget requirements. Teachers can contribute greatly in the development of this type of salary planning.® *For more information, see; National Education Association, Department of Classroom Teachers and Research Division. Salary Scheduling. Discussion Pamphlet No. 8. Wash- ington, D. C.: the Association, 1949. 24 p. I'M AN ADMINISTRATOR, TOO! 155 Teachers are involved in school finance Teachers often feel that they have little responsibility with regard to financing the school program. Yet most teachers actually do per- form a number of activities which are in the area of school finance. Teachetr-administrators of one-teacher or other small schools may actually be called upon directly by the school board to estimate the budget needs of the instructional program of the school. Even in larger schools, teachers frequently have an opportunity to participate in the budget making process. Teachers in specialized areas—music, art, physical education, homemaking, agriculture, industrial arts, and the like--are usually better able than anyone else in the school to appraise the materials and equipment needs of their programs. Frequently, teachers have responsibility for the actual administra- tion of certain school funds. These may be funds established by the board of education or a PTA for specific purposes or funds of a class or club group. In almost every school, money is collected in periodic drives, or the annual photographing of each child requires collection and accounting, or sales of seed packages are undertaken. Distributions, collections, record keeping, and responsibility fall upon the teacher--another administrative job. In many schools, teachers may feel so remote from matters of school finance that they are actually unaware of the financial resources or limitations with which the school district operates. In planning for the instructional materials they feel their teaching requires, they sometimes “ask for the moon” and express disappointment or allege unwarranted thrift when all of their req relationships between teach s cannot be filled. In other situations nd their school boards are such that teachers are ‘‘afraid” to ask Me board to purchase materials and sup- plies which they need; consequently, they either purchase them “out of their own pocket’’ or do without. In most instances these materials would be purchased by district funds without hesitation if the school board knew about and understood how such a, contri- bute to the school program. Every teacher, whether in a large or small school, should make a substantial effort to understand the financial problems of his district and how these affect the teaching job which he performs. 156 TEACHING IN «HE SMALL COMMUNITY ... work with the school lunch program There are few schools in small communities which do not have some kind of lunch program. The distances which pupils come to school, whether they walk or come by school bus, are usually such that a large proportion of the pupils must eat their lunches at school. School lunch programs almost always mean “extra duty” for teachers. Depending upon the particular school situation, this may range from actual food preparation, including planning, soliciting produce, preparing and serving the hot dish, and the like, through collecting lunch money and assisting children in selecting their lunches (and in eating them!), to cafeteria supervision in larger schools where the school lunch program is a major operation. The administrative involvement of teachers in these lunch activities may be great indeed. Many teachers are able to take advantage of the learning oppor- tunities which a school lunch program provides and in this manner actually reduce the routine administrative chores required. With ade- quate guidance and supervision, many of the details of planning and food preparation can be carried on by pupils, in situations where this type of lunch program is appropriate. Children can collect, record, and count the lunch money. For young children this can be an exciting learning activity in which all can take turns in assuming responsibility. Older children can also develop an understanding of simple bookkeep- ing and a sense of importance in assuming responsibility for collecting and accounting for lunch money. The process of serving, especially in assisting the smaller children or those who have handicaps which make it difficult for them to select their lunches and carry them to a table, gives opportunity for children to help each other. The “too big’’ boy or girl who can never excel academically might be exceptionall¥ good at helping classmates and so obtain the recognition and feeling of success he needs. Table conduct, housekeeping chores, and numerous other aspects of the lunch program also provide learning opportunities. The teacher able to utilize these opportunities to involve children may thereby minimize the details and administrative demands for which he is directly responsible. ...and the pupil transportation program It has been estimated that nearly hal e elementary and second- ary-school pupils in rural and urban a less than 10,000 popula- I'M AN ADMINISTRATOR, TOO! 157 tion are transported to and from school by school bus.’ The proportion of pupils attending school in small communities who are transported continues to increase each year as school districts are reorganized and schools are consolidated. Teachers in small community schools almost always have some administrative responsibilities in relation to the transportation of pupils. The nature and extent of those responsibilities depends on the type of transportation program which operates and how it is administered. In some instances teachers actually drive school buses and may even be responsible for planning bus routes. Teachers sometimes are assigned as bus monitors. In most instances, teachers are not involved in the major administrative aspects of the pupil transportation program. But a number of lesser responsibilities are carried by teachers, whether in a large or small school, when pupils are transported. Every teacher has soy gsponsbiliy for the conduct of pupils on the bus. Children need t taught how to be courteous and safe bus passengers. This does not happen withoyt the conscious effort and cooperation of everyone associated with the school program. Each afternoon, teachers must make certain that each of their transported pupils gets on the bus for the trip home. Frequently this means some responsibility for supervising the loading of buses. Teachers may have responsibility for organizing and supervising a safety patrol which functions at street or road crossings, in the bus loading and unloading zones, and on the buses themselves. Teacher relationships with bus drivers are most important; when teachers, drivers, and all others con- cerned cooperate to make the program operate smoothly, they con- tribute greatly to a desirable esprit de corps on the part of the entire school. Without a high level of teacher cooperation, “sore spots’ develop—relationships become strained. Increasingly, teachers and school systems are recognizing the poten- tial vale of tne school bus for instructional trips. Some school sys- tems have established carefully formulated policies and procedures in a regard to the nonroutine use of school buses; a majority as yet have not. In either case, the major share of planning and arranging for such trips is handled by the teacher. Planning with the class, arranging for the use of a bus, securing parents’ permission for each child, making “National Education Association, Department of Rural Education. Pupil Transportation. Yearbook 1953. (Culp, D. P., chairman; Isenberg, Robert M., editor) Washington, D. C.: the Department, 1953. 190 p. 158 TEACHING IN THE SMALL COMMUNITY arrangements with the place to be visited, mapping the route, arrang- ing with police for parking permits if necessary, supervising the trip regarding safety, accounting for pupils at every stop—all these are activities for which the teacher must accept major responsibility. Pupils can and should participate in much of the planning, making of arrange- ments, follow-up activities, and evaluation. Parents often are called upon to help. But the teacher cannot escape the details of administra- tion that instructional field trips require. Teachers have building responsibilities In the traditional small community school the teacher had many duties relating to the care and upkeep of the school building. From cutting and carrying wood and building the fire each morning to serv- ing as principal, the teacher was janitor as well as school staff. In a few instances these conditions still prevail. But generally, with the development of larger modern schools in rural areas, janitorial and maintenance responsibilities are not a major duty of the teacher. However, the teacher does have specific responsibilities for many aspects of even the modern school or classroom. Usually the actual physical arrangement of the room, except for furniture that is built in or is fixed to the floor, is left largely to the teacher. Safety, con- venience, and usefulness are factors he must consider. Is the light adequate in the areas where children will be working? Are there sharp corners or other safety hazards which should be eliminated? Does the room arrangement provide for freedom of movement for effective group work? Much depends upon the ability of the teacher to make the physical aspects of the classroom comfortable, functional, and attractive. Teachers must continuously be conscious of classroom lighting, heat- ing, and ventilation. Even in schools that are elaborately equipped with mechanical controls, there are times when something may go awry. Perhaps all that is necessary is to turn on the artificial lights or to notify the custodian that a bulb is burned out, that the room is too cold or too warm, that a desk is broken or splintery, that something has been spilled on the floor, or that something else demands attention. Some- times the teacher can, or must, make the adjustments. In either case, these physical aspects of the school or classroom environment must be detected by someone in the classroom; responsibility must be assumed by the teacher. I'M AN ADMINISTRATOR, TOO! 159 Children and teachers also should assume responsibility for the major housekeeping requirements of the classroom. There are many “extras,” such as putting chairs atop desks and other things, which can greatly assist the custodial staff in their regular work. A leaking radia- tor, a broken window, cracked plaster, a damaged or broken piece of apparatus on the school playground, or any other item requiring repair is often first discovered by the teacher or one of the children and should be reported to the person responsible for building maintenance. Teachers must always be alert to guard against the continuance of con- ditions that might jeopardize the comfort, health, or safety of pupils. I'm an administrator, too As a teacher in a small community, I recognize many advantages which do not always exist in larger community centers. Our school is close to people—not always in distance or geography, but it is close to their thinking. They actually regard the school as their school. This, J believe, is as it should be. They feel close to the administration of the school. They know when the school building needs and gets a new coat of paint, when the steps are repaired, when a new piece of equip- ment appears on the playground. The people in my community recognize me as a teacher, and they share with me an understanding of the importance of teaching. They are generally unaware of the many administrative duties I must per- form in order that optimum results can come from my teaching efforts. But, as long as I know and. do the things which must be done, it probably shouldn't matter to me that I remain, in their thinking, “just a teacher.” CHAPTER 10 And Then, My Personal Life -.. now, what of my personal life? All day and all week I live actively among the children, every moment over- flowing with observations, discussions, decisions. I am vividly aware of individual abilities and needs, and manipulate my close-crowded schedule to meet them. My mind 1s filled with ideas about objectives, standards, motivation, problem solving, planning, work centers, the guidance of all toward that desirable “climate” within which living together may be most fruitful. My body, too, enters into the on-going activities, constantly alert, moving from child to child, from group to group. Even when the children are gone at the close of the day, I work on in the grateful quiet with their problems before me. I evalu- ate the accomplishments of the day; I make notes on individual chil- dren's development; I seek again the curriculum choices which will best meet their needs; I search for materials which will carry my objectives forward; | plan schedules for tomorrow and block out long-term plans for the future. And, at last, often when the dusk is falling, I close the schoolroom door, still aware of the tremendous responsibilities which are mine as a teacher. But what of the hours before I open that door again? What resources are at hand to refill the reservoir of energy spent each day? Do I have a pleasant, restful home in which to relax? Have I a group of con- genial friends, of both sexes and of varied ages, with whom to enjoy some social hours? Are there outlets for my creative abilities in hob- bies, sports, music, drama? Does the community offer me a well- rounded, satisfying personal life to balance my busy professional life, to regenerate my energies and enthusiasms, to help me grow as a richly maturing person? Too often, teachers in rural communities seem to find these im- portant aspects of their lives meagerly served by the communities in Genevieve Bowen Shaw, formerly Curriculum Director, Bucks County Schools, Doyles- town, Pennsylvania, prepared the original draft of Chapter 10. V4 161 4 /60 flaw 162 TEACHING IN THE SMALL COMMUNITY which they work, Many, coming fresh from college, keenly miss the social life and varied activities of the campus. After a year or two in rural schools, they are eager to move to urban schools, seeking to re- gain these advantages. The rural communities lose the valuable asset of able, well-trained young teachers in their educational systems, and rural children suffer certain lacks in their school experience. Enthusiasm for rural teaching and living is needed The problem cannot be solved by looking solely at the after-school life of the teacher. The teacher is a whole person; compartmentaliza- tion of his activities into “personal life’ and “professional life” is at best an artificial distinction, and, more seriously, could reflect an un- Healthy disorganization or lack of integration in his personality! A satisfying professional life is essential. The thrill of accomplishment, of giving valued service to community and to children, provides much of the satisfaction so necessary to every person. A love of teaching, an enthusiasm for tackling professional problems, a dedication to serve are all prerequisites to a well-adjusted personality. The teacher in the small community needs more than this, however. Either by temperament or conditioning he must have a feeling for and love of rural life—the people and the country. If he hasn't had it from childhood, it needs to be “caught’’ from his first teaching experi- ences. (A student is fortunate if his teacher education program at col- lege or university has helped him gain some appreciation of life in country communities.) In other words, the teacher's personal life in the small community will become satisfying only to the degree that he experiences a richness of living in rural areas. He must enjoy sunsets and sunrises in desert, mountain, or valley; love the smell of new- turned soil and the beauty of growing things; appreciate the dignity of labor and living close to the soil. He needs to “know” the small com- munity and its problems, to enjoy the intimacy of social relationships within the neighborhood. He must feel the responsibility he has to bring to his job the insight and enthusiasm which will enable his pupils and their parents to become more wholesome and well-rounded people because they live in the country. What can be done to make the personal lives of rural teachers rich and satisfying in order that they may perform their great task? In an effort to see the situation from the teachers’ own viewpoints, 25 teachers who were newly employed in consolidated and one-room schools were AND THEN, MY PERSONAL LIFE 163 interviewed. Most of them were just out of college; a few were experi- enced teachers who had moved to new positions, Each had lived for eight months in the new community; a few were in their second year there. Seventeen were women, four of them married. Among the eight men, five were married. All of them had come from small communities or from farms, so that there was little adjustment to a new type of com- munity. The interviews were often with a group of two or three from a consolidated system; sometimes with individuals. Adequate living quarters—a good "base of operations" The first questions asked were: Have you a pleasant place in which to live? How did you find your living quarters? On the whole these 25 teachers considered their living quarters satisfactory. Most lived in rooms in the homes of private families, had many privileges, and found certain social contacts within the home or among the family’s friends. The married couples had found houses, often newly built, and several were buying them with the intention of settling down in the school community or in a neighboring village. A number of the single women had wanted small furnished apartments where they could have more room and could prepare their own meals, rather than “eating around,” but had had little success in locating them, even in the larger villages adjacent to their schools. Most of those who taught in consolidated schools said that the principal or supervisor had prepared lists of available rooms. Two girls, college roommates, reported that their supervisor had ‘‘spent a whole day trying to help us find an apartment.’ One of their difh- culties was that they would have had to rent an apartment on a twelve- month basis, yet they did not wish to spend the summer there. Several of the consolidated districts had a “big-sister’’ plan and the older teachers, whu knew the communities, had been generous in helping new arrivals orient thernselves and find living quarters. In one system a two- day workshop was held in late summer, dealing with organizational items and pre-school-opening plans. Part of one day was reserved as a social time, and the third day was suggested as an opportunity for house-hunting for the new teachers who wished to get settled before schoo! opened. When asked what advice they would offer to the next year's new teachers almost all of them said, “Don't leave houseshunting until the last minute. Come in the summer and get acquainted with the geog- 164 TEACHING IN THE SMALL COMMUNITY raphy of the community. Have plenty of time to look around, both in the school community and in neighboring towns, before you choose. Then get moved in and settled before school begins.” ‘How could the PTA and other community organizations help the new teachers find desirable living quarters?” the interviewer asked. “A map of the community would help,” was one answer, “or, better still, a sort of brochure telling something about the comrnunity, ‘selling, it’ to the new teachers like a Chamber of Commerce folder. Then wed know what the life of the community was like.” “Couldn't these organizations persuade some of the people with big houses to arrange apartments for teachers?’ another teacher asked. A third, teaching in a small village with poor restaurant facilities, said, "I wonder if someone with a big house couldn't set up a sort of teachers’ club with recreation space, and serve meals to them, and to other teachers who live in private homes nearby.” One teacher, from a Mid- western state, said, ‘In some of the consolidated schools in our state, the districts furnish a ‘teacherage.’ Wouldn't that be possible in almost any district? The teachers pay a smail rent for the furnished house and it is really their home. One is usually appointed by the school board to be a kind of manager, or the teachers elect one of the group. My older sister lived im-a-‘teacherage’ for five years and she said it was fun. They all shared the work and the expenses, and they got along together fine. No one had to live there, unless she wanted to, and everyone was contented.” To those who have not found satisfactory living quarters in or near the school community, these suggestions can be of help. Has the possi- bility of enlisting the help of the PTA or of some club been explored? Has the school principal, or supervisor, or county superintendent been consulted? One should not give up a school in which he would enjoy the chiidren and the work, without canvassing all the possibilities in the surrounding area for the kind of home needed and desired. It is the teacher's right as a member of the community, «i:d tne community will do its share in order to keep him there. Knowing people and making friends is essential The next questions were: Are you getting acquainted with the people around you? In what ways does the community help you to feel at home? Here, there was greater variance of replies. Some said, “Very little-—-only among the other teachers in our building.’” Others replied, AND THEN, MY PERSONAL LIFE 165 “Some, through the church, largely.” One said, “Hardly at all; it is such a letdown after college, where 1 was busy every minute with some sort of activity.” One second-year teacher answered, ‘'A little, now. Last year I had to work so hard, and was so worn out at night, that I never stirred out of the house. But when I got my job ‘licked,’ I be- gan to get lonely.’’ A beginner spoke up then, ‘That's the trouble—no place to go except to church; and even there I don’t meet any people my own age, they're all older or just young kids in high school.” A teacher from another community defended the church, ‘Oh, I have all the social life 1 want, through my church. There's a nice choir group, and the young people's society, and always something going on even- ings. I've had a grand time!” Discussing with subsequent groups the matter of church attendance as an entree into community life, the writer found that there was fairly complete agreement that church attendance, and participation in its activities, was the most available step toward broader community con- tacts. Other means of entree mentioned were musical groups, Boy or Girl Scout activities, a community theater group, and service and veterans’ clubs. In one consolidated school system with a high school and several elementa:y schools, an adult orchestra had becn formed, where teachers met members of the community through rehearsals and concerts. In another, a group of local artists had set up an art center and teachers who wished to do so could participate in exhibits, paint- ing groups, and entertainments. In general, it seemed that those teachers who already had hobbies, or some social service interest, were the ones who most readily found congenial social life in the community. Regarding the community's own effort to absorb the teachers into its life, answers varied widely. In most communities the parents in- vited their children’s teachers to dinner at least once a year, but often did not follow up this initial hospitality with furiiser contacts. The teachers in one-room schools reported frequent visits from the mothers, who dropped in informally, on their way to the store, to pick up a child, or just to chat a moment. ‘They even gave a shower for me the spring before I took my maternity leave,” one married teacher said. Another, who had begun in a one-room school and was later moved to the newly-finished consolidated building, exclaimed, ‘It's so different now! The mothers used to be in and out all the time, and they did so many things for the children and me. Now they seem afraid to come and I hardly ever see them except at PTA. We miss them!” 166 TEACHING IN THE SMALL COMMUNITY When asked how much the PTA itself did to help them get ac- quainted, the teachers were often lukewarm. ‘Oh, they give a tea or a reception for us,’ was often the answer, implying that this gesture produced few real social contacts. One young teacher sighed, ‘Oh, if they would only have a picnic or a square dance instead! It wouldn't be so formal and we'd get better acquainted.” Many felt that the PTA did not seem a very vital or closely-knit group, and that littl: was done between the rather formal monthly meetings. Some said, "They're not stand-offish. They ask our opinions about such things as buying books or equipment for the s ool. But they do everything themselves and the teachers are just guests, not really partners.’” A few said, ‘They expect us to do all the work; they just come and listen to the programs they expect us to put on.” Community activity makes for more interesting living In some districts the teachers had a rich part in real community cooperation. In one, all worked together througious the year toward a Book Fair and the annual exhibit of children’s work. Almost 1500 people attended this affair. The PTA served hot lunches in the cafe- teria. A good deal of money was realized for the purpose of buying library books and providing other needed supplies, and the whole project brought school and community closer together. Perhaps this is a promising opening for the school people—to do more to make the PTA a live force in school-community interrela- tions. Could they initiate cooperative activities which would give the parents more opportunity for participation in and understanding of the objectives and program of the school? Working shoulder to shoulder for common purposes would stirnulate the members’ vital interest in their organization and would give the teacinis closer personal con- tacts with these individuals why ofien compose Cae of the most alert and able groups in the community. Other types of community organizations were discussed, also wiih varying reports as to their interest in the teachers’ social life. In several of the larger villages, the teachers said, “The town is overorganized. Everyone belongs to so many things that no one has time for informal social contacts, it seems.”’ In other communities, some teachers had been asked to join organizations or service clubs. But, in general, few of the teachers who had entered the community as strangers had been able to achieve that degree of “at homeness” with families, which AND THEN, MY PERSONAL LIFE 167 allowed them to come and go freely in their homes. The married coupies had succeeded best in reaching this informal stage of menber- ship in the community. When this apparent lack of “neighborliness” on the part of the com- munity was analyzed with the teachers, some said earnestly, ‘It’s really our own fault in lots of cases. We get so engrossed in our work that we don't go halfway with people. We stick in our own group and talk shop!’ Is there an answe; here? Is it possible that teachers are in- clined to be pretty self-cer. sted? Or do they go “halfway” in these small communities? Does the teacher smile and *peak to people on the street, even when he doesn't “know” them? Does he chat a little with a parent who comes in to ask a question? Does he attend church fairs, the Junior Chamber of Commerce auction, a !udge carnival—even go to a bingo party now and then—as a persca, not as a teacher? Perhaps teachers need to “’9c« to home” a vit, before complaining that the community “just isn't very friendly’’! To live or not to live in the community ... In each case, when some question was raised about the friendliness of the community, the interviewer asked the individual, “Do you spend your weekends in the community?” It was significant to see how few of the critical ones did! This question often brought up, too, the whole subject of commuting to school. This has grown to be so common a practice in rural areas that it is now rather a surprise, when driving across country, tO pass a one-room school im session and to see no teacher's car in evidence. Is it a desirable practice? In one form cr another this question was discussed with all the teachers, those who commuted from five to 20 miles to work, and those who lived in the school community. In the former group, those who were nearest their schools felt that it made little difference. They could attend community affairs with little difh- culty and they felt that their relations with members of the community were very similar to those of the teachers who lived there. “After all,” they said, ‘most of the parents drive to school, too. The consolidated communities are so scattered out that none of the teachers who live in them can know ey -ryone. it is somewhat different in the one-room schools, but those teachers often live in villages near the school, for there's little place for them in the farm homes.” Again and again, they—-even the teachers who live in the villages-—-stressed the fact that 168 TEACHING IN THE SMALL COMMUNITY one “just had to have a car” in order to live satisfactorily in a small community. It is difficult to draw any conclusive principle from these varying opinions. But isn't the crux of the matter in the weekends? Then is the time of relaxation, of freedom from end-of-the-day fatigue; the time for sociability. Then, too, one’s neighbors are freer for social activities, for the informal entertaining and visiting which develops friendships. Can one truly “belong” to a community in which he spends only his working days? The commuting teachers said, ‘Not really. We ‘belong’ in the community where we live, more than in the school com- munity.’” Several who went to their home towns for weekends said, “I don't ‘belong’ in either place. My high school friends are gone and I'm not there long enough to make new ones. I just spend my time with my family.” Surely, being with une’s family from time to time is laudable. But spending all one’s recreational time in the midst of the family is limiting. In adulthood one must make new friends, friends with similar maturity and interests, and must grow through this experi- ence. Only as he grows can an individual “belong” in any adult com- munity. Dating may be all right—if you can get a date! Sometimes the defense for spending weekends at home was, “IT don't know any young people in the community where I live.” This brought up the question of dating. Often the reply was, especially in the consolidated schools, “We date among ourselves.” In one such district, the young men had started a volley ball group, which gradually added some of the young women teachers, and became a center for social activities. In one of the larger villages, a group of attractive girls laughed when the question was asked and said, “There aren’t any men! We're just ‘ladies-in-waiting.” But we have good times among outr- selves." Orten, friendships made in college carried over, and several engagements which had grown out of them were cited. ‘It you do date in the community, do people gossip? Does the com- munity impose restrictions on you? Does it seem critical?” were other questions raised by the interviewer. Oddly enough, there were few affirmative answers. Timés have changed! The usual reply was, ‘Oh, no, they don’t seem to pay much attention to what we do.” The inter- viewer (remembering an incident in her own early teaching years when a teacher carne back from summer vacation with bobbed hair!) asked AND THEN, MY PERSONAL LIFE 169 in surprise, ‘Don't they even object to smoking?” the question was passed off lightly. “Oh, no, most of the mothers smoke!" It should be noted, however, that great variation exists from cne community to another regarding the appropriateness of smoking. The beginning teacher has a responsibility with regard to this and other matters of personal behavior to become familiar with the expectations of the community. In general, the teachers interviewed seemed to feel that the community restricted their personal freedom very little, and de- manded of them only that they should participate in the various meet- ings held at the school. Teaching in the small community can be rewarding What can be gleaned from the experiences and cpinions of these young people which may help the teacher to adjust his personal life in a small community? Certainly one essential stands out: That one’s own personal attitudes, abilities, and interests are an important factor. First is the willingness to “go halfway” in making friends—a truth which must have been discovered in high school and college life, and a quality which the teacher should now strive to cultivate even more in his capacity as a potential leader in an adult community, Second are the resources which one has within himself to offer in such a com- munity—interests, hobbies, abilities which will make him an enjoyable member of a social group, ready to make + orthwhile contributions to its activities and services. Third is the capacity to “work hard while you work,” then to close one’s mind to his responsibilities and to “play” freely and spontaneously, entering into the activities and groups which are at hand. Another essential appears to be the value of observing and under- standing the community in which one finds himself—its attitudes and customs, its institutions and organizations, its resources (already de- veloped, or as yet unrealized) for a well-rounded and satisfying life. From the reports given by thes: 25 teachers it seems that teachers are freer in small communities than they used to be before automobiles, movies, and tele, ‘sion broadened the horizons of the people. Can that freedom be used o help the teacher to “belong” in his community? Can the teacher avail himself of the opportunities for membership in its churches and clubs, and help to make them influences for richer social living for all? Can one attune his sensitivities to its natural beauties, its freedom from urban noise and clatter, its intimacy of 170 TEACHING IN THE SMALL COMMUNITY human relationships? Can one utilize these resources to make his own life rich and satisfying so that he may wish to become a permanent, contributing raember of this community? Not only the teacher himself, but his pupils as well, will profit by such observation and understanding. They will come to see their school as an integral part of the community, and themselves as func- tioning members of it, progressively enlarging their circle of associa- tions and influence as they mature. Their education wili blend into the life and work of the community, until they emerge as alert, aware citizens, ready and equipped to contribute their share in the develop- ment and betterment of the community in which they will plan to make their homes. Thus, the welfare of children, teachers, and community are scen to be interdependent, and the teacher an essential factor in its development. Selected Bibliography SELECTED BIBLIOGRAPHY ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL, Children Can Work Independently. Washington, D. C.: the Association, 1952. 36 p. 75c. Every child recognizes ability to work in his own way as a symbol of growth. This bulletin deals with ways of helping the child work independently and describes materials that may be used in the process. ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL. Equipment and Supplies. Washington, D. C.: the Association, 1955. 90 p. $1.25. A list according to children’s age groups of recommended equipment and supplies and where available. Materials recommended were put to test by the Association. ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, Creating a Good Environment for Learning. 1954 Yeatbook. Washington, D. C,: the Association, a department of the National Education Association, 1954. 307 p. $3.75. Accounts and interpretation of instances where teachers try to improve ‘he learning environment in schools in terms of human values. Also discussion of forces which make up the learning environment. ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT. Forces Affect- ing American Education. 1953 Yearbook. Washington, D. C.: the Associa- tion, a department of the National Education Association, 1953. 208 p. $3.50. Analysis of the culture in which American education has its being; summary of viewpoints on education of many groups; how communication agencies affect education; significant research findings on education; and a -eafirma- tion of sound principles of education. ASSOGIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT. Fostering Mental Health in Our Schools. 1950 Yearbook. Washington, D. C.: the Association, a department of the National Education Association, 1950. 319 p. $3. Discusses many important facts and principles that are essential in understand- ing information acquired about an individual or a group; discusses the child's motivations; and presents methods which point to specific ways to deal with the child in order to foster mental health. ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT. Instructional Leadership in Small Schools. Washington, D. C.: the Assov: ition, a depart- ment of the National Education Association, 1952. 88 p. $1 -5. Faces the problem of developing leadership in small schools, the importance of the problem because of the number of such schools, the development of leadership through the aspects of the small school; and reviews small-school leadership in action 173 174 TEACHING IN THE SMALL COMMUNITY ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT. The Three R's. Washington, D. C.: the Association, a department of the National Educa- tion Association, 1952. 152 p. $1.50. Shows the need to see the Three R's in a total setting of a child’s living at a given time; then presents helpful suggestions for developing abilities and skills in the Three R's in a functional way. BATHURST, EFFIE G. How Children Use the Community for Learning. U. S. Dl partment of Health, Education, and Welfare, Office of Education, Bulletin 1953, No. 6. Washington, D. C.: Superintendent of Documents, Govern- ment Printing Office, 1953. 46 p. 20c. Relates how a school staff in Cambridge, Ohio, took first steps in making a curriculum to meet better the everyday needs of children. BATHURST, EFFIE G. Petersburg Builds a Health Program. U.S. Office of Edu- cation, Federal Security Agency, Bulletin 1949, No. 9. Washington, D.C.: Superintendent of Documents, Government Printing Office, 1949. 50 p. 20c. Tells about a school health project in which the boys and girls of a small community “invaded” their town after the principal of the school had sent a letter to potentially interested adult citizens, asking them to “hear the chil- dren's story and help them to learn firsthand.” The campaign to get informa- tion was followed by cooperative plans for improvements when needed. BATHURST, EFFIE G. Schools Count in Country Life. U. §. Office of Education, Federal Security Agency, Bulletin 1947, No. 8. Washington, D. C.: Super- intendent of Documents, Government Printing Office, 1947. 62 p. 20c. Written for teachers of children who live in the country, this bulletin tells how schools help rural boys and girls learn through: helping to plan their school studies; helping to plan and serve school lunches; making improve- ments for their hom 3; patticipating in conservation activities. BATHURST, EFFIE G. Your Life in the Country. New York: McGraw-Hill Book Co., 1948, 399 p. $2.80. A textbook in consumer education especially designed for boys and girls in farming communities. Much of the book is in narrative style centered around life of a representative farm family. BATHURST, EFFIE G., and FRANSETH, JANE. Modern Ways in One- and Two- Teacher Schools, U.S. Office of Education, Federal Security Agency, Bulletin 1951, No. 18. Washington, D. C.: Superintendent of Documents, Govern- ment Printing Othce, 1951. 48 p. 20¢ Suggests how teachers might combine groups to yield longer teaching periods and fewer classes, help pupils work ind. pendently, and appraise their progress. BEVERLEY, ARCHIE SWANSON, Growing \'ears: the Development of the Whit- mell Farm-Life School. New York: Vantage Press, 1955. 196 p. $3. Describes how this public, consolidated school in the open country, develop- ing from a two-room country schoolhouse, became the dynamic center of a forward-looking rural community SELECTED BIBLIOGRAPHY 175 BLOUGH, GLENN, and BLACKWOOD, PAUL E. Science Teaching in Rural and Small Town Schools, U. §. Office of Education, Federal Security Agency, Bulletin 1949, No. 5. Washington, D. C.; Superintendent of Documents, Government Printing Office, 1949. 55 p. 20c. Offers teaching suggestions which point out how to use resources in the immediate environment, how to do simple experiments, how science teaching may function in the total school program, and how the interests and needs of children may be taken into account in planning the science program in ele- mentary rural schools. BOWEN, GENEVIEVE M. Living and Learning in a Rural School. New York: Macmillan Co,, 1944. 324 p. $4. A description of boys and girls working, playing, and learning together with their teacher in a one-room school; and about that teacher as she faces typical problems, gradually finds ways in which her pupils can learn the lessons of living, and is able to organize a program in which school and pupils grow together. BROGAN, PEGGY, and FOX, LORENE. Helping Children Learn. Yonkers-on-Hud- : son, N. Y.: World Book Co., 1955. 381 p. $4. An invitation to view through the eyes of children the learning environment in which their personalities are shaped, Suggests to teachers how they might find out what children feel they themselves need to learn. Discusses the con- tributions of communication skills, arithmetic and science, the cultural heri- tage, and physical development to an environment in which the group can live creatively. BROWN, EDWIN JOHN, Managing the Classroom. New York: Ronald Press, 1952. 424 p, $4. Deals with the administrative side of classroom work. Approaches the class- room as a community and emphasizes results the teacher can achieve in de- veloping democratic school citizenship. Presents classroom organization in its possible contributions to pupil growth; an operating plan to ensure efficient attention to administrative details; and the means of personal and professional growth of the teacher as an administrator. CLAPP, ELSIE R. The Use of Resources in Education. New York: Harper and Brothers, 1952. 174 p. $4 Describes the resources which were experienced in tion in Kentucky and one in West Virginia. Mak to be found in any community-—are within the gras unity-school situa- r that resources are schools, privileged or underprivileged—-if teachers and their leaders are able to see with ‘the inner eye” that finds the living resources which exist wherever people are gathered together. CLARK, LOIS M. “For These Children in This School.” Phi Delta Kappan 36: 20-24; October 1954. The small rural elementary school is good when its leadership keeps a clear vision of what is essential to rich, purposeful living and learning; and regards 176 TEACHING IN THE SMALL COMMUNITY all else as incidental or as means to be adapted to needs of these children in this school. CLARK, LOts, issue editor, “The Rural Child in the Elementary School.” The National Elementary Principal 29: 1-48; April 1950. (Out of print) Emphases in the magazine are: nature of neighborhoods served by rural schools; experiences and needs rural children bring to their schools; how instructional programs may be related to these needs; and services needed by the rural elementary school from the larger administrative unit of which it is a part. CULP, D. P., chairman, and ISENBERG, ROBERT M., editor. Pupil Transportation. Yearbook 1953. Department of Rural Education. Washington, D. C.: Na- tional Education Association. 190 p. Paper, $2. A discussion of pupil transportation as an integral part of the daily learning experience of more than one-fourth of all public-school pupils. Gives em- phasis both to administering a pupil transportation program and to ways school buses can be used to improve the instructional program. DUNN, FANNIE W. The Child in the Rural Environment. Yearbook 1951. De- partment of Rural Education. Washington, D. C.: National Education As- sociation, 1951. 253 p. $3. Records observations and interpretations of the activities and experiences of actual children in rural environments and suggests what these imply for the school education of children. Major sections are: How children develop in preschool years; determiners of the rural child’s development; school educa- tion in the rural environment. EVERETT, MARCIA, editor, The Rural Supervisor at Work. Yearbook 1949. De- partment of Rural Education. Washington, D. C.: National Education As- sociation, 1949, 242 p. $1. Explores the experiences of many people over a period of 35 years to deter- mine the kinds of help teachers in rural schools and in small communities necd. Though written in terms of the rural supervisor at work, the wealth of practical illustrations included makes it valuable to teachers also. FOX, LORENE K. The Rural Community and Its School. New York: King's Crown Press, 1948. 233 p. $3.25. A well-documented case study of a rural county (Chautauqua) in New York State. Analyzes the interrelationship§ of rural living-—the county's social and occupational structure; its hpme and community patterns; its political, religious, and educational institutions; and the historical backgrounds of these characteristics--and the educational program. GREGG, HAROLD. Art for the Schools of America. Scranton, Pa.: International Textbook Co., 1941, 191 p. $2.75. Based on the belief that art “must grow out of and in turn enrich the ev ery- day life of the pupil,” this book shows how the values which should co ne SELECTED BIBLIOGRAPHY 177 from a study of art may be realized in the lives of boys and girls through the use of generally available materials. HILLIARD, PAULINE. Improving Social Learnings in the Elementary School. Studies in Education, New York: Teachers College, Columbia University, 1954, 144 p. $2.85. How children, under the guidance of the teacher, may manage their own experiences cooperatively and study their own experiences to gain better understanding of themselves and others. The author maintains that specific facts, knowledges, and skills do not in themselves improve social learnings although they are part of them. Problems around the children such as “Elec- tricity Comes to Bannerville” and “A Water Shortage” are presented as oppor- tunities. HILTON, ERNEST. Rural School Management. New York: American Book Co., 1949. 278 p, $3.25. The author views the work of teachers in rural schools as distinctively differ- ent in at least two ways: mary of them are in one- and two-teacher schools and must handle several graa< in: one classroom; and they work in rural communities with rural people, where curriculum must be responsive to dis- tinctive specific needs, In these two areas the author analyzes and presents methods and resources. HOPPOCK, ANNE. “The Earth Is Theirs-—and Its Fullness.” Phi Delta Kappan 36: 25-28; October 1954. Developmental needs of children and broad purposes of education are the same wherever childre . go to school; each school must focus attention on its children and thei lives in the particular community because active experience is the best means of learning. When rich, varied resources of rural com- munities are utilized to meet these particular needs the rural school program is creative and vital. HYMES, JAMES LEB. A Child Development Point of View. New York; Prentice- Hall, 1955. 145 p. $2.25. A brief, popularly written work directed to the teachgggand her view of the whole child. The author regards the child developrit approach as a pre- ventive of mental health problems. ISENBERG, ROBERT M,, editor. The Community School and the Intermediate Unit. Yearbook 1954. Washington,.D, C.: Department of Rural Education, National Education Association, 1954. 259 p. Cloth, $3.; paper, $2.50 Outlines the essential elements of an adequate educational program and dis- cusses an organizational framework which can make these opportunities avail- able to every community regardless of size. Emphasizes the importance of strengthening and preserving community autonomy JENKINS, GLADYS, and OTHERS. These Are Your Children. New York: Scott, Foresman and Co,, 1949. 192 p. $3.50; School edition, $2.50. 178 TEACHING IN THE SMALL COMMUNITY Interprets to adults children at various age levels in the elementary school, how they develop and how to guide them, The material is supplemented with case histories of actual children, Attractively illustrated with photographs of children of the different ages in life situations. KRUG. “DWARD AUGUST. Curriculum Planning. New York: Harper and Brothers, 1950. 306 p. $3. Defining curriculum as “all the experiences of the learner that are under the control of the school,” the volume discusses the relation of educational pur- poses to the all-school program and the organization and development of the curriculum program in the local school system. Much attention is given to the teacher and his part in developing and carrying out the curriculum. LANE, HOWARD AUGUSTUS, and BEAUCHAMPS, MARY. Haman Relations in Teaching; the Dynamics of Helping Children Grow, New York: Prentice- Hall, 1955. 4353p. $4.95, Outlines overwhelming need of education today to teach ways of coopera- tion so that group living may enhance living of the individual, Explores dynamics of learning to live together and presents characteristics of group living for various ages, how groups are formed, physical conditions of group living, and the quality of living in groups. LANGDON, GRACE. Teacher-Parent Interviews. New York: Prentice-Hall, 1954, 356 p. $5.25 Tells how a teacher learns to hold interviews; describes different kinds. of interviews; gives examples of interviews; points out how to proceed with matters arising in the interview and its follow-up which are not in the teacher's province NATIONAL EDUCATION ASSOCIATION and AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS, EDUCATIONAL POLICIES COMMISSION, Education for All Amertcan Children. Washington, D. C.; the Commission, 1948, Chapter 1, "The Elementary Schools of the Farmville Reorganized District, State of Columbia, 1958," p. 11-51. $1, This was an attempt in 1948 to project what would be a desirable school sys- tem to serve rural people a decade later-—in 1958. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF RURAL EDUCATION, Rural Education -A Forward Look, Yearbook 1955. Washington, D. C.: the Departme nt, 1955 186 p $4.50 Based upon the major documents of the 1954 National Conference on Rural Education, the book is a presentation of issues and problems in rural educa- tion and their possible solution. Chapters on “The Rural Environment's Distinctive Impact on Children and Youth,” “The Scope and Quality of the Needed Educational Program,” and “Improving the Administration of Small Schools” are especially useful to teachers, as are a number of the Conference addresses which are included SELECTED BIBLIOGRAPHY 179 OLSEN, EDWARD G., and OTHERS, School and Community. Second edition. New York: Prentice-Hall, 1954, 534 p. $5.75. A compact, authoritative overview of community education. A_ detailed description of techniques of community analysis, study, and service; and tested suggestions for meeting general problems thus involved. OLSEN, EDWARD, editor, The Modern Community School. New York: Appleton- Century-Crofts, 1953. 246 p. $2.50. Report of the. Committee on the Community School of the Association for Supervision and\Curriculum Development. An expansion and refinement of the community school concept with special relation to curriculum. Descrip- tions of actual best practices in community schools are included for different types of communities, OLSON, CLARA M., and "FLETCHER, NORMAN D. Learn and Live. New York: Alfred P. Sloan Foundation, 1946, 101 p. $1.50. A coordinated descriptive repost of the Sloan experiments in applied eco- nomics at Universities of Kentucky, Florida, and Vermont. Following in- troductory statement, giving history and purpose of project, the nature and accomplishments of each of the experiments are described, devoting a chapter to each. The final chapter reports the more recent work done in 12 teacher education schools to prepare teachers in ways and means of improving the economic status of rural pupils through school activities practically concerned with problems of food, clothing, and shelter. ReDL, FRITZ, Mental Hygiene in Teaching. New York: Harcourt, Brace and Co,, 1951. 454 p. 33.50. Outlines basic principles of mental hygiene to be used by teachers in guiding young people in school. Sample cases are cited from common school situa- tions to which these principles apply RICHMOND, LUCILE MC GRAW, and BATHURST, EFFIE, Culloden Improves Its s — Curriculum. U. §, Office of Education, Federal Security Agency, Bulletin 1951, No. 2, Washington, D. C.: Superinvendent of Documents, Govern- ment Printing Office. 24 p. 15¢, When this West Virginia school went to work on is curriculum, more prog: ress was shown than in other years. Boys and girls wece reading with greater skill; they could write, spell, and figure better, classrooms, halls, and grounds were cleaner; and pupils seemed happier, busier, and more healthy. HNFIDER, FLSA, editor. Physical Education in Small Schools. Department of Rural Education and American Association of Health, Physical Education, and Recreation. Washington, D. C.; National Education Association, 1948. Reprinted 1954, 160 p, $1 A handbook of suggested activities in physical education suitable for elemen- tary age children in small schools. Many of the suggestions offered have direct implications for expanded programs of health and recreation also. Specific 180 TEACHING IN THE SMALL COMMUNITY directions are given for games, relays, self-testing activities, rhythms, and other aspects of a good program. SCOTT, CECIL WINFIELD, and HILL, CLYDE M. Pwhlic Education Under Criticism. New York: Prentice-Hall, 1954. 414 p. $6.35; to schools, $4.75. A symposium which discusses education from the standpoint of its chief critics and criticisms. Valuable for the teacher are the chapters on com- munities where education is especially being related to the life of the people. Also makes specific suggestions for public relations of teachers and ways to meet criticism as individuals. STRANG, RUTH, and HATCHER, LATHAM. Child Detelopment and Guidance in Rural Schools. New York: Harper and Brothers, 1943. 233 p. $2.50. From. the standpoint of rural teacher, the authors discuss the philosophy of education through guidance, ways of continual study of the child {n all phases of his life, conditions that make effective guidance possible, guidance in ongoing activities of the classroom, and guidance of parents. THEMAN, VIOLA. A Good School Day. New York: Teachers College, Columbia University, 1950, 59 p. 60c. Presents characteristics ofa good school day and tells how to watch out for pupils’ needs; how pupils and teachers plan togethe.. Includes illustrations from rural and small schools. TIREMAN, L. S. and WATSON, MARY. A Community School in a Spanish-Speak- ing Village. Albuquerque: University.of New Mexico Press, 1948. 169 p. $2.50 A report of a community education program in.an isolated village which holds to the customs and beliefs of early Spain. The problems faced, the cooperative efforts in studying the land, water, and irrigation, and the manner in which pupil activities are based largely upon use of the natural resources which surround them make a fascinating account of a school and community which are inseparable WARBURTON, AMBER A, Guidance in a Rural Community. Yearbook 1952. De- partment of Rural Education. Prepared for the Alliance for Guidance of Rural Youth and the Department. Washington, D. C.; National Education Association 156 p $2 The story of the enlistment of all community forces in transforming an iso- lated, underdeveloped South Carolina community through a cooperative edvu- cational program WARBURTON, AMBER A. Guidance in a Ruval-Indusirial Community, A report made for the Alliance for Guidance of Rural Youth and the Department of Rural Education. Washington, D, C.; National Education Association, 1954, 259 p. Cloth $4., paper, $3 A dexription of how the various agencies and organizations in Harlan County, Kentucky, worked cooperatively in a program,to better help children SELECTED BIBLIOGRAPHY 181 and young people realize their potentialities. Included are the detailed ap- praisals written by children, teachers, and members of the community. WEBER, JULIA. My Country School Diary; An Adventure in Creative Teaching. New York: Harper and Brothers, 1946. 270 p. $2.50. Goes to the heart of education —the way in which learning can affect chil- dren's lives and the life of the community. The teacher and children in a one-teacher school are shown planning, working, and living together. The teacher comes to know her children, their hopes and fears, their successes and failures, their lives at home and school, and works with them as a wise counselor and guide WILES, KIMBALL. Teaching for Better Schools, New York: Prentice-Hall, 1952 397 p $5.35 Considering teaching as skill in human relations, the author discusses quality of human relations sought; improvement of human relations; effective group work; methods of evaluation; individualizing instruction; the teacher work- ing with persons outside the class group; and the teacher's self-improvement. For teachers of children at all age levels WOFFORD, KATE V. Modern Education in the Small Rural School. New York: Macmillan Co., 1947. $82 p. $4 The book attacks the problems which make teaching in the small school differ- ent and difficult. Solutions presented are developed from a modern philosophy of education and experiences in the practical application of these techniques to actual classroom situations WOFFORD, KATE V. Teaching in Small Schools. New York: Macmillan Co., 1949. 399 p. $3.75 “Small Schools” are here interpreted to mean schools with six teachers or less, and the book is especially slanted toward beginning teachers as they establish conditions of teaching and learning; guide-learning and teaching; provide enriching experiences for their students; and arrive at understanding of and work with the community YATES, FLIZABETH, Nearby New York: Coward-McCann, 1947, 276 p. $3 A story about the way a young teacher in a one-teacher school meets the problems of the community, of her pupils in the community, and of her ™ rsonal life in its community relationships STATE PUBLICATIONS A number of additional publications especially helpful to teachers in small communities have been developed by state dey irtments of education. Since these materials are not generally ay tilable outside the state in which they are publish d, they have not been included in this bibliography TEACHING IN THE SMALL COMMUNITY For the convenience of teachers and others who may wish to order publica- tions included in the Selected Bibliography, the price has been indicated with each reference. Listed below are the addresses of the publishers. Alfred P. Sloan Foundation, 30 Rockefeller Plaza, New York 20, New York. American Book Co., 55 Fifth Avenue, New York 3, New York. Appleton-Century-Crofts, 35 West 32nd Street, New York, New York. Association for Childhood Education Inter-ational, 1200 Fifteenth Street, N. W., Washington 5, D. C. Coward-McCann, 210 Madison Avenue, New York 6, New York. Harcourt, Brace and Co., 383 Madison Avenue, New York 17, New York. Harper and Brothers, 49 East 33rd Street, New York 16, New York. King's Crown Press, 2960 Broadw ay, New York 27, New York. Macmillin Co., 60 Fifth Avenue, New York 11, New York. McGraw-Hill Book Co., 330 West 42nd Street, New York 36, New York. National Education Association (and its departments), 1201 Sixteenth Street, N. W., Washington 6, D.C. Prentice-Hall, Route 9W, Englewood Cliffs, New Jersey. Ronald Press Co., 15 East 26th Street, New York 10, New York. Scott, Foresman and Co., 433. East Erie Street, Chicago 11, Hlinois. Superintendent of Documents, Governmeut Printing Office, Washington 24:7) <,. Teachers College, Columbia University, 525 W. 120th Street, New York 27, New York. University of New Mexico Press, Albuquerque, New Mexico. Vantage Press, 120 West 31st Street, New York 1, New York. World Book Co., 313 Park Hill Avenue, Yonkers 5, New York. Official Records Department of Rural Education, NEA THE DEPARTMENT OF RURAL EDUCATION The Department of Rural Education grew out of the Department of Rural and Agricultural Education authorized by the NEA Board of Directors in 1907. In 1919 it was reorganized under its present name. Since 1936 the Department of Rural Educaticn has had the assistance of the NEA Division of Rural Service, with the same headquarters staft serving both. Membe rship: All persons working or interested in rural education are eligible for membership, provided they are members of the National Education Association. Dues: $4 per calendar year. Benefits: Members are eligible to attend the annual convention meetings of the Department, to vote, and to hold of- fice. All members receive the Yearbook, the NEA Re- search Bulletin (A issues per year), Rural Education News, and other publications as available. The Department of Rural Education operates under a Constitution and Bylaws, in conformity with those of the National Education .\s- sociation, which provide for the organization of Divisions to serve special interest groups. Two divisions currently active are the Division of County and Rural Area Superintendents and the Division of Pupil Transportation, Special committees direct the Department in its program in specific areas and offer opportunities for membership participation. Currently functicning committees deal with such problems as: the recruitment and preparation of rural teachers; rural life and education on the world scene; sociological impact of school district reorganization upon com- munity organization and process. One of the special groups sponsored by the Division of County and Rura! Area Superintendents is the Na- tional Commission on the Intermediate Administrative Unit. A series of regional “drive-in” conferences of community school ad- ministracors is jointly sponsored by the Department of Rural Education, the American Association of School Administrators, and the Counegl of Chief State School Officers. Four such conferences are being held during 1956 185 p lh Aho 186 TEACHING IN THE SMALL COMMUNITY OFFICERS OF THE DEPARTMENT OF RURAL EDUCATION (Terms expire in February 1956) President—CLIFTON B. HurF, Professor of Education, Kansas State Teachers College, Emporia, Kansas President-elect—R. EMMETT Harris, Superintendent, Caldwell County Schools, Lockhart, Texas Vice President—MICHAEL S. Kies, Superintendent, Milwaukee County Schools, Milwaukee, Wisconsin Executive Secretary—Howarp A. Dawson, Director of Rural Service, NEA, Washington, D. C. Fxecutive Committee President, Vice President, Presidents of Divisions, plus: Mary M. Connon (1960), Superintendent of Public Instruction, State Department of Public Instruction, Helena, Montana H. C. DeKock (1956), Coordinator of Field Experience, College of Education, University of lowa, Iowa City Letta C. Ewen (1957), Rural Department, State Teachers College, Minot, North Dakota. J. C. Frrzceratp (1959), Assistant Director, Division of College Ex- tension, Oklahoma A and M College, Stillwater, Oklahoma Ernest O. NyBAKKEN (1957), Chief, Bureau of Rural Supervisory Service, State Department of Education, Hartford, Connecticut L. A. Roperts (1960), Superintendent of Schools, Dallas County, Dal- las, Texas THOMAS E. ROBINSON (1958), President, State Teachers College, Glass- boro, New Jersey Howarp G. Sackett (1958), District Superintendent of Schools, Port Leyden, New York R. E. Tipwett (1956), Assistant to the President, Stillman College, Tuscaloosa, Alabama T. M. Verpin (1959), Director of Rural Service, Division of Instruc- tional Services, Greenville County School District, Greenville, South Carolina Mrs. Lucitte KLinGe DANIELSON, Retiring President, Superintendent of Schools, Lane County, Eugene, Oregon THE DEPARTMENT OF RURAL EDUCATION 187 DIVISION OF COUNTY AND RURAL AREA SUPERINTENDENTS (Terms expire in October 1956) President-~Harry W. Gross, District Superintendent of Schools, Nas- sau County, Mineola, New York First Vice President—W. F. Loaoins, Superintendent, Greenville County Schools, Greenville, South Carolina Second Vice President—L. M. Dimmitt, Superintende it, King County Schools, Seattle, Washington Executive Secretary--Howarp A. Dawson, Director, Division of Rural Service, NEA Executive Committee JaMes E. Burts, Superintendent, Blair County School, Hollidaysburg, Pennsylvania R. E. Harris, Superintendent, Caldwell County Schools, Lockhart, Texas HELEN J. NELSON, Superintendent, Albany County Schools, Laramie, Wyoming : JoHN A. TorRrENS, Superintendent, Lee County Schouls, Dixon, Illinois Ernest W. Barker, Past President, Superintendent, Pottawattamie County Schools, Council Bluffs, lowa DIVISION OF PuPIL TRANSPORT/.TION (Terms expire in February 1956) President—J. F. LAUTENSCHLAGER, Supe. intendent, Coshocton County S-hools, Coshocton, Ohio Vice President--EaRL DARNELL, Director of School Transportation, Greenbrier County, Lewisburg, West Virginia Executive Committee T. WesLey Picket, Assistant Director, Division of Schoolhouse Plan- ning and Transportation, State Department of E.. «ation, Nashville, Tennessee Louis YANDELL, Supervisor of Public Transportation, Fayette County Schools, Lexington, Kentucky Grorce W. Genricus, Superintendent, Pulaski County Schools, Win- amac, Indiana 188 TEACHING IN THE SMALL COMMUNITY PUBLICATIONS OF THE DEPARTMENT OF RURAL EDUCATION The publications of the Department are developed under the leader- ship and guidance of the Committee on Publications and Constructive Studies. Rural Education News is published periodically throughout the year to carry items of information or special interest to members. Books, pamphlets, and reports on topics of concern to rural education are published to assist and guide educational developments in the smaller communities and rural areas of the country. Department publications constitute a significant part of the literature in rural education, A list of publications currently available will be supplied on request from the headquarters office. Now in tie process of development is a joint publication with the American Association of Health Phy: :al Education, and Recreation dealing with Physical Education for Small High Schools. The 1957 Yearbook now in preparation is tentatively titled Administering the Small Twelve-Grade School. The 1958 Yearbook is being developed under the tentative title of Vocational Education for Rural America. Members of the Department's Committee on Publications and Con- structive Studies during 1956 are: Burton W. KreirLow, Chairman (1958), Professor of Rural Educa- tion, University of Wisconsin, Madison Luu BARNARD (1959), Superintendent, Flathead County Schools, Kalispell, Montana Errie G. Barnurst (1956), Education Specialist, Office of Education, U. S. Department of Health, Education, and Welfare, Washington, D. ¢. Gorvon I, SwANsON (1960), Associate Professor, Department of Agricultural Education, University of Minnesota, St. Paul Joun Witcox (1957), Supervising Principal, Candor Central School, Candor, New York THE DEPARTMENT OF RURAL EDUCATION 189 DEPARTMENT YEARBOOKS AVAILABLE Rural Education—-A Forward Look. Yearbook 1955. Report of the 1954 National Conference on Rural Education. 486 p. Cloth, $3.50. The Community School and the Intermediate Unit. Yearbook 1954. Robert M. isenberg, editor. 259 p. Cloth, $3.; paper, $2.50. Pupil Transportation. Yearbook 1953. Robert M. Isenberg, editor. 196 p. Paper, $2. Guidance in a Rural Community. Yearbook 1952. By Amber Arthun Warburton. 176 p. Paper, $2. The Child in the Rural Environment. Yearbook 1951. By Fannie W. Dunn. 253 p. Cloth, $3. The County Superintendent of Schools in the United States. Yearbook 1950. Shirley Cooper, editor, 188 p. Cloth, $2.50; paper, $2. The Rural Supervisor at Work. Yea.book 1949. Marcia A. Everett, editor. 242 p. Paper, $1. Health, Physical Education and Recreation in Small Schools. Yearbook 1948. Elsa Schneider, editor. 67 p. 50c. On-the-Job Education in Rural Communities, Yearbook 1947. Roy W. Roberts, editor. 139 p. 75c. Education of Teachers for Rural America. Yearbook 1946. Kate V. Wofford, editor. 142 p. 50c. Conservation Education in Rural Schools. Yearbook 1943. Effie G. Bathurst, editor. 114 p. 50c. Community Resource: in Rural Schools. Yearbook 1939. Kate V. Wof- ford, editor. 109 p, 50¢c. Newer Types of Instruction in Small Rural Schools. Yearbook 1938. Kate V. Wofford, editor. 144 p. 50c. Economical Enrichment of the Small Secondary-School Curriculum. Yearbook 1934. Frank W. Cv-, editor. 94 p. 50c. NY n\LABLE gest cory ROSTER OF MEMBERS THE DEPARTMENT OE RURAL EDUCATION A Department of the National Education Association of the United States This roster includes the active membership of the Department for the calendar year 1955 and all additional members enrolled prior to April 1, 195 for each member his name, position and location, 6. It is arranged by states, and lists alphabetically and official Department responsibilities. Street addresses are not given except where other information is not available. Libraries and institu. tivnal members are listed under their respective states following the listing of individual members. ALABAMA Carroll, Thomas W., Superintendent, Coving- ton County Schools, Andalusia Clay, J. L., Principal, County High School, Lauderdale County Schools, Rogersville Coleman, Hulda, Superintendent, Lowndes County Schools, Hayneville Dalton, W. Theo, Professor of Education, Alabama Polytechnic Institute, Auburn Gibson, Roy, Superintendent, Saint Clair Coun- ty Schools, Ashville Greer, Hugh G., Superintendent, Monroe Coun ty Schools, Monroeville Harden, Preston G., Superintendent, Autauga County Schools, Prattville Hatch, Robert C., Supervisor of Instruction, State Department of Education, Montgomery Helms, V. C., Superintendent, Lee County Schools, Opelika Holloway, Otto, Curriculum Laboratory, School of Education, Alabama Polytechnic Institute, Auburn Johnson, Kermit A., Superintendent, loosa County Schools, uscaloosa Jones, W. J.. Superintendent, Wilcox County Schools, Camden Lawrence, R. J., Superintendent, Bullock Coun- ty Schools, Union Springs; State Director Mellown, Elgin W., Superintendent, Sumter County Schools, Livingston Moore, R. E., Superintendent, Cullman County Schools, Cullman Newell, C. Frank, Superintendent, County Schools, Anniston Norton, E. B., President, State Teachers Col- lege, Florence Nunnelley, N. F., Su verintendent, County Schools, Talladega Orr, Charles W., Director of Instruction, Ala bama A & M College, Normal Pate, Harvey G., Superintendent, County Schools, Evergreen Vhilpot, Frank, Acting Director, Secondary Fducation, State Department of Education, Montgomery Pierce, Truman M., Dean, College of Educa tion, Alabama Polytechnic Institute, Auburn Richardson, O. P., Assistant Director, Division of Administration and Finance, State Depart ment of Education, Montgomery Roterts, Ralph M., Chairman, Counseling and Guidance, College of Education, University of Alabama, University Simmons, 1 *, Superintendent, County Schools, Birmingham Smith, (Mrs.) Bessie C., Jeanes Supervisor, East Tallahassee Tusca- Calhoun Talladega Conecuh Jefferson 191 Sinith, G. S., Supervisor of Instruction, Cull. man County Schools, Cullman Smith, O. Romaine, Youngfolks Editor, The Progressive farmer, Birmingham Stewart, Frank R., Administrative Assistant, State Department of Education, Montgomery Tidwell, E., Assistant to the President, Stillman College, Tuscaloosa; Executive Committee of the Department Torrence, Andrew P., Acting Head, Depart. ment of Agricultural Education, Tuskegee Institute INSTITUTIONAL MEMBER Library, Alabama Polytechnic Institute, Aw- burn ARIZONA Rest, (Mrs.) Bessie Kidd, Superintendent, Co- conino County Schools, Flagstaff Chadwick, Daniel R., Head Teacher, Creek District No. 93, Phoenix Fleetham, Fay, Head Teacher, Douglas School, Douglas Haldeman, Della M., Teacher, Ganado School, Ganado Joslin, Louis F., Superintendent of Schools, Palo Verde Kinkead, (Mrs.) Hazel E., Teacher, Pender- gast District No. 92 Martin, (Mrs.) Mary McCollum, Teacher, Re- tired, Eloy Reece, (Mrs.) Florence, Superintendent, Pima County Schools, Tucson Smith, Harold W., Superintendent of Schools, Glendale Cave ARKANSAS Armstrong, W. V., Supervisor of Schools, St. Francis County, Fwurest City Black, Glenn W., Superintendent of Schools, Siloam Springs Wankenship, P. V., Supervisor Madison County, Huntsville Rollen, J. D., Supervisor of Schools, Faulkner County, Conway Mradford, David E., Supervisor of Schools, Van Buren County, Clinton Castleberry, W. E., Supervisor Prairie County, Des Are Chitwood, R. B., Superintendent of Schools, Lake Village Clark, J. O., Superintendent of Schools, Me- Gehee Coats, Earl, Superintendent of Schools, Alma Cook, Elmo W., Superintendent of Schools, Perryville Cox, Homer L., School, Bono p10 AMS of Schools, of Schools, Superintendent, Bono High gest cory 192 Dagenhart, R. §., Supervisor of Schools, Polk ‘ounty, Mena Fincher, Allen, Supervisor of Schools, Colum- bia County. Magnolia Ford, A. W., Commissioner of Education, State Department of Education, Little Rock Forrest, M. D., Superintendent of Schools, Corning Gaddy, Myrtle F., Supervisor of Schools, Jack son County, Newport Griswold, J. G., Supervisor of Schools, Dallas County, Fordyce Head, Robert A., Superintendent of Schools, Lamar Hicks, Charles A., Supervisor for Negro Schools, State Department of Education, Little Rock Holmes, O. G., Supervisor of Schools, Boone County, Harrison Hughes, James M., Supervisor of Chicot County, Lake Village Isenman, Ann, Arkansas Education tron, Little Kock Keaton, Wilham T., Superintendent, Howard County Training School, Mineral Springs Littl, E. W,, Supervisor of Schools, Green County, Paragould Logan, Coy, Supervisor of Schools, Carroll County, Berryville Loudermilk, H. C., Supervisor Perry County, Perryville z McCuistion, Ed., Director, Division of Negro Education, State Department of Education, Little Rock McKenzie, A. R., Superintendent of Schools, Sheridan Mayes, John, Supervisor of Schools, sippi County, Blytheville Moore, Fred, Supervisor of Schools, Jefferson County, Pine Bluff Morgan, Roy H., Supervisor of Schools, Gar land County, Hot Springs Orr, W. E., Supervisor of Schools, White County, Searcy Parker, Maurice R., Supervisor Litth River County, Ashdown Petty, Paul V., Associate Professor of Educa. tion, University of Arkansas, Fayetteville Poteet, Custer, Supervisor of Sc ools, Con. way County, Morrilton Pyle, H. R., Executive Director, Arkansas State Teachers Ketirement System, State De- partinent of Education, Little Rock ‘ Ritchie, J. Bryan, Supervisor of Schools, Ne vada County, Prescott Roberts, Koy, W., Head, Department of Voca- tional Teachers Education, University of Arkansas Fazettevitte Ross, Clyde, Supervisor of County, Monticello Rozzell, Forrest, Executive Secretary, Arkansas Education Association, Littl Rock Scott, Emma, Arkansas Education tion, Little Rock Shuffield, Ceeil E., Supervisor of Schools, Howard County, Nashville; Executive Com mittee of th. Department; State Director; Advisory Council to the National Commis sion on the Intermediate Administrative Unit; Planning Committee, Southwest Regional Conference on Administrative Leadership Serving Community Schools Smith, Earl, Supervisor of Schools, Randolph County, Pocahontas Strong, (Mrs.) Anna M. P., Principal, Robert K Voter High School, Marianna Schools, Schools, Associa of Schools, Missis of Schools, Schools, Drew Associa A., Supervisor of Phillips Helena Superintendent of Schools, arton AVAILABLE TEACHING IN THE SMALL COMMUNITY Thornton, R. H., Supervisor of Schools, Grant County, Sheridan Thomasson, . B, Supervisor of Schools, Clark County, Arkadelphia Torry, Harry, Supervisor of Schools, Monroe mag Clarendon Trice, ( rs.) Grace B., Supervisor of Schoois, Woodruff County, Augusta Tucker, C., Supervisor of Schools, John- son County, Clarksville Williamson, Horace, Supervisor Union County, El Dorado Wilson, E. B., Supervisor of Schools, County, Danville InstituTIONAL Memuer Torreyson Library, Arkansas State Teachers College, Conway CALIFORNIA Atkins, Charles H., Superintendent of Schools, Amador County, Jackson Bandy, Eleanor K., Superintendent of Schools, Yolo County, Woodland Requette, Albert F., Superintendent of Schools, Placer County, Auburn Byrnes, Margaret, General Supervisor of In- struction, Mendocino County, Ukia Carroll, John S., Hollywood Division, Field Enterprises, Los Angeles Clark, George W., Superintendent of Schools, aerced County, Merce Caywurd, Hal D., Superintendent of Schools, Santa Barbara County, Santa Barbara Milton S., Superintendent of Schools, Inyo County, Independence Ferguson, Marry L., Writer, Covina Gansberg, lucille, Superintendent of Schools, Lassen County, Susanville Gerholdt, Anna F., General Supervisor of Schools, Sonoma County, Santa Rosa Gibson, (Mrs.) Bernice, Superintendent of Schools, Sutter County, Yuba City Gibson, (Mrs.) Carmen, Director of Cur- riculum, Imperial County, El Centro Hamilton, De Forest, Cascpintendent of Schools, Sonoma County, Santa Rosa Hardesty, Cecil D., Superintendent of Schools, San Diese County, San Diego Hart, Anna Marie, Supervisor Weaverville Hart, Leo B., District Schools, Pond; Committee on Rural and Education on the World Scene Hayes, pone D., Assistant Superintendent of Schools, Orange County, Santa Ana Heffernan, Helen, Chief, Bureau of Elemen- tary Education, State Department of Educa- tion, Sacramento Hill, (Mrs.) Margaret F., Rarbara Hoffman, (Mrs.) Howardine G., Director, Di- vision of Elementary Education, Los Angeles County, Los Angeles Hoihjelle, Anne L., Curriculum Coordinator, San Diego County, San Diego Hollis, Virgil S., District Superintendent of Schools, Loyalton Hood, (Mrs.) Marie L., Acting Administra tive Assistant, San Diego County, San Diego Houx, Kate, Consultant in Elementary Educa tion, Santa Barbara County, Santa Barbara Hubbard, O. S., Superintenfent of Schools, Santa Clara County, San Jose Johnson, Lioyd G., Superintendent of Schools, Colusa County, Colusa Johnson, Ra w, Superintendent of Schools, Riverside County, Riverside Johnston, Lithan B., Educational E! Dorado County, Placerville Kaar, Harold W., Assistant Superintendent of Schools, Educational Services, Contra Costa County, Martinez of Schools, Yell Cehen. of Schools, Superintendent of Life Teacher, Santa Consultant, ROSTER OF MEMBERS in Elementary Riverside ico State Col- Key, Clayton E., Consultant “ducation, Riverside Count Kendall, Glenn, lege, Chico Kepley, (Mrs.) Ruth A., Director of Educa- tion, Imperial County, El Centro Martin, Walter G., Superintendent of Schools, Fresno County, Fresno Meade, (Mrs.) Agnes Weber, Superintendent of Schools, Yuba County, Marysville Morphet, Edgar L,, Professor, School of Edu- cation, University of California, Berkeley Morris, Perry S., District Superintendent of hools, Ramona Mostowski, John J., Agriculture Teacher, Lodi Nance, (Mrs.) Afton, Elementary Consultant, State Department of Education, Sacramento Overfield, Ruth, Consultant in Rural Educa. tion, Lassen County, Susanville Paul, John F., Curriculum Coordinator, San Diego County, San Diego Price, Thomas B., County and District Super. intendent, Mariposa County Unined School District, Mariposa Rhodes, Alvin , Superintendent. of Schools, San Luis Obispo County, San Luis Obispo; CoChairman, National Commission on the Intermediate Administrative Unit Roberts, W. E.,. Superintendent of Schools, Siskivou County, Yreka President, Rogers, (Mrs) Wilma &., Director, Tnairue- tional Materials Center, Placer County, Au burn Seidel, Vauehn D., Superintendent of Schools, Alameda County, Oakland Simmons, Linton T., Superintendent — of Schools, Orange County, Santa Ana Sletvold, Tu Dean 1., Coordinator of Secon. dary Schools, Contra Costa County, Martine Sollenberger, Lucille, Elementary Consultant, Stanislaus County, Modesto Spencer, (Mrs.) Irene, General Supervisor of Schools. Contra Costa County, Walnut Creek Starr. (Mrs.) Irene W., Director of Special Education, San Luis Obispo County, San Luis Obispo Stockton, Jesse D.. Superintendent of Schools, Kern County, Bakersfield Stone, Gladys, Superintendent of Schools, Monterey County, Salinas Stroud, Clara, General Supervisor, County, FI Centro Thrall, C. Burton, Superintendent of Schools, San. Bernardino County, San Bernardino Tierney, (Mrs.) Hallie M., Superintendent of Schools, Modoc County, Alturas Triegs, Dean E., Superintendent of Schools, Ventura County, Ventura Trillingham. C. C., Superintendent of Schools, Los Angeles County, Los Angeles Van Matre, (Mrs.) Clara FE... Superintendent of Schools, Trinity County, Weaverville Walter, R. B., Chief Deputy Superintendent of Schools, Los Angeles County, San Gabriel Williams, I. Post, Superintendent of Schools, Tulare County, Visalia Imperial Wilson, B. O., Superintendent of Schools, Contra Costa County, Martinez; State Dy rector; Advisory Council to the National Commission on the Intermediate Administra tive Unit Wishart, Blaine, Superintendent of Schools, El Dorado County, Placervil Wood, (Mrs.) Helen Cowan, Consultany in Flementary Education, rexsno) 3=—- County, Fresno Young, Keneth G., Director of Curriculum, Siskiyou Cuunty, Yreka. Zannon, Fred A., Assistant Superintendent of Schools, Kern County, Bakersfiel gest 00 193 Institutional Memoerns * «California State Library, Sacramento Curriculum Laboratory, County Schools Office, San Bernardino Dunbar Union Elementary School, Glen Ellen Honnold Library, Claremont College, Clare mont Library, Humboldt State College, Arcata Library, University of California, Berkeley Library, Chico State College, Chico Library, University of California, Davis Library, Fresno State College, Fresno Library, Santa Barbara County Schools, Goleta Library, Los Angeles State College, Los Angeles Library, University of California, os_Angeles Library, University of Southern California, Los Angeles Library, University of Redlands, Redlands Library, San Jose State College, San Jose Nian Teacher's Club, Petaluma City Elementary School District, Petaluma San Diego State College, San Diego COLORADO Archer, (Mrs.) M. Adella, Superintendent of chools, Fremont County, Canon City Auld, Lucy C., Administrative Assistant, State Department of Education, Denver Bishop, W. E., Superintendent of Schools, Englewood; Executive Committee of the De- partment Cushing, Cotbert E., Division of Field Service, Colorado Education Association, Denver Davidson, Reva, Superintendent of Schools, Powers County, Lamar Grauberger, (Mrs.) Janet, Superintendent of Schools, Logan County, Sterling Heid, Bertha, Superintendent of Schools, Adams County, Brighton Kettle, Frances E., Superintendent of Schools, Custer County, Weastcliffe Latting, (Mrs) Lacille H,, Elementary Super- visor, State Department of Education, Denver Lockwood, Marian, Superintendent of Schools, Morgan County, Fort Morgan Lodwick, Paul N., Superintendent of Schools, Weld County, Greeley Lytle, Ruth R., Superintendent of Schools, Otero County, Junta; State Director; Advisory Council to the National Commis sion on the Intermediate Administrative Unit McNally, Mary C. Superintendent of Schools, Pueblo County, Pueb Magee, (Mrs.) Nada D., Superintendent of Schools, Alamosa County, Alamosa Martin, (Mrs.) Hazel L., Superintendent of Schvols, Bent County, Las Animas Pennock, Glen Wildman, Superintendent of Schools, Boulder County, Boulder Savage, Martha, Superintendent of Schools, Delta County, Delta Scott, Nora L., Superintendent of Schools, Gilpin County, Central City Sweeney, Mrs. dune Superintendent of Schools, Moffat County, Craig Taylor, Burtis E., Assistant Commissioner of Education, State Department of Education, Denver Watson, Claire J., Superintendent of Schools, Mentezuma County, Cortez Wright, (Mrs.) Carolyn, Superintendent of Schools, Hinsdale County, Lake City Insti TUTIONAL Memuens Library, Adams State College, Alamosa tdbrere, Colorado State College of Education, steele Library, Nations! Farmers Union, Denver CONNECTICUT Graft, George E., Superintendent of Rural Edu. cation, tate Department of Education, Rockville Gustin, Margaret, Elementary Supervisor, State Department of Education, Unionvi McDonald, (Mrsa.) Helen B., lementary Supervisor, State Department of ucation, Winstea Nybakken, Ernest O., Chief, Bureau of Rural Supervisory Service, State Peperiment, of Education, Hartford; Executive Committee of the Department; State Director; Advisory Council to the National Commission on the ntermediate Administrative Unit Outlaw, Guy T., Teacher, Andover Elementary School, ndover Keilly, John C., Superintendent of Rural Edu- cation, State Department of Education, Willimantic; deceased April 1956 Seidel, Ida E., Elementary Supervisor, State Department of Education, Willimantic Shultz, Wilmer L., Superintendent of Rural Fducation, State Department of Education, anaan Stoddard, Paul W., Principal, Housatonic Valley Regional High School, Falls Village Umberger, Willis H. Superintendent of Rural Education, State Department of Education, Norwich Walker, (Mrs.) M._E., The Educational Pub. lishing Company, Darien DELAWARE Afflerbach, Calvin E., Rural Elementary Super visor, State Department of Public Instruc tion, Wilmington, State Director Raltz, Austin D., Principal, Oak Grove School, Elameer Douglas, Mary A., Teacher, District 212%, Delmar Eisenbrey, Preston G., Supervisor of Trans portation, State Department of Public In struction, Dover : Harris, Charles K., Delaware State Education Association, Dover Hastings, Grace E., Teacher, Farmington School, Bridgeville ; re James, J. Stanley, Principal, Millsboro District No. 204 Sineeers Leasure, May H., Teacher, E‘en School, New Castle County, Bear os Moore, (Mrs.) Grace C., Elementary Principal, Newport, Wilmington Piper, Viola W., Teacher, District tot, ilton Stradley, (Mrs) Elsie Wooleyhan, Teacher, Harmony School, Newark Institutional Memene Library, University of Delaware, Newark DISTRICT OF COT UMBIA Aiton, FE. W., Director, «HH Club Work, Federal Extension Service, U. 8. Department of Avriculture Rathurst, Ffhe, Research Assistant, Plemen- tary Schools, Instruction, Organization, and Services Branch, Office of Education, U. § Department »* Health, Education and Wel- fare; Commit, on Publications and Con structive Studies Clark, Low M., Assistant Director, Division of Rural Service, National Education As. sociation, Assistant Executiwe Secretary of the Department Cooper, Shirley, Associate Baecutive Secretary, American Association ef School Administra tors, National Pducatron Association Cornell, (Mrs) Hertha, Division of Rural Serv. ive, National Education Association TEACHING IN THE SMALL COMMUNITY ‘ Dawson, Howard A., Director, Division of Kural Service, National ucation Associa tion; Executive Secretary of the pepertment Ellena, Wittiges }., Director ‘ Publications, National Commission on Teacher Educa: jon and Professional Standards, National “ducation Association Fessenden, (Mrs.) Jews}t G,, Division of. Re. search and Training, Federal Extension Serv. ice, U. S. Deportes: of Agriculture Fitrwater, C. O., County and Rural School Administration, School Administration Branch, Office of Education, U. S. Depart ment of Health, Education, and Welfare Franseth, Jane, Rural peuagiion, Tlementery Schools, Instruction, Prgen zation, and Serv. ices Branch, Office of Fducation, U, §. De. periment of Health, Education, and Welfare; ommittee on Recruitment and Preparation of Rural Teachers Guernsey, George T., Assistant Director, De. partmeiy af Fiucation, American Federa tion of Labor Congress of Industrial Organi. vation Hess, Walter E., Managing Editor, National Association of Secondary School Principals, National Education Association Hutchens, Clayton D., School Finance, School Administration ranch, Office of Education . S. Department of Health, Education, and Welfare . Isenberg, Robert M., Assistant Director, Dir vision of Rural Service, National Education Association; Assistant’ Executive Secretary of the Department James, Stephen, Director, Education and Rural Division, Automotive Safety Foundation Johnson, Elizabeth §., Chief, bivision of Child Labor, Bureau of Labor Standards, U, §. Department of Labor, Johnson, Rew Assistant Legislative Secre- tary, National Parmers Union Lewis, Gertrude M., Upoer Grades, Elemen- tary Schools, Tastruction, Grzemisation and Services Franch, Office of Education, U. S. Department of Health, Education, and Wel. are MeClure, Worth, Executive Secretary, Ameri- can Association of School. Administrators, National _——— Fo age vo eS "7 McConnell, Beatrice, Chief, State Servic . = neni ee of Labor Standards, v. S. Department of Labor McKeever, Nell, Assistant Chief, Public Health Filueation, Pubhe Health Service, U.S. De. partment of Health, Education, and Welfare Moreland, Mary L., Division of Rural Service, National sauna a ag ye Pope, Farnham, Dependent Schools Section, Ted E Branch, Personnel Services Division, Division of Military Personnel, Air Force Headquarters Richards, Edward A., Deputy National Diree tor, American Junior Red Cross Robinson, James L.,. Extension, Ee ist, Federal Extension Service, U. §. Depart. ment of Apriculture Rowers, Ira Bh, Jn, Staff Associate, Rural Di- vision, Automotive Safety Foundation Sabrosky, (Mrs) laurel Ky Analyst, Federal Fatension Service, VU. § Department of Agriculture Taylor, J. L., School Plant Planning, School if ke Ousing, hool Administration Reranch Mice of Education, U Department of Health, Education, and Welfare Thomas, Frank, Assistant to the Commissioner Office of Education, U.S. Department of Health, Fducation, and Welfare Iweritu TIONAL Memaene Library, Howard University ROSTER OF MEMBERS FLORIDA Braxton, (Mrs.) Kathleen MeCeachy, Teacher, Shipley School, Washington County Schools, ipley Christian, Floyd T., Superintendent, Pinellas County Schools, Clearwater Darden, Woodrow J,, Superintendent, Brevard County Schools, Titusville Farnell, J. Crockett, Superintendent, Hills borough County Schools, Tampa; State Di. rector, Advisory Council to the National Commission on the Intermediate Adminis trative Unit Gaumnits, W. H, Life Member, Orlando Harden, Claude M , Sr, Superintendent, Polk ounty Schools, Bartow Lovell, Broward, Superintendent, Marion Coun ty Schools, Ocala McCall, Allen D., General Supervisor, Santa Kosa County Schools, Milton Milwee, R. T., Superintendent, Seminole Coun: ty Schools, banfor Smith, Thomas E., Superintendent, Bay Coun. ty Schools, Panama ity Sutton, Elisabeth, Supervisor of Fducation of Migrant Children, Palm Beach County : Schools, West Palen Beach Vaughn, A., Jr., Superintendent, Lake Coun. ty Schools, Tavares Wilkinson, R ‘., Superintendent, County Schools, Jasper Inarirurional Memoge Roard of Public Instruction, Escambia County, Pensacola Hamilton GEORGIA Adams, E. F., Principal, Wrens High School, Jefferson County Schools, Wrens Attaway, Eugene, Sylvester School, Worth County Schools, Sylvester Bailey, (Mrs.) Elizabeth Moss, Supervisor, Cherokee County Schools, Canton Dovd, Willis M., Chairman, Rural Service Committee, Georgia Congress of Parents and Teachers, Adairsville Hrookshire, J. K., Superintendent, Madison County Schools, haniclavilie Burnham, Reba, Director, Resource: Use Educe tion, Department of Education, University of Georgia, Athens Cherry, Jim, Superintendent, DeKalb County Schools, Decatur; Advisory Council to the National Commission on the Intermediate Administrative Unit Clark, Stafford, Superintendent, County Schools, La Grange Cleveland, Denwer W., Superintendent, County Schools, Hartwell Collins, M_D., Superintendent, State Depart ment of Fdaucation, Atlanta ook, L. H., Superintendent, Laurens County Schools, Dublin Cox, Johnney ve. Director, Supervisor Train ing Program, University of Georgia, Athens Davis, Albert, Superintendent, Whitfield Coun ty & hools, Dahon Deariso, Elizaheth J., Supervisor, Worth Coun ty Schools, Sylvester Dickey, A » Je, Superintendent, County Schools, Eatonton Divine. (Mrs.) Sara, Consultant, Inservice Education, State Department of Education, Atlanta Donovan, Elizabeth, Instructional Consultant, State Department of Education, Atlanta Early, W. A... Superintendent, Chatham Coun ty Schools, Savannah Troup Hart Putnam Foy, R. H., The MeGregor Company, Alhany James, D. Ray, Principal, Folkston Consol dated School, Charlton County Schools, Folkston st cory AVAILABLE 195 Jones, Sarah L., Chief Library Consultant, State Department of Education, Atlanta Kenimer, Zade syperiptentont, Harris Coun. ty Schools, Hamilton ty Schools, Pearson Martin, George 1, Director of Vocational Ed. ucation, tate Department of Education, Atlant Nix, Lucile, Chief Library Consultant, State Department of Education, Atlanta Paflord, W. E., Director, Division of Field Service, State Department of Education, Atlanta Phillips, K. N., Superintendent, Irwin County Schools, Ocilla Phillips,) W . Superintendent, Emanuel County Schools, Swainsboro Rigsby, E. R., Vocational Agriculture Tratrue- tor, Camilla Consolidated Schools, Mitchell County Schools, Camilla Saxony J. Harold, Executive Seoretary, Georgia Fducation Association, Atlanta Smith, Allen C., Director, Division of Staff Services, State Department ef Education, Atlanta Smith, J. Wilkins, Superintendent, Coweta County Schools, Newnan Smith, William §S., Superintendent, Charlton County Schools, Folkston; State Director; National Commission on the Intermediate Administrative Unit Sprayberry, W. P., Superintendent, Cobb County Schools, arietta Strickland, A. J., Superintendent of Schools, Trion Tabor, Lewis W.,. Superintendent, Houston County Schools, Perry Terry, John H., Blue Bird Body Company, Fort Valley Thigpen, Mrs.) Clifford, Superintendent, Treulen ounty Schools, Soperton West, Paul D., Superintendent, Fulton County Schools, Atlanta Wimberly, A. T., Superintenaent, County Schools, Jeflersonville Womack, H. P,, Superintendent, Bulloch Coun- ty Schools, Statesboro InsriruTiowalL Mameens Library, University of Georgia, Athens Library, Georgia Teachers College, bero Library, North Georgia College, Dahlonega W. C. Bradley Memorial Library, Columbus Twiges College IDAHO Crowley, Edith E., Elementar upervisor, Clearwater County, Orofino; A wy Coun. cil to the National Commissio, 44 the In termediate Administrative Unit Fakin, Katherine S., Superintendent of © hools, Jerome County, Jerome G nan, (Mrs.) Elma M., Superintendent of chools, Elmore County, ountain Tome Gruwell, Melvin, Superintendent of Schools, District A-ats, Fremont County, St. Anthony Hulme, Amos, B., Elementary Supervisor, Bear Lake County, Paris Stradley, Doris, Superintendent Twin Falls County, Twin Falls Warner, Carl W., Superintendent of Schools, Minidoka County, Ruppert Williams, Homer D., Principal, Grace School, Crace of Schools, Inavivurional Meweee Library, Idaho State College, Pocatello ILLINOIS Bailey, Dwight L Dicesigy of Rural Educa trim, Western Iiinois State Teachers Col lege, Macom’ Bent, Leo, Dean, College of Education, Bradley University, Peora Black, Luther , Secretary, State Teachers Certification Hoard, State Oeparement of Public Instruction, Springfield ommittee on Recruument and reparation ef Rural Teachers Blair, Clarence D., Superintendent of Schools, t. Claw County, Belleville Brudi, Lawrence EB. Superintendent of Schools, Carroll County, Mi. Carroll Carney, Mabel, Live Member, Marseilles Conklin, Paul §., Superintendent of Schools, Winnebago County, Kockford Cox, John K., Secretary, General Services, Hlinots Agricultural Association, Chicago Crackel, Verne E., Superintendent of Schools, Will County, Johet Deweese, Forest LL, Assistant Superintendent, Community Uni School District No. 4, Taylorville Deyoe, P. G., Professor, Agricultural Educa thon, University of Milinois, Urbana Dickey, A. W., Superintendent of Schools, De Witt Soungy, Clinton : Dixon, Dorothy 1, Assistant Superintendent in spares, of Supervision, MeDonough County, acom Elliott, RK. H, Superintendent of Schools, Vermillion County, Danville Fricke, Louise, Superintendent of Schools, Henderson County, Oquawka Goodrich, (Mre.) Lucile, Superintendent of Schools, Livingston County, Pontiac Hance, Wayne, Superintendent of Schools, Cumberland County, Toledo Harshbarger, Ernest M., Superintendent of Schools, ampaign County, Urinace Hawley, Ray, Superintendem of Schools, Le Salle € unty, Ottawa Hiett, Naomi, Executive Secretary, Cormisson on Children, Sprinwfield Keefe, J}. A., Superintendent of Schools, Ford County, Paxton Keehner, Paul F., Superintendent of Schools, Community Unit School District No, 4, Paris Knapp, Royce H., Director, Educational Ke search, F. E. Compton and Company, Chi cago Lawrence, (Mra.) F. A., State Schools Chair man, Iinom Home Bureau Federation, Me I!linois an LeMer, Harold G., Superintendem of Schools, Jasper County, Newton Leinauer, (Mrs.) Marjorie B, Curriculum Supervisor, Lombard Elementary —Sehool, Sycamore; Advisory Council to the National Commissen on the Intermediate Adminis trative Unit Luthe, Roy M., Superinendent of Schools Fdwards County Community Unit School District No. t, Kihion Mskuh, Mike, Superintendent of Schools, ‘4 Macoupin County, BP Matrner, GC... Bu nern Mine College, Charleston MeCannon, Roland, Manager, Reading Circle, Bloomington MelLure, Wilham P., Director, Bureau of Edu cational Research, College of Education, University of Iilinois, Urbana Meek, Paul, Assistant Superintendent of Schools, Community Unit District Neo. 5, Waterloo Mever, lauline, Superintendent of Menard County, Petersburg Miller, Van, Professor of Fedurcation, sity of Tine, Urbana State Teachers Pupils Tilinois Se hools, Univer TEACHING IN THE SMALL COMMUNITY Mueller, k W., Secretary, Rural Church Pro. gram, National Lutheran Council icago Olsen, Manse C., Director, Rural Education, Fastern Illinois State Col Charlie Peck, J. R., Superintendent MF schools hen County, Galesbur Pufler Noble J.,_ Superintendent of Schools, Cook County, ago Putney, Harry E., Superintendent of Schools, White Gounyy, Carmi Roberts, R. im Seperinvendent of Schools, lrequois County, Watseka Robinson, Truman, Superintendent, Rural Com. munity Consolidated School Distriet No. 10, Woodstock Taft, Harold, Superintendent of Schools, Jo Daviess County, Galena Tasewell, KR. L., Superintendent of Schools, cHenry County, Weodstock Torrens, John A., Superintendent of Schools, Lee County, Dixon; Execcutiwe Committee, Division of County and Rural Area Superin tendents; State Director Vincent, Grace E., Sublette Walker, Lithas K., Superintendent of Schools, Grundy County, Morris White, Arthur L., Superintendent of Schools, Henry County, Cambridge Witkins, George , oe Superintendent of Schools, Madison County, Edwardeville Will, (Rew.) Irvin R., Director, Catholic Rural Life Conference, Sigel Wrench, Frank, Supermtendent of Schools, Piatt County, Monticello Wright, HE, Superintendent and Principal, Newton Community Migh School, Newton Wright, Roe Rusiness Manager, National Congress of Parents and Teachers, Chicago; Nanonal Commission on the Intermediate Administrative Unit Inasrituriowal Memegas Chicago Public Library, Education ment, Chicago : Library, Geuthere Ifinois University, Carbon le Depart Fastern Illinois State Teachers Col a Library, Charleston lege, Library, University of Chicavo, Chicago Library, Nerthern Hlinots State College, De alb ‘ Library, National College of Education, Evans ton Library, Western Illinois State College, Ma Library, ailinois State Normal University, Norma Library, IMhmow State College, Springfield INDIANA Adair, Joseph N., Superintendent of Schools, Noble County, Alon Beck, Paul Superintendent of Schools, Randolph County, Winchester Hookwalter, Karl, Professor of Physical Edu cation, School of Health, Physica, Educa tion and Recreation, Indiana University, Bloomington Hranneck, Robert J., Superintendent of Schools, Lake County, Crown Pout Cook, Paul M., Executive Secretary, hi Dela Kappa, Hloo ington Freres, (Mrs.) Mary P., Associate Professor of Education, Fartue University, Lafayette; Vice President of the Department, tos6s Foote, Lawrence E., Superintendent of 4 con, Allen County, Fort Wayne Gardner, Hawley A... Superintendent of Schools, Union County, Liberty Gerchs, G '. Superintendent of Schools, Pulaski County, Winameac; Feecutive Com mittee, Division of Pupil Transportation Gladden, Robert F., Superintendent of Schools, Marion County, Indianapolis cor ROSTER OF MEMBERS » Philip A., Assistant Superintendent, State rt ‘of fe Tratruction vernge Hines, Arthur H., Superintendent of Se Wayne © ny Centerville 8, . Superintendent of Schools, Owen "County, pencer Huntington, Ira L., Superintendent of Schools, Jasper Count y, Rensselaer Hyslop, Orb, § pracecnendons ef Schools, Gib nt ' Renee, © a Soul Rocovinontons of Schools, : County, South Lanes, a alter tanapolys wanere econ, Argos High School i poll Partes Miperintendent of We pt Ve y O'Mara, Warren, Biccovee, “Bepertmons of Edu ndrane ate Library, cation, Indians Farm Bureau, Indianapolis Oshorn, Haskell Tt eperetencent, ‘appanee Community School, Nappane Peregrine, Donald, haperlovondont of Schools, Starke County, Koos Peters, (Mrs) Mar Teacher, Syracuse School, Turkey Cr nt Township, Syracuse Pound, Clarence A., Associate atessor of Educaty © at Consultant in Rural Educa tion, P-rdae University, Lafayette; State Director; National Commission on the In termediate Admunutrative Unit Ratliff, Fred, Superintendent of Schools, Grant County, Marion Ravburn, Russell H., Diveetor, Speeial Edwes tion, State Department of Public Instruc tron, Miainfie Smith, Harold A., Superintendent of Schools, Huntington 2 County, Huntington Sutton, c lwele vwrintendent of Schools, Flkart County, Goshen Vining, Edna t Venter, Rourhon Township School, Hourbon Wershing, Ralph J., Superintendent of Schools, Morgan County, Martineville Wilkinson, Ross, Superintendent of Schools, Steuhen County, Angola Wikoo, Wil, Superintendent of Schools, Dear born County, Lawrenceburg Voder, Parry, Superintendent of Schools, Columba City . Supermrendent of Se Seste, Daviess Washington Iwerirerionst Mewes Library, Rall State Teachers College, Muncie Library, Butler University, Indiananolis Library, Indiana State Teachers College, Terre Haute Whitley County York, I County, Library, University of Notre Dame, Notre Dame Teachers Special ‘ibeary, ledianapolie Tn struction Center, Indianapolis Wayne Works Inc, 1. G. Brown, Sales Man aver, Richmond Euccutive Secretary, Department of Tnetitu tronal Missions UCMS, Incdianapolia IOWA Aikman, Glenn, Previlent, Aucduben County Reard of Peuecatron, Gray Amen, Clarence Superintendent of Schools, Henry Count oe Mheasant Rarker, Ernest we, Superintendent of Schools, Pottawattamie County, Council Bluffs; Exec utive Committee, Division of County and Rural Area Superintendents Barker, Lorem ©., Superintendent of Schools, Miever Rarnes, Filme, Lite “ember, Greenfield Rarron, William B., Superintendem of Schools, Quins Hell, Frank J, Chair an, County Board of Fducation, Pottawattanie County, Carsen py ncn 197 ae olan of Superintendent of Schools, eaaeeee PS sanerienontons of Schools, Chintern ee Chit kaye uperintendent af Schools, he mg my Ay oe t of ‘ tat Ciged, = non, Couaey, Webeie at Sche ceaiater, G. &. ppegereagaton of Scheote, Coen, Edwin, ie of Schools, Cree. ford Greniy. nisen Davis, Fleyd A., Superintendent of Schools, Kooaville DeKock, C., Professor of Edueat Cel lege of Education, State University, a jews, lows City; Executive Commitee of vart Dichene, Wire F Sy ate gy of Schools, inggold Loe ount Der. Rea G., Wuscctnendeke of Schools, ite Dugier, "evan m W., Assistant Professer of Education, Department a Bn | lows State Teachers Coltese, © edar F Fekrich, Eileen, perengenpens Schools, Harrison County, Surges Legge Rdgren, te aime “ot Transportation, State Department of Public Instruction, Des Moines, State Director Superintendent’ ef Schools, . Superintendent of Schools, Edie, Irwin W., Rudd Eh9e. Floyd 1. ebb Fngland, }). H, Superintendent ef Schools, Fr cson Dwight A. Superintendent of hools ag gg County, Indianola Esheck, Leo J., Supermtendent of Schools, Ventura Ewing, H. E., ae of Schools, Car. son Farris, Ralph J. Superintendent of Si Nools, Bur hanan Couanny ndependence Ferguson, Superimendent of Schools, Panera Field, Marshall R., waiimentem af Schools, Lowa € ie Piucgerald, a Gubevintendons of Schools, areus Friman, Maude, Superintendent of Schools, Adams County, Corning Gaard, 2 Superintendens of Schools, Kremer County, Waverly Cambach, Ralph W., Superintendent of Schools, Tipton Gilchrist, Gay G.. lowe Farm Bureau Federa tion, Des Moines Gill, Lester N., Superintendent of Schools, Cedar County, Tipton Cividen, Nobel J, Superintendent of Schools, Audubon County, Audubon Godlrey, Lleyd EB.. Superintendent of Schools, fiatlas County, Adel Cocde, M H., Super Aliamakee County, W niendem eof Schools, sukon fireen, BR. J., Superintendent of Schools, Green field Horris, James C., Superintenden, ef Schools, Serge ont af wil Harrison, A uperintendemt of Se heels, Buena Vista County, Storm Lake Hartman, W Harold, Supermtenden: eof Schools, Mackhawk County, V aterloe Hendrickson, Almer A., Supermtendemt of S heals Hewaed County, Cresee Herring, Fowlley M., Superintendent of Schools, Decatur County, Leon ay Nast 198 gsi cor Holmes, Glenn, Extension Specialist, Iowa State College, Ames Horgen, Gladys, Elementary Supervisor, State Department of Pubhc Instruction, Des Motnes Howell, Fannie G., Superintendent of Schools, Floyd County, Charles City Huchn, Kermith S., Superintendent of Schools, Harden County, Eldora Hungerford, J. , Superintendent of Schools, Coggon Isenberger, W. W., Superintendent, Hudson Consohdated School, aoe i Johnson, L. E., Superintendent of Schools, Appanoose County, Centerville Johnson, W. F., Superintendent of Schools, Spencer Keho, Clifford, Superintendent of Schools, Coin Knezevich, S. J., Associate Professce of Edu cation, State University of Iowa, Lowa City Koontz, Donald H., Assistant. Professor of Sociology, Simpson College, Indianola Krabill, Lester B., Superintendent ef Schools, Washington County, Washington Lester, O. E., Superintendent of Schools, Oak- land Manship, Raymond, Superintendent of Schools, Van Horne Martin, Charles F., Executive Secretary, Iowa State FEdacatiow Association, Des Moines Martin, C. M., Superintendent. of Schools, Cerro Gordo County, Mason Cit~ Meloy, F. E., Superintendent of Schools, lowa County, Marengo Messer, Frances 1.,. Superintendent of Schools, Humboldt County, Dakota City Molsberry, W. W., Superintendent of Schools, Keokuk County, Sigourney Morris, R. A., enter of Schools, Green County, Jefferson Morse, o> A Superintendent of Schools, Fayette County, West Union Norris, Paul B., Executive Secretary, Towa Division, Izaak Walton League of America, Indianola Norris, Ralph C., Superintendent of Schools, Polk County, Des Moines; Advisory Council to the National Commission on the. Inter- mediate Administrative Unit Nerth, Ward T., Superintendent of Schools, Van Buren County, Keosauqua Ogden, Bartley, Superintendent Odebolt Ortale, LL. P., Superintendent Mitchell County, Osage Pickett, L. ., Superintendent of . Schools, Ruthven; Planning Committee, Midwest Regional Conference’ on Administrative Leadership Serving Community Schools Pond, Millard Z., Superintendent of Schools, Burlington of Schools, of Schools, Price, W. K., Superintendent of Schools, Monona County, Onawa Quintard, A. M., Superintendent of Schools, Koosuth County, Algona Reed, Lula ’B., Superintendent of Schorls, Montgomery. County, Red Oak Reid, L. W., Superintendent of Schools, Elwood Ringold, R C., Superintendent of Schools, Marshall County, Marshalltown Robinson, J. Clare, Superintendent of Schools, Webster County, Fort Dodge Rowley, K. R., Superintendent of Butler County, Allison Rupert, Charles L., Su yerintendent of Schools, lee County, Fort Madison anders, Stanley G., Superintendent of Schoots, Poweshiek County, Montezuma Sankey, Claude W., Superintendent of Schools, Schools, S Wright County, Clarion TEACHING IN THE SMALL COMMUNITY ‘ Schindler, E. P., Superintendent of Schools, Story County, Nevada Schuler, A. H., Superintendent Atlantic Shepherd, Lou A., Extension Service, State Teachers College, Cedar Falls of Schools, Iowa Shultz, John. G., Reorganization Consultant, State Depariment of Public Instruction, Des Moines Shupp, Walter A., Superintendent of Schools, Lmn County, Cedar Rapids Smith, J. E., Superintendent of Schools, Palo Alto County, Emmetsburg Smith, Lloyd H., Superintendent of Schouvls, Madison County, Winterset Snider, F. J.,; Superintendent of Schools, John- son County, Iowa City Starry, W. V., Superintendent of Schools, Allerton Stoen, Charles G., Superintendent of Schools, Winneshiek County, Decorah Thomas, C.. S., Superintendent of Schools, Marion County, Knoxville weed, Superintendent | of Schools, Winnebego County Forest City Vanderlinden, J. S., Superintendent of Schools, erry Voogd, A. O., Superintendent of Schools, Rock Watson, R. R., Superintendent of Schools, Sheffield Whitney, Charles S.; Superintendent of Schools, Hancock County, Garner Woodruff, L. L., Superintendent of Schools, Des Moines County, Burlington Wright, J. C., Superintendent of. Public In- struction, State Department of Public. In- struction, Des Moines Young, (Mrs.) Frances, Superintendent of Schools, Pocahontas County, Pocahontas INSTITUTIONAL MEMBER Library, Drake University, Des Moines ; KANSAS Della, Superintendent of “ounty, Larned Andrews, (Mrs.) Schools, Pawnee Berg, (Mrs.) Emma, Superintendent of Schools, Douglas County, Lawrence Bonecutter, Gertrude, Superintendent of Schools, Pratt County, Pratt Bowman, Gladiola, Superintendent of Schools, Coffey County, Burlington Brown, Minter E., Director of Professional Relations, Kansas State Teachers Associa- tion, Topeka Davidson, A. P., Dapecient of Vocational Fducation, Kansas State College, Manhattan DeBolt, Alma, Superintendent of chools, Labette County, Oswego Eddington, (Mrs.) Olive, Superintendent of Schools, Seward County, Liberal Engstrand, Agnes, Elementary Supervisor, State Department of Public Instruction, Topeka; State Director Erickson, Oscar V., Principal, Thomas W. Butcher Children’s School, Kanszs State Teachers College, Emporia Gahnstrom, Ruth, Superintendent of Schools, Saline County, Salina Golladay,.(Mrs.) . Edna, Superintendent of Schools, Pourbon County, Fort’ Scott Granger, Ola, Superintendent of Schools, Meade County, Meade Hafiich, Victor W., Garden City Superintendent of Hamilton, (Mrs. ¥°«June,, Schools, Greenwood County, Eureka Harris, Edith, Superintendent of Schools, Rooks County, Stockton Hayden, Murle H., Superintendent of Schools, Lincoln _ F. Fieyd, Director, Certification and Col- lege Accreditation, State Department of Public Instruction, Topeka ROSTER OF MEMBERS Holroyd, Flora E., Assistant Professor of Rurai. Education, Kansas State Teachers College, Pittsburg Huff, lifton B., Professor of Education, Kansas State Teachers College, Emporia; President of the Department, 1955-56 Johnson, Homer L., Associate Professor of Education, Kansas State Teachers. College, Pittsbur Jones, (Mrs.) Frances, Schools, Lyon County, Emporia Reppelman, G. B., Superintendent of Schools, loud County, Concordia Kensler, Pearl, Superintendent Sedgwick County, Wichita King, Eva A., Director, Elementary Educa- _ tion, Scdgwick County, Wichita King, John E., President, Kansas _ Teachers College, Emporia Klassen, Viola W., Superintendent of Schools, Marion County, Marion Kugler, Floyd, Superintendent of Smith County. Smith Center. Longnecker. (Mrs.) Mamie, Superintendent of Schools, Kingman _County, Kingm~n Luse, Eugene E., Superintendent of. Schools, Coldwater Lydick, Genevieve, Superintendent of Schools, Rrown County, Hiawatha McBride, Mollie, Superintendent of Schools, Rawlins County, Atwood Michael, Florence A., Superintendent of Schools, Harvey County, Newton Superintendent of of Schools, State Schools, Miller, (Mrs.) Ethel L., Superintendent of Schools, Grant County, Ulysses Moore, (Mrs.) Edna, Superintendent of Schools, Greeley County, Tribune Petty, (Mrs.) Leda. Superintendent of Schools, lay County, Clay Center Rice. C. C.. Curriculum Assistant, Division of Supervision, State Department of Public. In- struction, Topeka Roether, Tane E., Superintendent of Schools, Geary County, Junction City Rosel, (Mrs.) © Leora, Superintendent of Schools, Stevens County, Hugoton Secrest, (Mrs.) Madge L.. Superintendent of Schools. Riley County, Manhattan Sexton. (Mrs.) Ruth Flory, Superintendent of Schools, Elk County, Howard . Simmons, Hazel Lee, Elementary Lawrence Public Schools, Lawrence Snell, (Mrs.) Mabel N., Superintendent of Schools, Wichita County, Leoti Stonecipher, . E.: E.. , Life Member, Prinerpal, Pittsburg Stucky, Milo, Principal, Buhler Rural High School, Buhler Tavior, (Mrs.) Reulah, . Superintendent of Schools, Ford County, Dodge City Throckmorton, Adel _. Superintendent of Public Instruction, — State Department of Public Instruction, Topeka Vinson, (Mrs.) Tda M. Superintendent_ of Schools, Chase County, Cottonwood Falls Young, Orville C.. Superintendent of Schools, Rush County, La. Crosse: Advisory Council to the National Commission on the Inter- mediate Administrative Unit INSTITUTIONAL MEMBERS Library, Kansas State College; Manhatten Porter Library, Kansas State Teachers College, Pittsburg KENTUCKY Ambrose, Luther M., Chairman, Department of Education, Berea _ College, Berea; Com- mittee on Rural Life and Education on the World Scene Archer, M..L. Superintendent, Scott Coun- tv Schools, Georgetown Bell, Ira, Superintendent, Wayne County Schools, Monticello maa 199 Burkhead, G. C., Superintendent, Hardin County Schools, Elizabethtown ; Burns, F. T., Superintendent, Daviess Coun- ty Schools, Owensboro Carty, D._ J., . Director, Public Relations Eastern Kentucky State College, Richmond Caywood, J. A., Superintendent, Emma, «Critic Teacher, Western Michigan College of Education, Kalamazoo ; Highlund, E. C., Superintendent, Homer Com- munity School, Homer Holmauist, E. O., Superintendent of Schools, Micssaukee County, Lake City Howard, (Mrs.) Daisy :E.. Superintendent of Schools, Genessee County, Flint Jaffe, Abraham, Superintendent of Schools, St. Joceph County, Centreville Jakad. © Wilham, Superintendent” of Schools, Cheboygan County, Cheboygan Jameson, Mary S., Supervising Wayne County Schools, Dearborn Kaufman, Jennie M., Superintendent of Schools, Ottawa County, Grand Haven Lathrop. . Arthur W., Superintendent — of Schools, Barry County, Hastings Le Fevre. Harold .L., Superintendent of Schools, Macomb County, Mount Clemens Less, John, Associate Fxecutive Secretary, State YMCA, Detroit McCallum, Gladys, Superintendent of Schools, Livingston County, Howell Milbrath, Cyril. M., Department of Vocational Education, Michigan State University, East Lansing ; Miller, Paul A.. Director, Cooperative Exten- Superintendent of Schools, Lawrence: County, New Castle F Corhett,. Thomas _E., Supervising Principal, Purchase Line Joint District, Cherry Tree Panaldson, W | Superintendent of Schools, Washington County, Washington Fastman, Wesley C., Teac her, Honesdale Farber, Hobart A., Superintendent of Schools, Lehigh County, Allentown Faust, Beaver S.. Superintendent . of Schools, Tuniata County, Mifflintown Fink. Lyall J... Assistant Superintendent of Schools, Dauphin County, Harrisburg of Schools, Gerss, Newton W.. Superintendent of Schools, Berks. County, Oley Cideon, (Mrs.) Sara B., Coordinator, Special Services, East Berlin High School, East Berlin | Hess, Walter L., Vor ational Agriculture In- structor, Slippery Rock Kolpien, Maurice Superintendent of Schools. Erie County, Erie Kurtz Paul, Assistant Superintendent of Schools, Wair County, Rellwood Martin, Harold -F., Director. Bureau of General Education. State Department oO Public. Instruction, Harrisburg Maxwell, Charles. .F:, Life Member, Greens burg McConnel, Clarence H., Superintendent of Schools, Lycoming County, Williamsport McKelvey, Engene .. Assistant Superinten dent o Schools, Westmoreland County. Greensburg : Miles, A. S., Member, Board of Education, Fairview Moon, Allen R.. Assistant Sunerintendent of Schools, Crawford County, Meadville Murphy, A. A.; Superintendent of Schools, Clarion County, Clarion Prutzman, Stuart” E., Superintendent of Schools, Carbon County, Jim Thorpe Rav. Henry. Child Development Center, Bucks County, Bristol Shaw, (Mrs.) Genevieve Rowen Pebble Hill Acres, Dovylestewn; Committee on. Rural Life and Education on the W “ld. Scene Small, Thelina E., Franklin County, Marion Sollenberger. D. Rayr ond, Supervising Prin cipal, Wilhamsburg Community Schools, Blair County, Williamsburg 209 Speidel, Harold O., Assistant: Superintendent of Schools, Schuylkill County, Pine Grove Stevens, Glenn Z., Associate Professor of Agricultural Education, Pennsylvania State University, University Park Stock, Earl K., Assistant Superintendent of Schools, Centre County, Bellefonte; Advisory Council to the National Commission on the Intermediate Administrative Unit * Swartz, H. E., Superintendent of Schools, York County, York Ulrich, Foster G., Superintendent of Schools, Lebanon County, Lebanon Wills, M. Vincent, Assistant Superintendent, Westmoreland County, Greensburg Wise. Wilmer E.,. Vocational Agriculture In- structor, Oxford Area Schools, Oxford Yeager, William A., Professor of Educational Adnmnnistration, University of Pittsburgh, Pittsburgh Zetler, (Mrs.) Paul A, Unit’ President, Con- gress of Parents and Teachers, Altoona INSTITUTIONAL MEMBERS Free Library of Philadelphia, Middle City West District, Philadelphia State Teachers College, West Chester Department of Social Education and Action, reshyterian Board of Christian Education, Philadelphia Palisades. Joint Schools, Bucks County, Kint- nersville RHODE ISLAND Noble, Mark C S, Jr., College of Arts and Sciences, University of Rhode Isiand, Kings- ton; State Director Potter, Ivy E., Teacher, Saylesville Pratt, Edward §S., Principal, High School, Wickford SOUTH CAROLINA Chastain, W. H., -Supervising Principal, Mauldin High School, Mauldin Dunn, f Superintendent Greenwood County, Greenwoo Fawards, Katherine, Consultant, School Health, Greenville County Schools, Greenville of Schools, Green, Albert, Superintendent of Schools, Georgetown County, Georgetown —_ Loggins, W. | F., Superintendent, Greenville County Schools, Greenville; First Vice Presi- dent, Division of County and Rural Area Superintendents, 1955°56 Rawlinson, Lin W., Supervisor of Transporta- tion, State Department of Education, George: town Rutland, A. J., Superintendent of Schools, Aiken County, Aiken; Advisory Council to the National Commission on the Intermediate Administrative Unit Sartor, Herman W, College, Orangeburg Verdin, T. M., Jr., Director of Rural Service, Greenvide County Schools, : South. Carolina State Greenville; Ex- ecutive Committee of the Department, State Director INSTITUTIONAL MEMBERS Library, Clemson College, Clemson Extension Division, University of South Caro- lina, Columbia SOUTH DAKOTA Broadwine, (Mrs.) Doris, Superintendent of Schools, Hamlin County, Hayti Rohri, Florence, Superintendent of Schools, Clark County, Clark tymers. (Mrs.) Gladys, Su yerintendent of Schools, Spink County, Redfield Delzell, Mark W., Dean, School of Education, University of South Dakota, Vermillion ABLE aest cory Lae 210 Fraser, (Mrs.) Pearle 1., Superintendent of Schools, Buffalo County, Gann Valley Gehring, (Mrs.) Ada, Su rintendent of Schools, Miner County, oward Groethe, Amos, Superintendent of Schools, Pennington County, Rapid City Hervig, Edgar, Superintendent of Schools, Minnehana County, Sioux Falls; Advisory Council to the National Commission on the intermediate Administrative Unit Hodges, Harry, Lake Preston Johnson, Ruth V., Superintendent of Schools, Brown County, Aberdeen Tydetrup, (Mrs.) Helen, Superintendent of Schools, Grant County, Milban Kochne, Norma, Superintendent of Schools, Kingsbury County, De Smet Lee, Mabel, Superintendent of Schools, Roberts County, Sisseton Long, Margaret, Superintendent of Schools, Beadle County, Huron; State Director Lorentson, (Mrs.) Winifred, Superintendent of Schools, Hand County, Miller Olson, (Mrs.) Gene, Secretary-Treasurer, South Dakota Farmers Union, Huron Rajewich, (Mrs.) Zona, Superintendent of Schools. Mellette County, White River Strobel, Otto, Superintendent of Schools, Mc- Pherson County, Leola Titus, Edna M., Superintendent of Schools, Sanborn County, Woonsocket White, C. E., Superintendent of Schools, Can- ton; Planning. Committee, Midwest Con- ference on Administrative Leadership Serv- ing Community Schools Woodall, C., Superintendent of Schools, Aurora County, Plankinton INSTITUTIONAL MEMBERS Library, General Beadle Stare Teachers Col- lege, Madison Library, Northern State Teachers College, Aberdeen ; TENNESSEE Barnes, George H., Superintendent, Shelby County Schools, Memphis» Black, E., Superintendent, Crockett Coun- ty Schools, Alamo Bragg, William, ~ Superintendent, Cannon County Schools, Woodbury Brown,. Glennon Superintendent, Greene C unty Schools, Greeneville Clax en, P. P., Life Member, Knoxville Daile:, B. C., Principal, Parsons High School, Dec tur County Schools, Parsons . Dossett, Burgin E., President, East Tennessee State College, Johnson City Doyle, Mildred. E.. Superintendent, County Schools, Knoxville Fitzverald, N. E., Dean, College of Education, University of Tennessee, Knoxville Knox Frost, Norman, Life Member, Rural Educa: tion, American Institute of Cooperation, Nashville Gray, E. A., Vocational Agriculture Instructor, Sumner County Schools, Gallatin Human. W. D., Superintendent, Morgan Coun- ty Schools, Wartburg ; Hunter, (Mrs.) Vallie, Supervising Teacher, Putnam County Schools, Cookeville Johnson, Vernon L., Supervisor_of Instruction, Austin Peay State College, Clarksville Moore, H. Claude, Superintendent, Dyer Coun- ty Schools, Dyersburg; State Director; Ad- visory Council to the National Commission on the Intermediate Administrative Unit Moss, J. E., Superintendent, Davidson Coun ty Schools, Nashville Pease, Clarke D.. Toute 2, Fairview Perkins, Billy M., Vecational Agriculture In- siructor, Dyer County Schools, Newbern TEACHING IN THE SMALL COM™MUNITY Pickel, T. Wesley, Co-Director, Division of Schoolhouse Planning and Transportation, State Depaztment of Education, Nashville; Executive Committee, Division of Pupi Transportation Pickens, H. D., Professor, College, Jefferson City : Powers, Sue, Life Member, Memphis Smotherman, Bealer, Assistant Professor of Education, Middle Tennessee State College, Murfreesboro. Southall, Maycie, Education, George Teachers, Nashvi.ie Turner, W. Director, Division of Negro Education, State Department of Education, Nashville Williamson, D. C.,_ Superintendent, County Schools, Gainesboro INSTITUTIONAL MEMBERS Library, East Tennessee State College, John- son City Library, Middle Murfreesboro Library, George Peabody College for Teachers, Nashville Carson-Newman Professor of Elementary Peabody College for Jackson Tennessee State College, TEXAS Alves, H. F., Director, Southwestern Co operative Program im Educational A dminis- tration, University of Texas, Austin Boyd, Roy, Superintendent of Schools, Lub- bock County, Lubbock; Planning Committee, Southwest Conference. on — Administrative Leadership Serving Community Schools Bright, J. B., Seperetaneres of Schools, John- son County, Cleburne Brinson, Elzo B., Superintendent of Schools, Comanche County, omanche Bunting, W. D., Superintendent of Schools, Brazos: County, Bryan : Campbell, Leoma, Superintendent of Schools, Coryell County, Gatesville Carlile, Shelma, Supervisor of Elementary Education, Lubbock County, Lubbock Carney, N. L., Field Representative, Office of Education, yy & Department of Health, Education and Welfare, Dallas Chalmers, W. E., Superintendent of Schools, Cooke County, Gainesvil'e Crawley, W. C., Superintendent of Schools, Liberty County, Liberty Dean, aud, Assistant . Superintendent of Schools, Lubbock Courty, Lulbock Dinsmore, B. M., Supe intendent of Schools, Wichita County, Wicl ita Falls Elkins, W._ E., . Superir cndent Runnels County, Ballin, er Evans, Joe D., Superintendent Burnet County, Burnet Fehrenbach, Albert, Jr., Teachers. of America, Membership Focke, (Mrs.) Margaret B., Bandera Foreman, Mary, Superintendent of Schools, Hall County, Memphis Fort, Ben, Superintendent of Schovis, Bowie County, Boston Gaston, (Mrs.).. Elizabeth A., Supervisor of Rural. Schools, Tom Green County, San Angelo Haithcock, of Schools, Hancock, W. Dewit* County Cuero Harris, A. O., Superintendent of Schools, Den- ton County, Denton Harris, R. | E.,. Superintendent Caldwell County, © Lockhart; President, 56-57; of Schools, of Schools, Future Honorary President, Denton; (Mrs.) Willie M., Superintendent Hale County,. Plainview F., Superintendent of Schools, of Schools, , Department Fxecutive Committee, ¢ Division of County and Rural Area Super- intendents ROSTER OF MEMBERS Haynie, Fred G., Superintendent of Schools, Bastrop County, Bastrop Herndon, (Mrs.) Ellen O., Elementary Teacher, San Angelo ‘ Hughes, (Mrs.) Koy, Superintendent of Schools, Wilbarger “County, Vernon Jackcon, Frank M., Superintendent of Schools, Tom Green County, San Angelo; State Di- rector; ng ge | council to the National Commission in the Intermediate Administra- tive Unit Johnson, R. H., Superintendent of Schools, Anderson County, Palestine Lowe, (Mrs.) G. O., Assistant Superintendent of Schools, Burnet County, Burnet Martinez, Arnulfo S., oparesngent of Schools, Starr County, Rio Grande City Mason, J. Marcus, Superintendent of Schools, Houston County, Crockett McIntyre, Kenneth E., Associate Professor, Denartment of Educational Administration, College of Education, University of Texas, Austin; Joint Committce with the Rural Sociological Society McPherson, W. B., Schools, Hamilton County Neal, Connally, Superintendent Rell County, Belton Nuckols, B. R., Superintendent Gray County, Pampa Oliver, Wendell H., Superintendent of Schools, Van Zandt County, Canton Parker, Grady P., Head, Department of Edu- cation and Psychology, Texas A & M Col- lege, College Station Pickett, R. C., Superintendent of Schools, Victoria County, Victoria Ramsey, John C., Superintendent of Schools, Hill County, Hillsboro Richerson, Ruth M., Superintendent of Schools, Donley County, Clarendon Roberts, L. A., Superintendent of Schools, Dallas County, Dallas; Executive Committee of the Department Sanders, Mary Shipp, Life Member, Cleburne Sheppard, 1. Hall, Superintendent of Schools, Harris County, Houston Smith, Clvde Er Superintendent of Schools, Rexar Courty, San Antonio Ir., Superintendent of Hamilton of Schools, of Schools, Smith, Morton, Superintendent of Schools, Harrison County, Marshall Stoepler, George. Principa’, Blackwell Rural High School, Blackwell Stowe, ; .. Sunerintendent of Schools, Tarrant County, Fort Worth Wallace, Morris 5.. Head, Department of Edu- cation, Texas Technological College, Tub- bock Watson, J. C., Superintendent of Schools, Navarro County, Corsicana Wentz, George, Superintendent | of Schools, Hays Count,, San Marcos Wilroy. ; T!: Superintendent of Schools, Angelina County, Lufkin Wynn, Guy N., Superintendent of Schools, Fort Bend County, Richmond INSTITUTIONAL MEMBERS Estill Library, Sam Housius State Teachers College, Huntsville Litiary, Stephen F. Austin State College, Nocogdoches Library, University of Houston, Houston Library, University of Texas, Austin Library, West Texas State College, Canyon Walker Memorial Library, Howard Payne Col- lege, Brownwo UTAH Chipman, R. S., Superintendent, Nort); District, Summit County, Coalville Frye, Clifford L., Superintendent, Emery Coun- ty School District, Huntington Esl cory AN niLABbet 2i1 Gourley, David, Superintendent, Granite School District, Salt Lake County, Salt Lake Cit Nichols, ark, Director of Vocationa! and Agricultural Education, State Department of Public Instruction, Salt Lake Cit Theurer, Lloyd M., Superintendent, che County School District, Logan; State Direc- tor; Advisory Council to the National Com- mission on the Intermediate Administrative Unit INSTITUTIONAL MEMBER Library, University of Utah, Salt Lake City VERMONT Butler, N. Richard, Superintendent of Schools, PRockingham-Westminster District, Windham County, Bellows Falls Codding, Ernest M., Superintendent of Schools, Northeast District, Addison County, Bristol; State Director, Advisory Council to the Na- tional Commission on the Intermediate Ad- ministrative Unit Holden, A. John, Jr., Commissioner of Educa- tion, State Department. of Education, Mont- pelier Keniston, Harry, Superintendent of Schools, Central District, Orleans County, Barton Maynard, Addie E., Helping Teacher, State Department of Education Fair Haven Russell, Karlene Verna, Helping Teacher, State Department of Education, Barton Wakefield, | Urban ff uperintendent of Schools, North District, Caledonia County, Lyridonville White, Thomas H., Superintendent of Scheols, Grand Iste Conoty, Alburg INSTITUTIONAL MEMBER State Teachers College, Lyndon Center VIRGINIA Beverley, (Mrs.) F. C., Danville; retired, formerly Principal, Whitmell Farm Life School, Whitmel Chittum, Edwin W., Division Sogernenees Norfolk County Schools, Norfolk; Advisory Council to the National Commissien. on the Intermediate Administrative Unit Collins, Paul W.. Division Superintendent, Scott County Schools, Gate City Duncan, James A., Rural Youth Specialist, Virginia Polytechnic Institute, Blacksburg Evans, Kenneth P., Principal, . Luxenburg County. High School, Lunenburg County Schools, Victoria Fulcher, Tyler, Division Superintendent, Ansherst County Schools, Madison Heichts Gasque, i ag ivision Superintendent, Warren-Rappahannock County Schools, Front Royal Haga, Alonzo B., Division Seneendoet, Meckienburg Conny Schools, Boydton Hounshe!li, Paul, Vivision Superintendent, Culpeper County Schools, Culpeper; State Director Kay, Floyd §&., Division Superintendent, Rock- bridge Courty Schools, Lexington Kyle, Roy ~£., Division Superintendent, Bed- ford County Schools, Bedford Lloyd, Herman B., Principal, Uoyce School, Clark County Schools, Boyce Mauck, J. Leonard, Division Superintendent, Smyth County Schoc's, Marion Monroe, Charles S., Principal, Leesburg Ele- mentary School, Loudoun County Schools, leesbure Quinley, (Mrs.) Hattie G., &th Grade Coordi- nator, Alexandria Schools, Alexandria Thweatt, Theodore O., Vocational Agriculture instructor, Disptitanta — Trainin School, Prince. Georges County Schools, Disputanta agi cory 212 Arthun, Executive Warburton, (Mrs.) Amber Guidance of Rural Secretary, Alliance for Youth, McLean Wingold, (Mrs.) | Elsie Powell, Supervisor, Lunenburg County Schools, bridge Elementary Ken. INSTITUTIONAL MEMBERS Johnston Memorial Library, Virginia State College, Petersbur Library, Longwood Cotteee, Farmville Library, Radford College, Radford WASHINGTON Allen, A .W., Superintendent of Schools, Yakima County, Yakima Baker, (Mrs.) clen A., Superintendent of Schools, Island County, Coupeville Beanett, (Mrs.) Dorothy J., Superintendent of Schools, Snohomish County, Everett Rethel, (Mrs.) © Ruth, Superintendent of Schools, Pierce County, Tacoma Cramblitt, De Fore, Superintendent of Schools, Kitsap County, Port Orchard Crosby, (Mrs.). Lydia F., Superintendent of Schools, Cowlitz County, “Kelso Dahlke, Flosence, Superintendent of Schools, Douglas County, Waterville Dimmitt, L. M., Superintendent of Schools, King. County, Seattle; First Vice President, Division of County and Rural Area Super- intendents, 1955-56 Dubois, (Mrs.) Ruby K:, Su yerintendent of Schools, Stevens County, Colville Emerson, Van W., Superintendent ef Schoels, Spokane County, Spokane , Kennicott, (Mrs.) Florence, Superintendent of Schools, Lewis County, Chehalis Loree, G. Ira, Superintendent of Schools, Skagit County, Mount Vernon: State Direc- tor; Advisory Council to the National Com- mission on the Intermediate Administrative Unit Miles, 7. E., Superintendent of Schools, Kitti tas County, Ellensbur Pierce, (Mrs.) Marv , Superintendent of Schoois, Adams County, Ritzville Shold, Walter O., Pullman Thompson, (Mrs.) Margaret, Superintendent of Schools, Benton County, Prosser INStiTUTIONAL MEMBERS Central Washington College of Education, Ellensburg Library, State College of Washington, Pullman WEST VIRGINIA Baldwin, Robert D., Professor of Educational Administration, West Virginia University, Morgantown General Supervisor, Boone Billups, Cecil W., Madison County Schools, Crawford, Robert T., Superintendent, Lewis County Schools, Weston Creasy, ames, Superintendent, Berkeley County Schools, Martinsburg Darnell, William’ Earl, Supervisor of Trans- pertatie®, Greenbrier County. Schools, Lewis- surg; Vice President, Division of Pupil Transportation, 1956-57 Harper, Stelman, Superintendent, Tucker Coun- ty Schools, Parsons Idleman; H. L., Superintendent, ty Schools, Keyser Fddie C., West Virginia University, Mineral Coun- Kennedy, Morvantown MeGufhe, Jeannette, General Supervisor, Mineral County Schools, Keyser Montgomery, John- F., President, Greenbrier Tumor Colleve, awishurg; Committee on Rural Life and) Education on_ the World Scene; Advisory Council to the National TEACHING IN THE SMALL COMMUNITY Commission on -the Intermediate Adminis- trative Unit Oates, H. Brown, Morgantown Thompson, (Mrs.) Juanita B., Director of Rural Education, Kanawha County Schools, Charleston; State Director; Executive Com- mittee of the Department Trussler, L. Brown, Superintendent, County Schools, Buckhannon Upton, Artiar V. G., Superintendent, Harri- son County Schools, Clarksbur Watson, Paul W., Superintendent, County Schools, Kin Wells, Nelson, Cler vill Upshur Preston w e State College, Glen- ville Willard, (Mrs.) Margaret, Elementary Super- visor, Fairmont State College, Morgantown INSTITUTIONAL MEMBER James E. Morrow Library, Marshall College, Huntington WISCONSIN Allen, Rowena L., Superintendent of Schools, Portage County, Stevens Point Armstrong, oo Consultant, California Test Bureau, Madison Barger, Henry, Su serintendent of Schools, St. Croix County, Heiauvent Barnard, C. M., Superintendent of Schools, Columbia County, Portage Broraker, Walter sf Chairman, Department, of Agriculture. and Extension Education, Uni- versity of Wisconsin, Madison Brown, Winston D., Superintendent of Schools, Waukesha County, Waukesha Bune, Lewis R., Superintendent of Schools, Polk County, Balsam Lake Corrigan, Ed., Principal, Wood County Normal School, Wisconsin Rapids Diehl, Margaret, Su yerintendent Kenosha County, Kenosha Drake, Alice, Director of Rural Education, Wisconsin State College, La Crosse Edmund, Harold R., Superintendent of Schools, Lincoln County, Merrill Ellsworth, Sherdian, Superintendent of Schools, Walworth County, Elkhorn Erickson; N, .. Principal, Polk County Normal School, St. Croix Falls Flanagan, F. J., Superintendent of Schools, Calumet County, Chilton Fowler, FF. Robert, Superintendent of Schools, Winnebago County, Oshkosh Garnett, R. L., Director of Rural Education, Wisconsin State College, River Falls of Schools, Glynn, R. P., Principal, Frederic School _ Frederic Gregg, Russell T., Professor of Education, University of Wisconsin, Madison Grubisic, Eve, Superintendent of Schools, Iron County, Hurley Hake, F. H. Superintendent, Barron County Normal School, Rice Lake Hanson, Harry M., Superintendent of Schools, Dane County, Sun Prairie Hanson, Maurice G., Principal, Cameron Public Schools, Cameron Hornback, Charles A., Director of. Rural Edu- cation, Wisconsin State College, Eau Claire Johnson, Robert L., Supervising Teacher, St. Croix County, Baldwin Jones, Alex .. Superintendent of Schools, Grant County, Lancaster Junyck, F. W., | Principal, Dunn County Normal School, Menomonie Kaiser, Paul L., Superintendent of Schools, Dodge County, Juneau Kennedy, Marie E., Superintendent of Sc hools, Washburn County, Shell Lake Kies. Michael S., Superinter dent. of Schools, Milwaukee County, Milwankee; Vice Presi- dent of the Department, 1955-56, Advisory gest COP ROSTER OF MEMBERS Council to the National Commission on tne Intermediate Administrative Unit Knedle, Matt C., Superintendent of Schools, Wood County, Wisconsin Rapids Kreitlow, Burton W., Associate Professor of Rural Education, University of Wisconsin Madison; Committee on Publications and Constructive Studies Krull, Rex G., Superintendent of Schools, Shawano County, Shawano Lamberg, Arnold A., Supervising Principal, Joint School District No. 11, Holcombe Leicht, (Mrs.) Hazel, Superintendent of Schools, La Crosse Coun.y, Crosse Lensmire, Warren, President, Wood County Teachers College, Wisconsin Rapids Lien, Daryl K., Supervising Principal, Amery Public Schools, Amery Lightfoot. Kay B., Superintendent of Schools, Sheboygan County, Sheboygan Lindow, Thomas S., Supervising Principal, Gillett Public Schools, Gillett Longbotham, G. T., Principal, Lincoln County Normal School, Merrill Losinski, Blanche, Superintendent of. Schools, Dane County, Mount Hore McGinnis, D. L.; Superintendent of Schools, Orfordville Moore, W. E., Superintendent of Schools, Marathon County, Wausau Moser, Robert P., Superintendent, Joint School District No. 1, Columbus Nelson, Gordon L., Superintendent of Schools, Maple O'’Reirne, C. L., Superintendent of Schools, Hayward Ottum, Olga M., Principal, Rockdale School, Rockdale Patchett, M. A., Superintendent, Joint School District No. 1, Columbus Pierce, Milton, Elementary Supervisor and. Ad- ministration, Milwaukee County, Milwaukee Plis. Ione, Principal, Demonstration School, Wood County Normal School, Wisconsin Rapids Powers, (Mrs.) Irene Corgan, Superintendent of Schools, Green County, Monroe Ritter, (Mrs.) Phyllis, Principal, Dodge County Normal School, Mayville Roach, May M., Acting Director, Rural Edu- cation, Central State Teachers College, Stevens Point ; Rehiing, Ingvar M., Superintendent, School Distrnt No. 1, Phillips Rudic, N..H., Superintendent Vernon County, Viroqua Schoenoff. Kurt R., Superintendent of Schools, Sauk County, Bara Central of Schools, Schorta, Elsie, Superintendent of Schools, Pierce County, Ellsworth Schumann, Alfred R., Superintendent of Schools, Racine County, Union Grove Sheski, Harry. Superintendent of Schools, Washington County, West Bend Sizer, Woodrow J., Superintendent of Schools, Mayville Slock, Louis E., Director of Rural! Education, Wisconsin State College, Eau Claire Sohrweide, O. J., Superintendent of Schools, Buffalo County, Alma Sorenson, Theo A., Director of Transporta- tion, State Department of Public Instruction, Madison Stewart, May L., Director of Curriculum for Rural School Teachers, Wisconsin State College, “ shkosh Teasdale, Howard, Superintendent of Schools, Lafayette County, Darlington y_ AVAILABLE 213 Thompson, Marie, Supervisor, Woods County, Wisconsin Rapids Tunnell, Edith “M., Elementary Supervisor, Douglas County, Poplar Twohig, Laura May, _ Rural Supervising Teacher, Fond du Lac County, Fond du Lac Varenick, Alette Olson, Rural Supervising Teacher, Buffalo County, Alm. Webb, Grace, Elementary Supervisor, Black River Falls Integrated District, Black River Falls Webster, Jennie L., Superintendent of Schools, Eav ~“laire County, a Clare Weinlich, H. C., Executive Secretary, Wis- consin Education Association, Madison Weix, Frank, Principal, Bonduel C ity School, Bonduel Whilhelmine, Sister M., Saint Rose Convent, La Crosse Winther, Adolph 1., Director of Rural and Elementary Education, Wisconsin State Col- lege, Whitewater; State Director Woodie, (Mrs.) Martha G., Superintendent of Schools, Price County, Phillips INsTITUTIONAL MEMBERS Library, Wisconsin State College, La Crosse Ligrasy. Wisconsin State College, Stevens ‘oint Library, Wisconsin State College, Whitewater Public Library, Milwaukee State of Wisconsin, Board of Regents of State Colleges, Madison Wisconsin State College, Eau Claire Wisconsin State College, Milwaukee Wisconsin State College, Superior WYOMING Akerley, (Mrs.) Violet M., Teacher, Sheridan School, Sheridan Alleman, (Mrs.) Effie, Superintendent of Schools, Lincoln County, Kemmerer Carson, (Mrs.) Rosella, Superintendent of Schools, Laramie County, eyenne Emmett, H. T., Superintendent of Schools, Vorland rintendent of Public In- epartment of Education, Washakie County, Linford, Velma, Su struction, State Cheyenne McCort, (Mrs.) Jessie Chipp, Superintendent of Schools, Sweetwater County, Rock Springs Nelson, Helen J., Superintendent of Schools, Albany County, Laramie; Executive Com- mittee, Division of County and Rural Area Superintendents; Advisory Council to the National ‘Commission on the Intermediate Administrative Unit Reusser, Walter C., Dean, Division of Adult Education and Community Service, Univer- sity of Wyoming, Laramie; State Director Sander, Dorris L., Director, Elementary Edu- cation and Education for Handicapped Children, State Department of Education, Cheyenne Warlow, (Mrs.) Viola W., Superintendent of Schools, Campbell County, Gillette Wogoman, (Mrs.) Florence E.,. Superinten- dent of Schools, Park County, Cody INSTITUTIONAL MEMBER Library, University of Wyoming, Laramie ALASKA Morey, Lois M., Education Supervisor, De- partment of Education, Juneau BOLIVIA Olson, Hazel, Fducation Division, USOM, American Embassy, La Paz BEST cory AV AILABLE 214 CANADA Mac Leod, Nelson B., Inspector of Schools, Colchester County, Truro, Nova Scotia Flower, G. E. Director, CEA-Kellogg Project, Toronto, Ontario Eamer, Gilbert D., Saskatchewan Teachers Federation, Saskatoon, Saskatchewan HAITI Terredins.s, L. ?., Life Member, Chief, Field Party, USOM, Port-Au- Prince, NICARAGUA Cree, Everett M., Educationist, FOA, Ameri- can Embassy, Managua TEACHING IN THE SMALL COMMUNITY PHILIPPINES Drag, Francis L., Basic Education Specialist, UeoM., American pumaney, Manila; Com- mittee on Rural Life and Education on the World Scene Philippines Women’s University, Manila PUERTO RICO Catholic University of Puerto Rico, Ponce LEBONON Chief, Urban Teacher Education, American Embassy, Beirut USOM, INDEX Achievement, pupil, 36, 37, 49, 47, 84, 104, 153 administrator, 111, 113, 124, 129-131, 152 (See also county superintendent ; principal ; superintendent) adolescents, 15, 32, 40, 134-135 age chronological, 33, 34 developmental, 33, 34, 54, 55 mental, 34, 35, 88 physical, 33, 35 agr’.ultural education, 155 Agricultural Extensicn Club, 1 (See also extension service) alternation in scheduling, 71-72, 75, 76, 93 American Association of School Adminis- trators, 148, 150 American School Curriculum, The, 148 animal life, 10, 13, 14, 16, 20, 21-22, 23, 26, 27, 28 arithmetic, 7, 15, 20, 23-25, 42, 45, 52, 57, 59, 61, 68, 69, 72, 91, 95, .121 Arizona, 7, 8, 90 art supervisor, 65 art, crafts, 42, 45, 57, 62, 64, 65, 67, 68, 69, 70, 91, 107, 109, 125, 132, 155 assignments, 56, 57, 68, 88, 106 Association for Supervision and Curriculum Development, 150 attitudes, 3, 7, 56, 95-99, 169 audio-visual media, 68, 96, 103-104, 108, 109, 112, 135, 169 Basic skills (see skills) Bathurst, Efhe G., 7 beginners, 21, 22, 33, 52, 54, 62 beginning the school day, 43, 58, 63, 85- 86 belonging, need for, 11, 87-89, 97, 116, 169 blackboard (see chalkboard) block scheduling, 56, 57, 59, 69-70 board of education (see school board) bookmobile, 109, 134 books (see children’s books, library; professional reading) Boy Scout activities, 141, 165 Brookover, William B., 89 Brink, Dwight, 102 building (see school building) bulletin board, 45, 91, 93, 108, 125 bulletins (see professional reading) Burton, William H., 89 “bus children” (see transported pupils) bus drivers, 96, 157, 158 “busy work,” 61, 66 California, 76, 89 Cave creek Elementary School, 7-11, 12, 15, 198, 109 centers of intzrest, 41 (See also classroom, arrangement; work centers) Centre County, Pennsylvania, 64 certification, standards of, 154 Chadwick, Daniel, 7 chalkboard, 24, 44, 46, 57, 91 chart (see reading chart) Chase, Francis S., 54, 59 Chesapeake School, faculty of, 132 child development (see growth and develop- ment) Child Development Point of View, A, 89 Child in the Rural Environment, 61, 106 Childcraft, 61 children as helpers, 46, 118, 119 children, learning to understand, 34-35, 36, 40, 59, 62, 63, 76, 98, 103, 117, 123, 132-133, 134-135, 140-141, 148-149 children’s books and materials, 21, 44, 73, 93, 108-109, 118, 141, 166 children’s needs (see needs, children’s) Choosing Free Materials for Use in Schools, 150 church, 1, 18, 165, 107, 169 citizens and the schools, 3, 11, 89-90, 119, 129-142 Citizens Council, 140 citizenship, 3, 142: 27. 42. 115, 152, 170 Clark, Lois M., 51, 52, 55, 716 classroom, 28, 43, 46, 58 arrangement, 46, 90-92, 158 attractiveness, 43, 89-93, 105, 130, 131, 158 climate, 36, 37, 64, 83-99, 118, 158-159 organization, 52, 55-56 Clem, Beryl E., 145 climate, school (see classroom) Cockerille, Clara E., 83 215 216 Br Cody, Paul T., 104 college, 29, 47, 52, 112, 113, 119, 121-122, 123, 125, 162, 165, 168, 169 combining classes, 22, 42, 67, 71, 73, 75, 76 Community Improvement Club, 136, 137 community resources, 3, 18-19, 47, 101-103, 105, 117, 139, 169 human, 38-39, 47, 102-103, 119, 133, 135, 139 rural environment as source, 101-102, 107 services and agencie , 9, 18-19, 27, 29, 47, 165, 166, 169 community school, 1,.3, +, 11 Community School, The, 1 Community School and the Intermediate Unit, The, 112, 149 community services of children, 13, 17, 19, 20, 28 (See also small community, children’s role in) community, small (see small community) community study, 42, 133 community, teacher's life in, 161-170 competition, 88-89 conferences (see professional meetings) conservation education, 19, 27, 42 conservation of natural resources, 16, 19, 21, 26-27, 41, 66 consolidated school, 40, 60, 138, 147, 162, 163, 164, 165, 167, 168 (See also graded school; small school) consolidation, school, 1, 138, 146, 165 (See also school district reorganiza- tion) consultant, 115-126 (See also instructional supervisor) Contra Costa County, 124 correlation, 66, 71, 74, 76 County Farm Agent, 136-137 county. schools office, services of, 53, 76, 104, 109, 112-113, 116, 117, 119, 123, 124-125, 131 (See also intermediate unit) county superintendent, 113, 121, 124, 149, 164 course of study, 12-13, 65, 66, 74, 75, 113 creativity, 11, 16-17; 46, 58, 65, 68, 70, 84, 90-91, 92-93, 108, 147, 161 Culp, D. P., 157 TEACHING IN THE SMALL COMMUNIT) curriculum, 4, 7-29, 37, 64-67, 139 and individual needs, 40, 41-42, 43-44 106, 117, 148 community éxperiences for, 4, 8-9 materials, 12, 113, 120 planning and development, 38, 76, 112 119, 121-122, 124, 141, 147-148 curriculum coordinator (see instructiona supervisor) curriculum guide (see course of study) Cushman, M. L., 2 custodian, 59, 86, 158 Cuyama School, 134 Daily living activities (see group living) daily schedule, 39, 44-45, 55, 56, 59, 65 67-70, 72, 97, 115, 117 and the school bus, 96 Dark is Light Enough, The, 98 Davis, Billie, 63 democracy (see citizenship) dental hygienist, 29 Departmenit of Classroom Teachers, 62, 154 Department of Rural Education, 2, 54, 61 10Z, 106, 112, 149, 157 development, child (see growth and devel opment) developmental age (see age, developmental) differences need to value, 3, 34, 37-39, 48 teachers’ feeling right about, 36, 37, 39 (See also individual differences) discipline, 84, 94, 95, 97, 117, 133 Division « f Audio-Visual Instruction, 104 Dixon, Dorothy I., 101 dramatics, 65, 68, 109, 135 dropouts, 11, 67 Dunn, Fannie Wyche, 56, 61, 106 Earning, opportunities for, 9, 14-15 education, characteristics of good, 2-3, 54 educational goals (see goals of education) educational services (see county schools office; intermediate unit, specialized serv ices) Educators Guide to Free Films, 104 Educators Guide to Free Slidefilms, 104 Ffhective Intermediate Units, 149 E] Dorado County, 124 Elementary Teachers Guide to Free Cur viculum Materials, 104 INDEX emotional development, 7, 16, 33-34, 47, 95 Emotional Problems of Children, 89 English, 65, 110 (See #50 language) enjoyment, 13, 14, 15, 16, 17, 18, 20, 62- 63, 66, 67 enrollment, 8, 13, 40, 68, 131, 138 environment, the chi'd’s, 3 (See also classtoom climate; rural en- vironment) equipment, school, 38, 45, 89, 90, 97, 103, Lil, 116, 138, 139, 141, 147, 155, 159 Everett, Marcia, 61 evaluation, 45, 57-58, 69, 75, 119, 147, 150 exceptional children, education of, 149 (See also handicaps) excursions (see trips) experience chart (see reading chart) experiences for learning (see learning ex- periences ) extension service, 42, 151 Fact finding (see reference sources, use of) family (see home and family living) Farm Bureau, 1 farm life, learning experiences from, 13-29 farm machinery, 14, 21, 22, 26 feeling right about differences (see differ- ences) Field Enterprises, Educational Division, 104 films, filmstrips (see audio-visual media) financial support (see school finance) flannelboard, 46, 91 flexibility, 3, 12, 43, 44, 54, 56, 67, 69, -71- 73, 91, 147 “For These Children in This School,” 52 4-H Club, 15, 133, 141, 151 Fowlkes, John Guy, 104 Fox, Robert S., 1 Free and Inexpensive Learning Materials, 104 free materials (see materials, instructional) friendliness, 8, 11, 39, 43, 83, 8487, 97, 165-167 Fry, Christopher, 98 fun (see enjoyment) Future Farmers of America, 15 Gevgraphy, 7, 26, 52, 55, 69-70, 75, 109, 110 PX pest cor 217 George Peabody College, 104 Girl Scout activities, 141, 165 goals children’s, 12, 23-24, 36, 43, 54, 62, 67, 68, 74, 99, 122, 148 of education, 3, 7; 12, 18, 53, 60 teacher's, 12, 31, 37, $3-54, 74, 170 Goldilocks, 99 good day for children, 53, 56-57, 63-64, 67-68 (See also climate, classroom) Good School Day, A, 68 grade classification, 8, 41, 52, 55, 56, 68, 73, 74, 76, 138 g.aded school, 1; 36, 52, 71, 85, 86, 87, 145, 148 (See also consolidated school) grades (see school marks) Grange, 1 Grimm, Brothers, 9% group dynamics, 98 group living, 58-59, 64, 68, 74, 76, 84, 90- 93, 95, 106, 118 grouping for instruction, 8, 22, 40-41, 42- 43, 44-45, 51, /A, 56, 71, 72-75, 76, 77, 88, 106 flexible, 42-43, 44-45, 54, 57, 88 friendship groups, 72, 88 in one-teacher schools, 40-41, 42-43 in skills areas, 22, 42, 45, 73 small-group activities, 22, 41, 42, 4, 60, 68, 74, 91, 107 whole-group activities, 22, 73, 86, 97 working in pairs, 43, 44, 45, 60, 123 growth and development, $315," 3i- 35, 40-41, 53-55, 74 conditions for, 28, 61-62, 63, 83-99 differences in, 33, 55, 75, 110 nature of, 33, 55, 62 (See also emotiona!, mental, person- ality and social development) 41, 66, 79, growth pattern (see individual differences) guidance (see teacher guidance) guidance services, 47, 123, 149 Guidance of Learning Activities, 8S Guided Study and r.omework, 62 Handicaps, children with, 33, 35, 3), 40, 44, 47, 72 cq cory NINES 218 Be handwriting, 7, 20, 21, 22-23, 38, 58, 67, 68, 69. 70 head-teachir, 89, 146 health, 13, 16, 27-29, 35, 42, 57, 58, 3, 64, 67, 68, 70, 121, 155, 149, 159 (See also mental, physical health) Hidden Va!ley School, 120, 126 high school entrance, 11, 67, 73 history, 7, 19, 26, 52, 69, 70, 72, 75, 104, 109 hobbies; 44, 68, 108, 110, 118, 165, 169 home and family living, 7, 13-14, 15, 18, 19, 32 children's role in, 13-14, 18 effect. on differences, 34 home and school (see teachers and parents) home extension classes, 17 homemaking education, 17, 155 home visits, 35, 133, 137 Hoppock, Anne S., 31 Horkheimer, Patricia A., 104 housekeeping, school, 68, 84, 156, 159 “How Sequential Is Learning?” 76 Human Relations in Teaching, 89 human resources (see community resources) Hymes (James), 89 Improvement of living as educational goal, 3, 4, 7, 14, 135-142, 170 independent work, 43-44, 55, 60-62, 107- 110 (See also individual work) “indirectly supervised activities,” 61 (See also independent work) individual differences, 3, 22, 31-48, 52, 59, 75, 149-150 adapting to, 22, 24, 38, 40-48, 56, 68, 71-73, 74, 105, 106, 109-110, 123, 132, 148 growth pattern, 33, 55, 61 helping parents to value, 37 (See also differences) individual, importance of, 84 individual interests (see goals, children’s) individual work, 43-45, 59, 68, 71, 73-74, 76 (See also independent work) industrial arts, 112, 155 inservice growth (see professional growth) instructional materials. (see materials, in- structional) TEACHING IN THE SMALL COMMUNITY instructional program, 147-148, 153, 154 (Sce also school program) instructional supervisor, 47, 51, 59, 65, 74, 75, 111, 119-120 services of, 116-126, 150, 151, 154, 164 instructional units (see units) integration of subjects, 65, 76 intellectual ability (see mental develop- ment) intermediate unit, 4, 109, 112-113 educational services of, 112-113, 149 relation to local school unit, 112, 149 Into Your Teens, 134 Isenberg, Robert M., 157 Janitor (see custodian) Jersild (Arthur T.), 89 Johnston, Lillian B., 115 Joseph and Zern, 89 Junior Red Cross, 20 Kentucky, 133,.134, 135 Kincer, Charles L., 129 Lane and Beauchamp, 89 language, 7, 19, 20, 43, 44, 57, 60, 69, 70, 71, 72,.74, 103, 121, 135 leadership, children’s, 44, 46 learnicg, nature of, 54-55, 56, 59, 76 leisure ‘ime, 109-110 Letcher County, 135 librarian, 90, 108, 151 library, 47, 104, 108-109, 112, 118, 149, 151, 166 classroom, 40, 43, 44, 46, 93, 108, 116 county, 42, 108, 109, 112 school, 90, 91, 108, 109, 151 state, 108-109 library center (see library, classroom) Lincoln, Abraham, 152 Linn, Elsie V., 8, 10, 12 literature, 67, 68, 69, 109, 118 living arrangements, teachers’, 161-164, 167- 168 lunch (see school lunch) lunchroom (see school building) Magazines, 13, 25, 104, 107 professional (see professional reading) Mary’and Teacher, 132 matecials, instructional, 4, 40, 41, 45, 59, 60, 62, 64, 74, 91, 97, 101-113, 117, 146-147, 149-151, 155 INDEX free and 16-17, 107, 108, 110, 112, 125, 150 organization, 46, 58-59, 91, 150, 151 selection, 22, 68, 74, 105, 110-112, 120, 150-151 mental age (see age, mental) mental development, 17, 33, 36, 40, 6C, 72, 109-* 10 mental health, 7, 27, 28, 135 Merced County, 124 migrant workers, children of, 34, 38, 47 “minimum day” schedules, 121, 122, 124 mobility, 18 Modern Ways in One- and Two-Teacher Schools, 22 money, learning to mavage, 8, 9, 10, 13- 14, 24, 25, 95, 156 Montana, 65 Monterey County, liv, 122-123 movies (see audio-visual media) multigraded classroom, 7-11, 35, 36, 39, 42, 31, 32, 355, 6O,. 66, 68, 73, 74, 75, 106, 130, 136, 139, 145, 147, 148, 155 (See also one-teacher school) music, 9, 19, 57, 58, 64, 65-66, 67, 68, 69, 70, 107, 109, 155 104-105, inexpensive, National Conference on Rural Education, 34 National Education Association, 2, 54, 61, 62, 104, 105, 112, 125, 148, 149, 150, 154, 157 Research Divisicn, 154 National Parent Teacher, 24 National Society for the Study of Educa- tion, 1 natural resources, 2, 7, 14, 16, 27, 101, 102 (See also conservation of natural re- sources) nature, 10, 14, 16-17, 20, 21, 34, 66, 67, 102 needs, children’s, 7, 11, 12, 29, 32, 37, 39- 40, 53-55, 59-60, 63, 67-68, 77, 87- 89, 91-94 as curriculum determiner, 7, 29 (See also individual differences) neighborhood, 4, 17 New England, 149 New Jersey, 61 New York, 149 219 New Patterns in Sex Teaching, 135 Newspaper Enterprise Association Service, Inc., 35 newspapers, 13, 25, 102, 107 newssheets, children’s, 26, 72 Newton, Ruth, 134-135 noon time, 56, 69, 70, 97 numbers, use of (see arithmetic) nurse, 29, 38, 47 (See also scnool nurse) nutrition, 27-28, 33 Ogden, Samuel R., 10 one-teacher school, 38, 41, 42, 5° _-, 60, 61-62, 66, 71, 73, 86, 97-98, 115-116, 145, 147, 149, 155, 167, 165 (See also multigraded classroom) only child in a grade, 41, 73, 75 opening exercises (see beginning the school day) opportunity, educational, 4, 53, 59 organ‘zation (see classroom organization; daily scnedul) “Our Scnool Went Home,” 322 outdoor education, 9-10 Parallel units (see units) parent conferences, 38-39, 132, 133, 153 parents, 3, 11-12, 22, 28, 31, 36, 37, 47, 60, 67, 75, 77, 86, 97, 98, 102, 107, oon Lit. Ets,:. 27, 129-142, 146, 147, 165 classroom visits of, 129-132, 133, 138 participation of, 3, 22, 38, 47, 104, 107, 121, 129-142, 148, 158, 166 (See also teachers and parents, shared responsibil.ties of ) parent-teacher organizations, 97, 107, 133, 137-141 permissive classroom, 84, 93-95 personal life (see teachers, personal life of) personality development, 7 Phi Delta Kappan, 2, 52 phonics, 23, 73 (See also word recognition) physical activity, 16, 63, 67 physical education, 64, 121, 141, 155 physical health, 7, 18, 27, 33, 38, 148- 149 and individual differences, 33-34 Pine Mountain, 135-137 = ay tere if\ r\ pLe 220 Btsi cory NV w\L planning (see pupil-teacher planning; teacher planning) play, 8, 13, 16, 32, 46, 67, 68, 69, 70, 87 materials for, 16, 46, 91, 136 playground (see school ground) Powell, Marie, 10? primary-age children, 8, 46, 60-62, 69, 70, 71, 87 principal, 8, 47, 96, 137, 138, 146, 150, 153, 164 problems of living as vehicle of learning, 3, 15, 19, 20, 23, 24, 41, 94-95, 106 education's concern with, 8, 9, 13, 16, 19, 29, 94, 135-137, 141, 162 problems, teachers’, 2, 4, 51-52, 66-67, 74-75, 115-126, 130 professional growth, need for, 48, 64, 76, 98,120 professional meetings, 111, 120-123, 124 professional organizations, 117, 125-126 program (see daily schedule; school pro- gram) promotion, pupil, 71, 90 (See also pupil progress) PTA, 87, 108, 139-141, 155, 156, 166 helping teachers, “belong,”” 164, 166 public, informing the, 151-152 pupil classification (see grade classification) pupil progress, 35, 37-38, 44, 45, 73, 74, 118, 133, 152-153 pupil-teacher planaing, 19, 26, 35, 43, 45, 46, 57-59, 68, 71, 84, 91-92, 117, 118-119, 122, 148, 158 pupil transportation, 156-158 Pupil Transportation, 157 Radio, 9, 13, 19, 96, 105, 137 Ranchwood School, 115 readiness, 59 reading,. 7, 20-22, 25-26, 42, 43, 4 4, 45, 46, 52, 59, 61, 68, 69, 70, 71, 72, 73, 74, 91, 93, 121 beginning, 21%, 22 individual differences and, 38, 39, 123 parent's role in teaching, 22 rural experiences for, 19-23, 110 reading chart, 21, 22, 23, 88 “Reality of Rural Education, The,” 2 recitation, 56 TEACHING IN THE SMALL COMMUNITY recordings, 9, 108 records, school, 35, 133, 138 recreation, 13, 16, 17, 18, 27, 68, 69, 89, 96-97, 121, 136, 139, 141 reference sources, use of, 13, 19, 20, 25. 26,. 27, 41, 42,57, 62, 66, 68, 69, 70, 102, 106-107, 108, 151 released time, 121, 122, 124 reorganization (see school district reorgani. zation) report cards, 37, 96, 133, 153 reporting to parents, 38, 152-153 research (see reference sources) resource units (see units) resources, 2, 3, 74, 101-113 (See alio communi’y resources; na tural resources) rest, children’s need for, 29, 32, 63, 67, 68 69 Room Mothers, 141 routines, classroom, 84, 92 rules, children’s need for, 92, 94-95 rural community (see small community) rural, definition of, 2 Rural Education—A Forward Look, 54 rural environment relating learning to, 7-29, 101-102, 11! rural home (see home and family living) rural living organization of teaching around, 13-20 teachers’ need to value, 162-163 Rural Teacher of the Year, 101, 102 Rural Teachers Club, 120 Safety, 18, 27-29, 63, 90, 121, 157, 158, 159 salary planning, 154 salary scheduling, 154 San Diego County, 76 Schools Service Center, 112 Santa Barbara County, 120 Santa Clara County, 89 Shacter, Helen, 134 scheduling, problems of, 96, 107 (See also daily schedule) school and comnunity, 4, 11, 102, 11% 129-142, 151-152, 159, 170 school and home (ses teachers and parents) school board, 89, 90, 109, 111, 117, 11 121-122, 124, 137, 146, 149, 150, 15) 153-155 INDEX school b‘Iding, 7-8, 89, 90, 116, 138, 139, 140, 158-159 school bus, 56, 63, 95-97, 103, 138, 146, 156, 157-158, 164 School Bus Patrol, 96 school district, 4, 145, 146, 153 school district reorganization, 4, 95, 146 school finance, 4,155 school ground, 8, 18, 24, 28, 38, 42, 43, 59, 85, 89, 90, 102, 110, 116, 136, 139, 141, 159 school lunch, 28, 39, 41, 67, 69, 117, 138, 141, 156-157 school marks, 11, 37 school nurse, 35, 148 School Patrol, 96 school program, 3, 13, 139-141 (See also instructional program) schoolroom (see classroom) Schools at Work in 48 States, 22 school trips (see trips) science, 22, 25-27, 41 "ieee < SEiy & YER 243,121, 122 Science Research Associates, 135 “seat work,” 61, 107-108 security, 83, 85-89, 122-123 (See also stability) self-confidence, 39-40 self-discipline (see discipline) self-realization, 48, 54, 63-64, 76-77 sequence in learning, 59, 75-76, 148 service groups (see community resources) sharing, 41, 58-59, 62-63, 69, 91, 106, 123 Shaw, Genevieve Bowen, 161 single-graled classroom, 40, 42, 68, 73, 106 akitie:cd 2; 42,23, 25,.35. 2. 6. 7, 64, 67, 68, 69, 101 of learning, 20, 69-70, 73 of participation, 54, 57 “skills” period, 44, 45, 59 slow-developing children, 36, 40, 120 small community, 1-2, 4, 84, 97, 145-146, 151-152, 153, 159, 162 children’s role in, 11, 17-19, 101, 148 teacher in, 98, 141-142, 161-170 small school, 1, 4, 51-53, 55-56, 75, 76, 133, 149, 155 (See also one-teacher school) 45, 46, 52, 64, 66- 74, 91, 102, 107, 221 social development, 3, 7, 10-11, 14, 43, 62, 86, 95, 135, 138, 156 social studies, 22, 25-27, 41, 43, 45, 57, 61-62, 68-69, 70, 71, 73, 74-75, 76, 102, 104, 107, 109, 120, 121 sociograms, 88-89 sociological community, 1, 4 Sociology of Education, 89 soil conservation (see conservation of na- tural resources) Sources of Free and Inexpensive Educational Materials, 104 “special subjects,” 64-67 specialized services, 123, 147, 149 spelling, 7, 20, 21, 22-23, 42, 52, 61, 68, 69, 70, 71, 86 stability, need for, 83, 91-92 standards, 35, 36 state education association, 125 state education department, 12, 76, 90, 112, 125 Stock, Earl, 58, 64 Strain, Frances Bruce, 135 Strang. Ruth, 24 Stuart, Jesse, 24 study, learning to, 62, 73 subject matter, 12, 13, 25, 66, 74, 106 subjects, 59, 71, 74 substitute teacher, 124 summer school, 12, 47, 52, 93, 121 superintendent, 145, 146, 149, 150, 153 supervisor (see instructional supervisor) Sylvan School, 85 Talk shop,” need to, 115-126 “talking time,” 86 teacher, administrative role of, 145-159 informing the public, 151-153 operating the school, 148-150, 151-159 school board cooperation, 153-155 school bus use, 156-158 teacher-administrator, 145-159 teacher education, 112, 120, 162 (See also college; summer school; uni- versity; workshop) teacher guidance, children’s need for, 47, 53, 54, 57, 59, 61, 93-95 teacher load, 8, 102, 131, 138, 139 teacher planning, 36, 60, 71, 74-75, 123, "136, 138, 142, 148, 153, 157-158, 161 teacher-principal, 8, 124, 146 222 teacher-pupi! planning (see pupil-teacher planning) teacher qualifications, 7, 98, 154 (See also certification) teacherage, 164 teachers and parents, shared responsibilities of, 14, 28, 32, 37-39, 53-54, 56, 77, 129, 137, 142 teachers college (see college) teachers, personal life of, 4, 160-170 “Teaching Example, The,” 24 teaching in the small community, 1-4, 169- 170 teaching, nature of, 56, 76, 101, 102 teaching units (see units) teen-agers {see adolescents) Teen Days, 135 television, 19, 66, 137, 169 testing (see evaluation) tests and measurements, 35, 47, 148 textbooks, 22, 44, 66, 71, 87, 105-109, 139 selection, 110-112, 112-113 use, 20, 73-75, 102, 105-107, 110, 111 Theman, Viola, 67 This Country Life, 10 Thread That Runs So True, The, 24 Three R's (see skills) time, school, 35, 51-77 “a bugbear,” 36 children’s use of, 46, 56-64, 68, 77 teacher's use of, 46, 51, 52-53, 54-55, 56-67, 68, 70-72, 77, 124, 146 Tolliver, Ruth, 130, 131-132 transported pupils, 56-57, 95-97, 156, 157- 158 TEACHING IN THE SMALL COMMUNITY trips, 11, 68-69, 103, 152, 157-158 trustees (see school board) Turner, Marie R., 129 Unit of work (see units) units, 42, 66, 70, 74, 76, 78-81, 103, 106 107, 113, 120, 121, 125 university, 47, 112, 162 “unsupervised work period,” 61 (See also independent work) urban life, 3, 7, 18, 56, 84, 98, 169 Using Free Materials in the Classroom, 15 Valley Community Club, 89, 90 visiting days, 111-112 visual aids (see audio-visual media) vocabulary, 21, 23, 73 vocational education, 135,.149 Weekly readers (see newssheets, children’s) weekly schedule, 64, 67, 68 Wetzel Grid, 35 What Research Says to the Teacher, 62 what to teach (see curriculum, subject mat ter) When Teachers Face Themselves, 89 word recognition, 21 workbooks, 72 work centers, 46, 91 workshop, 52, 113, 121, 163 world events and relationships, 13, 18, 19 20, 25, 98 writing (see handwriting) Wyoming, 113 Your Child: His Family and Friends, 135